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Teaching remains one of the most important professions in society, serving as a vehicle for imparting knowledge, skills, values and acceptable standards of conduct to younger generations.
It is an art that can be practised in schools, homes, religious institutions and other learning environments. As a profession, teaching requires specialised training, commitment, patience and dedication. Prospective teachers are expected to undergo formal education and acquire the instructional skills and methodologies necessary to effectively guide learners.
Although teaching is open to both men and women, recent observations and studies suggest that the profession is increasingly becoming dominated by women, particularly at the nursery, primary and early childhood education levels. Men, however, continue to maintain a stronger presence in secondary schools, especially in technical subjects and administrative leadership positions.
Experts attribute this gender imbalance to a combination of personal choices, cultural influences, societal expectations and economic realities.
Regardless of gender, effective teachers are often defined by qualities such as sound knowledge, patience, communication skills, empathy and the ability to inspire and lead students. Yet, motivations for entering the profession differ. While many individuals are genuinely passionate about teaching, others view it as a temporary occupation while searching for more lucrative opportunities.
These varying perceptions may partly explain why women now outnumber men in many classrooms. Unlike professions such as engineering or certain areas of agriculture, which are often regarded as physically demanding and therefore attract more men, teaching places greater emphasis on emotional intelligence, patience and interpersonal skills than on physical strength.
The repetitive nature of classroom instruction, particularly at the foundational levels, may also contribute to the declining interest among men. Teaching young children requires continuous monitoring, emotional engagement and close attention to learners’ developmental needs.
Many observers argue that women are naturally suited to these responsibilities because of their nurturing disposition. As mothers and caregivers, women often develop qualities such as patience, empathy and attentiveness, which are highly valuable in educational settings.
However, perhaps the most significant factor behind the shortage of men in teaching is poor remuneration.
In Nigeria, inadequate salaries remain a major challenge for teachers. For many men, who are traditionally expected to provide for both immediate and extended family members, teaching often fails to offer sufficient financial security. Consequently, many seek employment in sectors with better earning potential.
Women, on the other hand, may find teaching more attractive because of its relatively structured working hours, which can provide greater flexibility for balancing professional duties and family responsibilities.
A casual survey of schools across Nigeria reveals a striking demographic reality: women constitute the overwhelming majority of teachers, especially in primary education. This trend suggests that teaching is steadily evolving into a female-dominated profession.
Field Reports
Findings from selected schools in Lagos and Ogun states support this observation.
At Ijaye Community Primary School, Gbangba, Ijaye, Abeokuta, all 11 teachers on staff are women.
Similarly, at Methodist Primary School in Imeko-Afon Local Government Area of Ogun State, there are 10 female teachers and only two male teachers. At Methodist Primary School II in the same area, the teaching workforce comprises 13 women and three men.
In Lagos and several other parts of the country, similar patterns are evident, with female teachers significantly outnumbering their male counterparts in basic education institutions.
The trend raises important questions about the future composition of Nigeria’s teaching workforce and the factors needed to attract more men into the profession. Stakeholders argue that improving teachers’ welfare, enhancing professional prestige and creating better career incentives could help restore gender balance while strengthening the overall quality of education.
As Nigeria seeks to improve learning outcomes and educational standards, ensuring that teaching remains an attractive career option for both men and women may be critical to achieving long-term success in the sector.
In Lagos, a check on Olusoosun Nursery and Primary School, the teaching population is dominated by female teachers.
At the Assemblies of God Primary School in Gbagada, the teacher population is 1,4 all females.
At Sematob Nursery and Primary School, Sawmill, New Garage, there are 5 females and 2 male teachers in the school.
Most recent nationally available figures from the National Commission for Colleges of Education (NCCE) show that enrolment in Nigeria’s NCE-awarding teacher education institutions remains relatively close between males and females, though males are still slightly higher overall.
Recent Developments
More recent studies suggest the picture is changing in some regions and programmes: Research from the South-East found that female students now outnumber males in several teacher education programmes, especially Early Childhood Education and Educational Management.
In April 2026, NCCE also raised concerns about gender imbalance, noting that female enrolment remains particularly low in some northern colleges, where women account for less than one-quarter of students in certain institutions.
Key Takeaway
According to the latest nationally published NCCE enrolment dataset, teacher education in Nigeria is about 54% male and 46% female. However, current institutional studies indicate that some southern colleges are now seeing higher female participation, while parts of northern Nigeria still record significantly lower female
