ASSESSMENT OF THE PREPAREDNESS OF TEACHERS AS FAMILY LIFE EDUCATORS IN SECONDARY SCHOOLS IN SOMOLU LOCAL GOVERNMENT AREAS OF LAGOS STATE, NIGERIA

Abstract

Family life education is increasingly being recognised as an innovation that can be used to address the reproductive health problems of young people such as early pregnancy, sexually transmitted diseases and abortion. Increasing evidence has shown that teachers can be used effectively to educate young people on family life issues in the school setting because of their close interaction with the students and expected contribution to their intellectual and psycho-social development. At present the Federal Government of Nigeria is considering the involvement of Teachers as family life educators. However, information is scanty on whether or not teachers are adequately prepared to take up this responsibility. The objective of this study is to assess the preparation of teachers as family life educators. The research design is explorative in nature. Using a combination of stratified and simple random sampling techniques, a total of 530 teachers were selected from 17 secondary schools in Shomolu Local Government Area of Lagos State. A standardized self administered questionnaire and focus group discussions were used to obtain information about the respondents demographic characteristics, knowledge, attitudes, teaching experience and level of educational preparation in family life education. A total of 450 questionnaires were accepted for analysis. Results showed that only 185 (40.6%) of the respondents have heard about family life education and 39(21.1%) of these could correctly explain the concept as well as mention at least one objective of family education. None of them could mention its major components and corresponding content and methodology correctly. Furthermore, slightly more than half of the respondents favoured the teaching of family life education in schools. On the other hand, less than half of the sample. 198 (43.4%), indicated a need for special or further training in order to competently teach the subject. Focus group discussions revealed that majority of the respondents are of the opinion that family life education should be taught as a single subject rather than integrated with other subjects. In addition, they also suggested that parents should initiate the teaching of family education from the home. Based on the findings its is concluded that teachers are not adequately prepared to teach family life education. Learner-centred, skill based participatory educational strategies should be used in planning educational programs that would improve teachers' knowledge, attitude and competence life educators in secondary schools in Somolu Local Government Area in Lagos state.