TEACHERS’ PERCEPTIONS ON THE IMPACT OF TRADITIONAL PRACTICES ON EDUCATIONAL ACHIEVEMENT AMONG CHILDREN AND WOMEN IN THE NORTH-EAST GEO-POLITICAL ZONE
Jibril Babayo Sulaiman, PhD
Volume 11 Issue 2
Abstract
This article explores teachers' perceptions of how traditional practices influence educational achievement among children and women in the North-East Geo-Political Zone of Nigeria. The region, characterized by a rich tapestry of cultural traditions, faces unique challenges and opportunities in the educational sector. Through surveys and interviews with teachers across primary and secondary schools in the North-East, this study highlighted the interplay between cultural beliefs, societal expectations, and educational achievement, providing insights for policymakers and educators. Further studies should be undertaken in separate methods- qualitative/quantitative for more outcomes. Keywords: Traditional Practices, Children, Women, Educational Achievement, Northeast
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