University of Nigeria Research Publications

FOLAMI, Folorunso Timothy

Aut

hor

PG/M.Ed/92/14099

Title

Strategies for Attracting and Retaining Qualified Vocational Technical Education

Teachers in Osun State

Facu

lty

Education

Dep

artm

ent

Vocational Education

Dat

e

October, 1994

Sign

atur

e

STRATEqSES FOR ATTRhCi'ING RETRINING Q U A L I F I E D VCCATIT,NAT,-TZCHNTCAL ZDUCATTOII TEilCHERS

IN OS!!?I STATE

,4 PRCJECT R E P P?T S UEY-ITT5 D Ibi PARTIAL FULFILT.'Ei'!T OF TKE RI=QUIREr 'Ll\rT FPR THZ A W A I i D PF T'JSTEFS OF EDUCATJC?! ( IVDUSTRIAL TECHNICAL EEUCATIOP; )

A F R P J E C T S 1 : Y ; 1 T T E D IF1 THE DEPARTPENT OF VCCP,TICf\lAi L D U C A T I S V ! \ ? . U N I V E R S T T Y OF N I G E R I A , N S U K K A

THLSIS A D V I S E R

T h i s wnr4 is d e d i c a t e d to my f a t h p r , mother,

Prcth-rs a n d s i s t e r s .

- tackaround of t h e Study

S t a t e m e n t af t h e Froblem

F u r p o s ~ of t h e S t u d y ... ... Siqnificance of the S t u d y .. -

T h ~ n r i ~ s and E a c k q r r u n d * - .

S t r w k w i c s for A t t r a c t i n a a n d P ~ t a i n i n a cu?ljfied V ~ c a t i o n ~ l - T ? c h n i ~ ~ l E B u r a t i n n 'I'P RC h~ r-5 .-. *. -

Desc r ip t i on of Instnrment U s e d -.- -. Validatin? of I n s t r u m e n t - . . R e l i a b j L i t y of the I n . c t r u r r ~ n t - . . Pethod of Gatherinn Dat3

D a t a A ~ a l y s i s T e c h n i ~ u ~ s

Conclusion ... - - - . * .

Qrromm-nda t f o n s - I * .-*

Suncestions rn r F u r t h e r F e s ~ a r c h . . ,

Pages

36

3 6

37

33

38

38

3 8

39

7) T ~ c P n i c - a 1 t . r -acL~rc. 5kn:itrl b~ A ~ P - I J ; ~ t ~ 1 \I rrnt 7l.s t ~ d i-,V *

n r o r r j d i n o t h e m w i t h o o d i r c c ~ t i ~ . ~ ~ . ( 3 ) T s u n S t a t e

CHAPTER I

2 .

In r e t c q n l t k m of this v i t a l role of t e a c h e r s i n t h e

s u c ~ ~ s s f u l implcenka-t ien qf khc t e c h n i c a l education programme,

f a r reachtrq efforts h a w been taken by the F e d e r a l Government

to b e ~ f - u p the supply of t c e h n l c a l teaci-ers, Such measures

r a n n e from e s t a h l i s h w n t of r r o r ~ collears of ~ d u c a t i a n

t ~ c h ~ i c a l ) , ercouraqcvev t o f v t h c r hicrlwr e d u c a t i o n a l

L n s k l t u t i u n s to mfiunt t e c b n ic? 1 d u c a tton Frograrnrrr f o r t r a i n i r a

of t ~ c h n i c a l t eachers t h r p u r h " ~ c h v i c a 1 T c a c b r Tr t7 i n i n a

P r n n r a m e (TTTPI n r u a n i s e d by t5e F e d e r a l G b v e r n m e n t in smme

selected hiahnr Z n s t T t u t i o n s .

I n srifc of these e f f o r t s t-hc s h o r t agP of t ~ r h n i c a l

ter7ckers, p i t h e r t o t r a i n t c c b n i c a l t ~ a r ~ h e r s a t t b e

h i a h ~ r educational i n s t i t u t i n n s o r t e acb t ~ c h n i c a l e f i u c a t i o n

p r m r a r r e z a k t h e lower lewls o f ~ d u c a ~ l e n h a v r b o ~ n so acu tc

t h a t t h ? i r n p l ~ r r c n t a t j o n of t h c ~ ' ~ c a t j ~ n i ~ I - T ~ c h r i c a 1 E d u c a t i o n

prwr?rm@s i q y e t t o r e c ~ r b a r y arrreci+-ihle vrosresz ( E s e n e ,

'i?911- , E - P , l a ? ? ; O f f n r r n n , Inq2), T h i s ~7rphtern is accampained

by Fsssive d r i f t of t e c h n i c a l t e ~ c h c r s t o p r i v a t e a n d other

public sector ( V b a t a , 199D; P C - k i , '443; E m , 7997; O k a f o r ,

l a ? 2 ) *

T f i r k r i r a l profcseinn i n y! iaer ia i n rpccnt time h a 5 witne-

s s ~ d a wave of Industrjal unrpst due t o 1 x 4 2f job satlsfactic-

4Wvono t+ache r s . Ir, f a c t , the ~ v t i r ~ l ~ b n u r force i n t k l e

r o u n t r v h a s n o t be-r? s p a r e d of i n d : ~ ~ t r j 1 s t r i k t s e? t h ~ r buc

to n o n - p a y m e n t ar lake p a y v ~ n t o f s;dt7ries, and v t h c r

f r i n n ~ h ~ n e f i t s a % W P ~ 1 a s u c n ~ r a l nnnr r r j n d i t i n n z of scrvicp.

6

3. What are the s t m t e g i e s for r e t a i n i n g qual i f ied

technical tezchers in Osun State.

4. W h ~ t are the utrategics f o r a t t r a c t i n g q u a l i f i e d

technical teachers in Osua State.

B~potheSet3

The f~llowing n u l l hypotheses were tested:

~0~ There is no s i ~ n i f i ~ a n t difference i n the mean r a t i n g s

o f the Principals and Technical teachers regarding

f ectors responsible for the tecLnical t eacherc d r i f t

t o other jobs,

Ho2 ?here is no significant difference i n the Icean ratings

of the Pr inc ipuf s and Technical teachers regarding

s t r a t e g i e s for re te in ing qualif ied technical teachers.

Ha7 There i s no s i g n i f i c m t difference i n the mean 2

r r t i n g s of the Principals and Technical t e ackers

regarding s t r a t e g i e s for a t t r a c t i n g qualif'ied technical

teachers,

~ e l i m i t o t i o n of the Study

The s tudy was confined t o Oaun s ta te o n l y

The reseerch work involved ell seccndury ~ c h o c l s i n

Osun State.

The s t ~ d y also involved the fins ye= students of the

departments oi t echnica l education of Omn s t a t e Colleges

of Education at 11esha and Ila-orangun.

Assumptions -- In order to carry ou t this study, the following

assunpt ions were made:

'I. That the resgondents were honest i n t h e i r response t o

the items in the questionnaire.

2, That t h e p r i n c i p a l s and technical teachers who responded

ta the q u e a t i o m a i r e were taken t o be a r ep re sen t a t i ve

simple of the population,

3. T h a t all t eachers who t eugh t m y t e c h i c u l subjects in

the secondary schools were thken as technical teachers,

4. That the p r i n c ~ p d s and t e chn ica l t eachers are aware of

the problem3 which beset the teething of technical

sub jec t s in the secondaq- schools.

CHAPTER I1

' :LTTERATURE REVIE!$

~ n t r o d t l c t i o n

t l t e r a t u r e on t h ! s study was reviewed by usinq books,

b i s s ~ r k a tlnns, Tmrrna I a r k i cles , c o ~ f f r e n c e p a p p r s and

newspapers w r i t i n a s . Thi.: z h - p t ~ r is subdivided i n t o the

fol f o w i n n sec t ions :

a, O c c u n a t i o n ~ ' 1 Chnjce, Job ,Satisfaction an6 P ' o t i v a t i o n :

Thsor jes and F a c k n r n u n d .

b. E m n l o y ~ e s P g ' t i v ~ t j n n

c . T h e Plead f o r Rebainino q u a 1 F f L ? d Vocatibnal-~echnical

E d u r a t i ~ n TP2rh~rs.

d . The S t r a i e n i ~ s f'or 5 ttractirt-r ?rid R ~ k a i n i n a \'ocationz

Tee'- r i cal T d u c a t i o n Teachprs.

A n Pnvest5&Fon ~f the natives behind the occupational.

n r ~ f c r w C c n T w c i n c f i v i d u a l s 2 s I t relates t o t h e i r self-

concents calls f o r a n u n t i c r s t a n d i n o n f t h e hackcrrcund to t h e

c w c ~ n t l o n s OF orcupa t j . ~ m l choice. T h ~ s e r ~ a s n n s u s u a l l y

e x e r t ?.vm i n f l u e n c e wh.en a c i n d i v i d ~ ~ q l . is about to select

an occuratfon. Sore of the rcasnvs f o r occupational choice

i n c l u d e t h e need to make a l i v i n n , t h e need t o f u l f i l t h e

i n d i v i d u a l s l i f e desire, t h c opcortunity t o u t i l i z e t h e

aptitude, t h e des5re t o enhance the self-imaqe and even char1

circumrtances. T h i s v i e w is supported by O l u i q b o (1976)

a n d Akenroye (ls76).

The occupatton w h i c h an i n d i v i d u a l chases eventually

dc-ppnds on the degrcc ~f i m p o r t a n c e he a t t a c h c s to t h e

f a c to r s w h i c h h a v ~ Infl.uanci?d h i s c h c l i c e . T h i s choice, i n

t l ~ r r d - i v p d ~ o n t h e v t - - t i , ? f s t h a t t h e ?oh 173s frsr s a t i s f y .

t?-- nplr. IJ~ pf tlqn i ~ r l i ~ i d ~ ; a 7 . l q 9 7 2 ) a.sc.?rts thqt t h ~ 1 0 1 - ~ C S ,3f hecupatinnal

chnice can h~ b r w d l v c l 2 s s i f l e d i v t n Van-psychqloqical,

r~ychalaajca 1 a n 3 4 ~ v a r a l .

N i t h i n each nf CCpsp ~ I ~ ~ s f f i c a t i o n s the thoor ips c z r '

f u r t h ~ r d i f fp re r t S ~ t ~ d ; rcrrc! i pn k~ their P i ! . i m r c h a r a c t e r i

t i cs and c~rhasis. T b p t ~ ' n n - p s y c t ~ c l , ? ~ ~ i c ~ ~ 1 t!-i,ecrj~s of occuy

t i o n a l choice sr? those which attribute choice phenorrena t -

onpration nf SplTF s y ~ k p m ~ b i c h i 4 e x t ~ r n a l t o the indivi81>-.

(Ginzbera, 19731.

P, n u ~ F , ~ r nf t h ~ n r S ~ . t ~ t 3 9 7 ~ ? a r a u ~ d t h a t it is t h e

3~ar-e to which t+ iok f ~ i l f t l s or ~ 1 1 ~ ~ s the f ~ ~ l f : l r n e n t of

t b i ~ 6 i . v i d u a ~ ~ W P ~ S that br?trr~,ii-w5 h i s d ~ ~ r r ? r ? 05 inb

.ratisfaction (J,ofqr!is'c and ll)zv?cs, + 9 7 5 ) . Cqntenk t h ~ c r l e s atkcr-c l t t o spccif:.. t l ~ c p a t - t i r r r l a r needs

t h e t m u s t b- s a t i s f i e d or t h ~ v a l u ~ s th7t m u s t bp attained

for an i n d i v i d u a l to hc s a t i s f i ~ d w I t h h i s job. T w o m a j o r

t h m r i ~ s h a v e d o m i r i ~ t ~ l ' j t h p ccn tcrrpor-ary s c e n p : P ~ s ~ o w ' s

Fte~d H i e r a c h y t h e o r y and H e r z e h r ~ ~ s 7 n f i va t o r H y g i e n e t h e o r y .

? ' a s l o ~ + l ~ s t b ~ r y , ( 1 ? 5 6 - ) a s s ~ r t 5 tP;! t man h a s f i ve b a s i c

c a t ~ o n r i e s of necds. Phvsioi~aical np?h?% ( i ncl un j no water.

f o n d , a j r p k c ) , 5 3 f ~ t y nee.rt.5 ( i n c l . ~ k 3 i n c 1 frcz~dor;; frrm p h y s i c a l

t h r ~ = l a t . ; a ~ d harm a s w1 1 q c ~ . c ~ n o r n i c S ~ c u r i t y ) , L 7 ~ 1 o n u i n ~ n e s ~

a n d h a w n ~ e b s , e s t p m m e r ! ~ of ~ W D t v p s : t h ~ n ~ e d for

~a.?t*. ' . rv ,3vd a r k i ~ ~ i ~ ~ ~ n n t , ?pm2 L b m f 01- 1-p~qc;n 14-4 on,

l .-rhirh i~ d ~ f i f l e d 3.c; " t h ~ t a n d c n c y t o I-ecomp ..ckusli-pd i n

V b a t h~ i s p o t r r s t i a l l y " ?r "tbs d e r ; i r ~ tc-, b c r ~ ~ ! ~ ~ I T I ~ ~ I - C and more

v h a t o n c j 5 t o h r c c w c l . . r c ry th in f i k 5 3 t IIP.Q i5 c ? P ~ ? ~ P of

hPccminoV ( : . ' a ~ I o w , ? O r : ) . T h p khearv arnl let .5 f ~ ! r t h - r +,hat ~ ' - P S P r 1 7 ~ d s ,=r? a r r a ~ q e d

i r a b l e r a r c h y nf 1.prr1pi-t?17cyv o r ~!1_7r71~-13ncr, i n order- f r o n

r r t ~ ? k to Ifla s k p r e n m k e n t S .= l 1-e i no t h a t ~?i ~ f c r a l??vc. Accord j nq

t o Pnas lcw, ( 2 9 5 4 ) t h e l ~ s s prc-pptcnt, v e ~ d s a r c : ~ ~ i t t - , e ~ - d e ~ j t - ~ *

nor souabt until Ype m r ~ p r c p ~ t c n t n e r - d ~ a re s a t j s f i e d or.

fulfilled,

ress, self-esteerr) a r e f u l f i l l e d . rPa?3nw does npC claim t h a t

15. Iv-cimta cl#ssf f 4 4 ;ia f n ~ o ' l v i n q s u p ~ r v i sl.qti', Inter-

- m a 1 relati~ns, w x k i n n rcmrli ticsns, r - ~ m a n y pcllicies and

s a l a r v wrp f m n u e n t l y v ~ n t i ~ ~ e d a s causps of job dis~atisfac-

t i o ~ hut l ~ s s frequently a s ra lJses of s a t i s f a c t i ~ n . This

orcur , of C;r t ~ n n r i e ~ was l a ! - ' - 1 1 ~ 6 " H * j a i ~ n ~ s a n d w a s a sscrted

kc3 Tnvolve p r i m a r i l y t h e c n r l t ~ x t i n whicl l , t h e w p r k was p r t p a r ~ d .

T h u r , t h e theprv ?rm~ps t1,5t jc,h sa:S,.csfaci:i gn 3 r d

d i s s a k i ~ f a c t - i o n r e F u l t f r ~ r r P i f f ~ r c n t caljses; s a t t ~ f x t f o n

d e ~ p n d s on m ~ t i v a t : o r t ~ l h ' . l ~ c?iscratisfsctj i s t1.c r p s u ' l t gf

Y y a i e n ~ f a c t n r s .

H ~ r z k r q l a k e r exya.7n.Sf.d h:s t h e o r - \ ] by t r y i n a :rhe:e

flvdinqs to s p p r i f i c \ ) ipw c?.f t h e n ? tar.? of man ( H e r z b e r g , 2 9 6 8 ) .

JC a r q & ~ d t h a t there a r e two s ~ p c 7 r a t ~ a n d u n r e a l t { ? 3 classes

of human n e ~ d s : p h 1 . / s < ~ a l r \ e ~ r j s w5i rb-1 par ~ . b z ? r ~ g r ; ! i th a n i v a l s ,

a n d n s y c h o l a n l c ? ' nesd.c; !- ihoce rm\t: i.; r a n q s ppss~ - r ; z i on pf a

~ P Z C C J ~ ~ rm rind. T ~ F r.Cpc! t o I.I.SP onet 5 riinmd wh i ch hr- c a l 1s

p v c h o l o g i c a l urwth, I s r.3 ti? F j ~ d by s ~ c h a c t j cmr; ,as i n c r e a s i n r :

017~'S k n n q / r l n d q ~ , r ? ' % j TSP !'-Y+ r ~ r t in t f ia r ; - : t ions , i . r p a t j 3 '" a c t j vi1:-

bminfl ~ f f ~ r t i l ; ? f r a ~ h j r z i t : ~ , d ~ - : r ~ 7 0 ~ l ~ - ~ i n !< j ~ , j d i l . ~ l i t v , and

thp l ikp,

Herzhern a r a ~ ~ e d f!lrtl-er thLq.;t_ t b ~ s e t w o :ets ,sf n e e d s

o ~ e r z t ? I n d i f f ~ r r ~ t b?av~ . . p h y s i c a l r tw7ds, hc cl ? i r e d ,

m[:Fivate a c t i o n acccrdino tr a p a i r , - a l . r o l d a n c e ! t..r.rri:on

r e d l l r t l o n ) principl- w h e n f r v ~ t r a t e d th.i?v p r m 3 l . 1 ~ ~ (fi scmfort ,

w h e n f u l f i l l ~ d they produce relief f r c m d i s rpmfor t no

r -ny l -vp~s y n t l y a k i ~ n - - .

F n p r n l a , (1987) d ~ s c r i b ~ d rnc t t i -v i i t43n a s t h p force or

cmA? t h n w i t h i - n t h ~ GZ-qani sm t h a t l i . 1 ~ ~ 1. l e d h i m t l ? a c t , T h c s e

needs or forces acnprz t~ tendencies to bpbave i n 3 manner

l i k e l y kc r r c d ~ . r e thp f ~ r c ~ s o r n e e d s . Rarl.r a r e J c + n s o n , ( 2 3 7 5 '

a l s o s t a t & t h a t r m t i c a t j o n i n w l v ~ d t b p fo rces that ;

~ n e r g i TI? a v d d i r c c t the b ~ h . = v i u u r of ~ s s h i p , ~ ; vi6,Aal

FcCarvic a n 6 T T f f i n , (-1975) , ?dded by . s a y i n n t h , ? t

s n t i s f a c + , ? - k n w i t h oncls i n h i n t u r n i5 a fuvctinr pf t h e

r ' n f l t -~ '~ o f n ~ - 4 s a t i ~ f ~ c t ; on dr-;-ivp:-6 f r c ~ e x y p r - i p p , c ~ d i n

t+ 'ob, I!?? r a n b ~ d ~ 1 r . n f l - m t h l ~ t h f t P t e a c c ~ ~ r . s h o u l d be

r rn " ; f i cd w i t ' n A ~ P T ~ U ~ ~ P %urn?r-, ne~r:! f .qctr t rs i n ?-is w 8 y r k e ~ ~ ~ j r ~ n -

r a v t hy his P ~ ~ P ~ I ~ V P Y . i f j 7 ~ is trl d o r i 7 w e r n p l o y ~ e motivation

f r m h i s i nb ,

Jnb m o t i v a t i cns t+?t h ; l v ~ h ~ m f p ~ j n d to r ~ l a t ~ d t o

w r k i n t e res t apd s a t j . . ; f a s t i n n i n s 1 u d ~ : n p p n r t u n i t-..: to u s p

07re 'S U C ~ s k i 1 IS a n d ah! 7 i t i r s ! *r i ? r r : . r t i . r n i t\: f:-.~- n~=qr,r l e a r n i p

In any ~ i - n oryrmi.satiotl. y o t i v a t i o n , t h e r ~ f n r - e , is n e e d -

hound doc? h i q h l y in f l i~ idus l i : - . t I r : . Ic a d c i t t l n n , t h e s a t i s f a c -

tion of ore need ni VPS r i s ? k n a nfw T~PPC. T k p t h ~ p r i e s

a d v a ~ r e d to . ? r c ~ ~ ~ n t - f ~ r v!orm? h~--'-~~t.:i our cr :ua ' l Iy substantiate

the m a t - r l r w n i a l r e l ; . t i r r r s h i p betl..ceen i o b s a t i s f a c t i o n and

r u t i V a t i o n . I t is, t h ~ r ~ f c r e , i m p r a C t i ~ , ~ l tf) .? t t p l ~ ~ t , a n

u n d c r s t z n d i n n ; of i n b s a t i s f a c t i c n w i thor,~:: ~ r l ? ~ ~ t . f n q "qua l

atkention ta mot-ivz\ : inn.

?hi.: I s i n 1 4 n p !..lith khe v i r w s rbf h!.~rnan nc.?? f 2,-t3rs

th r r . r i s t a s Faslow, ( - 1 q V ) ; H c r z h ~ r n , (T . fS5t3 ) ; y c p p o c k ,

( ' " 7 6 ) t*!hc, 5 d i d t h a t in'? s a k i - s f a c t i p r ? n , l p ~ p l ~ ~ y ~ c . r n n t i v a t i ~ .-

a L"? i n PssenrB, c o m p l r x , ?!-s t r a c t p h e p . ~ m ~ n ~ th;, t 71-c

l n ~ x t r l c a b l y t i p ( ? u? r j t h ~ r I! j r ~ c t l v o r i n d i r 7 v r . t l y li .l{ ';!i a

1 1 1 ' ~ b ~ r ~f h ~ n 7 . 3 0 n f ~ d f . ? ~ t p r ~ . F n r ~ > l a ~ ~ ~ t a t f i p ~ n t . i y p ] f p ~

t h a t t h e ernpEnynr 3 t r ~ c h ~ r - qhnl~lrl j ? r : s v i d ~ t-ij-~ l. . ! i th a

v a r i e t y of hurrrar ntr--ed f f ~ c t r > r c 5, it-:I? rrpti:..!a ti3fi f n ~ - t.-ork

!.:.3r.j-s J S t b p r e ~ r r p - ~ < 5 ~t-<-!, i n t i 7 , : r l i - : ~ 1 ,=, in .v ?,) a: xrpn ~rri.=~=l:~

t l o n a s the s t a t ? F - l g i a t i o g T. ' i r~ f s t r - jps , P o l . ! r r -+- _ f ~ ~ r ? b , p r tc

5 k3kc t h a t Pot iv.3 !:: nn ,?rri ~ ? t i ~ 5 3 r t i ;.-\q r.fy,l-!- tq *?sc7 '?n~p

~ r . 1 t r r w o r : e n . T b r a f q i - r \ , S t wr1:17d b- :~nl.-!i::e t8> ~ ~ Y ~ < I F ~ ~ J V E ~ to

- T t ~ n - t ~ l - s f i a n i h h p - , p r l ~ , ~ t ~ r f - . ~ t i g n cf a tez.::hpf- ~ j t : - ~ ~ ? ! . t 3 t tl-,'.

1. S J P p cjvcl c i p V n t i r I n Pnu;ll at.. i ieri : icm 'I.? h i L ; F r v n l t y ~ c rr;ntiv;lt!!:,

i n h i s w o r k ~ n v i . r o p T 1 p n t .

Y U s e n , ConoFr , 2 n d Kcuarr, I l ? C v 1:le s c r i b- -' thF- I;crrm

r r n k j v a k i o n a 5 a or-r,r-r<c OPP t: i l jt rp fe r s t o t " . ~ n?~<s+; , O O A ~ :

o r d e s i r e s that vrrvoke the orqaflism to action, This statement

suoqesks t h a t I f an employer furnished a t e a c h e r with h i s

needs and desires, he ( the teacher) would be s u p r r e d i n t o

a c t i o n towards Aicr'her p rod l~c t :v i t y . " h:?nY and Johnson, ( T V S ) con t e n d e d t h a t motivation

r n i q h t sprina from a variety P? needs, r a n a i n a from those which

ncrc largely ~ h y s i o l f i a i c a l j n o r l a in to those w h i c h were

l a r d e l y physioloujcal i n o r i o i n t o t h o s e v ~ h i c h werc p r i m a r i l y

psycholoqical , T k v b r e ~ t f!:rtbcr t@ a s s e r t t P a t w ~ r k ~ r s

r r loh t h+ motivated beth intrinsically a n d extrinsically.

~ p m c k , ( 7 9 7 3 ) d c s c r l b - A t h r L!uman rersansllty in iems of

!lery s t u d y .

+?e p m d t*'& himaw h c i n ~ s have certain n e ~ d s w h i c h

Pwrqi7e them t~ a c t i o n , T% u r a t Z f i c n t i ~ m of s u c h needs

leads t o s a t i s f a c t i o n , ~ h i 1 ~ t h p frustration of such needs

l ~ a d s to d i s s a t i s f a c t i o n . H P l w ~ t f ~ r t h ~ r t o t t a t c t h a t the

n e ~ d s are a r r8 raed i n a h i e r ~ r c h v a ~ d the gratification of a

1 .c~ l c c ' ~ 7 need g i v e s r ise to the propcter3cy of h i a h ~ r l e v e l

n c ~ d s . V r o c l m q s roti era t n r - h y g i e n e t h e o r y seems t n s h a r e the

save v i e w w i t h P'aslokt i n m i r t a i ~ i r m t h a t human k i n c s have

needs which w u s t bc a r a k i f j e d . Tt is l e f t for t h e pmployer of

a teacher t n t n d e a v a ~ u r t o prnvi .d? ' h i p w i t h the much d e s i r e d

hcr ran w e d f a c t o r s t h a t ~ o u L d c n e r q i z e him t o a c t i o n i n his

0 - This is ~ C A U , F P thp kp?cbpr : . I D u ~ ~ 'pp s ~ t i s f i s r j \ ~ : i t h h i s

30b w h e n S h p s p dnsjr-cr l j n ~ p d s zt-p c=;r?tj f i i 3 d a

P c C r s r m i c ar?rJ Tj € f i n , 11Q75) s t a t ~ b t h a t t h e m a n i f ~ s t a t i r : ; :

o f the d i ~ ~ E L T P ~ ~ C P S Of h t i ~ r ? n tT r t i : , : a t i~p b!8-'r.? f ~ F i p c ! : p d by such

i n c i e e q t s 3 5 low p r c d u c t j 7 ! ' i t f . ~ , str3kps, , L 7 n f ~ i ~ t s bekwepn

s ~ p e r l a r s 3rd ~ ' ~ h p r - d i n z k ~ s , ~ ; ; l h ~ t . 2 ~ e , rE s t r i c t j ov u f o u t l ? g t ,

a b s ~ n k ~ e i s m , a n d h i c h t u r n v i r ~ ! - , Cnr~~. ;er -seLy, m.r,t i i . ' a t i O n 3

~ f f p c t s C G ~ J ~ < be ~ l h s h r w d Tn inmd;t i r r i ? u a l crcatlvj t-1, 2 u t s t a n d i r : :

ora2njsakjonal pol.icv a r d h j q h e ~ ~ f r j k r'e .zorps, T b i ; ststerwr.:

tpr)dpd f - r ) T ~ I V I t!-at 9 te.q,rb.cr ~.il.nulri he .;,a t i5 53 r:..j tb h i s j ob

3r.d p a r ? - r ~ Ilivb-1.v n v l v i f hlc. rrrnlovnt- ~ v n v i d ~ r l k i n ? w i t h

adenuu? tp ~ ~ ~ t i _ \ r z t j o n , And y r = c . i ~ e l y , s i n c e one 's j nh is p a r t

of o m ' s l i c e , i t is 1cmlcz l t r . P X = I F C ~ .job s ~ t i ~ g f ~ r t l ~ n tc,

i n f l u ~ n c e l i f e s a t i s f a c t , j r . n ,

r.cc:out.rit i ~ r of %I.* ~ v r f c x - m a n c e w d rls rt resul t a d d s to

h i s iob satisf?ctiun.

Kayodc , (49P[3) k!as cf t h p v iew t h e l t t h e sources

of w p r k e r s d i s s a t isfarti nn a r i s e ou t o f n o n - p r n r n ~ t i o n ,

communlcat i .on asp, t b r v:sonq p e r c e p t i n n of t h e worker h i m ? . .

ard h i 5 job, cal7ausness cf t h e bosses. He d i s c q v e r c d

s o w ways k h ~ m a n a g e w n t ? ,hnuld use t o add t12 t h p job

s a k i s f a c k i an of t h ~ i r wqrkcrs . T h e 5 . e i n c l u d ~ d itemizing

a car~prehcns lve j o b ddesr r i rk lon w i t . h t h e v ~ ~ r k c r s ,instilling

rf f~ctlvr. rornrrm ;LC? t l n ?over i n t q t ? ~ workprs , 3c.j e n c o u r s -

g i r g t ,h~ w ~ r k ~ r z t p ?rF_ on t t - ~ a h c - n r . ~ . of k t e senior^.

I:'rl t h - L-OIF ~f frinue I l en rE j ts t o ~ o r l - p r ' s job satisfaction

3r.d ~ r n d u c t i \,-it\/, h c ~ o n q ~ s t e d fkla t ttae fo l lc t .a ! inq f r i n g e

b.-.ncf i t s w i 1 l .3di l tls, tk- job s j t i r ; f a c < . i n n and performance

o f a f,.li r l ~ r i a n *fi!nrlrer: c a r h r ; i r .?ll~i+.lrince, sni! f rr,e medica L

car1.i rn f -y f h r ls!prk-~r? a pd :bp i r f ; l ~ f ly, H ~ I , ~ I ~ ~ , . ' ~ ~ , he

~ ~ n c i u d e d t h 7 , t j~:k ~ . ~ t i c i ~ ? ~ t I l ~ n Is s ~ ~ i - h a n T _ I ~ I _ I ; ~ ~ J ~ t;ct-rn

b ~ h j , - h car:nnt k.2 m ; . s i l v t_:-sc~?,i tr, QOC .-:xed f ; l r ~ - i . . ; ! ~ - hera1.154

i t V S ~ ~ P S f r r - ~ v n r k e r tr a n l > t ' a e r ,

l{oppeck, (7??6) +,i t - ~ o ' $ . e r c d so11rc:;s of j3b ~ ; ~ k i ~ f s c t i r - .

to be r r n x 5 ~ u ~ or- rirrirwr I.'s~,. c;f sLI11, g ~ o b bosr;es i n t e e s 5 . - .

Job , h a v j nc t u :.I. r qn , ?*c k r ~ i r , , jpb t r a i n i n q o p y - o r t u n i t y ,

£a~:ourabl s -3 t t ; t 1 : + ~ ~f g the r cn-w3rkdzrs, ~ P C I . I L - ~ t\: znd

rr7-d ~ a y . z t ; l t ~ ~ t l ~ z t ~ I - - C : ~ P s r ~ . 19171~ ~ F I F P C 1 5 i l r . r ~

w n r k c r ~ F r P g f ; r - - r . l l ' f v t i ~ j ~ ~ ~ j p c e p k j r ; ~ ~ , hilt L - C ~ I I S P t o q u i t

t h e i r .. - iC.bS.

Were arr rany workers which m e t a r v i n c e n t t v c s will n o t

r r a b q u i t t h ~ i r i n k s . W e i.n Cjukwu, IqQ8R), a r s u e s t h a t

a p a r t f r n v s a l a r y illcrease, o t t p r factr?rs wfre r e snons ib le fcl :

w r r k p r s unrest, UP dc .;rcrrcred t b a t thi?t-c a r c o t h e r i n c e n t i v , : r

t h r * P J ~ - k s r s need which t b r errplover should d i s c ~ v e r i n s t e a d

r'f o i v i n n nut rron?y v h i ~ h L'Fn o n l y l p a d t o i n f l a t i o n and

thn w o r k e r cm the lonrr r u n q a i n s n n t h i n ~ . A75n t .a . ( 3 9 7 9 )

s u p p a r t ~ d thc abrve v i e w , he s a i d in c r d c r t o r e t a i n workers,

t b r p mu%t 5." .?dem:13 t r ar .3 reasonnblc s e c u r i t y ,

A c c n r d l n u to l.;rnnrr.'s cognit5 -1e o i o d e ~ of m ~ t S y a t i o n ,

money a c ~ u i r e s r;ici? I v ~ ~ r t c l r c e a n d r ~ l , : : ~ q n i k j r . n 2 % a r e s u l t

nf i t s perceived possibility pf b i n c a p i n c t r u p e p t f p r

ohtalnj na o t h v r d c s i r - P A . c l u t c ~ x p s , i n c ! u d i n o thp h i o h ~:-(Ij?r

P C F L ~ S I i r rOclr r , 7 9 5 4 ) . Tt?- rr.3 i nr reasr .n r ; r . p t pf l > u r teachers

i n d u l n e i n dn inn e x t r 3 1 - i ~ . h : 7 ; , : ~ _ 7 r 3 1 ~ 5 i n ? s 5 01.1 t.si+rr hg.5 norrr.sl

. . find n ? t fcr i n t r i p s i c t o o 5 a t i s f 3 c t j l 1 ~ 7 a s H e r ~ 1 ~ r y w o ~ ~ i d

W.;lrt Us h ~ l i ~ l f t ? ~ T h ~ v hl?re k h , ? t w~cf they vzkF e n o u g h

money t h ~ v ~-~nwl~-! b ~ l j C L ? C S , b u i l d ~ Q I J . L . ~ C , ~ p n d t ~ . ~ i r ~ h i l d ~ - ~ , -

to f p ~ . - r a y i ~ r s ~ r l v p l q , ~ n d by sp d n i r . ~ n hec~rrc- rrecngn i zed

a s h a v i ~ n a r r l r 4 . It i-e fpr i . L a i ~ r ~ : a ~ ~ f i t b t ~; r - l . l e r r r an

( * Q 6 6 ) , s t r~s - s .7 tht. 7 n . ~ t r v ~ ~ = n t = l fur-,r-t ion ~f w n n ~ . ~ a 5

rslntivatlnr. f i r c - . ? r r : ? i ~ ~ t p h i w , r v n r e ~ vpr s e , '33:; n o

i n t r i n r ; t i r x7all.:p e r m c ~ r i n n . R ~ 7 t h - r i t ~ p c O ~ F ; y ; a strong

r r .o t iv .3 t ino ";,. - ,3171~ w h p n I t c~r;?ps to ~ y r n h o l l ~ p i n tanq i t> -L -

~ r ? a l s . Th1-l~ G r I l - r . - ? r ? n t t ? r r . t - ~ . t ! , rn~ney a s 3 y ~ r q i p c t i ~ ~ 3, .

T h e Need'for ~ e t a i n i n q Qualif ied ~ e c i t t i o n s l - ~ e c h n i c a ~ EducakLmn Teachers.

k r e irpor-t:.n+7+1./, u r - ~ r ) f i C R~CV:; -;red to krp takpn, n o t only to

r e t a i n t ~ c h n i c ~ l t e ache r s c:- d j s c l ~ u r a g c t h e i r d r i f t b u t to

also m c o u r a q e q u a l i t y input i n t o the t 3 a c h i n a p ro fps s ion .

T h i s n o t o n l y b e c . 3 ~ ~ ~ tp2cher- : : f i r t c ~ n ~ . t i t ~ ~ t c ~ a s e r i c u s

wastaclE? ~ C I k th r s y s k ~ r n , ' n u t more ser imsl y bpcai-lse t e a c h e r

quality i s i n d i c a t i v e n f the q u a l i t y of t h e r 3 u c a t j . o n a l s y s t e m

a ~ b t h ~ r c f o r e i . ts ~ r v d u c t s .

Co~kcy-Garn , ( 7 9 8 0 ) c b z e r w d ' L ~ R t I - : L I ~ t e c h n i c a l t e a c h e r s ,

a s s n m a s t h ~ y f i n i ~ h t h c - l r you th s=rv. 'ce pr.cqrao~me, s t a r t tc

' leave t h e t e a c h i n o f ~ n f e s s l g n . f t c i z ~ r d j , - r n t h f m , the rSpid

P X O ~ L I S is Cj t? t r iv~r t? l to e r i ' 1 1 ~ 7 t i ~ r - 1 \-.nc:~.):~se it: r r a k ~ s rg-n- For

vntrdivo s t a f f i n q r r n b l t ? ~ ? .

W.--1te t h ~ f s r t k t ? t +PI!\ fi!j17r7r-jaq p d ~ ~ ~ t i o n ~ 1 z ~ ~ t p m 5s

h s ~ k h'j f h r r n k l c ; r 5 , t h e i o7? r r t> rcp c f th,? t e a c h e r csp.not be

n3:er-ermha 5: zed,

D n i k i e , (19~1) c j > c . e r 7 . : ~ 4 r 3 t ' - ,? t ~ P = I ; , L~pj-s i n F J ~ ~ ~ F Z ‘ ~ , ~ 1 T F

- . at the h e 3 rt of -cit~ca t 5 on? 1 cr i s ; 5 rxc.-~une ~wi thn l .~ t w e 1 3

? r F ! ? . ~ p d f ' r p f e s s i ~ n a l teach?-?, t h p r . ~ e.-7nnr;t k c ,3ny m e p n i , g q f u l

e d u c a t i n n = . 1. qrewkh f ~ r t h ~ c r . ~ 1 n t 7 r y , 3 j 'her q u q n t ; t-7 k l v e l y or

a h 1 i t a k i v c l y. C q q t j n u i n q f~ . ! -4?>e? - , hp ~ x r ~ r r . ; s p c i y h l l i F 3 ra20mbs

i d e a k b a t t e a c h ~ r s , a f t e r st?>5pEt-:?, r:~-ns t j t u k c the r q p s t ,

the ~ 0 5 t cruci~l .?nd the ~ p ~ i *?XT?Zn.$!'<? inputs qf ;;p ~ d l - ~ ~ a t i m - ~

system, Pven k r % n the^ c l z l r ? t-: k.~,:. ~ r r ~ ; ~ ~ l y \~rlci*z-;rpa i?. Hc

f l ~ r t h e r p c l i ~ t ~ d cllt t h a t t;.= i v 7 p r ~ - i 1 ~ r x r ~ ~ n k of tClp p u r ~ ! j i t ; and

;?; t t a i n r r e ~ t of t ? ~ ~ - L p ~ h j . l . ~ . ~ ? ; i ~ a t j . o n ~ 1 . . 7 5 i ~ . 5 and n b j e c t , i v ~ s c a n

I t smpld o p i n i o n Erm p ~ o ~ l e of a l l walks or l i f e in Afric-

usinq qucstionnairc, i n t e r v i e w s , v i s i . k z and close s t u d i e s of

T j e Ashby c @ m r n i s 5 i ~ ~ n , wyich h a s produced a truely u n i q u e

d c r c u m ~ n t on a p a t t e r n r ~ f +=:uca t i o n w h i c h would mstch Niaeria's

i n d u s t r y , t i 7 ~er>. ; i CFI and p ~ l i t.ic.11 o f f ice. Care r r s

S t i 1 1 em'7asirinq on t h e im~ortsnce of equ ipmen t and

n w t ~ r i a ? s , O u h c m x b , ( *nqq) stated t h a t certainly, technical

educat inn b\! its shccr m n t e r t and scope is c a p i t a l intenstvfc

~ ~ ~ c a s l ? e of its ~ r m h a s i s nn rr.=ct i c a l . ac?uisikion nf skillsl

F r ' l ~ v a n t i ~ f r a s t r t ~ c t ~ ~ r c 7 i k ~ classrocm blocks, lnbora to r ies ,

workshws avd e q u T r m ~ n t , s h o u l d kc made available to e n h a n r ~

Iearnf~u.

To r c t a i n t c r t l n i ca l . t e ~ c h ~ r s , thew must b,? rnouqh

m a t e r i a l s f o r thc t c a c k r c t,r> c r ~ r ~ ~ . ' l t for ef f e r - t i w teaching.

These m?ter i? l s i ' . : i l l c n a b l e the kcachcrs t o ' k ~ on t h ~ job

(@'lohpc\do, 1990). c h i k e z i ~ , ( ' 0 8 5 ) aklservcd I , tb21; t he re is

p l w r y n e r d t r ? prr )v i .d~" the cystern si t h a d q u a k c reference

w;: k ~ r i a l s l i k ~ j ou rp ,q l z , m u , ? ~ i n e , bw,ks ~ t c . This s h o u l d is^

C O I I F ~ P ~ I k'i th r n f ~ l r u l r q r v <; r c ; c t i vps t h a t pt:Pry ~ ~ h c > o ' ~ . s h o t ~ l d

r r . n % . i d ~ ~ P L - t i - m i r ~ t u d e r k s , a 5 t a n l i a r . j t i h r a r y .

E 7 ~ a h in U 7 U k z , ( l Q ? v < ) ; ~ s s ~ r t ~ r i t h ; r t P iJ;t~;t mztority ? F

t=rCr?ra7 ~ C ; I C ~ P ~ C : 5 r m l r cc:-or\ l f r ~ a x , , ~ r p r \ j t b ~ z . ~ n n u a t i f 3 - ~ r ,-'

nr v v - n r - - . f ~ s ~ i ~ r ~ ~ ~ He pni r te r ! o u t t h a t t+re was a s e r i c l u s

l -zkqae o f trairnd t ~ c l - n i c ~ : i t e ? c b ~ ~ - z i n ' n o t h e r ppr-l.oyrrcvts,

? r f ? t h p t sometkTrn hr l s trr !- a!on~ to 9tw t!w l?akaqe. He

t l - i1c , recornwn44 t t ' a t t ' -~= s ~ t - v i c ~ cpnrl?l t. i or5 nf t17ese

t~ac l - r s q h o ~ l d b- irnprr0?;?d i P n r & r t n r m k ~ t k p r r e m a i n i n

t&- tear ' -3nr fie1.d.

S mma ry

T h e mbl-IT of w c v r ~ t { o n a l choice h a s o c c u p i e d k L e

;. t t + ~ t j n n of p s y c ~ o l o n ? ~ t s f n r a lona tirn~. S e w r a 1 theoriec-

t1a7-? b ~ r ? plrnr-m~~nded a l l . t rv!.ng to e x ; - l . a i ~ how ~ c o p l e make

czc:un;.kiuna 1 choices. T ~ P n s . ~ l m p t j 1 7 n of t h ~ s ~ t.hec7ries ic

i-17.qk a F j p d j l i d u a l ~ i : ~ i p r t c~~mrllqtrl. f r ~ ~ d q r n of ~ h g i c ~ w i l l

rF.cmr,c a p ~CcunrstTior w h j r " h~ think- will hr . j .na h im t h e srca-

t - ~ c t a d v a n t a n e s .

R e s e a r c t ~ z , t ~ l d i ~ : o r ;oh sst;sfactinn h a v e i r j e n k f f l e d

~ r ~ r i ~ u s f a c t o r s t P - t i n f 1 ; l c . n ~ ~ 5 3 t ; s f - ~ c t i p n Qn I ~ - , P S job.

V a r y s c h o l a r s p ~ r c c i v r ~ ! t extrinsically w h i l e o C k r s nDrceivr

it intrfnsicall y , S o r v seebath i n t r i 7 z . i ~ a n d p x t r i n s i c

fac : imrs i n s ~ p a r z h l ~ in r;o?=ls~jr:~rr !oh 5 a t i s f ; s r t j pn.

As w e c a n .ye? f r m t h ~ o n - a ~ j n ~ C i S C L I S . ? ~ P T k h ~ r ~ a r e

T = P V tCifim tn be t bs r j ah t o f w h e n ~ r r r l p y n c r r r t i v ? t i o n i s

T - n t i o n d . Zevcr?l stl.rrlic5 h . 3 1 ' ~ 5\1i'l,'n t h ~ t a p C ~ F ~ O Y P P

l a l - l ~ l r ' Y . r ? b . ~ ~ ~ f ? b n t t - r f r + ~ a r r \ : = b.iq i ~ . b ~ i r ] ~ ~ s h p ~ , his er?l0-.,pr

r \ ~ - c l . i r l - ~ h j IT fiji t h t k p y p h ~ m a l n ne=A f - 0 ~ t ~ f 4 t b z t efmpellpd

I 7 i r ? l k f i 3 C l - i k,n. ynt :' 74 .a .q t j ,:.rj hi:^ a 1 5 0 ' h ~ p n i d e n t f fi-qrl ? s

i r r - n r t a v t f ac t ? r 1v r ~ t a j r j r q a n d a t t r a c t j q a rv?lov./rre i n

- \ , > ~ - i g \ ~ q <oh5. . 13 (:r:77ry r= - 4-,-.+-.-+ ,, . hurna--~ n e ~ c l s .zrc ccnstbercd

a s r-;rir?rv dpt.r?rr:i.nan?:s c'- r r o k i ~ a t i e n ~

f :nnnizank of kt;= fa r : t h a t the q u a l i t ) : ILJF t h e p r o d x k s

CHAPTFP 111

N F T F ! C ~ L ~ Q Y

TPis chapter J e ~ l t w i t h r o p u l a tion, sample, d e s c r i p t i o n

of i n s t rummt u s e d , V a 1 i d a t j . o ~ of I n s t r . ~ m ~ n t , reliability

of t h e instrument, Vethod o f o n t h e f i n o d a t a an; d a t a a n a l y s i s

t e r h n i a u e s .

P o p u l a t i o n

The poyulation cf t h j r - t u d u was r7de up of all p r i n c i p l r

and t e c h n i c a l t e zche r s gf a l l the three hundrpd a p d twenty-

six I 3 9 6 1 s e c o n d a r y scF7ols wried by k h ~ s t a t e government in

Fsun S t a t e .

I t a l s o included a l l f i r a l \/cat- t e z b n i c a l ~ A u c a t j o n

s t v d ~ n t s in t h e s t s t e cr?l lea? of e d i l m t i o n a t I l c ~ h a a n d

1 l a - c r a n f f u n .

Ty. 311 t 'n r re W P ~ P tl-rye I- ~ r l ~ + r c r : s l -c - j twepty-six ( 7 2 5 )

~ r f r r i ? ? l and f c u r h u n d r ~ d - 3 ~ - - 2 t k n i r t e e n (413) kechr ica 1

t e a c h ~ r s i n secondary school5 i r t h ~ s t ? t e .

A l s n basc.5 nn a v a i l a k 7 ~ r-'aia frcm ';hp L - U ~ I P ~ P S 05

education r~ntioned above, c r~ l~e r , i c of e i u c a k i o n , I l e s h a has

f i f t y - t h r e e ( 5 3 ) f i n z l y e a r studcnCs wl-,ile c a l l c a c of e d u c a t i

17a-cr ranaun h a s f o r t y - s ~ * . - n ( h 7 j f i n a l y e a r s tadcn ts , In

a l l , thcre were ntv hl.mdrr?d ('00) f r ' o a l I f e a r s tuden t s i n tl-

d e p a r t m e n t s of technical edl-lea t j :n b o t h call~qes,

k c c o r ' d j y a l y , one h u n d r e d a n d 15 sixty ( 9 6 P ) g r r i n c i n a l s a n d

o n - h u n d r c d 3 r d r i q b t y ( l P , D ) t ~ c k r i csl te3chers were sari-pled f

tbrc-uuh h a l l o t i n a -

X = E F X - N

And a l so the mean ratina of less than 2.50 i n d i c a t e t h a t t h e

responents disagree w i t h t h e s t a t e r w n t .

Critical R a t i o (CR) was u s e d tn t e s t Plor t h e S i q n i f l c a n -

ce of d j f f e r e n c e in t h e resfonsc of t h e p r i n c i p a l s a n d I

technical teachers a t 0.05 1 ~ v c l of sfcfilficance. T h i s

is b c a u 4 e tkcl n w k r of r ~ s ~ m d ~ r t s in each nf the two

T I ~ O U P ~ i~ finre t h a n 30. Thc fnllcrr-:inq fnrrnuLgr was used:

CHAPTER If'

PRESENTPTIm AND A h r A i . Y 7 1 S OF WTA

T ~ P resul ts and a n a l y s l s n f d a t a collect~d are

p r e s ~ n k ? ? in k h j - i c h a p t e r . Fm!r reztarch r r u e s t i ens were

avsvered whi le three n u l l b y n q t h c ~ c s wcre t e s t e d at

0.05 l e v e l of siqnificance, u s i r r 7 t h e s t a t i s t i c a l tcgls

Z i s t c b in c h a p t e r t h r e e v i z - l icean, G r a n d F e a n , S t a ~ d a r d

d e v i a t i c n and C r i k i c a l W t i o (CR).

rofe~sional statrrs cf t eachers 3 s

, ~ c h r i c a 1 tea c b r s zrc r \ ~ f ~ l . ~ r . - 1 ipc5 :,ti t h

p ~ < - ~ t r c t j 1) T U i m l ~ ~ t 7 n i 4 i v c t ~ n r k ~ b c p ha za r d 3 - I

c-3 1 ~ P ~ C ~ P I - s

n o t r r01 - ided w i t h i n n - ~ ~ ~ r a n c e a c a i cc;k

sbar h a z a r d s .

P P P I - I ~ ~ C I T ~ t ' ~ CJC npL c o - g p r z t e j TI b u v i v o R P C P F S ~ ~ V t r a k ~ r i a l ~ for the ?tur .kn ts 'hen p r a c t i c e .

-16. T ~ P 3 0 t h p r i kV O F tC? ctlrg-l d p n g t f l i 'pr,

f u l l r p r n p n i k i ' c l n tc t k y r

t ~ ? c h p i P ? l 7 . ~ i 1 3 ~ ~f k b p I srhclnl

1 I

:: i sa a ree

T h p s a l n r v Y ~ ~ ~ J C ~ U T ?

and rewar3 : , y ~ t c ~ of t c r h n t c a 1 t t a c h ~ r s nec4 to 5~ ~ x a ~ l n r c i a d st k n q t h c n ~ d i f c13rnptcnt. 2 n d nu<?i l f i e ? k ~ c h n : cal t c a c h p r s .-, 7

49. R e m a r k s

S /No . Item

P a ~ i r . A t r ~ n i t i e s _ F ; ~ . o I ; ~ A +P p r p q r f d ~ d f o r n ~ r a 1 a r e a s 5 0 a s to r e t a i n a n d a t t r a c t technical teachers to these a r e a s . 4 - E q

FrDvisinn oc S a f e t y o a d n ~ t f o r t e c h n i c a l teachers a g a i n s t hazard. 4 .EA

Table 3 shows t h a t t h e two q rouy i of r e spcmden t s

( o m b l n e d l a n r e e d w l t k a1 1 tLn i tstr- a s the strateqies

fcr r e t a i n i n a nu3 1 j f i ~ d Teccnj r a l teachers. On

i n d i v i d u a l a r n u v b a s i s , e a r h c r o u p a l s o agreed w i t h

all. t h e i t e m .

Resesrch O w s t i o n 4

f -?br ,?t a r e the S t r ? t ~ n i c . . q F-r 3ctinn nualifjed

" a ~ h n f ral teachpr,?.

I n v r d p r tq 394Wer t h i ? pu@ctir' 3 l i s t ~f

v a r i ? h l ~ s w i t s ~ e v , r a t ~ d ?nd t b r ~ s p m d e n t s a s k ~ d t o

- I ~ d i ~ ~ t z kt-P ex t r -n t to w>;l:h t h ~ v a c ; r . e ~ d or disaored

w i t h t h p 4 t r a t e a i r c f ~ r a r t r a r t i ~ n nus1 i f i ~ d C ~ ~ b r i r ~ '

t ~ a r k ~ r ? .

T h ~ i r rc:ron-PS a r n F - r r e n t e d in T 3 l - l ~ A

Tahle 4

S t r a t en ips - For A t . t r x t i n a 'uril i f i e d Technical Teachers

P r o v i s i o n of s t u d y l e a v e w i t h pav for T ~ c h n j . c . 3 1 t e a c h ~ r s w b q i n t m d t o f u r t h e r , t h c i r s t u d i e s

Remarks

li qrrlc

1 , Agree

P gree

9, Provision of persees t r a in iw fvr t c c h n i r a 1 teachers

I fde17 e q u i p v d workshop s h o ~ J d he h u i l d i n a l l srh001~ w i t h a l l rersonnef who a r e s u ~ f i o w d tn w,?i-k i n the t~rorkshop ~ r r ~ l o y ~ d

21. ~ r n \ . i % i o n of free tex tbonk, r r a t e r i a l s , hand tools ttc f o r t e c h n i c a l e d u c a t i o n s tuden ts .

Thp ~ r o ~ ~ t i on r r ~ s r - r t ~ of technir?l k u a c L s r s I i s n o t c n c p u r a o l v ~ 4,69

The W ~ e d f o r s u t m n ~ r r y , more r r ~ ~ n i ~ . n F ~ : l *::c,~F; r r r e~ tc r . ~ e c * , ~ r j . t y , 2 ~ ~ 3 P i g h e r a c h i e v ~ r ~ n k y; , 8

Decision

I terns

and e r c a t i v i t y Qn t:-,cir :?oh. 3.5 3 , 7 " 1 2 5 i I

T e c h n i c a 1 t eac5ers i n @sun S t a k e a r c not p l a c w i c n m p e r a k l y w i k h r ~ o n t ~ 1 . p , 3 r ? : in o t h ~ r fublic S P ~ ~ J ~ L

ccs and ind.hcLr-l-s .

Lack of a p p r e c i a t 5 c n and u n d e r s t a ~ d i n c ?n t h e p a r t cf c o r m u n i t y as r e g a r d s the i m p r l a n c e of t e c h n i - c a 1 t c a c h p r s .

L a c k q f z + ! a r p n e s ~ qf th? d i n n i t ? -,qd i r p o r t a n c e of

7 C ~ p r j fe?ch5nrr p m f c - , . , . a g i i t s oh1 i n a k i c,r,c; to ~choz- , l , z+

I :-PC j P ' C ~ 4 .I73

Technical t e a c ; < p r = I a r c n o t s ~ ; ; \ r l l ~ . [ <

1

w i t h p r o t r . r t i v r C ~ G -

i p ~ , c n t a g a i n s t ' IwrksD.3p h a z a r S 5 1 .I, 6 3 4 - 7 2 1 - 7 8

I qre n o t prcvi4ed I

with l . IFe i n < v r , ? r r - . a u a j n t b!r:-k,~.?a:-. ha znl-4s. 4.9: ,n4 3.39

I I

- I-

CR TAB -

? .9'

1.97

1.97

1 - 9 7

1-97

1 - 3 7

? .55

1&9? -

Not S i g n i f l c a r

N o t S i . d ~ i f i c a n

~ C : J C S i q n i f i c a

?ct S i g n i f ic. --

Table 5 C o n t d

T h e authority d o not c p o ~ ~ r a t c i n b u y i n a n - c c s s a r y m a t t r i a i s For k h ~ s t u d ~ n t s s90p practicc.

S i o n i f i c a n t

Out of the twerty i l r c m s . .;ixL-ren I t:ws had cmyx~teg 7

r? j 's1 U P Inert. t h a ~ t a l - l ~ , C Q j : a l ~ - ~ p , { , / b i l p f 0 ~ 1 1 - itpps

'4 ,?5 , '76 and '7 b;31 corrruted T? valscle h i n h e r t h a n t q b l c

rf? \ . s lue . T b e p f n r ~ . t ' ~ n V U T S h y p o ? h ~ ? s i . ~ I w a s n o t

r < m ; o c t e d except f o r i t c ~ q ? 4 , " 5 , ' 6 =tnd " 7 .

for a1 1 t r ~ h i c = l teachfrs

r s i ~ e thp P C C S ~ ~ O C of k h~ k.PckT7 i ~ ? I teac+rs by i n v o l - v i n n t h p m i n e d u r a t i anal p lan r r i nn , r u r r i c u l u r r d e s i a n , a r d l m a c k r ~ h i . r rc!lcs,

T ~ P t r a s ~ ~ 0 d i . a shou ld h~ u r e d t o p r n i e r k , 7 r s p a a a t ~ and scl! the s t a t u s of the technirsl t e a c k r to t h e p u b l i c so a s to a c h i c v c irrqae c o n s t r u r t i m ~f t h p t ~ a c h i n a : ! L . : > f e s ~ i o n

~ ~ o c n k j ' a r ; l 1 . q r l ~ i n j s - t r= tor5 k , r m ~ . ~ 1 d j r ? p ~ t i f~,.., f a p j 7 j Jr -1): t h , sod < ; l ~ 1 ( ? 1 np r + r z j t: 7.:.

F n r t t A , r - F2ct7rS L.IC' i ~5 t y r c l t n -r-.pr.+-

r p r ~ ~ r ca k i .f 3r t ; fi?

~ rp ! -~ r (p tpi-\- ,r j r;.l t e ~ i - ~ - n r c _

? a 1 fir-?: L S ~ T ~ . I C -

i ! 1-F. nrj r - : l l .?p r d s v ~ t c m O F t ~ r h r i r ? l

59.

ecision - - "

Table 6 contd

61 . D e c i s i o n

Not S i g n i f i c a n t

t

s f i o l I terns I R p I

P f f ~ r i m r j of autor3.i t ic ernployrrenk to tech- nical education s t u d e r t a f t ~ r a r a d i ~ a t j cn 1 c.93

i.i fe insurance ~ h o u l d 're p r ~ r ~ i d ~ r ! for t t c l ~ n i c a 'l b a c h c r ~ aaa:nst I w n r k s h o p h. r a r d s . i f .Ro

F r ~ e h e a l t h sarviccsl shcu1.d 2- p r o v i d e d for a11 technical t e a c h e r s . 4.59

r ro l i s i o n cf acC-w- -3 - tfon f o r teacherr i n a1 l schools. 4.F4 4.f3

FJ ravi s i o n of p*bpe-seas t r a i n l n a f o r k c c b n i c a l I

teachers. 13.7 3,C3

;.?o 11. egxFp+i w D r k z'-7%:- 5h0[13 d ?:. l~j 1< t r l a l l scbonls $!it+ F

peT.~nnn* l yC.o are

I I

suy rn .sed tn war'?. ir :

the w ~ r k s b p ernrloyecl. .97 Plot S i q n i f icavl 11 I

64 .

f t c m s by ikeg a n a l y s l s of t h e views of t h e t w o

v a l u e s a s a g a i n s t t h e tab:- valse. Th? t a b l e CR v s l u ~ t

a t 3 3 9 d f and 0.05 level of significance is 2-97.

A 1 1 the eleven iterrs had computed CR v a l u e less t h a n

t a b l e CR value, T h e r e f o r e , t h p n u l l hyyothesis 3 was - n o t rejected,

T h i s s t u d y was intendck to identify v a r i o u s strategies

t h a t car 'ne used t o a t t r a c t ;lr-r! retr. i n Techpir?l r - d l l r a t i o n

dinaly w i . t h the rezearch questions F o r ti-w s t u d y ,

t e x h e r a f t e r ~&uat%on, while the rest < n h & . y - f o u r .per

cent 94%) of t h e m pref.ertx? ether @b seTf m.wp

w n t to teachino a f t e r q r a d u a t i o n ,

T h i s f i n d i ~ c r s ic. consistent w i t 5 t k e a r l i e r

report of Anabi, ( * W ? ) o f a s i r i l a r study at the

Federa l Colleae of d u c a t i o n , P h e o k u t a , w &ismvetred t b t

v P y twenty-nlnc ('9%) of t h e 3 t W n t s fqr f w y e a r .

per! rd, have f'rrcfercnce for teaching job after oradwtim

t h i s he attributed to the f a c t t h a t most of the s t u d e n t s

e r e n o t read jnn t h e i r prTsevt cgurse as their mst d e s i r e d

rmx-se, t h i s i 5 d u ~ L C c v w ~ t i t : n n f o r admission a n d entry

rmuirefcnt i n t o o t h e r incti t u t i o n s and p ro fes s ions which

h a s h f ~ d ~ r e d t P ~ i r de57 r? t n r ~ a d t h e i r mst prefercd

I- c h ~ l s e of crurse, 5 i . i~ : 7 3 rl?;,. Tp-Ley-~t t r r , ( "QHO) ??scrucd

t b t c u r k ~ c h n i c a l t c a c h p r c , A S sow a s t h e y f i n i s h t h e l r

y o u t h service proorarrms, 5 t 3r t to lp?ive t h e t esc ' r j q a

p r c l f ~ s s i o n . C.crgrdj . r~n t 7 r - i r , , t h e r a p i d e x o d l ~ ~ , ii d e t r i r r e n t a l

t o e d u c a t i o n b e c a u s ~ it_ r ~ k e s rmm for a r w n d i n g s t a l ' f i n u .

prol,l.;rns. T h r l r c f - r e , i t j s nere:<sarv for a c v c r c r - e n k t o

deziun v a r j o ~ 1 . 5 i n c e n t i w : n ~ n r - d ~ r t3 r n c r r ~ r ~ t q e s t c d e n t s

who n ~ t only 5tl.1dy k t ? c h n i c a l ~ c i u c a t i v n lx t o l s o t a k e up

t e a c h i n a io ' r 7 F k e r o r a d c : a t i on.

R ~ T P ? ~ c I - n ~ > ? + t i n n 3 i n t ~ r ~ d tll d ~ t ~ r ~ j r e l:i kel y fact t rs

r ~ 5 p ~ n ~ i b l ~ f CT the m1:37 i f i n d t c . : h n i c a l e d ~ ~ ~ t i o n tpachers

B r 4 f t i n ~ o F k ~ r +oh.

~ft-dinm of thks s tudy s 1 ~ 0 r e v e a l e d that: the t w o

r e s r ~ ~ C s (priwipals and T e c h n i c a l teachers 1 cornhiwd

a n r e e d ~ 5 t h thc i t e m s i n T a h l e 3 except itcvs 15, 1 6 and 17.

Desct-i v t i o n of - r n r e d ~ ~ r + t.'rl--rl -- -.. -

Tho st l . jdy i .5 r7 s:jri!r.,! r!?s j r rpe+ f r o I r l p n t j f l l s b r t ? t ~ a i e s

%r a t t r a c t ? n a ,an , j r,?':;lj n i n p .r;:d li F : ed t p r h p i r a 1 n ~ u c a t i o n

i:eac"-cfs j n 0 . s 1 . v C tcJ .? ..

To 3 ~ ~ i - v ~ k ' * - z t ~ t r - r : p ! . : r ~ c t i t . ~ , F'o~..r ~ y ~ ~ ~ ~ ~ h I ~ ~ ~ - j p 5 t i o n s

;~fi,j t h r ~ . . ~ 1 . - p t k l _ ~ : . . ~ + .,I 9 - . . % ::r\:rriliatcd ? q j i n f n j - p s t i o n

~ 2 t b r ~ d f r o p t ?~ ,? r ~ s - q q 6 ~ n t r I-1sp.9 +:o a r . ~ r , ~ ~ e r t t ,p n l j r ~ t i o n s

and 3 ; 5 0 t ~ s t th, hv?pt)-p:,p-,

Tbn ~ ~ p ~ l > t 7 OF of k h c =-:+II,:%< ,:qi-r;.r j .gpd nf t h r p f l hupbred

a n t i kbr lmr - ty -s ix [ 2 2 6 ) - i s . ' - . - % ? c u r 5 u n r l r - 9 F - - 3 tt i r t + ? e n

, . ..- - . - . - t i 1 a h : ? - 7 I t _ h m f.hrey k ~ ~ q r j r p d , z ~ , d t ~ ~ n t v -

s i x ( ? 3 , ; ) ~ f i r ~ n f i - r v c:,-~,.:,?' - - ~ . . - ; l ~ r l h.;: t h e 7 tq L o apI:crrs:c.pt

i n V 1 1 n 7 t . a t ~ .

T ~ P ~ Q ~ u T 3 { i:-'. 3 1 -0 i r-..: 1 '-1Jc5 <:T,< b.~r1<3 L-cLj ( PI:,'

f i n,q 1 y e a r t ~ : l . ~ : - , ~ l e.jllc.= t! 7.1 a r t Ls-ic r e : : +Ln flra < * - ~ l n 7 t;i :e

c ~ l 1 G ~ F ~ T o f F.;:~I.:T:I \i ,TP. ,=I -.car. 2 ,.;.,,:: L7-,;;,;- = n ~ ! p a

I - 1 1 1 - r , : - - * ~ 1 ~ ~ , / r > ~ * , < I ; _ O . ~ C - C ~

k h p : . b . - j r , r ~ p , ~ ' -: 7 - 2 ~ n ~ h p ~ ; r ; ~ l ' ; ~ : q l : ' ~ o ~ 7 frtr-. t ' , : . ~ z t ~ . : d y -

vi) 7,- of i n r l c ? e k d c v c e a w l c r - ~ a C i v t tv m t+e5r job.

d i ) TPC!+T>~CFI 1 t e a c F - r ~ j R V $ > m I;t;rt?! nrro mt plsed

c m p a r a h l y wl t h 1-1-ir cowt~rrj ; l r ts I n other pub1 ic

s e r v i c ~ s and industries,

l!i i i) Lack o f a p v r ~ c i . ? t i c\r-~ 4 n1.3 ~.!rit~prp; t ~ w f f n q ov the part

of cornmiln3 t y as rcqaz'ds the: i r r rm-ta PCP of t ~ c h r \ i i ? i r 7 teack-cs ,

ix) F ? ~ t q t u c : t p r h n i c - p f t e a r h ~ r ~ i~ v e r y

1 -7.1

x ) L,nc'r of a w z r e n t s s nf t.bn djonitv a n d Frportancc of

the t e a c h i n a p r ~ f e s s l ~ n a v d i t s ob2laations to t h e

s r h m l , snd s m i ~ t y .

xi) i . a c k of e r r u - i r w ~ t , r r - k ~ ? r ? ; l l s , and w n r k s h n r f c \ r practical

1 ~ a r v 5 1 - 1 ~ 1 ,

x i 5 T e c l - n i c q l k e ~ c h ~ r f 8 . r nr ' t s u p p l j ~ l d w i t b pr-otect? ve

e c r u i r w - n t , a s a i n.; t e:orL-shop b r 7 7 a r d s .

x I i i ) T ~ c h n i c ~ T te3cC.~r5 A r a nnt r r r ~ l r i r l r d w i . t h f i fe

i n s u r a ~ c e R Q ~ ? l7c; t v ! r > r k ~ h ~ ~ i737.ard5.

x i v ) T2ac4 o f 4 ntcre..;t i n t o r l l n i c s ? ~ . i . :h i ,~c l t~ on the

p a r t c f s tuden ts .

x v ) I n a d t m u a te s t a f f r - t c r - .T t !? 7 : : C I ~ V C ~ J te rhe k e a c h p r s .

x v i ) L,ar.k 9 5 if--tereat to $,pprk i n t h ~ r -c~ra l 3 r p . 3 ~ .

3 , T!?? s t s a k e n ' ~ . s fr-r t - ~ t ~ i r ; j . n r r m : - ~ ; l l i = l ~ d TprF .n ica1

teachers i ncPudl?s:

i .) G c \ \ f e r n r n ~ r k r ; L - ~ ~ u l d b p t k r ~ - thl;, ; pn-, tar:( reward a n d

cnndi t i 0n.s of r - . r l < r ; ' :?r .I ,.trll?-, i I - 11 kt '?a~ 'herr , in c s l ~ r ! S t a t e ,

i iZ Technical teachers s h o u l d k o a i d h i q h i l r s a l a r i e s

80.

x . ) S t u d e n t s i n s ~ c o n d 3 r y scbonts s h o u l d he made to offer

a t 1 ~ a s k or! T~cbniral s u 5 f - c t F t the senior secondary

c l a s s and this shnuld be uced a s a prequisite for a d r i s s i ~ n

into b i q b e r i n s t i t u t i o n s ,

xi,) r u f f f c i ~ n t f a c i 'Lit- irc 1 i k p l,l?t"kchop, e q u i p w n t and

r r a t ~ r i . 3 1 ~ for s h o p practic? ~\-D!JI~ i - ~ nrovldcd to enhsnce

the O I I ~ D U ~ of t e a ~ l - ~ r s .

x i i , ) n s s i . c a m n i t f - s s h r ? u l d Pa p r c ~ ~ ? ? ~ d f ~ r rural a r p a s

s o a s to r e t a j n a n C a t t r x t t ~ c h n i c a l teachers tn tb-sc

areas .

xiii) ?ward cf rwri t yCfiu14 he n i 1 . e ~ ::n t.~:cbn!.cal t e a c h P r s

who excel1 i n t h ~ i r d u k - ~ ,

x i v ) D r ~ v i s i o n of : ~ f ~ t y ~ P C ! C T ? t f rr t ~ c h r i c a 1 tcacbcrs

a n a i n s t h a z a r d .

x v . ) Tpchpical t c . ? ~ ' - ? r . ~ rn?-,@. LTI k.p pads aware of t h e

nat!.lrc c.f t h e i r i ~ 3 - t k ~~i : l??.=t i .~?n b=r?q!-!ds and t b i f poss-

i b I ~ c o n s t r a i n t s t t 7 7 t m a v ;I ' F p ~ t their. : ; a t i s f a c t i o n

i n the f ~ a c h i n q pr-.-s??s:on-

- . . . . X V " . ) r s i n r : ? I J - . TI i r : - ~ t ? r ? c h ~ r s t o i5: 7

g r r , f e ~ s i r 1 r a l . assnc. ' . k-a - : -

x ~ i i . ) E r ~ l f n r f i n t lr -74 Lfi - C ~ . P - .:i' !-T Installed

pspc'..:; a 111.' i r \ ! . - . - . . . - - . .

E , ~b~ ~tr=(tp(lr i,~r .-.- - - & . - . ' I . . . . . , -: : . - ? ( I tcchni r.a 1 . , . . , .

t ~ i + c L . , @ r ~ i rcl c&+.r* :

81.

1.) P r d s i o n of scholarship fns cecmnlcal teachers

ko f~rrther their s t u d f e s .

5 . 1 P r a v l s l o n of s t u d y l e a v e w i t h pay f o r t~chnical

keechcrs who i n t e n d to f u r t P p r their studies.

I Iarovfsian of scholarship for students w h o a r e

offerin0 t e c h n i c a l education courses in h i g h e r i n s t i t u t 3 m s .

i G l v f n s special allowances to s t u d e n t ? o f f e r i n q

technical education i n h i s h ~ r i n s t i t u t i o n .

v.) Of fer2na of automatic employment t o technical educa tin

s t u d e n t s a f t e r araduation.

vi.1 L i f ~ i n s u r a n c e s h o u l d be providcd f o r t e c h n i c a l

teachers against norksnop h,azards.

vii,) Free h e a l t h servjces s h g u l d be prov4ded fc r a l l

t e c h n i c a l teachers.

v i i i , ) Provfsion of a c c o r n o d a t i n n for teachers i n all

schools.

ix) Frovis ion of O v ~ r s ~ a s r - a i n l n q for technical

t ~ a c h ~ r - S .

x , ) l~tell e q u i p e d rmrkshcp s h o u l d h.e b r l i l d i n a 1 1 - ' .chonls

w i t h a l l p e r s o n n e l who are : 7 t * y o s c d t r ~ work i n t h e w o r k s h o p

employed.

x i . ) P r o v i s i o n of free t e x t b ~ c k , r na t c r i a l s , h a n d tools

e t c for t e c h n i c a l educaticn ~ t u d e n t s .

Conclusion ,

The ?inrSlnqs rcwaled t W + there is a mass exodus

r a p i d exodus i s d c t r i r n - v t ? L t~ e d u t a t i ~ n bccause i t r rakes

professional t c a c h ~ r s , t h ~ r c cannot bc any meanivqful

educational nra*;~th f o r t h ~ c o u n t r y , e i t h ~ r q u a n t i t 2 t l v e l y

w i l l help i n producina nore t~chnical t eachers .

6 Rasfc amenities s u c h as vuod r o a d , electricity,

p l p - k r n e water e tc s i m u l r ? be prov ided in t h e r u r a l

a r e a s . ?.s tr-ii.: v i l l h ? l p i n m o k l l : ~ t i n g teachers to

ao to t h i s a r e a s .

I , -. ' , . . , ~ . : ~ < y -1:1f L ' ~ + rru-1-11 err.5 of t r a 5.nir)q

I f i f r r u l ~ k , L.,H, and Davios , R .V. (7975). " W x e t i n n a l

m a for, A .Id. ( l a q ? , 1\Jov~.-~L?er). "The re levance of vocat iona I .

A P P E N D I C E S

APPENDIX 8

G @ v e r n ~ n n t sbr=.u?d set 3 b ; e l l - p i a p r - , -:j irl- 5ervlce t r a f n i n q p r a n r a c w f f 7 r s-r.: inn

I t e c h n i c 2 1 t e a c h e r s 1r1 r.r;~.:n :; t.3 t p it-; I

r r s l v v y e ta t h p i r tr?infrln or I

r r - t r a i n i n n n ~ . ~ + s , I