*Yunus, Olawale.
Teaching is universally acknowledged as one of the noblest professions in human society. It is the foundation upon which other professions are built, the intellectual engine that drives national development, and the bridge through which knowledge, values, skills and innovation are transferred from one generation to another. Every doctor, engineer, lawyer, journalist, scientist, administrator, politician and business leader has, at one point in life, passed through the hands of a teacher.
Yet, in Nigeria, a troubling contradiction persists: while society celebrates the importance of education and acknowledges the enormous contributions of teachers, the very individuals entrusted with shaping the nation’s future continue to experience neglect, poor remuneration, inadequate welfare and diminishing professional recognition. Hence, this raises a fundamental question: If teaching is the mother of all professions, why are Nigerian teachers treated as though their profession is among the least important?
The Paradox of a Noble Profession
There is hardly any profession that can claim to exist independently of teaching. Before a surgeon performs an operation, a teacher has laid the foundation of knowledge. Before an engineer constructs a bridge, a teacher has introduced the principles of mathematics and science. Before a lawyer interprets the law, a teacher has helped develop the intellectual discipline required to understand it. The teacher is, therefore, not merely an employee whose responsibility is to deliver lessons within classroom walls. A teacher is an educator, mentor, character builder, counsellor, knowledge facilitator and, in many instances, a substitute parent. Unfortunately, the recognition attached to the profession in theory rarely translates into the dignity and economic security enjoyed by its practitioners.
In Nigeria, teaching is frequently perceived as a fallback option rather than a deliberate professional calling. In some quarters, the question, “Is teaching the only job available?” is casually thrown at individuals who choose to pursue a career in education. Such attitudes reinforce the perception that teaching is less prestigious than other professions, regardless of the intellectual demands, professional responsibilities and societal expectations associated with it. This perception must change.
The Economics of Teaching: Working Hard, Earning Little
One of the most disturbing realities confronting Nigerian teachers is the disparity between their professional responsibilities and their financial rewards. Across different segments of the education sector, teachers contend with varying degrees of inadequate salaries, delayed payments, poor working conditions and limited opportunities for career advancement.
While conditions differ between federal, state and private educational institutions, the underlying concern remains the same: the welfare of teachers has not consistently received the priority it deserves. For many teachers, monthly earnings are quickly consumed by transportation, accommodation, feeding, children’s school fees, healthcare and other essential family responsibilities. In an economy characterised by rising living costs, an inadequate salary does not merely affect a teacher’s lifestyle; it threatens the teacher’s ability to perform effectively.
How can a teacher be expected to concentrate fully on developing the intellectual capacity of students while constantly worrying about unpaid bills, family responsibilities and financial survival? The situation becomes even more challenging for teachers in some private schools, where salaries may be considerably lower than those offered in public institutions, despite comparable professional responsibilities and workloads.
Some teachers are expected to prepare lesson notes, assess students, attend meetings, supervise extracurricular activities, participate in administrative assignments and undertake additional responsibilities without commensurate financial compensation. The result is a profession in which commitment is often demanded but adequately rewarded only in limited circumstances.
*The Disdain: A Society That Celebrates Certificates More Than Knowledge*
Beyond poor remuneration, another challenge confronting Nigerian teachers is the gradual erosion of professional respect. In a society where economic status is frequently used as a measure of success, teachers are sometimes judged by what they earn rather than by the value they contribute.
A teacher may spend decades educating generations of Nigerians, yet struggle to achieve the financial stability that society associates with professional success. Ironically, some of the individuals who publicly disregard teachers owe their professional accomplishments to the dedication of educators who invested time, knowledge and patience in their development.
Parents sometimes expect teachers to perform miracles in the classroom while failing to provide the necessary support. Some school proprietors and administrators demand exceptional results without establishing decent working conditions and encouraging welfare. Governments make ambitious educational pronouncements but often fall short in translating such commitments into meaningful improvements in teachers’ welfare. The consequences extend beyond the individual teacher. When society undermines the dignity of educators, it indirectly undermines the dignity of education itself.
*The Burden of Professional Responsibility*
Teaching is often misunderstood as a profession that begins and ends in the classroom. Nothing could be further from the truth. A teacher’s work extends beyond the hours spent delivering lessons. There are lesson preparations, research, marking, record-keeping, curriculum interpretation, student mentoring, parental engagement and continuous professional development. In many schools, teachers also assume responsibilities relating to discipline, safeguarding, counselling and the emotional wellbeing of students.
The emergence of technology, artificial intelligence and changing educational demands has further increased the need for teachers to upgrade their skills and adapt their instructional approaches. Yet, how many educational institutions provide teachers with adequate training, modern teaching resources, functional laboratories, digital facilities and professional development opportunities?
*Government Policies and the Reality of Implementation*
Nigeria has introduced several policies and initiatives aimed at improving the teaching profession. One notable intervention is the Teachers Registration Council of Nigeria (TRCN), established to regulate the teaching profession and promote professional standards. The Federal Government has also introduced the Professional Standards for Nigerian Teachers and other initiatives intended to improve teachers’ professional development and recognition.
Similarly, the Teachers’ Salary Structure (TSS) and other teacher-focused welfare measures have featured in efforts to improve the status of educators. However, the central challenge remains implementation, consistency and accountability across the country’s different educational systems.
A policy announced in Abuja does not automatically translate into improved welfare for a teacher in a rural community in Kebbi, a public school in Osun, or a private school in the Federal Capital Territory. There must be deliberate efforts to ensure that policies are not merely political pronouncements but practical interventions that improve the everyday experiences of teachers.
Government must recognise that education reform cannot succeed through curriculum reviews, infrastructure development and examination reforms alone. The teacher must remain at the centre of every meaningful educational transformation.
*The Private School Dimension: Profit Versus Professional Welfare*
The private education sector has made significant contributions to expanding access to education in Nigeria. Many private schools have invested in infrastructure, technology, curriculum delivery and innovative learning systems. Nevertheless, concerns about teachers’ welfare in parts of the private school sector deserve urgent attention.
Some institutions charge substantial tuition fees while paying teachers salaries that barely meet basic living expenses. In certain cases, teachers experience delayed salaries, arbitrary deductions, excessive workloads and limited job security.
It is important to acknowledge that not every private school operates under these conditions. Many proprietors make genuine efforts to provide decent working environments and competitive remuneration despite financial constraints. However, the absence of consistent enforcement of labour standards and effective institutional oversight leaves some teachers vulnerable to exploitation.
*The Consequences of Neglecting Teachers*
The implications of persistent teacher neglect are far-reaching. First, it contributes to declining interest in the profession among talented young graduates. When young people perceive teaching as a career associated with financial hardship and limited advancement, many may seek opportunities elsewhere.
Second, inadequate welfare can contribute to low morale, absenteeism, multiple employment engagements and reduced professional commitment.
Third, it encourages the migration of experienced and qualified teachers to sectors or countries offering better professional and economic opportunities.
Fourth, it affects the quality of education received by students. A dissatisfied, overburdened and financially distressed teacher operates under conditions that may undermine effective teaching and learning.
*What Must Change?*
Repositioning the teaching profession requires more than annual celebrations of World Teachers’ Day or the occasional presentation of awards to outstanding educators. It requires sustained institutional commitment.
Government must prioritise teachers’ welfare: Salaries should reflect prevailing economic realities, with timely payment, transparent promotion structures, pension protection and access to affordable healthcare.
Private school proprietors and administrators must embrace decent employment standards: Teachers deserve clear employment contracts, regular salaries, reasonable workloads, professional development and protection from arbitrary treatment.
Professional development must become a continuous investment: Teachers should have access to regular training, digital learning tools, curriculum support and opportunities to acquire relevant professional qualifications.
The teaching profession must attract and retain talent: Competitive remuneration, transparent recruitment and clearly defined career progression will help make teaching an attractive long-term career.
Parents and society must restore respect for educators: Respect for teachers should be demonstrated through responsible engagement, cooperation with schools and recognition of their professional responsibilities.
Teachers must also uphold professional ethics: The demand for better welfare must go hand in hand with accountability, competence, punctuality, dedication, integrity and a commitment to lifelong learning. Professional dignity is strengthened when practitioners consistently demonstrate professional excellence.
*A Nation Must Reconsider Its Priorities*
Nigeria cannot continue to aspire to technological advancement, economic prosperity, industrial growth and global competitiveness while treating the people responsible for developing its human capital as an afterthought. The teacher is not a peripheral stakeholder in national development. The teacher is central to it.
A nation that invests billions in infrastructure but neglects the people responsible for educating its future engineers, administrators, medical professionals, entrepreneurs and public servants must reconsider its development priorities. It is equally important to understand that improving teachers’ welfare is not an act of charity. It is an investment in national productivity, social stability, innovation and sustainable development.
The question is no longer whether teachers deserve better treatment. The more important question is whether Nigeria can afford the consequences of continuing to neglect them.
*Honour the Teacher Beyond the Classroom*
The true measure of a nation’s commitment to education is not simply the number of schools it builds, the curriculum it introduces or the number of students who sit for public examinations. It is also reflected in how it treats the men and women entrusted with educating its children.
Teachers do not demand to be worshipped, nor do they expect to enjoy privileges beyond those available to other professionals. They demand dignity, fairness, decent remuneration, professional recognition and an environment that enables them to fulfil their responsibilities.
The irony of Nigeria’s educational development is that the country continues to depend on teachers to produce the professionals who drive its economy, yet many teachers struggle to secure the economic stability that should accompany their own professional contribution.
It is time to move beyond celebrating teaching as a noble profession in speeches and public declarations. Its nobility must be reflected in policies, salaries, working conditions and societal attitudes.
A teacher who cannot adequately provide for the family is a painful contradiction in a society that entrusts teachers with the responsibility of preparing its children for the future. If we truly believe that education is the foundation of national development, then the welfare, dignity and professional advancement of teachers must become non-negotiable priorities.
After all, every great profession begins somewhere. In most cases, it begins with a teacher!