Teaching Writing in Nigerian Secondary Schools: Teachers’ Attitude toward the Teaching of Writing and Their Writing Self-efficacy

Abstract

This study sought to determine English Language teachers’ writing self-efficacy and attitude towards the teaching of essay writing in secondary schools in Nigeria. Two research questions and four hypotheses guided the study. The descriptive survey research design was adopted. Sixty (60) English Language teachers (21 males and 38 females) in senior secondary schools in Benin City, Nigeria formed the sample for the study. The “Questionnaire on Teachers’ Attitude toward the Teaching of Writing and Writing Self-Efficacy (QTASE)” was used in the collection of data. Descriptive statistics, independent samples t-test and ANOVA were used for data analysis. Findings revealed that teachers have negative attitude towards the teaching of essay writing and have low writing self-efficacy. In addition, there were significant differences in teachers’ attitude toward the teaching of essay writing and their writing self-efficacy based on gender and qualification. However, teachers’ writing self-efficacy did not differ based on qualification. Recommendations were made in line with the findings of the study.