TEACHERS’ PERCEPTION OF TEACHING FAMILY LIFE EDUCATION IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE
ABSTRACT
This study examined the teachers’ perception of teaching family life education in secondary schools in Anambra State. Four research questions guided the conduct of the study. Two hypotheses were formulated for the study. Descriptive survey research design was adopted for the study. The population of the study comprised 2700 teachers in Anambra state secondary schools. The Sample size for this study is 810 teachers drawn from 256 public schools in Anambra state. The multi-stage sampling procaine was utilized to arrive at the sample size. Out of the six education zones in Anambra state, three educational zones were drawn using simple random sampling technique (balloting with replacement). Aguata, Onitsha and Otuocha zones was used in this study to examined teachers’ perception of the teaching of family life education in the secondary schools in Anambra State Questionnaire (TPTFLESSASQ) was the instrument used for the study. Data generated were analyzed using standard deviation and mean rating for the research questions and z test for testing the hypotheses. The findings of the study include: Teachers in secondary schools in Anambra State perceived that family life education be taught. Teachers in Anambra State supported that the following contents should be in the curriculum. They include: Sexual development, contraceptive and birth control, Sex related problems and issues, Abstinence and delay of sexual activities, Relationships and sexual interactions. The teaching of family life education in secondary schools in Anambra state was hampered by various factors, including insecurity of parents, lack of training, religion and culture. Teachers should be provided with adequate training on sex education and workshops on family life education for them to perform. The study recommended that Family life education should be taught from JSS 1 to SS 3 and the best ways of encouraging interest and commitment to this subject need to be devised; Parents and teachers should give their consent for sex education to be included in the school curriculum and taught as a subject in schools; There is need for professionals like counseling psychologists, psychologists, Non-governmental Organizations and Doctors to carry out health promotion programmes to empower teachers, parents, students and the society at large; In-service training programmes should be put in place to empower teachers with the skill to handle the subject (sex education) with confidence.
