The paper investigated and reviewed current literature that provided evidence on the effects of inadequate teachers in rural basic schools and its impact on Human Resource Development. The descriptive design was used for the study. However, the study employed a mixed method for data collection. Specifically, the study used questionnaire, interview guide and focus group discussion guide as main instruments for collecting both quantitative and qualitative data. The study population was one hundred and sixty-three (163) teachers from thirty selected rural basic schools. The study employed the stratified and the simple random sampling techniques to select participants for quantitative data and made use of purposive and snowball sampling techniques to select key informants and participants for focus group discussions respectively. Descriptive statistics was the medium used to analyse quantitative data whereas qualitative data was analysed using thematic analysis. Inferential statistical tools including chi-square test was used to ascertain the relationship between variables and regression analysis used to measure the effects of independent variables on the dependent variables. Since the study revealed that most teachers hardly accept postings to rural schools, there is a need to develop deployment policies that ensure sufficient teachers in remote schools. Successful strategies seem likely to require a combination of accurate information about deployment and teacher movements and policies that require or encourage rural location. In addition, policy makers can also reduce the relative disadvantage of a rural location by ensuring that administrative processes do not discriminate against remote schools. Efficient systems of payment and equal access to opportunities for further study, transfer and promotion can reduce the disincentive to locate in rural areas.
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