VALUING TEACHERS’ VOICES: TOWARDS A NEW SOCIAL CONTRACT FOR EDUCATION IN NIGERIA

Abstract

Teachers play a pivotal role in shaping the quality and outcomes of education, yet their voices are often marginalized in policy formulation and implementation. This paper explores the significance of empowering teachers in Nigeria by redefining the social contract for education. Drawing on theoretical frameworks of participatory governance and social justice in education, the study examines the current challenges teachers face, including inadequate representation in decision-making, poor working conditions, and limited professional development opportunities. Using qualitative and quantitative analyses, the paper highlights the impact of teacher’s insight inclusion in educational policies, implementation and sustainability, constraints and prospectsof valuing teachers’ voices and its effect on student outcomes in Nigeria’s educational ecosystem. The study advocates for a transformative approach that recognizes teachers as key stakeholders, ensuring their voices are integral part of policy decisions through structured dialogue, improved working conditions and professional development.By redefining the social contract for education in Nigeria, this paper highlighted a collaborative framework where teachers, policymakers, and communities jointly initiates educational reforms that foster sustainable development and inclusive growth. The study concludes with policy recommendations aimed at enhancing teachers’ active participation in improving educational policies and implementations as this will strengthening Nigeria’s education system in the 21st century era.