Teachers' Value System and Attitude on Senior Secondary School Students' Interest and Achievements in Civic Education in Shendam Plateau State

This study investigated the influence of teachers' value systems and attitudes on Senior Secondary School students' interest and achievement in Civic Education in Shendam, Plateau State, Nigeria. The research aimed to identify key areas for intervention to enhance the effectiveness of Civic Education and foster a well-informed and responsible citizenry. The study addressed four objectives and four null hypotheses tested at .05 level of significance; the study employed a crosssectional survey research design. The population included all Senior Secondary School students and their Civic Education teachers in Shendam, Plateau State, Nigeria. A sample of 350 students and 36 teachers from 12 secondary schools was selected using stratified random sampling to ensure balanced representation of urban and rural settings. Data were collected using structured questionnaires for both teachers and students, which included closed-ended questions on a Likert scale and open-ended questions. The reliability of the instruments was assessed using Cronbach’s alpha, with coefficients above 0.70 considered acceptable. Quantitative data were analyzed using descriptive and inferential statistics. Descriptive statistics provided an overview of sampled respondents, while inferential statistics, including regression analysis, were used to assess relationships between variables. The significance level was set at p < 0.05. The key findings indicated that teachers' value systems significantly influenced students' interest in Civic Education (p < 0.05), and teachers' attitudes significantly influenced students' interest in Civic Education (p < 0.05). However, students' interest levels did not significantly influence their engagement in Civic Education (p > 0.05). Additionally, students' value systems significantly influenced their academic achievement in Civic Education (p < 0.05). Based on these findings, several recommendations were proposed. Teachers should develop strong value systems and positive attitudes through continuous professional development programs. School administrators should provide a supportive environment and allocate adequate resources for effective Civic Education teaching. Policymakers should implement comprehensive teacher training programs emphasizing ethical teaching practices and update the Civic Education curriculum to include real-life applications and contemporary issues