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PARENTAL PERCEPTION OF SEXUALITY EDUCATION OF ADOLESCENTS IN SECONDARY SCHOOLS IN ENUGU STATE
Abstract
Abstract
This study investigated the perception of parents in Enugu State of Nigeria to teaching sexuality education in secondary schools. Data were collected from 1,576 parents in Enugu State and was analyzed using mean and ANOVA. The finding show that majority of the respondents have positive perception of sexuality education in secondary schools. It was also found that none of the demographic variables gender, education, religion and age influence the respondents perceptions. To achieve much more support from parents, it was recommended that parents should be involved in sexuality programme development of adolescents in secondary schools. The results of this study have implication for science teachers and counselors who can use the findings and counseling adolescents and parents.
... Emmanuel (2015) explained that some parents were reluctant to have teachers delve too deeply into SE topics because they felt that teachers were encroaching on their role as parents. These parents believed that teaching adolescents about sex would encourage them to experiment with it (Onyechi et al. 2014). Additionally, some parents expressed discomfort with male teachers teaching female students about SE issues (Onyechi et al. 2014). ...
... These parents believed that teaching adolescents about sex would encourage them to experiment with it (Onyechi et al. 2014). Additionally, some parents expressed discomfort with male teachers teaching female students about SE issues (Onyechi et al. 2014). ...
... This finding may be attributed to cultural norms that discourage discussions about sexual matters with young individuals. This aligns with previous studies by Sidze et al. (2017), Emmanuel (2015), and Onyechi et al. (2014), which similarly indicated parental reluctance towards CSE education for their children. ...
The study examined the factors influencing the teaching of comprehensive sexuality education (CSE) among secondary school teachers in Mpongwe District, Copperbelt Province, Zambia. It utilized a cross-sectional survey method involving 185 participants from secondary schools in the district, selected through convenience sampling. Structured questionnaires were administered to gather data on various factors impacting the teaching of CSE.
Results indicated that management factors, including training in CSE, access to resources, and support from school management, significantly influenced participants’ comfort and competence in teaching CSE. Cultural factors were identified as barriers to teachers’ comfort in delivering CSE content. Interestingly, demographic factors such as gender, professional qualifications, and length of service did not affect participants’ comfort in teaching CSE, although age emerged as a significant factor, with younger teachers feeling more at ease with teaching CSE compared to their older counterparts.
... Emmanuel (2015) explained that some parents were reluctant to have teachers delve too deeply into SE topics because they felt that teachers were encroaching on their role as parents. These parents believed that teaching adolescents about sex would encourage them to experiment with it (Onyechi et al. 2014). Additionally, some parents expressed discomfort with male teachers teaching female students about SE issues (Onyechi et al. 2014). ...
... These parents believed that teaching adolescents about sex would encourage them to experiment with it (Onyechi et al. 2014). Additionally, some parents expressed discomfort with male teachers teaching female students about SE issues (Onyechi et al. 2014). ...
... This finding may be attributed to cultural norms that discourage discussions about sexual matters with young individuals. This aligns with previous studies by Sidze et al. (2017), Emmanuel (2015), and Onyechi et al. (2014), which similarly indicated parental reluctance towards CSE education for their children. ...
The study examined the factors influencing the teaching of comprehensive sexuality education (CSE) among secondary school teachers in Mpongwe District, Copperbelt Province, Zambia. It utilized a cross-sectional survey method involving 185 participants from secondary schools in the district, selected through convenience sampling. Structured questionnaires were administered to gather data on various factors impacting the teaching of CSE. Results indicated that management factors, including training in CSE, access to resources, and support from school management, significantly influenced participants' comfort and competence in teaching CSE. Cultural factors were identified as barriers to teachers' comfort in delivering CSE content. Interestingly , demographic factors such as gender, professional qualifications, and length of service did not affect participants' comfort in teaching CSE, although age emerged as a significant factor, with younger teachers feeling more at ease with teaching CSE compared to their older counterparts.
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