Abstract            Volume:14  Issue-10  Year-2026         Original Research Articles

Online ISSN : 2347 - 3215 Issues : 12 per year Publisher : Excellent Publishers Email : editorijcret@gmail.com

Teaching Life and Earth Sciences (LES) contributes to students’ scientific literacy, understanding of natural phenomena and development of critical thinking. However, its implementation in secondary schools may be constrained by pedagogical and institutional factors. This article examines the difficulties faced by LES teachers in the Zinder I General Secondary Education Inspectorate in Niger and identifies possible improvement strategies. The study draws on a survey conducted between November and December 2025 with 14 teachers from three schools, two public and one private, supplemented by documentary research, interviews with pedagogical support staff and direct observation. Data were processed using Excel and analysed descriptively. Findings show that 64.29% of surveyed teachers reported not having received initial teacher training, that professional backgrounds were heterogeneous, and that facilities for practical work were insufficient in two of the three schools. The article recommends strengthening initial and in-service teacher education, improving pedagogical support, gradually equipping schools, and promoting practical activities using locally available resources. Given the small, purposively selected sample, findings describe the study setting and should not be generalised to all secondary schools in Niger.

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