CHAPTER ONE

INTRODUCTION
1.1 Background to the Study
The importance of formal and informal education as the most
predictable and significant tool for sustainable human and material
development is fully acknowledge in Nigeria ever since the pre-
colonial era. Even the illiterate in Nigeria appreciates the importance
of education; never mind that he does not have it. This appreciation
comes a long way. Indeed, the founding fathers of Nigeria including
Chief Obafemi Awolowo, Chief Herbert Macaulay, Chief Anthony
Enahoro, Dr. Nnamdi Azikwe, Sir. Ahmadu Bello and a host of others
played very important roles in ensuring the establishment and
nurturing of a variety of schools catering for a variety of personal and
national needs particularly before and after independence in 1960.
Noble as the objectives of any educational programme may be,
central to its success is that of adequacy of qualified teachers. Indeed
before taken off any educational programme, the adequate provision
of skilled manpower (qualified teacher) must have been put in place.
The quantity and quality of manpower put in place will have
great influence on the kind of school products produced to the society.
A sound educational system is accepted the world over as the
bedrock of human development. There is no any educational system
that can rise above the quality of its teachers and that no nation can
rise above the level of its teaching staff, this statement has proven the
key role teachers play in any progressive society. Hence, teachers play
a very significant role in the attainment of the objectives of any
educational system. Today, every state of federation has placed high
premium on quality education for example the present administration
in Kwara State has put in place series of programme and effort
towards improving the educational system in the state. Some of these
efforts including turn around of the state colleges of education,
strengthening the inspectorate service in the state capacity building
and much more. However, the attainment of these loft programmes
depends greatly on the quality of teachers in the school system.
Education constitutes the most formidable industry in Kwara
State and since the creation of the state in 1976; education has
consumed the largest proportion of the local vote earmarked for social
services. Aggawwal (1981) said the destiny of a nation is shaped in its
classroom and it is the teacher who is a very important instrument in
mounding the destiny of the nation. In the report of UNESCO on
twenty years of service to peace, the teacher is described as the spark
that forced the whole development process, the key man in the drive
to progress. In his own contribution to the indispensable role of
teachers in the school system, Fafunwa (1972) said, the services of the
teachers are to a nation, for they, more than any other professional
group influence the lives of the Nigerian youths and therefore the
nation’s future. With the introduction and implementation of
Universal Basic Education (UBE) in the states of federation, the
secondary school curriculum has been greatly diversified and many
schools have introduced new subjects. The question that beats the
chest of stakeholders is that, how adequate are teachers in terms of
quantity and quality, how competent are these teachers? Therefore, it
may not be too much to say that if education is to meet the demand of
 our time and of the coming debates, the school system must be
adequately staffed.
1.2 STATEMENT OF THE PROBLEM
The proliferation of secondary schools in all part of Kwara
State and Nigeria as a result of the free and compulsory education
policy of government and the attendant increase in the students’
enrolment have brought about the demand for more qualified teachers
in many of the schools in the state.
Although the state government has taken various measures to
produce and supply more qualified teachers to secondary schools in
the state, however, it seems that there is a mis-march in the supply and
demand of qualified teachers in the state. Considering the rapid
expansion in the number of secondary schools in the state, as well as
upsurge in the enrolment of students into the state colleges of
education, the issue of whether or not adequate number of qualified
teachers has been produced and supplied to secondary schools in the
state constituted the problem of this study.
In addressing the problem of this study, the following research
questions were raise to guide the study.
1. What is the staffing position of secondary school teacher in
Kwara State.
2. What are the enrolment growth rates for secondary school
students and teacher – student ratio in the state.
3. Is there any difference between the supply of qualified teachers
from colleges of education in the state and demand of qualified
teachers by the state.
1.3 PURPOSE OF THE STUDY
 The major purpose of this study is to study the trend of supply
of demand for secondary school teachers in Kwara State, to determine
whether there is any relationship between the quantity of teachers
produced in the state and teachers required for effective and efficient
implementation of secondary education system in the state. It is also
to project the quantity of the secondary school teachers in the state for
year 2010.
1.4 SIGNIFICANCE OF THE STUDY
The success or failure of any educational system depends
greatly on the quantity and quality of its teachers. The service of
teachers is indispensable, they contribute immensely to lives of the
nation’s youth. Over the years, most countries, including Nigeria have
been plagued by teacher shortage and this situation has generally
reflected on both the overall shortage of well qualified manpower and
the competitive disadvantage of education. Hence, teachers’ adequacy
and management is pertinent.
The elasticity of teachers is considered an appropriate means of
measuring the supply of education. In Nigeria, just like other countries
of the world, education at every level is labour intensive, adequacy
and effective management of teacher is very important. This study
would also help the policy makes and relevant authority and stake
holding to regulate the production of teachers in the state and ensuring
that teachers are produced in right quantity and quality.
1.5 SCOPE AND LIMITATION OF STUDY
The study is centered on projection of secondary school
teachers’ demand and supply from 2005 and 2010.
 This study is limited to 140 selected secondary schools out of
335 public secondary schools in Kwara State. The study determined
secondary school teachers’ supply and demand between 2005 and
2010.
1.6 DEFINITION OF TERMS
For the purpose of this study the following terms were
operationally defined as follows:
1. Qualified Teacher: individuals who possessed at least
minimum teaching qualifications as prescribed by National
Policy on Education.
2. Demand: the quantity of teachers that is required for effective
implementation of secondary school programme.
3. Supply: the total number of available individual with at least
minimum teaching qualification and are ready to take up
teaching job.
4. Over Supply: a situation whereby available qualified teachers
are more than the required teachers for secondary schools.
5. Under Supply: a situation where there is shortage of qualified
teachers to teach in secondary schools.
6. Manpower: Teachers needed to implement educational
policies
7. Enrolment: Total number of students admitted to school at a
given period.
8. Teacher-Pupil ratio: the number of pupil assigned to a teacher
in a class.
9. Projection: a prediction or representation of number of
qualified teachers likely to be available for teaching job and
those that would be on the teaching job before 2005 and 2010.
 CHAPTER TWO
REVIEW OF RELATED LITERATURE
INTRODUCTION
Several World bodies’ organizations and agencies, to which
Nigeria belongs, have had course to set targets at one time or the other
for the development of basic education. The United Nations
Organization and its agencies such as the UNESCO, UNICEF have
set targets for countries of UNO, to democratize and universalize
Basic education. Nigeria is also a member of the African Union (AU)
and the Economic Council for Africa (ECA). All of these bodies
including the Commonwealth of Nations have aimed at achieving
universal basic education for their citizens. For instance, UNENSCO
(1995) had set 2000 as the year for achieving Education for All
(EFA), which was a major focus on primary and basic education.
Also, UNICEF has set Millennium Goals for members of the UNO to
achieve Education for All by the year 2015 – with emphasis on the
compulsory provision of basic education for both boys and girls.
Various governments at all levels at different times in Nigeria,
have shown very keen interest in education. It is relevant to state that
the following have been attempts at both State and Federal levels in
Nigeria to introduce universal basic education:
i. Introduction of Universal Primary Education (UPE) in
Western Region in 1955;
ii. Introduction of Universal Primary Education (UPE) in
Eastern Region in 1957;
iii. Introduction of Universal Primary Education (UPE) in
Lagos (former Federal Territory) in 1957;
 iv. A National Policy on Education blue-print, produced in
1977, aimed at Universal and qualitative education;
v. Introduction of Universal free Primary Education (UPE)
in 1976; and
vi. Introduction of Universal Basic Education (UBE) in 1999
The Universal Basic Education (UBE) aims at achieving the
following specific objectives:
* Developing in the entire citizenry a strong consciousness for
education and a strong commitment to its vigorous promotion.
* Reducing drastically the incidence of dropouts from the formal
school system (through improved relevance, quality, and
efficiency).
* Catering for the learning needs of young persons who, for one
reason or another, have had to interrupt their schooling through
appropriate forms of complementary approaches to the
provision of basic education.
* Ensuring the acquisition of the appropriate levels of literacy,
manipulative, communicative and life skills as well as the
ethical, moral and civic values needed for laying a solid
foundation for life-long learning.
A universalisation of basic education is in keeping with the
requirements of the constitution of the Federal Republic of Nigeria
(1999), the educational objectives of which are as follows:
….”Government shall direct its policy towards ensuring that
there are equal and adequate opportunities at all levels”.
…”Government shall eradicate illiteracy and to this end,
Government shall as when practicable provide;
 a. Free, compulsory and universal basic education;
b. Free secondary education;
c. Free universities education; and
d. Free adult literacy programme
The manpower requirements approach has great relevance to the
demand for qualified teachers in schools. This approach is based on the fact
that any nation with plans or aspiration for economic development must
consider the preparations of its human aspect as development.
It is however, obvious that, modern production has demand for precise
skills and the number of people with those relevant skills. Considering the
importance attached to education as revealed from government finances to
the education sector are the emphasis given in the National Policy on
Education on the orientation of the country towards technological
development. One is tempted to believe that there was an adequate supply of
teachers to secondary school in Kwara State. Although qualified teachers are
available in varying proportions in both science and non-science subjects of
the school curriculum, the expansion in the number of secondary schools in
Kwara State, and upsurge in the pupils enrolment due to the introduction of
Universal Basic Education, has led the researcher to investigate the demand
and supply of teachers to Secondary Schools in the state.
2.1 TEACHERS’ ROLE IN ACHIEVING EDUCATIONAL GOALS
The teaching and learning processes, especially the amount of
learning that takes place in the classroom and other related learning
situations could depend upon factors, such as how effective and
efficient the teacher performs the management functions of course
facilitation and maintenance. Abdulkareem (1997) described the
teacher as the fulcrum of the educational lever.
 A teacher is a representative of the bigger community, an
academic specialist, a methodologist and a character trainer who
administers and runs the schools in order to achieve the aims of the
bigger society. Effective teacher according to Okon and Anderson
(1992) was defined as one who is able to bring about intended
learning outcome, commands, knowledge in the subject matter to be
taught and controls technical skills of teaching that facilitate learning.
Other characteristics of a professional teacher include: the
teachers interest in individuals as persons. He enjoys association with
children as he is patient, has the ability to awaken in children the
desire to learn, detects and protects interest of students and recognizes
their needs. He has knowledge of how students learn and he is willing
to work with them as they are. He keeps in step with knowledge
explosion, he is flexible and cooperative.
According to Bello (1999), the basic roles of the teacher may be
divided into three, these are academic, administrative and social roles.
i. Academic Roles: Regardless of the level of teaching the
aims and objectives are towards the same direction-
knowledge should be transmitted effectively. This is the
academic role of the teacher in the school environment.
Whatever the teacher does, whether in actions, words and
deeds in order to increase the child’s intellectual ability is
the teachers academic role.
ii. Administrative Roles: The administrative role of the
teacher in any institution centers on the head of such
institution. He may decentralize for effective running of
the school system. The teacher carries out his
 administrative work inform of keeping records. He
prepares reports, distributes and cares for teaching
materials and other equipment. He supervises students
and looks into the accommodation of pupils. The teacher
gives parents a complete and detailed progress report on
their children e.g. a report given at P.T.A. meeting. He
may also be assigned the role of a career master,
examination officer, member of disciplinary committee,
time-table committee, compound master, health master
and other responsibilities which the principal may assign
him.
iii. Social Role: Like some social workers, the teacher’s
social role is purely interactional, he plays a mediatory
role between his society and the school for example
during speech and price giving day.
2.2 MANPOWER PLANNING
Personnel management is productive exploitation of manpower
resources. This is also termed as “Manpower Management’.
Manpower Management is choosing the proper type of people as and
when required. It also takes into account the upgrading in existing
people. Manpower Management starts with manpower planning.
Every manager in an organization is a personnel man, dealing with
people.

DEFINITION AND IMPORTANCE OF MANPOWER

PLANNING:
 Planning is nothing but using the available assets for the
effective implementation of the production plans. After the preparing
the plans, people are grouped together to achieve organizational
objectives.
Planning is concerned with coordinating, motivating and
controlling of the various activities within the organization. Time
required for acquiring the material, capital and machinery should be
taken into account. Manager has to reasonably predict future events
and plan out the production. The basic purpose of the management is
to increase the production, so that he profit margin can be increased.
Manager has to guess the future business and to take timely and
correct decisions in respect of company objectives, policies and cost
performances. The plans need to be supported by all the members of
the organization. Planning is making a decision in advance what is to
be done. It is the willpower of course of action to achieve the desired
results. It is a kind of future picture where events are sketched. It can
be defined as a mental process requiring the use of intellectual faculty,
imagination, foresight and sound judgment.
It involves problem solving and decision making. Management
has to prepare for short term strategy and measure the achievements,
while the long term plans are prepared to develop the better and new
products, services, expansion to keep the interest of the owners.
ADVANTAGES OF MANPOWER PLANNING
Manpower planning ensures optimum use of available human
resources.
1. It is useful both for organization and nation.
2. It generates facilities to educate people in the organization.
3. It brings about fast economic developments.
4. It boosts the geographical mobility of labour.
5. It provides smooth working even after expansion of the
organization.
6. It opens possibility for workers for future promotions, thus
providing incentive.
7. It creates healthy atmosphere of encouragement and motivation
in the organization.
8. Training becomes effective.
9. It provides help for career development of the employees.
STEPS IN MANPOWER PLANNING
1. Predict manpower plans
2. Design job description and the job requirements
3. Find adequate sources of recruitment
4. Give boost to youngsters by appointment to higher posts
5. Best motivation for internal promotion
6. Look after the expected losses due to retirement, transfer and
other issues
7. See for replacement due to accident, death, dismissals and
promotion
FACTORS WHICH AFFECT THE EFFICIENCY OF LABOUR
1. Inheritance: Persons from good collection are bound to work
professionally. The quality and rate of physical as well as
mental development, which is dissimilar in case of different
individuals is the result of genetic differences.
2. Climate: Climatic location has a define effect on the efficiency
of the workers.
 3. Health of worker: Worker’s physical condition plays a very
important part in performing the work. Good health means the
sound mind, in the sound body.
4. General and Technical Education: Education provides a
definite impact in the working ability and efficiency of the
worker.
5. Personal Qualities: Persons with dissimilar personal qualities
bound to have definite differences in their behaviour and
methods of working. The personal qualities influence the
quality of work.
6. Wages: Proper wages guarantees certain reasons in standard of
living, such as cheerfulness, discipline etc. and keep worker
satisfy. This provides incentive to work.
7. Hours of Work: Long and tiring hours of work exercise have
bad effect on the competence of the workers.
2.3 DEMANDS FOR SECONDARY SCHOOL TEACHERS
UNICEF (2005) reported that about 7.3 million Nigerian
children are out of school. The report indicated that disproportionate
percentages of the children are girls who constitute about 60% due
largely to traditional practices and prejudices ranged against girl child
education in a “patriarchal milieu”
Dike (2002) noted that, the Federal Government reported that
the falling standard of education in Nigeria is caused by “acute
shortage of qualified teachers in the primary school level.” It is
reported, according to the same author, that about 23 percent of the
over 400,000 teachers employed in the nation’s primary school do not
possess the Teachers’ Grade Two Certificate, even when the Nigeria
 Certificate of Education (NCE) is the minimum educational
requirement one should possess to teach in the nation’s primary
schools. UNICEF report on “state of the world’s children” (1999)
states that about four million Nigerian children have no access to
basic education. Akhaine in Dike (2002) has also noted that the
majority of children who are ‘lucky’ to enter schools are given sub-
standard education by ‘half-baked’ teachers employed to teach at the
primary and secondary schools in Nigeria.
Available statistics shows that many teachers are needed for
the nation’s basic schools if any meaning would be made of the UBE
programme. The teacher factor, thus, becomes a very critical one, it is
on record that many educational programmes and projects have failed
mainly because they did not take the “teacher factor” into account.
Although the Government says it is committed to ensuring the success
of UBE and the teachers will therefore always be an integral part of
the process of its conceptualization, planning and execution, it is
generally known that many schools do not have the required number
of qualified teachers. Moreover, such factors like poverty, distance
from school location, lack of infrastructural development, child abuse,
funding and insufficient number of schools have created obvious
obstacles in denying children access to education.

2.4 SUPPLY OF TEACHERS FOR SECONDARY EDUCATION

Having established the fact that teachers are demanded for
secondary education in Nigeria, the next question one would like to
ask, is, what type of teachers should be supplied for the system. In
order to have well-trained, responsible citizens who shall be able to
face the modern socio-economic and technological challenges of life,
one should have in place good quality trained teachers, especially as it
is often acknowledged that “no educational system can rise above the
level of its teachers”.
The need to raise the present level of general education of
teachers and the level of their initial professional preparation,
broadened and intensified in the 21st century, becomes relevant and of
utmost importance, because it is now a common knowledge among
academics, parents, government and the general public, that the
quality and standard of education in Nigeria, has fallen. This is mainly
evident from the products of Nigerian Universities.
In 2001, the World Bank and the Nigerian Institute for Social
and Economic Research (NISER) Ibadan, produced a grim report on
the Nigerian graduate which has confirmed the fears of educators,
parents, employers of labour and the general public about the
degeneration of the country’s education. The report revealed that the
average graduate who leaves a University of Polytechnic with a
degree or certificate is not worth the qualification, which he is
supposed to have. The report concluded by saying that the average
Nigerian graduate lacks technical skills, has a poor command of
English Language, the principal mode of communication in the
country and that the Nigerian graduate is largely unemployable. In
other words, such half-baked products, notes the report, are unfit for
the labour market and, by extension, the society at large.
Omo-Ojugo (2005) has also noted the general concern in
developing countries, like Nigeria, that students at all levels lack the
basic reading skills in order to properly function in a world where
information is rapidly increasing and knowledge becoming much
more complex. For instance, while much attention is given to the
teaching of reading in literate countries such as the United States of
America, Canada and Britain, etc, little, or no importance is attached
to the teaching of Reading in Nigeria.
It is no wonder then that Nigerian students do not generally
perform well in most public examinations. Almost every year, Chief
Examiners Reports for the West African Examinations Council
(WAEC) and the National Examinations Council (NECO) highlight
the abysmal poor performance of students at the Senior Secondary
School Certificate Examinations. Added to this poor performance at
these public examinations, is the widespread vice of examination
malpractice – which is indicative of poor and inadequate preparation
of examination. When students have not read widely and thoroughly
and have not been well-prepared for examination, the tendency would
be to turn to short-cuts and sharp practices in order to pass
examinations, Omo-Ojugo (2005). A major fall out of this
phenomenon is that many students who find their ways to Nigerian
Universities, Polytechnics, Colleges of Education, etc are unable to
function academically and properly in such tertiary institutions.
If the consequence of the above scenario is to be reversed, in
order to meet the challenges of the 21st century, Nigeria must
therefore, begin by giving greater attention to our pre-school, primary,
secondary and vocational schools. These areas constitute the building
blocks of any society’s educational foundation. We need to supply
both enough quantity and quality teachers for basic school education
 in Nigeria. Once the desired foundation has been laid by a well-
trained quality teacher, the Nigerian child will certain aspire to other
levels equipped with a capacity to meet and deal with ‘life challenges.
In the 21st century, education is sure to be the key to new
global knowledge and technology – driven – economy. It is only
education that can provide us with the opportunity to overcome many
of the obstacles, which impede our social and economic
transformation.
Attention should, therefore, be focused on the supply of quality
teachers for primary/secondary school education who will be able to
teach and equip our children with the opportunities they need to
optimize their potentials and contribute to the growth and
development of the society and humanity.
2.5 TEACHER SUPPLY
The term supply was defined by Andrew as the quantity of that
commodity the supplier wish to bring to the market for sale at a given
time and at a particular price. In his own view, Oyebode (2000)
described supply as the amount of goods and services that is made
available in the market at a given price. He differentiated supply from
the stock of commodity or total production of the producer. Supply,
according to him is just part of the total tock that are taken to the
market. The same concept is defined by Falodun (1997) as the total
amount of goods that can be bought at a given price and at a particular
time. Abedi (1997) described supply as the quantity of a commodity
which a seller offers for sale (wishes to sell) at a given price in a
period of time and in a particular place.
 From the above authors, it could be noted that the concept of
supply refers to those commodities, which the producers are willing,
ready and able to offer for sale at a given period of time. It is also
important to note that the amount of a commodity which a seller
offers for sale varies from one period to another and it is determined
by many factors such as change in price of the commodity, an
improved technology, whether change in cost of production and
government policy.
Teachers as embodiment of labour force supply their services
for the production of economic goods and services (teaching) in the
labour market. Falodun (1997) saw labour market as an arrangement
whereby the producers and the potential workers are brought into
close contact with one another for the purpose of hiring and offering
labour services for productive purposes. In economics, the interaction
of demand and supply in the labour market do influence the wage or
salary level. When this is related to education, the labour market for
teachers is the educational system or school system. According to
Ukeje (1994), teachers are crucial to the education system in the
country because Nigeria schools cannot be better than teachers. With
the assertion of this scholar, it could be noted that even in the current
electronic age, teachers still constitute a vital factor in the educational
system because it is upon their supply, quality and efficiency that the
school effectiveness depends.
Afolabi (2005) described supply of teachers as the quantity of
qualified teachers that are desired to take up teaching job at a
particular time and given wage rate. According to him, the higher the
wage rate, the employer of labour is willing to offer, the more will be
the people that are willing to take up teaching appointment and the
higher is the retention rate of teachers. Okunloye (2000) referred to
the manpower forecasting and the projection of manpower supply and
action to bring them into balance at a desirable level.
Ijaiya (1998) while examining the supply of teacher in Kwara
State owned secondary schools noted that the current economic
problem in the country has worsened the problem of teacher supply.
Ajayi (2001) carried out a survey of supply of teacher for UBE schme
in Oyo State. He noted that the problem of teacher supply was not
concerned with mere number but essentially with quantity of teachers
necessary for effective utilization of the teachers. The study conducted
by Andrew (2000) on public schools teacher supply and demand
revealed that about one in twenty teachers leave the system each year
and this finding broadens policy matter options of teacher supply.
Fadipe (2004) revealed that the percentage increase in yearly
enrolment of student is greater than the percentage increase in teacher
supply in the educational sector. Judging from this study therefore,
one can conclude that the supply of teacher in relation to students’
enrolment in our school is highly in elastic.
Demand for teachers on the other hand refers to the amount of
teachers that are willing, ready and able to take up the teaching
appointment.
Apply the law of demand, the higher the wage rate that teachers
are willing to take in exchange for their service the lower or small will
be the demand for labour or teachers, by the government. This opinion
was also shared by Abedi (1997), Oyebode (2000), Andrew (2000)
and Falodun (1997). Demand for teacher as is the case with other
factors of production is a derived demand. It is termed derived
demand because teacher like other factor is not demanded for its own
sake but for what it produce i.e. students. Demand for teachers in all
educational system and in secondary school in particular is always
higher than the supply for them. Many teachers are needed in
secondary schools to teach core subjects like Mathematics, English
Language, Introductory Technology and Science Subjects. The
supplies of teachers in this area are highly limited. This creates a
shortage of teachers in our public secondary schools.
Supply of Teachers in Kwara State
The edict establishing the Kwara State teaching service
commission on the 10th May, 1976 described its functions as being to
appoint, reabsorb, supply confirm appointment, promote, transfer,
dismiss teaching and non-teaching staff in the state teaching services
of the secondary school level. The commission is also saddled with
the responsibility of maintaining competitive and up to date records of
service of its staff. All other matters connected with the management
and administrations of schools were the responsibility of the Kwara
State Ministry of Education, Science and Technology, Ilorin.
Most schools in the state are alleged to be poorly staffed. Some
complain of slow process of recruitment and selection of teacher
whose subjects are not needed are often posted and applied to schools.
If we must appreciate the fact that a good educational system is
important to the development of the country, it is imperative to
equally realize the fact that the standard of education in secondary
schools can not be effective, if teachers are not properly and
adequately supplied and utilized in our schools. On the premises of
well equipped and highly trained teachers supplied, we can assume
that optimal utilization of teachers is significantly related to
educational productivity.
Teacher Shortage
According to the advanced learner’s dictionary of current
English, the term shortage refers to the condition of not having
enough of something. In economics, shortage implies the situation of
excess demand over supply. When this is related to manpower in
school system, shortage may referred to a situation when the teachers
supplied (made available) fails to meet up with the number required or
demanded. Shortage, according to Andrew (1998) means that
manpower of a particular sort and for stated kind of teaching fail to
reach some specific number.
According to Oyedeji (1989), the 6-3-3-4 system of education
in Nigeria is laudable and appropriate but is implementation can make
or mar the programme. According to him, the problem of effective
implementation may be due to shortage of supply of adequate teachers
in relation to demand for them. Adeyinka (1992) noted that the major
problem facing teaching in secondary schools in Nigeria is not of non-
availability of teachers but their shortage and inability to make them
remain on the job. From the assertion of the two authors, it could be
seen that the teaching and learning process becomes highly in
effective as the efforts of a limited teaching staff cannot ensure full
attainment of the objectives of educational development in Nigeria.
This is because the prosperity of teaching industry depends upon the
efforts of adequacy of teaching staff employing in it.
 Arosanyin (2007) while quoting Adepoju (1999) stated that
most countries have been plagued by teacher shortages and this
condition has generally reflected on both overall shortage of well-
qualified manpower and competitive disadvantage of education. It
should be noted that most of the shortage of well-qualified teachers
are noted in the sciences, mathematics and various field where overall
manpower shortage have also been the greatest. Basorun (2002) while
commenting on the state of education in Lagos State lamented that
enrolment in the state primary schools has been falling steadily from
over one million pupils in 1980/82 session to just five hundred and
ninety four thousand in 2000/2001 session. The author added that the
state government itself had admitted that some of the reasons for the
fall are due to inadequate classroom, lack of teaching aids and of
course insufficient teachers.
From the assertion of authors, the school as an establishment
where adequate planning and development of teachers are essential
ingredients for the survival of our school system. The purpose of
planning and development of teachers is to ensure that a specific
number of teachers with require skills needed for the job are made
available and supplied at the appropriate time. Ogunsaju (2000)
however, opined that to minimize wastage in our schools, teachers
like other employees need to be hired and trained with the purpose of
serving the organization. To this end, the requirement for teachers in
our school system must be identified in terms of quantity and quality
of teachers to be employed and proper monitoring system for their
development must put in place to ensure school effectiveness.
2.6 TEACHERS FOR SECONDARY EDUCATION IN THE 21ST
CENTURY
Virtually all countries of the world are bracing up for the
challenges of modern life. Nigerian should not be an exception.
Highly effective schools and improve student/pupil outcomes should
be key objective of Government. This is because education of the
highest quality is the foundation for the future of the country.
Education is it that empowers any nation to rise to the challenges of
social, cultural, economic and technological change. If improving
pupils’ outcomes is the desired focus, then efforts should be geared at
improving also the quality of teachers so that they can be much more
effective in their work.
Education of the highest quality requires teachers of the highest
quality. Research has shown that a highly skilled and professional
teaching force does, and will continue, to make a difference. Teachers
have the vital role to impart knowledge and skills to young children.
There is, thus, the need for the Government to review and
overhaul the curriculum for Teacher education at the primary,
secondary and other levels of education in order to meet the
expectations of 21st century Nigerians. There is the urgent need to lift
the skills of practicing teachers in literacy, numeracy, mathematics,
science, information technology and vocational education in schools.
Nigeria, is at the present, in a complex and professionally
demanding environment for teachers’ work. This is mainly because of
the revolution in information and communication technologies for
which the majority of Nigerian teachers have not been adequately
prepared.
 Attained of the Universal Basic Education (UBE) goals require
a high quality teaching workforce. Research supports the common
sense in view that high quality teachers are the foundation of highly
effective schools. Confirming this view, in its report What Matters
Most: Teaching For America’s Future, the US National Commission
on Teaching and America’s Future states clearly that “In terms of
student achievement, the teacher is a more significant factor than any
other kind of school resource,” (1996). It has also been discovered
that “teacher quality variables appear to be more strongly related to
student achievement” Darling – Hammond (1999).
Professor Peter Hill who led an Australian Research Project (A
Study of School and Teacher Effectiveness: Results from the first
phase of the Victorian Quality Schools Project, 1993) found that
teacher effectiveness was the key to improve educational outcomes
and suggested that it was “primary through the quality of teaching that
effective schools make a difference”.
In order to have quality teachers for the school system both the
Federal and State Governments should embark on Quality Teacher
Programmes as a matter of urgency. Active participation in high
quality teacher professional development is a key element in
improving pupil outcomes. If the Nigeria Certificate in Education
(NCE) is to be minimum qualification for teaching in the nation’s
primary school system, all efforts must therefore be put in place to
raise the quality of products from the various Colleges of Education.
Programmes in these Colleges should be revamped to ensure skilled
teacher production.
 Student teachers in these Colleges should have access to the
latest in teaching methods. As part of Quality Teacher Programme,
continuous professional development of teachers should be put in
place. Such a programme will afford teachers in our school system to
participate in refresher course during the holidays. This will enable
teachers to be equipped to respond to changes in teaching methods.
Teachers need to update and improve their knowledge and skills.
The development of professional standards and certification of
teachers are means of improving the quality of teaching and
enhancing the professional standing of teachers. It is a good thing that
the Federal Government has in place a Teacher’s Registration
Council. The Council has the power to sanction all unqualified
teachers. It is only hoped that with adequate funding and committal,
the Council will professionalized teaching in Nigeria and ensure
required standards in terms of skills and intellectual capacity are
maintained. The long awaited Teachers Salary Scale should be
implemented to attract intelligent people into the profession and
encourage those who are already teaching to raise up their heads
anywhere with pride.
We have stated the all important prominence of the teacher-
factor in any meaningful educational programme. Teachers serve as
catalyst for the intellectual, socio-economic, scientific, technological,
cultural, etc growth and development of any society. There is a high
demand of teachers in the nation’s primary school system. This
demand can only be met if the Government is willing to live up to the
challenges and ready to move the country along the right path of
development in the 21st century. All of this requires funding,
 committal, focus and constant evaluation so that Nigerian children
should be well equipped to meet the challenges of the 21st century.

Exposure of young children to primary education will certainly

wipe out the prevailing ignorance, which endangers the health-care
delivery systems in Nigeria and Africa. With dedication and good
utilization of Nigeria’s endowed natural resources, the Government
should be able to cope without strains the education for all citizens,
which will demand for and supply of more teachers.

2.7 Appraisal of Literature Reviewed

From the reviewed literature, it was noted that teachers are
academic specialists, methodologists, model and character trainers
who administer and run the schools in order to achieve the aim and
objective for which schools are established.
The studies showed that teachers played a variety of roles in
shaping the life of the nation. Education of the highest quality requires
teacher of the highest quality.
The reviewed literature further showed that a highly skilled and
professional teaching force does, and will continue to make a
difference. Teachers have the vital role to impart knowledge and skills
to young children.
Many studies have showed that, many teachers are needed for
nation’s basic education. The teacher factor has become a very critical
factor. It was on record that many educational programmes and
projects were failed mainly because they did not take teacher factor in
to account. It is generally known that many school do not have the
returned number of teachers (teachers shortage) while some have
more than the required number.
 The literature reviewed therefore, agreed that there is dependent
relationship between the demand for and supply of teacher and that
teachers should not be produced only in quantity but quality.
 CHAPTER THREE
RESEARCH METHOD
This chapter describes the techniques and methods employed in
carrying out the study. It specifically includes research design, research
questions, sample and sampling techniques, instrumentations, procedure for
data collection and method of data analysis.
3.1 RESEARCH DESIGN
This study was an ex-post facto and descriptive survey. An ex-
post facto is an after fact or after event research. A descriptive survey
on the other hand, is a study involving a planned collection of data
over a large area for the purpose of making description.
3.2 RESEARCH QUESTIONS
The theme of this work centrally focused on the projection
supply and demand of secondary school teachers in Kwara State
between 2005 and 2010. The following research questions were raised
to guide the study.
1. What is the staffing position of secondary school teachers in
Kwara State?
2. What are the enrolment growth rates of secondary school
students and teacher-students ratio in Kwara State?
3. Does the supply of qualified teachers by the state Colleges of
Education match the demand for teachers by the state Teaching
Service Commission?
4. Is there any significant difference between the supply of
qualified teachers by the state colleges of education and the
demand for required teachers by Teaching Service Commission
in the state?
 5. What is the projection of supply and demand for secondary
school teachers in kwara state for the period of 2005 to 2010.
3.3 SAMPLE AND SAMPLING TECHNIQUE
The population of the study involved the 235 existing public
secondary schools in Kwara State under the state Ministry of
Education, Science and Technology. The sample consisted of 140
public secondary schools selected by stratifying into senatorial
districts of North, South and Central in the state. Fifty schools were
chosen each from Kwara South and Central Senatorial districts by
simple random technique while 40 schools were randomly selected
from Kwara North district. This is because Kwara North senatorial
district has limited number of schools when compared to the other two
districts. However, 140 principals from the selected schools were used
as participants.

3.5 RESEARCH INSTRUMENT

A questionnaire and two inventories were used for the study.
The questionnaire tagged “Projection of Secondary School Teacher
Demand and Supply Questionnaire (PSSTDSQ)”. This was used to
gather information from the participants.
The secondary School Students’ Enrolment Inventory (SSPI)
sought information on students’ enrolment in the schools, number of
classes, staffing situation with regard to the total number of teachers
in place. The Colleges of Education Teacher Supply Inventory
(COETSI) requested for information on the number of teachers
produced by the state owned institutions producing teachers from
2005 to 2010
3.6 VALIDITY AND RELIABILITY OF THE INSTRUMENT
In determining the validity of the instrument, the researcher
submitted the instrument to experts for vetting. The criticisms made
were noted and corrections made were incorporated into the final draft
of the instrument which was submitted to the supervisor for approval.
For the reliability of the instrument, a test-retest method was
adopted at an interval of two weeks. The two scores were collected
and a co-efficient of .75 was obtained. This means that the instrument
was adjudged reliable.
3.7 PROCEDURE FOR DATA COLLECTION
The research questionnaire was personally administered by
researcher to the participants in all the schools selected for the study
while other records were obtained from Ministry of Education, State
Colleges of Education and Teaching Service Commission.

3.8 Method of Data Analysis

Data collected in this study were analysed using inferential
statistic. Specifically simple percentage ratio and T test correlation
statistics at .05 level of significance were used.
 CHAPTER FOUR
PRESENTATION, ANALYSIS OF DATA AND DISCUSSION
This chapter presented in details the result and interpretation of
projection of secondary school teachers’ demand and supply in Kwara State
from 2005 to 2010.

4.1 ANALYSIS OF RESEARCH QUESTIONS

Research question 1: What is the staffing position of secondary
school teachers in Kwara State from 2005 to 2009.
Table 1:
Staffing position of Secondary School Teachers in Kwara State
from 2005-2009.
Years M % F % Total %
2005 2949 62.8 1750 37.2 4699 23.4
2006 2764 58.2 1990 41.8 4754 23.6
2007 2788 58.5 1972 41.5 4760 23.7
2008 3538 59.9 2545 40.1 5903 29.3
2009 3647 56.0 2867 44.0 6514 32.4
Grand Total 20,116
In answering question 1 above, data on the distribution of teachers to
all the 355 public secondary schools in Kwara State from 2005 to 2009 were
collected from the respondents using the inventory. The data were analyzed
with the use of percentage. The table shows that secondary school teachers’
population gradually increase annually.
In year 2005 there were 4699 teachers representing 23.4% and there
were 4759 teacher in year 2006 which represented about 23.6%. This
comparison shows that additional 60 teachers were employed in 2006.
Similarly, in 2007 there were 4760 teachers in post which represented 23.7%
of the total number of teachers for the years under study while 29.3% or
5903 teachers were posted in 2008. This showed the difference of 1143 new
teachers that were employed and posted to various secondary schools in
2008 academic year. While in 2009 another 611 teachers were added to the
secondary school staff disposition, this made the total number of secondary
school teachers in Kwara State as at 2009 to be 6514. Further analysis
showed that male teachers were in greater numbers than female teachers in
secondary schools. The graphic representation of staffing position of
secondary school teachers is shown in fig. 1

7000
Research Question 2: What are the enrolment growth rates of secondary
school students and teacher-students ratio in Kwara State?
Table 2: Summary of secondary school students’ enrolment in Kwara
State from 2005 to 2009
Years M % F % Total Growth Rate
2005 77402 61293 138,695 -
2006 72961 65688 138,649 -3.3
2007 76519 60741 137,260 -1.0
2008 116876 94400 211,276 53.9
2009 101,070 81630 182,700 -13.5
Average growth rate 9.0

In response to research question 2, data on the number of both junior

and senior secondary school enrolment in Kwara State were collected from
the state ministry of education through the inventory for five years, 2005 to
2009. The data collected were collated and analysed using frequency counts
and percentages. Computing the enrolment growth rate for secondary school
students was based on the increase or decrease in students’ enrolment for
one year divided by the previous year’s enrolment using the following
formula:
En = Et – Et -1 x 100
Et -1
Where En enrolment growth; E = enrolment in year + (present year);
Et-1 = enrolment in t – 1 (Previous year) The findings were presented in
table 2.
 As indicated on table 1, the enrolment growth rate among secondary
school students varied from one year to another. In year 2006 the enrolment
growth rate was -3.3% this shows that there was a slit decline in the
students’ enrolment between 2005 and 2006. In 2005, 138,695 students were
enrolled while in 2006, 138,649 students were enrolled, this showed a
different of 46 students.
There was a sharp increase in student’s enrolment in 2008. A total
number of 211,276 students were enrolled, representing 53.9% growth rate
in the student’s enrolment. Conversely, in 2009 there was a further decline
in the student’s enrolment, only 182,700 students were enrolled. Hence the
enrolment growth rate for year 2009 was -13.5%. On the whole the average
enrolment growth rate for Kwara State Secondary Schools was 9.0%.
Table 3
Summary of Teacher-Student ratio from 2005 to 2009
Year Total Students Total T – S Ratio
Enrolled teacher in post
2005 138,695 4699 30
2006 138,649 4,754 29
2007 137,260 4,760 29
2008 211,276 5,903 36
2009 182,700 6,514 28
Average teacher-student ratio 1:30
In determining the teacher-student ratio among teachers and students
in Kwara State Secondary Schools, data on total number of secondary school
students for all classes (JSS 1 – 3 and SSS 1 – 3 ) and the total number of
teachers teaching in all public secondary schools were extracted from table 1
and 2 respectively and presented as table 3 as shown above. The teacher-
student ratio was however computed by dividing the total number of
students in secondary schools by the number of teachers teaching in
secondary schools using the following formula.
Ts = Ns
Nt
Where Ts = teacher – student ratio; Ns = total number of students; Nt
= total number of teachers. On the basis of this formula, the teacher-students
ratio in secondary schools in the state between 2005 to 2006 are shown in
table 3, the teacher-student ratio for secondary school students varied from
one year to another.
Hence, the teacher-student ratio in secondary schools in Kwara State
is ratio 1:30. Although the ratio is low, it should be noted that the figures on
staff position of secondary schools teachers contained both qualified and
unqualified teachers supplied to schools by the Teaching Service
Commission.
Research Question 3: Does the supply of qualified teachers by the State
Colleges of Education match the demand for qualified teachers by the
State Teaching Service Commission?
In answering this question, data was obtained from two sources. The
first source embraced data on the number of qualified teachers supplied into
the teaching profession from the state colleges of education. While the
second source embraced the number of teachers supplied to secondary
schools by Teaching Service Commission. The data collected were collated
and analysed using percentages. The findings are presented in tables 4 and 5.
Table 4:
Analysis of supply of qualified teachers by the state colleges of
education
2005 2006 2007 2008 2009
Institution M F Total M F Total M F Total M F Total M F Total
COED, Ilorin 3000 6010 9010 449 564 1013 209 293 502 624 880 1504 911 1195 2106
COED, Oro 520 342 862 579 363 942 358 252 610 433 667 1100 1002 1264 2266
COED, Lafiagi 212 102 314 180 86 266 225 92 317 587 270 857 1176 480 1656
Total 10186 2221 1429 3461 6028

As indicated in table 4, the number of teachers supplied from colleges

of education in the state was varied from one year to another.
The findings revealed that College of Education Ilorin supplied the
highest number of teachers from 2005 to 2009 followed by College of
Education Oro, while College of Education Lafiagi supplied the least
number of teachers from 2005 to 2009. The findings further revealed that the
three colleges of education supplied 23,325 teachers between 2005 and
2009.
The highest number, that is, 10,186 teaching was supplied in year
2005 only. While 2007 witnessed a sharp decline in the supply of teachers
because only 1429 teachers were supply.
It was also discovered that out of the 23,325 teachers supplied by the
three colleges of education between 2005 and 2009, 53.1% or a total of
12,380 were female while 46.9% or 10,945 were male.
Table 5: Demand and Supply of secondary schools teachers
Year Teacher supplied Teacher demanded Difference
2005 10,186 4,699 5487
2006 2,221 4,754 7653
2007 1,429 4,760 9,076
2008 3,461 5,903 15,710
2009 6,028 6,514 30,934

As analysed in table 5, the number of teachers supplied to the teaching

profession by state colleges of education was compared with the number of
teachers demanded by the state teaching service commission. The table
however, showed that there is imbalance between the demand and supply of
teachers in the state. More teachers were produced and fewer teachers were
required. This finding is further illustrated by demand and supply curve and
presented in fig 2 below.

Fig 2.
Demand and supply curve of secondary school teachers 2005-2009
In 2005, 10,186 teachers were supplied to the teaching profession,
only 4,699 while 5487 were left. Between 2006 and 2007, 3650 teachers
were also supplied while only 4760 teachers were demanded. As at 2009
23,325 teachers have been supplied and only 6514 teachers were teaching in
all the 325 public secondary schools in Kwara State.
Research Question 4: Is there any significant difference between
teachers demanded and supplied to secondary school in Kwara State.
The aforementioned research question can be analysed through the
use of inferential statistic; t-test.
Ho: There is no significant difference between teachers demand and supply
in Kwara State secondary schools.

Table 6
Correlation analysis of teachers demand and supply in Kwara State
secondary schools
Variable No X SD DF Calculate Critical Decision
r-value r-value
teachers 140 8.32 5.19
demand
138 2.14 1.96 Rejected
teachers
supply 140 9.73 6.15
Table 6 showed that the significant difference between teachers
supplied and demanded for secondary education in Kwara State. The t-test
calculated value is 2.14 which are greater than the critical table value of 1.96
at .05 level of significant.
Hence the research hypothesis is rejected, that means, there is
significant difference between the number of teachers demanded in
secondary schools and the number supplied to schools in Kwara State. It was
noted in table 3 that, although the teacher student ratio is as low as 1.30, yet
there is imbalance in the distribution of teachers to various schools across
the three senatorial districts in Kwara State. It was also noted that the
teacher’s disposition in the state comprises of both qualified and non
qualified teachers.
Research Question 6:
What is the projection of demand and supply of secondary school teachers in
Kwara State for the year 2010?
Table 7: Projection of teachers demand for 2010
Year base year 2009, base year 2009,
Student enrolment = 182,700 stock of teachers = 6,514
Projected enrolment at 9:0% projected number of teacher required
Using 1:30

2010 199,143 6,638

 PROJECTION OF SECONDARY SCHOOL
TEACHERS’ DEMAND AND SUPPLY IN
KWARA STATE 2005-2010.

BY:
ILIASU, TAIYE
MATRIC NO: 00/250E065

PROJECT SUBMITTED IN PARTIAL FULFILMENT

OF THE REQUIREMENT FOR THE AWARD OF
THE DEGREE OF MASTER IN EDUCATIONAL
MANAGEMENT (M.ED)

IN THE DEPARTMENT OF EDUCATIONAL

MANAGEMENT, FACULTY OF EDUCATION,
UNIVERSITY OF ILORIN, ILORIN NIGERIA.
 UNIVERSITY OF ILORIN
FACULTY OF EDUCATION
DEPARTMENT OF EDUCATIONAL MANAGEMENT
PROJECTION OF SECONDARY SCHOOL TEACHER DEMAND
AND SUPPLY QUESTIONNAIRE (PSSTDSQ)

Sir/Ma,

I am currently carrying out a research on projection of secondary

school teacher demand and supply in Kwara State.

Kindly respond to the following questions by ticking ( ) the option

that best represent your opinion.

The questionnaire is purely for research purpose and all information

supplied shall be treated with utmost confidentiality.

Thanks.

Iliasu, Taiye

SECTION A
i. Name of School………………………………………………………
ii. Status: Principal ( ) Vice Principal ( ) Others ( )
iii. Qualification: Ph.d ( ) M.Ed ( ) B.Ed ( ) NCE ( ) Others ( )
iv. Year of Teaching Experience: 25 and above ( ) 24 – 15 ( )
14 – 7 ( ) 6 – 0 ( )
v. Sex: M ( ) F ( )

SECTION B
Strongly Agree = SA 4
Agree = A 3
Disagree = D 2
Strongly Disagree = SD 1
 STATEMENTS RESPONSES
S/NO DEMAND FOR TEACHER SA A D SD
1. Request for teachers are usually made to teaching service
commission.
2. HODs always inform principal about teachers’ shortage in
their various departments.
3. Members of community always notify the school about
shortage of teachers.
4. Students are often complaining about lack of teachers’ to
teach specific subjects.
5. More teachers are needed to teach some aspect of school
curriculum.
6. NYSC members are needed to teach in your school.
7. More science teachers are needed in your school.
8. PTA members are not always satisfied with the school’s
staff disposition.
9. Your school seriously requires the service of part-time
teachers.
10. Your request for teachers are always giving prompt and
favourable attention by the teaching service commission.
SUPPLY OF TEACHERS RESPONSE
11. Adequate number of teachers are available to teach in
your school.
12. Non-professional teachers are often posted to teach in
your school.
13. NYSC members are posted to teach in your school.
14. Your school has more than required number of teacher
(over staffing)
15. Part-time teachers are employed to teach in your school.
16. Voluntary teaching service is provided by the
PTA/Community to teach certain subjects in your school.
17. More teachers are not needed or required to implement the
school curriculum.
18. Complaints about teacher’s shortage are not usually
received.
19. Teaching service commission always reviews and update
the staff disposition of your school.
20. There are teachers handling every subjects in your school