NONPAYMENT OF STUDENT TEACHERS TEACHING PRACTICE ALLOWANCES AND FATE OF STUDENT TEACHERS IN TEACHING PROFESSION IN NIGERIA

Abstract

Teaching practice remains a fundamental component of teacher education in Nigeria, serving as a structured programme for equipping student teachers with essential pedagogical, behavioral, and professional competencies. Historically rooted in the missionary era, teaching practice has evolved to accommodate contemporary educational standards while maintaining core values such as moral instruction, classroom management, and effective instructional delivery. Despite its significance, student teachers in Nigeria face considerable challenges, particularly the persistent nonpayment of teaching practice allowances. This study examines the implications of nonpayment of student teachers’ allowances on their morale, professional commitment, and long-term engagement in the teaching profession. It highlights how inadequate funding, lack of transportation support, poor instructional materials, and personal financial burdens negatively affect student teachers’ performance and perception of teaching as a viable career. The paper argues that neglect of student teachers during their formative professional training undermines the quality of teacher preparation and, by extension, national educational development. It concludes that adequate funding, proper monitoring of allocated resources, and provision of monthly allowances are necessary to strengthen teacher education and sustain the future of the teaching profession in Nigeria.