Quality education is impossible without quality and qualified teachers. The quality of education in any nation is intrinsically linked to the calibre of its teachers. In Nigeria, the teaching profession is often overshadowed by poor working conditions, inadequate training, and low societal esteem. These challenges have long contributed to the country’s educational crisis, affecting millions of students who rely on the system for their future.
Teachers are the cornerstone and the major human capital of any education system. They are responsible for imparting knowledge, shaping character, and preparing students for the future. However, in Nigeria, the teaching profession is facing a myriad of challenges that undermine its effectiveness.
One of the major issues plaguing the teaching profession in Nigeria is the recruitment and retention of qualified teachers. Recent data from UNESCO showed that sub-Saharan Africa needs to recruit 16.5 million more teachers to reach its education goals by 2030. According to the Universal Basic Education Commission (UBEC), Nigeria has a shortage of over 250,000 teachers in primary schools alone. This gap is further exacerbated by the exodus of skilled educators to other professions or countries with better pay and working conditions. The recruitment process itself is often flawed, with positions sometimes given based on connections rather than merit. This leads to the employment of underqualified individuals, who lack the skills and knowledge necessary to deliver quality education.
Another significant issue is the lack of comprehensive teacher training. Many teachers enter the profession without undergoing adequate training in pedagogy or subject matter expertise. According to a 2022 report by the World Bank, less than 50% of Nigerian teachers meet the minimum qualification standards for their roles. Aside from the lack of pre-service training, teachers also lack in-service professional development opportunities. The 2022 National Personnel Audit conducted by the Universal Basic Education Commission (UBEC) revealed that 67.5% of teachers in public schools and 85.3% in private schools have not attended any in-service training in five years. Although the Revised National Policy on Education (2013) speaks of the provision of educational support services, including local government-based Teacher Resource Centres that can provide professional development space for basic education teachers, there is no evidence that this has been implemented a decade since the policy revision. Teacher training institutions in Nigeria are underfunded and lack the resources to provide modern, effective training. This results in a teaching workforce that is ill-prepared to handle the diverse needs of students or adapt to contemporary teaching methods.
The working conditions for Nigerian teachers leave much to be desired. Many schools, especially in rural areas, lack basic amenities such as electricity, potable water, and teaching materials. Teachers often have to work in overcrowded classrooms, with student-to-teacher ratios sometimes as high as 100:1. These conditions not only affect the teachers’ morale but also impede their ability to deliver quality education.
One of the most demoralising aspects of the teaching profession in Nigeria is the low pay. According to the Nigerian Union of Teachers (NUT), many teachers earn less than ₦50,000 per month, barely enough to cover basic living expenses. In addition to low salaries, delayed payment of wages is a frequent issue, forcing many teachers to take on additional jobs or abandon the profession altogether.
Continuous professional development is crucial for teachers to stay updated on new teaching methods and curriculum changes. However, in Nigeria, opportunities for professional growth are scarce. The World Bank and UNESCO revealed that at least 20% of the teachers in public basic education schools are not qualified to teach. Also, the number almost doubles in private schools. For instance, at the primary level, the majority of the teachers in public schools (60%) hold a National Certificate of Education (NCE), while only 15% have a Bachelor’s Degree in Education. Many teachers go years without attending any form of training or workshop, leaving them stuck with outdated teaching methods.
In Nigeria, teaching is often seen as a last resort for those who could not secure more “prestigious” jobs. This societal perception has led to a lack of respect and recognition for teachers, further demoralising those in the profession. A survey conducted by the NUT in 2021 revealed that 70% of teachers feel undervalued and unappreciated by society. Data shows that 3 of 4 undergraduate students in the Faculty of Education at a Nigerian University did not willingly choose the education path. While some of them only accepted to study an education-themed course just to get a tertiary degree, others are doing it because they feel they are not brilliant enough to study some other courses.
The issues facing teachers in Nigeria have a direct impact on the quality of education students receive. Poorly trained and demotivated teachers are less effective in the classroom, leading to low student performance. According to the 2023 West African Examination Council (WAEC) report, only 39% of candidates obtained credit passes in five subjects, including Mathematics and English. This statistic underscores the urgent need for reforms in the teaching sector.
Over the years, the Nigerian government has launched several initiatives aimed at improving the teaching profession. Programmes such as the Teachers’ Professional Development Fund (TPDF) and the National Teachers’ Institute (NTI) have been set up to provide training and support for teachers. However, these initiatives are often hampered by inadequate funding, poor implementation, and corruption.
To resolve the issues in the teaching sector, recruitment should be based on merit, ensuring that only qualified individuals are employed as teachers. Also, the government should invest in teacher training institutions to provide modern and effective training programmes.
Schools should be equipped with the necessary infrastructure and resources to create a conducive learning environment.
Teachers’ salaries should be increased to attract and retain skilled professionals. Also, regular training and workshops should be mandatory for all teachers to keep them updated on best practices. To change societal perception, public awareness campaigns should be launched to highlight the importance of teachers and elevate their status in society.
The issues facing teachers and teaching in Nigeria are a significant contributor to the country’s education crisis. Addressing these challenges requires a concerted effort from the government, private sector, and society at large.
