Instructional Communication in Nigeria Secondary Schools: A Curriculum Hangover?

Abstract

This paper presented an analysis of Nigeria secondary school teachers' instructional behaviour on the backdrop of the importance of secondary school education as a pivot for national development.  The paper argued that secondary school teachers are not communicating well and blamed their inability to do so on curriculum deficiency based on the analysis of the course content they are exposed at during teacher training programmes both at intermediate and degree levels.  The paper advised on broaden the contents of instructional communication of teacher education programmes by including verbal and non-verbal communication skills and also called for a collaborative effort between teacher education institutions, professional associations and teacher employers to deliver such content