The Influence of Demographic Factors on Teachers Recruitment
The Influence of Demographic Factors on Teachers Recruitment
Abstract
This study was motivated by a desire to discover if demographic factors (gender, age, and education level) had a substantial impact on instructors' motivation to remain in the teaching profession. To lead the research, three null hypotheses were developed. The ex-post facto research design was used in this study. The study included 800 instructors as participants. Inferential statistics – independent test and one-way analysis of variance – were used to examine the data (ANOVA). The weight of statistical evidence revealed that demographic variables had a substantial impact on teachers' desire to continue teaching in Akwa Ibom State, Nigeria. Based on the results, it was suggested, among other things, that teachers' employers add retention packages such as the "Golden handcuff" to the current ones in order to account for demographic factors.
Introduction
According to McLaughlin and Rouse (2000), the underlying concept of inclusive education is that all children and young people, with and without disabilities or other special needs, study successfully together in inclusive schools with adequate support networks. This concept states that ‘‘we allow all students, whatever of their requirements, to participate fully in the lives and work of inclusive environments.' There are many approaches to doing this, and inclusion is one of them. According to Ainscow et al. (2006, p. 2), “an exploration of inclusion necessitates us making explicit the specific values, meanings, and implications that we wish to see enacted through education.”
Inclusive education necessitates that the instructor be adaptable, innovative, and ready to modify instructional or specialized teaching materials for SVI. Enrollment of students with disabilities in general, and those with visual impairments in particular, was low at all levels of general education in the Harari regional state, especially in government secondary schools. According to the Harari Regional Education Bureau (2015), there were 1502 children with special needs enrolled in elementary and secondary school.
Conclusion
The research found that teacher qualifications have a substantial impact on instructional practices, namely instructors' cooperation with other professionals, classroom supplies and resources, and teaching methods. Thus, as compared to more qualified instructors, less qualified teachers seemed to receive greater help from other professionals, more support with resources, and were more likely to utilise suitable SVI teaching methods. The research found that class size had a significant impact on teaching methods. As a result, instructors with small class sizes were shown to have more time and to be more likely to assist SVI in modifying and using suitable teaching methods than teachers with larger class sizes. Class size, however, had no significant impact on instructors' cooperation with other professionals or classroom supplies and equipment.
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