“When image matters more than people, the very excellence a school markets is the first casualty.”
For over 20 years, I’ve been working in education, including time in some of the top elite schools in the nation’s capital. What you’re about to read is drawn from my own experiences, informal research, a few articles I’ve studied, and countless conversations with friends and colleagues working in schools across Africa and beyond. While these insights may not capture every school perfectly, they reflect patterns that repeat themselves across the continent.
Of course, not every school fits this mold. Many are doing remarkable work — retaining talented teachers, offering competitive packages, and genuinely valuing their staff. My goal isn’t to paint all schools with the same brush, but to highlight recurring challenges and spark honest reflection.
In many elite private schools across Africa, protecting a prestigious “brand” often feels like the highest priority — a badge of quality, reputation, and exclusivity. But this focus on image can blind leaders to a quiet crisis happening inside their own classrooms. When the school’s reputation matters more than the people driving it, the same harmful patterns keep pushing away the most dedicated and talented teachers. Ironically, this very turnover erodes the excellence these schools claim to embody. What follows is an exploration of these patterns — a look behind the polished façades to understand why some of Africa’s top schools struggle to hold onto the people who make them truly great.
I. FINANCIAL AND COMPENSATION FAILURES
1. Offering Uncompetitive Local Salaries
Many elite schools charge sky-high fees, yet still pay teachers based on local salary scales instead of the international talent pool they’re trying to hire from. The result is a huge gap between what the school earns and what it invests in the very people responsible for learning.
2. Cutting Corners on Non-Monetary Benefits
Crucial benefits — solid medical aid, decent staff housing, support with school fees for teachers’ children — are often treated as optional extras. Without them, teachers naturally look for jobs where they can actually support their families.
3. Hiding Financial Stress Behind the “Prestige” Curtain
Some administrators expect staff to accept poor pay simply because the school is “top tier.” The brand becomes an excuse for undercompensation. In extreme cases, teachers are even told, “If you leave, we’ll replace you — probably for less.” That attitude alone drives loyalty out the door.
4. Choosing Buildings Over People
Schools proudly invest millions in new pools, theatres, and tech hubs because they look impressive in brochures — but during the same period, teacher salaries, benefits, and wellbeing remain frozen. It’s a clear signal: the image matters more than the educators.
II. PROFESSIONAL AND GROWTH OBSTACLES
5. Restricting High-Quality Professional Development
Some schools limit access to meaningful, world-class training — the kind teachers need to grow and the kind students deserve. Certifications like Cambridge or IGCSE are labelled “too expensive,” yet teachers are still expected to deliver top-tier results in those exact programs. It’s a mixed message that leaves ambitious and dedicated educators feeling stuck.
6. No Clear Path for Career Growth
Many qualified teachers can’t see a transparent or fair route to leadership. No matter how much experience they gain, they remain in the same position year after year. The only way up often means moving out — to another school that recognises their potential.
7. Piling On Non-Teaching Duties
Teachers are often overloaded with administrative work, marketing responsibilities, event coverage, and countless extra tasks that have nothing to do with teaching. With time and energy drained by these add-ons, they have less space to plan good lessons — and even less time to rest. Burnout becomes inevitable.
8. Hiring for Image Instead of Ability
Schools sometimes prioritise hiring people who “look the part” — often from certain countries or backgrounds — even when those individuals are less qualified or less effective than talented local teachers. Worse still, these new hires are frequently placed in leadership roles over the skilled teachers already on the ground. It sends a painful message: prestige matters more than competence.
III. ADMINISTRATIVE AND CULTURAL MISSTEPS
9. Weak, Unsupportive, or Unethical Leadership
In many African schools, poor leadership is one of the biggest reasons teachers leave. When administrators don’t listen, don’t recognise effort, or mishandle conflicts, the workplace quickly becomes tense and demoralising. A toxic culture rarely keeps good teachers.
10. Excluding Teachers From Important Decisions
Too many policy changes, curriculum shifts, and school rules come from the top with little or no teacher input. Yet teachers are the ones who understand what actually works in the classroom. When their insight is ignored, they lose both autonomy and respect — and eventually interest.
11. Treating Exam Scores as the Only Thing That Matters
Some schools push teachers relentlessly for perfect exam results just to boost marketing or rankings. This pressure often comes at the expense of students’ real learning needs and teachers’ professional creativity. When everything is reduced to numbers, both people and learning suffer.
12. Creating a Culture of Fear and Silence
In some schools, staff are afraid to speak up about workload, student wellbeing, or lack of resources because doing so might get them labeled as “difficult” — or even put their job at risk. When fear becomes part of the culture, honest communication dies, and so does staff morale.
13. Unfair and Inconsistent Disciplinary Policies
Rules and expectations often aren’t applied evenly. Favouritism, selective punishment, or uneven workloads create resentment and destroy trust among staff. The sense of fairness — essential in any community — gets lost.
14. Micromanaging the Classroom
Rigid teaching scripts, forced uniform methods, and constant monitoring undermine the expertise of skilled teachers. When professionals aren’t trusted to use their judgment, they feel less like educators and more like factory workers. Creativity fades, and frustration grows.
IV. WORK–LIFE BALANCE AND WELL-BEING NEGLECT
15. Expecting Teachers to Be Available 24/7
Some schools push for a “five-star service” image, which ends up meaning teachers must respond to parents, students, and admin at all hours — evenings, weekends, even holidays. This constant availability destroys any hope of work–life balance and leaves teachers exhausted.
16. Overlooking Mental Health and Stress
Elite school environments are high-pressure by nature, yet many institutions offer little to no support for teachers who are overwhelmed or burnt out. When stress is ignored, teachers feel invisible — and eventually, they leave.
17. Poor Use of Technology and Tools
New digital platforms or administrative systems are often introduced without proper training or support. Instead of saving time, these tools end up creating more work, more confusion, and more frustration. Teachers spend hours wrestling with systems that were meant to help them.
18. Overcrowded Classrooms for Profit
To boost revenue while still calling themselves “elite,” some schools pack more students into classrooms than teachers can realistically manage. The workload doubles, the quality drops, and teachers are left struggling to maintain standards under impossible conditions
V. BRAND MAINTENANCE OVER STAFF RETENTION
19. Putting Parental Satisfaction Above Professional Judgment
In many elite schools, fee-paying parents hold enormous influence. When their demands override academic or disciplinary decisions, teachers lose the authority they need to do their jobs well. It sends a message that the school cares more about keeping parents happy than supporting its own staff — and teachers feel exposed and undervalued.
20. Little to No Real Recognition
Many teachers go above and beyond to maintain the school’s polished image, often sacrificing personal time and energy. Yet their hard work is rarely acknowledged in any meaningful way. A generic thank-you email from leadership doesn’t balance out the long hours, emotional labour, and commitment they give. The lack of genuine appreciation pushes even the most dedicated educators to reconsider their future.
FOCUS ON THE AFRICAN CONTEXT
These challenges take on an even deeper dimension in African schools, where several local realities make the situation worse:
The Expat/Local Divide
Many elite international schools maintain a huge gap between what expatriate teachers earn and what local teachers are paid. While schools often justify this by pointing to the costs of international recruitment, the disparity creates real frustration — especially among highly skilled local educators who understand the culture, the students, and the community far better. They contribute just as much, often more, yet feel consistently undervalued.
A Growing Talent Drain
When teachers leave elite African schools, they’re not always moving to the school next door — many head to the Middle East, Asia, or Europe, where pay, benefits, and career growth are far stronger. These international moves reinforce what local teachers already know: their talent is globally competitive. The fact that they feel more valued abroad than at home should be a wake-up call.
The Necessity of the “Hustle”
Because base salaries are often too low, many teachers rely on extra tutoring or side jobs just to make ends meet. This leads to exhaustion, stretched capacity, and declining classroom performance. Sadly, schools sometimes use this fatigue against them, offering poor performance reviews instead of addressing the root cause — inadequate compensation.
The Cost of Chasing the Brand Over People
Elite African schools pour enormous resources into maintaining a polished image — manicured lawns, glossy brochures, shiny facilities, and top exam results. But in focusing so heavily on the outward brand, they neglect the internal value proposition for the very people who uphold that brand every day: their teachers.
Neglecting teachers isn’t just unfair — it’s self-defeating. The very people who build a school’s reputation are the ones being driven away, leaving behind little more than a polished façade. This is just the beginning of the story, and I’m still uncovering the patterns, asking the hard questions, and learning from every school I encounter. Stay tuned — there’s much more to come.
References
1.Ingersoll, R. M. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499–534. (A foundational work on causes of teacher turnover). https://repository.upenn.edu/entities/publication/73a3b56f-4f14-4351-baa4-d9bbea5224af
2.Darling-Hammond, L. (1997). The right to learn: A blueprint for creating schools that work. Jossey-Bass. (Discusses the importance of working conditions and support).
https://www.wiley.com/en-us/ The+Right+to+ Learn%3A+A+Blueprint+for+ Creating+Schools+ That+Work-p-9780787959425
3.Snell Bogkabder, S. (2007). Organizational Performance and Employee Turnover. A dissertation submitted to the faculty of the University of Utah.
https://leeds- faculty.colorado.edu/ dahe7472/ Park%20and%20Shaw%20 Turnover% 20rates%20and%20organizational%20performance_%20A%20meta-analysis%202013.pdf
4.https://journals.aphriapub.com/ index.php/TMP/article/download/39/39/79
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Oluwatosin Osemeobo is a passionate lifelong learner, writer, sustainability advocate, and global educator with nearly two decades of impactful experience in the education sector. He is known as a prophetic guide and a wisdom voice, deeply committed to helping individuals—especially educators—rethink life, faith, and sustainable living in alignment with divine purpose.
Tosin holds a Nigeria Certificate in Education from FCT College of Education, Abuja, and a Bachelor of Education from Obafemi Awolowo University (OAU). His academic journey is further enriched with international certifications, including Inclusive Leadership from the Open University (UK), Sustainable Diet from the United Nations Climate Change program (UNCC), and multiple prestigious courses from the University of Cambridge in areas such as the UN Convention on the Rights of the Child, Trade Rules, and Sustainable Development.
He serves as the President and Convener of When TEACHERS Pray—a global virtual platform committed to nurturing the spiritual wellbeing of educators and igniting revival within school communities.
In this role, he leads with a passion for intercession, weaving together purpose, prayer, and personal growth to inspire transformation in both lives and classrooms.
Tosin is also a Transformational Thought Coach, hosting free and paid masterclasses for teachers and purpose-driven professionals through Thought Campus—a digital space and learning community that offers coaching, insight-driven masterclasses, and practical tools for personal transformation. His work blends practical wisdom with divine insight, helping people explore purpose, leadership, and destiny from upward perspective.
He designs and leads initiatives that position schools as hubs for sustainable development and teacher wellbeing, collaborating with organizations and educators globally to promote systems that are spiritually grounded, socially just, and environmentally conscious.
Currently based in Abuja, Nigeria, Tosin remains actively involved in the education space while contributing to global conversations on school sustainability, human rights, educator wellbeing, and spiritual leadership. Passionate about driving systemic change, he is open to speaking engagements, strategic partnerships, and consultancy opportunities that align with his vision of purpose-driven, globally impactful education.
Email: tosemeobo@gmail.com Phone: +234 806 561 1550
Linkedin: www.linkedin.com/in/oluwatosin-osemeobo-9b8a7a12a
EduTimes Africa, a product of Education Times Africa, is a magazine publication that aims to lend its support to close the yawning gap in Africa's educational development.
