What makes a Good Teacher The Perspective of Practising Secondary School Teachers in Ogun State, Nigeria

Abstract

This study investigates the perspectives of practising secondary school teachers in Ogun State, Nigeria, on what constitutes a good teacher. Drawing from a qualitative research design, the study engaged four practising teachers through semi-structured interviews to explore their experiences, perceptions, and reflections on effective teaching. The findings reveal that good teaching transcends content delivery to encompass emotional intelligence, adaptability, and relational engagement with students. Teachers identified passion, creativity, and empathy as critical attributes, alongside mastery of subject knowledge and continuous professional development. The study highlights the impact of contextual challenges, including inadequate infrastructure, resource scarcity, and socio-economic disparities, on teachers’ ability to perform effectively. Furthermore, emotional labour and teacher identity were found to shape the ways sceptics navigate their professional realities. The study concludes that effective teaching in Ogun State is relational, context-driven, and deeply influenced by teachers’ agency and resilience. The findings underscore the need for educational policies to emphasise teacher autonomy, professional support, and emotional well-being as key components of effective teaching.