TEACHER’S PERCEPTION ON FACTORS MILITATING AGAINST CHILD RIGHT

Abstract

This study was on teacher’s perception on factors militating against child right. Three objectives were raised which included: To find out the nature of teachers’ perception on the Rights of the Child, to find out the relationship between male and female teachers’ perception on the rights of the child and  to know the relationship in teachers’ perceptions on the rights of the child to education, dignity, liberty and life/health when gender is controlled. The total population for the study is 75 staffs of selected primary schools in Ibadan. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. The data collected were presented in tables and analyzed using simple percentages and frequencies. The study recommended that Social studies classes at both primary and secondary schools should include aspects of children’s rights such as protection from child abuse, child labor and battering, which many people in this society often flout

Chapter one

Introduction

1.1Background of the study

Human right is an issue that generates a lot of concern by people all over the world. The Declaration of Human Rights (UDHR) by the United Nations organization took place in 1948 as consequences of human experiences during and immediately after the Second World War. The UDHR later became the source, inspiration and references point for a number of treaties and convention including the convention on rights of the child (CRC) (Anan, 2017). Before UDHR in 1948, there was nothing that could make the more powerful nations of the world to respect the rights of people in other less powerful nations. Less powerful nations had to form alliance with more powerful ones for the purpose of protection from unprotected exterminations by powerful and aggressive nations. Some relief came to nations after the birth of UDHR in 1948 and with greater relief to peoples with the conventions on the “Rights of the child (CRC) Anan (2017) and Bossenmeyer (2015) have pointed out that ‘there is no duty more important than ensuring that children rights are respected, welfare protected, lives free from fear and want and that they are grow in peace.

Anan (2017) believed that every child should have the best possible start in life, receive good quality basic education, have opportunities to develop his/her full potential and contribute to society in meaningful ways. This statement by Anan (2017) who was the secretary general of the United Nations Educational Scientific and cultural organization (UNESCO) represented the new thinking in the world. A view point that placed premium on the development, protection and empowerment of young children who will grow to become responsible adults in the world in the future.

Children all over the world constitute a very important sector of each nation’s population. The convention on the universal declaration of human Rights (UDHR) and the UNO proclaimed that childhood is entitled to special care, assistance and protection. The document had stated that because of the physical and mental immaturity, the child requires special care and protection. This condition applies to all children including those registered at Early Childhood Education centers in Nigeria. Early childhood education (ECE) connotes the type and level of education given to children at day-care/crèche (0-2years of age) play-group (2-3years), Nursery/Kindergarten (3- 5years) and lower basic classes of primary 1-3 (6-8years). Childhood years continue until the age of 18years (UDHR).

Handlers of little children at the various establishments are presumed to be trained in handling little children and knowledgeable in the normal development of children as well as the application of rights of children. Early childhood Education teachers and care-givers are therefore recognized by the National Policy on Education (2016) as surrogate parents of these little children. Iroegbu and KayodeAdeleke (2015) asserted that in some cases, the ECE children were found to be closer to their teachers than to their biological parents. As a consequence some children refuse to accept corrections by their biological parents, for ECE teachers’ mistakes

Claveria (2014) had found that the influence which ECE teachers have on their pupils is very great to the extent that the children believed that their teachers are infaliable and will therefore not accept corrections of their teachers by their parents. Every ECE teacher is expected to be dutiful and caring (Nakpodia, 2009). Both Griffiths (2015) and Ireland (2018) agreed that ECE teachers and caregivers must care for children under them and protect them in the same manner that careful mothers do to their children. Ireland (2018) further emphasized that professional ECE teachers and caregivers must display at all times, professional skills and care in handling little children under them. CRC demands that ECE teachers and caregivers must know and apply the requirements of Child Rights Act (CRA) in school setting

It is important that Nigerian ECE teachers and caregivers be evaluated on their performance with the scale of the CRA. Whether the Nigerian ECE teachers/caregivers have knowledge and apply the provisions of the child rights act remains to be evaluated. Nigeria ratified the convention on the Rights of the child in March, 1991. As a follow-up National Childs Right implementation committee (NCRIC) was set up in 1994 with objectives directed at popularizing the UNO’s as well as the organization of African Unity’s (OAU) Charter on the Right and Welfare of the child. Further still, the constitution of the Federal Republic of Nigeria recognizes the following Rights that apply to children:

1. a) Right to life
2. b) Right to dignity of the human person
3. c) Rights to personal liberty
4. d) Rights to fair hearing
5. e) Right to private and family life
6. f) Right to freedom of thoughts, conscience and religion
7. g) Rights to peaceful assembly and association
8. h) Right to freedom from discrimination.

Fully cognizant of the existence of the Child Rights Act, and the expectations of the National Policy on Education (2013) on their enforcement, Early childhood\education centers have proliferated all over the nation especially in urban centers.

Based on this background the researcher wants to investigate teacher’s perception on factors militating against child right

Statement of the problem

Nigerian is an active member of the United Nations Organization (UNO) and had ratified the Child Rights Act since 1991. The Rights of the child were also included in the 1999 constitution of the Federal Republic of Nigerian, but the teachers of children do not appear to be aware of societal expectations of them on the Rights of children. The problem of this study therefore is to investigate teachers’ and caregiver’s perception on the Rights of the child and further explore if any relationships exist between the perceptions of male and female teachers on different aspects of children’s rights

Objective of the study

The objectives of the study are;

1. To find out the nature of teachers’ perception on the Rights of the Child
2. To find out the relationship between male and female teachers’ perception on the rights of the child
3. To know the relationship in teachers’ perceptions on the rights of the child to education, dignity, liberty and life/health when gender is controlled

Research question

The following research question will be formulated;

1. What is the nature of teachers’ perception on the Rights of the Child?
2. Is there any relationship between male and female teachers’ perception on the rights of the child?
3. Is there any relationship in teachers’ perceptions on the rights of the child to education, dignity, liberty and life/health when gender is controlled?

Research hypotheses

The following research hypotheses were formulated;

H0: there is no nature of teachers’ perception on the Rights of the Child

H1: there is nature of teachers’ perception on the Rights of the Child

H0: there is no relationship between male and female teachers’ perception on the rights of the child

H2: there is relationship between male and female teachers’ perception on the rights of the child

H0: there is no relationship in teachers’ perceptions on the rights of the child to education, dignity, liberty and life/health when gender is controlled

H3: there is relationship in teachers’ perceptions on the rights of the child to education, dignity, liberty and life/health when gender is controlled

Significance of the study

The study will be of help to teachers, parents, children and the government of Nigeria. The study will give a clear insight on the teacher’s perception on factors militating against child right. The result of the study will expose many teachers to knowledge especially those normally denying children right. The study will also serve as a reference to other researcher who want to embark on the related topic

Scope of the study

The scope of the study covers the teacher’s perception on factors militating against child right. The study will be limited to teachers in primary schools

Limitation of the study

Limitations/constraints are inevitable in carrying out a research work of this nature. However, in the course of this research, the following constraints were encountered thus:

1. Non-availability of enough resources (finance): A work of this nature is very tasking financially, money had to be spent at various stages of the research such resources which may aid proper carrying out of the study were not adequately available.
2. Time factor: The time used in carrying out the research work is relatively not enough to bring the best information out of it. However, I hope that the little that is contained in this study will go a long way in solving many greater problems.

Definition of terms

 Perception: Perception is the organization, identification, and interpretation of sensory information in order to represent and understand the presented information or environment.

militating:  fact or circumstance be a powerful or conclusive factor in preventing

Child right: Children’s rights are a subset of human rights with particular attention to the rights of special protection and care afforded to minors

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