Background of the Study
Contemporary education is an indispensable asset and factor in the solution of the modern equations whether in terms of individual self actualization, socio-economic needs, natural development and consolidation or modification of attitudes and behaviour of our children. But education like other important human enterprise and human condition stems from the fact that it provides comprehensive interpretation of the fundamental issues and the events that are pertinent to them.
These philosophies are built around the teacher, environment and the students who are the cardinal pillars or reasons behind its success. In the classroom the teacher performs the very important functions of instructions and evaluation of the pupils, control of the class, creation of congenial atmosphere for learning and motivating the children to learn.
Ukeje (1984) but outside the classroom the role changes and with the importance attached to each of the child’s functions in the classroom. He now performs consciously or unconsciously the important function of socializing the school and the community.
Madukew (2008); has it that the teacher is expected to participate actively in the extra-curricular activities of a varied and different set of situation. Onimode (2008) has it that even though the teacher may enjoy the good will of the pupils students, his relationship, with the students where he is expected to be less disapproving, less authoritarian, less formal, more friendly and accommodation may be appealing. Having gone through all these, we see that such human phenomenon no longer exists in Ikere Ekiti Local Government Area, Ekiti State public schools and that is the reason why education viz-a-ziz learning is foreseen to be relegated to the background. All the qualities highlighted above which are deemed as techniques every teacher is expected of is lacking and maybe environmentalist in nature or humanister. Be that as it may this study may proffer solution for them.
In Nigeria, education is regarded as the right of every citizen in our democratic society. Education had been a means, through which a person is developed morally, physically, intellectually, especially and emotional. This fact has been established through the definitions of some researchers in education. According to Faunas (2003), education is the aggregate of all the processes by skills and other behaviours that are of positive values in the society in which he lives. However, this implies that education embraces the entire processes through which individuals are exposed to all that are needed for the realization of the need and the aspirations of the individual and the society at large. These processes however include training, instruction, indoctrination and schooling. Education according to the views of Osokoya (2000), is leading out of the unborn powers and the potentialities of skills, aptitudes and competence, necessary for self realization, this also establishes the fact that every child possesses the power to know is also endowed with some qualities to be developed, so that he will be useful to himself and the society.
Therefore, education sees to all the processes, which help the individuals to lead the fullest life he is capable of living. However, all these views about education are revealed in both traditional educations is geared towards western education. The traditional education towards the stability progress and unity of the society. Individual are exposed to the education that enabled them to display every desirable behaviours and contribute meaningfully to the development of his neighbours and the larger society. Western education in its own case aims at integrating the individual into a sound and effective citizen by allowing for equal education opportunities for all citizen of the nation, at all levels of education also, it is geared towards self realization, better human relationship, self and national economic sufficiency effective citizenship, national consciousness, national unity, social and political progress, scientific and technological growth and national reconstruction.
Participants the world conference on “Education for All” in Jomtien (2006) pointed out that education is a fundamental right of all people, women and men of all ages throughout the world. It help to ensure a safer, head their, more prosperous and environmentally sound world. It is an indispensable key for personal and made more relevant, qualitatively improved and universally available. In recognition of the inestimable value of education, the Nigeria government has adopted education as an instrument par excellence for affecting national development. This education is viewed as an instrument for building a free and democratic society, a just and egalitarian society, a united strong and self-reliant nation and a great and dynamic economy (Federal Republic of Nigeria 2004).
In order to attain these national aspirations, secondary school are expected to provide qualified teacher that will be oriented towards inculcating values of respect for the worth and dignity of individuals, ability to make rational decisions, moral and spiritual value in interpersonal relationship and shared responsibility for the common good of society, among other (FRW, 2004). The quality of education of any nation, to a very large extent, determines the development status of that particular nation. The issue of quality in the educational system has been receiving a great deal of attention in the society in recent times parents as well as the entire society have been clamoring for quality and qualify teachers (Nwogbo, 2007). The demand for qualified teacher in education is not out of place considering the huge sum of money that goes into the system. Madumere Obike (2003) was of the view that education consumes a lot of public revenue. Therefore, it is important to note that those who manage schools should be accountable to the stakeholders. The qualities of the product of education are part of that accountability and depend on the availability of teacher.
Education imparted through quality instruction is not for good grades alone but for the acquisition of the right values, skills and competence to make and individual a useful member of the society. For education to achieve this objective, it must be of high quality, which as opined by Nwangwu (2002) “should not only consist of passing examination (which is usually the first priority) but also include the acquisition of skills (in the cognitive, affective and psychomotor domains) through improved schools’ ability to facilitate and support the work of teachers and students”. Secondary education is a very critical level of any educational system. This is because it is the bedrock on which higher education is built as the foundation of whatever a child wants to become in life academically is laid here.
Olatunji (2002), it is sad to note the academic performance of student at this level is very poor in Ekiti State precisely on Ikere Local Government in particular and Nigeria is general (West Nigeria Education Researcher Project) (2013). In the, for instance, the quality of secondary school leavers has continued to deteriorate. In Ekiti State specifically, students look for coked means of passing their examination.
This is as result of the fact that success in examination serves as a good motivator to students, teachers, administrator and employers of labour. On the other hand, failure to perform successfully in examination demoralizes all and sundry, especially students. It is craving to succeed and avoid the frustration and embarrassment associated with failure that makes students engage in examination malpractices which has threaten the very foundation of our educational system (Ijaiya, 2004). Among the causes of examination malpractices are poor conditions of service for teachers and inadequate teaching and learning facilities. These have an adverse effect on the quality of teachers as well as the quality of instruction because no educational system can rise above the quality of its teachers (FRN, 2004).
The availability of qualify teacher of any education of any nation determines the development status of that particular nation. The teacher is the pivot of the education process. The teacher is the key in the entire education programme and he can make or mar the best educational programme in the world. Education therefore is what teaches make of it. Thus competent, devoted and professionally qualified teachers are an essential foundation for a good education system. In other words, the attainment of national objectives for the adequate preparation of students for their examinations and achievement of educational objectives depend largely on teachers. Obemmeata (1996) reported Pope Pius XII (1943) as having stated that: Good schools are the fruits not only of good regulations but primarily of good teachers excellently trained 1 the respective subjects who they are to teach and possessing the intellectual end, oral qualities which their important offices require.
The implication of the above comment is that if teachers are to perform the role expected of them satisfactorily they should be of the right caliber as well as adequately-trained in order to be competent in the subjects which they are expected to teach.
In view of the above, and in order to improve teacher qualify, effort should be made to provide adequate and functional education services for teachers. These services include the provision of library services, distance learning programmes, in-service training, teachers resources centre services and promotion of information and communication technology. These services tend to facilitate the implementation of the educational policy, the attainment of policy goals and the promotion of effectiveness of the educational system (FRN, 2004).
Taking a critical look at our secondary schools in the Ekiti State, the no availability of these services has adversely affected the quality of teachers in the schools. The researcher observed that majority of the teachers are not computer literate and they are not even in the habit of accessing the internet for new ideals note for their students, year in, year out. The staffing position in many secondary school has been of great concern to many researchers. The teaching personnel in Nigeria secondary schools are not only in adequate but also professionally unqualified (Adebayo, 2007).
Teachers should be able to apply and use different methods in teaching strategies, matching methods with current situation and circumstances thinking ahead, projecting and forecasting for improved teaching and learning evidence abound to shows that many school leavers are without jobs and those employed are inefficient. These are pointers to problems in qualified teachers in effective teaching and this raises the question of whether qualify instruction is given to students.
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