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Teachers’ Perspectives on Motivational Strategies for Promoting Girls' Education
Abstract
Despite ongoing efforts to promote girl-child education in Nigeria, school retention and completion rates among girls remain low. This study aimed to identify and rank motivational strategies that can enhance girl-child education in Kogi State based on the perspectives of senior secondary school teachers. A descriptive survey design was adopted, involving 370 randomly selected male and female teachers across 44 schools. Data were collected using validated questionnaires and analyzed using frequency counts, percentages, mean scores, and t-tests. Results revealed that fostering positive relationships between teachers and female students ranked as the most effective strategy, followed by eradicating inferiority complex through counseling and awarding scholarships. Teachers expressed generally positive attitudes toward girl-child education, and no significant gender difference was found in their ratings. The study recommends targeted interventions, including free education, scholarships, and teacher sensitization, to improve girl-child enrollment and retention. These findings provide insights for policymakers and education stakeholders to address gender disparities in education.
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DOI: https://doi.org/10.17509/ijomr.v5i2.82753
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