TEACHERS’ UTILIZATION OF VALUE COMPONENT OF THE NATIONAL POLICY ON EDUCATION IN NIGERIA
Abstract
This study is quantitative and using a descriptive survey design to investigate the extent to which teachers in secondary school utilize the value components of the National Policy on Education for teaching/learning process in Kano State, Nigeria. A survey questionnaire was developed and validated to collect data that were analysed using SPSS 20. Similarly, research questions and formulated hypotheses were tested using inferential statistics. Findings revealed that, teachers do not utilize the value component of NPE in classroom instructions. Moreover; there is no significant difference in the level of teachers’ utilization of value component of the NPE with respect to their qualifications, teaching experiences and gender. On the basis of this, it is concluded that secondary school teachers in Kano State, Nigeria do not adequately utilize value component of the NPE in classroom instructions irrespective of their qualifications, teaching experiences and gender. Therefore, skills of identifying the value components of school subjects should be inculcated retraining should be included in the pre-service teacher training and such should be all-inclusive by accommodating teachers at all levels.
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