Assessment of Sustainable Pedagogical Orientation and Practices of Secondary School Teachers in Osun State, Nigeria

Authors

Yusuf Olayinka Shogbesan, Department of Arts and Social Sciences Education, Osun State University, Osogbo, NigeriaFollow
Adebukola Nusirat Tiamiyu, Department of Arts and Social Sciences Education, Osun State University, Osogbo, NigeriaFollow
Peter Sanjo Adewale,, Department of Environmental Education, Osun State University, Osogbo, NigeriaFollow
Chansa Thelma Chanda, School of Humanities and Social Sciences, Chreso University, Lusaka, ZambiaFollow
Abayomi Israel Olaofe, Department of Educational Foundations and Counselling Psychology, Lagos State University, Ojo, Lagos, Nigeria.Follow

Abstract

The study investigates secondary school teachers in Osun State, Nigeria, regarding their sustainable pedagogical orientations. The study also examines primary sustainable pedagogical methods used by teachers while also analyzing their difficulties with sustainable teaching implementation. It also examines if gender creates any substantial difference regarding sustainable pedagogical orientations within the secondary school teaching workforce. A descriptive survey research design led to the selection of n=180 senior secondary school teachers from 30 schools located in three Local Government Areas (Olorunda, Oriade, and Ife Central) through a multi-stage sampling procedure. A self-constructed questionnaire was used to collect data from the respondents with 4-point Likert Scale, validated by a team of test experts, and test-retest procedure was used to conduct the reliability. Both descriptive and inferential statistical methods were used to analysis the data. The findings reveal that educators understand sustainability effectively but fail to put these ideas into practice because training resources are inadequate and institutions provide weak support along with insufficient funding. The main obstacles teachers face in their planning processes stem from limited time for preparation and restricted access to modern educational resources as well as a poor match between sustainability units and standardized teaching materials. The research established a major disparity between male and female teachers regarding sustainability teaching methods which indicate gender might impact how sustainability functions in education. The research recommends that schools need better training systems together with additional funding and modernized teaching structure to help teachers embed sustainability education throughout their classroom practices.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

Recommended Citation

Shogbesan, Yusuf Olayinka; Tiamiyu, Adebukola Nusirat; Adewale,, Peter Sanjo; Chanda, Chansa Thelma; and Olaofe, Abayomi Israel (2025) "Assessment of Sustainable Pedagogical Orientation and Practices of Secondary School Teachers in Osun State, Nigeria," Educational Considerations: Vol. 50: No. 3. https://doi.org/10.4148/0146-9282.2445