Abstract
The study explores the perceptions of secondary school teachers on the adoption of Culturally Responsive Geometry Instruction (CRGI). The research was carried out utilizing survey design. The mathematics teachers from Ondo State secondary schools in Nigeria make up the population of the study. The participants of the study were 218 mathematics teachers selected through multistage sampling procedure. An adapted instrument consisting of three sections, with the first section seeking bio-data of the participants, the second section tagged CRGI Adoption questionnaire and the third section tagged CRGI Self-Efficacy questionnaire was used for data collection., The reliability coefficients of CRGI Adoption questionnaire and CRGI Self-Efficacy questionnaire were determined using the Cronbach Alpha approach which yielded 0.814 and 0.778 respectively. The finding of the study reveals that teachers exhibited a moderate level of perception regarding the adoption of CRGI (X=2.86). Also, teacher possessed a moderate level of self-efficacy in implementing CRGI (X=2.54). In addition, a significant influence of gender on teachers' perceptions of the adoption of culturally responsive instruction in teaching Geometry was found (Ο2 = 14.257; p<0.05). The study further shows that the perception of mathematics teachers regarding their self-efficacy in implementing CRGI is not significantly influenced by gender (Ο2 = 6.189; p=.281). Sequel to the conclusion of the research, it was suggested that teachers should make deliberate attempts to familiarize themselves with the culture of both the school's host community and that of their students as this will enable them to incorporate culturally relevant examples and illustrations into their classroom instruction. Also, educational institutions should consider offering professional development opportunities to mathematics teachers to upgrade their knowledge and use of CRGI.