Abstract
Teachers play a pivotal role in the successful implementation of school curricula, and their level
of professional training is a critical factor influencing instructional effectiveness. This study
evaluated the effect of male and female teachers’ level of training on the implementation of the
Junior Secondary School (JSS) English Language curriculum in Akwa Ibom State, Nigeria. The
study adopted a descriptive survey research design. The population comprised all English
Language teachers in public junior secondary schools in the state, from which a sample of 257
teachers (126 males and 131 females) was selected using stratified random sampling technique
based on gender. Data were collected using a structured instrument titled Teachers’ Level of
Training and Curriculum Implementation Questionnaire (TLTCIQ). Mean and standard deviation
were used to answer the research question, while independent samples t-test was employed to test
the null hypothesis at the 0.05 level of significance. Findings revealed that teachers’ level of
training significantly influenced the effective implementation of the JSS English Language
curriculum. Teachers with higher academic qualifications, professional certifications, and
exposure to in-service training demonstrated greater competence in curriculum interpretation,
lesson delivery, and assessment practices. Although differences existed in the mean ratings of male
and female teachers, the results showed that gender alone did not significantly affect curriculum
implementation when teachers were adequately trained. The study therefore concludes that
professional training, rather than gender, is the key determinant of effective English Language
curriculum implementation in junior secondary schools. It recommends sustained investment in
continuous professional development programmes for English Language teachers to enhance
curriculum delivery and improve students’ learning outcomes.