English

Abstract

The main purpose of this study was to examine teacher's qualification; Area of specialization and the implementation of the environmental education curriculum in Cross River State, Nigeria. Two hypotheses were formulated to guide the study: Teachers' professional qualifications do not significantly affect the implementation of Environmental Education curriculum. There is no significant relationship between teacher's area of specialization and the implementation of the environmental education curriculum in Cross River State. Literature review was carried out according to the variables under study. The ex post-facto research design was adopted for the study. A sample of four hundred and eighty (480) teachers was randomly selected for the study. The selection was done through the stratified and simple random sampling techniques. The questionnaire was the main instrument used for data collection. The reliability estimate of the instrument was established through the split-half reliability method and its associated spearman-brown prophecy formula. The one-way analysis of variance (ANOVA), was the statistical tool employed to test the hypothesis at 0.05 level of significance. The result of the analysis revealed that Teacher's professional qualification, area of study: do not significantly influence the implementation of environmental education curriculum in Cross River State - Nigeria.