CHAPTER ONE
INTRODUCTION
1.1 Â Â Â Â Background Of The Study
Teachers have a critical role in the education system as a whole. As a result, their availability, efficacy, and satisfaction are critical. Historically, teachers had a higher turnover rate in the educational system than other professions due to their importance in schools. However, the majority of teachers (particularly newbie teachers) often quit the profession after completing a half-decade in the teaching (Ingersoll and Smith 2003). As a result, teachers are often in short supply as the student population grows. Previous research has also shown teacher shortages in schools in a variety of nations, including the United States (Edgar & Pair, 2005), the Netherlands (Brouwer & Korthagen, 2008), and Hong Kong (Choi & Tang, 2009).
In general, teachers’ social acceptability and status are diminishing in several nations. As a result, teachers’ professional standing continues to deteriorate (Khan, 2005). Also, political appointments and transfers, a lack of academic independence, autonomy, and authority in comparison to other professions, low pass rates, low throughput rates, and inadequate infrastructure all contribute to the amount to which teachers leave the teaching profession.
In particular, the decline of teachers in Nigeria is largely a result of a number of factors, including a continuously declining economy, poor governance, a pervasively high level of dilapidated infrastructure, a massive disregard for the teaching profession by successive governments that refuse to pay teachers’ salaries, and teacher solidarity (Ogunnubi and Okeke-Uzodike 2016). These reasons often cause Nigerian teachers to seek alternate sources of income, which is reported to contribute to a high percentage of teacher absenteeism, an inability to prepare lesson materials sufficiently, resulting in poorly prepared classrooms, and a lack of job satisfaction (Akyeampong and Bennell 2007).
Additionally, job satisfaction for teachers is stated to be a multidimensional term that is critical for teacher engagement and excitement. Job satisfaction increases teacher retention and hence contributes to the efficacy and development of teachers (Shann, 1998). In other words, if teachers are not treated fairly and are not rewarded for their efforts, their level of satisfaction will decline and they will be unable to fulfill their jobs effectively. Iqbal (2011) concurred, stating that job satisfaction is important because instructors’ attitudes about work have an influence on the teaching-learning process and, ultimately, on student achievement. Thus, only fully pleased teachers can teach successfully in classrooms, and their teaching quality improves as their degree of satisfaction increases.
The purpose of this research is to determine the elements that contribute to teachers’ lack of enthusiasm in the teaching profession in secondary schools in Ogun State.
1.2Â Â Â Â Statement Of The Problem
Teachers are underperforming as a result of a lack of motivating forces, which results in high intentions of turnover. This ineffective or substandard performance has an effect on the student’s education as well (Bennell 2009). Teacher ineffectiveness is a worldwide problem that cannot be disregarded in both Western and Eastern cultures. It has created a slew of problems for schools, including poor student satisfaction, high student turnover intentions, excessive recruiting expenses for new personnel, and delays in education delivery. All of these ineffective teacher performances result in low-quality students who become ineffective teachers of their cultures and may eventually become a burden on their country. Also, teachers’ plans to leave undermine a school’s positive image. Students’ education and time are severely harmed as a result of turnover difficulties, which contributes to their discontent with their academics and school. According to Gatalica (2013), the majority of secondary school teachers who leave the teaching profession are the most qualified. As a result, it is necessary to analyze the factors which contribute to teachers’ disinterest in the teaching profession in secondary schools.
1.3Â Â Â Â Objectives Of The StudyÂ
The overall aim of this study is to critically examine the factors responsible for teachers lack of interest in teaching profession among secondary schools. Hence, the study will be channeled to the following specific objectives;
1.       Identify the causes teachers lack of interest in teaching profession among secondary schools in Ogun State.
2.       Ascertain the implication of teachers decline from teaching profession in Ogun State.
3.       Determine the solutions to teachers lack of interest and decline from teaching profession.
1.4 Research Questions
The study will be guided by the following questions;
1)       What are the causes teachers’ lack of interest in teaching profession among secondary schools in Ogun State?
2)Â Â Â Â Â Â Â What are the implication of teachers decline from teaching profession in Ogun State?
3)Â Â Â Â Â Â Â What are the possible solutions to teachers lack of interest and decline from teaching profession?
1.5 Significance Of The Study
This study will be most relevant to school administrators, and policy makers in the educational sector. The study will unveil to them the cause, implication and solutions to the increasing decline of teachers in teaching profession.
Additionally, subsequent researchers will use it as literature review. This means that, other students who may decide to conduct studies in this area will have the opportunity to use this study as available literature that can be subjected to critical review. Invariably, the result of the study contributes immensely to the body of academic knowledge with regards to the factors responsible for teachers lack of interest in teaching profession among secondary schools.
