AN EVALUATION OF THE ROLE OF THE NIGERIA UNION OF TEACHERS IN ADDRESSING EDUCATIONAL CRISES IN SENIOR SECONDARY SCHOOLS IN LAGOS STATE

CHAPTER ONE INTRODUCTION 1.1 Background to the Study Education remains a key pillar in the development of any society, serving as the foundation for innovation, progress, and social harmony. In Nigeria, much like in many other countries, the educational system is riddled with various challenges such as poor infrastructure and curriculum-related issues. However, one of the most critical challenges facing the Nigerian education system is the occurrence of recurring crises that disrupt the smooth functioning of schools, thereby negatively affecting learning processes and educational outcomes (Niyi, 2022). These challenges manifest in several ways—ranging from strikes and conflicts to inadequate resources, policy disagreements, and other socio-political problems. Not only do these issues undermine the delivery of quality education, but they also deepen existing inequalities and hinder the achievement of national educational goals (Ogunode & Ahaotu, 2021). Addressing these crises effectively is crucial for sustaining and improving the education system in Nigeria. One key stakeholder in this regard is the Nigeria Union of Teachers (NUT), which plays a vital role in the country's education landscape. The NUT is primarily tasked with protecting the welfare of teachers and advocating for the advancement of education. As such, the union plays a significant role in shaping educational policies, defending the rights of teachers, and influencing the broader educational system. Understanding how the NUT functions and manages educational crises is therefore essential to tackling the challenges confronting the sector (Ogunode & Ahaotu, 2021). Despite the acknowledged importance of the NUT in educational governance, there is limited scholarly research that directly examines its role in managing educational crises in Nigeria. While broader studies exist that touch on teacher unions and educational policies, there remains a shortage of empirical evidence specifically exploring how the NUT contributes to crisis management in Nigerian education (Ogunode, Jegede & Ajape, 2021). In recent years, there has been a growing recognition of the need for community involvement in managing educational crises. Communities can play a crucial supportive role during emergencies by providing resources, sharing knowledge, and offering emotional support that helps mitigate the impact and facilitate recovery (Osiesi, 2020). Effective community engagement involves active collaboration among schools, families, local organisations, government bodies, and other key stakeholders to ensure a cohesive and efficient crisis response. However, despite the recognized value of community engagement, there is still a limited understanding of its specific role in managing educational crises (Olatunde-Aiyedun, 2021a). While anecdotal accounts suggest that community involvement enhances resilience and responsiveness, there is a noticeable gap in comprehensive empirical research exploring exactly how community engagement contributes to effective crisis outcomes in educational settings. Educational crises pose significant threats to educational systems by impacting students, teachers, schools, and communities at large (Olatunde-Aiyedun, 2021a). These crises can take many forms—such as natural disasters, disease outbreaks, political instability, and resource shortages. Addressing them effectively requires deliberate planning and informed decision-making. One key approach to achieving this is through Monitoring and Evaluation (M&E), which serves as an essential tool for assessing, guiding, and improving crisis response initiatives within the education sector. This study, therefore, aims to explore the impact of M&E on managing educational crises, with a particular focus on how it improves preparedness, response effectiveness, and recovery efforts. According to Olatunde-Aiyedun (2021a), the role of advocating for educational policy in managing crises is extremely important, yet it has been largely overlooked in academic research. Investigating how advocacy affects policy development, implementation, and enforcement during crises can provide valuable insights into the effectiveness of such policies in reducing the negative impact of crises on the education system (Orji, Ogar & Aiyedun, 2018). Educational policies set the framework for how institutions operate, solve problems, and ensure the provision of quality instruction. During periods of crises—such as natural disasters, pandemics, socio-political unrest, or economic hardships—the strength of these policies becomes even more apparent (Orji, Ogar & Aiyedun, 2018). Advocacy efforts should push for the inclusion of well-structured crisis management strategies in educational policy. These frameworks should detail processes for risk assessment, communication systems, resource mobilization, and the implementation of contingency plans. Furthermore, during crises, policy advocacy can influence how resources are allocated, ensuring that distribution is equitable (Orji, Ogar & Aiyedun, 2018). These efforts include promoting adequate funding for emergency relief, investing in technology for remote learning, offering mental health services, and providing training opportunities for educators to help them adapt to changing situations. Inclusive educational policy is particularly important during crises, as marginalized groups—such as students with disabilities, those from low-income backgrounds, and minority communities—are often the most affected. Advocacy can lead to targeted interventions that lessen the negative impact of crises on these vulnerable populations and promote equal access to education. Policies must also be flexible and adaptable to effectively respond to changing conditions during crises. Through advocacy, policymakers can be encouraged to review and update existing regulations to accommodate alternative learning options such as online platforms, hybrid models, or flexible academic calendars. Such flexibility ensures continuity in education even during emergencies. Professional development is another critical factor in improving how educational crises are managed (Osiesi, 2020). Educational crises can stem from a wide range of events—including natural disasters, public health emergencies, security threats, economic downturns, and political instability. These events not only disrupt the routine functioning of schools but also endanger the safety and well-being of both students and staff, while obstructing the learning process (Osiesi, 2020). To effectively manage such crises, there must be strong, competent leadership supported by well-trained educators. Professional development programmes are instrumental in equipping educational leaders and staff with the knowledge, skills, and resources necessary to anticipate, plan for, and respond to various crises effectively. Through workshops, training sessions, and simulations, educators can learn about risk assessment, crisis communication, emergency protocols, and sound decision-making practices (Osiesi, 2020). Clear and timely communication during emergencies is essential to ensure safety, share crucial information, and maintain trust. Professional development initiatives can enhance educators' communication skills—such as empathetic listening, cultural awareness, and the ability to convey complex information in accessible ways (Osiesi, 2020). Additionally, educational crises can lead to increased stress and anxiety among students, educators, and communities. As such, professional development programmes that include training in stress management, trauma-informed care, and self-care can help educators support both themselves and those affected. Managing educational crises also requires coordinated efforts among various stakeholders—such as administrators, teachers, parents, government agencies, NGOs, and community members (Eucharia and Rose, 2020). Professional development can foster cross-sector collaboration and promote multi-disciplinary problem-solving approaches, enhancing the overall efficiency of crisis response. Moreover, crisis leadership demands a unique set of skills—flexibility, resilience, strategic thinking, and ethical decision-making—that enable educational leaders to navigate uncertainty and lead effectively during crises (Eucharia and Rose, 2020). These leadership skills can be developed through structured professional development programmes. Crises in education can also serve as opportunities for institutional learning and innovation. By encouraging reflective thinking and continuous improvement, professional development programmes can help schools identify their strengths and weaknesses, improving their crisis management practices moving forward. Therefore, this study seeks to assess the role of the Nigeria Union of Teachers and their strategies for managing educational crises in senior secondary schools located in Ojo Local Government Area of Lagos State. 1.2 Statement of the Problem In recent years, educational institutions have faced major challenges such as natural disasters, social unrest, and health emergencies. Yet, there is a significant gap in understanding the critical role of community engagement in effectively managing these crises (Eucharia and Rose, 2020). Higher education institutions typically rely on internal policies and administrative procedures to navigate emergencies. However, the true impact of community engagement strategies on effective crisis management remains unclear. This issue can be viewed from two angles: firstly, there is a lack of research on the specific effects of community involvement in handling educational emergencies. Although community participation is often regarded as a key asset during times of crisis, few scientific studies delve into its direct influence, sources, and best practices within the educational sector (Ogbebor, 2019). Secondly, this limited understanding hinders the development of informed policies and strategies that educational institutions could use to manage future crises effectively. In addition, even though various strategies have been adopted to address and resolve educational crises, the role of Monitoring and Evaluation (M&E) remains underexplored (Ogbebor, 2019). Despite M&E's potential importance, there is minimal knowledge about its exact impact on successful crisis management. Globally, educational systems have recently experienced multiple crises—including natural disasters and disease outbreaks—that disrupted learning environments and posed considerable challenges to school administration (Ogbebor, 2019). In such high-stakes situations, advocating for strong educational policies becomes vital in shaping effective response strategies and reducing the impact on schools. Yet, there is still little in-depth understanding of how advocacy influences policy effectiveness during educational crises. Unforeseen events such as natural disasters and socio-political unrest create major challenges for the stability and efficiency of schools (Ogbebor, 2019). Effective crisis management is therefore essential to protect students, teachers, and the wider community from adverse impacts (Ojo and Olarewaju, 2020). While professional development initiatives are often introduced to boost educators’ skills and competencies, there is still limited understanding of how these initiatives specifically contribute to crisis management. Based on these issues, this study aims to evaluate the activities of the Nigeria Union of Teachers and their approach to managing educational crises in senior secondary schools in Ojo Local Government Area of Lagos State. 1.3 Objective of the Study The main objective of this study is to assess the role and activities of the Nigeria Union of Teachers in managing educational crises in senior secondary schools in Lagos State. The specific objectives are: i. To assess the influence of community engagement on managing educational crises in Lagos State senior secondary schools in Lagos state. ii. To examine the impact of monitoring and evaluation on managing educational crises in Lagos State senior secondary schools in Lagos state . iii. To determine the influence of advocating for educational policies on managing educational crises in Lagos State senior secondary schools in Lagos state . iv. To analyze the impact of professional development for teachers on managing educational crises in Lagos State senior secondary schools in Lagos state . 1.4 Research Questions The study will be guided by the following research questions: i. How does community engagement influence the management of educational crises in senior secondary schools in Lagos State? ii. In what ways does monitoring and evaluation affect the management of educational crises in senior secondary schools in Lagos State? iii. What role does advocacy for educational policies play in managing educational crises in senior secondary schools within Lagos State? iv. How does the professional development of teachers contribute to the management of educational crises in senior secondary schools in Lagos State? 1.5 Significance of the Study The outcomes of this study will be beneficial to several stakeholders: Lagos State Government: Lagos State faces multiple educational challenges such as poor infrastructure, insufficient teaching staff, student misconduct, and curriculum-related issues. Gaining insight into the roles and contributions of the Nigeria Union of Teachers (NUT) in this context is vital for formulating effective approaches to resolve these problems. Nigeria Union of Teachers (NUT): As a key player in advocating for the rights, welfare, and professional advancement of teachers, examining the activities of the NUT can offer valuable perspectives on how the union shapes educational policies, influences resource distribution, and participates in policy-making processes in the education sector. Academic Contribution: This study enriches existing literature on the role of teachers' unions in addressing educational crises. It offers useful knowledge for educators, scholars, policymakers, and stakeholders interested in improving the efficiency, quality, and equity of education systems. 1.6 Scope of the Study This research focuses on the activities of the Nigeria Union of Teachers (NUT) and how these activities contribute to managing educational crises in senior secondary schools in Ojo Local Government Area of Lagos State. Specifically, the study will explore the influence of community involvement, assess the effects of monitoring and evaluation practices, investigate how advocacy for education policies affects crisis management, and evaluate the impact of teachers’ professional development on crisis resolution. Thus, the study is confined to senior secondary schools within the Alimosho Local Government Area. 1.7 Limitations of the Study As is common with most research endeavors, the study encountered a few limitations: Time Constraints: The researcher faced time limitations due to the need to balance this research with other academic responsibilities, such as attending lectures and participating in related academic tasks. Financial Constraints: Conducting the research involved significant financial costs, including expenses for typesetting, printing, gathering relevant materials, and carrying out data collection. Limited Availability of Materials: One of the main challenges was the difficulty in finding sufficient literature related to the specific topic. The relative scarcity of previous studies on this subject posed a constraint to the research. 1.8 Operational Definition of Terms Nigeria Union of Teachers (NUT): This refers to the official professional body representing teachers in Nigeria. The NUT is primarily focused on advocating for teachers’ rights, promoting their welfare, and facilitating their professional development. Activities: These include the various initiatives and programs carried out by the NUT, such as policy advocacy, training programs, negotiations, and other efforts aimed at supporting teachers and improving the education sector. Management: In the context of this study, management refers to the planning, organizing, directing, and coordinating of educational resources and actions, particularly those aimed at addressing and resolving crises in schools. Educational Crises: These are situations that severely disrupt the normal functioning of schools and hinder the achievement of educational goals. Examples include student protests, teacher strikes, poor infrastructure, administrative bottlenecks, and other obstacles affecting school operations.