Teachers' Voice â Nigeria - VSO

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3 TERMS AND CONDITIONS“Why teachers are demotivated? Lack of status, lack of income, late payments. Stateagencies do have the money to pay, but sit on it endlessly and the teachers have to waitfor their salaries, and often their pensions are not in order when they retire. As a resultteachers are always looking for possibilities to earn a little money, and if they can findanother job, they leave the profession altogether.”(SUBEB representative)This section will explore the terms and conditions under which Nigerian teachers are working,specifically the financial aspects and other services from which teachers should benefit.This report has found poor salary the number one demotivating element in teaching, but alsothe factor that, if improved, will lift levels of enthusiasm, resulting in improved standards ofeducation.Low teacher remuneration, and the way in which it is paid, has been the contentious issueamong Nigerian teachers for years. It has led to local, state and national level strikes in thepast and at present because it is not sufficient for a good standard of living. The delays in theadministration of its payment can sometimes be delayed up to as long as three months.Teachers starting on their first job may have to wait up to a year to receive their first payment.As a result teachers have lost trust in the administration of the education system and experiencea common feeling of being neglected, undervalued and disrespected by their government. Thisis at the basis of the drop in motivation levels among Nigerian teachers and has amplified levelsof desperation, despair and discontentment, resulting in Nigeria’s incredibly poor quality ofeducation.3.1 TEACHERS’ SALARIES3.1.1 TEACHERS’ SALARIES: POLICY PROCESSTeachers’ salaries are not uniform throughout the country and vary from state to state, as eachhas its own policy. Education administrations, including the FME and NUT are pursuing theimplementation of the TSS, which would improve teachers’ salaries and terms and conditions.3.1.2 TEACHERS’ SALARIES: TEACHERS’ VIEWS“Nobody has respect for poverty and most teachers are even poorer than the parents.”(Teacher)The main issues according to teachers are:• low salaries• delays in payments• unstandardised salary structure.LOW SALARIES“Sickness, no money to pay for food for family, pay for school fees, mates in othersectors progress while we regress. Our salaries are too low to live on. Something hasto be done. We’re suffering silently.”(Teacher)Teaching in Nigeria is well known to be one of the lowest paid professions. Therefore, teachersfind it hard to get loans; rent houses (advertisement boards say: ‘teachers need not apply’); andcover basic needs, such as shelter, food and water. For a man, this issue goes as far as to affect18
his chances of finding a wife. It is, therefore, no surprise that teachers prioritise pay as the chiefdemotivating factor, and the root cause of the low levels of enthusiasm for their profession.DELAYS IN PAYMENT“The state does not pay teachers as and when due…federal government should compelthe state to pay teachers as and when due.”(Teacher)Teachers’ remuneration is further complicated by the delays in payment. This grievance iswidespread among Nigerian teachers. In one state, teachers were forced to go on strike whentheir salaries were delayed for over three months.When a state government releases funds for salary payment, wages are first paid out to civilservants, subsequently to lecturers, then secondary school teachers and then, finally, to primaryschool teachers. As they are the last to get paid, their payments come out of whatever is left.Additionally, the Nigerian banking system adds yet another hurdle to cross, as banks routinelydelay payment by a week to process the cheques.All these factors contribute to making Nigeria’s teachers’ salaries so insufficient that teachersare forced to get a second job, and the time and energy spent on a second occupation affect thequality of their teaching. It is also one of the causes of frequent absenteeism among teachers.Teachers describe a motivated teacher as a person who dresses well, is healthy, is proud to bea teacher, takes care of his/her family and is respected by the community. Yet poor, irregular andinsecure salaries hamper teachers’ ability to achieve all these attributes.UNSTANDARDISED SALARY STRUCTURE“Teachers have no uniform salary.”(Teacher)“The gap between teachers’ salary and other workers’ salaries is staggering and weare trading in the same market. For example, a level 09 officer in the Federal schoolsearns more than a level 13 officer in the state”.(Teacher)Teachers’ salaries vary from state to state, which contributes further to the general feeling of unfairtreatment, since teachers generally presume that their colleagues in other states enjoy better payment.Unqualified teachers are paid least with a maximum salary of N6,500 (US$50) gross per month.Teachers in this category are still regularly employed by many state governments since theyare far less expensive than NCE qualified teachers, who begin teaching on a salary of N15,000(US$192) gross per month and who find it difficult to acquire employment due to this factor.Teachers’ salaries do not only vary from state to state but also from teacher to teacher within aschool, as it is not only dependent on qualifications and level of promotion but also on whom youknow. Knowing someone with the influence to manipulate salary level or teacher status is agreat help in the adjustment of remuneration.This infuriates teachers who aren’t well connected, especially long-serving ones, who seeyounger teachers with fewer qualifications and/or less experience earning a higher salary.The Valuing Teachers research reveals more variations: teachers in private primary schools arepaid less than those in government-managed primary schools, whereas teachers working inprivate special needs schools are sometimes remunerated better than their colleagues in publicschools. It also uncovers the lack of variation between rural and urban salaries.19
Page 1: TEACHERS’ VOICEA POLICY RESEARCH
Page 4 and 5: ACKNOWLEDGEMENTSI would like to beg
Page 7: SUMMARY OF RECOMMENDATIONSThe facto
Page 10 and 11: 1.1 PURPOSE OF THE RESEARCH INTO TE
Page 12 and 13: 1.4 PRACTICAL CHALLENGESStrikes in
Page 14 and 15: This enlightenment and enthusiasm i
Page 16 and 17: The consequences of this neglect ar
Page 20 and 21: On top of the standard reductions f
Page 22 and 23: These days, teachers often find it
Page 24 and 25: • The NCCE should ensure that eve
Page 26 and 27: 4.1.4 RECRUITMENT, POSTING AND PROM
Page 28 and 29: “Lecturers do very little lecturi
Page 30 and 31: introductions, so we got to see wha
Page 32 and 33: 5.3.4 THE ROLE OF HEAD TEACHERS: RE
Page 34 and 35: PARTICIPATION: STAKEHOLDERS’ VIEW
Page 36 and 37: 5.6 POLICY COHERENCE AND COMMUNICAT
Page 38 and 39: The teachers highlight that due to
Page 40 and 41: Nigeria is the fastest growing coun
Page 42 and 43: Teachers assert that this is not on
Page 44 and 45: 7.3.4 DISCIPLINE OF STUDENTS: STAKE
Page 46 and 47: 8.2.2 TEACHERS’ STATUS: TEACHERS
Page 48 and 49: Teachers argue that these factors d
Page 50 and 51: MOTIVATING FACTORS continued• Cor
Page 52 and 53: Teachers identify some of the trait
Page 54 and 55: CONCLUSIONTeachers are ready for ch
Page 56 and 57: BIBLIOGRAPHYAfe, John O. (2002) "Re
Page 58 and 59: We feel one of the most important v
Page 60 and 61: APPENDIX 3 FOCUS GROUP DISCUSSION S
Page 62 and 63: What makes you feel good/happy/moti
Page 64 and 65: APPENDIX 7: FORMAT FOR WRITING ANAL
Page 66 and 67: Factors highlighted by each group i
Page 68 and 69:
10 What would motivate teachers?11
Page 72:
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