The Role Of The Nigerian Union Of Teachers In Promoting Staff Welfare At The Basic Education Level In Nkanu East LGA

Project and Seminar Material for Child and Basic Education

Abstract

The study examined the role of the Nigerian Union of Teachers in promoting staff welfare at the basic education level in Nkanu East LGA, Enugu state. The study adopted a descriptive survey design. A structured questionnaire was used to collect primary data from 66 respondents comprising 12 educational administrators and 54 teachers drawn from the three education zones of Nkanu East LGA. The data collected was analyzed using frequency distribution, descriptive statistics, and t-test statistics. The study found that educational management board in collaboration with NUT promotes staff welfare among teachers in the state by NUT helping in the protection of the rights of teachers and help the educational management board; that NUT staff development programs of publishing and distribution of education journals and newspapers improve teachers’ competences. NUT struggle for regular promotion of teachers and their staff promotion services which encourage teachers’ performance and hard work in Nkanu East LGA. All these are methods employed by the NUT to campaign for better working conditions of her members and educational crisis. educational issues which has been effective in The t-test results indicated there is no significant the resolution of difference in the opinion of Educational Administrators and Teachers on how NUT legally protect all members, enhance social and economic wellbeing of teachers and on the methods through which NUT campaign on working condition of its members and educational issues in Nkanu East LGA. The study recommended among other things that in other to enhance the social and economic wellbeing of teachers, the NUT needs to fight for the payment of teachers’ salary as at when due. This will solve most of the work challenges faced by teachers in Nkanu East LGA.

Table of Content

Chapter One

1.0 Introduction

1.1 Background to the Study
1.2 Statement of the Problem
1.3 Objectives of the Study
1.4 Research Question
1.5 Research Hypothesis
1.6 Significance of the Study
1.7 Scope of Study
1.8 Limitation of the Study
1.9 Definition of Terms
1.10 Organisation of the Study

Chapter Two

2.0 Literature Review

2.1 Conceptual Review
2.2 Constitutions of Teachers’ Union In Nigeria
2.3 Emergence of Nigerian Union of Teachers (NUT) And Academic Staff Union of Secondary Schools (ASUSS)
2.4 Trade Unions and Productivity
2.5 Nigeria Union of Teachers And Effective Management of the Educational System
2.6 Theoretical Framework

Chapter Three

3.0 Research Methodology

3.1 Research Design
3.2 Study Area
3.3 Target Population
3.4 Sample and Sampling Technique
3.5 Research Instrument
3.6 Validity of the Instrument
3.7 Reliability of the Instrument
3.8 Data Analysis

Chapter Four

4.0 Results and Discussion

4.1 Results
4.2 Discussion

Chapter Five

5.0 Conclusion and Recommendation

5.1 Conclusion
5.2 Recommendation
References
Appendix

Chapter One

1.0 Introduction

1.1 Background of the Study

Teachers in Nigeria constitute one of the largest working forces in the country. They are as it were, a sine qua non in the educational progress of the nation, The teachers’ union, the Nigeria Union of Teachers (NUT: emerged in 1931, Today, it is the only widely recognised body in the whole country that is vested with the authority to speak for, and control the activities of teachers in the primary and post-primary institutions, Indeed, it is the collective bargaining agent for Nigerian classroom teachers. Pejana (1973:383) observes that even though there exists a general feeling among leadership of the NUT both teachers and the public that the tended to be “Spineless and lacking in exercises a great deal of influence over any innovation in the educational policy of the country as well as over the welfare of teachers.

The Management and administration of the Nigeria Educational system is by law vested concurrently in the hands of the Federal, State and Local Government. Whereas the Federal and State Governments carry out their responsibility and duties on education through the respective ministries of Education which according to Ajayi and Oni (1992) essentially render administrative and professional services, the Local Government administers elementary education under its jurisdiction through Local Governments Education Authority. The contribution of the three tiers of governments is equally complemented by the efforts of the private entrepreneurs and professional associations such as the Parents Teachers Association (PTA), Nigerian Union of Teachers (NUT) and corporate agencies, among others. In addition, there have been commendable efforts of philanthropists and community members who are committed to reviving education service delivery in Nigeria. Conscious of the fact that success in the realization of educational goals depends largely on the teacher, the National Policy on Education, FRN (2004), recognizes that the quality of education is guaranteed by teacher effectiveness. The teacher’s task is to teach, educate, provide educational guidance, promote the quest for scientific knowledge and conduct regular assessment (FRN, 2004).In view of the important and diverse nature of the teacher’s job, the necessary resources and conducive working environment must be provided to facilitate the effective execution of his/her task. The provision of favourable physical and psychological working environment is the task of school administrators. The quality of such administrative service transcends location so that principals and teachers in all schools are supposed to be offered a fair and equal opportunity to be effective. This is particularly important because the practice in the state has been that education zonal offices are located in the local government council headquarters and they appear to concentrate on schools nearby. As a result, teachers in the distant areas stand the risk of being deprived of needed motivation because the officers in the zonal offices do not extend their services to such areas. The most important factor in teaching is the teacher, not technique method or curriculum because he translates all these into meaningful learning experiences for students, (Abiogu and Ugwuja 2007). Next to the quality of the teacher is the quality of administrative services provided in schools to enhance effective teaching. By implication, teacher effectiveness goes along with the quality of administrative services provided, A teacher here refers to one who guides and tutors another towards the acquisition of desired knowledge and skills, The concept of teacher effectiveness is elusive given that teaching is a complex activity (Zeichner, 2006) However for the purpose of this study, teacher effectiveness refers to the process of the teacher’s interaction with the students in educating them and students performance in tests and examinations (Hughes, 2001). In Benue State constraints to teacher effectiveness are multiple Ada, (2000) identifies some to include: a)lack of professional training b)physical characteristics of the teacher, c) personality traits, and d) administrative constraints. In the first instance, teaching is one of the most difficult jobs because human behaviour is complex and difficult to modify or change especially if one is not equipped to do so, (Abbott Chapman , Hughes &Wyld, 1992). This lack of professional training becomes a major constraint to teacher effectiveness. Physical characteristics such as voice quality and non-verbal communication skills and such effective qualities as fairness, patience, humour and concern for 3 students can enhance teacher effectiveness (Dimmock, 2005). Therefore a teacher who lacks these qualities will likely fail to foster the social, emotional and psychological development of the child. Other personal attributes that can affect teacher effectiveness include: good health, punctuality, regularity and fairness (Okoh, 1990). In addition, personality traits such as self-concept, aggressiveness, locus of control and attitude to work in general, are believed to affect effectiveness. These personal attributes are particularly desirable if the teacher is to view teaching as a cause beyond oneself (Dimmock, 2005). This implies that love for the job itself will lead to greater commitment and self-sacrifices, without which teaching becomes a stop over to other jobs or just another boring means of earning a living. In such a situation teacher effectiveness is sacrificed. Some of the contributing factors to teacher effectiveness, of course, lie on the school administration. The decision to dwell on administrative constraints stems from various factors. In Benue State, 90% of teachers in government secondary schools are trained,(Benue State Education Summit Digest,2005). The premise is that they possess adequate professional competencies. Secondly, this researcher shares the views of Bello, (2000) that it is possible for teachers lacking desirable physical and effective traits to be given adequate training and provided conducive working environment. Thirdly, because of fewer job opportunities in Benue State, due to lack of industrialization, some people going 4 into teaching are just looking for job and need to be highly motivated by school administrators to be effective.

1.2 Statement of the Problem

Teaching is one of the oldest professions both in Nigeria and the whole world. Olutola (1976:ll) observed that the origin and development of the teacher organizations in most places has been a tale of bread and butter politics arising from their position of ineptitude to negotiate and the resultant attempt to seek redress for poor remunerations and poor working conditions. However, recent developments in the profession in Nigeria have been a cause for concern among teachers end the general public. Teaching is perceived as a second-rate job md teachers complain openly that they cannot obtain the rights to which they are entitled, let alone bargain for a voice in educational decision making. Thus, they are disaffected. They become all the more disappointed since they belong to a union which should cater for their specific and general interests. This state of affairs directly or indirectly affects the urge and readiness to take full and active part in union matters.

School leadership and management style are also important factors, which can either motivate or lower teacher morale and commitment. Nwankwo (1984) found that teachers feel highly motivated when they are consulted about decisions regarding their work. Unfortunately, too high a proportion of school managers (principals and head teachers) are high handed and autocratic in their dealings with teachers (Ayeni 2005). The attitude of inspectors towards teachers in supervising their work is another important work related motivational factor. Bamisaye (1998) found that unfair administrative and supervisory practices tend to undermine teacher morale.

1.3 Objective of the Study

The main objective of the study is to ascertain the role of the Nigerian Union of Teachers in promoting staff welfare at the basic education level in Nkanu East LGA, Enugu state.The researcher intends to achieve the following specific objectives;

To ascertain the various ways NUT promotes staff welfare at the basic education level in Nkanu East LGA
To examine the role of NUT in enhancing the social and economic well-being conditions of staffat the basic education level in Nkanu East LGA
To examine the methods through which NUT campaigns on working conditions of teachers control educational inefficiencies at the basic education level in Nkanu East LGA

1.4 Research Questions

What are the various ways NUT promotes staff welfare at the basic education level in Nkanu East LGA?
What is the role of NUT in enhancing the social and economic well-being conditions of staff at the basic education level in Nkanu East LGA?
What are the methods through which NUT campaigns on working conditions of teachers control educational inefficiencies at the basic education level in Nkanu East LGA?

1.5 Research Hypotheses

To aid the completion of the study, the following research hypotheses were formulated by the researcher;
Hypothesis One

HO1: The Nigerian Union of Teachers does not play a significant role in promoting staff welfare at the basic education level in Nkanu East LGA, Enugu state
HA1: The Nigerian Union of Teachers plays a significant role in promoting staff welfare at the basic education level in Nkanu East LGA, Enugu state

1.6 Significance of the Study

It is believed that at the completion of the study, the findings will be of benefit to the management of schools across the country weather private or public in combating administrative crises in their schools, the study will also be of benefit to the executives of the Nigerian union of teachers, as the findings will guide them on how to used their organization in influencing management style and decision making in favor of her members. The study will also be of benefit to researchers who intend to embark on a similar topic as the study will serve as a pathfinder to further studies, and finally the study will be of great benefit to the managements of secondary schools, students, pupils and academia as the findings will also add to the pool of existing literature

1.7 Scope of the Study

The scope of the study covers the role of the Nigerian Union of Teachers in promoting staff welfare at the basic education level in Nkanu East LGA, Enugu state.

1.8 Limitation of the Study

In the course of the study, there were some factors which limited the study;

a) Availability of Research Material:

The research material available to the researcher is insufficient, thereby limiting the study

b) Time:

The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.

c) Organizational privacy:

Limited Access to the selected schools makes it difficult to get all the necessary and required information concerning the activities.

1.9 Operational Definition of Terms

Nigerian Union of Teachers (NUT):

Nigeria Union of Teachers is a major trade union in Nigeria. It was formed to create a united front for practitioners of the teaching profession in the country. Major objectives of the union covers the improvement in economic conditions of teachers, an avenue for bringing forth ideas about the educational development of the country from the perspectives of teachers and general economic security for teachers in the country.

Staff Welfare:

Employee welfare means anything done for the comfort and (intellectual or social) improvement of the employees, over and above the wages paid. In simple words, it means “the efforts to make life worth living for workmen.” It includes various services, facilities and amenities provided to employees for their betterment.

Basic Education:

Basic education refers to formal, non-formal, and informal public and private activities intended to meet the basic learning needs of people of all ages. Basic Education may extend into secondary education in some countries.

Teachers:

This refers to a person who teaches, especially in a school. The primary role of a teacher is to deliver classroom instruction that helps students learn. To accomplish this, teachers must prepare effective lessons, grade student work and offer feedback, manage classroom materials, productively navigate the curriculum, and collaborate with other staff.

1.10 Organization of Study

The study comprises of 5 chapters. In chapter one, the concepts are introduced and the problem of the study is established with the research objectives and questions. Chapter two presents the literature review while chapter three presents the research methodology. The fourth chapter presents the results and discussion, and the last chapter presents the conclusion and recommendation.

Chapter Five

5.0 Summary, Conclusion and Recommendation

5.1 Summary

The study sought to ascertain the role of the Nigerian Union of Teachers in promoting staff welfare at the basic education level in Nkanu East LGA, Enugu state. From table 1 above, the statements educational management board in collaboration with NUT fight against educational inefficiencies and crisis in the state, The NUT helps in the protection of the rights of teachers in the educational system, NUT helps the educational management board detect early warning of impending crisis in Nkanu East LGA and NUT has been effective in the resolution of educational crisis in Nkanu East LGA recorded mean values of 3.22, 3.28, 3.25 and 3.60 respectively.

The mean values of the role of NUT in enhancing the social and economic well-being conditions of staff at the basic education level in Nkanu East LGA, indicates that the respondents agreed to the statement that the NUT staff development programmes of publishing and distribution of education journals and newspapers improve teachers’ competences in the state. While the respondents could not agree to the statements that through NUT financial support retired teachers establish small and medium Scale business in Nkanu East LGA, NUT monitors state pension commission to ensure justice on payment of teachers retirement benefit in Nkanu East LGA, NUT frequently organizes seminar and workshop for teachers in Nkanu East LGA and Teachers enjoy free use of NUT staff welfare services in Nkanu East LGA.

From table 3, from the mean values of Nigerian Union of Teachers struggle for regular promotion of teachers, NUT’s staff promotion services encourage teachers performance and hard work in Nkanu East LGA and apart from annual promotion system, NUT enhance staff promotion on qualification and teachers performance in Nkanu East LGA is greater than the criterion mean value respectively (3.28 and 3.52).

5.1 Conclusion

The data collected was analyzed using frequency distribution, descriptive statistics, and t-test statistics. While the descriptive statistics was used to analyze the opinion of respondents on the research questions, the t-test statistics was used to test the hypotheses. The analyses were done using Statistical Package for Social Sciences (SPSS) version 25.The study concluded that Nigerian Union of Teachers has no significant influence on the promotion of staff welfare of secondary school teachers inNkanu East LGA.

5.2 Recommendation

Based on the findings of this study, the following recommendations were made;

In order to enhance the social and economic wellbeing of teachers, the NUT needs to fight for the payment of teachers’ salary as at when due. This will solve most of the work challenges faced by teachers in Nkanu East LGA.
The NUT should restructure their welfare package to effective and efficiently assist her members even after active service. This will reduce the effect of non-payment of pension on the life of retired members.
This study recommends that the NUT should give organize workshops and training that open other streams of income for her members. This will improve the social and economic wellbeing of her members.

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