IJRRE 1 (2014) 22-27 ISSN 2056-9726 Teachers’ role in improving teaching and learning in Nigerian secondary schools’ education Isa Yuguda Kotirde 1 * and Jailani Bin Md Yunos 2 1 School of Technology and Science Education, Modibbo Adama University of Technology, Yola, Nigeria. 2 Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn, 86400, Parit Raja, BatuPahat, Johor, Malaysia. Article History ABSTRACT Received 14 July, 2014 Received in revised form 12 August, 2014 Accepted 21 August, 2014 Key words: Improvement, Teachers role, Secondary school, Teaching and learning, Nigeria. Article Type: Review Teachers’ role in improving teaching and learning in schools’ performance encompasses the behaviour of teachers in the process of teaching; and it is known to be related to effectiveness of teaching and learning. However, it is said that good development of students depends on the effectiveness of teachers. Thus, it is important to examine the role that could enhance learning and development in school. Many countries have had or currently have prime ministers, premiers or presidents who assume themselves as education leaders and as such enact series of changes targeted at improving their nations’ schools. Educational system is reliable and this reliability can only be sustained through effective teaching practice. Therefore, development in education can be better actualized where there is both instructional and personal supervision by the teachers. Part of the teacher’s role is to facilitate and implement various sets of instructional activities that will improve the teaching-learning process in the system. The report therefore recommends that teachers should make efforts to improve teaching and learning in schools as this is useful for effective development in teacher guidance, in secondary schools, in Nigeria. ©2014 BluePen Journals Ltd. All rights reserved INTRODUCTION Education management and development of Nigeria secondary schools involves the application of managerial principles in designing, developing and directing resources towards the achievement of educational goals. Today, the demand for effective management and development of schools is rapidly taking centre stage all over the world (Okumbe, 1999). This effectiveness can be judged by the extent to which schools acquire the necessary teachers‟ instructional materials; how they provide a congenial organizational environment and their effectiveness in meeting the expectations of the society within which they are established (Okumbe, 1999). It is in established schools that formal education takes place and it is there that the success or failure of the national *Corresponding author. E-mail: isakotirde@yahoo.com. educational objectives are determined (Orora, 1997). To achieve this objective, teachers and school executives are expected to apply appropriate managerial skills. Teachers of secondary school have crucial roles to play in many schools that have their doors almost open for reforms (Henig and Stone, 2008). This “reform" churn while intended to improve performance, often constrain efforts at organizational improvements as change-weary schools often engage in reforms without proper consideration (Coburn, 2003; Datnow et al., 2006; Hubbard et al., 2006). Reform efforts are typically implemented using a variety of formal structures, processes and accountability levers, to improve teaching. However, the approaches are really mean for improving education at all level of learning. Lazaridou and Tsolakidis (2011) opined that educa- tional setting refers to a system with a mixture of stakeholders of institutions which include teachers,