Availability Of Qualified Teacher In Effective Teaching And Learning Of English Language In Junior Secondary School

Project and Seminar Material for English Language

Availability Of Qualified Teacher In Effective Teaching And Learning Of English Language In Junior Secondary School


This study seeks to evaluate the availability of qualified teachers for effective teaching and learning of English language in our junior secondary schools using schools in Enugu zone in Enugu state as our focal point. Pragmatist theory which is a philosophical example of innovation based on policy orientation and abstract world view, pure ideas as the Yardstick (tool) for assessment, teaching and learning of English language was adopted as our theoretical framework. Our method of data collection is primary sources which helps us to organize the information in quantitative form.

Two hypotheses tested are that we lack qualified teachers in English language in Enugu zone and that performance of students in English language is poor.

The study recommends that the ministry of education will sit up and take the bull by the horn in nipping it in the bud the endemic problem. Non-dedicated and incompetent teachers should be shown the way out while provisions will be made for the reward of teachers and students to enhance greater performance output and productivity.

Chapter One


1.1 Background of the Study

Contemporary education is an indispensable asset and factor in the solution of the modern equations whether in terms of individual self actualization, socio-economic needs, natural development and consolidation or modification of the attitudes and behaviour of our children. But education like other important human enterprise and human condition stems from the fact that it provides comprehensive interpretation of the fundamental issues and the events that are pertinent to them.

These philosophies are built around the teacher, environment and the students who are the cardinal pillars or reasons behind its success. In the classroom the teacher performs the very important functions of instructions and evaluation of the pupils, control of the class, creation of congenial atmosphere for learning and motivating the children to learn.

Ukeje (1984) but outside the classroom the role changes and with the importance attached to each of the child’s functions in the class room. He now performs consciously or unconsciously the important function of socializing the school and the community.

Madukwe (2008); has it that the teacher is expected to participate actively in the extra curricular activities of a varied and different set of situation. Onimode (2008) has it that even though , the teacher may enjoy the goodwill of the pupils/students, his relationship with the students where he is expected to be less disapproving, less authoritarian, less formal, more friendly and accommodation may be appealing. Having gone through all these, we see that such human phenomenon no longer exists in Enugu state public schools and that is the reason why education viz – a – viz learning is foreseen to be relegated to the background.

All the qualities highlighted above which are deemed as techniques every teacher is expected of is lacking and may be environmentalistic in nature or humanistic. Be that as it may this study may profer solution for them.

1.2 Statement of the Problem

One of the major challenges facing effective teaching and learning in Nigeria is non-availability of qualified teachers. Statistics have shown that our tertiary institution and teaches training institutions have been yearly mass producing and doling out teachers at astronomical quantum, yet their impacts are not felt at the classroom and examination level.

The performance of our students in the 2009 WAEC and NECO examinations has not been impressive. In the last 2009 NECO General Certificate Examination (GCE), only 1-8 percent of the 236,613 that sat for the examinations across 1,708 centres in the country has five credit passes, mathematics and English language inclusive. In the same year, the candidates that sat for the senior secondary school examinations did not do any better. Out of the 1,373,009 candidates that failed the examinations, 25.99 percent of them had five credit passes in five subjects, mathematics and English language inclusive.

On the other hand, out of 1,184,907 candidates that sat for May/June 2009 NECO, only 10.68 percent has credit passes in five subjects including Mathematics and English which are acceptable basic standards for admission into tertiary institution. Also in 2008, only 13.76 percent of the 1,369,142 candidates that sat for the May/June WASSCE had credit passes in five subjects including mathematics and English.

(Federal Bureau of Statistics F.B.I 2010) narrowing it down to Enugu state due to the present changes and alterations going on, 6,3334 system to the 9,3,4 system which did not give room for students that failed to repeat classes so that they can improve, the carryover that is witnessed at the junior class level is the migraine facing the policy formulations of education at the higher level.

Enugu state, in the just concluded junior WAEC result, out of 1,205,268 that sat for the examination only 28,42 past English and mathematics. This mathematically represents about 12% (percent) performance. Analysis apportion the problem to lack of qualified teachers.

Despite the recent performances of WAEC/NECO and junior WAEC candidates, stakeholders believe that this is a further proof that all is not well with our educational sectors. Post primary educational sector has had its share of problems. In 2008 for instance, the sector was affected by a 10 – week nationwide industrial action embarked upon by the Nigeria union of teachers (N.U.T) that resulted in the alteration of school calendars. Tell May 17 2010).

Inadequate funding has hampered the future and sustenance of education in our land. The private sector could not courageously help the government to shoulder the responsibility of funding its schools. According to the United nations Educational Scientific and Cultural Organization UNESCO agreement of which Nigeria is signatory in 1998, it stipulates and recommends 26 percent allocation of a nation’s budget to education sector. But presently the sector is being allocated less than 15 percent in Nigeria.

1.3 Significance of the Study

Depending on the nature of the activities in which the teacher engages, he is likely to meet children of different classes, interest and background for the inculcation of virtues and knowledge.

The significance of this study is to profer solution on how half baked teachers should be phased out in the annals of the teaching environment so that our children, students/pupils will no longer have stunted growth in terms of educational development. It will also suggest ways in which the teacher and the students will improve most especially as it relates to the teaching of the English language. This will seriously reduce mind boggling results we witness these days at the lower level.

1.4 Research Question

The following are our research questions

  1. Do we lack qualified teachers in English language in Enugu zone
  2. Are there witnesses of poor performance in English language in Enugu zone.

1.5 Scope of the Study

The scope of this work revolves round the teacher, students, secondary schools in Enugu zone and more importantly the government who are the arrow head of school management in the state privately established and approved schools in Enugu zone are not included “but only schools owned by government are used.

1.6 Limitations of the Study

One of the major challenges that faced the researchers is the inability to reach all the government owned secondary schools in Enugu zone. For lack of funds the researchers confined themselves to five secondary schools. Also during this rainy period access to some school that are situated in the hinter land is bit more difficult and affected adversity the administration of questionnaires

1.7 Research Hypotheses

To aid the successful completion of the study, the following research hypotheses were formulated by the researcher

  1. H0: lack of qualified English language teachers does not have any effect on student academic performance
    H1: lack of qualified English language teachers does have a effect on student academic performance
  2. H02: poor performance of students on English language is not a product of unqualified English language teacher
    H2: poor performance of students on English language is a product of unqualified English language teacher

1.8 Definition of Terms


A teacher is a person who helps others to acquire knowledge, competences or values. Informally the role of teacher may be taken on by anyone


Effectiveness is the capability of producing a desired result or the ability to produce desired output. When something is deemed effective, it means it has an intended or expected outcome, or produces a deep, vivid impression

English language

English is a West Germanic language that was first spoken in early medieval England and is now a global lingua franca

1.9 Organization of the Study

This research work is organized in five chapters, for easy understanding, as follows

  • Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study.
  • Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature.
  • Chapter three deals on the research design and methodology adopted in the study.
  • Chapter four concentrate on the data collection and analysis and presentation of finding.
  • Chapter five gives summary, conclusion, and recommendations made of the study

Chapter Five

Summary, Conclusion and Recommendation

5.1 Introduction

It is important to ascertain that the objective of this study was to investigate the availability of qualified teachers in effective teaching and learning of English language in junior secondary schools

In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of qualified teachers in teaching of English language.

5.2 Summary

The discussion in the preceding section leads us to the conclusion that teachers and learners of English language may have overlapping and at times divergent perceptions on desirable qualities of a good language teacher. To make their teaching activities more effective for learners, caring and responsible language teachers should therefore feel a need for discovering what their peers believe to be favorable features of their career as well as what their customers’ needs are. As such, the findings discussed above have far-reaching implications primarily for language teachers as well as for authorities in different educational settings, particularly in an Iranian context. Regarding the emphasis of the teachers on target language knowledge, teacher education programs should invest more than what they previously did on improving teachers’ English proficiency if they would like to contribute to the process of training effective teachers. As teachers are the main source of language available to students, their richer knowledge of and better proficiency in the language can help learners to overcome their difficulties in communicative skills too. Moreover, attending to students’ needs will not only mean that teachers should seek to meet the learners’ needs with regards to personality (whereby more attention must be paid to educational psychology), it will also mean that teachers will need to offer individualized instruction as far as possible in an attempt to cater for idiosyncratic learning styles of different learners. This latter concern will be taken care of more effectively if the teachers are willing to take the learners’ level into account and try to use right techniques and procedures at the right proficiency level to suit their learners the best, all of which will materialize only when the teachers make themselves committed enough to their teaching duties by rigorously preparing themselves for the battlefield.

5.3 Conclusion

The following conclusions were made based on the findings of the study.

  1. Teacher quality in secondary schools in Enugu state is minimal. This comprised teachers’ academic qualification, professional qualification and years of teaching experience.
  2. The quality of teachers did not significantly influence the academic performance of students in secondary schools in the state
  3. The level of academic performance of students in secondary schools in Enugu state is on the average.
  4. Students had average performance in English Language in secondary schools in Enugu state.

5.4 Recommendations

Haven completed the study; the researcher recommends that Principals should ensure that the potentials of the teachers are well harnessed and utilized to reflect the true picture of their quality in the academic performance of students.

Teachers have to wake up to their responsibilities and be dedicated to their duty in the classroom because poor performance of students will always be attributed to their failure in their assigned task.

Students must ensure they continue to be hard working to improve on their performance in the school in order to secure a bright future for themselves.

Government through the inspectorate division must routinely visit schools to ensure that teachers are doing their primary assignment.

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