Motivational Strategies for the Promotion of Girl-Child Education: Opinion of Senior Secondary School Teachers

Abstract

Despite various national and global efforts to enhance girl-child education in Nigeria, girls continue to face significant barriers to retention and completion of schooling. This study investigates motivational strategies that promote girl-child education based on the perceptions of 370 senior secondary school teachers in Kogi State. Using a descriptive survey design, data were collected through structured questionnaires focusing on motivational factors, sources of support, and gender-based differences in teacher attitudes. Findings revealed that building strong teacher–girl-child relationships, eliminating inferiority complex through counseling, and providing scholarships are the most highly rated strategies. Government agencies and parents emerged as the primary sources of support. No significant difference was found between male and female teachers’ ratings of motivational strategies. The study recommends the implementation of targeted support systems, including free education, school meals, scholarships, and teacher training, to foster inclusive and motivating learning environments for the girl-child.