Educators’ Predisposition to Conceptual Perspectives in Achieving Citizenship Education Goal of Social Studies

This study explored the role of age and the classroom management styles in differentiating educators’ predisposition to conceptual perspectives in achieving citizenship education goal of social studies in schools in Akwa Ibom State of Nigeria. It was assumed that analysis of these conceptual perspectives can be useful in the selection of content and methods consistent with the desired citizenship education goal of social studies teaching in Nigerian schools. Four conceptual models (citizenship transmission, social science, reflective inquiry and democratic transformation) of citizenship education created within the context of social studies were analyzed. Two null hypotheses were tested while the responding sample consisted of 313 social studies educators. It was concluded that the respondents positively endorsed the four models though in varying degrees with high preference for the citizenship transmission model. Significant differences were observed between educators divided into groups based on age and the classroom management styles. Implications for pedagogy are suggested.