Nigerian Journal of Professional Teachers An International Journal of the Teachers Registration Council of Nigeria © 2005 Teachers Registration Council of Nigeria. ISSN: 0794-1412 All rights reserved. No part of this journal may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying or otherwise without prior permission of copyright owner. All correspondences to: The Editor Nigerian Journal of Professional Teachers, Teachers Registration Council of Nigeria Headquarters, Plot 567 Aminu Kano Crescent, Wuse 2, PMB 526 Garki, Abuja. Tel: 09 5231439,5233110. Fax: 09 5233098. email: trcn_hq@yahoo.com websites: www.trcn.gov.ng Www.eNigeria.com.ng/TRCN portal INTRODUCTI INTRODUCTION Teachers Registration Council of Nigeria (TRCN) is an agency of the Federal Ministry of Education established by TRCN Act No. 31 of 1993. Its key mandate is to regulate and control the teaching profession in all ramifications. The control covers teaching at all levels of the education system, both public and private sectors. II. THE JOURNAL To promote the exchange of ideas/best practices and to lead the development of knowledge, skills and orientation on the teaching profession, TRCN has instituted this journal. The journal publishes excellent empirical and theoretical papers on all themes of the teaching profession. III. CONTRIBUTORS Articles are invited from teachers in classroom, research and administrative positions: (a) at all Levels of the education system, public and private sectors. (b) in education corps/institutions of the military/law enforcement agencies, staff administrative colleges and other staff training institutions in all sectors of the country. (c) foreign countries and international agencies. IV. GUIDELINES FOR SUBMISSION OF ARTICLES 1. Articles should be 15 pages maximum including references. They must be typewritten, double spaced on one side only and on A4 paper. Author's name and address plus a short bibliographical note should be typed on a separate sheet and attached to the article. Submitted manuscripts are circulated for review without the author's name and institutional identification. 2. Articles should be headed by an abstract of not more than 200 words. 3. Figures, tables and drawings should be clearly drawn and the position(s) marked in the text. Photographs where applicable should be in the form of large black and white glossy prints. They should be kept to the bearest minimum. 4. Quoted passages of more than three typed lines should be extracted and indented 5 spaces and typed single-space. Shorter quotations should be enclosed in single inverted commas. 5. Footnotes are not permitted. The Journal follows the author/date system of citation, by which reference is made in the text by citing the author's surname and date of publication of the work. Only published references should be cited. Generally, authors are expected to follow the American Psychological Association (APA) writing style. 6. All works cited in the text must be listed under reference in alphabetical order of authors' surnames. 7. The editorial Board reserves the right to accept or reject manuscripts where it is unavoidable to meet its standard/requirements and such decision is final. 8. An author of published article will receive one copy of the journal free. 9. An author is to submit a self-addressed A-4 size envelope with adequate postage stamp for mailing of a copy of the journal to him/her in case of published article(s). 10. Articles must be submitted in three hard copies and one soft copy (in Microsoft word). iii MINISTERIAL FORWARD Teachers Registration Council of Nigeria is one of the legacies of the Olusegun Obasanjo administration, which should be proudly counted among the dividends of democracy in Nigeria. This is not to deny the fact that the past administrations made their modest contributions towards its birth. For instance, the military dispensation in 1993 enacted the TRCN law while another military administration in 1999 appointed the Registrar/Chief Executive. However, the present government has given the Council so much empowerment that what it has achieved in the past five years can best be described as outstanding. With the full presence of the Council in all sates of the Federation, over 600,000 teachers registered nationwide and other accomplishments; the teaching profession in Nigeria is now witnessing a renaissance. The publication of this Journal is highly commendable because it will push further the renaissance and provide opportunity for the teachers to exchange ideas on best practices, which will bring about quality education in the country. I will encourage all members of the teaching profession to join forces with the Council to ensure that the publication is sustained. Teachers in this country have come to a point they have to stand out as members of the noble profession and in fact, the mother of all other professions. They can only do this by emulating their counterparts in everything they do. Happily, the Teachers Registration Council of Nigeria Act 31 of 1993 has given he Council the same functions and powers as applicable to the agencies regulating the other professions such as Law, Medicine, Engineering, etc. Therefore, teachers no longer have reasons to play a second fiddle in the league of the professionals. I recommend the journal to all teachers, ministries, agencies and institutions of education for careful study and application. Mrs. Nora C. Obaji Hon. Minister of Education Federal Republic of Nigeria. iv EDITORIAL This maiden edition of the Nigerian Journal of Professional Teachers is another milestone in TRCN's steady strides to reposition the teaching profession to a status of glory. Scholarly publications are part of the distinguishing marks of intellectual agencies and institutions. In law, Medicine, Pharmacy, Engineering, etc, the regulatory agencies take responsibility of not only setting standards but also researching, innovating and publishing the developments through internationally recognized journals. Such publications contribute to the development of theory and practice and immortalisation of ideas for the benefit of the unborn human generations. As the apex regulatory agency in the teaching profession in Nigeria, TRCN is expected to play a leadership role in the development of knowledge, skills, and attitudes. This will complement the efforts of the stakeholders to ensure that teachers are kept abreast of developments in the teaching field. With the commencement of this journal, TRCN is set to fill the gap in the teaching profession. This journal is going to be available for consultation both within Nigeria and outside through the wide circulation of hard copies and electronic version on the internet. The journal will be published regularly, depending on the number of acceptable articles available at any time. Therefore, scholars are encouraged to send in articles whenever ready. The special advertisement (call for papers) calling for scholarly papers are republished here to guide contributors. Three experts in the field assess each paper independently before the Editorial Board takes final decision on its acceptability. Usually the Board gives feed back to all contributors concerning receipt and result of assessment of their papers, whether or not the papers are found publishable. In reaction to the first call for papers, over 100 scholars from all levels of the education system contributed articles and many more come in from time to time. This is quite encouraging. The accepted articles, which could not make the present edition, will come very soon in the second volume. The first five are special articles by Chief Executives of TRCN, National Commission for Colleges of Education Abuja, Universal Basic Education Commission Abuja, National Mathematical Centre Abuja, and former Executive Secretary, Nigerian Educational Research and Development Council, Abuja. Overall, the issues covered in the journal are as diverse as specializations within the teaching profession. TRCN has no doubt that teachers, students, educational administrators, policy makers, development partners, parents, and the general public will find the themes very informative and useful in their callings. STEVE NJOKU, PhD. Editor July2005 v CONTENTS Copyright...........................................................................................................i Editorial Board...................................................................................................ii Call for Papers..................................................................................................iii Ministerial Foreword..........................................................................................iv Editorial............................................................................................................v 1. The teacher yesterday, today and tomorrow. A.M. Ciwar, DON, MNAE...................................................................................1 2. The training of NCE teacher in Nigeria: How far, how well. Dr. Kabiru Isyaku............................................................................................5 3. Participatory approach to school professional development: An initiative to teacher capacity building. Prof. Gidado Tahir.........................................................................................13 4. National Mathematical Centre: Mathematics Improvement Project (NMC-MIP): A way to enhance student performance in mathematics. Prof. S. O. Ale and Prof. L. O. Adetula...........................................................17 5. Implementing early childhood education curriculum. Prof. E.J. Maduewesi and Dr. L.M. Nneji........................................................25 6. Improving the supervisory skills and competencies of inspectors of mathematics education in schools. Prof. L. O. Adetula.......................................................................................33 7. Research and funding of research in tertiary educational institutions in Nigeria. Bassey Ubong & Dr. N. S. Oguzor.................................................................41 8. Ensuring the professional training of teachers in all Nigerian educational institutions. Dr. Albert Osas Ehiozuwa..............................................................................53 9. The continuity of acquisition of knowledge after formal education. Dr. Nkasiobi S. Oguzor & Ihiegbulem O. Tobias...............................................60 10. Instructional media and factors causing dehumanization. Mosiforeba Victoria Adegbija (Ph.D)...............................................................64 11. Relationship between interest in mathematics and achievement in mathematics and science among polytechnic students: A case study of Auchi Polytechnic. Dr. P. O. Uhumuavbi & Mr. G.E. Umoru.......................................................71 12. Teacher perception of pedagogical effectiveness among senior secondary school English language teachers. Dr. Suleiman O. Eguare...................................................................................77 13. Impact of classroom interaction for development of learner's conversational skills. Tonga Audu Nock...........................................................................................84 14. Levels of chemistry practical skills acquired by senior secondary school II (SS II) students. Z. C. Njoku(Ph.D)..........................................................................................88 15. Enterprise resource planning systems for effective management of students records In Nigerian Colleges of Education. Amah, Matthew Ngozi....................................................................................94 16. An investigation into the problems militating against teaching in the polytechnics: A case for Kaduna Polytechnic, Kaduna. Chukwuma C. Nwuba & Kemi Chukwuma Nwuba............................................102 17. Assessment of affective domain among the undergraduate biology students of two affiliated Colleges of Education of Ahmadu Bello University, Zaria. Anyanwul. N. & Bichi S................................................................................Ill 18. Forms of assessment strategies for children with autism. Okwudire Anne Nwanyieze (Mrs)......................................................................116 19. Professional development and continuous training for teachers: A case for supervised internship. Prof. Y. A. Jatto, Ph.D, MNAE.......................................................................123 20. The professionalism of the teacher: Pedagogic competence. Prof.J. O. Bisong.........................................................................................127 21. Developmental teacher education: The NCCE and social analysis curriculum models as means of integrating emergent issues in human resource development in Nigeria. Dr. Don Nwosu............................................................................................133 22. The effects of class size and gender on academic performance in chemistry at post secondary levels. Efe M. Omwirhiren, Esq...............................................................................146 23. Instructional communication: Streamlining the communication theoretical framework for teacher education. Dr. Andrew A. Nkom...................................................................................151 24. Professionalising supervision and inspection in the Nigerian education system. Chief J. Y. Momoh-Olle...............................................................................161 25. Science curricula trends: Implication for science education for the future. Chioma Uchenna........................................................................................172 26. Philosophical analysis of teaching and learning: Some pedagogical implications. Dr. (Mrs) J. I. Kalusi..................................................................................*.181 27. An evaluation of the procedure of recruitment and placement of teachers in Kwara State Teaching Service Commission. R. O. Oduwaiye (Ph.D)................................................................................188 28. Strategies for teaching entrepreneurship for self-employment in polytechnics in Nigeria. Odigbo, P.C. and Owaseye, E. O. Aderemi....................................................196 Nigerian Journal of Professional Teachers An evaluation of the procedure of recruitment and placement of teachers in Kwara State Teaching Service Commission R. O. Oduwaiye (Ph.D) ABSTRACT This paper appraised the practices and procedure employed in the recruitment and placement procedures in the Kwara State Teaching Service Commission. A total of 240 teachers responded to the Recruitment and Placement of Teachers Opinion Questionnaire (RPTOQ) and the data collected were analyzed using simple percentages. Three officers from the Personnel Section of Commission were interviewed using structured interview. Some of the findings include: 1. Before selection, applicants fill the application forms and attend interview. 2. Sex is not a determinant factor in the recruitment of teachers. 3. Qualification and place of origin are the greatest determinant factors 4. Sex and area of specialization are used to place teachers. The following recommendations are advanced to improve the present method of recruitment and placement: 1. Principal should be involved in the recruitment and placement of teachers. 2. indication courses should be given to newly recruited teachers 3. Special allowances should be given to teachers in the rural areas in order to induce, motivate, encourage and retain them. INTRODUCTION By independence, the size of the government bureaucracy (also known as the public or Civil Service) increased remarkably and today, both the Federal and State Civil Services constitute the single major employer of the country's labour force. The activities of the civil service are organized into Ministries and extra-ministerial departments i.e. parastatals. The parastatals which are directly responsible for the recruitment of teachers in the state are the Kwara State Teaching Service Commission (TESCOM). Teachers constitute the bulk of the state work force. The Teaching Service Commission is charged with the responsibility of appointing teachers to hold or act in offices of the schools in the State. The Commission (TESCOM) also has the power to dismiss and exercise disciplinary control over their staff (teachers). Annually since its inception, the commission holds various meetings for first appointments, promotions etc. It also has a crucial role to play in ensuring fairness, equality of treatment, adherence to established rules. Predictably, the caliber of the personnel in the commission will determine the quality of the service. By extension, the method and condition for recruiting the personnel also determine their caliber. CONCEPT OF RECRUITMENT Recruitment is the process of searching" and attracting quality and quantity of staff needed for the system. (Flippo 1984;, Ogunsaju, 1980). For any organization to be successful, qualified personnel must be recruited. Recruitment is an essential part of a comprehensive plant to develop and maintain a staff capable of contributing maximally to the attainment of the institutions' purpose. 188 Nigerian Journal of Professional Teachers Ehiametalor (1985) points out that the main purpose of a recruitment exercise is to have the opportunity of building up a pool of acceptable candidates and to interview and test them with the ultimate hope of selecting qualified employees. Selection, which is the last step of recruitment, is the most critical decision that confronts an administrator. Ogunsaju sums up the importance of selection of teachers as follows: If a had judgment is made, the process of correction can be too long and cumbersome particularly in the school System where personnel are so difficult to dismiss as against the situation in private Enterprises where provisions are made for summary dismissals. Careful selection leads to the assurance pat merit will be the key factor. Stoops and stoops (1973) emphasiesed that selection should not just be based on sex, face and religion. It should be based purely on merit. Ogunsaju 1980; Flippo 1984; stoops and stoops 1973; Ubeku 1975 all have comprehensive lists of selection techniques. These include the comprehensive compilation of necessary information on applicants, short listing, nomination of the person or persons to be Appointed, approval of appointment and structuring the letter of appointment. The National Institute of Industrial psychology U.K. (1952) that drew up a 7 point plan which aims at providing a simple but scientifically defensible seven assessment system and Ubeku (1975) adds the recent Munro Fraser's 5-point plan "the Pentagonal Peg" which appears popular. They are the interviewer's first impression on the candidate during him first few minutes of the interview. Qualification and expectations for the particular job, the basic educational requirement, professional or specialized training and experience. The third of the 5-point brain and abilities. This is where the aptitude test comes in, which is a popular method of selection, especially, these days, in the private sector. Motivation covers the interest pattern of the individual. This is matching the interest pattern with the job and this is why application forms ask for hobbies. Adjustment which includes reliability, acceptability to and influence over others. Each of these selection techniques is: i. Preliminary interview ii. Application blanks iii. Written references iv. Physical examination v. Employment tests vi. Employment/Selection interviews. The final step in the employment process is making the selection decision, based on all the data gathered on each candidate i.e. Employment history, education, skills, training, test result. The manager must decide who will get the job. Mall (1971), suggests that "staff employment interviewer, The Supervisor, who is better acquainted with the actual job condition and the type of personnel at present in the department come together to make decision". In short, the personnel department officers do the final selection. The evaluation of the information submitted should be as objective as possible. Employers should develop their rating forms so that the performance of each candidate can be documented in a systematic fashion. 189 Nigerian Journal of Professional Teachers Table OUTSTANDING V. GOOD AVERAGE FAIR UNSATISFACTORY QUALIFICATION WORK EXPERIENCE EDUCATION ADDITIONAL SKILLS TRAINING OTHERS CONCEPT OF PLACEMENT Placement is an important step in hiring an employee. The employed should be placed in the right places of responsibilities. It is the selection committee that has all information of the candidate with its own priority scale and also the specified requirements of the positions to be filled. The committee's function then is to match the qualities of the candidate with position requirement. The fate of the candidate and the success of the system lie on the committee's ability to best match candidate's qualities with requirements. If the chosen candidate does not fit the job then the results are unfortunate. Abel (1964), also highlighted the effects of unsuitable placing as: 1. The candidate may decide to leave the job. 2. a general feeling of dissatisfaction felt by the employer and the employee could let to unrest 3. The organization and ultimately the nation could be adversely affected by the uneconomic use of scarce resources. Placement is a decisive step, which can have experimental element. The first placement usually carries with it, the status of probationer Pigor and Myer (1969). Probation is a trial period usually 1 3 months, and may extend to two years as in the case of the public service. At the end, the worker who is good becomes a regular employee. This is what is known as "Interim, placement. Due to the importance of placement, some larger and more progressive organization have applied computer and placement process. It is believed that in this millennium organizations are to maintain computerized skills inventory of present employees so that as job openings occur within the organization, there can be search for those employees with required combination of skills, educational background, experience and other qualifications. PROBLEM STATEMENT The Kwara State Teaching Service Commission came into existence in 1992 when it took over teachers from the defunct Kwara State Schools Board and the government school teachers under the Ministry of Education. Since then, the Commission is responsible for the recruitment and placement of teachers. At the same time, the effective utilization and discipline of teachers rest upon it. 190 Nigerian Journal of Professional Teachers The central problem of this study therefore is to appraise the existing practices and procedures employed in the recruitment and placement of teachers in the State Teaching Service Commission (TESCOM). The study also tries to find answers to the following questions. 1. What are the preveailing methods of recruitment of teachers in the TESCOM? 2. How adequate are these of recruitment and placement of teachers? METHODOLOGY The population of the study consisted of teaches of the 239 Kwara State Secondary Schools. The schools, likewise the teachers, were stratified and randomly selected. Atotal of two hundred and fifty (250) respondents were used for the study but two hundred and forty (240) questionnaires were returned and used. The recruitment and placement of Teachers Questionnaire (RPTOQ) as designed by the researcher. Section A of the instrument asked the teachers about the personal details like sex, age, years of teaching experience and qualification. In the B of RPTOQ the teachers responded to the items that were rated: Always so, sometimes so, rarely so, and never so. The data were then analyzed using the simple percentages. Data were also collected from the statistics section and the personnel and finance Division of Tescom. DISCUSSIONS OF FINDINGS 240 teachers, all employees of TESCOM responded to the Recruitment and Placement of Teachers Opinion Questionnaire (RPTOQ). Out of which 72 were male representing 30% while the remaining 168, representing 70% were females. According to the years of teaching experience, 12 were 0-5 years; 64 between 6-10 years, 66 were 11-15 years, 74 were between 16-20 years, while 36 of the respondents were above 20 years of teaching experience. The qualifications of the respondents also ranged from OND/HND 4; NCE 38; BA/B.Sc. and B.Ed, 104; MA/M.Sc/M.Ed were 52. It was found out that the State Government gives the permission to recruit teachers. The Teaching Serving Commission (TESCOM) under the chairman, sets up a recruitment committee which may be supervised or headed by the full-time member in charge of Staff Affairs. Collation of all application forms is done by the Personnel division and selection interviews are conducted for all applicants, after which selection is done. The Personnel Officer further explained that teachers may also be recruited through inter-state transfer. On placement of staff, the personnel officer said that placement is based on area of specialization, the needs of schools and in the case of married female teachers. The result of responses of teacher's opinion questionnaire is on table 1. The study revealed from table 1 that teachers were recruited according to academic and professional qualifications and also areas of specialization. This could be seen from items 1 and 10 they are also placed according to the needs of school (item 2) from item 4, it was also revealed that recruitment efforts were aimed at securing adequate number of teachers needed for the schools. Economic situation of the state is however a strong factor on recruitment and the number of personnel needed are also determined by the economic strength of the state. This is evident in items 5 and 6. Embargo had been placed on recruitment since 1996 and was lifted recently. The Kwara State had not recruited any staff for some years despite the growth in the student's population. 191 Nigerian Journal of Professional Teachers TESCOM recruited some teachers in 1997 98 during the embargo period, because of the dearth of teachers in schools. The teachers recruited at this time were mainly for the rural areas as they were worse hit by the inadequate supply of teachers. The recruitment exercise became controversial at the onset of a new government in 1999. The teachers recruited at this time, were subsequently laid off. The 1997 recruitment exercise became politicized and the laid off in 1999 were reabsorbed in 2003. The recruitment situation during this period can be seen on table II. TABLE II The last recruitment exercises at TESCOM SOURCE: KWARA STATE TESCOM Table 1 Responses of teachers opinion on Recruitment and placement of teachers. Item 1 Always so Sometimes so Rarely so Never so Teachers are 130 94 10 6 recruited according 54.1% 39.1% 8.3%' 2.5% . to areas of specilisation___________________________________________________________ 2. Teachers are placed 96 106 22 16 according to the 40% 44.2% 9.16 6.6 ________needs of the school_____________________________________________________ 3. Principals are 74 104 40 22 involved in the 30.8 43.3 16.6 9.1 . recruitment of their staff.__________________________________________________________________ 4. The recruitment 90 118 20 12 efforts are aimed at 37.5 49.6 8.3 5 securing adequate . number of teachers needed._______________________________________________________________ 5. Staff are recruited 90 118 20 12 according to the 37.5 49.6 8.3 5 economic situation of ________he government._________________________________________________________ 6. Embargo on 172 56 7 5 : employment by 71.6 23.3 2.9 2.1 government affect the recruitment of _______teachers.___________________________________________________ ______ 7. Age is a determining 8 26 78 120 factor in recruiting 3.3 10.8 32.5 50 staff into teaching _______service.________________________________________________________________ 8. Sex is a determining 12 22 42 164 in recruiting staff into 5 9.16 17.5 68.3 . teaching service_________________________________________________________ 9. Place of origin (LGA) 70 90 43 37 is a determining 29.1 37.5 17.9 15.4 factor in recruiting . staff into teaching service.________________________________________ 10. Both academic and 138 80 14 8 professional 57.5 33.3 5.8 3.3 qualifications are used to recruit and place . staff in the teaching service._________________________________ 192 Nigerian Journal of Professional Teachers Since the 1997 – 1998 controversial recruitment exercise, there had not been any recruitment exercise in TESCOM due to the financial situation of the State. A few teachers were recruited by the Federal Government in the Federal Government Poverty Alleviation Programme, but had since laid off due to the cancellation of the Poverty Programme. There is need for recruitment of teachers especially if the Universal Basic Education is to be successful. On item 3 of table 1, it was revealed that principals of schools are not involved in the recruitment and placement of staff. It is the personnel officers closely working with the Chairman of Teaching Serving Commission. (TESCOM) that are involved in the recruitment and placement of staff. Principals of schools only make their requests known to the chairman. From table 1 item 7 and 8, it was, revealed that ages sex are not determining factors in recruitment of teachers into the teaching service. Unlike the private sector employment where age limit is always specified for each post, age is not a determining factor in the recruitment of teachers. There is also no sex discrimination. It is only academic and professional qualifications that are used to recruit and place teachers (items 10). Finally, the place of origin that is, the Local Government from which an applicant comes, which is not have a strong weight in determining who to recruit in the past, is now a factor to be reckoned with (Oduwaiye, 1991). The Federal Character Policy, or the geographical spread, as it may otherwise be known makes place of origin a strong determinant in recruitment of staff. In the Te aching Service Commission (TESCOM), it is the practice, to spread the appointments believed that place of origin rarely or never is a determining factor 66.6% were of the opinion that it is actually a determining factor in the recruitment of staff into the teaching service (item 9 table 1). Table II The last recruitment exercise at TESCOM 1993 1997&1998 2003 470 208 490 335 254 317 230 38 290 1035 500 997 QUALIFICATION NCE BA/B.Sc/B.Ed OTHERS TOTAL AREA OF SPECIALISATION SCIENCE 386 ARTS 423 B/STUDIES 37 TOTAL 1035 SOURCE: KWARA STATE TESCOM 238 224 27 500 494 239 264 997 193 (^ Nigerian Journal of Professional Teachers CONCLUSIONS AND RECOMMENDATIONS This study appraised the procedure recruitment and placement of teachers in the Teaching Service Commission. The study investigated the recruitment process from the Personnel Department of the commission and also from the opinion of teachers. Recommendations are made based on the evidences collated and analyzed. Suggestions are directed towards better management of recruitment and placement of staff in TESCOM. The following major recommendations are proffered for due consideration. The present procedure of recruitment is commendable but recruitment should be done more frequently to solve the problem of inadequate supply of teachers. — Kwara State Teaching Service Commission (TESCO) should be exempted from a blanket embargo on employment because teachers are needed according to the student's population which continues to soar from year to year. — While teachers are recruited purely on areas of specialization, the need of schools in specific areas should be considered at recruitment. It is not uncommon to find surplus teachers in certain area of specialization while some subject areas do not have enough. It is not always the best where school administrators make teachers teach subject outside their area of specialization. — The principals of schools should be more involved in the recruitment exercises. Area of needs of each school is collated by the statistic section before recruitment; and this should be strictly followed in recruitment and placement. — Many teachers prefer to remain in the urban areas so when they are recruited and placed in the rural areas, shortly after, they get transferred and posted to the urban. A good move was made at the 1997 recruitment in which the commission paid token allowance for the rural area teachers. This allowance should be improved to make it attractive to retain teachers in the rural areas. — Posting of teachers, otherwise known as transfer of teachers should not be done too frequently. This gives opportunity for teacher in the rural area to request to be posted to urban shortly after being posted to the rural are. Posting should be strictly done to check imbalance. — Induction course lasting at least one week should be dome for all newly recruited staff to introduce them to the job. The basic rules and regulations of the government and the civil service should be introduced. The expectation of the teaching service commission and the school administrators should be made known to them at the induction course. It should not be assumed that the newly recruited teachers know all about their job. — Since it is evident, from the quality of young teachers in schools now. that the standard of education is falling, it will be necessary to introduce a kind of recruitment examination or aptitude test as in the private sector. This will help to attract quality teachers. It is generally believed that those who cannot do well in other professions get their way into teaching. This should not be the case, as the quality of education in any nation cannot rise above its teachers. 194 Nigerian Journal of Professional Teachers — In this millennium of technology, explosion, the Teaching Service Commission should start to computerize its Personnel Department. The recruitment exercise can be computerized and even information on the existing staff of the commission should start to be computerized. A whole room filled with staff personnel files is outdated. Electronic operation as against print is the answer to most of data problems experienced in the commission. REFERENCES: Abel, R. (1964). Selecting the Apprentice. Educational Research. Vol. VI, No. 2, London: Newness Education. Publication Company. Ehiametalor, E.T. (1985). Personnel Management (6th Ed). Japan: McGraw-Hill. Mall. P. (1971). Management Handbook London: New London Connecticut. Oduwaiye, R. O. (1991). An Evaluation [.of the Procedure of Recruitment, Placement, and Promotion of Staff in the Kwara State Civil Service. University of Ilorin. Unpublished M.Ed. Project. Ogunsaju, S. (1980). Some Aspects of School Management. Ilorin Unilorin Press. Pigor, P. and Myer C.A. (1969) 3ersonnel Administration. New York: McGraw-Hill. Stoops, E. (1985). Handbook of Educational Supervision: A guide for the Practitioner (3fd Ed) Boston: Allyn and Bacon Inc. Ubeku, A.K. (1975) Personnel Management in Nigeria. Benin Ethipe. 195