The entire edifice of Nigerian education rests precariously on the shoulders of the teacher. Yet, the irony is profound: in a society that places paramount importance on academic achievement, the very individuals tasked with delivering that achievement are the most neglected, poorly remunerated, and publicly disrespected professionals. Asking "Who Will Teach the Teachers?" is not just a question about training; it is a demand for a fundamental restoration of dignity, resources, and respect for the teaching profession.
The reality faced by the average public school teacher is demoralizing. Across many states, their salaries are pitiful—often delayed for months, sometimes amounting to less than $100 equivalent per month. They teach in environments lacking basic amenities, forced to use their meager salaries to buy chalk, red pens, and sometimes even textbooks for the classroom. This is the reality of the ‘hero’ we expect to inspire the next generation of engineers and doctors.
The Crisis of Professional Development
Beyond immediate financial strain, teachers suffer from an acute lack of continuous professional development (CPD). Education methodologies and psychological understanding of children evolve rapidly, especially in the era of digital learning. Yet, many Nigerian teachers, particularly those in the public sector, have not received substantive training since their initial qualification decades ago.
They are teaching modern children using Victorian-era methods. They are equipped to handle a classroom of 30 pupils but are forced to manage 70 or 80. They are expected to navigate the digital world but often lack basic computer literacy themselves.
CPD must be continuous, subsidized, and mandatory. It must focus not only on subject knowledge but also on modern pedagogy, classroom management in large, diverse settings, digital tool integration, and addressing the specific psychological needs of post-millennial students grappling with poverty and social instability. The government must allocate substantial funds specifically for yearly teacher retraining programs, making the acquisition of new skills a prerequisite for promotion and salary increases.
Addressing the Perception Problem
The low prestige of teaching ensures that the profession attracts the least competitive candidates. In the Nigerian university system, education courses are often the last choice for students who fail to secure admission into more prestigious fields like medicine or engineering. This perception creates a dangerous feedback loop: low prestige attracts lower quality candidates, leading to poorer results, which further diminishes the public perception of teachers.
To break this cycle, the government must elevate the status of teaching through conscious policy decisions:
Competitive Salaries: Teacher salaries must be benchmarked against other high-demand professions (like banking or IT) and paid consistently on time. This financial reward would naturally attract top-tier talent into the profession.
Specialized Recruitment: Highly selective, federal scholarship programs are needed to recruit the brightest minds specifically into teacher training colleges, offering stipends and guaranteed placement upon graduation.
Housing and Benefits: Teachers should be prioritized for subsidized housing schemes, healthcare, and essential benefits, signaling that the nation truly values their foundational role.
Restoring dignity to the teaching profession is the single most effective intervention Nigeria can make today. A well-paid, motivated, and professionally developed teacher is the difference between a failing school and a powerhouse of innovation. If Nigeria truly desires a sustainable future, it must stop treating its educators as sacrificial lambs and start treating them as the national treasures they fundamentally are. Their success is literally the nation’s success.
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