By Iroyin Yoruba Television
The Nigeria Union of Teachers, Delta State Wing, has called on the Delta State Government to urgently address shortages of teachers, inadequate instructional materials and security concerns affecting public schools across the state.
The union made the demands on Monday, October 5, during the 2026 World Teachers' Day celebration at the Cenotaph Ground in Asaba, where teachers and education stakeholders gathered to assess the condition of the teaching profession and discuss the challenges confronting schools.
The State Chairman of the Nigeria Union of Teachers, Dickson Poubeni, said improvements in teachers' salaries and career progression would have greater impact if government also addressed the conditions under which educators work.
The union acknowledged recent steps by the administration of Governor Sheriff Oborevwori, particularly the approval of Grade Level 17 career progression for eligible university graduate teachers in public primary schools.
However, Poubeni said several significant challenges remained unresolved.
Among the issues identified by the union were shortages of teachers in primary and secondary schools, inadequate security at school premises, insufficient instructional materials, inadequate funding for school heads and concerns surrounding the screening of teachers.
The union also called for greater participation in the administration of state-owned educational institutions and urged the government to replace retired secondary school principals who had been appointed as permanent secretaries.
TEACHER SHORTAGE REMAINS A MAJOR CONCERN
One of the most pressing concerns raised by the Delta NUT is the shortage of teachers across primary and secondary schools.
A shortage of qualified teachers can affect both the quality and availability of education.
When schools do not have enough teachers, existing educators may have to handle additional classes, subjects or administrative responsibilities.
This can increase workload and reduce the amount of time teachers have to devote to individual pupils.
The problem can be particularly serious in rural and riverine communities where attracting and retaining professionals may be more difficult.
Schools in such areas can experience vacancies for extended periods if qualified teachers are not available or if newly recruited teachers are reluctant to accept difficult postings.
The union's demand therefore goes beyond simply increasing the total number of teachers employed by the state.
It is also about ensuring that teachers are distributed according to the actual needs of individual schools.
RECRUITMENT MUST MATCH SCHOOL NEEDS
The NUT's call for more teachers comes at a time when education systems across Nigeria are facing pressure to accommodate growing numbers of pupils.
Recruitment is an important part of the solution, but the effectiveness of recruitment depends on deployment.
If new teachers are concentrated in urban areas while rural schools continue to operate with vacancies, the overall shortage will remain.
Education authorities therefore need reliable information about staffing levels in individual schools.
Such information can help identify schools with the greatest needs and ensure that new recruits are deployed appropriately.
The union's demand also suggests the importance of replacing teachers who retire, die or leave the service.
Failure to replace departing teachers gradually creates gaps that can become difficult to manage.
SCHOOL SECURITY UNDER SCRUTINY
The Delta NUT also raised concerns about insecurity in schools.
The union specifically called for adequate perimeter fencing and the deployment of security personnel to schools.
School security is important because children and teachers need to feel safe before effective learning can take place.
Schools without adequate physical protection can be vulnerable to trespassers, theft, violence and other security threats.
The risks can be particularly serious in areas where wider insecurity already affects communities.
Teachers who feel unsafe may also become reluctant to work in certain locations, further worsening staffing shortages.
PERIMETER FENCING AS A BASIC SAFETY MEASURE
The union's call for perimeter fencing highlights the importance of basic physical infrastructure in school security.
A fence does not eliminate every security threat, but it can establish a clear boundary between the school and surrounding areas.
It can help control access to school premises and make it easier for school authorities to identify people who do not belong there.
In larger school compounds, fencing can also help protect pupils during school hours.
The NUT wants government to treat such infrastructure as part of the basic requirements for a safe learning environment.
NEED FOR SECURITY PERSONNEL
The union also called for security personnel to be deployed to schools.
Security officers can help monitor entrances and exits, respond to incidents and work with school administrators to maintain order.
However, security personnel must be properly trained and their roles clearly defined.
Schools also need emergency procedures so that teachers and pupils know what to do if a security incident occurs.
The demand for security therefore involves more than placing guards at school gates.
It requires a coordinated approach involving school authorities, security agencies, communities and government.
INSTRUCTIONAL MATERIALS IN SHORT SUPPLY
Another major issue raised by the NUT is the shortage of instructional materials.
Teaching materials can include textbooks, laboratory equipment, teaching aids, furniture, digital resources and other items required for effective classroom instruction.
Without adequate materials, teachers may have to rely heavily on verbal instruction.
This can make lessons less engaging and limit pupils' ability to practise what they have learned.
The problem can also create inequalities between schools.
Better-funded schools may have access to modern resources while poorly equipped schools struggle to provide basic materials.
The union wants government to ensure that public schools receive adequate resources for teaching and learning.
EFFECT ON LEARNING OUTCOMES
Teacher availability and instructional resources are closely connected to learning outcomes.
A qualified teacher may be capable of delivering an effective lesson, but the quality of that lesson can be affected when students lack textbooks or other learning materials.
Similarly, even a well-equipped classroom can struggle if there are not enough teachers to provide instruction.
The NUT's concerns therefore point to the need for a comprehensive approach.
Government investment must cover teachers, infrastructure and educational resources rather than focusing on only one part of the system.
SCHOOL HEADS NEED ADEQUATE FUNDING
The NUT also complained about inadequate subvention for school heads.
School heads are responsible for managing the day-to-day operations of their institutions.
They may need funds for minor repairs, administrative activities, learning materials and other urgent needs.
When school heads lack sufficient operational funding, even relatively small problems can remain unresolved for long periods.
This can affect the overall condition of schools.
The union's request for improved subvention is therefore linked to the practical management of schools.
GRADUATE TEACHERS AND CAREER PROGRESSION
Despite the concerns raised, the Delta NUT acknowledged a significant development concerning the career progression of university graduate teachers in public primary schools.
The union praised Governor Oborevwori's approval of progression to Grade Level 17 for eligible teachers.
Poubeni said the decision had ended a long-standing situation in which university graduate teachers in the primary school system were stagnating at Grade Level 14.
Career progression is important for the professional status of teachers.
When educators remain at the same grade for many years despite acquiring additional qualifications and experience, morale can decline.
Clear progression structures can provide teachers with incentives to remain in the profession and develop their careers.
IMPROVING TEACHER MORALE
The NUT argued that salary improvements and career progression are important but should be accompanied by better working conditions.
Teachers are more likely to feel valued when government addresses both their financial and professional needs.
A teacher who receives appropriate remuneration but works in an unsafe, overcrowded or poorly equipped classroom may still face significant professional challenges.
The union's message is therefore that teacher welfare should be viewed comprehensively.
It includes salary, promotion, professional development, working conditions, safety and access to teaching resources.
SCREENING OF TEACHERS
The union also raised concerns about the ongoing screening of teachers in the state.
Teacher screening can be used by governments to verify qualifications, employment records and other information.
Such exercises can be important for maintaining accurate payrolls and ensuring that only qualified personnel remain in the education system.
However, the process must be transparent and fair.
Teachers need clear information about the purpose of the exercise, the documents required and how discrepancies will be resolved.
The NUT's concerns suggest that the screening process requires further engagement between government and the teaching workforce.
NUT WANTS REPRESENTATION IN EDUCATIONAL INSTITUTIONS
The union called for the inclusion of the NUT in governing councils of state-owned educational institutions.
The request reflects the argument that teachers should have a voice in decisions affecting the education system and their profession.
Teachers have direct experience of classroom conditions and can provide practical perspectives on policies that may otherwise be developed primarily from administrative viewpoints.
Greater consultation with educators could therefore help policymakers understand how reforms are likely to work in practice.
The union believes its participation in governing structures would strengthen that engagement.
RETIRED PRINCIPALS AND ADMINISTRATIVE GAPS
Another issue raised by the Delta NUT concerns secondary school principals who have been appointed as permanent secretaries.
The union said those principals have not been replaced in their former school positions.
A principal plays an important role in school leadership.
When a principal leaves for another government position and is not replaced, responsibility for running the institution can become more difficult to manage.
The union wants the government to fill the vacancies so that affected schools have permanent leadership.
Strong school leadership is important for coordinating teachers, managing resources, maintaining discipline and implementing education policies.
GOVERNMENT RESPONSE
The Delta State Government responded to the concerns through the Commissioner for Technical Education, Smart Ijeoma Ufoh, who represented Governor Oborevwori at the event.
The governor said his administration remained committed to improving teachers' welfare, training and working conditions.
He also praised teachers for their contribution to the education of children across Delta State.
The administration's response indicates that the government recognises the importance of teacher welfare as part of broader education reform.
The challenge will now be to translate those commitments into action on the specific concerns raised by the NUT.
TEACHERS' CONTRIBUTION TO SOCIETY
The World Teachers' Day event also provided an opportunity to recognise the broader role teachers play in society.
Teachers do more than deliver academic lessons.
They help children develop communication skills, discipline, confidence and social values.
Many professionals eventually working in medicine, engineering, law, business, science, government and other sectors begin their education under the guidance of teachers.
The Delta State House of Assembly also reaffirmed the importance of educators, describing teachers as nation builders, mentors and custodians of collective values.
RURAL AND RIVERINE SCHOOLS
Delta State's geographical characteristics make the distribution of teachers and infrastructure particularly important.
The state includes urban centres as well as rural and riverine communities.
Teachers working in difficult-to-reach areas may face longer journeys and fewer amenities.
Schools in those communities can also experience difficulty attracting specialised teachers.
The government may therefore need targeted incentives to ensure that difficult-to-reach schools receive adequate staffing.
Such incentives could include improved accommodation, transportation support, additional allowances or accelerated professional development opportunities, depending on government policy and available resources.
THE IMPORTANCE OF TEACHER RETENTION
Recruiting new teachers is only one part of addressing manpower shortages.
Government must also retain experienced teachers.
If teachers leave because of poor working conditions, inadequate remuneration or lack of career progression, recruitment efforts can become a cycle of replacing departing workers.
Retention strategies can help preserve institutional knowledge and reduce the cost of repeatedly recruiting and training new staff.
The NUT's emphasis on welfare and professional status is therefore connected to the wider question of retaining qualified educators.
PROFESSIONAL DEVELOPMENT
Teachers also need regular opportunities to improve their skills.
Curriculum requirements change, technology continues to develop and students' learning needs evolve.
Continuous professional development can help teachers adapt.
Training in digital tools, classroom management, inclusive education and modern teaching methods can improve the quality of instruction.
The Delta Government's commitment to teacher training, cited in its response to the union, could therefore become an important part of addressing the wider concerns.
THE BALANCE BETWEEN WELFARE AND ACCOUNTABILITY
Improving teacher welfare should also be accompanied by professional accountability.
Teachers need appropriate resources and working conditions, but schools also need systems for monitoring attendance, performance and professional conduct.
The objective should be to create a balanced system in which government fulfils its obligations while teachers are supported to fulfil theirs.
Transparent performance standards can help maintain public confidence in the education system.
At the same time, accountability systems should recognise the difference between individual performance problems and challenges caused by inadequate staffing or resources.
WHAT HAPPENS NEXT
The immediate task for the Delta State Government is to consider the specific concerns presented by the NUT.
These include recruiting additional teachers, improving security, supplying instructional materials, increasing school-head subventions, replacing vacant principals and addressing issues surrounding teacher screening.
The government will also need to continue implementing the recently approved Grade Level 17 career progression for eligible graduate primary school teachers.
The NUT, meanwhile, is likely to continue engaging the government over the outstanding issues.
The quality of those discussions will be important because education policy is most effective when teachers, government officials, school administrators, parents and other stakeholders work together.
A BROADER LESSON FOR EDUCATION
The situation in Delta reflects challenges that can be found in education systems across Nigeria.
Teacher shortages, inadequate materials, insecurity and infrastructure problems can interact with one another.
A shortage of teachers increases workload.
Poor infrastructure can make schools less attractive workplaces.
Insecurity can discourage teachers from accepting difficult postings.
Insufficient materials can make teaching harder even when qualified educators are available.
Addressing these issues together is therefore more effective than treating each one as an isolated problem.
CONCLUSION
The Delta State chapter of the Nigeria Union of Teachers has used the 2026 World Teachers' Day celebration to draw attention to several unresolved challenges facing public education in the state.
The union's demands include more teachers, stronger security, adequate instructional materials, better funding for school heads and greater teacher participation in educational governance.
It also wants the government to address vacancies created by the movement of secondary school principals into permanent secretary positions and to resolve concerns surrounding the ongoing screening of teachers.
At the same time, the NUT recognised progress under the current administration, particularly the approval of Grade Level 17 career progression for eligible university graduate teachers in public primary schools.
That development has ended what the union described as long-standing stagnation at Grade Level 14 for affected teachers.
The remaining challenges, however, show that teacher welfare cannot be separated from the wider condition of schools.
Better salaries and career progression can improve morale, but teachers also require safe classrooms, adequate learning materials, manageable workloads and sufficient staffing.
For pupils, these issues directly affect the quality of education they receive.
A school with too few teachers, inadequate materials and weak security cannot provide the same learning environment as a properly staffed and equipped institution.
The Delta Government has pledged continued support for teacher welfare, training and working conditions.
The next stage will be implementation.
If the state can combine its recent progress on teacher career advancement with stronger recruitment, improved school security, better resources and effective school administration, it could create a more stable environment for educators and learners.
For now, the NUT's message is clear: celebrating teachers once a year is not enough.
The profession also requires sustained investment, practical support and working conditions that allow educators to perform the responsibilities on which the future of Delta State's children depends.