REPOSITIONING EDUCATIONAL MANAGEMENT TO REVITALIZE TEACHER COMMITMENT AND ENROLLMENT IN EDUCATION FACULTIES: A STRATEGIC RESPONSE TO THE FUTURE OF TEACHING IN NIGERIA (A CASE STUDY OF ENUGU STATE)

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Veronica Egonekwu Mogboh (Ph.D.)
Department of Educational Foundations, Faculty of Education, Godfrey Okoye University, Enugu State.
Ogbuanu Henrietta Chidi (Ph.D)
Department of Educational Foundations, Faculty of Education, Godfrey Okoye University, Enugu State.

Abstract

This study explores the declining interest in teaching and low enrollment into faculties of education in Enugu State. Utilizing questionnaire-based data from students, teachers, and educational administrators, the research investigates how educational management can be repositioned to rekindle passion for teaching. A total of 120 respondents participated in the study. The responses were thematically analyzed and presented in tables for clarity. Findings reveal that poor public perception of teaching, lack of mentorship, weak leadership, economic disincentives, and outdated training curricula are significant deterrents. Strategic reforms in educational management are recommended as a path toward revitalizing teacher commitment and enrollment

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Published: Jun 20, 2025
DOI: https://doi.org/10.5281/zenodo.15706312
Keywords:
Educational management, teacher motivation, faculty of education, low enrollment, Enugu State
Issue
Vol. 13 No. 2 (2025): April-June
Section
Articles

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