By Kelly Odaro
For years, teachers in Edo State have endured a period of relegation and undue interference that significantly weakened their morale and authority in the classroom.
Under the administration of Governor Godwin Obaseki, the treatment of teachers, particularly in secondary schools, deteriorated to a distressing level. Policies and administrative actions stripped them of their professional dignity, making it difficult to maintain discipline among students. The situation worsened to the point where teachers were not only undermined but actively discouraged from enforcing order in schools.
One of the most controversial developments during this period was the directive by the then Commissioner for Education, Dr. Joan Oviawe, who allegedly encouraged students to call her directly whenever they were disciplined by their teachers.
This move sent shockwaves through the education sector, as it effectively empowered students to challenge the authority of their educators without due process. The implication was clear: teachers were no longer the custodians of discipline, and their efforts to instil order could be questioned or overturned by direct intervention from the commissioner’s office.
This policy, coupled with other administrative lapses, led to an unprecedented breakdown of discipline in Edo State’s secondary schools. Truancy became rampant, as students realised there were little to no consequences for their actions. Instances of open defiance against teachers surged, and many teachers found themselves unable to enforce basic rules without fear of being reported and possibly sanctioned.
During the tenure of Dr. Joan Oviawe as Commissioner for Education, one of the most notable activities that defined her administration, was the relentless documentation of school events through photography. Whether for significant educational milestones or the most trivial occurrences, cameras were always clicking and rolling, capturing every moment for record-keeping purposes. This practice became so pronounced that it almost seemed as if the essence of educational progress was measured by the number of pictures taken rather than the quality of learning imparted.
Teachers who already bore the burden of academic responsibilities were not spared from this routine. Attendance at various school-related functions, both critical and ceremonial, was mandatory, with strict records kept. Those who failed to show up risked facing sanctions, as the administration viewed participation as a measure of commitment to the government’s educational agenda. Many teachers, rather than focusing on classroom engagements, found themselves preoccupied with ensuring their presence was noted at these numerous events.
While the intention behind this rigorous documentation might have been to enhance accountability and transparency, it soon became an overwhelming distraction. The excessive emphasis on photographs and attendance tracking overshadowed the core objective of qualitative education. Teachers were constantly shuttling between events, sometimes abandoning actual teaching duties to satisfy administrative directives. The entire school system appeared to have been caught in a frenzy of optics rather than substance.
Critics of this approach argued that education should be measured by impact, not by images. A well-documented event means little if it does not translate into meaningful learning outcomes. Many teachers lamented that instead of being given incentives to enhance classroom performance, they were being evaluated based on their presence at functions that often had no direct bearing on student development. The result was a disillusioned teaching workforce grappling with misplaced priorities.
More so, the pressure to comply with these directives created an atmosphere of coercion rather than enthusiasm. Teachers were compelled to attend events, sometimes at short notice, disrupting their lesson plans. Some were forced to travel long distances to be physically present at functions that had little relevance to their professional growth. The culture of compulsion overshadowed what should have been a voluntary commitment to educational advancement.
Beyond the teaching staff, students also bore the brunt of this approach. With teachers frequently pulled away for events, classroom engagements suffered. The emphasis on documentation led to a situation where education became more about appearances than about learning. Schools that should have been centres of intellectual growth were gradually transformed into venues for staged activities aimed at painting a favourable public image.
In a well-structured educational system, policies should be tailored towards enhancing learning outcomes rather than fulfilling bureaucratic obligations. While record-keeping is essential, it should not be pursued at the expense of classroom instruction. A truly progressive education system thrives on innovation, teacher motivation, and student-centred learning rather than on forced attendance at events with cameras clicking away.
As the educational sector in the state moves forward, it is imperative to shift the focus from optics to impact. The legacy of any administration should be assessed by the quality of education provided, not by the number of pictures taken. If real progress is to be made, the emphasis must return to the classroom, where the actual transformation of students occurs, rather than in front of the lens of a camera.
This policy, coupled with other administrative lapses, led to an unprecedented breakdown of discipline in Edo State’s secondary schools. Truancy became rampant, as students realised there were little to no consequences for their actions. Instances of open defiance against teachers surged, and many teachers found themselves unable to enforce basic rules without fear of being reported and possibly sanctioned.
The situation further deteriorated when the state government outsourced key administrative roles to external consultants, one of whom Miss Chinelu (Secretary to the Edo State Secondary Education Board) was given sweeping powers over the affairs of secondary school principals.
The Igbo consultant, as she was commonly referred to, wielded so much influence that her name alone struck fear into the hearts of executive principals across the state, particularly in the Benin metropolis. Reports from various schools indicated that she often overstepped her boundaries, treating seasoned teachers with disdain and making unilateral decisions that disrupted the smooth functioning of the school system.
Many school heads, some of whom had dedicated decades to the teaching profession, found themselves at the receiving end of humiliating treatment. Their experience and expertise were disregarded, and they were forced to take orders from an overzealous consultant whose understanding of the unique challenges facing Edo State schools was questionable. The situation was really exasperating!
Teachers and executive principals, who were once respected figures in their communities, now operated under an atmosphere of intimidation and uncertainty.
With the emergence of Governor Monday Okpebholo, the tides have begun to turn. Recognising the urgent need to restore order and dignity to the teaching profession, his administration has wasted no time in reversing some of the damaging policies of the past. One of the most significant steps taken so far has been the appointment of Mrs. Sonia Omozane as the new Chairperson of the Edo State Secondary Education Board (SSEB). A move widely applauded by stakeholders in the education sector.
Mrs. Omozane wasted no time in addressing the pressing issues that had plagued Edo State schools. In a bold and decisive move, she issued a memo recently to all school principals, mandating them to take full responsibility for maintaining discipline in their schools. This directive is a sharp departure from the previous administration’s approach, which had weakened the authority of school heads. By placing the responsibility squarely on the shoulders of principals, the new policy reinforces their leadership role and empowers them to enforce school rules without fear of external interference.
The memo explicitly condemned truancy and all forms of indiscipline, signalling a renewed commitment to restoring order in Edo schools. It also serves as a reassurance to teachers that their role as disciplinarians is not only recognised but essential to the effective functioning of the education system. For too long, educators had been reduced to mere spectators in their own classrooms, unable to take decisive action against errant students without repercussions.
With this new policy, teachers can now operate with a sense of confidence, knowing that they have the backing of the government in maintaining discipline. This shift is expected to curb the rising cases of absenteeism, lateness, and general misconduct that had become prevalent in many schools. Students who had grown accustomed to defying authority without consequences will now have to rethink their approach, as principals and teachers regain their rightful place as enforcers of school regulations.
Another key aspect of the reforms under Governor Okpebholo’s administration is the elimination of undue interference from external consultants in the management of schools. The era of school principals living in fear of hired consultants appears to be over, as the government has reasserted the authority of experienced education professionals in school administration.
Many principals and teachers who had suffered humiliation under the previous administration now have a renewed sense of purpose and heave a sigh of relief. The restoration of administrative autonomy to school heads means that decisions affecting their schools will be made by those who understand the challenges firsthand, rather than by bureaucrats or consultants with little connection to the realities on the ground.
For any education system to thrive, the morale of teachers must be high. When educators feel valued and supported, they are more likely to be committed to their work and go the extra mile in ensuring that students receive quality education. Unfortunately, during the previous administration, teachers in Edo State felt abandoned. Their concerns were ignored, their authority was eroded, and their working conditions deteriorated.
With the new reforms, however, there is a renewed sense of hope and motivation among educators. They can now perform their duties without fear of being undermined by students who previously had a direct phone line to the Commissioner of Education. The new administration’s approach acknowledges the fundamental truth that discipline is a prerequisite for effective learning and that teachers must be empowered to enforce it.
While the recent reforms represent a significant step in the right direction, there is still much work to be done. Ensuring that these policies are effectively implemented across all schools will require continuous monitoring, periodic assessments, and a commitment to making necessary adjustments where needed.
Governor Okpebholo’s administration must also prioritise teachers’ welfare, ensuring that educators are not only respected but also adequately compensated for their work. Salaries should be paid promptly as usual, promotions should be based on merit, and training programmes should be implemented to keep teachers abreast of modern teaching techniques.
Additionally, parents and guardians have a crucial role to play in reinforcing discipline. The government should engage with parent-teacher associations (PTAs) to ensure that discipline is not just enforced in schools but also supported at home. A collective effort between teachers, school administrators, parents, and the government will be necessary to maintain the momentum of these positive changes.
The dark days of teacher relegation and student lawlessness in Edo State appear to be coming to an end. With Governor Monday Okpebholo’s decisive leadership and the bold policies introduced by the indefatigable Chairman of the SSEB Mrs. Omozane, the state is on a path toward restoring discipline and dignity in its schools. Teachers, who had once been silenced and disrespected, are regaining their authority, while students are being reminded of the importance of respect and responsibility.
Education remains the foundation of any progressive society, and Edo State is making the necessary corrections to ensure that its students receive not just knowledge but also the discipline required to succeed in life.
If these reforms continue, the state’s education system will not only recover from past missteps but will also emerge stronger, more structured, and more effective in producing well-rounded individuals who can contribute meaningfully to society.
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Odaro, a columnist, lectures in the Department of Mass Communication, Auchi Polytechnic, Auchi.
