Teacher Demand and Supply Projection from 2018 to 2027: A Case Study of Zamfara State Upper Basic Schools, Nigeria

Adedeji Israel Olusegun

doi:doi:10.11648/j.ijeedu.20221101.13

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Teacher Demand and Supply Projection from 2018 to 2027: A Case Study of Zamfara State Upper Basic Schools, Nigeria

Adedeji Israel Olusegun

Published in International Journal of Elementary Education (Volume 11, Issue 1)

Received: 27 February 2022 Accepted: 17 March 2022 Published: 31 March 2022

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Abstract

Teachers’ availability (demand and supply) in quantity and quality determine effectiveness in upper basic schools in term of academic performance. Despite various measures taken by the government in the past to supply more qualified teachers, there is a gap in the demand and supply of qualified teachers and this hinders academic performance of upper basic schools. This study investigated teacher demand projection and students’ academic performance of upper basic school in Zamfara State, Nigeria. The objectives of the study were toexamine the teacher demand in terms of prescribed teacher-students ratio of 1:40; determine the gap between teacher demand and teacher supply; investigate the trend of students’ academic performance from 2011-2015; and determine the projection of teacher demand in upper basic schools in Zamfara State, Nigeria (2018 - 2028). A descriptive research design of survey type was employed for the study. A sample of 513 out of 1,526 principals and Zamfara State Ministry of Education, Nigeria was selected through purposive sampling technique. Two researcher designed instruments entitled “Teacher Demand and School Enrolment Inventory” (TDSEI) were validated by five experts in the area of Educational Management and Educational Research, Measurement and Evaluation. The findings of the study were that: upper basic schools in Zamfara State, Nigeria was adequately staffed with 11,245 teachers between 2013 and 2017 academic sessions; there was a close gap between teacher demand and supply in Zamfara State upper basic schools. There was a positive margin of 1,857 teachers in terms of ratio 1:40 benchmark; while the projected teacher demand in Zamfara State, Nigeria would be 27,281 teachers between 2018 and 2027 in her upper basic schools. The study concluded that there was adequate supply to teacher demand but may not necessarily be in core subject areas. The study recommended that by the year 2027, 27, 281 more teachers should be supplied into upper basic schools by the government.

Published in	International Journal of Elementary Education (Volume 11, Issue 1)
DOI	10.11648/j.ijeedu.20221101.13
Page(s)	18-24
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2022. Published by Science Publishing Group

Keywords

Demand, Projection, Supply, Teacher

References

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[2]	Subair, S. T. &Talabi, R. B. (2015). Teacher shortage in Nigerian schools: Causes, effects and administrators coping strategies. Asia Pacific Journal of Education, Arts and Sciences. 2 (4) 31-37.
[3]	Nwogwu W. E (2007). Patterns of authorship in the biomedical literature of Nigeria. LIBRES 17: 1-28.
[4]	UNESCO, (1997), Teachers as lifelong learners: Case studies of innovative in-service training programmes in the E-9 Countries, Paris.
[5]	Fafunwa, A. B. (1974). History of education in Nigeria. London: Clark, Doble and Brendon Ltd.
[6]	Taiwo, C. O. (1985). The Nigerian education system: Past, present and future. Lagos: Thomas Nelson (Nig) Ltd.
[7]	Adesina, S. (1985). The Development of modern education in Nigeria, Ibadan: Courage Printing Works.
[8]	Ricarda, S., Anja, M., Weidinger, A. F, Wirthwein, L., (2015). Academic Achievement. DOI: 10.1093/obo/9780199756310-0108.
[9]	Murunga, F., Kilaha, K. &Wanyonyi, D. (2013) Emerging issues in secondary school education in Kenya. International Journal of Advanced Research, 1 (3), 231-240.
[10]	Wilmut, J., & Yakasi, M. I. (2006). A brief review of the assessment of student achievement in Kaduna, Kano and Kwara States of Nigeria. DfID / World Bank SESP preparation mission. Retrieved on 10/03/18 athttps://www.mypastquestion.com/junior-school-certificate-examination-jsce/
[11]	Afolabi, F. O. (2004). The demand supply and utilization of secondary school teachers in the period of socio-economic stress in Ondo State, Nigeria. Unpublished Ph.D. thesis University of Ilorin, Ilorin, Nigeria.
[12]	Illiasu, T. (2009). Projection of secondary schools’ teacher demand and supply inKwara State. Unpublished M. ED Thesis, University of Ilorin.
[13]	Tomori, T. F. (2003). Relationship among teachers supply, utilization and students’ academic performance in Offa L.G.A secondary school. Unpublished M. Ed Dissertation, University of Ilorin, Ilorin, Nigeria.
[14]	Tijani, A. A. (2011). Supply, utilization of teachers and students’ academic performance in Kwara State public secondary schools. Unpublished Ph.d Thesis, University of Ilorin, Ilorin, Nigeria.
[15]	Muritala, A. T. (2015). Influence of lecturer demand and utilisation on organisational effectiveness of polytechnics in Zamfara State, Nigeria. Unpublished Ph.D. Dissertation. University of Ilorin, Ilorin Nigeria.
[16]	Adebayo, S. S. (2018). Teacher market forces and students’ academic achievement in upper basic schools Zamfara State, Nigeria. Unpublished Ph.D. Thesis University of Ilorin, Ilorin, Nigeria.
[17]	Adedeji, I. O. (2010). Influence of teachers’ supply and capacity building on students’ academic performance in junior secondary schools in Gusau local government area, Zamfara State. Unpublished M. Ed. Thesis University of Ilorin, Ilorin, Nigeria.
[18]	Andrew, J. O. (2000). Teacher supply and demand surprises from primary research. Educational policy analysis achievers. 1 (5), 15 -21.
[19]	Oyebode, K. (2000). Economics for senior secondary schools. Ibadan: Dokun Publishing House.

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Adedeji Israel Olusegun. (2022). Teacher Demand and Supply Projection from 2018 to 2027: A Case Study of Zamfara State Upper Basic Schools, Nigeria. International Journal of Elementary Education, 11(1), 18-24. https://doi.org/10.11648/j.ijeedu.20221101.13

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Adedeji Israel Olusegun. Teacher Demand and Supply Projection from 2018 to 2027: A Case Study of Zamfara State Upper Basic Schools, Nigeria. Int. J. Elem. Educ. 2022, 11(1), 18-24. doi: 10.11648/j.ijeedu.20221101.13

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Adedeji Israel Olusegun. Teacher Demand and Supply Projection from 2018 to 2027: A Case Study of Zamfara State Upper Basic Schools, Nigeria. Int J Elem Educ. 2022;11(1):18-24. doi: 10.11648/j.ijeedu.20221101.13

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@article{10.11648/j.ijeedu.20221101.13,
  author = {Adedeji Israel Olusegun},
  title = {Teacher Demand and Supply Projection from 2018 to 2027: A Case Study of Zamfara State Upper Basic Schools, Nigeria},
  journal = {International Journal of Elementary Education},
  volume = {11},
  number = {1},
  pages = {18-24},
  doi = {10.11648/j.ijeedu.20221101.13},
  url = {https://doi.org/10.11648/j.ijeedu.20221101.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20221101.13},
  abstract = {Teachers’ availability (demand and supply) in quantity and quality determine effectiveness in upper basic schools in term of academic performance. Despite various measures taken by the government in the past to supply more qualified teachers, there is a gap in the demand and supply of qualified teachers and this hinders academic performance of upper basic schools. This study investigated teacher demand projection and students’ academic performance of upper basic school in Zamfara State, Nigeria. The objectives of the study were toexamine the teacher demand in terms of prescribed teacher-students ratio of 1:40; determine the gap between teacher demand and teacher supply; investigate the trend of students’ academic performance from 2011-2015; and determine the projection of teacher demand in upper basic schools in Zamfara State, Nigeria (2018 - 2028). A descriptive research design of survey type was employed for the study. A sample of 513 out of 1,526 principals and Zamfara State Ministry of Education, Nigeria was selected through purposive sampling technique. Two researcher designed instruments entitled “Teacher Demand and School Enrolment Inventory” (TDSEI) were validated by five experts in the area of Educational Management and Educational Research, Measurement and Evaluation. The findings of the study were that: upper basic schools in Zamfara State, Nigeria was adequately staffed with 11,245 teachers between 2013 and 2017 academic sessions; there was a close gap between teacher demand and supply in Zamfara State upper basic schools. There was a positive margin of 1,857 teachers in terms of ratio 1:40 benchmark; while the projected teacher demand in Zamfara State, Nigeria would be 27,281 teachers between 2018 and 2027 in her upper basic schools. The study concluded that there was adequate supply to teacher demand but may not necessarily be in core subject areas. The study recommended that by the year 2027, 27, 281 more teachers should be supplied into upper basic schools by the government.},
 year = {2022}
}

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TY  - JOUR
T1  - Teacher Demand and Supply Projection from 2018 to 2027: A Case Study of Zamfara State Upper Basic Schools, Nigeria
AU  - Adedeji Israel Olusegun
Y1  - 2022/03/31
PY  - 2022
N1  - https://doi.org/10.11648/j.ijeedu.20221101.13
DO  - 10.11648/j.ijeedu.20221101.13
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 18
EP  - 24
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20221101.13
AB  - Teachers’ availability (demand and supply) in quantity and quality determine effectiveness in upper basic schools in term of academic performance. Despite various measures taken by the government in the past to supply more qualified teachers, there is a gap in the demand and supply of qualified teachers and this hinders academic performance of upper basic schools. This study investigated teacher demand projection and students’ academic performance of upper basic school in Zamfara State, Nigeria. The objectives of the study were toexamine the teacher demand in terms of prescribed teacher-students ratio of 1:40; determine the gap between teacher demand and teacher supply; investigate the trend of students’ academic performance from 2011-2015; and determine the projection of teacher demand in upper basic schools in Zamfara State, Nigeria (2018 - 2028). A descriptive research design of survey type was employed for the study. A sample of 513 out of 1,526 principals and Zamfara State Ministry of Education, Nigeria was selected through purposive sampling technique. Two researcher designed instruments entitled “Teacher Demand and School Enrolment Inventory” (TDSEI) were validated by five experts in the area of Educational Management and Educational Research, Measurement and Evaluation. The findings of the study were that: upper basic schools in Zamfara State, Nigeria was adequately staffed with 11,245 teachers between 2013 and 2017 academic sessions; there was a close gap between teacher demand and supply in Zamfara State upper basic schools. There was a positive margin of 1,857 teachers in terms of ratio 1:40 benchmark; while the projected teacher demand in Zamfara State, Nigeria would be 27,281 teachers between 2018 and 2027 in her upper basic schools. The study concluded that there was adequate supply to teacher demand but may not necessarily be in core subject areas. The study recommended that by the year 2027, 27, 281 more teachers should be supplied into upper basic schools by the government.
VL  - 11
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Author Information

Adedeji Israel Olusegun

Department of Educational Foundations, Federal College of Education (Technical), Gusau, Nigeria

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APA Style

Adedeji Israel Olusegun. (2022). Teacher Demand and Supply Projection from 2018 to 2027: A Case Study of Zamfara State Upper Basic Schools, Nigeria. International Journal of Elementary Education, 11(1), 18-24. https://doi.org/10.11648/j.ijeedu.20221101.13

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ACS Style

Adedeji Israel Olusegun. Teacher Demand and Supply Projection from 2018 to 2027: A Case Study of Zamfara State Upper Basic Schools, Nigeria. Int. J. Elem. Educ. 2022, 11(1), 18-24. doi: 10.11648/j.ijeedu.20221101.13

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AMA Style

Adedeji Israel Olusegun. Teacher Demand and Supply Projection from 2018 to 2027: A Case Study of Zamfara State Upper Basic Schools, Nigeria. Int J Elem Educ. 2022;11(1):18-24. doi: 10.11648/j.ijeedu.20221101.13

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@article{10.11648/j.ijeedu.20221101.13,
  author = {Adedeji Israel Olusegun},
  title = {Teacher Demand and Supply Projection from 2018 to 2027: A Case Study of Zamfara State Upper Basic Schools, Nigeria},
  journal = {International Journal of Elementary Education},
  volume = {11},
  number = {1},
  pages = {18-24},
  doi = {10.11648/j.ijeedu.20221101.13},
  url = {https://doi.org/10.11648/j.ijeedu.20221101.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20221101.13},
  abstract = {Teachers’ availability (demand and supply) in quantity and quality determine effectiveness in upper basic schools in term of academic performance. Despite various measures taken by the government in the past to supply more qualified teachers, there is a gap in the demand and supply of qualified teachers and this hinders academic performance of upper basic schools. This study investigated teacher demand projection and students’ academic performance of upper basic school in Zamfara State, Nigeria. The objectives of the study were toexamine the teacher demand in terms of prescribed teacher-students ratio of 1:40; determine the gap between teacher demand and teacher supply; investigate the trend of students’ academic performance from 2011-2015; and determine the projection of teacher demand in upper basic schools in Zamfara State, Nigeria (2018 - 2028). A descriptive research design of survey type was employed for the study. A sample of 513 out of 1,526 principals and Zamfara State Ministry of Education, Nigeria was selected through purposive sampling technique. Two researcher designed instruments entitled “Teacher Demand and School Enrolment Inventory” (TDSEI) were validated by five experts in the area of Educational Management and Educational Research, Measurement and Evaluation. The findings of the study were that: upper basic schools in Zamfara State, Nigeria was adequately staffed with 11,245 teachers between 2013 and 2017 academic sessions; there was a close gap between teacher demand and supply in Zamfara State upper basic schools. There was a positive margin of 1,857 teachers in terms of ratio 1:40 benchmark; while the projected teacher demand in Zamfara State, Nigeria would be 27,281 teachers between 2018 and 2027 in her upper basic schools. The study concluded that there was adequate supply to teacher demand but may not necessarily be in core subject areas. The study recommended that by the year 2027, 27, 281 more teachers should be supplied into upper basic schools by the government.},
 year = {2022}
}

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TY  - JOUR
T1  - Teacher Demand and Supply Projection from 2018 to 2027: A Case Study of Zamfara State Upper Basic Schools, Nigeria
AU  - Adedeji Israel Olusegun
Y1  - 2022/03/31
PY  - 2022
N1  - https://doi.org/10.11648/j.ijeedu.20221101.13
DO  - 10.11648/j.ijeedu.20221101.13
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 18
EP  - 24
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20221101.13
AB  - Teachers’ availability (demand and supply) in quantity and quality determine effectiveness in upper basic schools in term of academic performance. Despite various measures taken by the government in the past to supply more qualified teachers, there is a gap in the demand and supply of qualified teachers and this hinders academic performance of upper basic schools. This study investigated teacher demand projection and students’ academic performance of upper basic school in Zamfara State, Nigeria. The objectives of the study were toexamine the teacher demand in terms of prescribed teacher-students ratio of 1:40; determine the gap between teacher demand and teacher supply; investigate the trend of students’ academic performance from 2011-2015; and determine the projection of teacher demand in upper basic schools in Zamfara State, Nigeria (2018 - 2028). A descriptive research design of survey type was employed for the study. A sample of 513 out of 1,526 principals and Zamfara State Ministry of Education, Nigeria was selected through purposive sampling technique. Two researcher designed instruments entitled “Teacher Demand and School Enrolment Inventory” (TDSEI) were validated by five experts in the area of Educational Management and Educational Research, Measurement and Evaluation. The findings of the study were that: upper basic schools in Zamfara State, Nigeria was adequately staffed with 11,245 teachers between 2013 and 2017 academic sessions; there was a close gap between teacher demand and supply in Zamfara State upper basic schools. There was a positive margin of 1,857 teachers in terms of ratio 1:40 benchmark; while the projected teacher demand in Zamfara State, Nigeria would be 27,281 teachers between 2018 and 2027 in her upper basic schools. The study concluded that there was adequate supply to teacher demand but may not necessarily be in core subject areas. The study recommended that by the year 2027, 27, 281 more teachers should be supplied into upper basic schools by the government.
VL  - 11
IS  - 1
ER  -

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