There is no iota of doubt that Islam came into this world and met the people of Makkah practicing some socio-cultural cum socio-religious practices as happened in many places particularly in Ilorin. Moreover, Islam systematically scrutinized these practices and prohibited those that contradicted the teachings of Islam, amended those that were amendable and incorporated those that were in line with the teachings of Islam. However, the issue of Jalabiamong teachers of Islamic studies in Ilorin metropolis is a socio-religious practice that needs to be properly scrutinized and checked due to the technicalities involved in teaching-learning process, inculcation of good moral, discipline and character building which are the ultimate aims of Islamic studies as enshrined in the National Policy on Education.The researchers had therefore chosen to examine the impact of Jalabi on the teaching of Islamic studies in senior secondary schools in Ilorin metropolis, Kwara State, Nigeria. The simple random sampling technique was used to sample 30 schools across the three senatorial districts of the state while 377 teachers of Islamic studies as sampled in Kwara state. Descriptive statistics in form of tables and percentages was used to describe the demographic data of the respondents and analyse the results obtained from the questionnaire administered. It was found that teachers of Islamic studies who belong to the following doctrines Salafiyyah, Izalah, Ahamadiyyah, and Tabligh do not in any form or manner engaged in commercialization of Jalabi practices in senior secondary schools in Ilorin metropolis while majority of the teachers of Islamic studies who belong to Tijaniyyah doctrine, Qadriyyah doctrine and others whose doctrines (sects) were not mentioned in this study engaged in commercialization of Jalabi practices in senior secondary schools in Ilorin metropolis, Kwara state, Nigeria.

Keywords: Jalabi, doctrine, Islamic studies, Virtual learning, National Policy on Education.