Public secondary school teachers‘ attitude to family life education in two geopolitical zones of Nigeria: A comparative analysis

Abstract

This qualitative study was conducted to assess and compare the attitude of teachers in two geopolitical zones of Nigeria to family life education. Multi stage sample selection was used to pick 6 public secondary schools (3 junior, 3 senior) in each zone. All teachers (221) in the selected schools were surveyed. Pre-tested questionnaires were self administered, responses analyzed and results presented using descriptive frequencies. Where appropriate statistical evaluation was done with Yates corrected Chi square at 95% confidence interval. Katsina respondents were mostly Muslims (92.4%), married (64.8%) and had the National Certificate of Education (62.9%). Ekpoma teachers were mostly Christians (97.4%), married (93.1%) and 67.2% had a University degree. Attendance at a seminar on family life education was by 19% and 25.9% of respondents from Katsina and Ekpoma respectively. Teachers' knowledge of family life education was very good and most teachers in both regions considered it useful but there were geographical disparities in perception and attitude. While teachers in Katsina discussed HIV/AIDS twice more with their students than sexuality (54.3% vs 28%) those in Ekpoma discussed sexuality more than HIV/AIDS (80.2% vs 72.4%). Respondents in Katsina reported three times (60% vs 19.8%) more that parents would object to FLE in schools than those in Ekpoma and also that its introduction would encourage promiscuity amongst the students (53.3% vs 21.6%). While being married positively influenced respondents' perception, their attitude was influenced positively by having university degree and teaching at the senior secondary school. Christians significantly discussed sexuality (Chi square 58.60; RR: 3.03) and HIV/AIDS (Chi square 15.01; RR: 1.50) with students than Muslims. Policy makers need to be aware of the regional differences in teachers' attitude to family life education as this may hinder the implementation of curriculum.