<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>Education is the most veritable and viable option for national development and redress. Its existence guarantees the nation’s building and sustenance. This study evaluated the effects of teachers’ attitudes on insurance curriculum in senior secondary schools in Lagos State, Nigeria. The study adopted a descriptive research design cum survey method. A structured questionnaire was employed for data gathering. The questionnaire consisted of the research variables such as teachers’ personalities, teachers’ perceptions, teachers’ learning capacities, and insurance curriculum. The study adopted a multistage sampling technique. A sample size of 147 was drawn from teachers in Senior Secondary Schools in Lagos State, Nigeria. Research hypotheses were tested using simple regression techniques. The study confirmed the strategic influence of teachers’ attitudes on insurance curriculum in Lagos State. The study contributed significantly to knowledge by adding to the growing literature in teachers’ attitudes and insurance curriculum. School administrators are advised to move swiftly in their quest to provide enlightenment insurance curriculum to teachers in senior secondary schools in Nigeria. Schools Administrators in collaboration with teachers should endeavor to continually drive insurance curriculum awareness and thus ensure to entrench insurance in their respective curricula.</p>
</abstract>

Education is the most veritable and viable option for national development and redress. Its existence guarantees the nation’s building and sustenance. This study evaluated the effects of teachers’ attitudes on insurance curriculum in senior secondary schools in Lagos State, Nigeria. The study adopted a descriptive research design cum survey method. A structured questionnaire was employed for data gathering. The questionnaire consisted of the research variables such as teachers’ personalities, teachers’ perceptions, teachers’ learning capacities, and insurance curriculum. The study adopted a multistage sampling technique. A sample size of 147 was drawn from teachers in Senior Secondary Schools in Lagos State, Nigeria. Research hypotheses were tested using simple regression techniques. The study confirmed the strategic influence of teachers’ attitudes on insurance curriculum in Lagos State. The study contributed significantly to knowledge by adding to the growing literature in teachers’ attitudes and insurance curriculum. School administrators are advised to move swiftly in their quest to provide enlightenment insurance curriculum to teachers in senior secondary schools in Nigeria. Schools Administrators in collaboration with teachers should endeavor to continually drive insurance curriculum awareness and thus ensure to entrench insurance in their respective curricula.

Teachers’ Attitudes and Insurance Curriculum: Empirical Evidence from Senior Secondary Schools in Lagos State, Nigeria

Lagos State University of Science and Technology

Management Dynamics in the Knowledge Economy

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Education is the most veritable and viable option for national development and redress. Its existence guarantees the nation’s building and sustenance. This...

Teachers’ Attitudes and Insurance Curriculum: Empirical Evidence from Senior Secondary Schools in Lagos State, Nigeria

Data publikacji: 13 kwi 2022

Zakres stron: 37 - 52

Otrzymano: 07 gru 2021

Przyjęty: 16 lut 2022

DOI: https://doi.org/10.2478/mdke-2022-0003

Słowa kluczowe
teachers’ attitudes, insurance curriculum, teachers’ learning capacities, secondary schools, Nigeria

© 2022 Sunday Stephen Ajemunigbohun et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Teachers’ Attitudes and Insurance Curriculum: Empirical Evidence from Senior Secondary Schools in Lagos State, Nigeria

Data publikacji: 13 kwi 2022

Zakres stron: 37 - 52

Otrzymano: 07 gru 2021

Przyjęty: 16 lut 2022

DOI: https://doi.org/10.2478/mdke-2022-0003

Słowa kluczoweteachers’ attitudes, insurance curriculum, teachers’ learning capacities, secondary schools, Nigeria

© 2022 Sunday Stephen Ajemunigbohun et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Słowa kluczowe
teachers’ attitudes, insurance curriculum, teachers’ learning capacities, secondary schools, Nigeria