Comparative relationship between Competence and Attitude on Islamic Studies curriculum implementation among Senior Secondary School Teachers in Katsina State, Nigeria

This study examined the Comparative relationship between Competence and Attitude on Islamic Studies curriculum implementation among Senior Secondary School Teachers in Katsina State, Nigeria. Two objectives with corresponding research questions and null hypotheses, respectively guided the study. Correlational research design was adopted for the study with 95 population size that comprised all Islamic studies teachers of 21 public senior secondary schools under Katsina Zonal Education Quality Assurance. All the 95 Islamic Studies teachers were surveyed. The validated 20 multiple choice item instrument, namely Teachers’ Competence and Attitude towards Implementing Islamic Studies Curriculum Questionnaire (TCATIISCQ) gave an internal consistency reliability index of 0.836. The two research questions were answered using descriptive statistics. The null hypotheses were tested using Pearson Product Moment Correlation statistic at 0.05 level of significance. Findings from the study revealed that teachers’ mastery of the five components of curriculum is an important aspect that positively influences their competence and attitude in ensuring effective implementation of Islamic studies curriculum. Based on these findings, the researcher recommends that Islamic Studies Teachers should make effective mastery of the five components of curriculum to ensure effective implementation of Islamic Studies curriculum in all public senior secondary schools in Katsina State. Keywords: Teachers’ Competence and Islamic Studies Curriculum Implementation.