Evaluation of the Effect of Male and Female Teachers’ Level of Training in the Implementation of Junior Secondary School English Language Curriculum in Akwa Ibom State

Abstract

Teachers play a pivotal role in the successful implementation of school curricula, and their level of professional training is a critical factor influencing instructional effectiveness. This study evaluated the effect of male and female teachers’ level of training on the implementation of the Junior Secondary School English Language curriculum in Akwa Ibom State, Nigeria. The study adopted a descriptive survey research design. The population comprised all English Language teachers in public junior secondary schools in the state, from which a sample of 257 teachers (126 males and 131 females) was selected using stratified random sampling technique based on gender. Data were collected using a structured instrument titled Teachers’ Level of Training and Curriculum Implementation Questionnaire . Mean and standard deviation were used to answer the research question, while independent samples t-test was employed to test the null hypothesis at the 0.05 level of significance. Findings revealed that teachers’ level of training significantly influenced the effective implementation of the JSS English Language curriculum. Teachers with higher academic qualifications, professional certifications, and exposure to in-service training demonstrated greater competence in curriculum interpretation, lesson delivery, and assessment practices. Although differences existed in the mean ratings of male and female teachers, the results showed that gender alone did not significantly affect curriculum implementation when teachers were adequately trained. The study therefore concludes that professional training, rather than gender, is the key determinant of effective English Language curriculum implementation in junior secondary schools. It recommends sustained investment in continuous professional development programmes for English Language teachers to enhance curriculum delivery and improve students’ learning outcomes. P-ISSN 2695 2416

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