On World Teachers’ Day, I find myself reflecting not merely on a profession, but on a vocation that has defined much of my life. For nearly two decades, I have taught, served and grown within Nigeria’s education system, and despite the many challenges confronting the profession, I remain proud to be called a teacher.
I currently serve as a Vice Principal in the public school system in Cross River State. My journey in education began in the classroom, teaching Chemistry, Physics and Basic Science. Over time, I transitioned into Computer Studies, now broadly referred to as Digital Technology, as the demands of education and the workplace evolved.
Today, another responsibility has become particularly important to me: helping students develop basic literacy skills.
I teach reading and writing across the school, including students who have progressed to secondary school but still struggle with the ability to read and write confidently.
This is a responsibility I take very seriously. A child who cannot read or write effectively carries a significant disadvantage that can affect virtually every aspect of life. Literacy is not simply an academic skill; it is a foundation for dignity, opportunity, participation and personal development.
My teaching journey, however, has extended beyond the conventional classroom.
In the Church, alongside preaching sermons, teaching the Bible and handling major biblical lectures, I teach on Digital Evangelism, marriage—particularly among young couples—evangelism and leadership. Through leadership seminars conducted across Nigeria and parts of Africa, as well as my involvement with Africa Evangelism Mission, I have continued to contribute to leadership development and evangelism.
I also lecture part-time at an online university, where I teach Artificial Intelligence, Digital Literacy and Data Analytics. These areas demonstrate how rapidly the concept of teaching is changing in a world increasingly driven by technology and data.
Beyond the classroom, I have also embraced teaching through community advocacy and public engagement. I write to public officials and draw attention to issues affecting our communities, particularly those concerning the Northern Senatorial District of Cross River State.
Looking back, I have come to realise that I have remained a teacher everywhere I go.
I teach in the classroom.
I teach in the Church.
I teach online.
I teach through leadership.
I teach through writing.
I teach through advocacy.
In many ways, teaching has become more than my profession. It has become my way of contributing to society.
Yet, while celebrating teachers today, we must also confront the uncomfortable realities facing the profession in Nigeria.
The Nigerian teacher remains poorly rewarded, particularly within the public school system at the state level. After almost 20 years in the teaching service, my entire monthly take-home pay remains less than $110.
That is not a statistic from a report.
That is my personal reality.
And if an experienced teacher can spend two decades in the profession and still earn so little, then Nigeria must seriously examine how it values the people entrusted with educating its children.
The problem is not simply about salaries. It is also about working conditions, inadequate infrastructure, overcrowded classrooms, insufficient teaching materials, professional development and the general level of institutional support available to teachers.
Yet, despite these challenges, teachers continue to show up.
They teach.
They counsel.
They encourage.
They mark scripts.
They solve problems.
They identify struggling students.
They nurture talents.
They sometimes provide emotional support to children whose difficulties extend far beyond the classroom.
They continue to invest in the next generation, often with inadequate resources and limited recognition.
This is why teaching must be understood as an investment in national development rather than merely another government employment scheme
