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THE ATTITUDE OF SECONDARY SCHOOL TEACHERS TOWARDS TEACHING IN THE RURAL AREAS

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Rural settlements in Nigeria are associated with peculiar characteristics and are faced with unique situations compared to metropolitan areas. These characteristics and situations make it difficult for them to achieve a quality educational experience for their children (Hazel & McCallum, 2016). Rural communities like Karu Local Government Area (LGA) of Nasarawa State, Uke District, the case study of this work, have unique characteristics that affect the quality of education available in the community. An inadequate supply of qualified teachers in rural areas is one of the factors that makes achieving quality education very difficult (Abdullahi, 2019). Furthermore, achieving quality education has its peculiar challenges irrespective of the location or the student categories, and there are some locations where achieving quality education is desirable but the stakes are high.

Unavailability of social amenities, poor remuneration systems, and lack of career advancement opportunities, among many other complicating factors, are the reasons many professionals and teachers are not willing to live and work in rural areas (Omotoyinbo & Olaniyi, 2019). The reason that the population of professional teachers living in such locations may be limited is that most qualified teachers would prefer to stay in urban areas due to the convenience of working and living in such an environment (Addimando, 2019). The rate at which teachers are moving away from the teaching profession in rural areas is becoming alarming and this affects the children’s ability to earn a quality education (Abdullahi, 2019; Olaniyi & Omotoyinbo, 2019). Some of the factors that complicate the issue might be a lack of employment opportunities, poor and

low salary, lack of curricular and other materials such as textbooks, unavailability of adequate classrooms, desks and chairs, school administration, and lack of adequate involvement of the teachers in key decision-making processes (Addimando, 2019).

Many rural areas in Nigeria must contend with basic safety, financial insecurity, increased crime rate, prostitution, robbery, and other similar problems related to poor infrastructure and inadequate funding (Chiamaka, 2015; Haruna & Lima, 2015). It is not unusual in these rural settlements to find teachers teaching subjects that are completely out of their area of specialization or training due to a shortage of qualified or certified and available teachers (Eteng, 2005). In such schools, teachers are stretched beyond their effective capacity which leads to poor educational output. In such a working environment as encountered by most rural settings, the task of retaining highly qualified teachers to work in such a setting is becoming increasingly daunting. Hence, the need to investigate workable strategies that can be used to motivate teachers in rural areas is long overdue.

1.2 PROBLEM STATEMENT

Education has been proven to be one of the foremost catalysts for social change and development in Nigeria (Chiamaka, 2015; United Nations Department of Social and Economic Affairs, 2019), and teachers are a vital tool for achieving quality education in the school systems (Subair & Talabi, 2015). Unfortunately, lack of proper policy on social infrastructure and effectiveness of teachers in rural settings are among the factors that create a problem in achieving educational objectives in Karu LGA, Nasarawa State, Nigeria (Addimando, 2019; Eteng, 2005). Hence, there is a need to discover how to strategically address these issues.

Allen and Sims (2018), Abdullahi (2019) revealed that there may be difficulties in recruiting and retaining quality teachers. The problem is acute in the rural areas for several reasons such as poor motivation and remuneration, lack of efficient working environment, poor implementation of educational policy, and limited opportunities for career and personal development, among others (Addimando, 2019; Eteng, 2005). Subair and Talabi (2015) also revealed that there is an imbalance in the demand and supply ratio on the subject of teachers to students. This challenge has caused a downward spiral in the efficiency of teachers in these areas (Schacter & Thum, 2004). The case with the Uke District of Karu LGA is unique. It is very close to the Federal Capital Territory (FCT), so it might be expected to have adequate amenities and good educational systems, but the reverse is the case. The majority of the menial workers who work in the FCT live in this community rather than the city because of their low income as well as the lower cost of living in such settings compared to the FCT.

1.3 OBJECTIVES OF THE STUDY

The main objective of this study is to determine the attitude of secondary school teachers towards teaching in the rural areas

Specific objectives include;

1. To assess the overall attitudes of secondary school teachers towards teaching in rural areas.

2. To identify the motivations and perceived benefits of teaching in rural areas among secondary school teachers.

3. To explore the challenges and barriers faced by secondary school teachers when teaching in rural areas.

1.4 RESEARCH QUESTIONS

1. What are the attitudes of secondary school teachers towards teaching in rural areas?

2. What are the primary motivations and perceived benefits of teaching in rural areas among secondary school teachers?

3. What are the main challenges and barriers encountered by secondary school teachers when teaching in rural areas?

1.5 RESEARCH HYPOTHESES

1. Secondary school teachers' attitudes towards teaching in rural areas will vary, with some expressing positive perceptions while others hold negative views.

2. Secondary school teachers who teach in rural areas will cite intrinsic motivations such as community impact and personal fulfillment as primary benefits of their profession.

3. Secondary school teachers teaching in rural areas will face challenges such as limited resources, isolation, and inadequate infrastructure compared to their urban counterparts.

1.6 SIGNIFICANCE OF THE STUDY

The significance of studying the attitudes of secondary school teachers towards teaching in rural areas lies in its potential to inform policies and interventions aimed at improving education equity and quality in rural communities. Understanding teachers' perceptions, motivations, and challenges is crucial for designing targeted strategies to attract and retain qualified educators in rural schools.

This study stands for the recognition of the vital role teachers play in shaping the educational experiences and outcomes of students in rural areas. By exploring teachers' attitudes, the study can shed light on the factors influencing teacher recruitment, retention, and professional satisfaction in these settings.

Moreover, addressing the unique needs and concerns of teachers in rural areas can contribute to broader efforts to bridge the urban-rural education gap and promote inclusive education practices. Ultimately, the study serves as a call to action for policymakers, educational leaders, and stakeholders to prioritize investments in rural education infrastructure, support systems, and teacher development initiatives, ensuring that all students, regardless of their geographic location, have access to quality education opportunities. 

1.7 SCOPE OF THE STUDY

This study focuses on examining the attitudes of secondary school teachers towards teaching in rural areas, specifically within Karu Local Government Area (LGA). It aims to provide insights into the unique context of rural education in Karu LGA, including the perceptions, motivations, and challenges faced by teachers in this particular region.

1.8 Limitations of the Study

While the study provides valuable insights into rural education within Karu LGA, its findings may not be generalizable to other regions due to the specific socio-economic, cultural, and geographical characteristics of Karu LGA. Additionally, the sample size and scope of the study may limit the depth of analysis and generalizability of findings beyond Karu LGA.

1.9 DEFINITION OF TERMS

1. Efficiency: This signifies achieving a peak level of performance or the highest amount of output using the least number of resources or input (Haynes, 2014). Efficiency in rural schools can be described as using limited available human and material educational resources available in rural schools to help students achieve the required level of literacy and perform successfully in external school-leaving examinations such as the West African Examination Council and National Examination Council examinations.

2. Extrinsic Motivation: This is a form of interest developed due to external influence which drives the teachers to seek out innovation and encounters to extend and exercise their competencies to explore and teach (Ryan & Deci, 2000).

3. Intrinsic Motivation: is “doing something because it is inherently or enjoyable” (Ryan & Deci, 2003, p. 55). This accounts for the teachers’ inner drive for success and maximal delivery irrespective of the external circumstances surrounding the job. Motivation: It represents a set of similar beliefs and emotions that influence professional and personal behavior; what moves a person to do something, such as begin a new career or learn to work efficiently and achieve potential (Ryan & Deci, 2000).

4. Stakeholders: Generally, they are individuals or groups who are impacted by the outcome of a project (Landau, 2017). Stakeholders, as used in this study, comprise of but are not limited to the teachers, the non-academic staff of the school, and the education administrators.

5. Teachers Retention: It denotes the rate at which teachers continue or plan to stay in the same school in the rural setting (Johnson et al, 2004).

6. Teacher Turnover: This describes teachers moving from or leaving their teaching jobs (Ingersoll, 2003).

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