Managing schools in security challenged environment: implications for teachers’ professional pedagogical commitment in the 21st century
Abstract
Security challenges hinder teachers’ professional-pedagogical, commitment, created by numerous treats to life and properties seen in kidnapping cases, rape, security lapses, uncertainties, lack of job stability, environmental hazards, crowdedness of classrooms, lack of infrastructures and equipment, breakdown of law and order, indiscipline, arm robbery, police brutality, cultism, hostage-taking, disruption of economic, social, political and educational programs and policies. This paper, therefore submits that teachers' commitment closely relates to teachers’ pedagogical performance and ability to innovate and integrate new ideas into practices. Teachers spend much time and effort on school achievement, with commitment seriously impeded by the numerous security challenges. Some recommendations were therefore offered like increasing security presence, and installing perimeter walls to discourage free and unsolicited access to the schools, these walls are to be monitored and visitors should be check-in and out of the gates. Visitors are also to be issued distinct identification required to be worn. The perimeter fences should contain barriers, alarm systems, and lighting mostly at night. The environment of the school should be improved upon to discourage truancy and absenteeism and provide a good drainage system, large classrooms, and functional facilities/equipment. Damage roofs, windows, floors, and nonfacilities be immediately put in order.
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References
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