Teachers’ Attitude Towards Adult Education Service Delivery in Imo State

This study examined teachers' attitudes towards adult education service delivery in Imo State, South East Nigeria. The attitude of teachers and facilitators is widely regarded as a key quality determinant in adult education, yet systematic investigation of these attitudes within the South East Nigerian context remains limited. The study employed a descriptive survey design targeting 100 adult education facilitators drawn from state-managed literacy centres in three local government areas of Imo State. An adapted attitude scale questionnaire and semi-structured interview guides were used for data collection. Findings revealed that a substantial proportion of facilitators held moderately negative attitudes towards their adult education roles, frequently citing low social prestige, inadequate remuneration, and inadequate professional development opportunities as sources of dissatisfaction. Facilitators who had received formal adult education training reported significantly more positive attitudes and greater instructional effectiveness than those recruited informally. Female facilitators tended to express more positive attitudes towards programme beneficiaries, while male facilitators expressed stronger frustrations with administrative and institutional constraints. The study found that facilitator attitude was a strong predictor of learner attendance and programme completion rates. Recommendations include improving facilitator remuneration and conditions of service, establishing structured professional development pathways for adult education practitioners, and fostering a positive institutional culture through regular facilitator recognition and peer learning networks. Universities offering adult education degree programmes are encouraged to strengthen practical placement components that build facilitators' professional identity and commitment. Keywords: teacher attitude, adult education, facilitators, Imo State, service delivery.