CHAPTER ONE
INTRODUCTION
Background to the Study
Teachers’ role in any educational system cannot be over-emphasized. Teachers are the executors and implementers of the educational policies and curriculum.
Hence whether there are loopholes in the educational processes and outcome, teachers tend to receive more blame for these shortcomings than any other agent connected with educational activities.
Adesina (1987) recognized teachers as the heart of Nigeria’s educational system at all levels. The teachers continue to be the major determinants of quality of education, be it at primary, secondary or tertiary level. The revised National Policy on Education (1998) confirms that, “No educational system can rise above the quality of its teachers”
Similarly, the National Curriculum Association conference held in 1969 described the teacher as the “Keyman in the entire educational programme”. The implication of the foregoing for educational policy makers in particular and the society at large is that, adequate attention should be paid to teachers’ welfare in all its ramifications. This should be the case as point out by Edem (1987):
The curriculum however well developed and however properly interpreted, will come for short of our hopes unless it is applied by teachers who are themselves the product of its philosophy.
- In a situation where teachers are left to their fate to face the rigours of academic and in some cases administration work, there is the high tendency that they would decline both in efficiency and effectiveness. Worst still, inspite of these rigours they are being poorly motivated in terms of salary remunerations. According to Borton (1981) “Education is not just for personal survival or to increase one’s income or power over others, but it is for enriching one’s life for personal growth beyond survival and income”. While agreeing with his view, the question is will it also be justifiable for teachers to use their meager income for the provision of school facilities, materials and equipment needed for effective school work to progress? If the answer to this question is positive, according to Byme (1981) there is a danger that the teacher will lose his initial keenness in teaching for something better.
Moreover, the nature of teachers earns them the regards as experts who know more than their students. This may involve answering questions, correcting or validating the students’ work or what they have said. For the teacher to remain as an expert, there must be a continuous in-service training programme for him and the urge to expand his breadth of understanding.