TEACHERS' PERCEIVED PARABLE OF THE MUSTARD SEED FOR FOSTERING EDUCATIONAL VALUES AMONG SECONDARY SCHOOL STUDENTS IN OSUN STATE, NIGERIA

Abstract Parables are rooted in everyday life but convey their message when social contexts are translated into the religious sphere. The parable of the Mustard Seed acts as an educational tool that can influence students’ character development. Its impact largely depends on teachers’ perceptions, including their awareness, interpretation, and teaching methods. This study aimed to explore how teachers in Osun State, Nigeria, perceive the parable of the Mustard Seed in promoting educational values among secondary students. A quantitative descriptive survey was conducted with 150 CRS teachers selected randomly. Data were collected using a questionnaire developed by the researcher, with a reliability coefficient of 0.73, and analysed through descriptive statistics of mean scores and standard deviations. Results indicated a moderate level of agreement among teachers regarding awareness, relevance, values, and behavioural influence linked to the parable. The study concluded that the effectiveness of the parable depends significantly on teachers’ perceptions and teaching approaches. It is recommended that teachers demonstrate good character, as students learn more effectively through observation, and that they understand growth occurs gradually through consistent effort, patience, and dedication. Keywords: Parable, Mustard Seed, Educational Values, Teachers’ Perception and Character Formation