By Rakiya A. Muhammad
Across Sokoto State, the faces at the front of the classrooms reveal a quiet truth: women are still missing from the teaching ranks, their presence felt more in absence than in numbers. With just 25% of teachers being women and some local government areas entirely lacking female educators, the question arises: how does this shape our children, our communities, and the path ahead for education?
Rural Sokoto’s acute lack of female teachers is depriving girls of essential role models and quality education, immediately jeopardizing not only gender equity but also the overall success of the state’s educational system.
For example, in Silame LGA, only 8% of public primary school teachers are female, and no female teachers are present in public junior secondary schools. Similarly, in the Binji Local Government Area, there are no female senior secondary school teachers.
In Tureta, female primary and junior secondary teachers make up just 5% and 6%, respectively, as shown in the Sokoto State Annual School Census Report ASC 2022/2023.
Out of 23 local government areas, only two—the urban centre and a nearby one—show reduced gender disparity. Female junior secondary teachers account for 58% in Wamakko and 48% in Sokoto South.
Female teachers comprise only 24% of the 10,109 public primary school teachers, 28% of the 5,279 public junior secondary teachers, and 26% of the 3,806 senior secondary teachers.
Overall, Women occupy only 6,019 teaching roles—25% of the 24,124 public primary and secondary positions in Sokoto.
The 2021/2022 Annual Census Report confirms this persistent trend: female teachers comprised 25% of the primary level, 29% of junior secondary, and 24% of senior secondary, with no significant change year over year.
Global Insights & Regional Perspectives: A Comparative Lens
Globally, women comprise 68% of primary, 58% of junior secondary, and 52% of senior secondary teachers. Sokoto falls short of both national (Nigeria: 55% primary, 50% secondary) and global levels.
Sokoto lags behind both national (Nigeria: 55% primary and 50% secondary teachers are female) and global averages.
The 68-55-24 snapshot starkly emphasizes Sokoto’s significant lag behind national and global standards for female teachers, underlining the urgency of addressing gender disparity.
In a regional comparison, neighbouring Kebbi State has 21,180 basic education teachers, out of whom 6,662 or 31% are female, according to the baseline mapping report for basic education teachers in Kebbi State. In Zamfara State, female JSS teachers constitute 712, or 33 percent, of the 2,134 total junior secondary school teachers, as reported in the Annual School Census Report.
Although figures for Kebbi and Zamfara modestly surpass those of Sokoto, the persistent gender gaps in all three states urgently expose a deepening regional crisis, rooted in entrenched socio-cultural norms and mounting barriers.
Cultural Currents & Societal Shadows: Barriers to Equality
Many female teachers encounter severe barriers: marriage, cultural bias, security threats, lack of incentives, and poor working conditions.
In rural areas, traditional customs often limit women’s ambitions. These expectations discourage women like Asiya Ismail from pursuing professional opportunities, restricting their personal and career growth.
Marriage often leads women to prioritize family over career, limiting their financial independence and reinforcing traditional caretaker roles over community contributions.
“I dreamed of becoming a teacher, certain that education could transform lives. Yet, my family and community insisted my future belonged within the walls of my home, especially once I married, Asiya reveals.
“The fear of social stigma is strong. Many women like me want to work, but the pressure is overwhelming.”
Inadequate facilities, limited resources, and a lack of support also block women from pursuing teaching careers, fueling a critical shortage of female educators. The shortage, Analyst Umar Musa notes, jeopardizes literacy rates and educational outcomes, both of which are essential for economic growth and social cohesion. He adds that without immediate action to increase the number of female teachers, communities risk diminished educational success and weakened societal strength.
“My friend declined a transfer to the Rabah local government area and chose to resign,” recalls Mrs. Mary Matthew.
“I have commuted from Sokoto every working day since 2005. Eight of us were transferred at that time, but most expressed that they could not remain here.”
Safety concerns present a major barrier in rural areas. Limited protections put women at risk of violence and harassment, reducing their job access.
For Asiya and many others, threats of harm and societal backlash deter women from pursuing work in unfamiliar or unsafe environments, which restricts professional opportunities.
These challenges, compounded by the sharp increase in bandit attacks in Northwest Nigeria, further marginalize women, rapidly excluding them from essential community roles and deepening the crisis with every delay.
“Bandit attacks have been much more frequent, especially in the eastern part of the state where I come from. We fear for our safety when we leave our homes to work,” Asiya adds.
“Without proper security measures, many choose to stay silent and stay home.”
Obstacles like tradition, fear, and harsh conditions are silencing women now, stalling their progress and endangering community development. This situation demands urgent and sustained attention.
Beyond the Data: Impact on Girls’ Education
The gender disparity is not just a statistic—it is an urgent crisis fundamentally limiting girls’ educational opportunities in Sokoto. The lack of female teachers denies girls crucial role models, reinforces stereotypes, and dramatically reduces aspirations and outcomes. Confronting this is essential to achieving gender equity in education.
Research by UNESCO suggests that having more female teachers results in higher enrolment and retention rates for girls. “There is evidence to show a correlation between the number of women teachers and girls’ enrolment, especially in sub-Saharan Africa. In countries where there are more or less equal numbers of male and female primary teachers,” it notes.
“The presence of women in schools can help girls stay in school and improve their achievement. Studies show a positive impact from women teachers on girls’ (and boys’) achievement.”
Malama Saratu Garba, an English teacher at Government Day Secondary School in Kasarawa, Sokoto, embodies this impact.
She shares: “I teach because I want to help girls realize their potential. When they see women teaching, they believe they can also achieve great things.”
Her efforts, alongside colleagues such as Malama Maryam Muhammad, have yielded tangible results. Parents are enrolling their daughters, girls are gaining confidence, and communities are starting to see the value of girls’ education in the locality.
The story of Mrs. Mary Matthew, a teacher at Government Girls Day Secondary School, Sarkin Yamma Kware, Sokoto, shows the sacrifices female teachers make. She commutes daily from Sokoto City—a journey she’s made since 2005—to support girls in her community.
“Commuting daily is financially challenging, but I am committed to empowering girls through education,” she says.
Mrs. Mary Matthew also elaborates on the support strategies for her students.
“I actively engage with my students and provide moments of motivation,” she explains. “Sometimes, I tell them, ‘Today, we’re learning about the world,’ and share thoughts on life and education.”
Similarly, Malama Maryam Muhammad, an educator at Nana Girls Secondary School in Sokoto, says, “We inspire our girls. Some parents cannot sponsor their children because of money, so we uplift them despite challenges.”
She reflects, “In our communities, when we notice girls engaged in hawking, we try to reach out to their parents and emphasize the vital importance of education.”
Hajiya Shafa’a Musa Gummi, principal of Nana Girls Secondary School, dedicates herself to inspiring communities to enroll their daughters in education.
“I encourage them to see my experience as proof of the value of education for girls,” she says. “More girls in school means more female educators and a brighter future for our communities.”
Male educators and administrators also recognize the significant impact female teachers have on girls’ futures.
“Female teachers consistently guide the girls,” says Hamza Adamu, a Nana Girls Secondary School teacher. “They support girls through personal challenges, while we focus on their academics.”
Government Day Secondary School, Kasarawa, situated near the metropolis, is an example of one of the few schools with a high proportion of female teachers. Their contributions are particularly notable.
Abubakar Sadiq Bawa, the principal, notes an equal ratio of female to male students. He credits this balance to a higher number of female educators on staff.
He observes that parents are more confident in sending their daughters to school when there are more female educators present. The strong relationship between female teachers and students is key.
Students say female educators are exemplary figures who foster confidence and offer guidance. They note that the influence of female teachers extends far beyond the classroom.
Fauziya Ibrahim Ibrahim, a Senior Secondary School Student in Sokoto, attests that female teachers create a nurturing environment, making them feel safe and understood.
“We have both male and female teachers, but more men. The women bring a nurturing, motherly presence and create a safe space for us to ask questions,” asserts Fauziya.
“I believe the government should hire more female educators. There are some personal issues we find hard to discuss with male teachers,” she says. “We feel more comfortable sharing these with female teachers, who offer valuable guidance. I urge decision-makers to hear us and recruit more women as teachers.”
Hadiza Abubakar, head girl, and Habibu Salisu, head boy of GDSS Kasarawa, confirm that female educators go beyond expectations to support students’ well-being.
The opportunity cost of underrepresentation or no representation is significant. For every potential female teacher who avoids remote posts, educational opportunities are lost for students and for potential future female leaders.
The absence of female educators in these areas limits learning time and curtails the development of skills crucial for the community’s social and economic growth. The costs of inaction underscore the urgent need for policymakers, education authorities, and community leaders to intensify efforts by introducing robust incentives, supportive policies, and community outreach to actively recruit, retain, and empower more female teachers in underserved areas.
Policy Pathways & Pitfalls: Navigating Efforts, Limitations
To strengthen the education sector, the Sokoto State government 15 years ago, launched 10-year Strategic Plan (2011-2020)15 years ago, which identified gender access and other key challenges.
A key goal of the core plan was to address disparity by making schools gender-sensitive and increasing the recruitment of female teachers, particularly in underserved areas.
“Our vision was clear—to create schools where girls and boys learn in safe, inclusive environments, and to empower more women to become educators,” recalls a ministry official
“We knew that female teachers serve as role models and are vital for encouraging girls’ participation and retention.”
He explains that the strategic plan aimed to transform school environments by improving facilities, and removing barriers that limit girls’ and women’s participation in education.
Malama Maram, a seasoned female teacher, shares: “When I started teaching some years ago, I was one of only a handful of women in my district. Many families hesitated to send their girls to school, fearing safety issues. But I believed in the power of education and persisted. Today, more girls are attending, inspired by seeing a woman teach.”
She adds: “I see the change in my students’ eyes—especially the girls who now dream of becoming teachers themselves.”
Mariam acknowledges that teaching in some areas remains difficult. “Security concerns persist, and some parents are still reluctant to send their daughters to school. However, she remains committed to educating girls and being a positive influence.”
She describes community support as crucial. “When local leaders and families understand the value of female teachers, they become allies in creating more inclusive schools.”
Despite ongoing efforts, a significant gender gap among teachers continues to undermine progress in education. A vast majority of educators are men—a situation unchanged over the last decade—demonstrating persistent societal and systemic barriers that hinder gender equity.
The gender gap persists in most of the 23 local government areas, underscoring the core challenge of implementing policies to overcome deep-seated societal resistance.
The central question remains: why aren’t classrooms changing, despite the robust policies in place?
“The policies are comprehensive on paper, addressing poverty, infrastructure, and cultural barriers, but execution remains the greatest hurdle,’ notes Idris Ali, an education policy expert.
“The policies exist, but there is a gap in their implementation. Funding, resources, and political will are lacking, particularly in rural areas, leading to an unmet need for educational facilities.”
Analyst Umar Musa explains that ongoing cultural expectations, safety concerns, and inadequate incentives continue to hinder progress for women in education.
Building on this, he explains, “Cultural expectations often dictate that women should prioritize household duties. This reinforces the belief that teaching is but an inferior role for them.”
These expectations are further compounded by deeply entrenched traditional narratives, which define who is responsible for caring for the home and dictate who assumes certain professional roles.
Given these persistent challenges, he emphasizes that addressing the complex issues women face requires coordinated action.
Looking forward, he states that while the strategic plan is a good starting point, closing the gender gap will require ongoing effort, cultural change, and increased women’s leadership in education.
Musa elaborates, “Change is possible when communities value women’s teaching contributions. To achieve real progress, local actions—such as attending forums, joining mentorships, and advocating—can help shift perceptions and support the goal of a more equitable educational landscape.”
He further underscores the importance of sustained efforts beyond policy commitments, including community engagement, mentorship, and ongoing investment.
In conclusion, he notes, “The journey toward gender equality in education is ongoing. The strategic plan laid a strong foundation. But real change requires collective action: challenging biases, ensuring safety, and creating pathways for more women to become educators.”
Comrade Umar Moyi Tambuwal, State Chair of the Nigeria Union of Teachers, Sokoto Wing, underscores the need to enhance the support system for them.
He recalls that a ‘bush’ allowance previously existed for teachers residing in the villages. “I taught in a rural area and earned N15–N20 more than my urban counterparts.”
Zainab Sani, an aspiring rural teacher, shares: “A gender-sensitive school is where all students feel equally supported, regardless of gender. It means having role models who understand our challenges and empower us to pursue ambitions without fear.”
Current Actions & Future Visions: Initiatives in Motion
To address these disparities, stakeholders advocate for incentivizing female teachers to serve in rural areas through allowances, housing support, and career development, as well as scaling up programs like the Adolescent Girls Initiative for Learning and Empowerment (AGILE) initiative to make rural postings more attractive and appealing.
On the part of the state government, Hajiya Aisha Zarumi, Executive Secretary of the Teachers’ Service Board (TSB), who spoke through Garba Muhammad Guiwa, Acting Director of Planning, highlights the present administration’s efforts to address the challenges.
Guiwa blames the prevailing situation on misconceptions about religion, marriage, culture, and tradition, but she emphasizes that the state government is diligently striving to alter the narrative.
“Previously, we did not have any incentive for the female teachers in rural areas, so they didn’t stay there, but the present government is keenly interested in doing that,” he asserts.
“We have a plan; we have allocated the highest amount in the budget to the education sector, ensuring they will soon benefit from it.”
He also assures that the ongoing AGILE project, designed to establish secure and accessible learning environments and promote a supportive atmosphere for girls, will redress the situation.
The Teachers Board Acting Director conveys a hopeful outlook: “We expect that over the next decade, female educators in urban settings will start seeking transfers to rural regions because of the abundant opportunities available to their counterparts.”
Sokoto State Commissioner for Education, Alhaji Tukur Alkali, emphasizes the administration’s commitment to transforming the sector.
“His Excellency Governor Ahmad Aliyu has the mission and vision to transform the system and to promote educational standards; that is why we embarked on the Adolescent Girls Initiative for Learning and Empowerment (AGILE) project,” he stresses.
“We also engaged at least eight donors; most of them are talking about facilitating girls’ education.”
He assures that they will address issues affecting female teachers.
“We will ensure encouragement for them; encouragement has to do with incentives and enlightenment, so we need to involve traditional leaders, religious leaders, our leaders of thought; it is now an open policy to consult them and enlighten them,” he states.
“The schools will be improved in terms of materials, in terms of teachers, because no learning can occur without materials to teach, without quality teachers.”
Driving Change: Urgent Need for Gender-Responsive Education Strategy
Sector experts stress that long-term success in education interventions hinges on adopting a Gender-Responsive Education Sector Plan. According to the United Nations Girls’ Education Initiative (UNGEI), such a plan provides a clear vision and actionable steps toward an inclusive and equitable education system.
UNGEI identifies Gender Responsive Education Sector Planning (GRESP) as a crucial mechanism for overcoming gender barriers in education. With this tool, strategies and policies can be directly addressed through the sector plan to address challenges.
Rights advocate Halima Ibrahim expresses optimism that a Gender-Responsive Education Sector Plan will play a vital role in addressing the gross underrepresentation of females in the teaching profession in Sokoto State through targeted strategies and policies.
“Only by adopting a Gender Responsive Education Sector Plan can every learner—regardless of gender—access quality, sustainable learning,” she asserts
“A comprehensive, gender-responsive education sector plan recognizes the importance of increasing female representation among teachers as a key step toward achieving gender equality in education.”
She notes that such a plan addresses structural barriers, fosters supportive environments, and advances gender-sensitive policies. This significantly reduces women’s underrepresentation in teaching and leads to a more equitable education system.
Tackling the gender gap among teachers creates ripple effects. These include more girls enrolling in and staying in school, increased representation of women in leadership roles, progress toward achieving gender equality, community transformation, improved health outcomes, broader economic participation, and enhanced social cohesion.
Gender equality in education directly advances individual upliftment and supports the nation’s development goals. As community elder Mallam Yakubu notes, “More female teachers mean better future for our daughters, the whole community, and the nation.”
This report was published with collaborative support from Impact House and System Strategy and Policy Lab (SSPL).
