EDUCATION CORRUPTION AND TEACHER ABSENTEEISM IN NIGERIA
John N. N. Ugoani
College of Management and Social Sciences, Rhema
University, Nigeria
E-mail: drjohnugoani@yahoo.com
Submission: 19/01/2016
Revision: 30/01/2016
Accept: 05/02/2016
ABSTRACT
Education corruption displays ample evidence that
warrants inefficiencies and absenteeism among teachers. Teachers are the
transmitters of knowledge who help to ensure that children learn, they are role
models and in most rural communities they are the most educated and respected
personages. High teacher absenteeism can exist when teachers have very low
levels of motivation to work and little commitment to the profession, and when
there is lack of accountability in the education sector. Because of the importance
of education to society, international bodies emphasize the need for
attracting, developing and retaining effective teachers. It is necessary to
state that reducing official corruption in the education sector, promoting
teacher welfare, designing better systems for monitoring and reducing invalid
absences are among the critical measures of combating teacher absenteeism. The
survey research design was used for the study and the result supports that
education corruption has significant positive relationship with teacher
absenteeism.
Keywords: Education corruption, Teacher Absenteeism, Primary School, Secondary
School, Universal basic education programme.
1. INTRODUCTION
Education
is essential for economic growth and social development and for reducing the intergenerational
transmission of poverty. Education also interacts with other resources to
increase productivity. For example, education helps to make health and
nutrition investments more effective.
According
to Patrinos and Kagia (2007) female education yields some of the highest
returns, as it is inversely related to infant and child mortality and is
associated with lower fertility rates. Every additional year of schooling
increases a person’s productivity and increases earnings. Therefore it is suggested
that investments in education are a critical part of partial development.
In
Nigeria for example, the Federal Government of Nigeria (FGN) launched the
Universal Basic Education (UBE) programme on 29th September, 1999 in Sokoto,
Sokoto State, as part of its foundational national development agenda. The UBE
Act was passed in April 2004, to support an educational programme of the
Nigerian Government that provides free, compulsory, and continuous 9-year
eduation in two levels: 6 years of primary and 3 years of junior secondary
education for all school-aged children.
But
this idea of the government has not been realized because of endemic corruption
in the education sector and weak political governance from the federal through
the local government levels in Nigeria for the last many years. In Nigeria the
twin issues of absenteeism and tardiness among teachers are common because
teachers often seek other avenues of livelihood since their salaries and
allowances are grossly in arrears of payment.
In
some states in Nigeria, gratuity for teachers who retired for up to ten years
is yet to be paid, talkless of pensions, despite annual budgetary allocations.
Corrupt education practices around the world continue to manifest in
inefficient use of resources, and ultimately prohibit the achievement of a
quality education for all children.
Many
education scholars argue that the Millennium Development Goals for education
(Universal Completion of Primary School, and gender parity) may not be achieved
without strengthening and building the instruments needed to control corruption
in education. After the launching of the UBE programme in Nigeria, the FGN
provided matching grants totaling N48.98 billion between 2005 and 2006, and has
continued to do so on annual basis.
Again,
this has not translated to any improvement in the quality of basic education in
the country largely due to corruption in the sector resulting to the fact that
some communities in Nigeria saw primary school blocks only in 2015. While
inaugurating the Enugu – Abakaliki Road, Oji (2015) reports that the FGN
through the Minister of Works unveiled over 80 social infrastructure projects
built in 50 communities along the road corridor.
Such
projects include 8 new classroom blocks and 2 new primary schools built in two
communities thus, availing the communities the opportunity to see Primary
School blocks for the first time. Corruption has different meanings to
different people. Most broadly, it can be defined as the “misuse of office for
unofficial ends”. Corrupt acts include but not-limited to bribery, extortion,
influence peddling, nepotism, fraud, use of money to bribe government officials
to take some specific actions, and embezzlement.
Heyneman
(2004) argues that education corruption includes the abuse of authority for
personal and material gains. Hallak and Poisson (2001) define corruption in
education as “the systematic use of public office for private benefit whose
impact is significant on access to quality or equity in education”. They posit
that in a surprisingly large number of countries in all regions of the world,
corruption is pervasive at all levels of education, from primary schools
through tertiary institutions.
They
claim that corruption seems to affect education in some key ways capable of
leading to absenteeism by teachers. Reducing corruption and strengthening
general education at primary and secondary levels is an important priority for
public policies to improve the productivity and flexibility of a country’s
workforce.
The
importance of basic education as the foundation for further education and
training has long been recognized. It leads to the acquisition of scientific
knowledge which is fundamental to understanding both the natural environment
and the artificial world of technology (MIDDLETON, et al, 1993).
1.1.
The
Phenomenon of Teacher Absenteeism
Campos
and Pradhan (2007) suggest that education corruption in many parts of the world
is responsible for inefficiencies and absenteeism among teachers. They insist
that teachers as transmitters of knowledge and role models to students, and in
some communities, the most educated and respected personages, should be
encouraged to ensure that children set good training at schools and colleges.
Teachers may not do better where their salaries are hardly paid.
According
to the World Bank (2006a), in some developing countries, teachers salaries
often reach up to 80 percent of the total education budget, and in the average
teachers salaries and benefits account for 74 percent of recurrent public
expenditure on education.
While
this makes payment salaries precarious, the situation is compounded by
education corruption, which then negatively affects the processes of teaching
and learning, as well as simultaneously encouraging teacher absenteeism and
tardiness (BRAY, 2003) Banerjee and Duflo (2006) found that teacher absenteeism
in India was responsible for poor performance of school children.
Das,
Devcon, Habyarimana, and Krishnan (2005) state that increase in teacher
absenteeism in Zambia is responsible for reduction in teaching and learning
effectiveness by about 36 percent. Chandburry, Hammer, Krenner, Muralidharan,
and Rogers, (2006) found a significant negative relationship between teacher
absenteeism and poor performance in English Language by pupils in Bangladesh.
Teacher
absenteeism phenomenon in Nigeria is most among teachers within the 20-39 years
age bracket. Because of education corruption that contributes in delayed or
nonpayment of salaries and benefits, these teachers often look elsewhere to
satisfy their personal needs (SASPSFORD; TZANNATOS, 1993).
In
Nigeria, there is no open and transparent procedure for the recruitment of
teachers and even, their training, retraining and promotion. This brings about
corruption and frustrates most young teachers out of the noble profession.
According to Alugbuo (2005) age is inversely related to absenteeism, in which
case, absenteeism rate reduces as age increases.
1.2.
Statement
of the Problem
Teacher
absenteeism results from a combination of individual and systematic issues.
While some causes of teacher absenteeism are easily categorized as individual
decisions to accept pay without providing a service, on other cases systemic
problems make it difficult to blame only the teacher. In systems that are
corrupt and do not promote efficiency and honesty, teachers can be just as much
the victims as are the students.
In a
low-income state like Nigeria where the rate of public corruption is high and
teacher’s salaries almost always in gross arrears, absenteeism seems to be the
order of the day; to the extent that some state government had to dismiss
teachers on the account of absenteeism.
According
to Ogbonnaya (2012) Ebonyi state government had to suspend a school principal
and 26 teacher for incompetence and absenteeism. It was found that of all the
37 teachers on payroll, only 19 signed the attendance register. Four of the 19
were present as at 1.30pm when the school was visited, the remaining 15
teachers were not on duty.
Besides
the 15 who absconded after signing the attendance register, 18 teachers were
absent without permission from neither the principal nor the management of the
school. The government noted that teacher’s incompetence, misconduct and
frequent absenteeism were acts capable of undermining its determination to give
to the student’s qualitative education.
The
National Union of Teachers (NUT) laments teacher’s neglect which has positive
correlation with teacher absenteeism. The NUT regrets the exclusion of teachers
from the minimum wage of some state governments. The Union states that the
exclusion of teachers is “totally unacceptable”.
According
to the Union, teachers are “Unusual workers” and should not be excluded from
any decision taken about other workers. The situation of teachers is even made
worse as some states have excluded them from the minimum wage in spite of the
compelling force of the law. A situation like this only prevails because of too
much corruption in governance (ORINTUNSIN, 2011). Added to this, is the low quality
of teaching.
Most
teachers in Nigerian basic education institutions of primary and secondary
schools are not qualified and therefore use school hours in pursuit of higher
education. For example, out of 564, 569 teachers in primary schools in Nigeria
in 2010, only about 60 percent were qualified. Also, only 17 percent of 133,338
teachers in Junior Secondary Schools in 2010 were computer literate (UNIVERSAL
BASIC EDUCATION COMMISSION (UBEC) 2008, 2010).
Teachers
suffer serious neglect across Africa. For example, in the early 1990s in
Uganda, only 13 percent of nonsalary spending on primary education actually
reached the Primary Schools. For education outcomes to improve, teachers must
show up at work and perform effectively.
But
education is often mired in a system where the incentives for effective service
delivery are weak, corruption is rife, and political patronage is the way of
life. This said situation increases the rate of absenteeism among teachers. (DEVARA
JAN; REINIKKA, 2003).
Despite
the global recognition of the importance of education to development, teachers
in Nigeria still labour under poor environmental conditions and with poor and
irregular pay. This is contrary to the popular held view that teachers are
nation builders, and their contributions can never be over estimated.
To
this extent, the United Nations observes October 5, of every year as Teachers’
Day all over the world, as a unique day
to celebrate a set of people that have invested their time, resources and
skills into moulding and shaping lives all over the world. Teaching is hard
work and it is poignant if it is further made tougher when teachers are forced
to work in environments that are not conducive to learning.
In
some cases teachers are expected to reach unattainable goals with inadequate
tools, at times they perform a miracle by accomplishing the impossible task. (ADEBANIBO,
2015). Because of the deplorable condition of education and teachers in Nigeria
the Kaduna state government has declared a state of emergency in the education
sector.
The
Kaduna state government believes that one legacy for the rebirth of Nigeria is
the restoration of education as a tool to free the people from the traps of
poverty and ignorance. It believes that the provision of free basic education
in decent schools and with skilled teachers is a priority of government as a
route to freedom from want and disease (AKHAINE, 2015).
1.3.
Objective
of the Study
The
study was designed to explain the relationship between education – corruption
and teacher absenteeism in Nigeria.
1.4.
Delimitation of the study
The
study was delimited to South East geopolitical area that includes, Abia,
Anambra, Ebonyi, Enugu and Imo States, out of the 36 states in Nigeria, and it
was assumed that the opinion of the people in area would be a fair
representation of the opinion of the people in Nigeria.
1.5.
Limitations of the Study
The
study was limited by lack of research grant and current literature in the area
of investigation. The distance between states in Nigeria limited the coverage
to more states. But these constraints did not dilute the academic content of
the study, because the typical examples of the fate of teachers in Abia, Borno,
Ebonyi and Kaduna states reflect the situations in other states.
1.6.
Significance
of the Study
The
study will help education planners, teachers, students, researchers, and the
general public to reflect on the phenomenon of education corruption and teacher
absenteeism.
1.7.
Hypotheses
To
achieve the objective of the study two hypotheses were formulated and tested at
0.01 level of significance.
·
H0: There is no relationship between education
corruption and teacher absenteeism
·
H1: There is a relationship between education
corruption and teacher absenteeism
2. LITERATURE REVIEW
Harmonizing
the pay of teachers with those in the other ministries and agencies has been
under severe agitation since 1947. Even the implementation and payment of
Teachers Salary Scale (TSS) approved by government remain on the drawing board
for many years.
The
inequality in teachers pay and benefits and not professionalizing the teaching
vocation are among the causes of teacher absenteeism. Also, good working
relationships and conditions are essential to give teachers the psychological,
physical and behavioural appetite to avoid absenteeism and feel competent
enough to perform their duties (UGOANI, 2013).
The
negative impact of education corruption in Nigeria is obvious. It is endemic
and pervasive from the primary school level through the tertiary levels. It
almost always occurs at any stage and among any group of actors from policy
makers at the ministerial level to providers at the school level as teachers
and service providers such as contractors to beneficiaries of education such as
students and parents.
The
negative consequences of corruption in education environment increase the cost
of education and lead to a fall in the level of governmental output, and
consequently reducing necessary investment in education. (PATRINOS; KAGIA, 2007;
INYANGA, 2014) opines that students who are educated in corrupt systems may not
learn the skills needed to take advantage of available opportunities and
contribute to economic and social development.
He
asserts that corruption also impacts negatively on core values and ethics
during the formative years of young people’s lives as it may undermine an
entire generation’s core values regarding accountability, personal
responsibility and integrity.
Education
corruption transmits into poorly constructed classrooms, leaking roof tops,
dysfunctional toilet facilities, poor and shabby furniture items, as well as
the ever present lack of learning and teaching materials such as textbooks and
other materials in schools.
Endemic
education corruption can cause a much less than optimal composition of
government expenditure and affects the general overall access, quality and
equity of education because the poor and less privileged may be confronted with
the payment of illegal fees and bribes to enroll their children on free public
schools.
Education
corruption is closely linked to offering children fewer learning opportunities
and learning outcomes as countries with higher levels of such status tend to
have higher school dropout rates. Education corruption is a major cause of non
payment of teacher salaries which is positively correlated with teacher
absenteeism.
2.1.
Teacher
Absenteeism in Nigeria
Absenteeism
can be defined as “the failure of workers to report on the job when they are
scheduled to work, that is, when they are actually on the payroll”. In all
parts of the world, absence from work has, generally, been on the increase even
though many organizations have put in place positive changes in their bold
attempts to reduce the twin incidence of absenteeism and tardiness.
Among
the changes sweeping across the world today in the world of work is the
introduction of flexible working hours to enable workers balance work and
family roles. In human resource context, the human person is the individual
with specific skills to carry out specific duties for the achievement of
desired organizational or institutional goals.
It is
therefore no exaggeration to say that no matter how elegant a school and its
programmes may be, the implementation of such programmes will not be possible
without competent and effective teachers being readily available to handle
them. Obviously, the ultimate realization of the aims and aspirations of
education policies and by implication the realization of a nation’s needs for
quality manpower depends to a large extent on the quality and quantity of
teachers in the schools who are ready to teach.
The
problems of absenteeism are much more serious than that of tardiness even
though both are intricately related because the tardiness-prone persons are
frequently the same as the absence-prone persons. Again, many cases of
tardiness usually lapse into absence by chronic absentees.
For
these reasons therefore, while concentrating on the problems of absenteeism, it
is possible and important to simultaneously capture the essential aspects of
tardiness. The problem of absenteeism increases in the situation where the
physical working conditions are poor.
Lack
of moral and material recognition, equitable pay and benefits, right to
participate in decision making processes, training, rewards such as good
pension, societal respect, poor supervision, career path and self-esteem can
significantly affect attendance to a very high degree.
Absenteeism
and tardiness also increase where employees have unhealthy or poor
interpersonal relationships with their immediate supervisors. For example, a
teacher who feels that the education secretary is unfair or unfriendly, in some
cases tends to have poor attendance records. (ALIYU; AKODU, 2003; AYODELE, 2003;
UWAZURIKE, 1991; TORRINGTON; HALL; TAYLOR, 2005).
Absenteeism
is usually high among young female workers who are nursing mothers as they
struggle to cope with work and home roles. Teachers still lack the professional
and academic freedoms to develop and find the best classroom methods to
approach the processes of teaching and learning.
This
lack of basic autonomy dates back to the colonial period. At first it was felt
that a teacher from the primary school was not a university material and as
such the training gave him/her an academic background of the secondary school
student. He/she also received only professional training.
The
implication of this was that the amount of training and education received by a
primary school teacher was just for teaching at that level. Secondly, in the
economic order a primary school teacher does not belong to the senior public
servant cadre. This colonial mentality has been carried over to the present
day.
The
situation is that if a primary school teacher wishes to remain in primary
school teaching, there is no room for advancement. The effect on a brilliant
young teacher is his/her readiness either to leave the profession entirely or
to move academically in such a manner as to opt out of primary school teaching
and at best to teach at a secondary school level or join the Local Government
Education Authority (LGEA).
Therefore,
the policy that determines the salary and thus the educational level of the
primary school teachers discriminates against retaining young brilliant
teachers interested in primary education at the primary school level. The
secondary school teacher struggles to have some training on part time either in
the University or in a College of Education for self-improvement and obviously
these are some factors of absenteeism and tardiness among school teachers in
Local Government Areas in Nigeria which impede their performance.
2.2.
Teachers’
Role
Teachers
play important roles in society and as such should be regular and seen to be
regular at work. The teachers’ role is determined by 4 major variables:
Figure 1:
Determinants of the Teacher’s Role.
Source:
Durojaiye (2008): A New Introduction to Educational Psychology.
In
Figure 1, four determinants of the teachers’ role were identified. First, the
society, its institutions and sanctions, its values and mores, determine what
role the teacher sees himself called upon to play and what role the society
expects him to play. Secondly, the agencies of education and educational
personnel determine the teacher’s role.
Thirdly,
the pupils, their needs, their abilities, their personalities, their
performance and their level of achievement determine the teachers’ role.
Teachers need better training to perform well. The statement by Wike (2012)
that about 80% of teachers in basic education were not qualified is
unfortunate.
The
curricula to be covered and the methodologies used also contribute to determine
the teachers’ role. In the final situation, the teachers’ personality, his
experience, his skills, and qualities, his membership group, and his reference
group, his aspirations and ambitions, will influence the way he sees his roles
as a teacher. Work overload can be very stressful and can lead to absenteeism
and tardiness among teachers (OJO, 1984; ONABAMIRO, 1984).
These
issues need remedy in order to improve the performance of teachers in the
various Local Government Areas in Nigeria. The teacher role is crucial because
it is almost generally accepted that the most important legacy a responsible
government can bequeath to its citizenry is qualitative education.
Education
eliminates ignorance, poverty and disease in society. Experts suggest that it
is through education that fundamental human rights of individuals may be
promoted. Eliminating education corruption and teacher absenteeism are central
issues for a nation because education is the catalyst for production, good
health development, rural transformation among other things.
Education
corruption affects the training of teachers and their performance. For example,
a recent study showed that about 80 percent of primary school teachers in North
West, Nigeria, Sokoto State, in particular were unqualified, resulting to
massive failure of Pupils in the West African Examination Council and National
Examination Council conducted examinations. (UGOANI, 2014).
International
organizations like the Organization for Economic Co-operation and development
(2005) emphasizes the importance of attracting, developing and retaining
effective teachers for socio-economic progress. It is also necessary to state
that reducing official corruption in the education sector, promoting teacher
welfare, designing better systems for monitoring and reducing unexcused and
invalid absences are among the critical measures of combating teacher
absenteeism.
(OLA,
2012; BRUNS, et al. 2003; ALLEN, 1981; ANNAMALAI 2001; KLITGAARD, 1998) The
matter of teachers in Nigeria has reached a crescendo that political parties
make it a campaign issue. For example, Otti (2015) campaigning for Abia State
governorship states among others: “Dear teachers of Abia State, it is only a
hypocrite that will claim ignorance of the great suffering you all are
currently passing through in your own father land for opting to teach, train
and educate Abia children, I am aware of all your predicaments in trying to
earn a living as teachers.
You
are hardly promoted and when eventually promoted you are hardly paid salaries.
You supposedly go on annual leave while your leave allowances are hardly paid,
you work and you are not paid as at when due. Hunger and starvation have
pervaded your homes. Your teaching environment is nothing to write home about.
Headmasters and principals oftentimes, run their schools from their pockets”.
This type of situation is a manifestation of education corruption and the root
of teacher absenteeism in Nigeria.
3. METHODOLOGY
3.1.
Research Design
The
survey research design was used for the study. Surveys refer to an
investigation into certain things or events that exist or occur at the time of
the research and connected with some problem situation that is felt over a wide
area by a large population.
It is
a type of research carried out over a wide area with a view to ascertaining
what exists at the time of the research in their natural settings. Surveys are
oriented towards ascertaining and establishing the status quo, facts, or pieces
of information at the time of the research and presenting such facts, as they
are or going further to analyze. Surveys therefore, could either be descriptive
or analytical. Obodoeze (1996)
3.2.
Population and Size
The
target population comprised teachers in Abia, Anambra, Ebonyi, Enugu and Imo
States, of Nigeria. The sample for the study was selected through the simple
random sampling technique, while the size was determined using the Yamane’s
technique.
3.3.
Instrument
The
data for the study were collected through questionnaire administration.
Additional data were also collected through books, reports, newspapers, among
others. The mixed method approach was deemed necessary so as to complement,
supplement and validate data through each other.
3.4.
Validity and Reliability of the
Instrument
The
questionnaire was built into 30 items along a 5-point Likert type scale with
numeric values ranging from 5 – 1. Validity and reliability of the Likert scale
have been found to be internally consistent by previous investigations, with
reliability through the Cronbach’s technique put at about .82.
3.5.
Data Analysis
Data
generated were analyzed through descriptive and Chi-Square statistical methods,
using the statistical package for the social sciences. The results were
presented in tables capable of easy understanding and further analyses.
4. PRESENTATION OF RESULTS
Table 1:
Demographic variables of the sample
S/N |
Dimension |
Category |
Frequency |
Percentage |
1 |
Age |
20 – 29 |
151 |
42.90 |
30 – 39 |
102 |
28.98 |
||
40 – above |
99 |
28.12 |
||
Total |
352 |
100 |
||
2 |
Sex |
Female |
262 |
74.43 |
Male |
90 |
25.52 |
||
Total |
352 |
100 |
||
3. |
Education |
Doctorate |
3 |
0.85 |
Master |
25 |
7.10 |
||
High Diploma |
40 |
11.36 |
||
Bachelor |
80 |
22.73 |
||
NCE |
85 |
24.15 |
||
TC II |
119 |
33.81 |
||
Total |
352 |
100 |
||
4 |
Specialization |
Social Studies |
75 |
21.31 |
Sciences |
42 |
11.93 |
||
Humanities |
65 |
18.46 |
||
Other |
170 |
48.30 |
||
Total |
352 |
100 |
||
5 |
Year of Experience |
Below 5 |
160 |
45.45 |
6 – 10 |
106 |
30.11 |
||
11 – 20 |
55 |
15.63 |
||
21 and above |
31 |
8.81 |
||
Total |
352 |
100 |
Source: Fieldwork, 2015
Table 2: Test
Frequencies
Measures |
Observed N |
Expected N |
Residual |
8.00 |
8 |
70.4 |
- 62.4 |
23.00 |
23 |
70.4 |
- 47.4 |
40.00 |
40 |
70.4 |
- 30.4 |
93.00 |
93 |
70.4 |
22.6 |
188.00 |
188 |
70.4 |
117.6 |
Total |
352 |
|
|
Table 3: Test
Statistics
|
VAR00003 |
Chi-Squarea Df Asymp.Sig. |
304.051 4 .000 |
a. 0 cells (.0%) have expected
frequencies less than 5. The minimum expected cell frequency is 70.4.
4.1.
Interpretation
of Results
From table 1, it was observed that
the teaching profession is now populated by younger people and women who see it
as a stepping stone. A country may not reach its development targets where the
noble profession of teaching is more populated by temporary employees.
The issue of low teacher
qualification continues to be a reason for absenteeism as they often claim to
be away for lectures. Out of the study sample of 352 about 33.81 percent is yet
to obtain the minimum teaching qualification of National Certificate in
Education (NCE). The experienced teachers are also leaving making quality
teaching and learning almost elusive.
According to Ladipo (2012) most
people use teaching as a stepping stone, pending the time there is something
better to do. This type of attitude contributes to absenteeism because of lack
of commitment to motivate teachers and reduce the rate of absenteeism
governments continue review policies from time to time.
Alabelewe (2013) reports that the
Kaduna State Government approved a backlog of promotions of 13, 667 teaching
and non teaching staff as against the 15,758 earlier short listed for the 2010
and 2011 promotion exercise to motivate them. From the test statistics, the
calculated Chi-Square value of approximately 304 was significantly greater than
the table value of approximately 13 at 0.01 level of significance with 4
degrees of freedom.
This empirical result showed that
education corruption has significant position relationship with teacher
absenteeism. Therefore, Ho1 which stated that education corruption has no
relationship with teacher absenteeism was rejected and the alternate hypothesis
accepted. This is the interest of the study.
4.2.
Discussion
For decades teachers have lamented
poor treatment that most often encourage the incidence of absenteeism. Despite
huge budgetary allocations teachers are still underpaid and in some states in
Nigeria like Abia State teacher salaries have not been paid since April 2015 to
date.
During field work it was observed
that teachers still work under stressful manual and poor conditions. Poor
working conditions characterized by poor ventilation, illumination, and
dilapidated buildings can significantly affect attendance to a greater degree
than the work itself. This situation has resulted mainly due to education
corruption.
People who get money to provide such
services convert such money to their private use at the detriment of teachers’
welfare and performance. Agencies of Education and their personnel do not show
any sense of co-operation. This can lead to apathy and absenteeism. Teachers
despite the important roles they play in bringing up children are given less
respect and recognition in Nigeria.
In the economic order, a primary
school teacher does not belong to the Senior Civil Servant Cadre, males no
longer wish to join the “noble” profession because of lack of prospects. It is
now a sort of dumping ground for females and others who are unable to look
above their shoulders. From field work, it was noted that the service
conditions of teachers are not the same with the other civil servants in the
ministries and agencies.
For example, other civil servants
are promoted as and when due, but teachers stagnant for a longer time. Also,
when other civil servants retire, they are paid their gratuity and placed on
monthly pension but the reverse is the case in respect of teachers. When
teachers retire, their pension starts to run after 6-12 months. And no arrears
are paid to them. The payment for the period of retirement and the start of
pension payment is usually consumed by “Mr. and Mrs. Education Corruption”.
Across Nigeria, teacher’s promotions
are always in arrears. For example, Alabelewa (2013) reports the executive
chairman of Kaduna State Universal Basic Education Board as saying that a total
of 8,360 teachers were shortlisted for 2010 and 7,398 for the 2011 promotion
exercise. Another sad aspect is the problem of notional promotion for teachers.
Fieldwork exercise proved that in
Abia State for example, teachers who were promoted about 4 – 5 years ago were
yet to enjoy the financial effects of such notional promotions, and teachers
are placed in precarious situations of not having to contribute to policies
that affect them.
The cumulative result is the
declining interest reflected in the fact that the experienced teachers and the
males are retreating massively from teaching because of education corruption
and its consequences. Education corruption also manifests in Nigeria where
state governors refuse to pay teachers salaries and still go ahead to win
re-election into public office.
4.3.
Scope
for further studies
Further study should examine the
relationship between teacher absenteeism and failure rate among pupils. This
will help in finding a lasting solution for development purposes.
4.4.
Recommendations:
a)
Governments and Educational Planners should ensure
that teachers pay is comparable with those of their counterparts in the other
establishments. This will help in checking the incidence of teachers looking
elsewhere for money to meet their basic needs and which leads to absence
proneness.
b)
Teachers physical working conditions should be
improved upon, a situation whereby classes are held under mango trees is
deplorable, and can dampen the spirit of teachers.
c)
Teachers conditions of service should be reviewed.
They need to receive reasonable pension and gratuity to live a responsible life
in retirement. If this is done, it would wedge the tide of the exodus of men
from the noble profession.
d)
Agencies of education and education supervisors should
cultivate the habit of taking the needs of teachers into view during field
supervision exercises. Merely checking “lesson notes” and “attendance
registers” does not explain reasons for absenteeism. There is need to
appreciate their physiological, psychological and behavioural aspects.
e)
Teachers need recognition as professionals. Even
though some teachers are very qualified, the society and its institutions do
not often respect the responsibility of the teacher. In Igbo land the teacher
is frequently referred to as “nwa teacher” meaning small teacher. This notion
should be inverted to enhance the teacher dignity.
f)
The colonial mentality that the teacher is not a
university material should be discarded. They should receive proper teacher
education at the University level to prepare them for their work as
professional teachers.
g)
The promotion of teachers should be regular. The
present practice of notional promotion that will only have financial cover
after 5 years is unfortunate. You can hardly avoid absenteeism and tardiness in
a situation of this nature.
h)
The teaching situation itself should be improved upon.
The issue of overcrowded classrooms, lack of basic items such as text books,
writing materials, desks, tables, among others, can be frustrating enough to
cause absenteeism and tardiness.
i)
Most teachers in Nigeria today are females. Due to
pregnancies and its related issues, the rate of absenteeism remains high among
this category. Educational planners should formulate policies to cushion the
need for female teachers to balance work with other family needs, like
childrearing.
j)
The Old Teachers (OTs) are on their way to retirement.
The higher number of present teachers is within the “jet-age” who no longer
value job security but prefer to be on the “move”. Teaching and learning
periods should be re-arranged to meet current realities.
k)
Training of teachers should be intensified. The
government statement that about 80% of teachers in basic education were not
qualified is alarming.
5. CONCLUSION
The primary or the secondary school
is the right place for laying solid foundation for the education of future
leaders in society. To achieve the aim teachers need to be regular at work.
This study revealed that absenteeism and tardiness may be correlated with a
number of factors such as supervisory style, interpersonal relationships, physical
working conditions, salary and benefits, poor motivation, among others.
School supervisors must become
familiar with the frequent reasons for chronic absenteeism and tardiness among
teachers. Up to a point, it is not unreasonable to expect that time off the
classroom should be spent searching for better work opportunities. This is so
because people come to work so as to satisfy needs that they could not satisfy
on their own. What do we expect if the individual is dissatisfied with the job?
There are many reasons for
dissatisfaction, and most of them relate to poor motivation. For example, where
anticipated opportunities for achievement or meaningful progress either slows
down or is entirely eliminated, the individual becomes nervous and sensitive
and starts to find fault with the job, but on the other hand, if the individual
is given a challenging job with the possibility of responsibility, growth,
achievement, and advancement to the peak of his ability motivation is enhanced
and absenteeism reduced.
The best way of checking absenteeism
and tardiness is by preventing them from occurring. This can be done in many
ways including the adoption of the above recommendations based on the findings
of this study. This study found strong positive relationship between education
corruption and teacher absenteeism in Nigeria.
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