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Additional critical factors include poor service conditions, negative external influences, and teachers’ negative personal and professional behavior, alongside recommendations to improve the profession’s image.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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H~~.~~(ed~~.~~), Handlungstheorien – interdisziplinär II~~.~~ Handlungserklärungen~~  \n~~und philosophische Handlungsinterpretation ~~,~~ Erster Halbband~~.~~ Munich: Wilhelm Fink Verlag, pp~~.~~255–278 ~~.  \n~~Schneider, K~~.~~ (2004) ~~.~~ Die Teilnahme und die Nicht-Teilnahme Erwachseneran Weiterbildung~~.~~ TheorienartigeAussage zur Erklärung der Handlungsinitiierung~~,~~ Bad Heilbrunn/Obb~~.~~: Verlag Julius Klinkhardt~~.  \n~~Schulz, W~~.~~ (1977)~~.~~‘Unterricht’, in Wörterbuch der Pädagogik~~.~~ Vol~~.~~ 3. Freiburg: Herder, pp~~.~~258–261 ~~.  \n~~Sokolowski, K~~.~~ (1996) ~~.~~‘Wille und Bewußtheit’, in Kuhl J~~.~~ & Heckhausen H~~.~~(eds~~.~~), Motivation, volition und handeln (Enzyklopädie der Psychologie, Ser~~.~~ 4; Motivation und Emotion, Vol~~.~~ 4), Göttingen: Hogrefe, pp~~.~~485–530 ~~.  \n~~Stroß, A~~.~~M~~.~~ (1994) ~~.~~‘Der Erwachsene’, in Lenzen, D~~.~~ (ed~~.~~), Erziehungswissenschaft~~.~~ Ein Grundkurs~~,~~ Reinbek bei Hamburg: rorororowohlts enzyklopädie, pp~~.~~406–425 ~~.  \n~~Sünkel, W~~.~~ (1996) ~~.~~ Phänomenologie des Unterrichts~~.~~ Grundriss der theoretischen Didaktik~~,~~ Weinheim: Juventa~~.  \n~~About the author~~  \n~~Dr Kaethe Schneider is Director of Executive Development/ Academic Partnership Programs at the WHU– Otto Beisheim Graduate School of Management, Vallendar, Rhineland Palatinate, and private instructor at the Friedrich-Schiller University, Jena~~. ~~Research interests are adult learning, didactical issues of adult education, and theories of adult education~~.  \n~~Contact details~~  \n~~WHU– Otto Beisheim Graduate School of Management, Burgplatz 2, 56179 Vallendar, Germany~~  \n~~Tel: +49 261 6509 345~~ ~~Fax: +49 261 6509 349~~  \n~~Email: [Kaethe](Kaethe.Schneider@whu.edu)~~[.](Kaethe.Schneider@whu.edu)~~[Schneider@whu](Kaethe.Schneider@whu.edu)~~[.](Kaethe.Schneider@whu.edu)~~[edu](Kaethe.Schneider@whu.edu)~~  \n~~[Schkae@web](Schkae@web.de)~~[.](Schkae@web.de)~~[de](Schkae@web.de)~~  \nAustralian Journal of Adult Learning Volume 45, Number 3, November 2005  \nAn assessment of the status of teachers and the teaching profession in Nigeria  \nA. U. Osunde and F. E. O. Omoruyi University Of Benin Benin City, Nigeria  \nThe study attempted to obtain empirical evidence on the status of teachers and the teaching profession in Nigeria. To undertake this study, 400 post-primary school teachers were randomly drawn from 40 post-primary schools in Midwestern Nigeria. The teacher’s status questionnaire was the main instrument used for data collection. Results of the study indicated, among others, that teachers are not well financially remunerated and that they are looked down upon because of delay in payment of salaries and allowances, thereby having a loss of sense of belonging. This situation has resulted in the low esteem and status of the teachers and the teaching profession in the society. Findings also revealed that poor conditions of service, wider negative influences and teachers’ negative personal and professional behaviour are critical factors responsible for teachers’ low status. Some recommendations to enhance the image and status of the Nigerian teachers and the teaching profession were made.  \n412 A. U. Osunde and F. E.O. Omoruyi The status of teachers and the teaching profession in Nigeria 413  \nIntroduction  \nRecent events in Nigeria show that the traditional respect and prestige enjoyed by teachers in the society have been eroded quite considerably (Awanbor 1996) and indeed, there has been a loss of interest in and attraction to the teaching profession. Consequently this situation, occasioned by low enrolment of teachers in preparation institutions, has become a source of worry to teacher trainers. Awanbor (1996) reported that some teacher trainees in the College of Education did not appear to be particularly enthused by the training goal of teaching as they indicated that","cbCailmK52dadPZA","https://ap.wps.com/l/cbCailmK52dadPZA","pdf",546840,"English","# Introduction\n## Study background and problem statement\n## Research approach and participants\n## Questionnaire and findings overview","[{\"question\":\"What was the main purpose of the study?\",\"answer\":\"To obtain empirical evidence on the status of teachers and the teaching profession in Nigeria.\"},{\"question\":\"How were participants selected and what tool was used?\",\"answer\":\"A total of 400 post-primary teachers were randomly drawn from 40 post-primary schools in Midwestern Nigeria, and a teacher’s status questionnaire was used for data collection.\"},{\"question\":\"What factors were identified as responsible for teachers’ low status?\",\"answer\":\"Poor financial remuneration, delayed payment of salaries and allowances, poor service conditions, wider negative influences, and teachers’ negative personal and professional behavior were cited as critical factors.\"}]","The status of teachers and the teaching profession in Nigeria | PDF",1792079021,13]