TRCN – Nigerian Teachers Code of Conduct (A Must Read for Nigerian Teachers)

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Chapter 1: Introduction
Chapter 2: Principles of Teachers Professionalisation
Chapter 3: Relationship with Colleagues
Chapter 4: Role of Teachers
Chapter 5: Relationship with Learners
Chapter 6: Relationship with Parents/Guardians
Chapter 7: Relationship with Employers
Chapter 8: Relationship with the Society
Chapter 9: General


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Teaching is the oldest and noblest of all professions. The Engineers Lawyers, Pharmacists, Medical Doctors and others are all made by the teacher. The teaching profession has more members than any other. These are unique features that make the profession the most indomitable profession in the world. Indeed, the history of education in Nigeria show that teachers occupied the position of great honour and influence in their communities.

They epitomized integrity, knowledge, leadership, moral rectitude and selfless service. They spearheaded the development of their communities and country. But over the years things appeared to have changed for the worse. In order to maintain and restore the teacher’s enviable status and qualities, there is the need to enact this code of conduct to define the minimum standards expected of professional teachers in terms of their thoughts, words and actions.

Consequently, this code is produced for widest circulation among teachers and it is hoped that it will meet the yearnings and aspirations of the nation to build a veritable standard of education through dedicated, competent and dependable teaching force.


The objectives of the Teachers Code of Conduct, among others, are to:

• Re-awaken the sense of self-esteem, dignity, honour, selfless service and moral rectitude in the teacher.
• Protect the teachers’ age-long position of nobility and leadership in the social, moral, and intellectual world.
• Build a strong moral foundation for the actualization of an educational system that can compete favourably in the global community.
• Boost public confidence in the ability of the teaching profession to regulate itself and to bequeath to the nation products that are capable of making maximum contribution towards the development of the nation in particular and the World in general.
• Provide objective yardstick for the assessment of the teachers’ conduct and discharge of professional duties. Help to guarantee the safety of the professionals and sustenance of the desired prestige of the teaching profession.
• Spell out the type of relationship that should exist between the teachers on one hand and severally their colleagues, students and other persons who would interact with them from time to time.

(g) To clarify teachers’ rights, privileges, and obligations and their legal bases.

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In 1984, the International Labour Organization and UNESCO issued a document titled: THE STATUS OF TEACHER: An Instrument for its improvement: The International Recommendation of 196 Joint Commentaries by the ILO and UNESCO . The document has more than 142 recommendations, covering guiding principles, educational objectives and policies, preparation for the profession, further education for teachers, employment and career, rights and responsibilities of teachers, conditions for effective teaching and learning, teachers salaries and social security, among others. Below are selected recommendations (Rec.) on professionalisation, discipline, rights and responsibilities of a teacher:

• Professionalisation:

Rec 6: Teaching should be regarded as a profession: it is a form of public service which requires of teachers expert knowledge and specialized skills, acquired and maintained through rigorous and continuing study; it calls also for a sense of personal and corporate responsibility for the education and welfare of the pupils in their charge.

Rec. 11: Policy governing entry into preparation for teaching should rest on the need to provide society with an adequate supply of teachers who possess the necessary moral, intellectual and physical qualities and who have the required professional knowledge and skills.

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