Description

ABSTRACT

Being pregnant as a young teenager is normally connected with various interruptions for young ladies with regards to class participation. The pregnant teenager who are in school are left to unwind the interruptions some of the time all alone. Denying them the help they have to seek after their schooling sentence them and their infants to an endless loop of neediness and obliviousness. In the event that society anticipates that the young ladies should be effective with tutoring, there must be arrangement that objectives their exceptional instructive requirements. The study explored the perception of educators about the difficulties confronting adolescent moms in Secondary Schools in Ado Local Government, Ekiti State. The purposeful sampling technique was used in selecting the teachers involved. A focused group discussion was used in gathering and data analysis was done thematically. While the results indicate that, majority of the teenage mothers in school are mostly tired even before they come to school, it further revealed that the majority of the teachers perceive pregnant teenagers having low self-esteem, poor time management, role conflict and how they are supported were among the things discussed. The recommendations to tackle these perceptions were made.

TABLE OF CONTENTS

 TITLE PAGE

APPROVAL PAGE

DEDICATION

ACKNOWLEDGEMENT

ABSTRACT

TABLE OF CONTENT

CHAPTER ONE

• INTRODUCTION
• BACKGROUND OF THE STUDY
• PROBLEM STATEMENT
• AIM AND OBJECTIVES OF THE STUDY
• RESEARCH QUESTIONS
• SCOPE OF THE STUDY
• DEFINITION OF TERMS

CHAPTER TWO                                                

2.0      LITERATURE REVIEW

2.1      THEORETICAL FRAMEWORK

2.2     CONCEPTUAL REVIEW OF THE STUDY

2.3     EMPIRICAL REVIEW OF THE STUDY

CHAPTER THREE

3.0      MATERIALS AND METHOD    

3.1     STUDY DESIGN

3.3     POPULATION OF THE STUDY

3.4      DATA COLLECTION

3.5     INSTRUMENTATION

3.6     VALIDITY OF THE INSTRUMENT

3.7     RELIABILITY OF THE INSTRUMENT

CHAPTER FOUR

4.0    RESULT AND DISCUSSION

4.1   RESULT

4.2 DISCUSSION

4.3 LIMITATIONS OF THE STUDY

CHAPTER FIVE

5.0      CONCLUSIONS AND RECOMMENDATION

• CONCLUSIONS

5.2     RECOMMENDATION

REFERENCES

 

CHAPTER ONE

1.0                                                               INTRODUCTION

1.1                                                  BACKGROUND OF THE STUDY

Education is a light which can help to shape and brighten the lives of children. It is therefore the responsibility of all governments to ensure that everyone is given the chance to benefit from it. It is also in the fundamental interests of society to see that this happening, progress, since economic and social development depends upon it. (Adaji et al.,  2017).

The success made after the post-Dakar period; from 2000 to 2009 notwithstanding, girls remain a majority of the many children who dropped out-of- school. The 2010 EFA Global Monitoring Report (GMR) indicates that, of an about 72 million out-of-school children, 54% out of these are adolescents (Wolpe, 2017).

Wolpe (2017) reports that, ‘teenage girl’s education bears more equitable fruits of national development, stronger families, better services, quality child health and effective participation in the governance process’. Upon all the obvious benefits of education for national development, research data show that more girls are in school than boys (Wanyama et al., 2017). More so, the report estimates that girl’s primary school completion rate was lagging behind that of boys, at 76% whilst that of boys stand at 85% (Wanyama et al., 2017). This gender imbalance means that more adolescent girls are out of school every year. Wanyama et al (2017) showed a worrisome report showing that over 20 million girls were out of school in 1990 and that figure rose to 24 million in 2002. The meaning therefore is that a lot more girls are out of school in most part of the world.

 

However, different girls in different parts of the world face different challenges in educational participation. Adolescent pregnant schoolgirls and young mothers face unique challenges in ensuring that their new mothering roles and identities do not lead to into premature exit from schooling (Vinnerjung, 2017).

In a study carried out by Vexler et al (2016), it is identified that three things are likely to happen to an adolescent pregnant girl. She is either expelled from school, allowed to re-entry, and or allowed to continue her schooling. The expulsion policy violates the human rights of the girl and robs the country of a possible resource (Suleman & Mohamed, 2019; Suleman, Mohamed & Ahmmed, 2020). The expulsion policy has been criticised as one that is uncaring to the needs of the girls and that it tends to bracket the reasons for teenage pregnancy as a girl’s problem and fail to look at the factors that lead to her getting pregnant before completing her education. The re-entry policy on the other hand has been criticised for being discriminatory; for example, schoolboys who are fathers or fathers to be are not asked to leave school until the child is born. Although the continuation policy respects the human rights of the girl’s education, it may well overlook other rights such as the right to support and comfort during pregnancy and after childbirth. Women who become parents during adolescence and early twenties face significant barriers to life development. Younger mothers and fathers are more likely to come from low-income families with lower educational attainment compared to other parents (Suleman et al., 2019). Compared to the majority of parents, younger parents are more likely to have unplanned pregnancies resulting in insufficient time for the development of parenting knowledge and skills; the arrival of a child is more likely to interfere with or block the attainment of educational, housing and career goals for this group (Suleman et al., 2019). Common barriers faced by many young mothers include problems with literacy, lack of general knowledge and coping skills, inadequate family support and memories of negative, judgmental experiences with service providers (Vexler et al., 2016).

1.2                     Statement of the Problem

Despite the window of opportunity provided by the continuation policy on schoolgirl mothers, a majority of them do not return to class after childbirth in Ado Local Government, Ekiti State. While teenage motherhood is acknowledged as a global social concern whose impact on education is far reaching, the remaining policy provides young mothers with an opportunity to complete their education and enjoy its benefits. It has, however, emerged that the policy might not adequately protect young mothers from challenges related to mothering while schooling. These challenges relate to the wellbeing of the young mother within the school and at home. There was a dearth of information with regard to the factors that determine schooling choices and opportunities for the teenage mothers after childbirth in in Secondary Schools in Ado Local Government, Ekiti State.

1.3   Purpose of the study

The purpose of this study was to explore and describe teachers’ perceptions of the challenges faced by adolescent mothers in Secondary Schools in Ado Local Government, Ekiti State.

Specifically it found out:

1. what are the causes of unwanted pregnancy among the females students
2. the effect of unwanted pregnancy on education of the female student

• What is the nature of the support available for an unwanted pregnancy of female students?

1.4 RESEARCH QUESTIONS

i.        How do teachers perceive adolescent mothers in Secondary Schools in Ado Local Government, Ekiti State?

ii.      What support is available for teenage mothers in Secondary Schools in Ado Local Government, Ekiti State?

1.5   SCOPE OF THE STUDY

This study covered all teachers and female students in Secondary Schools in Ado Local Government, Ekiti State. Ten (10) teachers were purposely selected.

1.6 OPERATIONAL DEFINITION OF TERMS

Effect: this refers to as the consequence of female students’ unwanted pregnancy on girl child education.

Pregnant Female Student: A pregnant female student is a student who got pregnant during her course of education.

Causes: this is refers to as the antecedent associated to female students unwanted pregnancy in secondary schools.  This include violence, age discrepancy in relationship, child environmental factor etc

Support Available: this are services provided by the government, school administrator and parents of female students who fall into the challenge of unwanted pregnancy to help in providing basic education to the affected female child.