BACKGROUND OF THE STUDY
Controversies abound as to when economics as a subject should be introduced in secondary schools syllabus Veiled (1959) argument have been advocated and supported by different schools of thought on economics.
Economics is already well established in the secondary, schools syllabus and curriculum. Previously, it was taught in the last two years of secondary school but was taught in the last two years of secondary school in section 4 sub-section 19:6 (B) of the policy document Economic is described as one of the group of subjects which are made available to students to select for the last three years of the Secondary School Certificate Examination (SSCE).
Various opinions emerged on when subject matter of economics should be introduced into the secondary school programme. For instance, while some people counted that subject to be introduced early in the Junior Secondary School stage, others held the opinion that the subject is very difficult for the student at Junior Secondary School Stage because it involved in the. However opined that economics should be introduced forever at the Primary School because it will help the students in their formative stage.
STATEMENT OF THE PROBLEM
The statement of the problem was:
- How do Economics teachers rate, identify competencies/skills expected of a good economics teacher?
- To what extent do economics teachers agree with researcher on the identified competencies/skills?