Teachers’ Challenges in the Introduction and Implementation of Systemic Change in the Nigerian Primary School System

The Nigerian primary school system has recently undergone a major change. School change can be either piecemeal or systemic. Systemic provides framework for an all-inclusive model of that relies on locally-driven, system-wide guided by stakeholders through ongoing collaboration and joint ownership the process. Teachers are key roleplayers who positively negatively affect successful implementation This research aimed to explore teachers’ challenges in introduction systemic system. We used theory as theoretical inform study. qualitative study is located constructivist paradigm. One-on-one semi-structured interviews were conducted with teachers. Teachers’ included non-involvement planning process, incorrect statistical data, inadequate funding, teacher demotivation, poor channels communication, political influence, misappropriation embezzlement funds, monitoring evaluation Effective requires approach encompasses all tiers findings provide insight into how future could more effectively than past.