An examination of teachers' perceptions of vocational education in secondary schools in Keffi Local Government Area, Nasarawa State
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Background of the Study
Teachers’ perceptions play an influential role in shaping the delivery and effectiveness of vocational education in secondary schools. In Keffi Local Government Area, Nasarawa State, vocational education has emerged as an alternative pathway that offers practical skills and career readiness. Teachers, who are the primary facilitators of this educational approach, often harbor beliefs and attitudes that influence how they implement the curriculum (Oduro, 2023). Their perceptions may be shaped by previous experiences, cultural values, and the perceived relevance of vocational subjects in modern job markets (Bello, 2023). Over recent years, policy shifts have emphasized the importance of technical and vocational education in bridging the skills gap. However, teachers’ acceptance and promotion of these courses are critical for their success (Ibrahim, 2024).
In many secondary schools in Keffi, vocational subjects are taught alongside traditional academic subjects, yet they often face stigmatization as being less rigorous or academically inferior. Such negative perceptions can lead to a lack of enthusiasm among educators and subsequently lower student enrollment in these courses (Chukwu, 2024). Moreover, many teachers have not received adequate training in vocational pedagogy, resulting in a reliance on conventional teaching methods that may not effectively convey practical skills (Uche, 2023). The integration of hands-on training and industry-based learning remains limited due to insufficient resources and support from educational authorities. Teachers’ personal experiences with vocational training, combined with their observations of labor market trends, influence their confidence and commitment to delivering high-quality vocational education (Adebayo, 2024).
Additionally, there exists a disconnect between the curriculum design and the actual needs of local industries, which further affects teachers’ perceptions of the utility of vocational education. Many educators question whether the curriculum adequately prepares students for the challenges of modern workplaces, given the rapid technological advancements and evolving industry standards (Okoro, 2025). This skepticism can diminish teacher motivation and reduce efforts to innovate pedagogical practices. In light of these challenges, it is critical to examine how teachers in secondary schools perceive vocational education, how these perceptions influence their teaching practices, and what measures might be adopted to enhance the status of vocational training in the educational system. An in-depth analysis of these perceptions is essential for developing strategies that promote a more positive and effective approach to vocational education in Keffi.
Statement of the Problem
Despite policy efforts to integrate vocational education into secondary schools in Keffi Local Government Area, a pervasive skepticism among teachers remains a major impediment to its success. Many educators view vocational courses as secondary to traditional academic subjects, a perception that undermines the credibility and appeal of these programs (Oduro, 2023). This negative attitude is compounded by limited professional development opportunities in vocational pedagogy, leading teachers to rely on outdated teaching methodologies that fail to engage students effectively (Bello, 2023). Furthermore, inadequate infrastructure, such as insufficient workshops and technological resources, further reinforces the perception that vocational education is less valuable than conventional subjects (Ibrahim, 2024).
The problem is multifaceted. First, the stigma associated with vocational education results in lower teacher motivation and a reluctance to invest in innovative teaching methods. Second, the disconnect between the curriculum and the practical needs of local industries means that teachers struggle to deliver content that resonates with real-world applications (Chukwu, 2024). This challenge is exacerbated by the lack of industry partnerships and practical training modules, which could otherwise provide a framework for more effective instruction. Additionally, the limited exposure to vocational success stories and role models in technical fields has led to a prevailing narrative that undervalues vocational training (Uche, 2023). The cumulative effect of these issues is a persistent gap in the quality and delivery of vocational education, ultimately affecting student engagement and future employment opportunities. Addressing these challenges requires a thorough investigation into teachers’ perceptions, the factors that shape these views, and the potential interventions that could realign educators’ attitudes with the evolving demands of the modern labor market (Adebayo, 2024). This study, therefore, seeks to identify the underlying causes of these negative perceptions and to propose practical strategies for reshaping teacher attitudes in favor of a more robust vocational education framework.
Objectives of the Study:
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To investigate secondary school teachers’ perceptions of vocational education in Keffi.
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To identify factors influencing these perceptions and their impact on teaching practices.
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To recommend interventions that can improve teachers’ attitudes and enhance vocational education delivery.
Research Questions:
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What are the prevailing perceptions of vocational education among secondary school teachers in Keffi?
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What factors influence these perceptions and hinder the effective teaching of vocational subjects?
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How can professional development and curriculum reform alter teachers’ perceptions to improve educational outcomes?
Research Hypotheses:
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H₁: Teachers’ negative perceptions of vocational education are significantly influenced by inadequate training in vocational pedagogy.
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H₂: There is a significant relationship between the availability of practical resources and teachers’ attitudes toward vocational subjects.
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H₃: Enhanced professional development programs will positively influence teachers’ perceptions of vocational education.
Significance of the Study
This study is significant as it offers critical insights into how teacher perceptions affect the delivery of vocational education in secondary schools. By uncovering the factors that shape these perceptions, the research provides a basis for targeted interventions aimed at improving teacher training and curriculum development. Such improvements can lead to enhanced student engagement, better preparation for industry demands, and overall educational reform in Keffi. The findings will be invaluable for policymakers, educators, and stakeholders committed to elevating vocational education’s status within the broader academic landscape (Okoro, 2025).
Scope and Limitations of the Study:
This study is confined to secondary schools within Keffi Local Government Area and focuses on teachers’ perceptions of vocational education. It does not extend to primary or tertiary institutions, nor does it assess student or parental perceptions.
Definitions of Terms:
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Vocational Education: Educational programs emphasizing practical and technical skills for specific trades.
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Teacher Perception: The beliefs and attitudes held by educators regarding the value and effectiveness of a particular educational program.
Curriculum Reform: The process of revising educational programs to better align with contemporary industry and academic standards
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