Home Economics Teacher Training and Curriculum Implementation in Federal Government Colleges in Benue State

This study investigates the relationship between Home Economics teacher training and curriculum implementation in Federal Government Colleges in Benue State, North Central Nigeria. Effective curriculum implementation is contingent on the pedagogical competencies, subject knowledge, and professional disposition of teachers, yet concerns persist about training gaps among Home Economics educators in Nigerian federal schools. Using a descriptive survey design, the study targets Home Economics teachers and their subject heads in five Federal Government Colleges in Makurdi and Gboko. Data were collected from 85 teachers using a structured questionnaire assessing training backgrounds and curriculum implementation practices. Objectives include assessing the professional qualifications of teachers, determining the extent of curriculum content coverage, and examining the relationship between training adequacy and implementation fidelity. Recent literature identifies inadequate pre-service training and infrequent in-service development as major barriers to quality Home Economics curriculum delivery in Nigerian federal schools. Data were analysed using Pearson correlation, t-test, and mean scores. The Instructional Leadership Theory frames the study, emphasising the role of professional preparation in effective curriculum enactment. Findings are anticipated to reveal significant positive correlations between teacher training adequacy and the depth of curriculum implementation. Recommendations address the National Universities Commission, Teachers Registration Council of Nigeria, and Benue State School Management Board. Keywords: teacher training, curriculum implementation, Home Economics, Federal Government Colleges, Benue State.