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Namamba, A., & Rao, C. (2017). Preparation and Professional Development of Teachers’ Educators in Tanzania: Current Practices and Prospects. Journal of Education and Practice, 8, 136-145.

has been cited by the following article:

• TITLE: Extent of Implementation of Social Studies Curriculum in Secondary Schools in Enugu State

  AUTHORS: Dorothy Uchenna Akubuilo, Anthonia Chinwe Ugo, Donald Chukwuma Ugo, Jane Ijeoma Ugochukwu, Michael Ejime Ikehi

  KEYWORDS: Social Studies, Academic-Qualifications, Knowledge, Curriculum, Implementation

  JOURNAL NAME: Creative Education, Vol.10 No.11, November 8, 2019

  ABSTRACT: The study explored the extent of implementation of social studies curriculum in secondary schools in Enugu State. The study adopted descriptive survey research design and was guided by two research questions and two hypotheses. The population consistedof339 social studies teachers. A structured questionnaire was used for data collection. Data collectedwereanalyzed using mean and standard deviation. Findings of the study revealed that academic qualifications of teachers and location of the school influenced teacher’s ability to implement social studies to a great extent. Teachers in urban secondary schools achieved higher content coverage than those in rural areas. The study thus, recommended the encouragement of secondary school teachers to pursue academic development to improve their performance. Regular workshops, seminars or on-the-job trainings should be organized by the ministry of education to update and upskill social studies teachers’ knowledge and skills in content delivery.