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THE ATTITUDE OF SECONDARY SCHOOL STUDENT TOWARD THE TEACHING PROFESSION
(A CASE STUDY OF OREDO LOCAL GOVERNMENT AREA OF EDO STATE.) BY

AIBANGBEE OSASUMWEN GLORIA EDU0609750

FACULTY OF EDUCATION
UNIVERSITY OF BENIN
BENIN CITY.

SEPTEMBER 2011

THE ATTITUDE OF SECONDARY SCHOOL STUDENT TOWARD THE TEACHING PROFESSION
(A CASE STUDY OF OREDO LOCAL GOVERNMENT AREA OF EDO STATE.)

BY

AIBANGBEE OSASUMWEN GLORIA EDU0609750

A PROJECT WORK SUBMITTED TO THE DEPARTMENT OF BIOLOGY EDUCATION
FACULTY OF EDUCATION UNIVERSITY OF BENIN, IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF BACHELOR OF SCIENCES BSC ED, DEGREE IN BIOLOGY EDUCATION

SEPTEMBER 2011

APPROVAL
This is certify that this project has been approved and accepted in partial fulfillment of the requirement for the award of B.Sc degree in Biology Education.

_______________ _______________
Dr. (Mrs.) H.I Ahika Date
Project Supervisor

CERTIFICATION
We certify that this work was carried out by AIBANGBEE OSASUMWEN GLORIA of the department of E.P.C.S University of Benin. The work is comprehensive in scope and qualified for the award of bachelor of sciences (B.Sc) Ed degree in Biology Education.

__________________ __________________
Dr. (Mrs.) H.I Ahika Dr. (Mrs.) O.N Aihie
Project Supervisor Project Co-ordinate

__________________ __________________ Date Date

_________________ Prof. (VEN) Mon Nwandiani
Dean Faculty of Education

_______________ Date

DEDICATION
Dedicated to
My mother who
Inculcated in
My heart and soul
Love and curiosity
For Education.

ACKNOWLEDGEMENT I am most grateful to God almighty the owner of my life, my mentor whose supernatural intervention provided me good health, strength wisdom, knowledge and understanding to go through the tedious programme.
I sincerely wish to remember all those who contributed in one way or the other to the successful completion of this project work
First, I am mindful of my debt to my supervisor Dr. (Mrs.) H.I Alika for being kind and considerate and also for being lucid thorough.
My profound gratitude goes to my dear husband Mr. Edobor Daniel and my son Oghosaeria through whose efforts at moments of despair spurred me on.
I am equally grateful to Universal Basic Education Board for granting me the permission to go for the programme, God bless you all Amen.

TABLE OF CONTENT Title page i Approval ii Certification iii Dedication iv Acknowledgement v Abstract vi Table of content CHAPTER ONE INTRODUCTION ………………………………………………………………………1 Background of the study 1 Statement of the problems 3 Research questions /hypotheses 4 Purpose of the study 5 Significance of the study 6 Scope of study 7 Limitation 8 Definition of terms 9 CHAPTER TWO: LITERATURE REVIEW Concept of profession 11 Characteristics of profession 12 Concept of teaching 14 Role of teacher 16 Teaching as a profession 17 Concept of attitude 24 Attitude of teachers towards teaching profession 27 Attitude of student towards teaching profession 28 Attitude of the society towards teaching profession 36 Improving teaching profession 37 Role of teacher education 39 Role of government /society 41 Summary of literature review 42 CHAPTER THREE: METHODOLOGY Research design 45 Population 45 Sample size and sampling techniques 46 Research instrument 47 Validity and reliability of instrument 48 Administration of instrument 48 Method of date analysis 49 CHAPTER FOUR: PRESENTATION OF DATA, ANALYSIS AND DISCUSSION OF RESULTS

Introduction 53 Analysis……………………………………………………………………….53 Test of Hypotheses…………………………………………………………..57 Discussion of result 64 CHAPTER FIVE: SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS Summary 70 Findings 72 Conclusion 73 Recommendations…………………………………………………………...75 Bibliography 77 Appendix 81

ABSTRACT The status of teaching as a profession in Nigeria has remained a contested issue, no nation can arise above the quality of its education which is piloted by the teacher. This study set out to investigate the attitude of senior secondary school students toward the teaching profession.
This was with a view to ascertain the extent to which variables like gender, school types may influence student attitude towards teaching as a profession. A fifteen (15) item questionnaire was designed to elicit responses from individual students with a view to determining students, attitude towards teaching profession. A representative sample size of five hundred (500) respondents was chosen from ten (10) secondary schools within Oredo Local Government Area of Edo State, Nigeria.
Findings confirmed that senior secondary school student in Oredo Local Government exhibited general negative attitude towards teaching as a profession without prejudice to gender, school types and socio-back-ground.
It is recommended that government and other employer of labour should create the enabling environment to motivate student to chooses and pursue career in teaching. It is also emphasized that teaching and educators in general should continue to conduct themselves in manner that would endear the noble profession to the heart of the upcoming generation.

CHAPTER ONE
1.0 BACKGROUND TO THE STUDY The teaching profession is a noble profession. (Sadker and Sadker1991) however, there is the problem of de- professionalization of the teaching profession in Nigeria. This became possible with the massive production of teacher workforce on an evening crash programme basis for both the primary and secondary levels of our educational systems (Isabella, 2003)
Emeneyo (1994) stated that with the “emergency teachers”, the detailed procedure for the training of teachers was altered; as a result, many students were graduated in form three and sent into the primary schools to teach. Many went through the five-year programme quite poorly and were thereafter sent into the schools to teach.
The teaching service soon woke up with a large number of unqualified work force to contend with.
The national policy on education states that the teacher should be provided with the intellectual and professional background adequate for their assignments. (NPE 1981, P38). In the contest of the present day Nigeria, can it be said that our teachers are motivated enough to carry out their jobs conscientiously and effectively in the classroom? Reviewing the literature, one finds out that the average Nigeria teacher is no more committed to his job (Ezenwa and Babalola, 1977) and (Durojaiye 1978)
According to Afe (1995), “the reason for this state of affairs are many; namely, those of poor image of teachers in society, the low status accorded teachers compared to other professions e.g. lawyers doctors engineers etc; and the inability to make teaching really professional in terms of the demand usually required of professionals in other disciplines, and the fact that teaching has become a safe haven for all comers without the necessary demand which other professions require and maintain.
In our society today, teaching is no longer seen as a lucrative profession or at its best a quasi profession (Onwueme, 1994)
The quality of life in any society is a vivid reflection of its educational development; our citizens need a quality life and this can only be achieved through quality education. Education is a tool for societal growth and development; and teachers are the channels through which the society is educated. “No education, No development; No teachers No development” (NUT slogan). The choice of a profession is very vital to every individual. Every normal child student thinks of what to do for survival and how to make a meaningful contribution to the society, without proper choice of profession a child may become a liability, instead of asset to the society. What a child will be when he\she grow up has often been of interest to parent and guardians.
AkomoLafe (2003) pointed out that the individual’s vocation or career is one of the most important aspects of human endeavor because it determines a lot of thing in human existence. It could either make or mar ones joy or happiness. He further argued that true joy, happiness and satisfaction are linked to proper choice of profession. He also posited that emotional and mental stability could be enhance by the types of occupation one engages in.
Attitude affects both our social perception and behaviors. It is the tendency which, is attributed to the individual and which forms his thoughts, feelings and behavior about a psychological object or state. The focus of this study is to determine the current attitude of secondary school student towards the teaching profession in Oredo local government Area.

1.1 STATEMENT OF THE PROBLEMS
The quality of life in many societies is a vivid reflection of educational development. Our citizens need quality life and this can only be achieved through quality education. Education is a tool for societal growth and development, and teachers are the channels through which the society is educated. Efforts to achieve the goals of education in Nigeria are faced with many challenges.
The teaching profession is faced with problems such as: 1. Poor salary and fringe benefits 2. Poor working environment 3. Declining status of the profession 4. Inadequate facilities in school 5. Lack of standards. 6. Other problem such as: social status of entrants and inability to control or legalize entry into the profession hinders the professionalization of teaching in Nigeria Afe (1995).

1.2 RESEARCH QUESTIONS /HYPOTHESES 1. There is significant difference between the attitude of male and female secondary school students towards the teaching profession. 2. There is significant difference in the attitude of private and public secondary school students towards the teaching profession 3. Adequate funding leads to positive attitude of secondary student towards teaching profession. 1.3 PURPOSE OF THE STUDY The purpose of this study is specifically aimed at finding out the following.
To find out if secondary school student will like to take up teaching as a career.
To investigate the future of the teaching profession in Nigeria.
To make secondary school students realize that teaching is a profession for the noble class.
To elucidate the danger our society faces as a result of wrong attitude toward the teaching profession.
To encourage secondary school student and others to see teaching as a good and decent career.

1.4 SIGNIFICANCE OF THE STUDY The research work will be of great and enormous benefit to all the stakeholders in our educational system such as student, government, policy maker, parent school administrators and the public. For student, this work will help change their attitude about teaching and they will begin to see teaching as a noble profession. It will help create awareness for the government to see the importance of the teaching profession and give it the right consideration and treatment.
The policy makers in education will be made aware of the problems facing the teaching profession and possible solution will be proffered by this study. The study will help parents to see the beauty in the teaching profession and in return encourage their children (wards) into the teaching profession. It will also be useful to school administrators by making then know how to run school for effective and efficient teaching and learning. Also, through this study, the public perception about the teaching profession will change for the better and the profession will regain it lost glory in our society.
1.5 SCOPE OF THE STUDY The scope of the study will be limited to senior secondary school final year students in Oredo Local Government Area of Edo State. The study covered ten secondary schools comprising of public and private secondary schools in Oredo Local government area of Edo state namely; 1. Edokpolor Grammar School 2. Idia College 3. Emotan College 4. Eghosa Grammar School 5. Baptist High School 6. Immaculate Conception College 7. British High School 8. New Covenant Academy 9. New Era College 10. Nosakhare Secondary School
1.6 LIMITATIONS OF THE STUDY This study was designed to cover all the final year student of secondary school in Oredo Local Government Area in Edo state. But due to time and financial constraints, the researcher has decided to limit her study to some randomly selected secondary school in Oredo local Government Area.
Another factor that could limit the result of this research is respondent’s sincerity in answering questionnaire administered to them. The researcher will be very careful to elicit response from them in order not to distort the credibility and validity of this research work the data collection and analysis were directed towards this conceptual framework. 1.7 DEFINITION OF TERMS 1. Education: a process of training and instruction which is designed to give knowledge and develop skills. 2. Teaching: the work of a teacher: the ability to transfer knowledge from one person to another 3. Attitude: it is a tendency which is attribute to the individual and which forms his thoughts, feeling and behaviors about a psychological object, situation or event etc.
Profession: is a vocation founded upon specialized educational training. It also an exclusive monopoly of knowledge, standard and possesses the ability to convince the public that its services are unique.

CHAPTER TWO LITERATURE REVIEW
This study is set to investigate the attitude of secondary school students toward the teaching profession. Areas to be reviewed in this study are:
2.1 Introduction
2.2 What is teaching?
2.3 concept of teaching
2.4 role of teacher
2.5 teaching as a profession
2.6 concept of attitude
2.7 Attitude of teacher towards teaching profession
2.8 Attitude of student towards teaching profession
2.9 Attitude of the society towards teaching profession
2.10 Improving teaching profession 2.11 Role of teacher education
2.12 Role of government /society
2.1 INTRODUCTION
At different times, different people from different places have written about teaching as a career and the general attitude of people particularly secondary school students toward the teaching profession. Some of these studies have helped to grasp ways of thinking and clarifying our thoughts about the teaching profession as a career. Teaching is a civilized enterprise or profession because it is the main source of man’s intellect, and also contributes to the social, economic and ethical development of all aspect of human life. It is most probably the largest industry in Nigeria. In order to review the concept of the teaching profession as a career, let’s look at the various components.
WHAT IS TEACHING?
Teaching has been defined by various scholars at different times. Smith (2001) defines teaching as “a linguistic activity”. In order words, teaching cannot occur without the use of language. Ataha (2005) describe teaching as a polymorphic activity. As an enterprise, teaching contains certain specific activities, and as a polymorphic activity, it takes many different forms. According to Onwuka (1999), teaching is the creation of experiences and guidance of activities designed to promote learning on the part of those engaging in the activities. It is therefore a deliberate and conscious act by the teacher to promote direction, guidance, activities and materials in order to promote learning. Gagne (1995) defines teaching as “any form of inter personal influence aimed at changing the ways in which other persons can or will behave”. In the words of Nwadiani (1998), he describes teaching as a goal directed activity. The goal according to him is to bring about learning. Taiwo (1980) defines teaching as a systematic presentation of facts, ideals, skills, and techniques to pupils or students or any learner. Finally, teaching can be viewed as the deliberate, conscious and purposeful attempt of an individual (the teacher) to manipulate the educative environment in a systematic manner to stimulates the desired response in another individual (the learner) Iyamu (2001).
From the various reasons given above, it is obvious that teaching is a critical and important aspect of man’s existence and survival. Teaching ensures the transfer of ideas, skills and techniques that enables us to develop the society. It ensures the development of character, moral, attitudes, values and acceptable norms in the society that makes people to behave well.
In these contemporary times of sophistication and specialization, the inculcation of the needed skills, knowledge, ideas, attitudes, values and norms cannot be successfully done through the informal means but through the help of professionalized teachers in our social institutions called schools. . There are many characteristic which are identified as the criteria for judging profession and it varies from one scholar to another. Falade (1993) claimed that a profession contains essential characteristics such as an occupation that carries with it great responsibility and those members of a profession posse’s special skills and competencies based upon a long period of theoretical and practical training.
Nwadiani (1998) came out with a summary of six characteristics of profession; a. Period of internship and apprenticeship b. Legal recognition of the profession by the public c. Professional code of conduct d. Profession organization e. Freedom of practices f. In services and professional growth for practitioner, the different approach provided useful understanding of the profession and their professional activities which has brought out agreement on the criteria and characteristics of a profession. There is a wide spread agreement, according to Hoyle and john (1995) in terms of the criteria of knowledge, autonomy and responsibility. The approaches have provided benchmark with which the status and conduct of a profession or its erosion might be measured and also draw attention to the changing nature of professional status, definition, work and behavior.

2.4 ROLE OF A TEACHER The importance of the teacher in determining the quantity, quality and efficiency of the educational system cannot be over emphasizes. Abiodun and Ogundane (1996) states that: the influence of the teacher on the system of education can only be determined by the teacher quality, teacher quantity and the teacher value. The key stone in the educational edifice is doubtless the teacher. On her depend much more than any other, the progress and prosperity of the student. Nobody can effectively take her place or influence students in the manner and the degree it is possible for her alone to do. It is strongly believed that to be a teacher is to be a member of a holy order.
Similar views were expressed by Omorogiuwa (2006) the teacher is the most important element of an education system. The teacher’s personal characteristics, her proficiency as the manager of leaning activities, skills in monitoring the learning process and in teaching background and relations with student and other individuals influence. Her study and success within the classroom.
In the study of alkhayyatts (2000), there was a focus on the high school student opinion about the teaching characteristic of their teachers because of quality of public teachers in an area of educational interest.
Alkhayyatts (2000) use a case study methodology to find out the good teaching characteristics such as caring, respect, commitment, knowledge, enthusiasm and fun. Besides, he added other characteristics such as talking with student about their teaching problems, being friendly with them being a good observer in class, being consistent in teaching, understanding their needs, using rewards, giving them a second chance at tests, being flexible at test.
Alkhayyatt (2000) tested the student’s motivation to learn against the teaching characteristics. He interviewed six students and one teacher in addition to the observation of the student and teacher classes.
Information gathered in the study resulted in some findings that the entire student mentioned teacher knowledge as the teaching characteristics that influence their motivation to learn.
The imperative that the entire process of teaching learning transaction depends on the efficiency of a teacher, who in turn is able to manifest potentialities of a student into actuality, be accepted with no hesitation
2.5 TEACHING AS A PROFESSION Certainly, teaching meets the criterion as for other professions. It involves activities that are predominantly intellectual in nature and work performed by its members is basic to the preparation for all other professional endeavors.
Ukpo (2005) maintains that the materially and symbolically privilege position of professional worker is achieved by virtue of the protection and patronage of some elite segment of the society. Yusuf, Abdusalam (unpublished) prove that teaching as a profession in the modern day goes beyond “talk and chalk”. It involves molding young lives, guiding youths, motivating student and general character training. Similarly: classroom teaching does not succeed alone by itself without discipline and adequate guidance with them. Teaching profession in Nigeria has been recognized by all stake holders. The government through the National Policy on Education Universal Basic Education journal (2004) has clearly states that “teacher education will continue to be given major emphasis in educational planning” because “no educational system can grow above the quality of its teacher” in addition, the government has recognized teaching as a profession by stating that teaching like other profession in Nigeria, will be legally and publicly recognized as a profession.
To achieve this, government has set up the teacher registration, accreditation, certification, discipline and regulation of professional practices the government has given a period of time within which those untrained teacher and those teachers without the required qualification, should strive to qualify for membership or leave the teaching profession
The government has also asserted the desirability and intention to professionalize teaching, and give it adequate attention in order to enhance the role of teachers in the formulation and implementation of education polices in the country.
Professional group all over the world have organized for collective action to do two quite different things. One objective of a professional organization is to improve the economic status and working condition of its members. A second broad objective is to improve the services that the profession performs for society. In most countries there is one major teachers organization to which all or nearly all teachers belong and pay dues. Some time membership is obligatory, sometime voluntary. Thus there is the national union of teachers (NUT) science teacher association of Nigeria (STAN) and many others are based on subject taught or subject matter specialist learned societies (Marvine alkin (ED) encyclopedia of educational research, 6thed, vol. (1992)
2.6 THE CONCEPTS OF ATTITUDE The concept of attitude is important in order to understand human behaviors. To define what exactly an attitude is many attempts have been made in literature. Generally it is defined as a complex mental state involving beliefs. Attitude is considered to be worth studying and analyzing as one of the indicators of behavior while examining the individual’s behaviors. Attitude affects both our social perception and behavior. Attitude is the tendency which is attributed to the individual and which forms her thoughts feeling and behaviors about a psychological object. (Robinson, 1994) attitudes are evaluation statements, either positive or negative about objects, people or events. It expresses how an individual feels about something. Attitudes are different from opinions, values and beliefs. While attitude and opinions look similar, opinion differed from attitude in terms of the degree of generalization and the measurement technique. Opinions are personal reactions against certain events and situations. Attitudes are more general in terms of their effects in an individual’s reactions against a group of events at large-scale or human communities. People are aware of their opinions while they may not be aware of their attitudes, Garrido et al (1997) opines that attitude are different from value too. The concept of values is more comprehensive. Value has implications about honesty, desirableness or a moral dimension. Value represents the belief about whether situations involving contrary behavior are preferred either individually or socially. Robinson (1994) Belief constitutes a net work of constant feelings which is made up of individual perceptions and definitions about a certain aspect of their world. Beliefs are in most case, the source of individual principles when a person wants to disclose her knowledge opinion and Belief, he reveals then through his behaviors and attitudes.
In line with the attitude definitions and comparisons above, it is stressed that attitude have these characteristics; a. Attitude is about a psychological object b. Attitude involve readiness to react c. Attitude have the power to motivate d. Attitude can be stable e. Attitude involve evaluation f. Attitude cannot be observed directly but represent a tendency which can be implied from the observable behaviors of the individual and is attributed to the individual. g. Attitude towards profession means a person’s feeling behaviors and commitment to the profession or job.
2.7 ATTITUDE OF TEACHERS TOWARD THE TEACHING PROFESSION. The teacher is the most important element of an educational system by Taiwo (1980). The teacher personal characteristics, his/her proficiency as the manager of learning activities, skills in monitoring the learning process and in teaching, back ground and relations with students and other individual influence the teacher study and success within the classroom Onanuga (1993). Another important factor that affects a teacher’s success and efficiency is their attitude towards the profession. Wanke (2002) that an individual’s attitude towards his or her occupation may affect the end-product and that someone who does not enjoy his/her occupation cannot be able to succeed in that occupation. The teachers intellectual attitude, emotional reactions, various habits and personality that includes all these affect the students in term of academic success, personality, interest etc.
Attitude of teachers largely depends upon their personal characteristics and disposition, both seen to be highly inter-linked. The teaching profession requires certain dominant behaviors which shows teachers intellect, desire to excel, extended professionalism and teaching as a life concern. Gooding’s et al (1995) this is a profession which places service above personal gains. Gerald and Hussar (2000) teacher shortages have been a major issue across the nation for the last two decades, teaching career is not attractive enough to retain good and committed teachers. Prince (2002) postulates that teachers supply and demand have been influenced by many factors over the years, including changing demographics and the economy, as well as political and social conditions. Obviously, there are many reasons for the high turnover of teachers in the teaching profession. For examples, the salary, status and working conditions are considered by some people as major considerations on whether to join and stay or leave the teaching profession. Besides, the psychology or perception of teachers cannot be ignored.
Reports and research have in indicated that stress and burnout resulting from the teaching tasks and environment (constant changes in educational policy school and curriculum reforms, class management and problems, guidance work etc.) can make teachers feel tired and emotionally exhausted, subsequently diminish their enthusiasm and commitment to teaching. Nwagwu and Ijeoma (2004) eventually, some of them leave the teaching profession with disappointment and a sense of helplessness. Day (2004) teacher commitment is closely associated with job satisfaction and motivation. Qualified teachers lacking the motivation to teach often have little enthusiasm and force in their work Urevbu (2006), commitment to teaching was define as the teachers psychological attachment to teaching profession when teachers are not committed to the teaching profession most of these teachers leave the teaching field within the first five years of teaching with teachers attrition rate being highest in mathematics and science subject area. The most frequently reported reason for leaving the profession was low salary and working conditions.
Conclusively those that became teachers generally had lower needs or desire for prestige, income and professional recognition than the general average. They also had lower levels of salary aspiration than non-teaching groups.

ATTITUDE OF STUDENT TOWARD TEACHING PROFESSION The choice of profession is very vital to the student, every normal student think of what to do for survival and how to make a meaningful contribution to the society. Without proper choice of profession a student may become a burden instead of an asset to the society. What a child will be when he/she grows up has often been a matter of intense interest to parents and manpower planners. Akomolafe (2003) pointed out that the individual’s vocation or career is one of the most aspects of human endeavor because it determines a lot of things in human existence. It could either make or mar one’s joys and happiness. He also posited that emotional and mental stability could be change by the types of occupation one engages in.
In the same vein Iketuonye et al (1990) stated that choice of profession has been known to determine ends success or failure on a job. They went on to affirm that the choice of profession is also known to influence almost every aspect of life. Numerous studies have been conducted on the motivation of senior secondary student, university undergraduates and teachers entering the teaching profession. The fundamental objective of this study is to determine the senior secondary students attitude toward the teaching profession according to their genders, classes, and socio-economic levels, their reason for choosing this profession, the problems they may contend with when they join the profession and whether the education they receives is sufficient. It is hoped that the result of the study will contribute in the efforts for the improvement and betterment of teaching profession and the education of more qualified teachers. Teaching is actually one of the oldest professions; it is true that the requirement for entrance into the teaching profession have not always been as high as those for some other profession. It is also true that in the profession of teaching there are some members who have not live up to the desirable level of conduct and services. Furthermore many persons have used teaching as a stepping-stone to other profession Taiwo (1980) has observed that the teaching profession had gone down on the scale of respectability. Nwachi C.C. (1991) reported that the majority of the secondary school teacher does not possess positive attitude toward their profession. Studies conducted in brazil, Garido et el (1991) indicate that teachers show little interest and lack of compromise towards innovation in school Barros and Elia (2008) describe that professional and social status, school infrastructure, poor libraries and laborites, safety condition etc this may affect the attitude of student towards teaching profession negatively. Majason (1995) submitted that most female students prefer teaching because they feel that the profession affords them ample time with their families conversely, most male student may not like teaching. Majasan (1995) further opined that men have the tendency to choose teaching as a last resort because of their negative attitude towards teaching. Dupe et al (2004) argued that some male teachers would demonstrate characteristics such as indiscriminate beating and punishment which may ultimately make student harbor negative attitude towards teaching as a profession. Orij (2003) has investigated and found that the level of job satisfaction among secondary school teacher in the federal capital territory deafening according to sex with male teacher being more dissatisfied with their teacher job than did their female teachers. Meager salaries and poor remuneration among others might be the reason for the negative attitude toward teaching, this is as against the female teacher who may not have such social pressures this may account for the reason while male teachers turn off the teaching profession than female teachers. 2.9 ATTITUDE OF THE SOCIETY TOWARD TEACHING PROFESSION The parent and the general public expect young student (wards) to develop certain attitude and mental attributes necessary for the improvement of the quality of their lives and that of the society. Iyamu (2005) believed that teaching continues to be rather limited in its available extrinsic rewards and that if reaching job satisfaction is to increase efforts are be made to improve the teaching situations. Nigeria teachers work under difficult and unstable conditions such as inadequate teaching facilities, irregular and inadequate remuneration, under funding of education, and strikes. It should be noted that quality delivery begins from policy makers to resource providers.
2.10 IMPROVING THE TEACHING PROFESSION It is considered that the results of the study will contribute in the efforts for the improvement and betterment of the teaching profession and the education of more qualified teachers. The government, through the national policy on education has clearly stated that “teacher education will continue to be given major emphasis in all our educational planning” because “no educational system can rise above the quality of its teacher”.
The National Union of Teachers with Teachers Registration Council should rise up to their task for the teacher’s salary scale with other unique benefits and enforcing the minimum qualification of Nigeria Certificate of Education to standardize the teaching profession.
Rehabilitation of school facilities, school inspection, monitoring and control, policy implementation, and strategic planning will assist in the delivery of effectiveness in the teaching learning / process. Abimbola (2005) asserted that teachers should continually update their knowledge within their discipline especially now in the era of scientific and technological advancement
2.11 ROLE OF TEACHER EDUCATION The process, of education involves changes in attitude. It means that attitude change is constantly occurring as a result of learning of the individual and situational influences. Colleges of education faculties of education in universities, education research centers and national teacher’s institutes among others, provide training programme for teachers. The federal republic of Nigeria (FRN) (2004), in the national policy on education outlines the objective of teacher education as follows: 1. Produce highly motivated and efficient classroom teachers for all levels of the educational system. 2. To help further the spirit of enquiry and creativity in teachers. 3. Help teachers to fit into social life of the community and the society at large and enhance their commitment to national goals. 4. Provide teachers with the intellectual and professional (a liberal education policy) for a changing situation. 5. Enhance teacher’s commitment to the teaching profession, the curriculum of teacher education puts emphasis on subject mastery and pedagogy.
Good teacher are critical for a high-quality educational system. This can clearly be seen in comparison with high-school student preparing to study at another types of higher educational institution (university) accordingly, the findings indicate that the choice made by future and how teacher depend to a large extent also on where and how teacher are trained. Giwa (2000) to produce good teachers there is need for high-quality teacher education with measures such as entrance examinations or aptitude test to ensure that suitable candidates are selected.
The institute should work with university to develop standard for initial teacher education, including the standard for the professional experience component of courses. Standards for initial teacher education programs will enable the colleges of education and universities to certify that graduates have the essential knowledge and skill to join the profession. The institute should also attest to the quality of professional development program for experienced teachers. This will assist teachers in making well informed choices about learning how to better teachers.

2.12 ROLE OF GOVERNMENT /SOCIETY The role of education in the development of a society has been vastly documented in academic journals; the Nigeria leaders should pay close attention to the needs of the educational sectors which is the socio-political and economic development of a nation. Political leaders should take politics out of education, as the continued neglect of the sector would lead to social paralysis. The youth should be given the appropriate quality academic training and an environment that would enable them reach their full potential.
Dike (2000) this writer has noted elsewhere that to improve the standard of education in Nigeria, the society has to first educate the educators and motivate them to perform their duties well. The importance of teachers in determining the quality, quantity and efficiency of the educational system cannot be over emphasized; it is the surest way of professionalizing teaching there is need for government to monitor allocation to enhance proper management and realization of goal and objective of education in Nigeria. The federal and state government should Endeavour to remove or at least minimize the adverse effect of stick and scarcity of work facilities and instructional materials and increasing their salaries of all categories of teachers in the nations educational institutions and providing substantial financial assistance to all student teachers.

CHAPTER THREE
RESEARCH METHODOLOGY
This chapter is mainly concerned with the research methodology; this will be discussed under the following subheading:
Research design
Population of the study
Sample size and sampling techniques
Research instruments
Validity of instrument
Reliability of instrument
Administration of instrument
Method of data analysis

3.1 RESEARCH DESIGN The research design method employed in this study is the survey research design. It is a type of design in which a group of people is studied by collecting and analyzing data from only few people considered to be representative of the entire group .

3.2 POPULATION OF THE STUDY For this study, the population is made up of all the senior secondary school in Oredo Local Government Area of Edo State.

3.3 SAMPLE SIZE AND SAMPLING TECHNIQUES
The sample size comprise of five hundred students drawn from ten senior secondary school, comprises of five public school and five private school in Oredo Local government Area of Edo State fifty students were selected from each of the secondary schools, taking into consideration the sex of the student. Equal number of both male and female sex will be taking, that is twenty five male and twenty five female from each of the senior secondary schools.
The sampling technique adopted in this research work is the stratified random sampling technique. The technique ensured that the fifty student drawn from each senior secondary school will be randomly selected based on the ratio of fifty student to one school. The table below shows the sample of the study

Name of School Male Female Total Edokpolor grammar sch. | 50 | | 50 | Idia college | 25 | 50 | 50 | Emotan college | 25 | 55 | 50 | Eghosa grammar sch. | 50 | | 50 | Baptist high school | 25 | 25 | 50 | Immaculate college conception | 50 | - | 50 | British high school | 25 | 25 | 50 | New covenant academic | 25 | 25 | 50 | New era college | 25 | 25 | 50 | Nosakhare secondary school | 25 | 25 | 50 | Total | 250 | 250 | 50 | 3.4 RESEARCH INSTRUMENT
The instrument for this study is a questionnaire, with fifteen items which will be used to elicit information from respondents. The questionnaires divided into two sections, section A covers the demographic background of the respondents while section B consisted of items related to the research questions.
3.5 VALIDITY OF INSTRUMENT To ensure that the questionnaire actually measures what it intends to measure, the content validity was verified by my supervisor who made necessary adjustment and comment on the items. The instrument was read through by my supervisor and her comments were used as a basis for revision of the instrument before it was administered.
RELIABILITY OF INSTRUMENT To test for the reliability of the questionnaire, it was given to a group of (25) twenty five students and after about (2) two weeks interval, the same questionnaires was re-administered to a comparable group of twenty five student.
When the result were computed using the pearson product correlation coefficient, it was found out to be about 0.96. Therefore, the questionnaires prove to be in agreement to issue at stake. In other words, the questionnaire is highly reliable in trying to find out the attitude of secondary school students towards the teaching profession.
Works show Group A | Group B | Questions No | Yes | No | Yes | No | 1 | 21 | 4 | 22 | 3 | 2 | 12 | 13 | 14 | 11 | 3 | 7 | 18 | 9 | 16 | 4 | Private 4 | Public 15 neutral 6 | | | 5 | 23 | 2 | 21 | 4 | 6 | 16 | 9 | 16 | 9 | 7 | 11 | 14 | 11 | 14 | 8 | 10 | 15 | 10 | 15 | 9 | 10 | 15 | 10 | 15 | 10 | 22 | 3 | 21 | 4 | 11 | 21 | 4 | 19 | 6 | 12 | 11 | 14 | 13 | 12 | 13 | 10 | 15 | 9 | 16 | 14 | 20 | 5 | 20 | 5 | 15 | | | | | 16 | | | | |

2.6 METHOD OF DATA COLLECTION The questionnaire is the main instrument of data collection for this research work and was personally administered by the researcher to the respondents, the respondents was given enough time so that they can carefully read and give their responses to the questions. Thereafter used for my data analysis.
3.7 METHOD OF DATE ANALYSIS The data collected in this study will be analyzed statistically through the use of frequency tables and simple percentages Group | Yes | No | Group b | Yes | No | 15 | 14 | 11 | | 13 | 12 | 16 | 14 | 11 | | | | Male 14 female 11.
Group B Question No 4
Private 3public 16
Pearson product correlation coefficient

QUESTION NO | X | Y | XY | X2 | Y2 | 1 | 22 | 21 | 416 | 481 | 441 | 2 | 14 | 12 | 168 | 196 | 196 | 3 | 9 | 7 | 63 | 81 | 49 | 4 | 3 | 4 | 12 | 9 | 16 | 5 | 4 | 23 | 483 | 441 | 529 | 6 | 16 | 16 | 256 | 256 | 256 | 7 | 11 | 11 | 121 | 121 | 256 | 8 | 10 | 10 | 100 | 100 | 121 | 9 | 10 | 10 | 100 | 100 | 100 | 10 | 21 | 22 | 462 | 441 | 100 | 11 | 19 | 21 | 399 | 361 | 484 | 12 | 13 | 11 | 143 | 169 | 441 | 13 | 9 | 10 | 90 | 81 | 100 | 14 | 20 | 20 | 400 | 400 | 400 | 15 | 13 | 14 | 182 | 169 | 196 | 16 | 14 | 14 | 196 | 169 | 196 | | 225 | 226 | 3637 | 3578 | 3746 |

R=

Where;
X= first set of questionnaires administered.
Y= second set of questionnaires administered
N= number of question in questionnaires

CHAPTER FOUR 4.0 DISCUSSION AND PRESENTATION OF DATA The researcher provides an actual analysis presentation and interpretation of the data collected through the structured questionnaire administered in this study. A total of five hundred questionnaire were administered to the ten senior secondary schools mentioned earlier in chapter (3) three.
4.1 RESEARCH QUESTION 1
There is no significant different between the attitude of male and female secondary school students towards the teaching profession.

Table 4.1 s/n | Items | Yes | % of Yes | No | % of No | 1 | Poor salaries and allowance benefit discourage student from going into the teaching profession . | 419 | 83.8% | 81 | 16.2% | 2. | Do you prefer the teaching profession to other professions like medicine and law . | 100 | 20% | 400 | 80% | 3. | I like to be a teacher. | 159 | 31.8% | 341 | 68.2% | 4 | If yes to question three (3) which of the sector would you choose. | Public 76 | %47.8 | Private83 | %52.% |

S/N | Items | Yes | % of yes | No | % of N | | The declining status of the teaching profession has affected students interest from the teaching profession . | 361 | 72.2% | 139 | 27.3 | Form the above diagram in the table 4: 1, it is obvious that majority of the respondent of about 419 respondent representing 83.8% of total respondent believe that poor salaries and allowance benefit is responsible for the attitude of student not going into the teaching profession while 81 respondents representing 16.2% disagreed with this view.
In finding out the attitude of students towards the teaching profession and those who preferred other profession like law medicine it was observed that 100 respondent representing 20% prefer the teaching profession while a higher number of 400 respondent representing 80% of the respondent preferred other profession like law medicine. When finding out how many students will like to be a teacher, the table above show that 159 respondent representing 31. 8. % want to be teacher while 341 respondents representing 68.2% of total respondents do not like the teaching profession.
The above diagram also shows that of the 159 respondent that wants to become future teachers in question three above 76% the 159 respondent represent 47.8% prefer to teach in public school while 83 of the 159 respondents representing 52.2 % prefer the private school. The table also shows that the declining status of the teaching profession has negatively affected the interest of students in the teaching profession 361 respondents representing 72.2% accept this view while only 139 respondents representing 27.3% of total respondents disagreed. The responses of the male and female respondents were segregated in order to test the research question 1. The 228 respondents representing 45.6 % prefer the teaching profession to other fields, and out of the 228 who prefer the teaching profession 113 respondents representing 49.50% are male student (boys) while 115 of the respondent representing 50.4% are female student (girls)
Out of the 159 students who are willing to be teachers in question 3 above, 90 respondent representing 56.6% are boys while 69 respondents representing 43.4% are girls.
The analysis above goes to show that there is no significant difference between the attitude of male and female students toward the teaching profession. The boys equally want to go into teaching profession just as their female counter parts.
4.2 RESEARCH QUESTION 2. There is no significant difference in the attitude of private and public secondary school student towards the teaching profession.

Table 4.2 s/n | Items | Yes | %of yes | No | % of no | 4 | If yes to question three which of the sector would you choose. | Public76 | 47.8 | Private83 | 52.2 | 5 | My parent like the teaching profession. | 342 | 68.4 | 158 | 31.6 | 6 | The teaching profession is very lucrative and attractive. | 206 | 41.2 | 294 | 58.8 | 8 | The teaching profession is meant for people of low socioeconomic black ground. | 238 | 47.6 | 262 | 52.4 | 9 | The overcrowded nature of our school hinders student from the teaching profession. | 310 | 62 | 190 | 38 | 10 | Increment in salaries and allowance of teacher will encourage student into the profession . | 418 | 83.6 | 82 | 16.4 |

In the diagram above, (table 4: 2) 76 respondents representing 47.8% choose public sector while 83 respondent representing 52.2% have interest in the private sectors of the teaching profession. In order to find out the position of parent on the issue, 342 of the respondents repressing 68.40% agreed that their parent like the teaching profession while 158 respondents representing 31.6% says their parent does not like the teaching profession.
The above table also shows that the respondent are of the view that the teaching profession is not very lucrative and attractive as 206 respondent representing 41.2% says it is lucrative while 294 respondents representing 58.8% say it is not.
Many of the respondents believe that the teaching profession is not meant for people of low socio-economic status as a higher percentage of respondent 262 representing 52.4% subscribe to this view and 238 respondent representing 47.6% disagreed. The responses also shows that the overcrowded nature of our classroom has imparted negativity on the attitude of secondary school students towards the teaching profession 310 respondents representing 62 % affirmed this statement while 190 respondent representing 38% disagreed with this statement. The fact that wage increase can increase the number of students going into the profession is not in dispute, needless to say that the over-whelmming answer in favour of a rise in income will encourage student into the profession. In the face of rising inflation, workers generally want to be fulfilled financially, anything short of this will no doubt damping their sprit and will lead to having a negative attitude toward the teaching profession. In other to test the research question II the response of the five public school and five private schools were also segregated, and the response shows that of the 159 respondent that want to become future teacher in question 3 above (table 4:1) 94 respondent representing 59.1% are from the public school while 65 respondent representing 40.8% are from the private school. This will not be unconnected with the view that socio-economic status of secondary school student in private schools is much higher than those of the public schools. Thus, there is a significant difference in the attitude of private school student towards the teaching profession to that of the public schools
4.3 RESEARCH QUESTION 3 Adequate funding leads to positive attitude of secondary school student towards the teaching profession

Table 4.3 s/n | Items | Yes | % of yes | No | % of no | 11 | declining status of schools infrastructure is a factor for the negative attitude of student towards the teaching profession. | 408 | 81.6 | 92 | 18.4 | 12 | The teaching profession is fulfilling and rewarding. | 212 | 42.4 | 288 | 57.6 | 13 | Do your school have an up- to- date library and laboratory facilities? | 265 | 53 | 235 | 47 | 14 | Do you think your teacher are happy as teacher or could prefer other jobs? | 421 | 84.2 | 79 | 15.8 | 15 | Teaching is good for female not male? | 274 | 55 | 226 | 45 | The above response shows that school infrastructure plays an active role in the attitude of students towards the teaching profession, 408 respondents representing 83.6% of total respondents support this view while 92 respondents representing 18.4% of the total respondent disagreed. The table also shows that 212 respondent representing 42.2%believe that the teaching profession is fulfilling and rewarding while 288 respondents representing 57.6% believe that the teaching profession is not fulfilling and rewarding. In the area of school library and laboratory, 265 respondents representation 53% of the total respondents say their schools have an up to date library and laboratory facilities while 235 respondents representing 47% of the total respondent say they do not have an up to date laboratory and laboratory facilities. More so, the student believe that their teacher are happy as teacher and do not prefer other jobs. This can be seen from the over whelming majority of 421 respondents representing 84.2% of total respondents that subscribes to this opinion while a handful of student (79 respondents) representing 15.8% of total respondent disagreed.
The above table also shows that 274 respondents representing 54.8% of total respondent are of the view that the teaching profession is good for the female sex while 226 respondents representing 45.2% say the profession has no gender affiliation

4.4 DISCUSSION OF RESULT The study investigated the attitude of secondary school students toward the teaching profession in Oredo Local Government Area of Edo-state the result shows that poor salaries and allowance benefit is one of the factors hindering the interest of students in the profession. The findings is consistent with that of Elia (2008) describe that professional, social status, school infrastructure poor libraries and laboratories, safety condition etc this may affects the attitude, of student toward teaching profession negativity also with Wank (2002) that an individual’s attitude toward his or her occupation may affect the end product (pay or income). The range of salary and allowance benefits earned by member of a particular profession is partly a measure of the esteem to which the profession is held by the society. The result is in agreement with Aikaygostt (2000) who found out that student interest in the teaching profession is largely a function of the teacher’s attitude toward their profession; happy teachers will be able to influence his or her students into the profession than a teacher who has lost interest and motivation in her job. The result is also in line with postulation of Taiwo (1980) who observed that the decaling status of teaching profession was negatively impacted on the attitude of students towards the profession from the above discussion with view of some of the literature review (chapter two (2) the findings from the study, shows that inadequate funding of education in our society badly affects the profession. Above all many students still regard the profession as non-lucrative hence goes into other profession where they derived satisfaction more also the decaling status of the teaching profession has negative effects on the profession all these have make student lastly choose teaching profession in Nigeria. Increment, in salaries and allowances of teacher, working facilities and instrument make go a long way to make a change of attitude of the senior secondary student towards the teaching profession.
In comparison of the male and female senior secondary school attitude towards the teaching profession, the result shows that the female student have more interest/positive attitude towards the teaching profession than the male because they feel that the profession will afford them ample time with their families. This result is consistent with that of Majasam (1995) further opinion that men have the tendency to chose teaching as a last resort. The result is in line with the opinion of Akerlof and Leranton (2000) who argued that those interested in teaching career are predominantly socially oriented, and caring persons and not necessarily people of low socioeconomic status. This was also supported by Ikeotuonye (1990) status that choice of profession has been known to determine ends success or failure on a job that is choice of a profession affects almost every aspect of life as is considered. By the female student further stated by Akomolae (2003) pointed out that the individuals vocation or career is one of the most aspects of human endeavor because it determine a lot of things in human existence, life satisfaction joy and happiness are linked with proper choice of a profession. While on the other hand the male hardly choose teaching profession as the research as showed and supported by the following scholar in the literature review of chapter two as follows,
Wank (2002) that an individual’s attitude towards his/ her occupation may affect the end product (Income) also with Gerald and Hussar (2000) teacher shortages have been a major issues across the nation for the last two decades, teaching career is not attractive enough to retain good and committed teachers. And that of Chan (2003) eventually some of them leave the teaching profession with disappointment and a sense of haplessness. Teaching is a nobble profession for national development but many students still regard the profession as non-lucrative and thus goes into other profession which has negatively affect the profession. Massive re-orientation of the society towards the teaching profession and increment in salaries and allowances will go along ways to change the attitude of student precisely the male towards the profession.
In conclusion, the study shows that there is significant different in the attitude of public and private secondary school student towards the teaching profession.
It also shows that there is no significant difference in the attitude of public and private secondary school student toward the teaching profession.
Lastly it revalued that adequate funding leads to positive attitude of secondary school student toward the teaching profession.
The study also reveals that the declining status of the teaching profession has negatively affected the interest of student in the teaching profession the analysis further proved that the teaching profession is not very attractive and lucrative, although the status of the teacher in Nigeria has steadily improved.
More so, it was revealed that the teaching profession is not meant for people of poor socio-economic status but a noble profession for all class of people in the society.

CHAPTER FIVE
SUMMARY FINDINGS CONCLUSION AND RECOMMENDATION This chapter contains the summary conclusion as well as recommendation given by the researcher based on her findings
5.1 SUMMARY
This study was an attempt to investigate and know the attitude of secondary school student toward the teaching profession. This was necessitated by the importance of the mentioned topic and the relevance of teaching profession in present day Nigeria.
The population studies made up of senior secondary school students from the selected public and private school in Oredo Local Government Areas of Benin City Edo state.
More so, the stratified random sampling techniques was used for the collection of data hence students from the ten (10) secondary schools were from private and public senior secondary schools, fifty (50) student was selected from each of the selected secondary schools with equal number of both sex (male and female) which gives a total of five hundred (500) student of the sample size. This was followed by the concepts and relevance of attitude to the teaching profession was stated. And the summary of chapter two, the literature review was considered there.
More to the above, for a proper study of the attitude of student towards teaching profession to this end certain hypothesis were formulated to achieved the objectives of the research study which are as follows; 1. There is no different between the attitude of male and female secondary school student toward the teaching profession 2. There is no significant different in attitude of private and public secondary school student towards the teaching profession 3. Adequate finding leads to positive attitude of secondary school student towards the teaching profession.
The questionnaires contain fifteen (15) questions (items). The questionnaires instrument was used personally by the researcher to collect data from the respondents and finally the data collected were analyzed by using a simple percentage
5.2 FINDINGS The result of data analyzed appears here as the following findings i. Teaching is a noble profession for national development. ii. Inadequate funding of education in our society badly affects the profession. iii. Many students still regard the profession as non-lucrative and thus go into other profession. iv. The decaling status of the teaching profession has negative effects on the profession. v. Many students believe that the teaching profession still allows non-professionals (that is untrained teachers to teach and own school which has adversely affects the profession).

5.3 CONCLUSION Teaching is a noble profession that is geared towards the development of any society. However, from this research work, it was found out that majority of the student do not like the teaching profession and so would like to go into other profession it was also found out through this study that many students still believe that teaching is not lucrative and attractive. This poses a great danger to the development of our educational system and the nation in general
It was discovered that many student believe that the teaching profession still allows non-professional that is untrained teachers to teach and own school and this has contributed to the decline of the teaching profession. In order word, entry into the teaching profession lacks standard compared to other profession like law and medicine The findings from this study also revealed that inadequate funding of education in our society badly affects the perception of teaching profession as a career among secondary school student. Inadequate funding of education bring about poor salaries and allowance, poor infrastructure in schools and all these contribute to the reason why most student. Do not want to go into teaching or take it up as a career.
Furthermore, it was discovered that the declining status of the teaching profession, low esteem of teachers and presence of few entrants from the high social class into the teaching profession are also factor that contribute to the negative attitude of student toward the teaching profession
It is very unfortunate that may secondary school student still have negative attitude toward the teaching profession however, this wrong attitude could change if the following recommendations are strictly followed and implemented.
5.4 RECOMMENDATIONS Based on the findings of this study, the following recommendation will be useful and helpful in bringing about a change in the attitude of students toward the teaching profession as a career among many secondary school students and the society in general. 1. The salaries and allowance benefits of teachers should be increased to a comparable standard of other profession like law and medicine 2. The teaching profession should be fully professionalized so that only the trained professionals are allowed to teach and run schools. 3. There should be massive reorientation of parent and the student to see the beauty and prestige in the profession. 4. The teacher student ratio in our schools should be one teacher to thirty-five student so that the teacher can manage the class effectively. 5. Finally, the government should give adequate funds to the education sector to improve educational infrastructures and facilities as well as increase the attitude of student toward the teaching profession.

REFERENCES Abiri, J.C (1996) Nigerian student attitude to teaching as a carrer Nigerian journal of psychology. Vol, no 2 Abiodun G.O & Ogundare, F (1996) the teacher factor in the Nigeria educational system andrain forum 9
Afe ,J. O. (1995) teacher education in Nigeria: trends, issues and challenges.benin: Nigeria education research association publication. Akomolefe (2003) relationship between father occupational status and their children occupational preference journal of research in counseling psychology pg127-139. Ataha, U. C. (2005)”the teacher” in Afe J.O. and Egbochukwu, E. O. educational psychologyand learning.lagos tony terry prints pg 128-135. Alkhayyatt S. (2002), Montana high school student perceptions about teaching characteristics thess. Ed. D. montere state university Bozeman murotana US.A Asif, E (2002) emerging issue in teaching profession london open book ltd Abimbola I. O. (2005). Professional growth & development of Chicago press. Badmus, G. A. and Omoifo C.N. (1998) essentials of measurement and education. Benin city; osasu publishers. Barros and Elia (2008) attitude of teacher towards their profession international journal of academic research vol. 3 no1. Coladara T. (1992) teachers sense of efficacy and commitment to teaching the journal of experimental education. Day C. (2004) A passion for teaching londom routlege F-flemer Dodeen et al (2003) attitude of teacher towards their profession international journal of academic research vol. 3 no1. Dupe A and Akkus O. (2004) the attitude towards teaching profession of in services and pre services primary school teacher pedagogical Durojaiye M.O (1970) social education and occupational choice social psychotically research in Nigeria west Africa journal of education vol, no 2. Falade, G. (1995) trade unionism & teaching professionalism as impetus for national development a paper persecuted at the national conference of Federal republic of Nigeria (2004) national policy on education (4ed) Lagos NERDE. Federal republic of Nigerian (1990) Nigeria teachers manual Lagos; federal minatory of education. Frankel J.R and wallen, N.E (1996) how to design and evaluate research in education 3rd edition , U.S.A mcgraw Hill, Inc. Garrido et al (1991). attitude of teacher towards their profession international journal of academic research vol. 3 no1. Giwa A. (2000). Teachers registration as a vehicle for professionalization of teaching prospect & challenges hltp;www. This day on the. Com/archive Gooding et.al (1995) attitude of teacher towards their profession international journal of academic research vol. 3 no1. Iyamu O.S. (2005)introduction to curriculum studies. Lagos metro publishers. Noddings N. (1995) teaching threes of care plu delta kappa. Nwachi C.C (1991) sociology of education Obosi. Pacfic college press. Nwadiani m. (1998) educational management for Sub Saharan Africa. Benin city; Nigerian society for educational planning publication. Nwagwu N.A. Ijeoma M.E. and Nwagwu C.C. (2004) organization and administration of education; perspectives and practices. Benin city; festa printing press. Ogun B and Ononigbo, C. (2005) teaching profession and pioils progress London; open Books. Ojelade I.A (2007) the level of Job satisfaction among secondary school science teacher unpublished M.Ed Dissertation University of Abuja. Olatunji J,O (1996) professionalization of teaching in Nigeria how realistic? Forum 9 (1) 81-84. Omorogiuwa O.K (2010) an introduction to educational management and evolution Benin City perfect touch prints. Omorogiuwa O.K (2006) research and applied statistics for the behavioral science; and introduction Benin City mindex publishing company limited. Onanuga A.C. (1993) guidance and counseling needs; an introduction to counseling Ile-Ife Unife Press Ltd Onwueme, M.S. and Ugbor, O. (1994) education and sociology of education, Benin City; NERA publication. Orji A.B.C (2003) measuring the level of occupational choices among science student international journal of vocational counseling 27 (3) 6-10. Sadker, M.P. and Sadker D.M. (1991) Teachers, school and society; Mc Graw Hill incorporated Urevbu A.O.(2006) research on teaching as a basis for teaching practice problems and possibilities for teacher education in Nigeria (Inaugural lectures 3rd faculty of education distinguished lecture series),University of Benin. Yesuf A. teaching profession as a career perception among education student . Unpublished NCE project Work College of education Ekiadolor Benin city.

DEPARTMENT OF BIOLOGY/EDUCATION
FACULTY OF EDUCATION
UNIVERSITY OF BENIN
BENIN CITY This questionnaire is design together relevant information about the attitude of secondary school student towards the teaching profession.
I can assure you that all information supplied will be treated with almost confidentiality and for academic purpose only. Please give honest and reliable answer, fill accurately by tricking to indicate your response
Aibangbee O. Gloria Researcher
SECTION A Name of school……………………………………………. Private school ( ) public school ( ) Sex: male ( ) female ( ) Class: SS1 ( ) SS11 ( ) SS11 ( ) Date: ……………………………………………………..
SECTION B 1. Poor salaries and fringe benefit discourage student from going into the teaching profession yes ( ) no ( ) 2. Do you prefer the teaching profession to other profession like medicine and law yes ( ) no ( ) 3. I like to be teacher? Yes ( ) no ( ) 4. If yes to question 3, which of the sector would you choose? Public sector ( ) private sector ( ) 5. The declining status of the teaching profession has affected students interest from the teaching profession? Yes ( ) no ( ) 6. My parent like the teaching profession? Yes ( ) no ( ) 7. The teaching profession is very lucrative and attractive yes ( ) no ( ) 8. The teaching profession is meant for people of lows socio-economic background yes ( ) no ( ) 9. The overcrowded nature of our schools hinders students from the teaching profession. Yes ( ) no ( ) 10. Increment in salaries and allowances of teachers until encourage students into the profession? Yes ( ) no ( ) 11. Declining status of school infrastructures is a factor responsible for the negative attitude of student forward the teaching profession? Yes ( ) no ( ) 12. The teaching profession is fulfilling and rewarding? Yes ( ) no ( ) 13. Do your schools have an up to data library facilities? Yes ( ) no ( ) 14. Do you think your teacher are happy as teachers of they would have preferred other jobs? Yes ( ) no 15. Teaching is good for females not makes yes ( ) no ( )

References: Abiri, J.C (1996) Nigerian student attitude to teaching as a carrer Nigerian journal of psychology. Vol, no 2 Abiodun G.O & Ogundare, F (1996) the teacher factor in the Nigeria educational system andrain forum 9 Afe ,J. O. (1995) teacher education in Nigeria: trends, issues and challenges.benin: Nigeria education research association publication. Akomolefe (2003) relationship between father occupational status and their children occupational preference journal of research in counseling psychology pg127-139. Ataha, U. C. (2005)”the teacher” in Afe J.O. and Egbochukwu, E. O. educational psychologyand learning.lagos tony terry prints pg 128-135. Alkhayyatt S Asif, E (2002) emerging issue in teaching profession london open book ltd Abimbola I. O. (2005). Professional growth & development of Chicago press. Badmus, G Barros and Elia (2008) attitude of teacher towards their profession international journal of academic research vol. 3 no1. Coladara T Day C. (2004) A passion for teaching londom routlege F-flemer Dodeen et al (2003) attitude of teacher towards their profession international journal of academic research vol Falade, G. (1995) trade unionism & teaching professionalism as impetus for national development a paper persecuted at the national conference of Federal republic of Nigeria (2004) national policy on education (4ed) Lagos NERDE. Federal republic of Nigerian (1990) Nigeria teachers manual Lagos; federal minatory of education. Frankel J.R and wallen, N.E (1996) how to design and evaluate research in education 3rd edition , U.S.A mcgraw Hill, Inc Garrido et al (1991). attitude of teacher towards their profession international journal of academic research vol. 3 no1. Giwa A. (2000). Teachers registration as a vehicle for professionalization of teaching prospect & challenges hltp;www. This day on the. Com/archive Gooding et.al (1995) attitude of teacher towards their profession international journal of academic research vol. 3 no1. Iyamu O.S. (2005)introduction to curriculum studies. Lagos metro publishers. Noddings N Nwachi C.C (1991) sociology of education Obosi. Pacfic college press. Nwadiani m. (1998) educational management for Sub Saharan Africa. Benin city; Nigerian society for educational planning publication. Nwagwu N.A. Ijeoma M.E. and Nwagwu C.C. (2004) organization and administration of education; perspectives and practices. Benin city; festa printing press. Ogun B and Ononigbo, C Ojelade I.A (2007) the level of Job satisfaction among secondary school science teacher unpublished M.Ed Dissertation University of Abuja. Olatunji J,O (1996) professionalization of teaching in Nigeria how realistic? Forum 9 (1) 81-84 Onanuga A.C. (1993) guidance and counseling needs; an introduction to counseling Ile-Ife Unife Press Ltd Onwueme, M.S Orji A.B.C (2003) measuring the level of occupational choices among science student international journal of vocational counseling 27 (3) 6-10.