ATTITUDE OF TEACHERS TOWARDS POSTING TO RURAL AREAS

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ATTITUDE OF TEACHERS TOWARDS POSTING TO RURAL AREAS (EDUCATION PROJECT TOPICS AND MATERIALS)

 

CHAPTER ONE

INTRODUCTION

BACKGROUND TO THE STUDY

Which ever way one wants to define education, whether literal or vocational, it is regarded as an instrument for change and resources for development (N. P. E., 2004). According to Fagana in Urevbu’s foundation and methods of education (1991) he noted that the introduction of Christianity was common strategy that as soon as a station was a school, to which they tried to recruit young ones who would become easily attracted. The schools were to train manpower who would be more easily attracted. The schools were to train manpower who would successfully serve as catechists, interpreters, clerks, court messengers etc. to enhance their evangelical activities.

The first mission nary school was established in Badagry, a rural area in Lagos State in 1842 by Thomas Berch Freeman of the Western Methodist Missionary Society. Since the missionaries were in control over these schools before government involvement, schools in the rural areas were adequately staffed and teachers were doing their jobs effectively. These rural areas are villages or communities characterized by the smallness of population, poor housing or accommodation. The existence of untarred roads and low level of commercial activities. The occupation of the people is basically agriculture and they are handicapped by poor health care services, non availability of potable water, no electricity, inadequate transportation and communication system.

With the above characteristics plaguing the rural areas, teachers posted to such areas protest their posting in favour of urban centres that are characterized with basic facilities not found in the rural areas. Some teachers even give flimsy excuses such as family separation, road hazard and medical check up to remain in urban centres through connection or lobbying. This has led to mass rural to urban centres, thereby creating vacuum in the number of teachers left to teach the less privileged students in the rural schools. The state government with particular to Edo state imposed a three year compulsory rural service for newly employed teachers before they are transferred from one school to another or from rural area to urban centres. This measure had not work` out to remain in urban centres all their basic and social amenities are available. To compound this problem, those who are fortunate to be in the urban centres develop the sit tight syndrome.

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ATTITUDE OF TEACHERS TOWARDS POSTING TO RURAL AREAS (EDUCATION PROJECT TOPICS AND MATERIALS)

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