ABSTRACT
The study was undertaken to determine the competency needs of teachers in the multidisciplinary approach to implementation of environmental education curriculum in Cross River State, Nigeria. The study sought to find out whether teachers possess content knowledge of EE curriculum and also determine whether teachers` factors such as gender, subject specialization, qualification, experience and their location significantly influence their basic knowledge and competency needs in the implementation of environmental education. Seven research questions were posed out of which six hypotheses were formulated to guide the study. The study adopted the descriptive survey design. The sample consisted of 737 teachers proportionally sampled from 67 public secondary schools in the three education zones of Cross River State. The teacher competency needs questionnaire in the implementation of environmental education curriculum containing competency needs and content knowledge items was used for data collection. The data were analyzed using means, standard deviation, t-test, chi-square, analysis of variance (ANOVA) and multiple regressions. The data analyzed showed that majority of the teachers possessed adequate knowledge of environmental education concepts in the four broad areas: ecological foundation, human environment, environment change and impact and sustainable development. The result revealed that teachers however do not have adequate knowledge in components of the solar system and sources of earth’s energy. The results showed that the teachers need competency in 8 areas out of 37. The results revealed that teachers possessed the input capability needed to implement EE curriculum. The results revealed that teachers’ years of teaching experience, educational qualification and school environment significantly influence their competency needs. The results revealed that teachers with 6-15years are better prepared to implement EE curriculum. The results also revealed that teachers’ subject area and gender have no significant influence on their competency needs in the implementation of environmental education curriculum. Based on the findings, it was recommended among others that the multidisciplinary approach should be adopted in the implementation of EE curriculum. Teachers’ qualification and experience must continue to receive constant attention through training, retraining and incentives so as to have competent teachers who will implement the EE curriculum. In-service training programmes should be organized on the basis of teachers’ competency needs.
| Review project details | Comments |
|---|---|
| Number of Pages | 145 pages |
| Chapter one (1) | Yes Introduction |
| Chapter two (2) | Yes Literature review |
| Chapter three (3) | Yes methodology |
| Chapter four (4) | Yes Data analysis |
| Chapter five (5) | Yes Summary,discussion & recommendations |
| Reference | Yes Reference |
| Questionnaire | Yes Questionnaire |
| Appendix | yes Appendix |
| Chapter summary | yes 1 to 5 chapters |
| Available document | PDF and MS-word format |
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