Vol. 12, Issue 3, 2024
Managing and Eradicating Poverty Through Education Amongst Teachers of Selected Secondary Schools in Lagos State, Nigeria
Onasanya Hafsat Ibironke, & Faloyin Adeyinka Bunmi
Abstract
The purpose of this paper was to find out the perspective of teachers on how poverty influences education amongst others. Data were sourced from primary and secondary methods. The study adopted a survey research design. A sample size of seventy-seven was determined using Taro Yamane (1967)’s formula and selected through a simple random sampling technique. A self-developed structured and validated instrument was used for data collection. The reliability of instruments ranged from 0.884 to 0.960. Data were analyzed using descriptive and inferential statistical techniques. With the aid of Statistical Package for the Social Sciences (SPSS) via t-test, the findings showed that there was a significant relationship between teachers and student’s poverty (t= 8.6 (df=94: P<0.05). Results showed there was a significant relationship between challenges faced by teachers and overcoming educational barriers related to poverty (t= 1.6 (df=94: P<0.05). Findings showed that there was no significant relationship between teachers’ support and students’ success in school t= 1.2 (df=94: P<0.05). It is complicated how poverty and education are related. Schools can adopt a variety of actions to lessen the consequences of poverty. To cover the costs of education, it is crucial that the school bear as much of the burden as feasible. The current study makes a substantial contribution to the existing literature on issues surrounding poverty and it should be managed or eradicated.
Keywords
Educational barriers, eradication, management, poverty, teacher support
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