Teaching in the trenches is not an exaggeration when describing the reality of public school teachers in Nigeria. It is a term that captures the grit, resilience, and unrelenting commitment required to work in an environment where the odds are often stacked against you. For many, the image of teaching is still one of a peaceful classroom, attentive students, and resources neatly laid out. But in the Nigerian public school system, the reality can be starkly different: overcrowded classrooms, inadequate teaching materials, low remuneration, and systemic neglect are the daily backdrop against which these educators try to mould the minds of the next generation. And yet, they keep going, not because the system makes it easy, but because the stakes are too high to quit. The benefit of understanding this reality is not just in recognising the struggles; it is in acknowledging the unwavering dedication that keeps the nation’s educational heartbeat alive.
A primary school teacher in Osun State, Mrs. Olagunju Grace, described it plainly: “We work with what we have, even when what we have is next to nothing. My class has over 30 pupils. Sometimes, there are not enough seats. I have to project my voice so that those at the back can hear me, and at the same time, I must manage behaviour, mark assignments, and keep track of each child’s progress. It is physically draining, but I tell myself that if I give up, they lose.” This is not the story of one teacher; it is the shared reality of thousands across the country.
In the trenches of Nigerian public schools, the challenges begin with the physical environment. Dilapidated buildings with leaking roofs are not uncommon. Many schools have broken windows, no functional toilets, and sometimes no running water. During the rainy season, flooded classrooms force pupils to huddle together or stand for long stretches because the benches are wet. A science teacher in another school in Osun State, Mr. Samuel Oche, said, “I teach chemistry without a laboratory. We talk about experiments, but we cannot conduct them. Students hear the theory but never see the reality, so their understanding is limited. It hurts me because I know they are capable of much more if only they had the tools.” Such an absence of basic infrastructure not only undermines the quality of teaching but also chips away at the motivation of both teachers and students.
The scarcity of resources extends beyond the buildings. Textbooks are often outdated or entirely unavailable. Teachers improvise, sometimes writing entire lesson notes on the blackboard because photocopying materials is unaffordable. This creates a slower pace of learning and places extra strain on both sides of the desk. Public school teachers are also often posted to remote areas where electricity and internet access are luxuries. In such settings, modern teaching methods are nearly impossible to implement, leaving educators to rely solely on chalk-and-talk methods. This not only limits student engagement but widens the gap between public school education and the private school system, where access to technology and better resources is far more common.
Yet perhaps the most unrelenting challenge is the workload. Teachers in public schools frequently handle class sizes that exceed the recommended student-teacher ratio. The UNESCO standard is one teacher to 25 pupils for primary schools and one to 30 for secondary, but in Nigeria, the ratio can be as high as 1:70 or even 1:100. Managing such numbers while trying to cater to individual learning needs is a task that stretches even the most skilled educator to their limits. One teacher described it as “being a referee, coach, counsellor, and parent to dozens of children at once, every single day.”
The financial reward for this level of commitment is, in most cases, painfully inadequate. Teachers in many states still battle delayed salaries, unpaid allowances, delayed promotions and wages that do not reflect the cost of living. Some are forced to take on additional jobs which include private tutoring, small businesses, or farming to make ends meet. This constant financial strain erodes morale and sometimes pushes talented teachers out of the profession entirely. And yet, the ones who remain do so because they feel a deep sense of duty to their pupils and communities.
What is often overlooked is the emotional and psychological toll that comes with teaching in such conditions. Teachers are not just educators; they are also confidants for children who face domestic abuse, hunger, or neglect. A teacher in Ogun State recalled a pupil who regularly came to school without breakfast or lunch. “You cannot just teach algebra to a hungry child,” she said. “I started bringing extra food from home, even though my salary could barely cover my own family’s needs. But I could not watch him sit there with an empty stomach.” These small acts of sacrifice rarely make it into public discourse, yet they are the quiet, everyday heroics that keep the system functioning despite its flaws.
The ripple effect of these sacrifices is significant. Many public school students are the first in their families to have formal education. The teacher’s encouragement, patience, and guidance can mean the difference between a child dropping out at 12 or going on to university. Even in the absence of perfect conditions, a committed teacher can inspire confidence, ignite curiosity, and plant the seeds of resilience. In communities where education is undervalued, teachers often double as advocates, visiting parents to persuade them to keep their children in school, especially girls, who are more likely to be withdrawn for early marriage or domestic work.
Despite the relentless challenges, there is an undeniable sense of pride among many public school teachers. They see themselves as custodians of hope. They understand that their work has a generational impact, shaping not only individual lives but the future of the nation. For every pupil who learns to read, solve problems, or dream beyond their circumstances, there is a teacher who fought silently to make it possible. This is why the struggles of public school teachers in Nigeria must be seen not as isolated cases but as an urgent national issue. Supporting them means investing in the country’s future.
