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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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Research Article
Strengthening School Community Partnership for Quality Secondary Education in Odisha, India
Sasmita Kar*
,
Purnabasi Rout
Issue:
Volume 14, Issue 3, September 2026
Pages:
107-114
Received:
30 July 2026
Accepted:
1 September 2026
Published:
22 September 2026
Abstract: Community participation has increasingly been recognized as a vital component in developing quality education at different levels of school education. This study explores the role of community participation in developing quality education at secondary school level. It analysed important policies and programmes on community participation while examining the perspectives of stakeholders such as school heads, teachers, parents and community leaders. It was also intended to explore the school-led initiatives to promote community participation for improving quality education. Problems and challenges in the process of community participation were identified, and suggestions were sought from stakeholders for improvement of school-community partnership. Survey method under descriptive research was adopted for conducting this study. Perception scale for School Heads and teachers, interview schedule for School Heads, parents and community leaders were used to collect data from informants. Analysis of data revealed that there is a progressive evolution of community participation in educational policies, where major programmes and policies highlight a shift from welfare-oriented approaches to participatory governance models. It also indicates that while various policies strongly advocate community involvement, there exists a gap between policy intentions and ground level implementation. The findings indicate that community participation significantly influences the quality of secondary education across multiple dimensions. Based on the findings, the study recommends a suggestive model for strengthening integrated participatory school-community partnerships through capacity-building programmes, awareness campaigns and structured engagement strategies.
Abstract: Community participation has increasingly been recognized as a vital component in developing quality education at different levels of school education. This study explores the role of community participation in developing quality education at secondary school level. It analysed important policies and programmes on community participation while exami...
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Research Article
Processes and Practices Involved in Implementation of Inclusive Education Policy in Selected Schools in Uganda
Tumukorere Musa*,
Aloysius Tumukunde
Issue:
Volume 14, Issue 3, September 2026
Pages:
115-123
Received:
24 April 2026
Accepted:
25 August 2026
Published:
22 September 2026
Abstract: This study aimed to evaluate the inclusive education policy for persons with disabilities in Makindye Division, Kampala District. The objectives of the study were to identify the environmental and socio-cultural factors influencing the implementation of inclusive education for persons with disabilities; to assess the availability and adequacy and to evaluate the outcomes of the inclusive education policy in terms of school access, participation, and academic achievement among persons with disabilities. The sample size comprised of 175 respondents, and the target population comprised teachers, NGOs officials, policy makers, administrators and parents of children with disabilities. This study was underpinned by the Social Model of Disability (1970), which states that disability arises from societal and environmental barriers, not an individual's impairment. The study used a structured questionnaire and semi-structured interviews. Data were analyzed using both descriptive and inferential statistics. Descriptive statistics, such as frequencies, percentages, and means, summarized the quantitative data, while thematic content analysis was employed to analyze qualitative data from the interviews. The findings revealed mixed perceptions regarding environmental and socio-cultural factors influencing the implementation of inclusive education, with an average mean score of 2.634 (SD = 0.836). While a significant portion of respondents (43.33%) strongly agreed that the inclusive education policy addresses the learning needs of children with disabilities (mean = 3.00, SD = 1.05), there were notable concerns about the policy's responsiveness to socio-cultural and economic contexts. The analysis of resource availability and adequacy yielded an average mean score of 2.93 (SD = 1.00), reflecting a positive perception among stakeholders. The availability of trained special needs education teachers received the highest mean score of 3.13 (SD = 1.02), with 50% of respondents agreeing or strongly agreeing that there are enough trained teachers in their schools. The study concluded that the analysis of environmental and socio-cultural factors reveals a significant relationship between policy intentions and implementation realities in Uganda's inclusive education system. Therefore, the study recommended that schools should develop context-specific implementation strategies that explicitly address local socio-cultural factors, including collaborative planning with community leaders, parents, and persons with disabilities, to ensure interventions respond to specific cultural contexts rather than relying on generalized strategies.
Abstract: This study aimed to evaluate the inclusive education policy for persons with disabilities in Makindye Division, Kampala District. The objectives of the study were to identify the environmental and socio-cultural factors influencing the implementation of inclusive education for persons with disabilities; to assess the availability and adequacy and t...
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