Assessment of Teacher Perception on Life Skills Integration in Secondary School Curriculum for Adolescent Girls in Kaduna Metropolis

This study assessed teacher perceptions regarding the integration of life skills education into the secondary school curriculum for adolescent girls in Kaduna metropolis.The research employed a descriptive survey design with a population of 2,847 secondary school teachers across 87 schools in Kaduna metropolis.A sample of 384 teachers was selected using stratified random sampling technique.Data were collected using the "Teacher Perception on Life Skills Integration Questionnaire" (TPLSIQ), with a reliability coefficient of 0.87.Descriptive statistics (mean, standard deviation, frequencies, and percentages) were used for research questions, while inferential statistics (t-test and ANOVA) tested the null hypotheses at 0.05 level of significance.Findings revealed highly positive teacher attitudes toward life skills integration (M = 4.12, SD = 0.68).Teachers prioritized reproductive health education (M = 4.45), genderbased violence prevention (M = 4.41), and communication skills (M = 4.38) for adolescent girls.Teachers required in-service training (M = 4.51), instructional materials (M = 4.47), and curriculum guidelines (M = 4.39) for effective implementation.The null hypotheses were rejected, indicating significant differences based on school type, teaching experience, and academic qualification.The study concluded that institutional support, capacity building, and resource allocation are imperative for successful implementation.It is recommended that the Kaduna State Ministry of Education collaborate with NERDC to develop a contextually tailored life skills education framework for adolescent girls.