The study assessed the Secondary School Teachers’ knowledge of climate change in the SouthEast Nigeria, for its inclusion in the Secondary School curriculum. The study adopted a survey design with a sample size of 1100 respondents drawn from the five states of the South East Nigeria. Five research questions and one null hypothesis guided the study. The instrument for data collection was a questionnaire containing sixty one (61) items, which was subjected to reliability test using Cronbach Alpha statistics. It yielded a coefficient index of 0.83. Mean and Standard deviation were used to answer the research questions, while t-test statistics was used to test the hypothesis. The results of the findings showed that the secondary school science teachers in the SouthEast Nigeria possess high level awareness and knowledge of topics on climate change, it effect on human beings, animals, plants, environment and the causes. Also there was unanimous agreement by the Secondary School Science teachers that climate change studies should be included in the secondary school curriculum. Based on the findings the following recommendations were made: Nigeria Government should develop syllabi on climate change and include it in the secondary school curriculum, train and retrain Secondary School Science Teachers, and develop Teachers’ guide books. The researchers equally recommended that Government of Nigeria can adopt or adapt the contents of Climate Change highlighted in this study.
Keywords: Climate, Secondary School, Teacher, climate change and curriculum.
