The fundamental role of technical drawing in providing the language of technology upon which technical competencies are anchored in emerging nations such as Nigeria cannot be underestimated. Consequently, the objective of this study was to investigate the occupational related constraints hindering the pedagogical practice of technical drawing in secondary schools in Benin City. A survey research design was employed, and the population consists of all technical drawing teachers in both publicly and privately owned secondary schools. The sample includes one hundred (100) technical personnel selected through a purposive sampling procedure. A questionnaire developed into five-point modified Likert formats comprising 17 items was used. The instrument was validated by three academics. The internal consistency of the instrument was established utilising Cronbach's Alpha (ἁ), which yields a reliability coefficient of 0.800, and the data was analysed using means and standard deviations. The findings revealed that the most frequent occupational-related constraints hindering the pedagogical practice of technical drawing in secondary schools include the cost of buying modern textbooks in the subject, lack of modern teaching aids/tools, and insufficient specialised technical teachers, among others. However, the least constraint was the stress of teaching technical drawing. Additionally, no significant difference in the occupational-related constraints hindering the pedagogical practice of technical drawing based on school ownership and teachers' gender. Therefore, it was recommended among others that government and private school operators should provide a decent, well-equipped, and motivating work environment that empowers technical drawing teachers.
Uwadiae et al. (Sat,) studied this question.