Teachers

By Ishaka Mohammed

I discussed in my last article why I don’t generally consider private school teachers victims of proprietors’ inhumanity. Many factors could be responsible for the seeming wickedness of some school owners. However, these teachers are mostly underpaid.

I understand that some private school teachers earn good salaries, but such usually come at the expense of their dignity and peace of mind. This is due to the presence of unruly students who are highly protected against reasonable corrective measures. A teacher must either tolerate their misbehaviour or be ready to quit.

In addition, schools that pay competitive salaries and have standard facilities often overlook other factors that might hinder learning aside from the teachers’ incompetence. Teachers’ efforts are hardly appreciated, as parents and proprietors judge everything based on the students’ scores in internal and external exams. As a result, teachers are usually under pressure to deliver near-perfect performance, hence sacrificing extra time and energy. 

Teachers in the above category are very few compared to those with meagre salaries. Based on my personal experience and interactions with colleagues and other stakeholders, a privileged private school teacher in Nigeria is one whose annual salary is enough to cover feeding, accommodation, clothing, toiletries, and transport expenses without attracting debts. I am talking about a person with perfect health conditions and no dependents.

I have seen instances where a teacher has to rely heavily on contributions (susu or adashi) for several months to be able to buy a new Android phone. 

Some people have questioned why anyone would choose to depend on such a job instead of finding additional sources of income.

Well, I don’t think anyone would decide to subject themselves to the life of penury that the job promises. 

Most private school teachers wish to have “side hustles,” but certain factors, such as time, location, information, capital, etc., block them.

We might think they should be able to access relevant information since they’re adults and educators, but life isn’t always like that. So, I believe that every individual, including you, the reader, can assist one or two teachers by occasionally sharing valuable information concerning alternative sources of income.

And if you own a school or are positioned to influence teachers’ well-being, I urge you to do your best to improve their economic status.

First, I appeal that you frequently review salaries based on economic realities and teachers’ efforts. Although salary increases largely depend on the organisation’s revenues, you must remember that a teacher’s failure to meet basic needs would adversely affect your organisation and education in general. 

Second, as much as possible, reveal dates on which your employees should expect salaries. This would allow them to plan how to use their money correctly. 

Lastly, strive to grant them access to interest-free business loans with flexible repayment terms. You can also organise workshops (for them) on managing multiple income streams.

I believe the implementation of the above suggestions would lead to win-win situations.

By Muhammad Isyaku

The challenges faced by private school teachers in Nigeria are weighty. Many feel undervalued and disrespected by school proprietors, who often fail to treat them as equals. Despite their qualifications, teachers find themselves in dehumanising situations where their salaries are insufficient to meet their basic needs.

In Nigeria, private school teachers, particularly those working at the crèche, nursery, primary, and secondary levels of education, are akin to pumpkins in deserted homesteads because most school proprietors don’t treat them as fellow humans.

Imagine someone who has never paid your school fees; they just met you as a graduate with your qualifications, but because you are working under them, it would be dehumanising to you as if what they pay you could cater to your life demands.

Private school teachers are going through tough situations, and some of them contribute to their misfortunes because they are stuck in monster schools where they are not respected and dignified. If not for weaklings and silly-minded teachers, how could you choose to continue working with a proprietor who doesn’t respect your persona?

Some proprietors would shout at teachers in front of the students or their parents, giving students much higher priority than teachers in some schools. Some proprietors would prefer losing a teacher to losing a student, and the only excuse they have is that they might use the money to employ another teacher to replace the one they lost but could not use the funds to bring in students to their school, which is a terrible idea to me.

Furthermore, private school students are often disrespectful. Most of them don’t exhibit good manners in school, and their reason for misbehaving toward teachers or other school personnel is that their parents pay for their school fees, so they should be exempted from discipline. In contrast, students in public schools behave better because the government pays for them and provides everything for them for free.

In my experience, the most annoying place for a graduate to work is a private school. Though not all private school students are hellish or mannerless, some respect us as our younger siblings do at home. I won’t fail to admit that but the majority are not well-mannered. 

Most of the management in those schools doesn’t respect the welfare of their staff, but they want teachers to do a donkey job for them in the school. Some even have the manner of owing salaries; some would pay but not complete; some would pay, but teachers have to buy all the textbooks needed for their subjects.

I don’t want to be on record saying all proprietors are bad. Some are good and nice to work with, but others are pharaohs in human skins. My only candid advice for young graduates of either NCE or degree programs to work for private schools is for experience’s sake, nothing more or less.

Suppose one works in a private school before getting employment by the government or any private sector. In that case, he will learn much more, especially by being contemptuous and modest, because the salary can never be enough. Though nothing can be reached in this life, patience is the key.

However, in a private school, if one is to calculate what he is earning, even a pure water hawker could be earning more than he does in a month if all the daily earnings are to be calculated at the end of the month. 

I advise graduates to look for alternatives to teaching in private schools because those proprietors would exploit them and get richer through their sweat while they are getting poorer. The annoying part is that they don’t appreciate your effort. If they did, they should have found a token or incentive to offer you or pay while on vacation, but they won’t. All they do is let the month end before they pay you the salary.

People, especially young graduates, should go and learn skills or other business because teaching in private schools is not for them and can never contain their needs, especially in this hard-hit Nigeria. I am saying this from experience and as a private school teacher presently.

Moreover, for those who might be stricken or hurt by my words, I want to categorically state that I owe nobody an apology whatsoever. If you are unhappy with my submission, you can write a rejoinder and counter-argue.

Muhammad Isyaku wrote via muhammadisyakumalumfashi@gmail.com.

By Ibrahim Tukur

Teaching, a practice dating back to the inception of human civilisation, remains the cornerstone of knowledge dissemination and societal development. Across diverse forms, teaching has profoundly influenced our lives and the world at large. It’s the vessel through which knowledge, information, and invaluable experiences are preserved and transmitted across generations. In the structured confines of schools, students engage with various disciplines, not solely to absorb knowledge but also to challenge, reframe, and contribute to a brighter future.

Yet, despite being the progenitor of all professions, Nigeria seems to overlook the significance of the teaching profession, unlike professions like law or medicine, where extensive training and years of study are prerequisites, teaching frequently appears as an accessible career path, sometimes attracting individuals without the essential pedagogical skills or comprehensive subject mastery.

This oversight manifests glaringly in the underappreciation of teachers by the Nigerian government, notably in the form of insufficient compensation. The meagre salaries offered to educators fail to recognise the intricacies and demands inherent in their roles, severely limiting their ability to perform optimally and affecting their morale.

Additionally, the teaching landscape in Nigeria grapples with a multitude of challenges that impede effective education delivery. Inadequate infrastructure, including a scarcity of classrooms, laboratories, libraries, and teaching materials, is a significant barrier to teaching and learning. This scarcity, coupled with a shortage of qualified educators and deficiencies in teaching methodologies, hampers students’ ability to reach their academic potential.

The lack of comprehensive and quality teacher training programs is a significant challenge educators face in Nigeria. Many teachers enter the profession without adequate preparation, lacking essential pedagogical skills and updated teaching methodologies. This deficiency in training directly impacts their ability to engage students effectively, cater to diverse learning needs, and employ innovative teaching techniques. Insufficient training also hampers educators in adapting to evolving educational trends, impacting the quality of education imparted to students across various levels of schooling.

Consequently, Nigeria’s education system suffers, and the ramifications are dire. If not rectified, this neglect of teaching—the bedrock of all professions—will perpetuate the birth of underqualified professionals. It’s a situation that could escalate brain drain, where competent educators seek opportunities abroad where their expertise is appreciated and duly rewarded.

Recognising the pivotal role teachers play in shaping society, there’s an urgent need for substantial reforms. It starts with acknowledging and properly compensating teachers for their arduous task of moulding minds and futures. Additionally, investing in comprehensive teacher training programs, extending the duration of educational courses to allow for a more thorough mastery of teaching methodologies, and implementing stringent selection processes for educators are imperative steps.

The government’s commitment to furnishing all schools with adequate resources and facilities is equally crucial. This holistic approach ensures seamless teaching and learning experiences, vital for the nation’s educational advancement.

In conclusion, it’s paramount to accord teachers the reverence and support they deserve. Their pivotal role in shaping both individuals and the world demands acknowledgement and concrete actions aimed at rectifying the systemic deficiencies currently hampering the teaching profession in Nigeria.

Ibrahim Tukur is a hearing–impaired individual from Ingawa, a town in Katsina. He earned his first degree in Special Education/Sociology. He is a Disability Rights Advocate and can be reached via inventorngw@gmail.com.

By Uzair Adam Imam

Over 7,000 quack teachers were reported to have been remedied by the Teachers’ Registration Council of Nigeria (TRCN) in Adamawa, Borno and Yobe States. 

Prof. Josiah Ajiboye, the TRCN Chief Executive, made this disclosure to newsmen on Thursday at a workshop organised by the council.

At the workshop themed, “Strengthening Teachers Education: Challenges and Opportunities in Basic Sub-Sector in Nigeria”, Ajiboye lamented about the learning crisis in the country.

Ajiboye stated that the learning crisis in the country had always been attributed to poor teaching and the lack of qualified teachers.

However, he stated that the effort made by the council was to upscale the dignity of the teaching profession in the eyes of the public.

He stated, “The challenge with Nigerian education is largely attributed to poor teaching in which experienced, dedicated, committed and professional teachers were difficult to find in schools.

“The council, in order to upscale the dignity, rewards and recognition of the teaching profession, had developed a career path policy for the teaching profession,” he stated.

By ImamMalik Abdullahi Kaga

Many students across Nigerian schools hate the king of subjects – mathematics. Mathematics is a subject that has application in most things, if not everything, in our life. Yet it is loved by few. Why?

The application of mathematics is there in every aspect of our life. Mathematics is crucial for industries, artisans, doctors, engineers, and many others. Yet, despite the vast and promising applications of the subject in our day-to-day activities, many students find it uninteresting. However, as a 200-level student, it is among the most straightforward and exciting subjects I enjoy. The reasons for the aversion towards mathematics include the teachers’ teaching methodology, students’ attitude towards the subject, poor reading culture, and lure of peer mates.                                                                                                                                                  

Some teachers (trained ones) employed to teach this almighty subject do not teach from the background. On the other hand, some are not trained and qualified to teach the subject. We cannot deny the fact that not all that are practising the noble profession of teaching are teachers. The majority have found themselves in the cause accidentally. This results in their inability to carry out the job correctly. It is becoming rare seeing a well-trained mathematics graduate teaching the students because the untrained ones are displacing them. And this applies not only to mathematics but to other subjects too. It is worrisome to notice that most of our schools produce students with a minimal or poor background in mathematics. The truth is that our schools are invaded by non-professionals parading themselves as teachers.                     

Students’ lack of seriousness and keenness on the subject cannot be over-emphasized. In this world of technology, students face many distractions which cause hindrances to their studies. Students nowadays are addicted to phones. They prefer surfing the internet and social media, playing games, watching the so-called series films, listening to music to devoting time to practising the subject. With this attitude, no student will perform excellently in this subject because mathematics requires constant practice.                                                                        

These days, students are not keen on their studies, so they barely read their books. In the past, students worked hard; some even read harder than their teachers. This helped them understand mathematics and other subjects, and then a holistic knowledge and solid background. Ours is entirely different. We hardly ever find students that have devoted keen interest in reading the subject in the six-year academic program at the secondary level. Still, they expect to score a credit pass in the subject.                                                

In some instances, fellow students discourage others in their crew from being focused on the study of mathematics in our schools. Some of the students in question, either out of sheer laziness or fear, would not devote their time and energy to the subject, which is one of the reasons for the mass failure in the subject in recent times. It is a fact that once a student hates a topic, he will equally hate the teacher, resulting in a large group of students who develop an aversion toward learning the subject. Another disturbing aspect is the influence of peer groups that lure others who might have an interest in this subject to go to games, parties and others. This has ignited lugubrious discouragement to others.                                                                    

Another disturbing aspect is the kind of textbooks used in schools. Unemployed folks searching for jobs plagiarize the works of hardworking researchers and sell them to schools. You will believe me that the books in circulation in various schools are full of silly pictures instead of extensive clarifications about the topics contained.

ImamMalik Abdullahi Kaga wrote from Borno State University via abdullahiimammalik@gmail.com.

By Ibrahim Musa (BK)

While on teaching service, there are a lot of discoveries I make in the noble profession. In fact, I have seen some reasons why many students cannot do well academically in many schools despite all the efforts and sacrifices teachers make to ensure students’ academic accomplishments that will help them (students) and prepare them for future life.

Teachers are there to make necessary sacrifices in helping students attain quality education that will help them meet their potentials in life and establish a foundation to build their future upon.

However, many teachers have different reasons for being in the classrooms. Some take the teaching job to satisfy their needs with their salary. Some are there just because they cannot get a well-paid job and due to the blow of unemployment. They reluctantly take teaching jobs without the intention of helping students, while some (reasonably few) are there to make sacrifices in assisting students in attaining a good education. Every reason of each teacher will determine whether or not students will get a good education.

I discovered that many teachers are doing one thing very well, which is teaching students in the classrooms but abandoning one other vital thing: research. Thus, All teachers in primary and secondary schools need to teach and engage in research that will help them formulate effective teaching methodologies because students have different needs that require different teaching methodologies that will enable students to meet their educational needs in the classrooms.

Suppose all teachers engage in both teaching and research together. In that case, they will encounter individual differences exhibited by students. With this discovery, they will be able to formulate effective teaching methodologies to help the students to understand the contents of the lessons very well and meet their educational needs.

It is vitally important to note that research is the adequate foundation upon which teaching methodologies are formulated. Therefore, every teacher should not overlook or neglect research because it is beneficial to both students, teachers themselves, and society.

Life is dynamic, and research will help teachers understand the nature, scope, and prospect of every dynamism to determine and design effective teaching methods that match students’ learning paces.

RESEARCH EXPANDS OUR TEACHING PROFESSIONALISM. Therefore, keep on teaching and researching.

Ibrahim Musa BK is an English Language teacher at Government School For the Deaf Malumfashi, Katsina State. He sent this article via musaibrahimbk@gmail.com.

By Aminu Rabiu Kano

If there is one vexing question that has continuously engaged the attention of stakeholders worldwide, it is certainly about the future of a classroom teacher in the ever-changing global world. No doubt, the role of a teacher is critical in building and sustaining a healthy and responsible society. Indeed, the future of any thriving community rests in the teacher’s pivotal role to progressively impart valuable lessons and skills to children. But then the world is fast evolving, from one era to another, thereby altering the modus operandi of several human activities, teaching and learning inclusive.

In the 21st century, the world has witnessed so much transformation in virtually every aspect of human life, with technology leading the way into a more digital world. The change brought upon by the technological revolution has had a tremendous impact on every facet of human interaction. Recently, the Covid-19 pandemic has shocked the entire world as physical human interactions were curtailed, thereby bringing a paradigm shift in man’s understanding of his environment.

Specifically, the education sector is affected by the changes constantly happening in and around the world. Naturally, this raises serious questions about the role of a teacher. As globally recognized, a teacher everywhere possesses some latitude of power and influence, which earns him respect in society. But since the world is witnessing tremendous changes that have never been seen before, some urgent questions arise that are pertinent to a teacher’s continued relevance.

On the one hand, a teacher is expected to help students learn by imparting knowledge and setting up a situation in which students can and will learn effectively. While on the other hand, he (teacher) is faced with the daunting task of introducing a novel, pragmatic approach to learning to be at par with changes in the world. While the task is enormous, it is still humanly possible for a teacher to deliver his primary functions while at the same time leading with power and influence.

Research by Kappa Delta Pi (2015) discovered that little value occurs in any classroom without excellent teacher preparation to lead students. This implies that the leadership skills possessed by a particular teacher have a tremendous impact on learning outcomes. A teacher, in this context, is equated with a senior policymaker whose ability to lead the way for progressive policies and handle complex issues has a direct impact on the happiness of a vast number of people.

A teacher is thus not seen as a leader with limited influence and power but a leader of all students, of people large and small. Therefore, teacher leadership is an inescapable reality. In essence, I am saying that in a bid to maintain and even augment their relevance in a changing world, teachers must possess some leadership skills to meet students’ demands.

Secondly, for teachers to remain relevant and influential in a fast-changing world, they must be an agent of change. But in order not to misunderstand change with fashion, a teacher must do some research to be able to glean the source, nature, character, prospects, and challenges of any change mantra. This means understanding the politics of change and collaborating with like minds in pushing for a progressive change in all aspects of human life. By so doing, the teacher extends the reach of his leadership empire beyond the four walls of a classroom.

Thirdly, for a teacher to continue wielding enormous power and influence, he must do all he can to produce students who not only keenly observe but clearly understand what is happening around them. Therefore, the onus is on the teacher to train his students and imbue them with the mindset of identifying problems in their immediate society and investing their efforts towards solving them. In this light, skills such as critical thinking and problem-solving are pivotal.

Finally,  a teacher can only lead with power and influence in a changing world if he is adaptable. Adaptability in this context implies the readiness and ability of the teacher to receive, internalize, support, and promote positive changes. Therefore, as the world moves to a digital era, the teacher must embrace technology to deliver lessons. For instance, the Covid-19 pandemic has resulted in the closure of schools and other institutions of learning, thereby disrupting academic activities. This notwithstanding, in some climes, teachers resorted to using technology for lessons delivery. By way of advice, a teacher must leverage technological gadgets to produce students with a digital mindset.

Aminu Rabiu Kano is a political and public affairs commentator. He can be reached via arabiukano@gmail.com.