1.0 Introduction
1.1 Background of Study
Education is widely recognized as a fundamental tool for personal and national development, and primary education is the foundation upon which higher levels of learning are built. Teachers are central to the educational process, playing a critical role in shaping pupils' academic performance, character, and long-term learning outcomes. However, the frequent movement or turnover of teachers commonly referred to as teacher instability poses a significant threat to the success of the educational process in public primary schools. Teacher instability according to Adeosun (2010) refers to the frequent transfer, resignation, or redeployment of teachers from one school to another within a short period of time (Adeosun, 2010). When teachers do not stay long enough in a school, it disrupts classroom continuity, breaks the bond between pupils and their instructors, and often results in poor academic performance.
The issue of teacher instability has long been recognized as a significant factor affecting the quality of education across various educational systems, particularly in public primary schools. Historically, the role of the teacher has been central to the success of formal education, dating back to the establishment of missionary and colonial schools in Nigeria. During this early period, teachers were seen as the backbone of the school system, and efforts were made to maintain stability by offering them accommodation, respect, and a strong social standing (Fafunwa, 1974).
Numerous studies have shown that stable teacher presence is a key determinant of pupils’ success, particularly at the primary school level where children require consistency, mentorship, and structured guidance (Ingersoll, 2001; Ronfeldt et al., 2013). When teachers frequently leave or are replaced, pupils are forced to adjust to new teaching methods, expectations, and classroom dynamics factors that contribute to confusion, disengagement, and academic decline. In Nigeria, the challenges of teacher instability are most visible in public primary schools, where systemic inefficiencies and lack of accountability contribute to high attrition rates. According to Ukeje (2002), the constant reshuffling of teachers undermines the effectiveness of teaching and disrupts curriculum implementation (Ukeje, 2002).
Teacher stability refers to the consistency and continuity of teachers staying in their roles over time within a specific educational setting. According to Darling-Hammond (2000), teacher stability is crucial in maintaining effective instructional practices, building long-term relationships with students, and fostering school-wide improvement. On the other hand, teacher instability or teacher turnover is the frequent movement of teachers either within or outside the school system, which can severely disrupt teaching and learning processes (Ingersoll, 2001).
In the context of public primary schools, particularly in developing nations such as Nigeria, the effect of teacher instability has become a matter of concern. Pupils in public schools are often the most affected, as these schools frequently experience high teacher attrition rates due to factors such as poor remuneration, lack of motivation, inadequate working conditions, and ineffective educational policies (Okoli, 2018). It is, therefore, important to examine the root causes of teacher instability in public primary schools and evaluate its impact on pupils’ academic performance.
1.2 Statement of Problems
Investigation revealed that teacher instability is a serious threat to the educational foundation of pupils, especially at the primary level where consistent guidance, routine, and familiarity are essential for cognitive and emotional development. When teachers are repeatedly transferred, resign from service, or leave the classroom for extended periods, it creates gaps in instruction that affect lesson delivery and curriculum coverage. Pupils are left confused, disengaged, and in some cases, completely uninterested in academic activities (Ingersoll, 2001).
In many public primary schools, the instability of teachers is not just a random occurrence but is rooted in systemic issues such as poor working conditions, lack of incentives, political interference, and inadequate support from educational authorities. As a result, dedicated teachers are often lost to other professions or private institutions, and those who remain are sometimes overburdened or unmotivated (Ololube, 2006). It is against the backdrop that this study seeks to examine the effects of teacher instability on the performance of pupils in public primary schools.
1.3 Aim and Objectives of Study
The aim of this study is to examine the effect of teachers' instability on the academic performance of pupils in public primary schools.
The specific objectives of the study are to:
- Assess the impact of frequent teacher turnover on pupils’ academic performance.
- Examine how teacher instability affects classroom continuity and curriculum delivery.
- Investigate the causes of teacher instability in public primary schools.
- Identify strategies that can be implemented to promote teacher retention and stability.
- Explore the perceptions of school administrators and parents on the effects of teacher instability on pupils’ learning outcomes.
1.4 Research Questions
Based on the objectives of the study, the following research questions have been formulated:
- What are the major causes of teacher instability in public primary schools?
- How does frequent teacher turnover affect pupils’ academic performance?
- In what ways does teacher instability influence classroom continuity and curriculum delivery?
- What strategies are available or can be adopted to promote teacher retention and stability in public primary schools?
- How do school administrators and parents perceive the effects of teacher instability on pupils’ learning outcomes?
1.5 Significance of Study
The outcome of this research will serve as evidence to support the formulation of policies that promote teacher retention and long-term commitment to schools, especially in underserved communities. Also, teachers will find the study useful, as it will create awareness of the need for a more supportive and stable teaching environment that encourages job satisfaction and professional growth.
Furthermore, parents and community members will be sensitized to the impact that teacher instability has on their children's learning experience. This will empower them to advocate for better policies and practices that ensure quality and consistent education in public primary schools.
Lastly, educational researchers and scholars will benefit from the study as it will add to the body of knowledge on teacher-related challenges in basic education. The findings will serve as a reference point for further research and educational reforms focused on improving learning outcomes in public schools.
1.6 Scope of Study
This study is limited to examining the effect of teachers' instability on the academic performance of pupils in public primary schools within Oyo State, Nigeria. The focus will be on selected public primary schools across both urban and rural local government areas in the state to capture a broad perspective on the issue.
1.7 Limitations of the Study
Several limitations were encountered during the course of this study, which may have influenced the results and conclusions.
- Delay from Respondents: Many participants experienced time constraints or hesitated to commit to the study due to their busy schedules. This delay limited the volume of data that could be gathered within the planned timeframe.
- Financial Constraints: Due to budget limitations, there was insufficient funding to expand the research to a larger sample size or to include more varied geographic locations, which might have provided a broader perspective.
- Time Constraints: The time available for conducting the study was limited, reducing the possibility of performing a more in-depth longitudinal analysis.
1.8 Definition of Terms
Teacher Instability: Teacher instability refers to the frequent movement, transfer, resignation, or absenteeism of teachers within schools, which disrupts the continuity of teaching and learning processes. According to Ingersoll (2001), teacher instability affects not only the quality of education but also the overall school environment by creating inconsistency and uncertainty.
Pupil Performance: This term relates to the measurable academic outcomes of pupils, usually reflected through their scores in examinations, classroom assessments, and overall learning achievements. As described by Ajayi (2018), pupil performance is a key indicator of the effectiveness of teaching and the quality of the educational environment.
Public Primary Schools: These are government-funded schools that provide the first stage of formal education for children, typically from ages six to twelve. Public primary schools play a crucial role in laying the foundation for lifelong learning and development (Federal Ministry of Education, 2014).
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