MAKING TEACHING AN ENVIABLE PROFESSION IN NIGERIA: THE NEW MANDATES FOR THE TEACHERS’ REGISTRATION COUNCIL OF NIGERIA (TRCN)

Authors

  • Andrew E. Ojıemhenkele Faculty of Education, Ambrose Alli University, Ekpoma, Nigeria
  • Unity Ofangbonmu Faculty of Education, Ambrose Alli University, Ekpoma, Nigeria
  • Oyaziwo Aluede Faculty of Education, Ambrose Alli University, Ekpoma, Nigeria
  • Joseph A. Emosoga Faculty of Education, Ambrose Alli University, Ekpoma, Nigeria

DOI:

https://doi.org/10.46827/ejes.v12i9.6246

Keywords:

teaching, teacher quality, teacher credentialing, teaching profession

Abstract

Teaching is a very noble and rewarding profession. It is very important for nation building in its role in facilitating the process of building the knowledge and skills needed in all other professions. Teachers play a pivotal role in the entire educative process; imparting knowledge, skills, values and mentoring of learners. They equally instruct, guide and prepare the young generation for all-around and holistic mental, physical, cognitive, affective and psychomotor development. Notwithstanding these lucid and unassailable facts, teaching as a profession in Nigeria is still evolving because of its numerous challenges, like poor funding of the education sector, decaying infrastructure, and poor public perception of teachers. Despite these obvious challenges, making teaching enviable by ensuring that it is fully professionalized is akin to improving the quality of education and building public confidence in the teaching profession. This paper, therefore, explored the roles of TRCN in transforming teaching into an enviable profession, so as to make it attractive to its practitioners and the general public. Some of the responsibilities of TRCN are to regulate the teaching profession, set standards for teacher education and practice, and advocate for the welfare of teachers. By promoting teachers’ certification, continuous professional development, and public awareness, TRCN aims at enhancing the quality of education delivery and eventual elevation of the public status of teachers in Nigeria. The need to implement the National Policy on Education regarding internship for teachers and promulgate the law to establish the Nigeria Teachers’ Association, among others are to be vigorously pursued by TRCN, while teachers are being admonished to commit themselves to professionalism and prioritize their service above rewards, the government on its part should strive to invest more on the training and re-training of teachers.

 

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Author Biographies

  • Andrew E. Ojıemhenkele, Faculty of Education, Ambrose Alli University, Ekpoma, Nigeria

    Dr. Andrew E. Ojiemhenkele is a lecturer in the Department of Educational Foundations and Management, Faculty of Education, Ambrose Alli University, Ekpoma, Nigeria. He holds a PhD in Educational Management, M.Ed (Educational Management), MBA (Management), and a Bachelor of Science (Ed) in Mathematics. His research areas include: Educational Planning and Administration, Educational Leadership and Supervision, and Teacher Education. He is a registered teacher with the Teachers’ Registration Council of Nigeria (TRCN).

  • Unity Ofangbonmu, Faculty of Education, Ambrose Alli University, Ekpoma, Nigeria

    Unity Ofangbonmu is a lecturer in the Department of Educational Foundations and Management, Faculty of Education, Ambrose Alli University, Ekpoma, Nigeria. He holds a Bachelor of Science (Ed) in Economics and an M.Ed (Educational Management). He is currently pursuing a PhD degree in Educational Management. His research areas include: Educational Planning and Administration, Educational Leadership and Supervision, Politics and Policies in Education, and Teacher Education. He is a registered teacher with the Teachers’ Registration Council of Nigeria (TRCN).

  • Oyaziwo Aluede, Faculty of Education, Ambrose Alli University, Ekpoma, Nigeria

    Dr. Oyaziwo Aluede is a Professor of Guidance and Counseling in the department of Guidance and Counseling, Faculty of Education, Ambrose Alli University, Ekpoma, Nigeria. He holds a PhD (Guidance and Counseling), M.Ed (Guidance and Counseling), and B.Ed (Political Science). His expertise is in School Mental Health, Teacher Education, and School-based Counseling. He was a visiting Assistant Scientist at Florida International University, Miami, USA (2002-2003). appointed Associate Professor at the Eastern Mediterranean University in the Turkish Republic of Northern Cyprus (2006), and Professor of Guidance and Counseling at the University of Swaziland (2010). He recently served as a visiting Professor at the Federal University, Otuoke, Bayelsa State, Nigeria (2019-2021). He was inducted into the prestigious Nigerian Academy of Education in 2009. He is also a registered teacher with the Teachers’ Registration Council of Nigeria (TRCN).

  • Joseph A. Emosoga, Faculty of Education, Ambrose Alli University, Ekpoma, Nigeria

    Joseph A. Emosoga is a lecturer in the Department of Educational Foundations and Management, Faculty of Education, Ambrose Alli University, Ekpoma, Nigeria. He holds a Bachelor of Arts (Ed) in English Language and M.Ed (Philosophy of Education). He is currently pursuing a PhD degree in Philosophy of Education. His research areas include: Philosophy of Education, Comparative Education, and Teacher Education. He is registered with the Teachers’ Registration Council of Nigeria as a teacher.

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Published

2025-08-29

Issue

Vol. 12 No. 9 (2025)

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