INTRODUCTION
The origin of secondary education in Ondo State, Nigeria dated back to 1919
when the first secondary school was established by the Christian Missionaries.
By 1960, when Nigerian attained independence, the number had increased to 39.
Since, independence, the demand for secondary education increased tremendously
such that by 1979 when the free secondary education was launched, the number
had increased to 251. The free education policy of government further led to
a considerable expansion in the number of secondary schools. The number thereby
rose to 501 in 1983, while students’ enrolment increased from 149,037 to
304,452 during the period (Ondo State Ministry of Education,
1985). However, as a result of the economic crunch in the country, the number
of secondary schools in the State was reduced to 463 in 1986 and to 281 in 1996
(Ondo State Ministry of Education, 2006).
However, noting the State government’s intention to orientate school programmes
in the State towards science and technology, one major concern to educationists
(Ige, 2001) was the problem of getting an increased supply
of qualified science teachers for the schools. The problem was compounded by
the expansion in the number of secondary schools in the State. However, the
intention of government to train more qualified science teachers was always
hampered by financial constraints, which was perhaps the result of the weak
economic base of the State. In a healthy economy, certain conditions must be
met. These conditions include rational investment in programmes of immediate
and long-term promise and benefits; reduction of governments’ commitments
to consumer oriented programmes and limiting government’s dependence on
outside sources of income. Others include constant checking on levels of recurrent
expenditure, encouraging private contribution to governments’ programmes
and formulating a radical programme for internally generated funds (Adesina,
1981).
Contrary, to the fairly strong level of the national economy, the Ondo State
economy has been on a low level since its creation. Agriculture was therefore
the mainstay of the State’s economy accounting for 75% of the adult population
and 70% of the Gross Domestic Product (Ondo State Government,
2000). Since, the State could only generate less than 10% of its financial
commitment (Ondo State Government, 2001), it had to rely
on statutory allocations from the Federal Government, grants and loans from
various sources.
Supply, an economic concept had been described as the quantity of a commodity
that is called into the market over a particular period of time at specific
prices (Nwankwo, 1981; Bradley, 1999).
An increase in supply tends to lower the price and increase the quantity demanded.
Conversely, a decrease in supply causes a rise in price and consequently reduction
in the quantity demanded. Relating the supply situation to education, prices
such as salaries (the price of labour) are determined in the same way as the
prices of goods. The major determinants of the supply of science and non-science
teachers are salaries or wages. Teachers’ salaries are good determinants
when considering the economics of supply of teachers. This is because, the educational
system competes with other occupation in the labour market in a market economy.
In view of the fact, that the period of training of teachers takes considerable
long time, it becomes difficult, for market forces to provide immediate solution
to the supply of teachers (Akangbou, 1985; Nwadiani,
1996). Notwithstanding, as far as the supply of qualified teachers is concerned,
the salary to be paid each teacher represents the price at which the offer of
appointment is made and these salaries are crucial in determining the extent
of supply of qualified teachers. Enrolment is another determinant of the supply
of qualified teachers. This is in view of the fact that an increase or decrease
in enrolment determines the number of qualified teachers to be recruited. Hence,
researchers have suggested the need for the mass production of Bechelors of
Education graduates for secondary schools (Darling-Hammond
and Dilworth, 1997; Aghenta, 2001).
Demand, another basic concept in Economics had been described by Nwankwo
(1981) as the quantity of goods required at given prices during a certain
period. The higher the price of the commodity, the less the quantity of it that
can be bought and the less the demand. An increase in demand, on the other hand,
causes a rise in price and a rise in the quantity to the market. Thus, there
is a linkage between the price of a commodity and the quantity required of that
commodity. Demand in education bears little relationship to the usual economic
meaning of demand for goods at various prices (Bradley,
1999). The major determinant of the demand for qualified teachers is enrolment.
Hence, an increase in students’ enrolment causes a rise in the demand for
qualified teachers. Other determinants of the demand for teachers include: the
teacher-student ratio, the range of subjects taught, number of classes in the
schools, minimum class size, number of periods per teacher per week, teaching
methods and the size distribution of schools (Sheehan, 1973;
Yasin, 1999). As such, the number of teachers required
in a school depends largely on students’ enrolment growth patterns, the
pace of teacher retirement and attrition and desired teacher-student ratios.
Other factors, such as high immigration rates within the population or policies
on reducing class size, also contribute to the demand for new teachers (Yasin,
1998).
The manpower requirement approach has great relevance to the demand for qualified
teachers in schools. This approach is based on the fact that any nation with
plans or aspirations for economic development must consider the preparations
of its human aspects of development. This idea supported Nwankwo’s (1981)
contention that modern production has demand for precise skills and the number
of people with those relevant skills. In making this estimation, it was assumed
that if the national economy was to achieve 4% of economy growth, the senior
and intermediate manpower should grow at the rate of 8 and 13%, respectively
(Adesua, 1981; Onifade, 2003).
Considering, the importance attached to education as revealed from government
finances to the education sector and the emphasis given in the National Policy
on Education (Federal Government of Nigeria, 2004) on the
orientation of the country towards technological development, one is tempted
to believe that there was an adequate supply of science teachers to secondary
schools in the State. Although, qualified teachers are available in varying
proportions in both science and non-science subjects of the schools’ curriculum,
the expansion in the number of secondary schools in Ondo State, Nigeria has
led the researcher to investigate the supply of science teachers to the schools
in the State in order to correct any erroneous impression.
The proliferation of secondary schools in all parts of Ondo State, Nigeria
as a result of the free education policy of government and the attendant increase
in the students’ enrolment have brought about the demand for more qualified
science teachers in many of the schools (Adeyemi, 1998;
Ige, 2001). Although, the State government took various
measures to supply more science teachers to schools, it seems that there is
perhaps a mis-match in the supply and demand of qualified science teachers in
the schools.
Although, qualified teachers were needed in the science and non-sciences subjects, the demand for qualified teachers appears to be more pronounced in science subjects than in non-sciences subjects. Considering the rapid expansion in the number of secondary schools in the State, the issue of whether or not adequate number of qualified science teachers has been supplied to secondary schools in the State constituted the problem of this study. In addressing this problem, the following questions were raised:
| • |
What is the staffing position of science teachers compared
to non-science teachers in secondary schools in Ondo State, Nigeria |
| • |
What are the enrolment growth rates for science students and teacher-student-
ratio in science subjects in secondary schools in the State |
| • |
How does the supply of qualified science teachers from higher institutions
within the State compare with the supply of science teachers from higher
institutions from neighbouring States |
| • |
How does the supply of qualified science teachers compare with the supply
of non-science teachers to secondary schools in the State |
| • |
Does the supply of qualified science teachers match the demand for them
in secondary schools in Ondo State, Nigeria |
| • |
What is the projection of supply of and demand for science teachers to
secondary schools in the State for the period 2007 to 2016 |
MATERIALS AND METHODS
This study was an ex-post facto and descriptive survey. Gay
(1996) described an ex-post facto research as an after fact or after event
research, while Babbie (1973) described a survey is a
study being conducted for the purpose of making descriptive assertions about
some populations. The study population comprised all the 281 secondary schools
and 4 higher institutions in the State as well as 30 higher institutions from
neighbouring States producing teachers for secondary schools. The sample in
respect of the number of secondary schools was identical with the population
(Moore, 1994) as all the schools were involved in the study.
Since, teachers are supplied into the State secondary schools from higher institutions
in Nigeria and overseas, the supply of teachers was delimited to higher institutions
within Ondo State and higher institutions in 9 neighbouring States namely Ekiti,
Osun, Oyo, Ogun, Kwara, Kogi, Edo, Delta and Lagos States having Ondo State
as a catchment area in the admission of students. Since, only 2 out of the 4
higher institutions in the State produce teachers for secondary schools, the
2 higher institutions were selected for the study. Out of the 30 higher institutions
in neighbouring States, 16 were selected thereby giving a total sample of 18
higher institutions. The method of selection was by multi-stage, purposive and
stratified random sampling techniques. The principals of the secondary schools
and the Head of Departments of the Faculties of education in the higher institutions
were the respondents in the study.
The instruments used to collect data for this study were two inventories. These were the secondary schools principals’ inventory and the higher institutions teacher supply inventory. The secondary schools principals’ inventory sought information on students’ enrolment in the schools, number of classes, staffing situation with regard to the total number of qualified teachers demanded and the total number of teachers in place. The higher institutions teacher supply inventory requested for information on the number of Ondo State students produced by the institutions between 2002 and 2006. The content validity of the instrument was determined by experts in educational planning who matched each item of the inventories with the research questions in order to ascertain whether the instruments adequately measured the content area of the study. Their remarks were used as a guide in reviewing the instruments before they were administered. The completed copies of the instruments were retrieved from the respondents after a period of 2 weeks. The data collected were analyzed using descriptive statistics such as frequency counts and percentages.
RESULTS
| • |
Question 1: What is the staffing position of science
teachers compared to non-science teachers in secondary schools in Ondo State,
Nigeria? |
In answering this question, data on the distribution of teachers on the basis
of science and non-science subjects were collected from the respondents using
the inventory. The data were analyzed with the use of percentages. The findings
showing the ratio of all science teachers to non-science teachers in all the
schools are presented in Table 1.
It could be deduced from the findings that science teachers were in a small proportion when compared, with the number of non-science teachers in all schools in the State. Further analysis shows that male science teachers were in greater numbers than female science teachers.
| Table 1: |
Staffing position of science and non-science teachers to
secondary schools in Ondo State, Nigeria |
 |
| Table 2: |
Number of science and non-science teachers by qualification
in secondary schools in Ondo State, Nigeria |
 |
Conversely, female non-science teachers were in greater numbers than male non-science teachers. The graphical representation of the staffing position is shown in Table 1.
The distribution of the teachers by qualification is shown in Table
2. In Table 2, the proportion of science teachers in the
schools was still lower than non-science teachers. Although, unqualified teachers
were few in science and non-science subjects, qualified science teachers were
in a lower proportion than qualified non-science teachers through the period
of study.This finding was contrary to the provision of the Nigerian National
Policy on Education which, recommended a ratio of 40:60 science to non-science
teachers in all secondary schools in the country (Federal Government
of Nigeria, 2004).
| • |
Question 2: What are the enrolment growth rates for
science students and teacher-student- ratio in science subjects in secondary
schools in the State? |
In response to this question, data on the number of students offering science
subjects in secondary schools in the State were collected from the principals
of the schools for the period 2002 to 2006 through the inventory. The data collected
were analyzed using frequency counts and percentages. The computation of the
enrolment growth rate for science students in the schools was based on the increase
in students’ enrolment for one year divided by the previous year’s
enrolment using the following formula (Adesina, 1982):
Where:
| En |
= |
Enrolment growth |
| Et |
= |
Enrolment in year (present year) |
| Et |
= |
Enrolment in year (previous year) |
The findings are presented in Table 2. As indicated in Table
3, the enrolment growth rate among science students in the schools varied
from one year to another. In determining the teacher-ratio among science teachers
and students offering science subjects in the schools, data on the total number
of students offering science subjects in senior secondary classes one to three
were collected through the inventory.
The number of science teachers teaching these students was also collected through
the inventory. The teacher-student ratio was computed by dividing the total
number of students in the schools by the number of teachers using the following
formula (Adeyemi, 1998).
Where:
| Ts |
= |
Teacher-Student Ratio |
| Ns |
= |
Total number of students |
| Nt |
= |
Total number of teachers |
On the basis of this formula, the teacher -student ratio in science subjects
in secondary schools in the State between 2002 and 2006 are shown in Table
4.
Although, the ratio is low, it was noted that the figures contained both qualified and unqualified teachers in the schools.
| Table 3: |
Enrolment growth rate of science students in secondary schools
in Ondo State, Nigeria |
 |
| Table 4: |
Teacher-student ratio in science subjects in secondary schools
in Ondo State, Nigeria |
 |
| Table 5: |
No. of qualified science teachers supplied to secondary schools
in Ondo State |
 |
| Table 6: |
Number of qualified science and non-science teachers supplied
to secondary schools in Ondo State, Nigeria from sources within the State |
 |
| • |
Question 3: How does the supply of qualified science
teachers from higher institutions within the State compare with the supply
of science teachers from higher institutions from neighbouring States? |
In answering this question, data was obtained from two sources. The first source
were data on the number of qualified science teachers supplied into the teaching
profession from higher institutions within the State, while the second source
were the number supplied from higher institutions in neighbouring States having
Ondo State as a catchment area in the admission of students. The data were collected
from the Head of Departments of the various departments of the Faculties of
Education in the higher institutions. The data collected were analyzed using
percentages. The findings are presented in Table 5.
This shows that the bulk of the science teachers supplied into secondary schools in the State were supplied from higher institutions in neighbouring States.
| • |
Question 4: How does the supply of qualified science
teachers compare with the supply of non-science teachers to secondary schools
in the State? |
In response to this question, data on the number of qualified teachers supplied
into secondary schools in Ondo State, Nigeria were collected from the Heads
of Departments of the Higher Institutions within the State and higher institutions
from neighbouring States through the inventory, the data were analyzed using
frequency counts and percentages. The findings are shown in Table
6. Table 7, shows the number of qualified science and
non-science teachers supplied to the State’s secondary schools from higher
institutions in neighbouring States.
| Table 7: |
Number of qualified science and non-science teachers supplied
to secondary schools in Ondo State, Nigeria from sources outside the State |
 |
| Table 8: |
Number of qualified science teachers demanded and the number
supplied to secondary schools in Ondo State, Nigeria |
 |
| • |
Question 5: Does the supply of qualified science teachers
match the demand for them in secondary schools in Ondo State, Nigeria? |
In answering this question, data on the numbers of qualified science teachers
supplied from higher institutions within and outside the State were collected
from the Head of Departments of the sample d higher institutions through the
use of the inventory. The numbers of qualified science teachers demanded in
the schools were also collected from the principals of the schools using the
inventory. The demand was based on the Government’s approved teacher quota
of 11/2 teachers per class of 30 students. Table 6,
shows the students’ enrolment, enrolment growth rates and the number of
qualified teachers demanded during the period. The data collected were analyzed
using frequency counts and percentages. The findings are shown in Table
8.
| • |
Question 6: What is the projection of supply of and
demand for science teachers to secondary schools in the State for the period
2007 to 2016? |
In response to this question, data on the number of students offering science
subjects in the schools were collected from the principals of the schools through
the inventory. Data on the number of teachers teaching science subjects in the
schools were also collected. Data on the enrolment growth rate of science students
in the schools were obtained from the data in Table 3. Data
on the student teacher ratio in science subjects in the schools were obtained
from the data in Table 4. Data on the enrolment growth rate
in the supply of science teachers to the schools were obtained from the data
in Table 8.
In projecting the number of science teachers’ required in the schools
between 2007 and 2016, the annual enrolment growth rate of 4.2% found in this
study was used. The projection of enrolment was made using the following formula
(Adesina, 1982):
Where:
| PE |
= |
Projection of enrolment |
| Et-1 |
= |
Enrolment in year t -1 (present year) |
| AGER |
= |
Average Enrolment Growth Rate |
The projection was made using the teacher-student ratio of 1:18 found in this
study. An attrition rate of 10% for all teachers was assumed (Federal
Republic of Nigeria, 1978). In computing the projection, the following formula
was applied (Adesina, 1982).
Where:
| P |
= |
Projection |
| En |
= |
Total Enrolment |
| Ts |
= |
Teacher-student ratio |
Thus, on the basis of the enrolment growth rate of 4.2% and the 1:18 teacher-student
ratio in science subjects found in this study, the projection of students’
enrolment in science subjects in the schools from 2007 to 2016 is presented
in Table 9.
| Table 9: |
Projected No. of science students’ and the demand for
science teachers’ in secondary schools in Ondo State, Nigeria (2007
to 2016) |
 |
| Table 10: |
Projected No. of science teachers to be supplied from higher
institutions for secondary schools min Ondo State, Nigeria (2007 to 2016) |
 |
In projecting the supply of qualified science teachers to secondary schools in the State, data on the number of qualified teachers produced in the higher institutions within the State and in neighbouring States for secondary schools were collected from the Head of various Departments of the Faculty of Education in the sampled higher institutions using the inventory. The data were analyzed using frequency counts and percentages.
Using 2006, as the base year number of qualified science teachers supplied and the 13.1% growth rate in teacher supply obtained in Table 5, the projection of science teacher supplied from higher institutions between 2007 and 2016 were made. The findings are shown in Table 10.
DISCUSSION
In the forgoing analysis, the issue of teacher supply in science subjects to
secondary schools in Ondo State, Nigeria was examined. The findings show that
science teachers were in few numbers in secondary schools in Ondo State, Nigeria.
They were in less proportion compared to the number of non-science teachers
in all schools in the State. On the average, they constituted only 33.0% of
the total number of teachers in the schools while non-science teachers constituted
the remaining 67.0%. This finding was a negation to the provision of the National
Policy on Education which recommended a ratio of 40:60 science to non-science
teachers in all secondary schools in the country (Federal Government
of Nigeria, 2004). The finding indicating that male science teachers were
in greater numbers than female science teachers tend to agree with the findings
of earlier researchers (Enyong, 1986; Laurie,
1999).
The findings of this study reveal that the enrolment growth rate was 4.2%,
while the teacher-student ratio among students offering science subjects and
science teachers was 1:18. This appears to be a small ratio but it is a reflection
of the fact that the number of students offering science subjects in the schools
is always very small compared to the total number of students in the schools
as evident in the findings in Table 4. The finding was in
consonance with those of previous researchers (Mallam, 1993;
Adeyemi, 1998).
The finding indicating that the number of science teachers supplied from higher
institutions in neighbouring States was greater than the number supplied from
higher institutions within the State suggests that the bulk of the science teachers
supplied to secondary schools in the State were supplied from higher institutions
in neighbouring States. It also shows, that the higher institutions in the State
have not been able to supply the required number of science teachers to secondary
schools. The finding was consistent with those in earlier studies (Darling-Hammond
and Dilworth, 1997; Snyder, 1999; Aghenta,
2001; MCEETYA, 2003). The finding indicating that
greater numbers of non-science teachers were supplied from higher institutions
within the State than qualified science teachers was also a negation to the
provision of the National Policy on Education (Federal Government
of Nigeria, 2004) which emphasizes the orientation of the country towards
science and technology. The finding however agreed with earlier findings (Nwadiani,
1996; Yasin, 1998).
The findings of the study indicating that the supply for qualified science
teachers was less than the demand for them in each of the years of study is
a reflection of the fact that the supply of qualified science teachers did not
match the demand for them in the schools. This finding was consistent with the
findings made in earlier studies (Jack, 1983; Yasin,
1998). The findings made on the projection of science students and teachers
required by 2016 were also consistent with the findings made in previous studies
(Gerald and Hussar, 1998; Snyder, 1999;
Akhaine, 2001; Onoja, 2005; Obaji,
2006).
CONCLUSION AND RECOMMENDATION
Based on the findings of this study, it was concluded that there was a short supply of qualified science teachers to secondary schools in Ondo State, Nigeria. Evidences from the study have also led the researcher to conclude that emphasis in the State had been the supply of more non-science teachers to secondary schools at the expense of qualified science teachers. In the same vein, it was concluded that higher institutions within the State had not been supplying sufficient number of qualified science teachers to secondary schools in the State.
The findings of the study, have led the researchers to conclude that adequate planning has not been put in place in the supply of sufficient number of qualified science teachers to schools. The fact that non-science teachers formed the bulk of teachers in secondary schools in the States shows that emphasis in the State had been on the production of non-science teachers. This situation is inimical to the technological development of the State and the country at large. The fact that the supply of science teachers did not match the demand for them in secondary schools in the State might lead many students to change to non-science subjects in the schools. Hence, it was concluded that the State government was not yet ready to imbibe the development of science education in secondary schools in the State.
Considering the findings of this study, it was recommended that more efforts should be made by the State government to increase the supply of qualified science teachers to secondary schools in the State. Higher institutions in the State should be encouraged to produce more qualified science teachers for secondary schools. Adequate planning strategies should be employed by the State government to source for the necessary funds needed in increasing the supply of qualified science teachers from higher institutions to secondary schools in the State. The State government should therefore increase the allocation of funds to higher institutions in the State for the production of qualified science graduate teachers.
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