WELL-IMPLEMENTED CURRICULUM AND INSTRUCTION AS PREDICTORS OF ACHIEVEMENT OF THE SUSTAINABLE DEVELOPMENT GOALS IN SECONDARY SCHOOLS IN THE FEDERAL CAPITAL TERRITORY, ABUJA, NIGERIA

Abstract

The study investigated well-implemented curriculum and quality instruction as predictors of achievement of the Sustainable Development Goals (SDGs) in secondary schools in the Federal Capital Territory, Abuja. In this regard, the researcher formulated three research questions along with three null hypotheses to guide the study. The study adopted a correlational research design. The population of the study comprised all 2050 teachers in 85 public secondary schools in the Federal Capital Territory, Abuja. With the aid of Krejcie and Morgan Formula, a sample size of 370 teachers was randomly drawn from the total population. Three self-designed non-cognitive instruments titled “Teachers’ Lack of Competence Scale” (TLCS), “Teachers’ lack of Motivation Scale” (TMS), and “Sustainable Development Goal on Quality Education Scale” (SDGQES) were used for data collection. The TLCS contained 10 items, TLMS 10 items and SDGQES 15 items respectively. Face and content validities of the instruments were ensured by three experts in Measurement and Evaluation in the Faculty of Education, University of Abuja. The Cronbach reliability coefficient was used to establish the reliability coefficients of the instruments. TLCS, TLMS and SDGQES yielded reliability indexes of 0.86, 0. 91 and 0.89 respectively. Simple and multiple regression were used to answer the research questions while t-test and ANOVA associated with linear and multiple regression were used to test the null hypotheses. The findings showed that teachers’ lack of competence, motivation and teachers’ negative attitude to work significantly relate to improper curriculum implementation and poor instruction delivery in public secondary schools in the Federal Capital Territory, Abuja, and as such independently and jointly predict little or no achievement of the Sustainable Development Goal on quality education. It was recommended that teachers’ recruitment should be based on merit rather than primordial considerations and the ones recruited given consistent in-and off-service retraining to enable them to develop further professionally and competently, the government of the Federal Capital Territory and other employers of teachers should prioritize teachers’ motivation to be wholly committed and dedicated to their duties and responsibilities and ensure that those things that make teachers satisfied with their jobs are provided to stamp out negative attitude to work.