Introduction
Background of the Study
Nationally and internationally, education is a paramount importance because it fosters sustainable development. Studies have shown a strong correlation across countries between level of human capital formation and level of educational development and it is often used as one the major indicators of national development (Fadun, 2008). Education as a tool for the empowerment and sustainable development is indispensable both to the individual and the state at large.
This is one of the major philosophical objectives that education is set to achieve as entrenched in the National Policy on Education (FRN, 2004).
The quality of educational outcomes is the product of effective and efficient utilization of human, material, financial and time resources. Of these, the contribution of human resources particularly the teachers cannot be over emphasized. The teachers are the active agents who utilize the other resources in a manner that can produce the desired results. The contribution of teachers towards educational attainment was well articulated by the Federal Government in the National Policy on Education (2004), which states that ‘teachers are the main determinants of the quality of education’.
However, it was affirmed in the policy that no educational system can rise above the quality of its teachers. UNESCO (2000) was categorical in stating that improving the quality of education depends on first, improving the status and condition of work of teachers. The approach of teaching here from social perspective looking at the profession of teaching as a socialization discipline, through which norms and values considered appropriate at any given time, are transferred to the learners. Morrish (2008) states that teaching begins from the home and many children behave in ways that reflect the very teaching or lack of it, provided by their parents.
In most developing countries, it has been observed that men are more advantageous educationally than women. In Nigeria for example, women education face considerable handicaps, right from the inception of modern formal education. Females today are usually unrealistic in their educational and occupational aspiration and preferences, since they do not possess adequate educational information and understanding of their individual abilities, interest and values. They are faced with difficulty or relating their personal characteristic to the requirement and demands of their preferred occupations.
This is one of the major philosophical objectives that education is set to achieve as entrenched in the National Policy on Education (FRN, 2004).
The quality of educational outcomes is the product of effective and efficient utilization of human, material, financial and time resources. Of these, the contribution of human resources particularly the teachers cannot be over emphasized. The teachers are the active agents who utilize the other resources in a manner that can produce the desired results. The contribution of teachers towards educational attainment was well articulated by the Federal Government in the National Policy on Education (2004), which states that ‘teachers are the main determinants of the quality of education’.
However, it was affirmed in the policy that no educational system can rise above the quality of its teachers. UNESCO (2000) was categorical in stating that improving the quality of education depends on first, improving the status and condition of work of teachers. The approach of teaching here from social perspective looking at the profession of teaching as a socialization discipline, through which norms and values considered appropriate at any given time, are transferred to the learners. Morrish (2008) states that teaching begins from the home and many children behave in ways that reflect the very teaching or lack of it, provided by their parents.
In most developing countries, it has been observed that men are more advantageous educationally than women. In Nigeria for example, women education face considerable handicaps, right from the inception of modern formal education. Females today are usually unrealistic in their educational and occupational aspiration and preferences, since they do not possess adequate educational information and understanding of their individual abilities, interest and values. They are faced with difficulty or relating their personal characteristic to the requirement and demands of their preferred occupations.
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