Assessment of Teachers’ Competency on the 21st Century Curriculum Implementation among Senior Secondary Schools in Kogi East Senatorial Zone, Kogi State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026512Keywords:
Assessing, teachers’ competency, implementation, curriculum, 21st centuryAbstract
This study examined the factors affecting teachers’ competency in implementing the 21st century, curriculum in secondary schools across the Kogi East Senatorial Zone, Kogi State Nigeria. A descriptive survey design was employed with the target population consisting of nine local government areas that constitute Kogi East Senatorial Zone. Kogi East Senatorial Zone comprised of Ankpa, Bassa, Dekina, Idah, Olamaboro, Igalamela/Odolu, Ibaji, Omala and Ofu. A total of 270 teachers were selected using a multi stage sampling techniques to ensure a fair representation. Data were collected through a 15-item structured questionnaire developed by the researcher titled “Teachers” competency for the implementation of the 21st century curriculum among Kogi East Senatorial Zone, Kogi State, Nigeria. The instrument was validated for content and face validity by two experts in measurement and evaluation from the Faculty of Education, Prince Abubakar Audu University, Anyigba, Kogi State. Reliability was determined using the test-retest method, with a reliability coefficient calculated using Pearson’s Product Moment Correlation coefficient. The questionnaire was distributed to teachers in their respective schools with support from research assistants. Data was analysed using percentages, frequency counts, and mean scores for research questions with an independent t-test employed to test the hypotheses at 0.05 level of significance. Results of the study indicated that significant barriers to teacher competency included inadequate human and material resources, insufficient commitment by teachers in the implementation process, lack of mastery of the curriculum, limited government support and funding, poor supervision and inadequate time to manage heavy workloads. The study recommended that government should increase her funding, enhanced teacher training programmes, improved supervision systems, organizing frequent workshops and seminars and better resources allocation
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