TEACHER PROFESSIONALISM: THE ROLE OF TEACHERS

REGISTRATION COUNCIL OF NIGERIA (TRCN)

By
Dr. Carol O. Ezeugbor
Department of Educational Management and Policy,
Nnamdi Azikiwe University, Awka.
Email carolezeugbor@ gmail.com Phone no 08068374278

Introduction:
The teacher is the pivot on which the educational process rests. In fact, the importance
and place of teacher in the education process is highly priced by all nations of the
world. Little wanders why the Federal Government of Nigeria clearly stated that no
education system can rise above the quality of its teachers. Thus, teachers should be
provided with the intellectual and professional background adequate for their
assignment and make them adequate to changing situations (FRN, 2009). It is
important that teachers’ voices are widely accepted as the driving force for educational
improvement and development, particularly at this time when the education system
faces so many challenges and conflicting pressures.

However, whatever the influences of the teacher would be on the system of education,
it can only be determined by the teacher’s quality, teacher’s quantity and teacher’s
value (Abodunrin and Ogundore, 1996). This scenario calls for teacher professionalism
in order to enhance the role of teachers in the formulation and implementation of
educational policies in Nigeria. Nigeria needs teachers who will meet the expectations of
the nation; teachers who will help the nation raise a generation of citizens whose
performance will meet the international standards; a generation that will be prosperous,
vibrant and peaceful. This notion cannot achieve the expected quality education without
competent teachers and school administrators who are well equipped with the desirable

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knowledge, skills and effective operations of the education system (Wokoha, 2014). The
Teachers Registration Council of Nigeria (TRCN, 2010), advocates that teaching just like
other professions now requires that only those who are adequately prepared and
regulated should be entrusted with the teaching- learning process.

Teachers Professionalism
Professionalism is a social process by which any trade or occupation transforms itself
into a true profession of the highest integrity and competence. This process tends to
involve establishing acceptable qualifications, a professional body or association to
oversee the conduct of members of the profession and some degree of demarcation of
those qualified from unqualified, popularly called amateurs (Ciwar 2007).
Professionalism to Marriam-webslar dictionary (www.miradtorals.com-professionalism)
is “the conduct, aims, or qualities that characterize or mark a profession or a
professional person”. It also defines a profession as “a calling requiring specialized
knowledge and often long and intensive academic preparation.

Professional in essence refers to an in-depth knowledge, skill, ethics and public

spiritedness in the discharge of a function. It therefore encompasses a number of
different attributes and together, these attributes identify and define a professional.
Marrian-websie dictionary outlined such attributes to include; specialized knowledge,
competence, honesty and integrity, accountability, self-regulation and image.
Professionalism is further explained by Ciwar (2007) as a process that transforms a
vocation from the traditional, generalized mode of operations to a highly technical
knowledge and specialized field. TRCN (2005), attests that professionalism guarantees
that ethics are imbibed, the rules of the game exist and are obeyed by all, clients get
value for their money and efforts, public interest is protected, priority is given to nation
building, and above all that the professionals are regarded with dignity and awe. The
profession of law, medicine, Engineering, pharmacy, among others realized these
secrets early enough and fully exploited them.

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Professionals equally possess power, prestige, high income, high social status and
privileges, their members are elitist in behaviour, and occupy an elevated position in the
society. These professionals see themselves as belonging to the same profession. The
word profession has been variously defined by different authors. Obidi (1975), defined
a profession as an occupation that claims the exclusive technical competence and which
also adheres to the service ideals and allows ethics of professional conduct. In defining
a profession Hoyle and Megarry (1980) claimed that a profession is an occupation that
asserts an exclusive monopoly of knowledge, having definite standards, possesses the
ability to convince the generality of the public that its services are unique. Saunder and
Willson in Olatunji (1996) were of the view that a profession is the application of
intellectual technique to the ordinary business of life acquired as a result of prolonged
and specialized training.

The above definitions of the term profession are descriptive of the following traits as
outlined by Okeke (2004).
a) The nature of service provided,
b) The nature of the procedures used,
c) The kinds of control exercised over the quality of membership, and
d) The type of organizational life developed by the membership.

It therefore, follows from these definitions and explanations of a profession that several
occupations or work pursuits for lively hood may exist but do not qualify to be called
profession. The Federal Ministry of Education (1990) strictly specified in the Nigerian
teachers’ manual the necessary guidelines for effecting professionalism of teaching in
line with the following criteria of professional,
1) Provides an essential social service
2) They have a monopoly over an esoteric body of knowledge and skill acquired
over a period of training.

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 3) They have a high degree of autonomy embracing, (a) Control of entry into the
profession, (b), Responsibility for maintaining and improving professional
competence of members and (c) control over work condition.
4) They have responsibility for developing and enforcing a code of conduct.
5) They have a definite career structure
6) They have a definite professional culture.
7) They participate in decision making on matters affecting the profession
8) They have a strong sense of altruism that tempers the power that derives from
professional autonomy,
9) Members have a sense of calling for an occupation to qualify as a profession.
Car-Saunders in Okeke (2004) made the following addition to the role of
professional organizations;
1. To guarantee professional competence;
2. To guarantee professional conduct of its members;
3. To raise the status of the profession.

However, there are many characteristics which are identified as the criteria for judging
a profession and they vary from one scholar to the other. Stinneth and Hugget in Okeke
(2004), recognized seven, Nwachi (1991) came out with a summary of Six and Richey
(1979) listed eight. Goodson (2003) outlined six. Also Obi (2004) and Okeke (2004)
both enumerated ten each. Whatever is the position of these authors, the general
principle deduced from the criteria is that every acceptable profession must possess
esoteric and specialized knowledge, professional code of conduct, or ethics, professional
organization and legal recognition. Other characteristics include freedom to practice,
controlled entry into the profession and social service above gains. It is against this
backlog that teacher professionalism is adjudged.
The Role of Teachers Registration Council of Nigeria in Teacher
Professionalism.
The continuous need to raise teaching to the status of full profession (like law,
medicine, pharmacy, engineering among others), has been an issue of concern to all

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those interested in the business of quality education in Nigeria, especially the
government. Realizing that for teaching to be recognized as a profession it must to a
reasonable extent satisfy the criteria or characteristics set for an occupation to attain a
professional status. One of such criteria demands for the establishment of a
professional body or association to regulate entrance into the teaching profession and
to control ethical conducts of members and eliminate quacks.The TRCN is an agency of
the federal ministry of education that was established to regulate and control the
teaching profession in all ramifications. This, as already noted was established by Act 31
of 1993. The council became operational by June 2000 with the appointment of a
Registrar/Chief Executive by the then president and commander in Chief of the Armed
forces of Nigeria Genera Olusegun Obasonjo. This was a big boost to the status of
teaching in this country since it was the fulfillment of an important criteria required for
teaching to get the status of a profession. It serves similar functions as those
performed by the Nigerian Medical Council for medical doctors and the Nigerian Bar
Association for lawyers in Nigeria.
This was with particular reference to teacher education programmes, registration and
teacher licensing, mandatory continuing professional development, professional conduct
and over all social status of teachers at all levels of the education system. However, this
transformation cannot work unless there is a noticeable change in the attitudes,
orientations, and overall behaviour of teachers towards greater values, ideals and
practices as is the case in other noble professions.
Since its establishment, the TRCN has been working tirelessly to uphold the teaching
profession in Nigeria by launching campaigns, initiating awareness and professional
development programmes. They have also been organizing workshops and conferences.
To avoid excuses and claim of ignorance by teachers, TRCN distributed their pamphlets,
handbills, statistical digest, teachers’ code of conduct, teachers’ handbook among
others free. In a broader spectrum, the TRCN was meant to enunciate tremendous
transformation in the teaching profession with particular attention to the quality of
teacher education programmes, registration and licensing, mandatory continuing
professional development, professional conduct and overall social status of teachers at

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all strata of the education system. Nevertheless, the workability of this transformation
will deeply depend on the remarkable change in the attitudes, orientations, and
behaviour of teachers in achieving greater values, ideals and practices as found in other
noble professions.
It was hoped that through the tireless efforts of the council, sanity will be restored in
teaching. Teachers can start to enjoy the overwhelming standards of theory and
practice, rights, privileges, opportunities, dignity and good life that are being enjoyed in
other noble professions, (TRCN, 2005).

TRCN RELATIONSHIP WITH INTERNATIONAL ORGANIZATIONS

The quest to professionalize teaching has brought the entire nations of the world under
one umbrella for the sole aim of regulating teaching profession globally. TRCN in its
twelve years of full operation has made remarkable achievements in Nigeria and
internationally such that distinguished it among the best leading agencies in Nigeria and
a notable organization in the world especially with its membership and activities in
Africa Forums of Teaching Regulatory Authorities (AFTRA) and International Forum of
Teaching Regulatory Authorities (IFTRA), (Wokocha, 2014).

The entire countries of the world came together under the umbrella of IFTRA with
headquarters at the General Teaching Councils for Wales in the United Kingdom. Its aim
was geared towards regulating teaching profession in the whole world. This
international body (IFTRA) has by 2009 taken a decision authorizing teachers who are
willing to teach in any country outside theirs to apply for a letter of professional
standing. With this letter, they can apply for licenses to teach comfortably in such
countries. TRCN attests that it has been receiving letters all over the world requesting
for confidential report of Nigerians who have applied to teach in different countries of
the world to enable the processing of their application for teaching license abroad. Such
letters were expeditiously treated, bearing in mind the standard procedure laid down for
Nigerian teachers in writing such reports.

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Equally, the international labour organization (ILO) and UNESCO by 1984 had issued
more that one hundred and forty-two recommendations on the status of the teacher.
This document borders on issues covering guiding principles, educational objectives and
polices preparation for the profession and further education for teachers. Other issues
raised in the document are teachers’ employment and careers, rights and
responsibilities, conditions for effective teaching, teachers’ salaries and social security,
among others. This document clearly affirmed that teaching should be regarded as a
profession because it is a form of public service which places premium on teachers’
expert knowledge and specialized skills acquired and maintained through rigorous and
continuing education programmes, (TRCN, 2013).

Indeed, TRCN has really been collaborating with the teaching councils of the world. In
Africa, TRCN is an active member of Africa Forum of Teaching Regulatory Authorities
(AFTRA) and as a matter of fact remains its headquarters. By this position, the council
plays a significant role in guiding other African nations in the development and
professionalization of teaching. Given this position, TRCN has continuously been making
tremendous efforts to position the teaching profession in Nigeria on the international
threshold.

THE REGULATION OF TEACHING PROFESSION IN NIGERIA: MANDATE OF

TRCN
In section 1 (1) of TRCN Act 31 of 1993, the council was charged with the following
responsibilities;
i. Determine who are teachers for the purpose of the Act.
ii. Determine what standards of knowledge and skills are to be attained
by persons seeking to become registered as teachers under this Act
and raising those standards from time to time as circumstances may
permit.

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 iii. Securing in accordance with the provisions of this Act the
establishment and maintenance of a register of teachers and the
publication from time to time of the list of those persons.
iv. Regulating and controlling the teaching profession in all its aspects and
ramifications.
v. Classifying from time to time members of the teaching profession
according to their level of training and qualification.
vi. Performing through the council established under this Act the functions
conferred on it by this Act.
The implication of this mandate is that the content of TRCN Act is one and the same
with the contents of the Acts establishing the council for regulating and controlling of
the noble profession of medicine, Engineering, Architecture, Pharmacy, Law among
other professions in Nigeria. The stand now is that teachers will henceforth undergo all
those required intellectual, professional, moral, social and even psychological rigors
inherent in the other professions and which has distinctively distanced them from
quacks and lay people.

Furthermore, it is well known fact that members of the noble professions compulsorily
submit themselves to the requirements of their respective Acts regulating their
professions. In the same vain, teachers in Nigeria are bound by the dictates of the
TRCN Acts, they must be trained teachers, registered and regulated. It is clearly stated
in section (2) of the Act that it is a criminal offence to find any one answering a teacher
or doing a work of teaching as well as earning the reward associated with teaching
without first registering with TRCN. Any body convicted of this offence is liable to a fine
of five thousand naira (N5,000.00) or two years imprisonment or both as the law court
may decide, (TRCN, 2010). It further opined that the provisions of the Act are very
serious even though it has noted some obvious violations by both individuals and
employers of teachers. However, the body asserts to have set machinery in power to
enforce the provisions of the Acts and bring offenders to book.

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PROGRAMMES OF TRCN FOR TEACHER PROFESSIONALISM
In fulfilling the legal provisions required of every noble profession, the TRCN has set out
to implement the under mentioned programmes and activities as outlined by TRCN
(2010).
i. Registration and licensing of qualified teachers
ii. Accreditation, monitoring and supervision of the courses and
programmes of teacher training institutions in Nigeria to ensure that
they meet national and international standards. The institutions include
the colleges of Education, Faculties and institute of Education in
Nigerian Universities, Schools of Education in the Polytechnics and the
National Teachers Institute.
iii. Organization of internship schemes and induction programmes for
fresh Education graduates to equip them with the necessary
professional skills before licensing them for full professional practice.
iv. Conduct of professional examinations and interviews to determine
teachers suitable for registration.
v. Establishment of national minimum standards for and execution of
mandatory continuing professional development (MCPD) to guarantee
that teachers keep abreast of developments in the theory and practice
of the profession.
vi. Organisation of annul conference for registered teachers
vii. Publication of a register of qualified and licensed teachers in Nigeria in
hard copies and available through the World Wide Web.
viii. Enforcement of professional ethics among teachers using the teachers
investigating panel (TIP) and the teachers’ tribunal.
ix. Prosecution in the law court of unqualified persons performing the job
of teachers in contravention of the TRCN Act section 17 (2).
x. Acting as the voice of the voiceless teachers and continuously
initiating/driving public policies and practices that could reposition the

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 teaching profession in Nigeria in order to compete favourable in the
global world.
It however suffices to observe that these laudable programmes and activities are still to
be fully implemented in Nigerian educational system. A clarion call is therefore made
here requesting the TRCN to intensify effort in realizing the achievement of these
programmes and activities to give teachers their full professional colour.

LEGAL REQUIREMENT FOR REGISTRATION OF TEACHERS IN NIGERIA

Teaching in Nigeria has been fully accorded a legal recognition. Consequently, FRN
(2009) states that (i) the teachers’ registration council of Nigeria has been established
to register teachers and regulate teaching profession and practice.
In this regard, for one to be legally recognized as a teacher in Nigeria, he/she must
register with TRCN. The TRCN Act 31 of 1993, section 6 (1) states that to be registered,
an individual must;
i. Pass a qualifying examination accepted by the council and complete
the practical teaching prescribed by the council under the Act or
ii. not being a Nigerian hold a qualification granted outside Nigeria which
for the time being is recognized by the council and by law entitled to
practice the profession in the country in which the qualification was
granted provided that the other country accords Nigerian professional
teachers the same reciprocal treatment and that he satisfies the
council that he has had sufficient practical experience as a teacher.
iii. be of good character
iv. have attained the age of twenty one years
v. not have been convicted in Nigeria or elsewhere of an offence
involving fraud or dishonesty.
Also to be registered and retain one’s name on the teachers register, a teacher shall
comply with TRCN provisions in respect of;
i. Induction at point of graduation,
ii. Payment of registration fees and annual dues.

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 iii. Professional qualifying examinations.
iv. Internship after graduation from teacher education institution.
v. Continuing professional development
vi. Any other requirements that may be made by TRCN from time to time.

RIGHTS AND PRIVILEGES OF REGISTERED TEACHERS IN NIGERIA

Since a profession grants its members a strong measure of autonomy and self-
governing status, TRCN has gone a long way to grant registered teachers:
i. Legal status as teachers,
ii. Freedom to add certain designations before or after their names as may be
determined by TRCN for the identification of registered teachers in Nigeria,
such as MTRCN (Member TRCN), FTRCN (fellow TRCN), etc.
iii. Freedom to impart their professional skills, knowledge and values within the
education system subject to regulation by TRCN.
iv. Participation in all TRCN activities, that is open to members.
v. Letters of credence from TRCN when required by foreign teaching councils or
other relevant bodies around the world.
vi. Professional salary scales, allowing and other benefits that may be secured by
profession, TRCN for registered teachers.

CATEGORIZATION OF TEACHERS IN NIGERIA

The teachers registration council of Nigeria in conformity to one of the criteria for a
profession in demanding professional knowledge and high level of training, categorized
teachers into four groups as provided by Act 31 of 1993 section 2.
Category A (Doctoral Teachers)
Holders of Ph.D in Education or
Ph.D in other field plus teaching qualification e.g. post graduate diploma in Education
(PGDE);
Professional Diploma in Education (PDE);
Nigeria certificate in Education (NCE)

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Category B (Master Teachers)
Holders of Masters Degree in Education or Masters Degree in other fields plus a
teaching qualification, e.g. PGDE, PDE, NCE

Category C (Graduate Teachers)

Holders of Bachelors Degree in Education or Bachelors Degree in other field plus a
teaching qualification, e.g. PGDE, PDE, NCE.

Category D (NCE Teachers)

Holders of the Nigerian certificate in Education which is the national minimum teaching
qualification.

In deed this classification/categorization is a legal requirement for professionalism and

therefore places demands on teachers to constantly update themselves in academic
qualifications as indispensable instrument for professional growth and development.

PROFESSIONAL VALUES, ATTITUDES AND CONDUCTS

The need to maintain and restore the teacher’s enviable status and qualities has led the
TRCN to enact a code of conduct to help define the minimum standards expected of
professional teachers in areas of thoughts, values, attitudes and actions. This code of
conduct clearly defined the teacher’s relationship with the learners, colleagues, parents
and guardians and employers. It also emphasized teachers’ relationship with the society
as well as administrative and academic leadership (TRCN, 2012).

1. RELATIONSHIP WITH THE LEARNERS

The major obligation of the teaching profession in Nigeria is to guide the learners,
youths and adults in the pursuit of knowledge and skill, to develop healthy attitudes
that enable them became happy, useful and responsible citizens. The TRCN in
accomplishing this, stressed that the teacher in his relationship with the learner should;
i. Honour learners right

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 ii. Have responsibility for educational programmes
iii. Have empathy for learners
iv. Maintain confidentiality of learners information
v. Seek fair remuneration
vi. Show social and related abuse of office
vii. Vanguards against examination misconduct.
viii. Abhor illegal learner groups.
ix. Serve as role model.
x. Should be corruption free
xi. Do not administer corporal punishment on learners
xii. Inspire discipline among learners
xiii. Put their ideological beliefs and influence under guard when dealing with
learners.

2. TEACHER’S RELATIONSHIP WITH COLLEAGUES

Teachers should collaborate with colleagues especially in areas geared towards the
upliftment of knowledge and skills, welfare and professional development. To achieve
this, the teacher should;
i. Have mutual respect and spirit de corps for one another
ii. Have zero tolerance for social discrimination
iii. Not defame one another
iv. Avoid touting
v. Do not canvass for clients
vi. Not plagiarize
vii. Settle dispute among themselves through established professional
mechanisms.
3. TEACHER’S RELATIONSHIP WITH PARENTS AND GUARDIANS
TRCN believes that teachers should share with parents the responsibility of shaping the
learners behaviours socially and to an acceptable level. To achieve this, the teacher
should;

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 i. Respect the right of parents and guardians to information on their children
and wards.
ii. Communicate regularly with parents and guardians
iii. Treat parents/guardians with utmost respect and courtesy
iv. Avoid favours from parents and guardians that may negatively influence their
professional decisions and actions
v. Promote parents/teachers associations and activities

4. TEACHER’S RELATIONSHIP WITH EMPLOYERS

The teachers should maintain healthy and cordial relationship with the employer in the
exercise of his/her professional tasks. To achieve this, the teacher should.
i. Be professionally independent by not entering into any contract that may
undermine the exercise of the full professional competences and judgments.
ii. Stick to the areas of professional competence by rendering services within
their professional competence
iii. Respect contract dully entered with other parties
iv. Respect agreements reached between their unions and other parties.

5. TEACHER’S RELATIONSHIP WITH SOCIETY;

Education is most effective where the teacher operates in a friendly, cooperative and
constructive manner with the community. As exemplary citizens of the society, the
teacher should be a role model and an epitome of citizenship, integrity and participate
actively in the development of both their immediate and wider communities. To achieve
this, TRCN stipulated that the teacher should;
i. Advice the government, community and other stakeholders on educational
matters.
ii. Teachers are law abiding citizens
iii. Teachers have healthy personal habits.

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6. ADMINISTRATIVE AND ACADEMIC LEADERSHIP
Teachers as charismatic leaders should positively impart on the subordinates, living
exemplary life of commitment and hard work. To achieve this, TRCN stipulates that
teachers;
i. Inspire subordinates
ii. Have very pleasant and charismatic personality
iii. Are objective in the discharge of their duties
iv. Promote democratic decision making
v. Contribute to academic development
vi. Ensure all round development of learners.

DISCIPLINARY COMMITTEE AND DISCIPLINARY PROCIDURES

Teachers are expected to maintain professional standards of practice and conduct that
are universally acceptable by complying with the TRCN requirements on ethics and
quality of professional practice. To ensure compliance, the TRCN set up the teachers’
investigation panel TPI and teachers’ disciplinary committee (TDC) to handle cases of
breach of professional conducts and standards.

Teachers’ investigation panel, (TIP): The TRCN Act 31 of 1993 section 9 established
teachers’ investigation panel to make inquiry into allegation of professional misconduct
against any teacher. The panel in performing its functions should adopt the following
procedure;
i. Conducting a preliminary investigation into any case where it is alleged that a
member has misbehaved in his capacity as a teacher,
ii. The teacher so affected shall be informed by the panel that an allegation has
been made against him and shall be invited to respond to it.
iii. Where the panel established evidence of misconduct it shall refer the case to
the teachers’ disciplinary committee.

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TEACHERS DISCIPLINARY COMMITTEE (TDC)
A provision for the establishment of TDC was made in section 9 of the TRCN Act. It
stipulates that the committee shall comprise the chairman of the governing council and
ten other members appointed by the council. The major responsibility of TDC is to
consider the cases referred to it by the teachers’ investigation panel. In accordance with
section 10 (1) of the TRCN Act, grounds that will make a professional teacher liable for
prosecution are where;
a) A teacher is judged by the tribunal to be guilty of infamous conduct in any
professional respect or
b) A teacher is convicted, by a court or committee in Nigeria or elsewhere having
power to award imprisonment of an offence (whether or not punishable with
imprisonment which in the opinion of the tribunal is incompatible with the status
of a teacher, or
c) The tribunal is satisfied that the name of any person has been fraudulently
registered or a member has made false claims in his registration documents.

If a teacher is convicted on any of the offences stated, the committee reserves the right
to direct as here under,
i. Advice
ii. Reprimand
iii. Suspension of registration
iv. Cancellation of registration
v. Criminal prosecution in accordance with the relevant laws of the country.
However, convicted teachers who are aggrieved are empowered by section 10 (4) of
the Act to make appeal within twenty eight days of conviction to the High Court of
Appeal against the decision taken by TDC. Here, TDC stands as respondent to the
appeal thereby sharing the same power as a high court. By all standards therefore, the
committee according to the Act is a tribunal or jury whose rights and privileges should
not be trifled upon by teachers. It shares the same formation as the medical tribunal

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set up by the medical and dental council of Nigeria to try erring doctors same with legal
council of Nigeria set up to try erring lawyers.

CONTINUOUS PROFESSIONAL DEVELOPMENT (CPI)

With schools today facing an array of complex challenges from working with an
increasingly diverse population of students, to integrating new technology in the
classroom, to making vigorous academic standards and goals, TRCN and other
stakeholders in education continues to hammer on the need for teachers to be able to
enhance and build on their instructional knowledge. The opportunity for professional
development of teachers beyond their initial training will help them to update the
knowledge of the subject they teach in the light of the latest advances in the area. It
will as well enhance their skill, attitudes and approaches, enable them apply changes
made in curricular or other aspects of teaching practices (Richardson, 2003). There has
in the past decades been much out cry from the stakeholders for a greater attention to
be focused on the pre-service and in-service professional development of teachers to
meet the challenges of a fast changing technological advancement.

In the light of the foregoing, the TRCN has initiated professional development
programmes and encouraged teachers to attend in-service training, seminars and
workshops. This is the most valuable channel for updating professional standards. TRCN
( 2012, p 19), made it clear that their programme in continuous professional
development will equip teachers with the strength of;
i. Having the ability to appraise their strength and weaknesses so as to
accurately determine their capacity building needs.
ii. Continually improving their professional knowledge, skills, values, attitudes
and conduct.
iii. Taking advantage of professional development opportunities available
through self-help, TRCN and other stakeholders.
iv. Seeking to achieve the highest professional standards in all their works and
uphold the honour and integrity of the profession.

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The council also formulated ten objectives for continuous professional development for
teachers (TRCN, 2010, p56). All these are geared towards enabling teachers develop
and apply new strategies concerning the curriculum and other aspects of teaching
practice and most importantly acquire skills relevant to integrating advances made in
information and communication technology in teaching and learning.

WHAT TEACHERS STAND TO GAIN FOR REGISTERING WITH TRCN

The established truth is that today government of Nigeria has given the teaching
profession the greatest empowerment ever to match the professional and social worth
of their counterparts in the other professions. This is an immeasurable gain that should
boost the egos of teachers for life. Other ways through which the registration and
professionalization can be of great benefits to the teachers and society in general as
captured by TRCN (2005, p. 27) are;
1) Ensuring job security of registered members
2) The council in union with other stakeholders has worked out the teachers safety
structure (TSS) which has been recommended by National Council on Education.
This carries unique benefits and receiving attention by the federal government.
3) Ethical requirement in the profession; the establishment of teachers code of
conduct, teachers investigation panel and teachers disciplinary committee will
enhance moral standard of members. It will equally enable them to impart in the
learners the cherished civic and moral behavour for better Nigeria.
4) Higher status of teachers in Nigeria; Teachers will now be accorded their full
status and recognition in the society like other noble professions.
5) Fulfillment of legal professional requirement; Teachers are guided by the dictates
of the law and are expected to comply with the regulations as stipulated by the
TRCN. These provisions of TRCN equally offer teachers protection in the service.
6) Reduction in Brain Drain; This work of professionalizing teaching will definitely
reduce brain drain in the profession. Hitherto, teachers saw the service as a
stepping stone to other professions when the services are satisfying and gainful,

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 most teachers will no longer have the urge to leave the profession. Definitely
teaching will become attractive.
7) Rise in educational standards; Teachers as pivots to any educational system are
also the major instrument of educational standards. It therefore boils down that
improving the condition of service of teachers will invariably raise the standard of
education in Nigeria. TRCN has set out procedure for encouraging teachers’
involvement in research, effective classroom practice and professional network
through high quality information technology, conferences, seminars and
workshops.
8) International recognition; A rise in the standard of education will help teachers in
this country regain their lost glory in international status. This will restore the
teachers esteem and respect as accorded graduates of similar institutions
globally.
9) Professional identity: Teachers who are registered automatically become
members of recognized profession. They are by this virtue authorized to affix the
title, MTRCN (that is, member of Teachers Registration Council of Nigeria) before
their names.
10) Standard of entry; Registration will protect the standard of entry into the
profession and ensure that it is open to only teachers who have requisite
qualifications and aptitudes.
11) Professional Development; Being a registered member accords the teachers the
privilege of enjoying some professional development programmes organized by
TRCN. The council by extension encourages the employers of teachers to provide
for the teachers all that are required for in-service training and other professional
development services.
12) Provision of Authentic data; In the statistical digest of teachers in Nigeria, TRCN
(2012) shows its commitment in keeping an accurate data of teachers in Nigeria.
Full data of teachers in area, of qualification, subject specialization, and state of
origin among others are captured.

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 13) Categorization of Teachers; Teachers have been categorized into four groups;
A,B,C, and D based purely on academic qualifications. Those holding Ph.D are in
the apex that is in category ‘A’ while those in category ‘D’ with NCE are at the
base. This most likely will trigger keen competition among those in lower
category to aspire for higher category through in-service training with or without
pay.
14) Elimination of Quacks; Registration will differentiate professional from quacks
and sends a warning signal to those without teaching qualification to do
something or be flushed out of the profession.

EXPECTATION FOR TRCN

From the foregoing discussions, it is not in doubt that the TRCN has made tremendous
and laudable contributions to raise the professional standards of teaching as a
profession not only in Nigeria but in the international world. However, much still needs
to be done to ensure full implementation of the programmes, projects and practices
mapped out by TRCN for professionalizing teaching in Nigeria, for instance;
1) Evidence abounds in the education sector that a good percentage of teachers
have not registered and are still teaching. Some who do not possess the
requisite teaching qualifications are still found in the system. Efforts have to be
made by TRCN to curb this even if it requires coercion.
2) It is no longer news that teachers salary structure is before the federal
government for ratification. How long will it take for this to be approved and put
into use in order to put a big smile on the faces of registered teachers? TRCN is
required to mount pressure in this TSS and see to its fruition.
3) In as much as it is true that teachers’ tribunal has been established to try
teachers of professional misconduct, much grass root effort is still required to
fight teachers’ violation of professional conducts and standards. This is because
indiscipline among teachers is still high and no meaningful professional standard
can be attained in an environment where there is disorder, dishonesty,
disobedience, and lack of self control among other disciplinary problems.

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CONCLUSION:
This paper has indeed established the tremendous role of the Teachers Registration
Council of Nigeria in the increasingly globalizing world. In order to achieve teacher
professionalism in Nigeria, TRCN has set machinery in motion to register and license
qualified teachers, and made provision for teachers’ continuous professional
development. In fact, TRCN sees maintaining teachers’ professional standards as a task
that must be done. The council set out to achieve this by ensuring that all criteria for
guiding an occupation as a profession are fully considered and attained.

However, TRCN is still expected to fully implement all the programmes and practices by
engaging in full grass root monitoring and evaluation. As a matter of necessity, the
council should urgently flush out quacks from the system

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Federal Ministry of Education, (1990). Nigeria teachers, service manual-Lagos. Federal

ministry of education.

Federal Republic of Nigeria (2009). National policy on education. Lagos NERDC press.

Godson, I. (2003). Professional knowledge, professional lives: Studies in education.

Maidenhead, Open University press.

Hoyle, E. & Megarry J. (1980). Professional development of teachers. New York. Kogan
Bage Publishers.

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Nwachi, C.C. (1991). Sociology of education Obosi pacific college press.

Obodi, S.S. (1975). Towards the professionlization of teaching in Africa. West African
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Olatunji, J.O. (1996). Professionalization of teaching in Nigeria: How realistic. Anddrian

forum 9(1), 81-84.

Okeke, B.S. (2004). Teaching in Nigeria: The bureaucracy and professionalism. Enugu.
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Richardson, V. (2003). The dilemona of professional development Phi Delta Kappen, 84

(5), 401-406.

Teachers Registration Council of Nigeria (2010). Professional standards for Nigerian

teachers, avolaty version. Abuja, federal ministry of education.

Teachers Registration Council of Nigeria (TRCN) (2005). Teachers handbook. Abuja,

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DISCIPLINE AND CONTROL OF TEACHERS IN SCHOOL
ADMINISTRATION

23
 BY

Carol O. Ezeugbor Ph.D.

e-mail: carolezeugbor@gmail.com
Tel: 08068374278

DEPARTMENT OF EDUCATIONAL MANAGEMENT

AND POLICY

NNAMDI AZIKIWE UNIVERSITY, AWKA.

DISCIPLINE AND CONTROL OF TEACHERS IN SCHOOL ADMINISTRATION

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