Our Staff


Staff can make or break an educational institution.  Thus,  Archdiocese treats the welfare of their staff as an utmost priority. Care is being taken to ensure that the best and quality staff are recruited in the Archdiocesan schools.

  1. Staffs in Catholic schools are considered pastoral agents. In view of that, the faith and moral life of every member of staff in Catholic schools are above board as expected from every committed Christian.
  2. As pastoral agents teachers in the Catholic school teach morally as well as teach morality. To teach morally, he/she teaches in a manner that accords with notions of what is good or right in consonance with Catholic beliefs. To teach morality, he/she should be able to convey to the students that which is good or right.
  • The Archdiocesan Education Office can take up the recruitment process of staff of any Archdiocesan school if she deems it necessary after consultations with the appropriate stakeholders.
  1. The minimum academic qualification required to teach in the Archdiocesan schools is NCE or its equivalent.
  2. Names of shortlisted applicants for the position of principal or head teacher are being forwarded to the Education Office. A panel to which the manager or his delegate is a member will be set up by the Education Office to interview the applicants. No applicant for the position of principal/head teacher will be recruited without ratification from the Education Office.
  3. Every new staff undergoes orientation and induction so as to be acquainted with the school environments and the regulations guiding the school. They are being given a copy of their position description and a staff handbook/teachers manual that contains school policies related to their employment.
  • School management should do not hire and fire staff at will. And punishment to staff is not given on whims and caprices. Due process are being followed before sanctions are given.
  • Corrective measures exclude all forms of physical punishment or abuse for any teacher/staff.
  1. As much as possible, staff are being convinced instead of being coerced to carry out their duties. This, however, does not mean that teachers will not be punished according to the approved disciplinary manual.
  2. Professional development aimed at keeping the staff updated and relevant in their fields always form the basis of the school program for the staff. Thus, in-service training such as seminar, workshop, symposium etc are being organised periodically in an academic session at both Archdiocesan and school levels.
  3. It is important for all the staff to know what is happening in the school. They are being made to feel as part of the school. The policies and programmes of the school are always being discussed with them.
  • Staff meetings are being convoked monthly and as the need may arise. However, the pre-term meeting where the previous term is reviewed and the plans of the forthcoming term are discussed is being held before the resumption date of every term. It also serves as an avenue where the interest, welfare and progress of the staff are discussed.
  • Schools often give fair hearing to their aggrieved staff when they express their grievances. Staff are not being victimized if they seek redress through the Education Office. However, they are being encouraged to exploit every possible option within the school before they seek redress through the Education Office.
  • All the stakeholders of the school strictly eschew favouritism and cliques as these breed infighting and wastes useful time and energy within the school community.
  1. The Archbishop through the Education office is responsible for setting policies governing salaries and salary structure.
  • The Archdiocesan policy sets the minimum salary scale. Schools are encouraged to go beyond that but not to agree on outrageous wage bill. However, any adjustment to the set Archdiocesan salary scale has to be ratified by the Education office.
  • Teachers are being paid their salaries before the end of the month, most desirably not later than the 28th of every month. Owing teachers their legitimate salaries is never a trademark of an Archdiocesan school.
  • Schools always to improve the welfare of their staff and ensure they are happy for utmost productivity. They also show understanding for out of school personal tragedies of their staff.



  1. A great teacher respects students.In a great teacher’s classroom, each person’s ideas and opinions are valued. Students feel safe to express their feelings and learn to respect and listen to others. This teacher creates a welcoming learning environment for all students.
  2. A great teacher creates a sense of community and belonging in the classroom.The mutual respect in this teacher’s classroom provides a supportive, collaborative environment. In this small community, there are rules to follow and jobs to be done and each student is aware that he or she is an important, integral part of the group. A great teacher lets students know that they can depend not only on her, but also on the entire class.
  3. A great teacher is warm, accessible, enthusiastic and caring.This person is approachable, not only to students, but to everyone on campus. This is the teacher to whom students know they can go with any problems or concerns or even to share a funny story. Great teachers possess good listening skills and take time out of their way-too-busy schedules for anyone who needs them. If this teacher is having a bad day, no one ever knows—the teacher leaves personal baggage outside the school doors.
  4. A great teacher sets high expectations for all students.This teacher realizes that the expectations she has for her students greatly affect their achievement; she knows that students generally give to teachers as much or as little as is expected of them.
  5. A great teacher has his own love of learningand inspires students with his passion for education and for the course material. He constantly renews himself as a professional on his quest to provide students with the highest quality of education possible. This teacher has no fear of learning new teaching strategies or incorporating new technologies into lessons, and always seems to be the one who is willing to share what he’s learned with colleagues.
  6. A great teacher is a skilled leader.Different from administrative leaders, effective teachers focus on shared decision-making and teamwork, as well as on community building. This great teacher conveys this sense of leadership to students by providing opportunities for each of them to assume leadership roles.
  7. A great teacher can “shift-gears”and is flexible when a lesson isn’t working. This teacher assesses his teaching throughout the lessons and finds new ways to present material to make sure that every student understands the key concepts.
  8. A great teacher collaborates with colleagues on an ongoing basis.Rather than thinking of herself as weak because she asks for suggestions or help, this teacher views collaboration as a way to learn from a fellow professional. A great teacher uses constructive criticism and advice as an opportunity to grow as an educator.
  9. A great teacher maintains professionalism in all areas—from personal appearance to organizational skills and preparedness for each day. Her communication skills are exemplary, whether she is speaking with an administrator, one of her students or a colleague. The respect that the great teacher receives because of her professional manner is obvious to those around her.

While teaching is a gift that seems to come quite naturally for some, others have to work overtime to achieve great teacher status. Yet the payoff is enormous — for both you and your students. Imagine students thinking of you when they remember that great teacher they had in college!

                                                                                                                                                                                                                                        (Dr. Maria Orlando)