Abstract:
The purpose of this study was to explore the instruction of Citizenship Education among teachers in grade four
Social studies curriculum. The study adopted qualitative research with a grounded theory design. Data was
collected using interviews and document analysis. It was then analysed inductively using grounded theory
method of analysis through constant comparative technique. The finding of the study revealed divergence in
instruction of Citizenship Education in grade four Social studies curriculum. The study recommends for teacher
professional development programmes to equip teachers with requisite pedagogical competencies for effective
instruction of Citizenship Education.