AVAILABILITY OF QUALIFIED TEACHER IN EFFECTIVE TEACHING AND LEARNING OF ENGLISH LANGUAGE IN JUNIOR SECONDARY SCHOOL

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 the 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 class room. He now performs consciously or unconsciously the important function of socializing the school and the community. Madukwe (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 goodwill 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 Enugu state public schools and that is the reason why education viz – a – viz 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 may be environmentalistic in nature or humanistic. Be that as it may this study may prefer solution for them.

STATEMENT OF THE PROBLEM 
One of the major challenges facing effective teaching and learning in Nigeria is non-availability of qualified teachers. Statistics have shown that our tertiary institution and teaches training institutions have been yearly mass producing and doling out teachers at astronomical quantum, yet their impacts are not felt at the classroom and examination level. The performance of our students in the 2009 WAEC and NECO examinations has not been impressive. In the last 2009 NECO General Certificate Examination (GCE), only 1-8 percent of the 236,613 that sat for the examinations across 1,708 centres in the country has five credit passes, mathematics and English language inclusive. In the same year, the candidates that sat for the senior secondary school examinations did not do any better. Out of the 1,373,009 candidates that failed the examinations, 25.99 percent of them had five credit passes in five subjects, mathematics and English language inclusive. On the other hand, out of 1,184,907 candidates that sat for May/June 2009 NECO, only 10.68 percent has credit passes in five subjects including Mathematics and English which are acceptable basic standards for admission into tertiary institution. Also in 2008, only 13.76 percent of the 1,369,142 candidates that sat for the May/June WASSCE had credit passes in five subjects including mathematics and English. (Federal Bureau of Statistics F.B.I 2010) narrowing it down to Enugu state due to the present changes and alterations going on, 6,3334 system to the 9,3,4 system which did not give room for students that failed to repeat classes so that they can improve, the carryover that is witnessed at the junior class level is the migraine facing the policy formulations of education at the higher level. Enugu state, in the just concluded junior WAEC result, out of 1,205,268 that sat for the examination only 28,42 past English and mathematics. This mathematically represents about 12% (percent) performance. Analysis apportion the problem to lack of qualified teachers. Despite the recent performances of WAEC/NECO and junior WAEC candidates, stakeholders believe that this is a further proof that all is not well with our educational sectors. Post primary educational sector has had its share of problems. In 2008 for instance, the sector was affected by a 10 – week nationwide industrial action embarked upon by the Nigeria union of teachers (N.U.T) that resulted in the alteration of school calendars. Tell May 17 2010).

Inadequate funding has hampered the future and sustenance of education in our land. The private sector could not courageously help the government to shoulder the responsibility of funding its schools. According to the United nations Educational Scientific and Cultural Organization UNESCO agreement of which Nigeria is signatory in 1998, it stipulates and recommends 26 percent allocation of a nation’s budget to education sector. But presently the sector is being allocated less than 15 percent in Nigeria.

SIGNIFICANCE OF THE STUDY 
Depending on the nature of the activities in which the teacher engages, he is likely to meet children of different classes, interest and background for the inculcation of virtues and knowledge. The significance of this study is to prefer solution on how half baked teachers should be phased out in the annals of the teaching environment so that our children, students/pupils will no longer have stunted growth in terms of educational development. It will also suggest ways in which the teacher and the students will improve most especially as it relates to the teaching of the English language. This will seriously reduce mind boggling results we witness these days at the lower level.

RESEARCH QUESTION 
The following are our research questions a. Do we lack qualified teachers in English language in Enugu zone b. Are there witnesses of poor performance in English language in Enugu zone.

SCOPE OF THE STUDY

The scope of this work revolves round the teacher, students, secondary schools in Enugu zone and more importantly the government who are the arrow head of school management in the state privately established and approved schools in Enugu zone are not included “but only schools owned by government are used.

LIMITATIONS OF THE STUDY 
One of the major challenges that faced the researchers is the inability to reach all the government owned secondary schools in Enugu zone. For lack of funds the researchers confined themselves to five secondary schools. Also during this rainy period access to some school that are situated in the hinterland is bit more difficult and affected adversity the administration of questionnaires.

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