TEACHER DISTRIBUTION AND UTILIZATION IN UP-LAND AND RIVERINE

SECONDARY SCHOOLS IN RIVERS STATE: IMPLICATIONS FOR ACADEMIC

PERFORMANCE OF STUDENTS

Dr. N.S. Okoroma

Abstract
Teacher distribution and utiIization in secondary schools in Rivers State has
been problematic especially in the riverine area. While some schools have
excess teachers resulting in under-utilization others do not have enough with
the consequence of over-utilization. The study tried to establish the factors
responsible for the poor distribution and utilization, of teachers in the upland
and riverine areas as well as the effect of such situation on the academic
performance of students. An opinion survey involving 84 principals and
1,0I 6 teachers from four upland and four riverine secondary schools was
conducted. An instrument named Teacher Distribution and Students
Academic Performance Questionnaire (TDSAPQ) was used. The study
showed that teachers are concentrated in the upland than riverine schools;
poor teacher distribution results in poor academic performance of students;
teacher distribution is not often based on the needs of schools; politics,
corruption are among the factors that influence teacher distribution . The
paper recommended among others that teacher distribution be strictly based
on needs; the recruiting, posting and transfer of teachers should not be
politicized; government should provide adequate infrastructures in all
schools to discourage the issue of preference by teachers.

Introduction
The production , distribution and utilization of teachers are activities that should be taken
seriously by all school managers . This is so because teachers largely influence the quality of
education that students receive. Adaralegbe (1974) supports this observation by noting that adequate
personnel are important in any system including the school. According to him, no school can be better
than the teachers in it.
One of the major problems of education at both the primary and secondary levels is the
inadequacy in the production, distribution and utilization of teachers. Specifically, Okere in Zudonu
(2002) notes that there is a perennial problem of shortage of teachers in Rivers State Secondary
Schools. Agabi (1999) worried that the available teachers are inadequate, inappropriately distributed,
and wrongly placed in relation to their training. Consequently, according to him, work overload
results due to poor student-teacher ratio. Furthermore, some teachers are compelled to teach subjects
that are not relevant to their training.
Oni (1991) has attributed these problems to the lack of co-ord ination between manpower
development and the requirement of Nigeria's economy. Manpower planning is imperative to the
development of the required manpower in every society as pointed out by Ojo (1986) and Okoroma
(2000). Manpower planning is the process of determining in advance the production, distribution and
utilization of the labour force needed by the various sectors of the society. (Enaowho, 1990;
Okoroma ,2000). Most of the authorities ill educational planning believe that the lapses in manpower
production , distribution and utilization have emanated from poor planning and implementation
occasioned by government 's policy inconsistency.

Multidisciplinary Journal of Research Development, Vol. 6 No 2, November, 2005

29
Dr. N.S. Okoroma

Manpower planning reduces shortages in human skills and ensures that supplies are available
to match the needs of society. Teacher requirement is the number of teachers needed to achieve a
fixed student-teacher ratio. Teacher demand, on the other hand, is the number of teachers that will be
offered employment at the prevailing salary scales (Enaowho, 1990). Although the approved student-
teacher ratio for secondary schools is 40: J, Ibara (2004, p.IS) asserts that this has only been
theoretical. According to him, the ratios of 50:1, 60: I or worst are a common feature inschools. The
inability to meet the approved student-teacher ratio is blamed on the ineffectiveness of governments at'
both the states and federal levels. Ibara (2004) recalls that a number of manpower requirements
committees including the Ashby Commission of J959 made recommendations to the government on
the manpower needs of the nation including states. In almost all the cases, the governments were
unable to perform up to expectations.
The situation of inadequate teachers in secondary schools is worsened by the exodus of
teachers to other sectors that offer more attraction . A number of factors are responsible for this
situation. Among them are poor wages, low status, lack of adequate facilities for teaching and
learning. As Schirnmin (1962) noted, the absence of basic income of any group of employees that
does not permit satisfaction will cause the workers to go for part time jobs, have show downs and
make them turn to other means of meeting their needs. In agreement with this observation, Ogunsanju
(1983) observed that the teaching profession is associated with low status . Ukeje (1992) aptly
portrayed the deplorable situation of the teaching profession whenhe noted that 'even teachers do not
want their children to become teachers. Bowey (1974) believes that the poor wages and poor
conditions of services as well as the low status ascribed to the teaching profession are responsible for
the high labour losses in the school system. Worried by the high rate of attrition and its effect on the
school system Enaowho (1990, P. 233) noted the following features:

There is a high level of expenditure in running the system; low morale can
on the part of the students abound because they need to adjust to new staff;
permanent teacher-pupi I culture is lacking; poorer qual ity of teachers
becomes the result because the experienced and qualified staff who leave the
system are often replaced with relatively inexperienced staff.

Teacher utilization is of great importance to the school system. The concept of teacher
utilization as defined by Nwaham (1996, P. 12) is the .harnessing of the total ity of teachers' skills,
energies, talents and social characteristics to achieve educational objectives and the life goals of the
teachers. Larry and Gerald (1980) believe that any good staffing arrangement must recognize the
optimal utilization of staff. Supporting this point.iAdesina in Nnabuo (1996) listed the following
principles to guide school heads in the proper utilization of teachers:

1) Teachers should be assigned to subjects for which they are reasonably prepared.
2) The best teachers should be assigned to the classes needing the greatest help such as
beginning classes, examination classes, slow classes, troublesome but brilliant classes.
3) Teachers should be assigned to age levels they can best work with. '
4) Teaching load should be equitably shared among the teachers.

Workload determines the extent of teacher utilization. The outcome may be over utilization or
under-utilization. Ibara (2004, p. 19) defines teacher workload as a measurement of the number of
hours a teacher spends in the classroom and other related school activities. In determining teacher

30
Teacher Distribution And Utilization Til Up-L(IIul and Riverine Secondary Schools ill Rivers State:
Implications For Academic Performance OfStudents

workload, the following factors must be taken into consideration : students per teacher, the number of
periods per day, number of different subjects taught, the nature of students in the classes, and extra-
classroom responsibilities . Edem ( 1987, p. 63) gives the following as a guide in assigning
responsibilities to teachers:
I) Qualification, experience and previous training;
2) The number of pupils and lessons to be taught daily or weekly;
3) The amount of preparati on required;
4) The length of class period;
5) The nature of subjects taught and the amount of time required for grading pupils work; and
6) The characteristics of the student s.

Another issue of concern in educatio n is the high rate of teacher attrition . The educational
system has continued to lose its teachers to other sectors of the economy to the disadvantage of
educational development. Ukeje (1992) and Edem (1987) agree that the following factors militate
against teacher retention: poor pay, inadequate and irregular promotion, lack of job satisfaction ,
absence of adequate weIfare provisions, erratic and discriminatory transfers and many other
unwholesome practices in the school system.
Teacher distribution is core to the thesis of this paper. The influence of politics rather than
a
economic consideration in the distribution of teachers has been source of concern to many. Chuku
(1987) noted that resources are unequally distributed based on discriminatory practices ~ith political
influences. It is believed that teacher distribution in Rivers State may have been greatly influenced by
factors ofpoJitics rather than economics. This study will show the true position.

Statement of the Problem

The standard of education of any institution of learning is dependent on the available teachers.
Therefore, the quality and quantity of teachers at the disposal of every school is of great importance.
Available statistics show that more teachers are in the up-land than in the Riverine Secondary Schools
in Rivers State. Consequently, there is much disparity in the student-teacher ratio in schools in the
two different geographical areas , The impact of this on the academic performance of students in the
less favoured area is the concern of this paper. The study is also interested in determining the factors
that influence teacher distribution and utiIization in Rivers State.

Purpose of the Study

The study intends to find out why teacher distribution and utilization in the up-land and
riverine areas of Rivers State do not follow the normal curve. The objectives of the study include: to,
1. find out the teacher distribution patterns in the up-land and riverine areas of Rivers State with
respect to secondary schools;
2. determine the factors that influence teacher distribution to secondary schools in the up-land
and Riverine areas of Rivers State;
3. establ ish the effects of poor teacher distribution and utiIization on the academic performance
of students; and
4. make recommendations on solving the apparent problems of teacher distribution and
utilization.

31
Dr. N.S. Okoroma

Research Questions
The study was guided by the following research questions :
J. What is the teacher distribution pattern in secondary schools in the up-land and Riverine areas
of Rivers State?
2. What factors influence teacher distribution to secondary schools in the up-land and riverine
areas of Rivers State?
3. What are the effects of poor teacher distribution and utilization on the academic performance
of students?
4. How can teacher distribution and utilization be improved to enhance students' academic
performance?

Research Design
An opinion survey method was used.

Materials and Methods

The distribution and utiIization of teachers must be appropriate to enable the school system
achieve its objectives. In order to ascertain the effect of poor teacher distribution and utilization on
academic performance of students in Secondary Schools in Rivers State an opinion survey was carried
out. Eight local government areas, namely Port Harcourt, Ahoada-East, Eleme, Etche, Andoni, Asari-
toru, Degema, and Ogu/BoJo. All the 84 principals and 1,833 teachers constituted the population for
the study. A sample of 1,100 consisting of all the 84 principals and 1,016 teachers was used for the
study. A questionnaire designed by the researcher and named Teacher Distribution and Students
Academic Performance Questionnaire (TDSAPQ) was used. The analysis of data involved the
computation of percentages.

Validity and Reliability of Instrument

The instrument was validated by professional colleagues who ascertained its capabi Iity to
elicit the desired information for the study. All inadequacies were remedied to ensure both face
validity and content validity.
The reliability or consistency of the instrument was established through a pilot study that
involved IO principals and 20 teachers that were not part of the actual study. The test-retest method
was used to determine the reliability of the instrument which produced a reliability co-efficient of
0.83. This was considered adequate.

Results
Results were obtained from a total of 950 respondents comprising of 70 principals and 880
teachers .

Research Question 1
What is the teacher distribution pattern in secondary schools in the up-land and riverine areas
of Rivers State?
this question is answered by illustrating teacher distribution in secondary schools in four up-
land and four riverine local government areas of Rivers State. They are Port Harcourt, Elerne, Eche,
Ahoada-East, Andoni, Asari-Toru, Degema and Ogu/Bolo Local Government Areas as illustrated in
Table lA-H.

32
Teacher Distribution And Utilization /11 Up-Land and Riverine Secondary Schools in Rivers State:
Imnlications For Academic Performance OfStudents

Teacher Distribution in Schools

Table l:Port Harcourt Local Government Area
SINo Names of schools M F T SP Ratio
I EHS Borok iri PH 39 31 70 1827 1:26
2 BHS Port Harcourt 39 34 73 1574 1:21
3. SMC Port Harcourt 35 27 62 2500 1:40
4 HRSS Port Harc ourt 49 74 123 6767 1:55
5 GCSS Borokiri PH 36 33 69 2767 1:40
6 GGSS Harbour Road PH 24 37 61 5773 1:94
7 GSS Borokiri PH 24 37 61 1036 1:17
8 GGSS Orominike D-Line 29 71 100 3061 1:30
9 SSHC Creek Road PH 32 14 46 70 1:2
10 CSS Nkpolu Oroworukwo 42 59 101 3182 1:31
11 GSS Elekahia 27 70 97 3061 1:31
12 WEC Port Harcourt - 9 9 27 J :3
13 CSS Abuloma 17 35 52 2195 1:42
14 CSS Amadi-Ama \9 24 43 2370 1:55
15 CSS Oroworukwo 19 52 71 · 3413 J :48
Total = 15 Schools TEACHERS = 1038

table 2: Eleme Local Government Area

SINo Names of schools M F T SP Ratio
1 AHS Eleme NCHIA 19 3 22 906 1:41
2 CHS AJesa 29 14 43 3302 1:76
3 CSS Onne 23 6 29 1040 1:35
4 CSS Ebubu - - - - -
5 CSS Eteo Eleme 5 7 12 519 J :43
6 CSS Alode Eleme 23 4 27 1400 1:51
Total = 6 Schools Teachers = 133

.
Table 3' Ahoada-East Local Government Area
SINo Names of schools M F T SP Ratio
1 WACHS Ahoada 23 14 37 2512 1:68
2 GTC Ahoada 32 5 37 1932 1:52
3 CSS Upata 1 Edeaha 13 3 16 990 1:62
4 CSS Ihugbogo 8 I 9 380 1:42
5 CSS Upata II Udiabidi 8 - 9 1981 1:220
6 GGSS Ahoada 14 11 25 2100 1:84
7 GGSS Ogbo-Ahoada 23 8 3I 2145 1:69
8 CSS Odi Emerenyi 3 13 16 492 1:31
9 CCSS Okpopowo 12 1 13 855 1:65
10 cess Olochi 906 ?
11 cess Okporomini 6 - 6 322 1:53
Total = I Sch ools Tea chers = 198

33
Dr. N.S. Okoroma

Table 4: Etche Local Government Area

SINo Names of schools M F T SP Ratio
I ST. JSS Urnuaturu 12 1 13 2058 1:158
2 CGS Ikwerre /Etche 29 6 35 1497 1:43
3 EGSS Umuola 11 2 13 927 1:71
4 GGSS Ndashi 7 3 10 806 1:80
5 GSS Okehi 16 I 17 199 1:12
6 GSS Ozuzu 8 I 9 1286 1:143
7 CSS Obite 9 1 10 1200 J :120
8 GTTC Akehi 16 I 17 199 1:12
9 CSS Ulakwo 19 1 20 1430 1:71
10 CSS Egbu 10 - 10 1012 1:101
II CSS ldagwa - - - - -
12 CSS Umuoye 11 - 11 803 1:73
13 CSS Isu - - - - -
14 CSS Odufor 9 1 10 714 1:71
IS CSS Igbo-Etche 22 6 28 1410 1:50
",
16 CSS NIHI - - - - -
17 CSS EGWI 12 3 15 1030 1:68
18 CSS Okoroazu 10 1 11 1327 1:120 .
Total = 18 Schools Teachers = 229

Table 5: Andoni Local Government Area

SINo Names of schools M F T SP Ratio
I GSS NGO 13 - 13 1133 1:97
2 GSS Asarama 11 - II 888 1:80
3 GCSS Ataba 6 - 6 649 1:108
4 CSS Awudobolo 8 - 8 - -
5 CSS Ebukuma 6 I 7 782 I : 111
6 CSS Ikuru-Town 7 - 7 317 1:45
7 CSS Ibotirem 7 I 8 856 1:107
8 CSS Dema 7 1 8 472 1:59
9 CSS Ekede 6 I 7 590 1:84
10 CSS Unyeada 5 -1 6 706 1:176
Total = 10 Schools Teachers = 81

34
Dr, N,S. Okoroma

T a bl e 9: D'IS t rt'b U ti1011 0 f R espouses

SINo Parameter Agree Disagree
1 Availability of infrastructures that can make life
comfortable 700 (74%) 250 (26%)
2 Political influ en ces 850 (89%) 100 (11%)
3 Bribery a nd corruption 800 (84%) 150 (16%)
4 Student population wh ich determine the needs of
schools 400 (42%) 550 (58%)
5 Most teachers prefer to work in the urban Towns
650 (68%) 300 (32%)

Research Question 3
What are the effects of poor tea ch er distribution and utilization on the academic performance
of students?

T a bl e 10: D'IS t rt'b U f IOU 0 fR espouses

SINo Parameter Azree Disagree
I Students do not receive the necessary academic
attention 800 (84%) 150 (16%)
2 Teachers are und er -utilized o r over-utili zed
750 (79%) 200 (21%)
3 Poor school certificate results often ensue
850 (89%) 100 (II %)
4 Indisc ipline am ong students become rampant
700 (74%) 250 (26%)
5 Students are unable to compete favourably with
their contemporaries in relation to academic 680 (72%) 270 (28%)

Discussion of Resu Its

Tables I - 8 appropriately provide the answer to research question one which seeks to know
the teacher distribution patterns in secondary schools in the up-land and riverine areas of Rivers State.
It can be seen that the average student-teac her ratios for schools in the up-land schools is higher than
those for schools in the riverine area . The tables also show that schools in the rural areas or outside
Port Harcourt (the State Capital) have lower student-teacher ratios. Furthermore, Table 1 reveals that
there is more concentration of female teachers in Port Harcourt than other towns including those of
the local government areas not reproduced in this study.
Table 9 shows the responses to research question two that is interested in the factors that
influence teacher distribution. Seventy-four percent (74%) of the respondents agreed that the
availability of infrastructures influen ce teacher distribution. This is true because teachers like other
people seek ple asure and avoid pain. They want to work in places that provide comfort. Majority of
the respondents (89 %) believe that politics influence teacher distribution . This result in line with the
Nigerian factor encourages man y to act unreasonably. Bribery and corruption have been adjudged by
84% of the respondents as be ing respons ible for the distribution patterns of teachers in schools in
Rivers State. Only 42% o f the resp ondents agreed that student population is the factor that influences
teacher distribution in Rivers State. In the view of 68% of the respondents teacher distribution is
influenced by the preference of most teachers to serve in the urban areas.

36
Teacher Distribution And Utilization 111 Up-Land and Riverine Secondary Schools in Rivers Stale:
Imnllcations For Academic Pertormance OfStudents

Research Question 3 seeks to know the effects of poor teacher distribution and utilization on
the academic performance of students, This information is provided in Table 10. Most of the
respondents (84%) agreed that students are not given the needed academic attention in the event of
poor distribution and utilization of teachers. Seventy-nine percent (79%) of the respondents agreed
that poor teacher distributi on will lead to teacher under-utilization or over-utili zation. The effect of
poor distribution and utilization, according to 89% of the respondents, is that poor school certificate
results will often ensue . Good School Certificate results obtained out of examination frauds will be :
discountenanced by this paper. In the opinion of 74% of the respondents, students indiscipline
becomes rampant in the presence of poor teacher distribution and utilization. This will also lead to
poor academic performance. Seventy-two percent (72%) of the respondents agreed that one of the
effects of poor teacher distributi on and utiI izati on is the inabi I ity of students to compete favourably
with their contemporaries in academics .

Recommendations
. In the light of the findings from the study, the following recommendations are advanced.
1. The distribution of teachers to schools should strictly be based on student population and,
therefore the needs of schools.
2. Teachers should not often be allowed to choose where to serve otherwise riverine schools and
those in the rural areas will continue to be denied of required manpower. This is because
most people prefer the urban towns that guarantee some comfort.
3. Political leaders should stop ·influcncing the processes of recruiting , posting and transfer of
teachers . Rather, educational professionals should be allowed free hands to carryout these
assignments in the best interest of the educational system.
4. Corrupt practices in the school system is a great disservice to children who are the leaders of
tomorrow . Bribery and corruption which influence the recruitment , posting and transfers of
teachers should be nipped in the bud.
5. . Presently, many trained teacher s are roaming the streets unemployed in Rivers State owing to
an unemployment embargo which has been in existence for many years. The embargo should
. be lifted and the large number of teachers employed to reduce the problems in the schools.
6. The government should endeavour to provide adequate infrastructural facilities in the various
schools so as to encourage teachers to accept postings and transfers willingly.

Conclusion
The study has facilitated the following conclusive remarks.
I. Teachers are not equa Ily distributed and utilized in both the upland and riverine secondary
schools in Rivers State. The statistics show that there are more teachers in the upland than
riverine schools .
2. The important factor of student population does not often determine the distribution of
teachers to the schools .
3. ·Teacher distribution is often influenced by such factors as availability of infrastructures for
comfort, political considerations, bribery and corruption as well as preference to urban towns.
4. Poor distributi on of teachers which characterizes our school system results in poor utilization
of most of other educational resources.
5. Poor distribution results in the under-utilization or over-utilization of teachers.
6. Students' indiscipline becomes more rampant and threatening when there are insufficient
teachers to occupy, direct and guidc them.
Dr. N.S. Okoroma

7. The precipitate overall effect of inadequate teacher distribution and utilization are poor
performances in school certificate examinations and other external examinations such as
JAMB , G.e.E. , etcetera .

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Teacher Distribution A n tl Utilization /11 Up-Land and Riverin e S econdary Sc ho ols ill Rivers State:
Imntlcations For Ac adem ic Pertornutn ce OfSuulents

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39