Attitudes of Secondary School Teachers Toward the Teaching of Yoruba in Multiethnic Schools in Abuja, FCT

The Federal Capital Territory (FCT), Abuja, presents a uniquely multiethnic educational environment in which Yoruba is taught alongside Hausa and Igbo as one of three national languages. This study investigates the attitudes of secondary school teachers toward the teaching of Yoruba in multiethnic schools in Abuja, North Central Nigeria. A mixed-methods design was adopted, combining structured questionnaires administered to 80 Yoruba language teachers with focus group discussions conducted across schools in Bwari, Gwagwalada, and Kuje area councils. The study examines attitudinal dimensions including motivation, perceived usefulness, instructional confidence, and resource adequacy. Drawing on language attitude theory and teacher identity frameworks, the research analyses how the multiethnic character of FCT schools shapes teachers' willingness and capacity to teach Yoruba effectively. Reviewed literature highlights that teacher attitude is among the strongest predictors of student language learning outcomes, yet FCT Yoruba teachers have not been systematically studied. This research addresses that gap with empirical data from the capital territory context. The study further investigates whether Yoruba teachers in FCT perceive themselves as cultural ambassadors or merely curriculum deliverers, and how this identity shapes their pedagogical choices. Findings are expected to reveal varied attitudinal profiles influenced by ethnicity, years of experience, and perceived institutional support. Recommendations will address professional development, resource provision, and policy advocacy for Yoruba language education in the FCT. Keywords: teacher attitudes, Yoruba teaching, multiethnic schools, Abuja, language education.