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Abstract

The declining use of indigenous languages among younger generations, combined with the increasing reliance on conventional textbook-based instructional approaches, has raised concerns regarding the preservation of the Igbo language and its cultural heritage. These concerns prompted an empirical investigation into the influence of teacher-related factors on the effective integration of oral tradition in Igbo language instruction. This study employed a descriptive survey design involving public secondary school Igbo language teachers, from whom 500 respondents were selected through multistage sampling. Data were collected using a validated questionnaire, with reliability established through Cronbach’s alpha. Questionnaire administration was conducted with official authorization. Data were analysed using mean scores, standard deviation, and analysis of variance (ANOVA) in SPSS to test hypotheses at a 0.05 level of significance and to examine group differences. The findings indicate a moderate level of oral tradition integration in Igbo language teaching. Folktales, storytelling, songs, and chants were more frequently utilised than proverbs and student-centred practice activities. Teachers’ educational qualifications significantly influenced the extent of oral tradition integration, whereas teaching experience did not show a significant effect. Respondents generally agreed that oral tradition enhances students’ interest, retention, confidence, and academic performance, although its contribution to vocabulary development was comparatively limited. The most prominent challenges identified included time constraints, insufficient curricular support, limited instructional resources, and low student interest. Overall, teachers expressed positive perceptions of the pedagogical effectiveness and cultural relevance of oral tradition, with no significant differences observed across experience and qualification groups. The study concludes that strengthening teacher education and continuous professional development programmes is essential for enhancing the integration of oral tradition in Igbo language instruction, thereby supporting cultural preservation and improved student learning outcomes.

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