Effect of HIKMAH Training Module on Primary School Teachers’ Social, Emotional, and Pedagogical Competencies in Katsina State, Nigeria
DOI:
https://doi.org/10.70886/ujer.25132.010Keywords:
Social Emotional Learning, HIKMAH Training Module, Teacher- Pedagogical Competence, Professional DevelopmentAbstract
This study examined the effects of the HIKMAH Training Module on primary school teachers’ social, emotional, and pedagogical competencies in Katsina state, Nigeria. Using a quasi-experimental design, 80 teachers were assigned to experimental (n = 40) and control (n = 40) groups. The experimental group received eight weeks structured sessions of the HIKMAH intervention, while the control group continued with conventional training methods. Data were collected using the Teachers’ Social and Emotional Competence Questionnaire (TSECQ) and the Teachers’ Pedagogical Competence Questionnaire (TPCQ). These instruments were validated by experts and the internal consistency reliability indices were found to be .845 and .966 respectively. Data were analysed using Independent Samples t-test. Results revealed statistically significant improvements in social-emotional competence (SEC) and pedagogical competence (PC) among teachers exposed to the HIKMAH training module compared to the control group. The study concludes that structured SEL-based professional development can significantly strengthen teachers’ competencies and recommends institutionalizing SEL training within Nigerian teacher education programs.
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