RESTORING THE DIGNITY OF THE NIGERIAN TEACHER FOR SUSTAINABLE NATIONAL DEVELOPMENT IN THE SOUTH SOUTH, NIGERIA

Abstract

The research investigated strategies to enhance the prestige of Nigerian educators to promote long-term national progress. The study was led by two research questions and hypotheses. The study used a descriptive survey research approach. The research used the proportional random sampling approach to choose a sample size of 188 participants, consisting of 94 male SSS III teachers and 94 female SSS III teachers. The data collection instrument consisted of a structured questionnaire with 32 items. The instrument was rated on a 4-point scale with numerical values of 4, 3, 2, and 1, respectively. The instrument underwent face validation by five professionals and achieved a reliability coefficient of 0.89 using the Cronbach’s alpha reliability test. Out of the 188-questionnaire provided to the respondents, 150 were included in the study, resulting in an 80% response rate. The collected data were analysed using the weighted mean, and the null hypotheses were tested using a t-test at a significance threshold of 0.05.The study identified fifteen (15) ordeals of Nigerian teachers of today and seventeen (17) measures to restore the dignity of Nigerian teachers. There was no substantial disparity in the mean ratings of the responses of male and female teachers on the measures for restoring the dignity of the Nigerian teacher. The study suggested among others, that Nigerian teachers’ salary structure should be reviewed upward like her counterparts such as Cameroon, Botswana, Malawi, Kenya and Zimbabwe.

Keywords: Development, Dignity, National, Restoring, Sustainable, Teacher