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https://hdl.handle.net/2142/68993
Description
Title
Factors Influencing Teacher Mobility in Nigeria
Author(s)
Irondi, Emezuo Ogbonna
Issue Date
1985
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Administration
Abstract
The purpose of this study was to determine if Nigerian teachers' perception of their profession, and their personal backgrounds influence their decisions to either quit teaching, or move between schools. It also compared their attitude towards job change and inter-school mobility with that of teachers in Western societies.
This study was done on a sample of 100 former, and 200 practicing teachers from rural and urban schools in Imo State, Nigeria. A questionnaire was administered to the subjects to determine which factors showed a significant relationship with teacher mobility. Additional data came from the State's education statistics, interviews with some of the subjects, former school managers, and the State's Education Ministry and Board officials. The Chi Square, T-test and Analyses of Variance were used to analyze the data.
Results revealed significant relationship between perceived reward inadequacies and teacher mobility. Poor career perception and unfulfilled career aspirations drive teachers to jobs offering career fulfillment. There is a weak relationship between job satisfaction and mobility.
Job quits were higher among the younger less experienced, single teachers, those with smaller families, and science teachers. Poor perception of the profession was less among female teachers than among male teachers.
Inter-school mobility was blamed on reward inadequacies. Teachers move to rural or home localities providing extra-professional engagements to help their salaries.
Comparatively, Nigerian teachers do not differ from their Western counterparts in their perception of the profession. However, Nigerian teachers relocate to a conducive rural economy or close to extended family help. Western teachers move away from home and family. The Western female drops out of teaching to rear children, but extended family help, and other conducive economic factors help the Nigerian female to combine teaching and family commitments.
Recommendations to limit drop-outs and inter-school mobility include allowing individual teachers to negotiate service conditions across schools and districts, more teacher participation in policymaking, and deployment of teachers to preferred locations on initial recruitment.
Further research is required in areas like teacher attrition rates, motivational and personality traits of prospective teachers, professions attractive to teachers and teacher categories most attracted into them.
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