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This study investigated managing functional secondary school education for value re-orientation and sustainable national development. This study examined the relationship between discipline, religious tolerance, civic education and sustainable national development in Kwara State public senior secondary schools. A descriptive research design was applied. The population comprised of 310 principals and 6,894 teachers. A sample of 175 principals and 364 teachers were selected using Research Advisor (2006) table for determining sample size of a known population. A stratified random sampling technique was used to select this sample to ensure that all participants were given equal chance of being selected. A self- constructed questionnaire was designed for the study. The researcher, with the help of three research assistants, personally visited all the sample schools to administer the questionnaire and collect copies back after completion by the participants. Mean value, standard deviation and Pearson product moment correlation was applied to test the generated hypotheses at 0.05 level of significance. The findings revealed that there was a positive relationship between discipline, religious tolerance, civic education and sustainable national development in public senior secondary schools in Kwara State. It was recommended that effort should be made to re-tune the mind set of teachers and parents to continue impacting discipline, and attitude into the psyche of students both at family and school level. Also, the government should make religious studies compulsory in schools for the purpose of religious tolerance by cultivating in students respect for the religious right of others without compromising their own faith.Keywords: Functional Secondary Education, Value re-orientation, Sustainable National Development, Nigeria
Nimota Jibola Kadir Abdullahi. (2019) Managing Functional Secondary Education for Value Re-Orientation and Sustainable National Development, International Journal of Innovation in Teaching and Learning , Volume 5, Issue 1.
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