Teaching Classical Mythology in Nigerian Secondary Schools: A Professional Development Programme for Teachers

Classical mythology constitutes a foundational component of the global literary and cultural heritage transmitted through the colonial education system, and its effective teaching in Nigerian secondary schools requires specialist professional development that is currently largely absent. This study designs and evaluates a professional development programme for Nigerian secondary school teachers of Classical Studies and Literature in English who engage with classical mythology content. A programme development methodology was adopted, beginning with a needs assessment survey of 80 secondary school Classical Studies and Literature teachers across Ogun, Rivers, Enugu, and Plateau States, identifying content knowledge gaps, pedagogical challenges, and professional development preferences. Programme design drew on international teacher development best practices and the National Education Research and Development Council (NERDC) curriculum framework. The programme encompasses five modules: introduction to Greek and Roman cosmological systems, mythological narrative analysis, visual and material culture of classical mythology, reception of mythology in Nigerian cultural production, and classroom facilitation strategies for mythology content. Pilot delivery of the programme to 30 teachers at the University of Ibadan Institute of Education was evaluated using pre- and post-assessment instruments. Post-programme assessment scores improved by an average of 38 percent. The study recommends adoption of the programme by the National Teachers Institute as a formal professional development certification for Classical Studies teachers across all six geopolitical zones.

Keywords: classical mythology, teacher professional development, secondary schools, Nigeria, mythology pedagogy