Teachers' Voice – Nigeria - VSO

8.2.2 TEACHERS’ STATUS: TEACHERS’ VIEWSTeachers are aware that their status in society and their community is low, compared to previousyears when teachers were highly regarded in society. These days they feel isolated and secludedfrom the public arena. People disregard their opinions, ignore their views and damage theirdignity and self-respect at every turn. This poor image of teachers and the teaching professiondeters people with a true talent and commitment to join the forces of education.Teachers rarely admit or associate themselves with their profession as it is renderedinsignificant in comparison to most other professions. There is a reminder of this at every doorthey approach. It even affects their marital chances; male teachers often cannot find a wife.8.2.3 TEACHERS’ STATUS: STAKEHOLDERS’ VIEWSEducation stakeholders and community members support the view that teachers hold a lowposition in society.Parents and community members regard teachers as poor, lazy, ill-advised individuals, who“are mindful of their personal business more than government work…turning schools intomarket places”. They maintain malpractice is rampant and children are not disciplined enoughto imbibe learning. Teacher absenteeism further enforces this opinion.Stakeholders maintain that a mixture of improved salary; higher calibre of entrants; betterworking conditions; faith in the government; a healthier image; and belief in education wouldenhance the status, value and reputation of the teachers of Nigeria. They could then stand proudof their profession and their contribution to the prosperity of Nigeria and its future generations.8.2.4 TEACHERS’ STATUS: RECOMMENDATIONSVSO recommends the following:• Community boards should ensure teachers contribute to community development and areinvited to participate in the design of community development programmes.• The FME should introduce a media campaign to improve and enhance the image of teachers andestablish teaching as an attractive profession that plays an extremely important role in thedevelopment of the nation. The media should also recognise teachers’ contribution to thedevelopment of communities, by publishing stories about successful and motivated teachersand students who are succeeding because of their teachers’ efforts.• The public’s regard for teachers is essential. This should be a shared responsibility ofgovernment, community and union.• Nigeria Union of Teachers need to be professional and be accountable. They need to recogniseand exercise their important role in the education system, therefore valuing and supportingteachers.• All education stakeholders should value the role of the teacher and take steps to ensure thatwider society develops a more positive and supportive attitude towards teachers.8.3 COMMUNITY RELATIONS8.3.1 COMMUNITY RELATIONS: POLICY FRAMEWORKSchools are managed on a community level by a school management committee. This committeeis typically comprised of 17 members of the community, representing teachers, pupils, men andwomen, people from different religions, be it Christian or Muslim, professional people, for examplecarpenter or tradesperson, and participants of the local parent teachers association.UBEC recommend all schools to have a school management committee made up of the following:• One member of traditional council• Two representatives of a community development organisation (male and female)• One school head teacher (secretary)46