Teachers' Voice – Nigeria - VSO

There are more female teachers than male teachers in Nigeria. Women seem more motivatedand content in their job. Male teachers are usually bread winners; a job that is unable to maintaina good standard of living is therefore unattractive. Many male teachers that trained in CoEsuse their qualification as a stepping stone to a more lucrative job. Male teachers feel moreambitious and eager to do well in their job. They are also more likely to regret entering theprofession and will leave it if another opportunity comes along. Female teachers on the otherhand feel teaching is more suited to their family role, as working hours give them time andopportunity to attend to their household responsibilities.OVERVIEW OF TEACHERS’ MOTIVATION: STAKEHOLDERS’ VIEWSStakeholders and many community members maintain and support the findings of this reportand have identified some, if not all, of the root causes for teacher demotivation. They believe amore motivated workforce would reap more content, skilled, knowledgeable and prosperousfuture generations. A wealthy, stable and reputable country is dependent on its educationsystem, since it is the source of all other professions and systems. Therefore, stakeholders areconvinced that a large investment of time, effort, money, honesty and commitment will help tobuild such a country.OVERVIEW OF TEACHERS’ MOTIVATION: RECOMMENDATIONSVSO recommends the following:• The FME should introduce and properly implement a TSS, accompanied by promotions basedon performance and experience.• All education stakeholders should maintain accountability and transparency in all areas and onall levels of education.• The FME and SUBEBs should improve the working conditions of teachers.• SUBEBs should supply adequate teaching and learning materials.• The NCCE should improve teacher training facilities.• The FME should improve the curriculum.• SUBEBs should increase opportunities for professional development through the provision ofregular refresher workshops and courses.• State governments should employ adequate numbers of qualified teachers nationwide.• All education stakeholders should give teachers the opportunities to get their voices heard,involving them on all levels of policy-making and implementation.• The FME should sensitise communities to the importance of good education for themselvesand their children, involve them in reforms and establish mechanisms to give communities acentral role in improving the quality of education.53