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.
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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.
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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.
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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.
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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._________________________________
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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
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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.
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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,
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