Qualification and Requirement for Teaching/Lecturing Jobs in Nigeria – 2020 Updates
Qualification and Requirement for Teaching Jobs: Are you passionate about teaching and wish to pursue a career in this field? Kindly stay glued on this article as we provide you with information on the necessary requirements that are required for you to obtain.
In this article I will basically be doing one thing and that is showing you some Qualification and Requirement for Teaching/Lecturing Jobs in Nigeria.
Mustafa Kemal Ataturk once said, “A good teacher is like a candle – it consumes itself to light the way for others.” This is so true as a teacher/lecture does not lecture people, they are major contributors to the overall development their student, especially if the person been taught is a kid and as prince E.A would rightly say, a good teacher reaches deep into the soul of a student, this is a huge responsibility.
Am saying this because in our world today people have a negative view about been a teacher, low payment and teachers are always poor are some of the false statement they make, so if you want to become a teacher/lecture, go for it because it’s a noble profession.
Basic Requirement and qualification for Teaching/Lecturing Jobs in Nigeria
⇒ Formal Education
Here we talk about various academic degrees a teacher can possess to qualify him or her to teach. In Nigeria, these are Bachelor’s, Master’s, Doctorate degrees, other certificates and diplomas inclusive. However, only degree holders are qualified to teach in senior secondary schools. According to findings related to teachers’ academic degrees are inconclusive. Some scholars believed that higher degreesshowed positive correlation with students’ academic achievement .
There are others who believed that higher degrees had an adverse correlation withstudents achievement. Teacher formal education is imperative asserted that teachers who have more training produce students who have the better achievement.
in-field preparation is related to the subject matter knowledge a teacher acquires while in training. Several studies showed a positive relationship between teachers’ preparation in the subject matter they later teach and students’ achievement. Observed that recent studies revealed a positive correlation between content knowledge and students’ achievement.
Research shows that teachers’ knowledge of the specific subject matter, particularly at secondary school level content knowledge achieve a higher percentage of students’ outcomes than teachers without such experience Assigning students to a teacher with deeper content knowledge has a positive correlation with greater academic Growth
According to , students taught by more qualified and experienced teachers in terms of knowledge of subject matter performed better than those taught by less qualified but experienced teachers. A well-prepared teacher of a subject should also have a strong command of the subject matter, knowledge of the difficulties it presents to student.
Studies revealed that several of the pedagogical studies of teachers’ preparation programs reinforce the view that the pedagogical aspects of teachers’ preparation is important Because of the effects it has on teaching practice and for their ultimate impact on students’ achievement.
Found out that pedagogical studies enable teachers to harmonize the minds and emotions of their students in class and result into higher academic achievement. Zeichner cited in that conventional pre-service teacher preparation programs have been under criticism for being too often characterized by fragmentation and weak pedago
Results showed that beginning teachers with extensive preparation in pedagogy and supervised teaching were more likely to be teaching in the field of their subject matter Expertise. underscored the importance of pedagogical knowledge.
They suggest that productive pedagogy knowledge of early stage of teacher education should come to be integrated fully into students’ knowledge base for learning
⇒ Duration of Pre-service Education
Duration of Pre-service Education There are agitations about the years teachers spent in pre- service education in some countries. There is no evidence that graduates of the longer programs become more effective teachers. Teacher preparation is a possible determinant of students’ achievement.
A positive connection exists between teachers’ preparation in their subject matter and their performance and impact in the classroom but not on the number of years spent in The perceived crisis in science education is the failure of the teachers’ training institution to provide the type of preparation that precollege teachers need to teach science effectively.
Said if teaching is—and should be—one of our most revered professions, teacher preparation programs should be among a university’s most important responsibilities. Teachers with extensive preparation reported being better prepared to teach assigned subject matter than did those with little or no teach assigned subject matter than did those with little or no Preparation
Certification is a measure of teacher qualifications that combines both aspects of knowledge about the subject matter with teaching and learning Certified teachers are usually those who have graduated from accredited teacher education programs. These categories of teachers are also required to complete an induction program or pass a national teacher examination test to obtain a license.
In the Nigerian context, a certified teacher must be licensed by the Teacher Registration Council of Nigeria apart from graduating from an accredited institution. The major problem facing Nigerian now is the rate at which private teacher training institutions are springing up. Many of these institutions bribed their ways to get accredited when they have not met the required standard.
Argued that teachers’ issues are critical for students’ achievement, but teacher education and certification are related not to teacher effectiveness. This author said several aspects of teachers’ qualifications like subject matter knowledge, preparation experience, and teaching experience had been found to have some relationship with student achievement.
There is mixed evidence on the influence of licensing on students’ academic achievement. Some believe Qualifications of a teacher tell much about his / her quality that is why observed that teacher quality is a crucial driving force for improving student achievement. Policymakers widely recognize Teachers’ quality, practitioners and researchers alike to be the most powerful school-related influence on a child academic performance.
Teachers’ qualifications are more than a certification but encompass many other variables that make an effective teacher. Teacher self-efficacy is a construct that has a correlation with teachers’ qualifications as observed by that teachers’ self-efficacy is correlated positively with both teacher years of experience and pedagogical success. Teacher self-efficacy differs significantly according to their qualifications.
Teachers who have proper teaching qualifications will also have a higher efficacy as against the teachers who do not have right qualifications. Therefore suitable qualifications and high self-efficacy will produce effectiveness in teaching because teacher self-efficacy is central to effective teaching. Teacher self-efficacy has been shown to be an important characteristic of the teacher which is related to success in teaching.
Teacher effectiveness is difficult to define since there has not been a consensus agreement on what measured quality teacher. However, cited Onyeachu that teachers’ effectiveness is a multidimensional construct. Since it measures a variety of different aspects of teaching such as; subject mastery (content knowledge), effective communication, lesson preparation and presentation (pedagogical skill).
Teachers’ effectiveness is related to teachers’ qualifications because both content knowledge and pedagogical skill are indicators for measuring qualifications as earlier discussed. Also confirmed the effectiveness of teachers in Finland because of excellent qualifications.
According to these authors, starting teaching career with a master degree, sound content and pedagogical knowledge makes these teachers effective. Self-efficacy of Finnish teachers must be very high because a study shows that pedagogical training and deep content knowledge have an effect on teacher self –efficacy
Things to consider before embarking on teaching/profession
⇒ The Issue of Teacher Attrition
The rate of teacher attrition has become an issue to both policy makers and educational administrators which attracted series of research in both developed and developing nations. In the United States, the National Center for Education Statistics (NCES) reported that across the nation 9.3% of public school teachers leave before they complete their first year in the classroom, and more than 15% of public school teachers leave before they complete their first three years of teaching (Rosenow, 2005).
As revealed by Greiner & Smith, (2006) up to 50% of beginning teachers exit the teaching profession within their first five years of service in America.
But three years later Chang (2009) discovered a little change and reported that 25% beginning teachers in America leave teaching in their third year of entry into the profession and almost 40% leave the job within the first five years. It is not surprising that, Dove (2004) added that American schools required annual infusions of many new teachers to meet the demand of growing students’ enrolment, expanded year of schooling and teacher attrition issue.
The rate of teacher attrition among teachers in Niger State Secondary Schools is so alarming. In a report released by Niger State Secondary School Board (2011) the rate of attrition from 2009-2011 was analysed. It was shown that as at 2009 the state has 12,280 teachers while in the same year a total of 1,338 which is about 10.9% exited the teaching profession. In 2010, the number increased to 1,702 amounting to 15.5%.
The number of teachers who exited the teaching profession in year 2011 was reported to increase to 1,950 which is about 21.1%. This shows consistent increase in teacher attrition in the state. Teachers are leaving the profession to other profession such as Immigration, Customs, Civil defence corps, Politics and other Civil service which has better payment.
One fundamental aspect of the report was that, from the year 2009-2011, the state has lost a total of 4,990 teachers as a result of attrition, which is about 47.5%. Out of the three educational zones, Minna educational zone has the highest rate of attrition with 20.05%, out of the 47.5%, Bida educational zone with 15.3% and Kontagora zone with 12.2% within the period covered by the report.
In addition, the rate of attrition was higher among male than female and within the early period of teaching career. Despite the attrition rate across all subjects, science subjects suffer the most.
In 2010 the Board conducted Teachers Supply Analysis, they discovered that in Physics subject there are only 28 qualified teachers out of which 18 are contract staff, meaning that, they are either working somewhere but decided to take up a contract appointment because that will not warrant them to become permanent teachers.
At this point, one may argue that one of the contributing factors for this high rate of attrition among Niger State Secondary School Teachers can be attributed to the fact that most of the Secondary Schools in the State were located in urban cities. Urwick, Mapuru, Nkhoboti & (2005) highlighted that high rate of attrition is common among teachers in urban centres because of the availability of jobs and access to the required social amenities.
In Niger State for example more than 60% of the Secondary Schools are located in the major cities of Minna, Kontagora, Bida, Suleja & Borgu. Teachers in these cities have access to mass media like; television, newspapers and Internet where job vacancies are advertised, so it is becoming easier for them to apply compared to their colleagues in remote areas where they are lacking the required amenities.
Apart from teacher attrition which has already posed a trait to the teaching profession, one glaring issue discovered by some researches is teachers willingness or intention to leave teaching profession. Ghana Association of Teachers (GNAT) in 2009 conducted a survey among 1000 teachers in different parts of the country,
Their outcome revealed that over 60% of the respondents indicated their interest of leaving the job, and when asked their preferred jobs, 29.2% revealed that they want to work in finance, while 30.9% want community and personal sector. In a related research, Popoola (2009) realised that 35.5% of teachers in Ondo state of Nigeria had tried to leave teaching at one point in their work carrier.
Reports from the media in Niger state has indicated that, whenever there is advertisement of vacant positions in Agencies, Ministries or Parastatal, majority of those attending interview are teachers, this may not be far from the fact that teachers are among the least paid workers in the civil service compared to the work they performed.
Ekundayo (2010) said “Teachers irregular promotion, low package (when compared to other public workers) societal perception of the job and many more dampened the morale of teachers”
It is important to note that there is no actual percentage as regards to teacher attrition becoming a problem, because it varies widely between countries. But researchers like Mulkeen A. et at (2007) stated that teacher attrition rate can be a problem when it fall within the range of 5-30%.
This is in line with Pitsoe, & Machaisa, (2012) who mention the same percentage of 5-30% in their research as the usual range of teacher attrition within countries, although the authors concluded that it may varies at times and can be more than the stated percentage.
⇒ Salaries of Nigerian Teachers/ lectures
In August 2017, MySalaryScale carried out a survey to produce insight on the salaries of Nigerian teachers. The final result of teachers’ average salary was quite poor. It was also not encouraging and quite disheartening. Nigerian teachers were found to be earning an average salary of #49,000 per month.
Further study also proved that even after some of these teachers have been there for years, say ten years or more as senior level staff, they still earn an average salary of #59,000. This is only an average. Some teachers earn more than this and some even less. See Nigerian teachers’ salaries for more details.
Now, going back to the issue of Kaduna State Governor questioning the competency of Nigerian teachers. From the story and survey above, it may just be that these teachers’ standard of living and salary structure could have also played a role in their mass failure.
El Rufai may find it satisfying in making demeaning statements about the Nigerian teachers on social media, but some other Nigerians have different opinions to that regard. Abbas Yusuf, a Nigerian replying the governor’s statement on twitter said “What do you expect from a hungry person? Most of them have not received their salaries for months, how do you expect them to pass exams?” This now links the two issues together Nigerian teachers’ salaries and their competency.
An average teacher has a low standard of living, receives meager salary and also do not receive it on time. Are these not enough reasons to lose one’s competence? Is it not enough to fail an examination? Personally, I think it may just be. The Kaduna State Government and others states as well, should review the salary structure of the teachers and make the profession more competitive and attractive. This will even attract more qualified individuals to take up teaching jobs.
If this is done and the competency of Nigerian teachers is still found wanting, then the Kaduna State Government can carry out their judgement justifiably. Not just firing them, without even giving them benefit of a doubt.
Reasons you should become a Teacher/ lecturer
⇒ To Improve the Quality of Education
The demand for great teachers is a tangible pressing need. While our country has come a long way in education reform, we still have a long way to go. There are schools across America that are still I high need because of budgetary concerns and low teacher retention, and students still continue to drop at alarming rates.
One reason to become a teacher is to impact the education system. If you recognize the need to improve the quality of education in this country, then you may become a teacher to affect change. There is a lot of work to be done, but it is the collective effort of thousands of dedicated teachers that will make the most difference.
School administrators and government officials have an impact at the legislative level, but it is teachers who have a direct effect on students in the classroom — that is, after all, where learning takes place. You won’t be able to improve the quality of education for every student in America, but you will be able to for your students.
Helping just one student is worth it, but over a long and productive career, you have the chance to help thousands of students.
⇒ To Give Back to Your Community
One of the reasons for becoming a teacher is to contribute to your community in a meaningful way. Teaching is one of the most direct ways to make an impact, and if you are driven by the desire to help those around you, being a teacher is an invaluable contribution.
Perhaps you grew up in a high-needs area and are personally connected to the struggle of students who come from low-income families and go to schools with little funding; this sort of perspective allows you to recognize how much of a difference a devoted teacher can make.
Maybe an amazing teacher changed your life when you were younger, and you want to share that with a new generation of students. Many people cite a favorite teacher as a source of inspiration in their decision to pursue a career in education.
⇒ To Change the Lives of Students
Teachers do more than teach, and their impact extends far beyond the classroom. As a teacher, you are more than just an educator: you are a mentor, a confidant and a friend. One of the most common reasons to become a teacher is to make a difference in the lives of as many students as you can.
Taylor Mali, a renowned poet, education advocate and former teacher, describes this impact in his spoken word poem,’ what teachers make.” He says, “I make kids work harder than they ever thought they could, I make a C+ feel like a congressional medal of honor, I make an A- feel like a slap in the face … I make parents see their children for who they are and what they can be … I make a difference.”
Teachers have the potential to interact with students at all stages of development and from all walks of life. A great teacher wants to help students along this path and to play a part in shaping the person they will ultimately become. If you want to help a child struggling with low self-esteem and problems at home, then become a teacher to encourage them and help them realize their potential.
Becoming a teacher lets you impart life lessons that they will never forget and puts you in a position to influence their decisions, behaviors, strengths, weaknesses and imaginations. Essentially, becoming a teacher lets you take part in shaping the next generation.
⇒ The Energizing Environment
It’s virtually impossible to be bored or stagnant with a job as challenging as teaching. Your brain is constantly engaged in creative ways as you work to solve a multitude of daily problems that you’ve never faced before. Teachers are lifelong learners who relish the chance to grow and evolve. Moreover, the innocent enthusiasm of your students will keep you young as they remind you to smile through even the most frustrating moments.
⇒ The Perfect Schedule
Anybody who enters teaching solely for a breezy schedule or carefree lifestyle will be immediately disappointed. Still, there are some benefits to working at a school. For one thing, if your children attend school in the same district, you will all have the same days off. Also, your will have approximately two months off per year for summer vacation.
Or if you work in a year-round district, the vacation will spread throughout the year. Either way, it’s more than the two weeks paid vacation given in most corporate jobs.
⇒ Your Personality And Humor
The greatest asset you bring to the classroom each day is your own unique personality. Sometimes in cubicle life, there’s a need to blend in and tone down your personality. However teachers absolutely must use their individual gifts to inspire, lead, and motivate their students. And when the job gets tough, sometimes it’s only your sense of humor that can keep you moving forward with any sanity.
⇒ Job Security
The world will always need teachers. If you are willing to work hard in any type of environment, you’ll find that you can always get work – even as a brand new teacher. Learn your trade, earn your credential, become tenured, and you can breathe a sigh of relief knowing that you have a job you can count on for decades to come.
⇒ Intangible Rewards
Most teachers find themselves encouraged and uplifted by the little joys that accompany working with children. You’ll cherish the funny things they say, the silly things they do, the questions they ask, and the stories they write. I have a box of keepsakes that students have given me through the years—birthday cards, drawings, and small tokens of their affection. The hugs, smiles, and laughter will keep you going and remind you of why you became a teacher in the first place
⇒ Inspiring Students
Each day when you go in front of your students, you never know what you will say or do that will leave a lasting impression on your students. We can all remember something positive (or negative) that one of our elementary school teachers said to us or the class—something that stuck in our minds and informed our viewpoints for all these years.
When your bring the full force of your personality and expertise to the classroom, you can’t help but inspire your students and mold their young, impressionable minds. This is a sacred trust we are given as teachers, and definitely one of the benefits of the job.
⇒ Challenges facing lecturer and teachers
Poor policy implementation is a challenge to quality delivery of teachers’ education. The poor quality delivery is responsible for the abysmal low performance of teachers’ graduates from the institutions of higher learning in Nigeria. (Anyakoha, 1994) argued that our policies are written by knowledgeable writers who have foresight and believe strongly in what they write for the future but the problem comes when it comes to translating theory into practice by implementers.
However, several factors could be adduced as inhibitors to smooth implementation of educational policies and thereby resulting to poor quality delivery. Such as government underfunding of education and injudicious utilization of available funds by implementation agencies: vice chancellors, rectors, provosts, deans of faculties, heads of department etc. when funds meant to deliver quality education is misappropriated or embezzled, the education which learners receive becomes worthless.
Overcoming teaching challenges
– Teaching challenges
New faculty members will face a number of challenges as they begin their role as an academic. Each institution, college, department and classroom may face a unique combination of challenges, but they fall into some general categories. Accomplished faculty are not daunted by these challenges, and if new faculty members anticipate them and navigate around, over or through them, their level of success will increase, along with their level of satisfaction.
A few of the common categories are explored, with some suggestions for overcoming them. Talk with colleagues, check on campus policies, brainstorm with students, and be creative. Addressing challenges with a sense of humor helps place the challenges in perspective.
– Resource availability
the availability of resources in institutions varies widely. When interviewing, it is helpful to ask about teaching resources that are of importance to your style of teaching. These may include technology, space, laboratory supplies, models, simulations, specimens, library materials, support for writing/math/technology skills, and many others.
Know the budget available to support your teaching, and how to order needed materials. Look for teaching support in the form of grants, equipment, mentoring, and professional development activities. If your campus does not provide them, there may be community, professional or governmental organizations or associations that may help.
Being an accomplished instructor can be a bit like being a scavenger, collecting materials over a lifetime of teaching to develop a comprehensive set of teaching support materials. New faculty members should begin developing a wish list of materials and thinking about ways to go about procuring them.
– Student skills
All faculty face students with a wide range of skills, abilities, and experiences. Being aware of the range and how to support students to help them each learn is a characteristic of an accomplished instructor. There are external supports on each campus in the form of centers for writing, math, and computer skills. There are counseling centers to help students address emotional issues that may interfere with learning.
Some skills are discipline specific and need to be explicitly taught. These can be incorporated into course content, or required as modules to be completed outside of class, as appropriate. Accomplished faculty address the diverse needs of their students by becoming aware of the needs, locating resources to support students and making referrals, and teaching those skills that are critical to student learning success.
– Student behavior
In spite of college students being adults, their expectations for what is appropriate in a college classroom varies widely. New faculty members need to address behavior directly. Most often appropriate behavior is addressed in the form of policies outlined in the course syllabus and discussed when going over the syllabus.
If issues still arise, it is most effective to address them quickly and directly. Issues may include: plagiarism, ethical dilemmas, rudeness, disrespect, and attendance, lack of preparation for class, interruptions or inattentiveness, among others.
New faculty members are most successful when they have anticipated the possible issues, and determined a response in advance. Many issues are appropriately addressed in the syllabus, and discussed at the beginning of class. This practice helps avoid many problems by clarifying expectations and consequences before an incident occurs.
– Classroom environment
College classrooms are shared by many people and this multi-use situation can cause challenges. Classrooms may be occupied when class is scheduled to begin, tables and desks may be dirty, trash left behind by previous students, trash cans overflowing, whiteboards may be filled with writing from other classes, equipment broken or malfunctioning, or furniture may have been rearranged.
Some classes have more enrolled students than chairs, others are awkwardly arranged for the style of teaching planned. Many campuses are overcrowded leaving few options, but new faculty members can be prepared by looking at the space assigned and finding out if there are alternative spaces available, alternative ways to arrange the room, replacement equipment or repair personnel available, or alternative equipment types to support their teaching.
You will never know unless you ask, and do a bit of investigation. Sometimes the squeaky wheel does get the grease.
– Issues of difference
University faculty members have long noted particular challenges faced by individuals who differ from their colleagues and community in any of a number of ways. This may include gender, race, ethnicity, sexual orientation, religion, urban / rural, or political commitments, among others.
While typically a university community better addresses these issues of difference than other settings, there remain some particular challenges for instructors, and these may be particularly acute for new faculty members. These situations are best addressed directly, openly and early on to minimize the impact on an individual’s career.
– Clarification between international and other school
Before I proceed however, I will like to make it clear that it is not all the school using the word ‘International’ as part of their nomenclature are indeed international in the real sense of it many of them are not (AISEN) Association of International School Educators of Nigeria, although they are very good schools good enough to start your teaching career any time, we have hundreds of them all over Nigeria. But I will want to talk about the AISEN schools.
The AISEN schools runs Nigeria, British and America curricula, some of these schools run just British or America curriculum alone and they are all over Nigeria, they operate different salary structures for their staff and provide training for them both locally and international wise exposing them to the dynamic world of 21st century education.
The method of teaching is computer based with the use of ICT and modern instructional facilities, to the best of my knowledge the salary ranges between N100,000 – N350,000 sometimes excluding accommodations and other benefits which may vary from one school to the other for subject teachers and even more for the position of Academics Coordinators, various departmental heads, Academic Directors ,Pastoral directors/Head, Vice principal , Principal etc,
I must also quick to mention here that teaching job is not the only opening in these schools there are positions like Laboratory technologist/technicians, Pastoral jobs for House or Hostel parents ,sport coaches, Students counselors, Nurses/Matrons etc. apart from the medical jobs mentioned, all others must first and foremost be a qualified and certified teacher too.
Some Teaching and Lecturing Job opportunity in Nigeria
♦ Home Economics Educator at Bradfield Consulting Limited
Bradfield Consulting Limited – Our client, a leading private educational institution with a group of schools comprising of Nursery, Primary Schools and Secondary Schools in Lagos, is seeking the services of an experienced, highly motivated and result-oriented candidate to fill the position below
- Candidates must possess a minimum of Bachelor of Education Degree (BEd.)/B.Sc in Nutrition or other related subjects.
- A postgraduate Diploma in Education for non-education degree holders will be an added advantage.
- A minimum of 4 – 8 years of teaching experience in a good school environment.
- Sound communication skills.
- IT savvy
♦ Class Teacher at Chelis Education Consult Limited
Chelis Education Consult Limited – Our client, a reputable Nursery and Primary school in Ikorodu requires the services of resourceful education professionals to fill the position below:
Job Title: Class Teacher
- NCE with relevant experience
- A minimum of 2 years teaching experience in a reputable institution of learning
- Excellent and effective communication skill & good team player
- Excellent knowledge of Classroom management and work scheme
- Excellent knowledge of Standard Operational Procedure
- Computer & Internet literate: Microsoft Word, Excel Spreadsheet, Powerpoint etc
♦ Teachers at a Leading School
A leading School located in Lagos State is currently recruiting suitably qualified candidates to fill the position below:
Job Title: Teacher
Interested candidates should possess a B.Ed., B.Sc., BA, N.C.E qualification
♦ Class Teacher, Class Assistant at an Exclusive School
The school is an exclusive school situated in the fast developing suburb of Wuye, Abuja on a ultra-modern, purpose built campus, excellent facilities.
In line with our vision and mission we are looking to employ Early Years Teachers for the positions listed below to promote our future development:
1.) Class Teacher
2.) Class Assistant
Candidates should possess relevant qualification.
♦ Senior School Teachers at an Exclusive School
We are an exclusive school situated in the fast developing suburb of Wuye, Abuja on a ultra modern, purpose built campus, excellent facilities.
In line with the vision and mission, they are looking to employ Senior School Teachers for the positions
- A minimum of 5 years teaching experience with both WAEC and IGSCE experience is required.
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