CIVIC DISPOSITION AS A CORRELATE OF POLITICAL ATTITUDES AND PARTICIPATION AMONG CIVIC EDUCATION TEACHERS IN OGUN STATE
Keywords:
Civic dispositions, political attitudes, political participation, Civic Education teachersAbstract
This study examined civic dispositions as correlate of political attitudes and political
participation among Civic Education teachers in Ogun State, Nigeria. Democratic engagement is increasingly understood as being shaped not only by cognitive competencies but also by valuebased orientations such as political tolerance, civic responsibility, and commitment to democratic principles. The study was guided by two objectives and two research questions. A descriptive correlational research design was adopted for the study. The population comprised Civic Education teachers in public secondary schools, from which a sample of 330 respondents was selected using a multi-stage sampling technique. Data were collected using a validated structured
questionnaire, and analysis was conducted using descriptive statistics and Pearson Product Moment Correlation at a 0.05 level of significance. The findings revealed a significant positive relationship between civic dispositions and political attitudes (r = .553, p < .05), indicating that teachers with stronger civic values tend to exhibit more positive political orientations. The study also found a strong and significant relationship between civic dispositions and political participation (r = .816, p < .05), suggesting that civic dispositions substantially influence teachers‘ engagement in political and civic activities. These results support Political Socialization Theory by demonstrating that internalised civic values shape political behaviour. The study concludes that strengthening civic dispositions is essential for enhancing teachers‘ political engagement and effectiveness as agents of democratic socialization. It recommends the integration of value-based civic learning into teacher education, continuous professional development programmes, and the promotion of participatory school environments to reinforce democratic practices and sustain political participation.
