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Use of Volunteer Teachers
in Public Schools in The Djiri
School District: Problems and Perspectives
Okoua Béatrice Perpétue1*,
Thibault-Mpolo Yolande2, Mahoungou Moumbouilou Eloge Symplice3, Adelia Azzahra4
1,2,3Marien Ngouabi University, Brazzaville, Congo
4Swadaya Gunung Jati University,
Cirebon, West Java, Indonesia
Email : nzoussihilaire@gmail.com1*, adeliaazzahra349@gmail.com4
ABSTRACT
This study aimed to understand why volunteer teachers
from the Djiri inspectorate stopped classes at
the end of each month. The
objectives were to describe
the experiences and financial
impact on volunteer teachers,
analyze the behavior of
parents in fulfilling their
contractual obligations with
these teachers, and report
on the contribution of volunteer teachers
to children's education.
The research involved 13 volunteer teachers, 28 educational supervisors, and 23
parents. Data were collected
through interviews. All respondents
indicated that the
discontinuation of classes was due to non-payment of subsistence allowances by parents. To address
this issue, it is recommended that parents honor their financial commitments to ensure continuous and quality education for their children.
Keywords: Impact, Support, Volunteer
Teachers, Parents of Students, Instruction,
Public School.
INTRODUCTION
Education is
a recurring concern in all societies; the development of individuals requires
supervision, which is carried out according to the strategic standards of the
family and the school to ensure their successful development and integration
into the adult world
The school is
the latest social institution, responsible for instruction, education, and
training. Bashir et al.
Schools
train, shape, and educate individuals to become useful members of society.
Primary schools, in particular, serve as the foundational educational and
training environments that prepare young people for socio-economic integration
In its
commitment to achieving the Sustainable Development Goals (SDGs), Congo has
adopted a policy of compulsory education for children up to the age of sixteen,
guided by the monitoring of quality education as outlined in School Law No.
025/95 of November 17, 1995. The successful implementation of this policy
relies on the effectiveness of educational programs, which in turn depends on
the quality and motivation of teachers, both in terms of salary provided by the
state and subsidies from other sources
Congo is also
focused on improving the quality of education by training "untrained
volunteer" teachers and enhancing their psycho-pedagogical skills through
the Basic Education Support Project (PRAEBASE). This initiative, funded by
PRAEBASE1 (2005-2008) and PRAEBASE2 (2009-2012), fostered enthusiasm among
unemployed graduates for teaching in primary schools, creating a new category
of teachers known as "Teaching Volunteers."
The quality
of education children receive is closely tied to the competency and dedication
of their teachers
Our
experience as a supervisor in the Djiri school
district reveals issues such as class stoppages and inadequate teaching, which
can significantly disrupt learning, resulting in unfinished programs, class
disruptions, low student performance, and falsified academic results. This
prompted research into the impact of parental support on volunteer teachers to
understand the root causes of these issues and assess the extent to which
current practices may hinder educational progress
The primary
research question is how parental support for volunteer teachers should be
conducted. Additional questions include identifying the root causes of parental
non-compliance with agreements made with volunteer teachers and exploring the
strategies implemented by school administrations to prevent lesson disruptions
by volunteer teachers
In the Djiri school district, volunteer teachers often halt
classes at the end of the month due to delayed payments from students' parents.
Secondary hypotheses include financial difficulties faced by parents due to the
country's economic situation and poor management by school directors
responsible for centralizing related finances. This research aims to identify
the real causes of payment delays for volunteer teachers, highlight the
consequences of irregular payments on academic performance, and propose potential
solutions. We hope the results will provide decision-makers with valuable
insights to address this issue and ensure that the use of volunteer teachers in
primary schools is more effective and sustainable.
RESEARCH METHODS
To achieve our objectives, we employed the interview method.
Our study was conducted in ten public schools in the Djiri school district, targeting volunteer classroom teachers, parents of students,
and educational supervisors.
Using a qualitative approach,
we aimed to explore the
perceptions and experiences of the participants regarding the research topic. These in-depth interviews allowed us to understand the
nuances and complexities of the situation that quantitative data alone could not reveal, thereby providing richer and more profound insights
into the educational dynamics of these schools.
Populations
and samples
Table 1. Summary of Populations
|
No. |
Subjects investigated |
Gender |
||
|
1 |
Volunteer teachers |
Men |
Women |
Total |
|
06 |
07 |
13 |
||
|
2 |
Parents of students |
15 |
08 |
23 |
|
R3 |
School directors |
02 |
08 |
10 |
|
4 |
Senior Educational Advisors |
02 |
12 |
14 |
|
5 |
Inspectors |
03 |
01 |
04 |
|
Totals |
28 |
36 |
64 |
|
Source: our
survey, March 2020
Table 2. Study Samples
|
No. |
Subjects investigated |
Samples |
||
|
1 |
Volunteer teachers |
Men |
Women |
Total |
|
06 |
07 |
13 |
||
|
2 |
Parents of students |
15 |
08 |
23 |
|
3 |
Educational supervisors |
07 |
21 |
28 |
|
Totals |
28 |
36 |
64 |
|
Source: Survey,
March 2022
In this
table, it must be specified that the small size of the survey universe population corresponds to the samples
of each category of respondents:
inspectors, principal educational
advisors, and school directors, which constitute the samples of the educational supervisors. Ultimately, we have 64 subjects, including 36 women.
Data collection
instruments
It is well known that research
instruments and techniques facilitate data collection
by making it reliable,
efficient, and relevant. We therefore
used an instrument for collecting
survey data, the interview.
In the case of our
study, the purpose of the
interview was to collect
the opinions of volunteer classroom
teachers, parents of students,
and educational supervisors
(school directors, CPPs, and Inspectors) on the
impact of the support of volunteer teachers by parents, the causes and consequences
of non-compliance with commitments
made on the one hand and the measures to be considered in order to correct the situation on the other
hand.
This study is
composed of the following three (3) themes:
Themes 1:
the causes of
non-compliance with financial
assistance clauses for volunteer teachers;
Themes 2: the probable consequences
of non-compliance with commitments
made;
Themes 3: suggestions or approaches
to solutions to correct the situation.
RESULTS AND DISCUSSION
Results from the interview with
volunteer teachers
All schools
in the Djiri school
district were affected, namely 10 public primary schools.
Thirteen (13) volunteer teachers,
including seven (07) women, were interviewed.
Their duration in service varies between
two (02) and five (05) years,
and in the class, it is between two (02) and three (03) years.
Causes Of Lesson Interruptions By Volunteer
Teachers
Table 3. Reasons for stopping
classes for volunteer teachers
|
No. |
Reasons for course interruptions |
Effective |
% |
|
|
Late payment of benefits |
13 |
100% |
Source: Our survey,
March 2020.
In Table 3, all thirteen
(13) volunteer teachers admitted that they
sometimes stop classes due to non-payment
for their services. Indeed, the official benchmark agreed upon by everyone in their agreements is the start of the payment of civil servants' salaries, even
if the parent who pays the children's
school fees is not a civil servant. To this
end, the social categories of the student's
parents range from civil servants to housewives, including professions
such as trader, market gardener, taxi or bus driver, bus conductor,
mason, tailor, and others. This means that all these categories of parents should
respect the payment date of their
children's school fees so that
the school can pay the volunteer teachers' services on
time and regularly.
Table 4. Causes of delays in bonus payment according to teachers
|
No. |
Type of answers |
Workforce |
% |
|
1 |
Delay in
payment of civil servants' salaries |
0 |
0% |
|
2 |
Unemployed
parent, no secure source of income |
3 |
23.07% |
|
3 |
Parent traders
are suffering the financial crisis |
5 |
38.46% |
|
4 |
Bad management
of school principals who embezzle our money |
5 |
38.46% |
|
|
Total |
13 |
100% |
Source: Survey, March 2022
The table results
reveal several insights: Firstly, none of the volunteer teachers confirmed that irregular payment of their services stems from delays in civil servant salaries, which
are known not to suffer delays currently. Therefore, this cannot explain the challenges school administrators and parents
face in paying volunteers. Secondly, 23.07% of volunteer teachers cited unemployed parents as a
key factor contributing to payment
difficulties. Lack of employment is a fundamental cause of delayed payments to volunteers, as unemployed parents struggle to meet
school fee obligations despite their best intentions. Finally, 38.46% of volunteers attribute the delay in payments to financial crises, while an equal percentage attribute it to school directors' mismanagement.
Consequence of course interruptions for learners
Table 5. Consequences of stopping classes by volunteer teachers in Djiri
|
No. |
Nature of consequences |
Workforce |
% |
|
1 |
Abandonment of
students to their own devices |
3 |
23.07 |
|
2 |
Student
absenteeism |
2 |
15.38 |
|
3 |
Delay in
program progress |
3 |
23.07 |
|
4 |
Drop in
learner level |
3 |
23.07 |
|
5 |
Resurgence of
street children |
2 |
15.38 |
|
|
Total |
13 |
100% |
Source: Survey, March 2022.
The table results
highlight several key aspects of volunteer
teachers' attitudes and views
towards the teaching and learning process:
1. Parental Support and Teaching Motivation: 23.07% of volunteer teachers acknowledged leaving students
to learn independently due to insufficient parental contributions. This
dissatisfaction affects their motivation to teach.
2. Student Engagement Concerns: 15.38% of volunteer teachers noted a decline in
student attendance, contributing to student laziness and potentially impacting
their future career readiness.
3. Progress and Schedule Delays: 23.07% reported significant delays in the study
program, affecting both students' progress and teachers' ability to adhere to
teaching schedules.
4. Skill Level Decline:
23.07% observed a decline in students' skill levels, expressing regret over the
impact on students entrusted to their care.
5. Impact on Social Issues: 15.38% highlighted that class disruptions contribute
to increased street children, emphasizing broader societal impacts beyond
educational outcomes.
Overall,
these findings underscore the challenges within
the education system involving
volunteer teachers and their repercussions on both educators and students.
Suggestions or approaches to solutions
Table 6. Suggestions from Volunteer Teachers
|
No. |
Types of suggestions from volunteer
teachers |
Workforce |
% |
|
1 |
The political-administrative authorities
must take their responsibilities |
7 |
53.84 |
|
2 |
The parents' office must take care of financial
matters |
2 |
15.38 |
|
3 |
The duration of volunteering must not
exceed one year |
3 |
23.07 |
|
4 |
Recruitment to the civil service must be
automatic |
1 |
7.69 |
|
|
Total: |
13 |
100 |
Source: Survey, March 2022
The table above shows the following reflections:
1.
7 volunteer teachers out of 13, or
53.84%, suggest that the political-administrative authorities
must take their responsibilities by finding
viable and lasting solutions.
2.
2 subjects, or 15.38%, propose that
the parents' office handle financial
matters. This presupposes that either the parents manage their own
funds and pay the volunteers, or they must monitor
the movements of the fund monthly, that is,
scientifically and regularly
monitor the entries and exits of the funds. The
parents' office must, from time to time, encourage their members to be up to date with their contributions in order to avoid late payments.
3.
03 volunteer teachers
out of 13, or 23.07%, expressed the wish to reduce the duration of
the volunteer status, which, according to them, should not exceed one year. School law 25/95 of November 17, 1995, states in article 1:
“…education is free in the
Republic of Congo. » If the Congolese education system took this law into
account, parents would not take responsibility for the volunteers;
it would be the responsibility of the
State.
4.
One subject, or 7.69%, suggested that the civil service automatically
recruits volunteers. This would resolve their
socio-professional living conditions in a viable and
lasting manner.
Results of the interview guide with educational supervisors
This study includes 10 school directors, including 8 women; 14
principal educational advisors,
including 12 women; and 4 inspectors, including 1 woman, for a total of 28 subjects,
including 21 women.
Twenty-eight
(28) educational supervisors
were therefore involved in this study, including twenty-one (21) women.
Their duration in service varies between three (03) and twenty-seven (27) years, and in function, the
duration is between one
(01) and twelve (12) years.
The interview guide revolved around
the following themes:
Causes of
course interruptions by volunteer teachers
Table 7. Causes of Course Interruptions by Volunteer
Teachers
|
No. |
Causes mentioned |
Workforce |
% |
|
1 |
Late payment
of benefits |
28 |
100 |
|
|
Total |
28 |
100 |
Source: Survey,
March 2022
The table above
shows us that all the educational
supervisors gave a single cause:
the delay in payment of volunteers' services led to the
latter stopping classes. We
can deduce that the volunteer teachers would also be
regular in classes if the payments
were regular.
Consequences of stopping courses for learners
Table 8. Consequences of stopping classes.
|
No. |
Causes mentioned |
Workforce |
% |
|
1 |
Delay in program progress |
8 |
28.57 |
|
2 |
Drop in educational level |
7 |
25 |
|
3 |
Dropout |
6 |
21.42 |
|
4 |
Proliferation of anti-values |
7 |
25 |
|
|
Total |
28 |
100 |
Source: Survey, March 2022
The results
presented in the table above
provide insights into the
impressions of educational supervisors
regarding the consequences
of lesson cessation by volunteer
teachers on the learners:
1.
Eight
educational supervisors (28.57%) affirm that repeated class interruptions
result in program progress delays. No miracle can happen when classes are
regularly stopped; the programs will inevitably suffer.
2.
Seven
supervisors (25%) recognized that the decline in our learners' study levels is
due, among many other reasons, to repeated suspensions of classes.
3.
Six
educational supervisors (21.42%) revealed that school dropouts are also caused
by the repeated cessation of classes. When teachers are not in class, learners
engage in other activities, especially small jobs such as washing dishes, doing
laundry, selling bags, sweets, etc.
4.
Finally,
seven supervisors (25%) asserted that the lack of engagement in school pushes
learners to join criminal gangs, leading to a proliferation of negative values.
Suggestions or approaches to solutions
Table 9. Suggestions from Educational Supervisors
|
No. |
Nature of suggestions |
Workforce |
% |
|
1 |
The political-administrative
authorities must take their responsibilities |
4 |
14.28 |
|
2 |
The parents'
office must take care of financial matters |
2 |
7.14 |
|
3 |
The duration
of volunteering must not exceed one year |
3 |
10.71 |
|
4 |
Recruitment to
the civil service must be automatic |
19 |
67.85 |
|
|
Total |
28 |
100 |
Source: Our survey, March 2022
The results
in the table above highlight the solutions suggested by educational supervisors to address the phenomenon of course interruptions by volunteer
teachers. These suggestions
are highly relevant and compelling.
1. Political-Administrative Responsibility: Four supervisors (14.28%) suggest that
political-administrative authorities must take responsibility for finding
viable and lasting solutions to support volunteers in their roles.
2. Financial Management by Parents' Office: Two supervisors (7.14%) believe that the
parents' office should handle financial issues to ensure sound management. This
office should encourage parents to pay their contributions regularly and on time.
3. Shortening the Volunteer Period: Three supervisors (10.71%) recommend
that the volunteer period be shortened and not exceed one year.
4.
Automatic
Integration into Civil Service: Nineteen supervisors (67.85%) propose that the State should automatically
integrate volunteer teachers into the civil service, making life easier for
this category of teachers, who should not exist in the Congolese education
system.
Results from The Interview with
The Parents of The Students
Twenty-three
(23) parents, including 8 women,
participated in this study. To this end, an interview
guide comprising six (06) guiding
questions was developed to successfully collect data from this audience. The themes were the same as for the first respondents: causes, consequences, and, of
course, interruptions, as well as suggestions relating to this phenomenon.
Causes of Course
Interruptions by Volunteer Teachers
All twenty-three (23) parents of students, or 100%, affirmed that volunteer teachers stop classes because of late payment of their services.
Consequences of Course Interruptions for Learners
Table 10. Consequences of Course
Interruptions for Learners
|
No. |
Types of consequences |
Workforce |
% |
|
1 |
The idleness of learners |
10 |
43.47 |
|
2 |
Release of learners |
7 |
30.43 |
|
3 |
Dropout |
6 |
26.08 |
|
|
Total |
23 |
100 |
Source: Survey,
March 2022
Ten (10) parents of students, or 43.47%, affirmed that the absence of teachers at school creates a vacuum and learners are
victims of idleness. On the
other hand, seven (7)
30.43% report the slackening of learners; Six (6) parents,
or 26.08%, recognize that
the recurring cessation of classes leads to school dropout. The main consequence
of all these phenomena is a drop in the level of learners whose sidekick is poor
academic performance.
Suggestions
or Approaches to Solutions
Table 11. Suggestions from parents.
|
No. |
Nature of suggestions |
Workforce |
% |
|
1 |
The
political-administrative authorities must take their responsibilities |
4 |
17.40 |
|
2 |
Recruitment to
the civil service must be automatic |
19 |
82.60 |
|
Total |
23 |
100% |
|
Source: Our survey, March 2022
Suggestions made by
parents yielded the following
results:
1.
4 parents out of 23,
or 17.40%, suggested that
the political-administrative authorities
take their responsibilities.
2.
19 parents out of
23, or 82.60%, thought that
volunteer teachers should be automatically
recruited into the public
service.
Discussion
and suggestions
These days, no one can ignore the fact that work
guarantees independence. However, no one can work without expecting a reward that helps
them, at least a little, to
live a decent life. To work
is to seek personal happiness, live in harmony, and make your family and surroundings happy. If work guarantees self-reliance, it means that
it is not the work itself that
guarantees self-reliance
but the rewards that result from the work itself. For example, a farmer enjoys the proceeds of selling his crops,
a merchant enjoys the
profits from his sales, and
an employee enjoys his salary after
selling his services in the
company.
We can think of salaries, profits from sales, and crops as
motivation forms, often equated with satisfaction and
engagement
The volunteer
teacher is no exception because he is
a man, a man who wants to satisfy like all other men. Nevertheless, these five (5) fundamental human needs according to Maslow's pyramid: vital needs, need
for security and protection, need
for love and belonging, need
for self-esteem, and need
to realize oneself. Meeting basic needs is a necessity. If these needs are not met, it harms the development
and the very life of an individual.
This affects both his
physique and his psyche. An
example of psychological
frustration is a volunteer teacher deprived of his service while civil servants regularly receive their salaries.
Maslow considers
that each level of success conditions the
passage to the next level
and so on. Until a person can satisfy the initial need, he or she
cannot move on to the next need. The volunteer teacher can only eat if he is
paid because the salary will allow
him to satisfy other needs.
Regarding the need for security
and protection, Carl Rogers, another humanistic psychologist, said, "Only when a person feels
secure does he have the time and strength to seek love and belonging and share love with so many others.”
This means that the salary for the case of volunteers
is security, and by having the salary, they can afford to love their work, their
learners, and all those who are around them. This is what
explains a lot of human behavior.
Thus, love of one's work
and one's learners will improve academic
results, resulting from regular and decent remuneration
As a reminder,
we would like to say that our
study focused on the impact
of parents' support of volunteer teachers
for children's education.
This theme has been the subject
of extensive work by several
authors. We can nevertheless discuss the question
of knowing to what extent this means
the non-support of volunteers generally
has an effect on the education
of children. Some authors have seen that "responsibility is being able to respond in an educational way; Responsibility implies taking care of the future of the human
being as a whole
Thanks to the results obtained
by the study in Guinea demonstrate that it will need
contract teachers over the next ten years
because, he says, “the needs are such that they
represent a doubling of the
teaching force at primary level”
Although our suggestions are not exhaustive, we offer the following:
To volunteer teachers
1.
To ensure reliable instruction and quality
education, it is necessary to prepare lessons well on a daily basis with a view to good mastery of the teaching
profession or profession.
2.
Have the time necessary to train and obtain
information by taking part in the various
educational activities organized as part of quality continuing education.
3.
Use official educational documents for good lesson
preparation.
Improve professional
awareness through punctuality at the workplace,
effective presence at the workplace
in the classroom, by teaching
what is in the official
program and by evaluating academic
achievements.
To educational supervisors
1.
Ensure close educational monitoring for young volunteer teachers
2.
Help school directors to manage best the funds collected or provided by parents
for the timely payment of
the subsistence bonus of volunteer
teachers. In short, fight against the misappropriation of funds intended for the payment of the bonus for volunteer
teachers.
To parents of students
1.
Become aware of the delicacy
of the status of volunteer teachers in order to expedite the payment of the bonus
due to them.
2.
Meet all the conditions to gather in time
the funds necessary to pay the subsistence allowance for volunteer teachers.
3.
Establish bridges for ongoing dialogue with volunteer teachers.
CONCLUSION
This research concludes that education plays a crucial role in nurturing
the moral, intellectual, and physical development of children, as well as
integrating them into society through family and educational institutions like
schools. Primary education aims to impart fundamental skills such as reading,
writing, arithmetic, and civic education, which are facilitated by dedicated
and experienced teachers. The study specifically investigates the impact of
parental support on volunteer teachers within Djiri's
school district, highlighting that insufficient financial backing from parents
can disrupt the continuity of teaching. The findings underscore the importance
of sustained collaboration among volunteer teachers, educational supervisors,
and parents to ensure consistent quality education and support for the future
success of students.
Furthermore, the research recommends fostering stronger partnerships
between stakeholders to address the underlying challenges in relationships
among volunteer teachers, parents, and educational supervisors. It calls on
parents to honor their commitments to sustainably
support volunteer teachers, recognizing their pivotal role in maintaining
educational stability and fostering the academic achievement of children, who
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Copyright holder: Okoua Béatrice
Perpétue, Thibault-Mpolo Yolande, Mahoungou Moumbouilou Eloge Symplice, Adelia Azzahra (2024) |
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First publication right: Asian Journal of Engineering, Social and Health (AJESH) |
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