Asian Journal of Sociological Research

This study examined teachers' perceptions of and disposition to explicit grammar instruction in senior secondary schools in Ibadan North Local Government Area, Oyo State. The research employed the survey design. Two teachers each were randomly selected from ten (10) secondary schools making a total of 20 teachers. Instruments used were Teachers’ Perception of Explicit Grammar Instructions (r=0.82) and Teachers’ Disposition of Explicit Grammar Instructions (r=0.85). Descriptive statistics was used for data analysis at a 0.05 level of significance. Findings indicated that teachers generally hold positive perceptions of and dispositions toward explicit grammar instruction. The study recommends professional development workshops on grammar teaching strategies, improved access to instructional resources, and fostering supportive teaching environments. Additionally, curriculum developers should prioritize explicit grammar instruction with clear, flexible guidelines, while teachers are encouraged to adopt constructive feedback methods to enhance students' understanding and use of grammar rules.