ABSTRACT

The study was conducted to examine resource inputs as correlate of effective implementation of Economics curriculum in senior secondary schools in Imo state. The study employed all the Economics teachers in public secondary schools distributed in the 27 Local Government Areas that made up the state. The entire 452 Economics teachers was employed in the study. Correlational research design was used. The study involved two instruments for data collection; Resource Inputs Questionnaire for Effective Implementation of Economics Curriculum (RIQIEC)” and Effective Implementation of Economics Curriculum Questionnaire (EIECQ. The instruments were face validated by three research experts. The internal consistencies of the instruments were .77 and .81 respectively. These were obtained using the Cronbach Alpha. The Pearson product moment correlation coefficient (PPMC) was used in answering the research questions (r) while the hypotheses were tested using P-value at 0.05 level of significance. The study revealed that there was a high positive relationship between the teachers’ qualification and effective implementation of Economics Curriculum.  Also, that there was a moderate positive relationship between instructional materials and effective implementation of Economics Curriculum in senior secondary schools in Imo State. From the findings the following recommendations were made that school administrators and government should put in place policies that will ensure that qualified teachers are recruited to effectively implement the Economics curriculum. These they can achieve by ensuring that best teachers are recruited in the system among others.