9.2 Utilisation in schools

At the schools the NQTs are employed in various ways. The majority of them were teaching one class only ranging from grade 1 to grade 8. In the sample 19% were teaching in the infant section, 38% in the junior section and 42% in the senior section. A small proportion were required to teach other classes apart from their own. It is noteworthy that a considerable proportion of NQTs are teaching in the senior section which is normally assigned to experienced qualified teachers. The interviews also indicated that the NQTs are holding different management positions in the schools. One NQT in the sample was made head teacher. Almost all NQTs belonged to one or more management committee.

NQTs work under a wide range of classroom and school conditions. In our sample the number of pupils per class ranged from 10 to 412. The number of teaching periods per week for each NQT ranged from 9 to 45. This means that some NQTs are sharing their classes with other teachers, while others are teaching single-handed. Those sharing classes divide up their workload proportionally depending on the number of teachers per class. The number of mathematics and English textbooks available in the classes ranged from none to about one per pupil. In 15% of the cases the teachers had no tables or desks and in 88% of the cases the pupils had no chairs or desks. In 75% of the cases there was no storage space for books in the NQTs' classrooms.

NQTs receive assistance from a variety of sources. Table 9.1 below indicates how much assistance the NQTs said they received.

Table 9.1: Assistance from School Management (% responding)

The picture is mixed. About 30% of the NQTs felt they had full support from PEAs, head teachers and qualified teachers when they were settling in. But the table also suggests that many have only sporadic access to help from colleagues and those responsible for their well being.

At the school and zonal levels organised induction also seemed to occur in various ways. About 40% of the NQTs received some formal induction in the schools. However 69% of the NQTs said they had received induction at the zonal level. This shows that PEAs can reach out to new teachers through the TDCs where MSSSP is being implemented.

At the school those who went through some induction process indicated that the major emphasis was on how to write schemes of work, lesson plans, and record books (though this should have been covered in the MIITEP programme). In other cases head teachers included information about the schools and the communities, giving updates on the development taking place at the schools, or how to do continuous assessment. At the zonal level induction courses included: working with experienced teachers, class preparation, using teaching and learning materials, how to dress as teachers, gender issues, management of examinations and subject content issues. Of those who attended these zonal induction workshops most found them useful, despite the apparent replication of themes with those covered in MIITEP.

In the case of the community around the schools the majority found very little to appreciate and acknowledge. The great majority said they received no help from the surrounding communities. This could be true because the communities are usually not involved in school matters and they usually do not have the necessary resources to influence school matters. All the same most thought their relationship with the communities around them was positive.

The main problems encountered by NQTs can be seen in Table 9.2. They include receiving salaries, accommodation and transport to and from school, and feeding themselves adequately. These basic conditions need to be met if teachers are to perform effectively. About half of the NQTs still had some problems managing their pupils.

Table 9.2: Difficulties Encountered (% responding)