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• W250655808 abstract "Introduction is the thing or idea that we cherish. It belongs to affective domain of taxonomy of educational objectives, which deals with positive and negative feelings about something such as a curriculum (Dewey, 1939). This idea (value) is internalized through a certain process during which period incomplete or tentative adoptions of expected behaviour comes first and after motivation a more complete adoption occur. According to Krathwohl et al. (1964) early experiences through which values are internalized include receiving responding and valuing. In receiving, the concern of a teacher is to sensitize the learner to the existence of the new contents, learning experience and new role performance in the new curriculum, while responding requires a teacher to display interest leading to involvement or seeking out, and valuing shows that certain beliefs, attitudes, values and ideals have been internalized sufficiently to be manifested in a teacher. In essence, a teacher with actual value internalization and commitment to implementation of any curriculum should display these categories of affective domain while implementation of a curriculum is going on. Moreover, value also belongs to cognitive domain based on a hierarchy of concepts such as knowledge, comprehension and application (Bloom et al. 1956). The knowledge under this category refers to teacher's acquaintance with facts and principles in the curriculum being implemented. Comprehension is the ability of the user (teacher) to understand and make use of specifics, principles and facts included in the curriculum, while application is the period during which the teachers is committed to the use of their knowledge of specifics and principles in the classroom. A teacher who cannot comprehend and apply the knowledge contained in the curriculum implemented may not be suitable in the classroom for he or she will not be able to help the learners during the implementation. Teachers also need to be familiar with the higher level of cognitive behaviour (analysis, Synthesis and evaluation) particularly evaluation, because a teacher who is not acquainted with these skills may not be able to value the curriculum being implemented (Osunde 2003), From the foregoing, it suffices to say here that value internalization and commitment is an intrinsic behaviour needed mostly by all teachers not only Home economics teachers during any curriculum implementation. The development of this behaviour depends to a large extent on the motivation given to the teachers involved in the implementation. Motivation plays an important role during this period. This study intends to assess the Home Economics teachers' value internalization and commitment to implementation of National Junior Secondary School Home Economics curriculum (NJSSHEC) in Junior Secondary Schools in South-Western States of Nigeria. Furthermore, in the 1990s, value orientation is being emphasized in teacher education in Higher education. Ukah (1990) described value orientation as the inculcation of moral and ethical values that can establish a distinction between right and wrong, good and bad, truth and falsehood, and justice and injustice in social relations. Ukah (1990) believed that, teacher-education institutions should play an important role in inculcating in students positive value orientation so as to enable them meet the challenges of social problems. Similarly Seng et al (1989) studied Value Orientation of Singapore adolescents towards the three fundamental values, truthfulness, justice and composition. This was to find out whether the Singapore adolescents value sincerity, honesty and promise keeping. Other areas focused upon were mercy, care, concern and benevolence. The inculcation of these attributes into the students will enable them establish an orderly society. More so, Fernandes (1999) examined Value Personalization: A base for value Education the study emphasized the teaching of values in the classroom to secondary school students. …" @default.
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• W250655808 title "Teachers' Value Internalization and Commitment to Implementation of National Junior Secondary School Home Economics Curriculum in South-Western States of Nigeria." @default.
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