Teacher Need, Supply, and Distribution in Public Secondary Schools
Assessing the Gaps and Policy Intervention in Bayelsa State, Nigeria
DOI:
https://doi.org/10.53449/70wh0c26Keywords:
subject specialisation, teacher availability, teacher distribution, teacher needAbstract
The availability of teaching manpower is a valuable investment in education. However, its effective utilization, particularly in terms of equitable distribution across schools and alignment with subject specializations, remains a critical concern. This study examined teacher demand, supply gaps, and distribution pattern in public secondary schools in Bayelsa State. A descriptive research design, the population comprised all teachers in the 195 public secondary schools in Bayelsa State, with a total of 3,723 teachers identified and included in the study. Two research instruments were utilized. First, a researcher-designed checklist was used to assess student enrolment patterns and teacher availability based on data from the Post-Primary Education Board for the 2022/2023 school year. Second, a structured four-item questionnaire was administered to school principals to gather insights on policy interventions related to teacher distribution. The checklist, titled Teacher Needs, Availability, Distribution, and Subject Specialization (TNADSS), the questionnaire, titled Policy Intervention and Effective Teachers Distribution Questionnaire (PIETDQUE) (r = 0.78), distributed through the WhatsApp platform of school principals. Data were analysed descriptively using percentages, means, and Standard Deviation. Findings revealed a significant shortage in the teaching workforce, with a supply deficit of 38.67%. Additionally, teacher distribution based on subject specialization was grossly inadequate, with a notable absence of teachers for Nigerian languages. The study also highlighted intervention policies aimed at addressing ineffective teacher distribution in the state. Based on these findings, the study recommended among others that teachers’ recruitment and distribution should be guided by subject-specific needs, prioritizing critical subjects to enhance educational outcomes.
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