DOI: 10.11648/j.ijsedu.20261403.11 ISSN: 2376-7472

Teachers’ Perceptions of Civic Education as a Catalyst for Citizenship Development in Senior Secondary Schools in Nigeria

Olaitan Ademola, Fidelia Iwuamadi, Nwakaegeo Ohadiugha
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In a world increasingly threatened by civic erosion and democratic disengagement, the role of teachers as catalysts for responsible citizenship has taken center stage. This study explores the perceptions of secondary school teachers in Nigeria on the effectiveness of Civic Education in fostering citizenship development among students. Grounded in a survey research design, data were collected from a purposively selected sample of 200 senior secondary school teachers across diverse educational districts. To ensure reliability and internal consistency, a pilot study was conducted using Cronbach’s Alpha, confirming the robustness of the research instrument. The findings reveal a strong consensus among teachers that Civic Education holds transformative potential for shaping active, informed, and responsible citizens. However, recurring challenges such as inadequate instructional materials, limited teacher training, and curricular constraints were identified as barriers to effective delivery. Despite these limitations, teachers perceive themselves not merely as conveyors of content but as pivotal agents in nurturing democratic values, critical thinking, and national consciousness among Nigeria’s youth. This study elevates the voices of educators who operate at the intersection of pedagogy and nation-building, emphasizing the urgent need for systemic reforms, pedagogical innovation, and sustained investment in Civic Education. In amplifying the perspectives of those on the frontlines of educational transformation, this research contributes to a global dialogue on citizenship education and underscores the vital role of teachers in anchoring democratic resilience in an increasingly polarized world.

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