PERCEIVED CONSTRAINTS OF TEACHERS TOWARDS EFFECTIVE IMPLEMENTATION OF CIVIC EDUCATION CURRICULUM IN RURAL AND URBAN SECONDARY SCHOOLS IN NSUKKA EDUCATION ZONE OF ENUGU STATE

Abstract

This study investigated the perceived constraints of teachers towards effective implementation of civic education curriculum in rural and urban secondary schools in Nsukka education zone of Enugu state. The study adopted a descriptive survey research design and was conducted in Nsukka Education Zone, Enugu State, Nigeria. The population of the study was 2915 comprising 50 teachers and 2865 students with a sample size of 130 selected using simple random sampling technique. The instrument was a structured questionnaire. Mean and standard deviation were used to answer the research questions while t – test statistics was used to test the hypothesis at 0.05 level of significance. The findings of the study revealed that implementation of Civic Education curriculum in rural and urban secondary schools has been effective but not without some constraints that teachers encountered, which made the implementation difficult to achieve, effective implementation of Civic Education curriculum in secondary schools in Nsukka Education zone was made possible by having the required strategies in place and that there is no significant difference in the mean rating scores on constraints of teachers in urban and rural schools in implementing Civic Education curriculum. It was recommended that the community should build staff-quarters in schools especially in rural areas so as to harbor qualified teachers coming from far as a way of lessening the mobility constraints and that the Ministry of Education should recruit and post more competent Civic Education teachers to schools as ten (10) schools from the data obtained from PPSMB have no Civic Education teacher in SS classes.