Modelling the Long-Term Impact of Home Economics Teacher Quality on Student Nutritional Health Outcomes in South South Nigeria

This study develops and tests a longitudinal model examining the long-term impact of Home Economics teacher quality during secondary education on former students' nutritional health outcomes as adults in South South Nigeria, covering Rivers, Delta, and Bayelsa states. Teacher quality is widely acknowledged as a critical determinant of learning outcomes, but its long-term effects on students' health behaviours and nutritional status as adults remain theoretically underdeveloped and empirically unexplored in the Nigerian context. The study employs a retrospective cohort design, tracking 450 adults aged 25 to 40 who attended secondary school in South South Nigeria, with assessments of their recalled Home Economics teacher quality, current nutritional knowledge, dietary practices, and anthropometric indicators. Analytical methods include structural equation modelling with retrospective recall as latent constructs, growth curve modelling, and propensity score matching to reduce recall bias. The Cumulative Educational Effects Model anchors the study. Original contributions include the first retrospective cohort model of teacher quality effects on long-term nutritional health, validated retrospective teacher quality indicators for the Nigerian context, and an Educational Return on Investment framework for Home Economics. Findings are expected to establish positive long-term effects of high-quality Home Economics instruction on adult dietary quality and nutritional status. Recommendations address the Teaching Service Commissions in South South states, the Teachers Registration Council of Nigeria, and training institutions. Keywords: teacher quality, nutritional health outcomes, retrospective cohort, long-term effects, South South Nigeria.