Research Article
Teachers’ Perceptions of Civic Education as a Catalyst for Citizenship Development in Senior Secondary Schools in Nigeria
Issue:
Volume 14, Issue 3, September 2026
Pages:
75-79
Received:
30 October 2025
Accepted:
14 January 2026
Published:
18 August 2026
Abstract: In a world increasingly threatened by civic erosion and democratic disengagement, the role of teachers as catalysts for responsible citizenship has taken center stage. This study explores the perceptions of secondary school teachers in Nigeria on the effectiveness of Civic Education in fostering citizenship development among students. Grounded in a survey research design, data were collected from a purposively selected sample of 200 senior secondary school teachers across diverse educational districts. To ensure reliability and internal consistency, a pilot study was conducted using Cronbach’s Alpha, confirming the robustness of the research instrument. The findings reveal a strong consensus among teachers that Civic Education holds transformative potential for shaping active, informed, and responsible citizens. However, recurring challenges such as inadequate instructional materials, limited teacher training, and curricular constraints were identified as barriers to effective delivery. Despite these limitations, teachers perceive themselves not merely as conveyors of content but as pivotal agents in nurturing democratic values, critical thinking, and national consciousness among Nigeria’s youth. This study elevates the voices of educators who operate at the intersection of pedagogy and nation-building, emphasizing the urgent need for systemic reforms, pedagogical innovation, and sustained investment in Civic Education. In amplifying the perspectives of those on the frontlines of educational transformation, this research contributes to a global dialogue on citizenship education and underscores the vital role of teachers in anchoring democratic resilience in an increasingly polarized world.
Abstract: In a world increasingly threatened by civic erosion and democratic disengagement, the role of teachers as catalysts for responsible citizenship has taken center stage. This study explores the perceptions of secondary school teachers in Nigeria on the effectiveness of Civic Education in fostering citizenship development among students. Grounded in a...
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Research Article
Assessing the Effectiveness of ICT Training Programs in Enhancing Pedagogical Skills of Secondary School Teachers: A Study on Hathazari Upazila, Chattogram, Bangladesh
Golam Mohiuddin*,
Soumen Kishor Nath,
Rima Akter
Issue:
Volume 14, Issue 3, September 2026
Pages:
80-96
Received:
25 July 2026
Accepted:
5 August 2026
Published:
20 August 2026
Abstract: This study aimed to assess the effectiveness of ICT training programs in enhancing the pedagogical skills of secondary school teachers. Teachers are continuously expected to incorporate digital tools into classroom instruction to improve teaching effectiveness and student participation due to the growing significance of information and communication technology (ICT) in education. In Bangladesh, various ICT training initiatives have been introduced to assist teachers in developing ICT- based pedagogical practices; however, the actual effectiveness of these programs remains a concern. This study used a qualitative research methodology to investigate teachers’ opinions and experiences with ICT training initiatives. Data were collected through semi-structured interviews with secondary school teachers and head teachers, as well as focus group discussion with students. Purposive sampling was used to select participants who had received ICT training. The collected data were evaluated using thematic analysis to identify major themes related to pedagogical skill development, instructional practices, students’ engagement and implementation challenges. The findings revealed that ICT training programs positively influenced teachers’ pedagogical skills by improving lesson planning, teaching methods, classroom interaction and professional confidence. ICT-based teaching practices were found to enhance student engagement and develop more interactive learning environments. However, the study also identified several challenges, including inadequate infrastructure, lack of ongoing professional support, technical issues and policy- level gaps, which hinder the effective implementation of ICT - based pedagogy. The study concludes that ICT training programs are efficient in enhancing pedagogical skills when supported by adequate resources, institutional support and continuous professional development. The findings of this study have important implications for policymakers, educational administrators and teacher training institutions in enhancing the design and implementation of ICT training programs in secondary education.
Abstract: This study aimed to assess the effectiveness of ICT training programs in enhancing the pedagogical skills of secondary school teachers. Teachers are continuously expected to incorporate digital tools into classroom instruction to improve teaching effectiveness and student participation due to the growing significance of information and communicatio...
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Research Article
Relationship Between Teachers’ Pedagogical Competence, School Factors, and Pupils’ Academic Performance in Selected Senior Secondary Schools in Sierra Leone
Issue:
Volume 14, Issue 3, September 2026
Pages:
97-106
Received:
2 August 2026
Accepted:
10 August 2026
Published:
2 September 2026
Abstract: This study examined the relationship between teachers’ pedagogical competence, school quality factors, and pupils’ learning outcomes in selected senior secondary schools in Sierra Leone. A quantitative design was employed to provide quantitative evidence. The study was conducted in six single-sex secondary schools in the Western Area Urban District and Bo District. A total of 655 pupils, 24 Basic Science teachers, and six school leaders participated. Quantitative data were collected using a validated 40-item Pedagogical Competence Questionnaire (PCQ). Data were analysed using descriptive statistics, Pearson Product Moment Correlation, one-way ANOVA, stepwise multiple regression, chi-square tests of independence, and thematic analysis at a 5% significance level. The findings revealed that teachers’ pedagogical competence was generally high (Mean = 3.52, SD = 0.58), with 91.1% of pupils rating their teachers highly. A statistically significant positive relationship existed between teachers’ pedagogical competence and pupils’ learning outcomes (r = 0.1185, p = 0.0051). Stepwise multiple regression identified lesson preparation (β = 0.175, p < 0.001), explanation frequency (β = 0.168, p = 0.001), and feedback provision (β = 0.113, p = 0.013) as the strongest independent predictors of pupils’ academic performance. Furthermore, school quality factors significantly influenced learning outcomes, as evidenced by chi-square statistics for General Performance (χ2 = 363.299, df = 3, p < 0.001), Mathematics (χ2 = 374.647, df = 4, p < 0.001), Chemistry (χ2 = 341.366, df = 4, p < 0.001), Physics (χ2 = 266.982, df = 4, p < 0.001), and Biology (χ2 = 464.071, df = 4, p < 0.001). The study concludes that although the relationship between pedagogical competence and learning outcomes is modest, it is statistically significant and educationally meaningful. Effective lesson preparation, clear instructional delivery, regular formative feedback, and supportive school environments are critical determinants of improved learning outcomes. The study recommends strengthening continuous professional development programmes, institutionalising regular instructional supervision and feedback mechanisms, improving the availability of teaching and learning resources, and promoting evidence-based school leadership practices to enhance academic performance in Sierra Leonean secondary schools.
Abstract: This study examined the relationship between teachers’ pedagogical competence, school quality factors, and pupils’ learning outcomes in selected senior secondary schools in Sierra Leone. A quantitative design was employed to provide quantitative evidence. The study was conducted in six single-sex secondary schools in the Western Area Urban District...
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,
Fidelia Ngozi Iwuamadi
