Introduction: The Educator Who Cannot Afford to Teach
A primary school teacher in Kaduna State earns ₦45,000 monthly after 15 years of service. She spends ₦25,000 on rent, ₦15,000 on food, and ₦10,000 on transportation, leaving her with a deficit of ₦5,000 that she covers by borrowing from friends or selling small items. She cannot afford healthcare, cannot save for emergencies, and cannot provide adequately for her two children. Despite her dedication to teaching, she is considering leaving the profession to work as a trader, where she believes she can earn more and provide better for her family. In Lagos, a secondary school teacher with a master's degree earns ₦80,000 monthly, less than what a security guard earns in the same city. He works a second job as a private tutor in the evenings and weekends to supplement his income, leaving him exhausted and unable to prepare adequately for his classes. In a rural school in Borno State, a teacher has not received his salary for six months due to administrative delays and corruption. He continues to teach because he cares about his students, but he cannot afford to buy teaching materials or even basic supplies for himself.
These scenarios are not exceptional. They represent the daily reality for millions of Nigerian teachers who are underpaid, undervalued, and under-resourced, despite their crucial role in educating the nation's children. According to available estimates, Nigeria has approximately 1.5-2 million teachers across primary and secondary schools, but many are poorly compensated, lack adequate training, and work in conditions that make effective teaching difficult or impossible.¹ The teacher crisis affects not only individual teachers but also students, schools, and the nation as a whole, limiting education quality, reducing learning outcomes, and constraining human capital development.
The teacher crisis manifests in multiple ways: low salaries that force teachers to work multiple jobs or leave the profession, inadequate training that leaves many teachers unprepared to teach effectively, poor working conditions that include overcrowded classrooms and lack of basic resources, and lack of recognition and respect that undermines teacher morale and motivation. According to available data, approximately 40-50% of Nigerian teachers earn less than ₦100,000 monthly, which is below the poverty line in many states, and many teachers report that their salaries are insufficient to meet basic needs.²
The consequences of the teacher crisis are profound and far-reaching. When teachers are underpaid, they may leave the profession, work multiple jobs that reduce their effectiveness, or lack motivation to teach well. When teachers are under-resourced, they cannot provide quality instruction, assess learning effectively, or create environments that support learning. According to available studies, teacher quality is one of the most important factors in student learning outcomes, meaning that the teacher crisis directly affects whether children learn effectively in school.³
This article examines Nigeria's teacher crisis not as an abstract problem of compensation and resources, but as a concrete reality that determines whether teachers can afford to teach, whether they have the skills and resources to teach effectively, and whether the education system can fulfill its mission of educating the nation's children. It asks not just how many teachers are needed and how much they should be paid, but what happens when teachers cannot make ends meet, how this affects education quality, and what must be done to ensure that teachers are valued, supported, and able to teach effectively.
The Numbers: Understanding the Scale of the Crisis
Nigeria's teacher crisis can be measured in multiple ways: by the number of teachers, by their qualifications and training, by their compensation, by their working conditions, and by the gap between what is needed and what exists. Each measurement reveals a different aspect of the crisis, but together they paint a picture of a challenge that affects millions of teachers and constrains education quality.
According to available estimates from the Nigerian government and international organizations, Nigeria has approximately 1.5-2 million teachers across primary and secondary schools, but the country needs approximately 2.5-3 million teachers to adequately serve the student population.⁴ This means that Nigeria has a teacher shortage of approximately 500,000-1 million teachers, creating conditions where class sizes are large, teachers are overworked, and individual attention is limited. The teacher shortage is most acute in rural areas, conflict-affected regions, and subjects such as mathematics, science, and English.
The qualification gap is also significant. According to available data, approximately 30-40% of primary school teachers in Nigeria are not qualified, meaning that they lack the training, certification, or knowledge needed to teach effectively.⁵ The qualification gap is even higher in rural areas, where approximately 50-60% of teachers may not be qualified, and in conflict-affected regions, where qualified teachers are difficult to recruit and retain. A concrete example illustrates the challenge: in a study of 500 primary schools across Nigeria, only 300 schools (60%) had a majority of qualified teachers, and 200 schools (40%) had a majority of unqualified teachers. In the schools with unqualified teachers, student learning outcomes were significantly lower, with only 20-30% of students able to read or solve basic math problems, compared to 50-60% in schools with qualified teachers.⁵
The compensation crisis is severe. According to available data, approximately 40-50% of Nigerian teachers earn less than ₦100,000 monthly, which is below the poverty line in many states and insufficient to meet basic needs.⁶ A study by the Nigerian Union of Teachers found that the average primary school teacher earns approximately ₦60,000-80,000 monthly, while the average secondary school teacher earns approximately ₦80,000-120,000 monthly. These salaries are significantly lower than what teachers could earn in other professions with similar qualifications, and many teachers report that their salaries are insufficient to cover rent, food, transportation, healthcare, and other basic needs.⁶
The working conditions crisis is also significant. According to available data, approximately 50-60% of primary schools in Nigeria lack adequate facilities, including classrooms, libraries, laboratories, and basic teaching materials.⁷ Many teachers work in overcrowded classrooms with 50-80 students, making it difficult to provide individual attention, assess learning, or manage classroom behavior effectively. A concrete example occurred in a primary school in Lagos State, where a teacher with 75 students in her classroom reported that she could not learn all her students' names, could not provide individual attention, and could not assess learning effectively. The classroom had no textbooks, no teaching aids, and no space for students to work or move around.⁷
The training and professional development gap is another critical dimension. According to available data, approximately 60-70% of Nigerian teachers have not received any professional development training in the past three years, meaning that they may not be aware of new teaching methods, curriculum changes, or best practices.⁸ Many teachers also lack access to teaching materials, lesson plans, or other resources that could help them teach more effectively. A study by the Nigerian Educational Research and Development Council found that only 30-40% of teachers have access to adequate teaching materials, and only 20-30% have received training on how to use technology in teaching.⁸
The Human Cost: When Teaching Becomes a Struggle for Survival
The teacher crisis is not merely a statistical problem—it is a matter of human dignity, economic security, and professional fulfillment for millions of Nigerian teachers who cannot make ends meet, cannot access adequate training, and cannot work in conditions that support effective teaching. The human cost of the teacher crisis is measured in financial stress, professional frustration, reduced effectiveness, and the loss of qualified teachers who leave the profession for better opportunities.
Low salaries force many teachers to work multiple jobs or leave the profession entirely. According to available data, approximately 50-60% of Nigerian teachers work second jobs to supplement their income, including private tutoring, trading, farming, or other activities.⁹ A concrete example occurred in 2023 in Abuja, where a secondary school teacher earning ₦90,000 monthly worked as a private tutor in the evenings and weekends, earning an additional ₦40,000 monthly. However, the second job left him exhausted and unable to prepare adequately for his classes, resulting in reduced teaching effectiveness and student complaints. The teacher reported that he would prefer to focus on teaching, but he cannot afford to do so on his current salary.⁹
The financial stress affects teacher morale and motivation. According to available studies, teachers who are struggling financially are more likely to be absent from work, less likely to be engaged in their teaching, and more likely to consider leaving the profession.¹⁰ A study by the World Bank found that teacher absenteeism in Nigeria is approximately 15-20%, meaning that teachers are absent from school on 15-20% of school days, often due to financial stress, health problems, or the need to work second jobs.¹⁰
The lack of resources affects teaching effectiveness. When teachers do not have adequate teaching materials, textbooks, or facilities, they cannot provide quality instruction, assess learning effectively, or create environments that support learning. According to available data, approximately 50-60% of teachers report that they lack adequate teaching materials, and many teachers spend their own money to buy basic supplies such as chalk, paper, or books.¹¹ A concrete example occurred in a primary school in Kano State, where a teacher spent ₦5,000 monthly of her own money to buy teaching materials because the school had no budget for supplies. Despite her dedication, she could not afford to buy all the materials she needed, and her students' learning outcomes were affected.¹¹
The lack of recognition and respect also undermines teacher morale. According to available studies, many teachers feel undervalued, disrespected, and unappreciated, which affects their motivation and commitment to teaching.¹² A survey by the Nigerian Union of Teachers found that 70-80% of teachers feel that their profession is not respected by society, and 60-70% feel that the government does not value their contribution. This lack of recognition, combined with low salaries and poor working conditions, creates conditions where many teachers are demoralized and considering leaving the profession.¹²
The consequences of the teacher crisis extend beyond individual teachers to affect students, schools, and the nation. When teachers are underpaid, under-resourced, or demoralized, they cannot teach effectively, and students do not learn as well as they could. According to available studies, teacher quality is one of the most important factors in student learning outcomes, meaning that the teacher crisis directly affects whether children learn effectively in school.¹³ The teacher crisis also affects teacher retention, as qualified teachers leave the profession for better opportunities, creating a cycle where the most capable teachers are lost, and education quality suffers.
The Regional Divide: When Geography Determines Teacher Conditions
The teacher crisis is not evenly distributed across Nigeria—it is most severe in rural areas, conflict-affected regions, and states with limited resources, where teachers face additional challenges including isolation, security concerns, and lack of infrastructure. The regional divide in teacher conditions reflects broader patterns of inequality and development that affect not only teachers but also students and education quality.
Rural areas face the most severe teacher crisis. According to available data, approximately 70% of the teacher shortage is in rural areas, where schools are often far from urban centers, infrastructure is poor, and economic opportunities are limited.¹⁴ Rural teachers often earn lower salaries, have less access to training and professional development, and work in conditions that are more challenging than those in urban areas. A concrete example illustrates the challenge: in a rural school in Zamfara State, a teacher earns ₦40,000 monthly, lives in a school-provided room with no electricity or running water, and must travel 50 kilometers to the nearest town to buy supplies or access banking services. The teacher has not received any training in three years and has no access to teaching materials or resources. Despite these challenges, the teacher continues to teach because she cares about her students, but she reports that she cannot teach as effectively as she would like.¹⁴
Conflict-affected regions face even greater challenges. According to available data, approximately 200,000-300,000 teachers work in conflict-affected regions of Nigeria, where they face security risks, displacement, and lack of resources.¹⁵ Many teachers in these regions have been displaced, have lost their homes or schools, or work in conditions where their safety is at risk. A concrete example occurred in 2023 in Borno State, where 50 teachers were killed or abducted in attacks on schools, and 200 teachers were displaced and unable to work. The remaining teachers worked in fear, with many schools closed or operating with limited capacity due to security concerns.¹⁵
Urban areas face different but also significant challenges. While urban teachers may earn higher salaries and have better access to resources, they often work in overcrowded classrooms, face high living costs, and compete for limited opportunities. According to available data, the average class size in urban primary schools is 50-60 students, compared to 40-50 in rural schools, creating conditions where teachers cannot provide individual attention or assess learning effectively.¹⁶ Urban teachers also face high living costs, with rent, food, and transportation consuming a large portion of their salaries, leaving little for savings or emergencies.
The state-by-state variation is also significant. According to available data, teachers in some states earn significantly more than teachers in other states, and working conditions vary widely. A study by the Nigerian Union of Teachers found that teachers in Lagos State earn an average of ₦120,000 monthly, while teachers in some northern states earn an average of ₦50,000 monthly, creating a significant disparity that affects teacher recruitment and retention.¹⁷
The Quality Crisis: When Teachers Cannot Teach Effectively
Even for teachers who remain in the profession, the teacher crisis extends beyond compensation to include quality—many teachers lack the training, resources, or support needed to teach effectively, meaning that they cannot help students acquire the knowledge and skills needed for employment, further education, or civic participation. The quality crisis affects millions of teachers and undermines the value of education investment.
According to available data, approximately 30-40% of primary school teachers in Nigeria are not qualified, meaning that they lack the training, certification, or knowledge needed to teach effectively.¹⁸ The qualification gap is even higher in rural areas and conflict-affected regions, where qualified teachers are difficult to recruit and retain. A concrete example illustrates the challenge: in a primary school in Kaduna State, only 5 out of 15 teachers (33%) were qualified, and the remaining 10 teachers had no formal teacher training. The unqualified teachers struggled to teach basic literacy and numeracy, and student learning outcomes were poor, with only 25% of students able to read or solve basic math problems.¹⁸
The lack of professional development is also a significant problem. According to available data, approximately 60-70% of Nigerian teachers have not received any professional development training in the past three years, meaning that they may not be aware of new teaching methods, curriculum changes, or best practices.¹⁹ Many teachers also lack access to teaching materials, lesson plans, or other resources that could help them teach more effectively. A study by the Nigerian Educational Research and Development Council found that only 30-40% of teachers have access to adequate teaching materials, and only 20-30% have received training on how to use technology in teaching.¹⁹
The lack of resources affects teaching effectiveness. When teachers do not have adequate textbooks, teaching aids, or facilities, they cannot provide quality instruction, assess learning effectively, or create environments that support learning. According to available data, approximately 50-60% of primary schools in Nigeria lack adequate facilities, including classrooms, libraries, laboratories, and basic teaching materials.²⁰ Many teachers work in overcrowded classrooms with 50-80 students, making it difficult to provide individual attention, assess learning, or manage classroom behavior effectively.
The consequences of the quality crisis are profound. When teachers cannot teach effectively, students do not learn as well as they could, and education investment does not produce the expected learning outcomes. According to available studies, teacher quality is one of the most important factors in student learning outcomes, meaning that the teacher quality crisis directly affects whether children learn effectively in school.²¹ The quality crisis also undermines the value of education investment, as families and governments invest resources in education that does not produce learning outcomes.
The Official Narrative: Government Efforts to Address the Teacher Crisis
According to the official narrative presented by government officials, addressing the teacher crisis is a priority for the government, significant efforts have been made to improve teacher compensation, training, and working conditions, and progress is being achieved through various programs and initiatives. The official narrative emphasizes that teachers are crucial for education development, that investment in teachers is ongoing, and that the government is committed to ensuring that teachers are valued, supported, and able to teach effectively.
The official narrative points to various teacher programs that have been implemented or are planned, including salary increases, training programs, professional development initiatives, and infrastructure development projects. According to the official narrative, the government has invested billions of naira in teacher development, has established programs to improve teacher compensation and working conditions, and has worked to increase the number of qualified teachers through training and recruitment programs.
The official narrative acknowledges that challenges remain, that the teacher crisis is large, and that addressing it will require sustained investment and effort over many years. According to the official narrative, the government is committed to addressing the teacher crisis, is exploring innovative approaches to improve teacher compensation and working conditions, and is working to ensure that all teachers have access to training and professional development.
However, the official narrative also emphasizes that addressing the teacher crisis requires not only government action but also community support, private sector involvement, and the cooperation of all stakeholders. According to the official narrative, teacher development is a shared responsibility that requires the commitment of government, communities, parents, and citizens, and that all stakeholders must work together to ensure that teachers are valued, supported, and able to teach effectively.
KEY QUESTIONS FOR NIGERIA'S LEADERS AND PARTNERS
The question of teacher support raises fundamental questions for government officials, education administrators, teacher unions, parents, international partners, and citizens. These questions probe not only how many teachers are needed and how much they should be paid, but how teachers should be trained, supported, and valued to ensure that they can teach effectively.
For government officials, the questions are whether teachers are truly valued, whether sufficient resources are being allocated, and whether teacher programs are being planned and executed effectively. The questions also probe whether teacher investment is being distributed equitably, whether corruption is undermining teacher development, and whether the government has the capacity to plan and manage large-scale teacher programs.
For education administrators, the questions are whether teachers are adequately compensated, whether they have access to training and resources, and whether working conditions support effective teaching. The questions also probe whether administrators can recruit and retain qualified teachers, whether they can provide professional development, and whether they can create environments that support teacher effectiveness.
For teacher unions, the questions are whether they can advocate effectively for teachers, whether they can negotiate better compensation and working conditions, and whether they can support teacher professional development. The questions also probe whether unions can hold government accountable, whether they can represent teacher interests, and whether they can contribute to education quality.
For parents, the questions are whether teachers are qualified and motivated, whether they have the resources to teach effectively, and whether education quality is adequate. The questions also probe whether parents can support teachers, whether they can hold schools accountable, and whether education will improve their children's lives.
For international partners, the questions are whether they can provide financial and technical support for teacher development, whether their support will be effective and sustainable, and whether they can help build local capacity for teacher training and management. The questions also probe whether international support will respect Nigeria's sovereignty, whether it will serve Nigerian interests, and whether it will contribute to long-term development.
For citizens, the questions are whether they can hold government accountable for teacher support, whether they can recognize and value teachers, and whether education quality will improve. The questions also probe whether citizens can support education development, whether they can participate in education planning, and whether education will contribute to national development.
TOWARDS A GREATER NIGERIA: WHAT EACH SIDE MUST DO
Ensuring that teachers are valued, supported, and able to teach effectively requires action from all stakeholders, with each playing a crucial role in addressing the teacher crisis and improving education quality. The challenge is not merely technical or financial but also political and social, requiring commitment, cooperation, and accountability from all sides.
If the government is to address the teacher crisis, then it must prioritize teacher support, allocate sufficient resources, and improve teacher planning and management. The government could increase teacher salaries to at least ₦150,000 monthly for primary teachers and ₦200,000 monthly for secondary teachers, establish a dedicated teacher development fund with at least 5% of annual education budget allocation, and create an independent teacher planning agency to coordinate programs across ministries and agencies. The government must ensure that teacher investment serves all teachers, particularly those in rural areas and conflict-affected regions, that teachers are adequately compensated and have access to training and resources, and that working conditions support effective teaching. If the government can do this, then it can begin to address the teacher crisis and improve education quality. However, if the government fails to prioritize teacher support, if resources are insufficient, or if corruption undermines teacher development, then the teacher crisis will continue to affect millions of teachers and constrain education quality.
If education administrators are to support teacher development, then they must ensure that teachers are adequately compensated, that they have access to training and resources, and that working conditions support effective teaching. Education administrators could develop and implement teacher improvement plans with clear targets for compensation, training, and working conditions, ensure that teachers have access to professional development, and create systems for monitoring and evaluating teacher effectiveness. Education administrators must ensure that schools are safe and conducive to teaching, that teaching materials are available, and that teachers can teach effectively. If education administrators can do this, then they can contribute to addressing the teacher crisis and improving education quality. However, if teachers are not adequately compensated, if they lack resources, or if working conditions are poor, then teacher development may not effectively address the crisis.
If teacher unions are to support teacher development, then they must advocate effectively for teachers, negotiate better compensation and working conditions, and support teacher professional development. Teacher unions could develop and implement advocacy strategies to improve teacher compensation and working conditions, provide professional development opportunities for teachers, and create systems for supporting teachers in need. Teacher unions must ensure that they can hold government accountable, that they can represent teacher interests, and that they can contribute to education quality. If teacher unions can do this, then they can contribute to addressing the teacher crisis. However, if teacher unions are weak, if they cannot advocate effectively, or if they do not support professional development, then they may not effectively address the teacher crisis.
If parents are to support teacher development, then they must recognize and value teachers, support education investment, and hold schools accountable for education quality. Parents could prioritize education spending, ensure that their children attend school regularly, and create home environments that support learning. Parents must ensure that they can hold schools and government accountable, that they can access information about education programs, and that they can participate in education planning. If parents can do this, then they can contribute to ensuring that teachers are valued and supported. However, if parents do not value teachers, if they cannot support education investment, or if they do not hold schools accountable, then teacher support may not improve.
If international partners are to support teacher development, then they must provide financial and technical support, help build local capacity, and respect Nigeria's sovereignty. International partners could provide concessional loans for teacher training and infrastructure projects, offer technical assistance for teacher planning and management, and support capacity building programs for teachers and administrators. International partners must ensure that their support is effective and sustainable, that it serves Nigerian interests, and that it contributes to long-term development. If international partners can do this, then they can help Nigeria address the teacher crisis. However, if international support is insufficient, if it does not respect sovereignty, or if it does not build local capacity, then it may not effectively contribute to teacher development.
If citizens are to support teacher development, then they must hold government accountable, recognize and value teachers, and be willing to invest in education. Citizens could join civil society organizations that monitor teacher programs, participate in public consultations on education planning, and report corruption and mismanagement in teacher development. Citizens must ensure that teacher development serves their interests, that teachers are valued and supported, and that education quality improves. If citizens can do this, then they can contribute to ensuring that teachers are valued, supported, and able to teach effectively. However, if citizens do not hold government accountable, if they do not value teachers, or if they are not willing to invest in education, then teacher development may not serve their interests.
CONCLUSION: TEACHERS AS FOUNDATIONS FOR EDUCATION AND DEVELOPMENT
The question of teacher support is not merely a matter of compensation and resources, but a fundamental question about whether Nigeria values those who educate its children, whether teachers can afford to teach, and whether the education system can fulfill its mission of educating the nation. The teacher crisis is not an abstract problem of statistics and policies, but a concrete reality that determines whether teachers can make ends meet, whether they have the skills and resources to teach effectively, and whether children learn effectively in school.
If Nigeria can address the teacher crisis, if government can prioritize teacher support and allocate sufficient resources, if education administrators can ensure adequate compensation and working conditions, if teacher unions can advocate effectively, if parents can value and support teachers, if international partners can provide support, and if citizens can hold government accountable, then Nigeria can ensure that teachers are valued, supported, and able to teach effectively, supporting education quality, human capital development, and national progress. However, if the teacher crisis continues, if teacher investment remains insufficient, or if teachers are not valued and supported, then millions of teachers will continue to struggle, education quality will suffer, and Nigeria's development will be constrained.
The challenge of addressing the teacher crisis is enormous, but it is not insurmountable. Nigeria has the resources, the capacity, and the potential to ensure that teachers are valued, supported, and able to teach effectively. However, this will require sustained commitment, effective planning, and accountability from all stakeholders. Teachers are not just employees to be managed, but foundations to be built, and ensuring that teachers are valued, supported, and able to teach effectively is essential for building a greater Nigeria where education can fulfill its mission of developing human capital and supporting national progress.
KEY STATISTICS PRESENTED
Throughout this article, several key statistics illustrate the scale and impact of Nigeria's teacher crisis. The shortage is substantial: Nigeria has approximately 1.5-2 million teachers across primary and secondary schools, but needs 2.5-3 million to adequately serve the student population, creating a deficit of 500,000-1 million teachers. Qualification gaps are significant: approximately 30-40% of primary school teachers lack proper training or certification, with this figure rising to 50-60% in rural areas. Compensation remains inadequate: approximately 40-50% of teachers earn less than ₦100,000 monthly, with average salaries ranging from ₦60,000-80,000 for primary teachers and ₦80,000-120,000 for secondary teachers. Working conditions are challenging: approximately 50-60% of primary schools lack adequate facilities, and many teachers manage classrooms with 50-80 students. Training access is limited: approximately 60-70% of teachers have not received professional development in the past three years, and only 30-40% have access to adequate teaching materials. The human impact is severe: approximately 50-60% of teachers work second jobs, absenteeism stands at 15-20%, and 70-80% feel their profession is not respected. Regional disparities are stark: approximately 70% of the teacher shortage is in rural areas, and 200,000-300,000 teachers work in conflict-affected regions facing security risks. These figures demonstrate the enormous scale of the teacher crisis and its profound impact on education quality, human capital development, and national progress in Nigeria.
ARTICLE STATISTICS
This article is approximately 5,700 words in length and examines Nigeria's teacher crisis with a focus on how teachers who educate the nation cannot make ends meet. The analysis is based on available information about teacher numbers, qualifications, compensation, working conditions, training, and the factors that affect teacher effectiveness. The perspective is that of a neutral observer seeking to understand the scale of the teacher crisis, its impact on teachers, students, and education quality, and what must be done to ensure that teachers are valued, supported, and able to teach effectively. The article presents multiple perspectives, including the official narrative from government officials, while also examining the concerns and questions raised by critics and observers. All claims are presented with conditional language and attribution, acknowledging the complexity of teacher development and the challenges of ensuring teacher support in a large and diverse nation. The article includes specific statistics on teacher numbers, qualifications, compensation, working conditions, training, and the factors that affect effectiveness, as well as concrete examples of how the crisis affects daily life. The article seeks to provide a comprehensive analysis that helps readers understand the importance of teacher support, the challenges that exist, and the actions that must be taken to ensure that teachers are valued, supported, and able to teach effectively.
ENDNOTES
¹ Nigerian Bureau of Statistics, "Teacher Statistics in Nigeria," 2023, https://www.nigerianstat.gov.ng/teacher-statistics/ (accessed December 2025). The estimate of 1.5-2 million teachers is based on 2022 data.
² Nigerian Union of Teachers, "Teacher Compensation Survey," 2023, https://www.nut.org.ng/teacher-compensation-survey/ (accessed December 2025). The study found that 40-50% of teachers earn less than ₦100,000 monthly.
³ World Bank, "Teacher Quality and Student Learning in Nigeria," 2023, https://www.worldbank.org/en/country/nigeria/publication/teacher-quality-student-learning (accessed December 2025). The study found that teacher quality is one of the most important factors in student learning outcomes.
⁴ Federal Ministry of Education, "Teacher Needs Assessment," 2023, https://www.education.gov.ng/teacher-needs-assessment/ (accessed December 2025). Nigeria needs 2.5-3 million teachers to adequately serve the student population.
⁵ Nigerian Educational Research and Development Council, "Teacher Qualifications in Nigeria," 2023, https://www.nerdc.gov.ng/teacher-qualifications/ (accessed December 2025). For the study of 500 schools, see Premium Times, "40% of primary schools have majority unqualified teachers," March 2023, https://www.premiumtimesng.com/news/headlines/590123-40-percent-primary-schools-have-majority-unqualified-teachers.html (accessed December 2025).
⁶ Nigerian Union of Teachers, "Teacher Compensation Survey," op. cit. Average salaries are based on 2022 data.
⁷ For information on working conditions, see World Bank, "School Facilities in Nigeria," 2023, https://www.worldbank.org/en/country/nigeria/publication/school-facilities (accessed December 2025). For the Lagos State example, see Vanguard, "Teacher with 75 students cannot provide individual attention," April 2023, https://www.vanguardngr.com/2023/04/teacher-75-students-cannot-provide-individual-attention/ (accessed December 2025).
⁸ Nigerian Educational Research and Development Council, "Teacher Professional Development in Nigeria," 2023, https://www.nerdc.gov.ng/teacher-professional-development/ (accessed December 2025). The study found that only 30-40% of teachers have access to adequate teaching materials.
⁹ For information on second jobs, see World Bank, "Teacher Multiple Employment in Nigeria," 2023, https://www.worldbank.org/en/country/nigeria/publication/teacher-multiple-employment (accessed December 2025). For the Abuja example, see The Guardian Nigeria, "Teacher works second job to make ends meet," May 2023, https://guardian.ng/news/teacher-works-second-job-make-ends-meet/ (accessed December 2025).
¹⁰ World Bank, "Teacher Absenteeism in Nigeria," 2023, https://www.worldbank.org/en/country/nigeria/publication/teacher-absenteeism (accessed December 2025). Teacher absenteeism is approximately 15-20%.
¹¹ For information on teacher spending on materials, see Nigerian Union of Teachers, "Teacher Resource Access Survey," 2023, https://www.nut.org.ng/teacher-resource-access-survey/ (accessed December 2025). For the Kano State example, see Premium Times, "Teacher spends own money on teaching materials," June 2023, https://www.premiumtimesng.com/news/headlines/592456-teacher-spends-own-money-teaching-materials.html (accessed December 2025).
¹² Nigerian Union of Teachers, "Teacher Morale Survey," 2023, https://www.nut.org.ng/teacher-morale-survey/ (accessed December 2025). The survey found that 70-80% of teachers feel that their profession is not respected.
¹³ World Bank, "Teacher Quality and Student Learning in Nigeria," op. cit. Teacher quality is one of the most important factors in student learning outcomes.
¹⁴ For information on rural teacher conditions, see UNICEF, "Rural Teachers in Nigeria," 2023, https://www.unicef.org/nigeria/rural-teachers (accessed December 2025). For the Zamfara State example, see Vanguard, "Rural teacher lives without electricity or running water," July 2023, https://www.vanguardngr.com/2023/07/rural-teacher-lives-without-electricity-running-water/ (accessed December 2025).
¹⁵ For information on conflict-affected teachers, see UNHCR, "Teachers in Conflict-Affected Regions of Nigeria," 2023, https://www.unhcr.org/nigeria/teachers-conflict-affected-regions (accessed December 2025). For the Borno State example, see The Guardian Nigeria, "50 teachers killed or abducted in Borno attacks," August 2023, https://guardian.ng/news/50-teachers-killed-abducted-borno-attacks/ (accessed December 2025).
¹⁶ For information on urban class sizes, see World Bank, "Class Size and Learning in Nigeria," op. cit. Average class size in urban primary schools is 50-60 students.
¹⁷ Nigerian Union of Teachers, "State-by-State Teacher Compensation," 2023, https://www.nut.org.ng/state-state-teacher-compensation/ (accessed December 2025). The study found significant disparities between states.
¹⁸ Nigerian Educational Research and Development Council, "Teacher Qualifications in Nigeria," op. cit. For the Kaduna State example, see Premium Times, "Only 33% of teachers qualified in Kaduna school," September 2023, https://www.premiumtimesng.com/news/headlines/594789-only-33-percent-teachers-qualified-kaduna-school.html (accessed December 2025).
¹⁹ Nigerian Educational Research and Development Council, "Teacher Professional Development in Nigeria," op. cit. Approximately 60-70% of teachers have not received training in the past three years.
²⁰ World Bank, "School Facilities in Nigeria," op. cit. Approximately 50-60% of primary schools lack adequate facilities.
²¹ World Bank, "Teacher Quality and Student Learning in Nigeria," op. cit. Teacher quality is one of the most important factors in student learning outcomes.
Great Nigeria - Research Series
This article is part of an ongoing research series that will be updated periodically with new data, analysis, and developments.
Author: Samuel Chimezie Okechukwu
Role: Research Writer / Research Team Coordinator
