Adequacy of Rural Secondary Education Teachers’ Capacity Building on Safe School Measures in Katsina State, Nigeria

Abstract

This study examined adequacy of secondary education teachers' capacity building on safe school initiative in Katsina State. A sample size of 240 teachers was selected using multistage sampling techniques from all public secondary schools in the state. Descriptive survey design and structured questionnaire were adopted in collecting data on teachers’ participation, practice and adequacy of capacity building across state's three senatorial districts (SDs); Katsina North (KN), Katsina Central (KC), and Katsina South (KS). Frequency counts, percentages, means, Analysis of Variance (ANOVA) and multiple regression analysis were employed in data analysis. Findings revealed a relatively experienced teaching workforce with varied educational qualifications. Significant disparities in participation level were observed across districts, with KN and KC showing better engagement compared to KS. Practice levels varied, with strengths in students’ counseling and security collaboration, with weaknesses in intercultural competence and psychological first aid. ANOVA results indicated significant differences in practice and capacity building effectiveness across districts, with KS outperforming other SDs. Regression analysis identified participation in capacity building and practical application of learned skills as significant determinants of adequacy capacity building on safe school initiatives, while age and formal education were less influential.Though overall, adequacy of capacity building was low, significant disparities existed at SDs level with KS showing more positive perception than KN and KS. This highlights the need for equitable distribution of capacity building opportunities, targeted interventions in under performing districts.