Assessment of Teacher’s Professional Competence, Teacher’s Teaching Experience on the Implementation of Environmental Education Curriculum in Cross River State, Nigeria

Abstract

The purpose of this study was to examine some teacher variables and the implementation of the environmental education curriculum in Cross River State, Nigeria. Two research hypotheses were formulated to guide the study: Teachers’ professional competence has no significant relationship with the implementation of the environmental education curriculum in Cross River State. Teachers’ teaching experience has no significant relationship with 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 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 Pearson product movement correlation and one- way analysis of variance (ANOVA), were the statistical tools employed to test the hypotheses at 0.05 level of significance. The result of the analysis revealed that. Teachers’ professional competence has a significant relationship with environmental education curriculum implementation but Teachers’ teaching experience does not significantly influence the implementation of the environment education curriculum in Cross River State.

DOI: 10.5901/jesr.2014.v4n6p521