A Study on Quantity and Quality of Mathematics Teachers in Central Plateau State, Nigeria: Implications for National Development in Nigeria

Abstract

This study examined and provided insight into the quality and quantity of mathematics teachers in secondary schools in central Plateau state, Nigeria, using descriptive survey research design.The sample consisted of 83 mathematics teachers and 19,323 students from 58 secondary schools located in three geographical areas of Mangu, Pankshin and Kanam. The sample was selected using simple random and purposive sampling techniques. For this reason, all the mathematics teachers and students from the 58 secondary schools in the three areas were selected. The instrument for data collection was a questionnaire tagged QQMT. This was developed based on the quantity of mathematics teachers, qualifications, teaching experience, gender and enrollment of students in secondary schools in the three areas. The QQMT was validated by experts. Observer agreement method was used to find the reliability. The inter-rater reliability coefficient was 85%. The data collected was analyzed using descriptive statistics. The findings from the study revealed that mathematics teachers from the study areas possess different qualifications ranging from NCE, B.Ed., B.Sc.(Ed.), B.Sc. to M.Ed. degrees. Some schools have no mathematics teachers, many have one each and a few have between 2-4 teachers. Majority of the teachers have NCE certificates while only one has M.Ed. degree in mathematics. Also, out of the 83 teachers, 24 have less than 5 years teaching experience, 27 have between 5-10 years and 32 have more than 10 years teaching experience. The average teacher/student ratio was 1:233. The implications of the study for national development in Nigeria were discussed. Among other things, it was recommended that the government should employ more qualified mathematics teachers and those serving but are not qualified should go for further studies to acquire higher teaching qualifications.