The Need To Improve Teacher Quality In Business Education Programme In Nigerian Universities

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The Need To Improve Teacher Quality In Business Education Programme In Nigerian Universities


Abstract


This study was carried out to investigate the need to improve teacher quality in business education programme in Nigerian universities using University of Lagos. To achieve this objective, three research questions and two research hypotheses were formulated to guide the study. The data was collected from both primary and secondary sources. The primary data were collected with the help of a well-structured questionnaire of two sections administered to the respondents in University of Lagos. The collected data were analyzed tables and descriptive statistics to analyze the research questions while t-test statistical method was used to test research hypotheses. All data were coded using SPSS software. The study reveals that there is a significant relationship between funding of business education programme in the Nigerian Universities and there is a significant relationship between competency of business education teachers in the Nigerian Universities. The study concluded with some recommendations that Both Federal and State governments should create special allowances to enhance teachers’ salaries as it is obtainable in the medical profession. This will entice the subsequent graduates of business education to take up tenure appointment as teachers in business education department instead of rushing to industries for employment. Once this is put in place, it will reduce the workload in teaching and supervision of students by few available teachers thereby, creating more time for the teachers to conduct research, to improve the quality of teaching and learning.


Chapter One


Introduction

1.1 Background of the Study

Business education is an integral part of vocational and technical education. It is a form of vocational education according to Idialu (2007) that is directed towards developing the learner to become productive in teaching, paid employment and self-employment. Tema (2007) postulated that this type of vocational education prepares learners for gainful employment and sustainable livelihood. Amoor and Udoh (2008) noted that business education plays a significant role in the economic development by providing knowledge and skills to the learners thereby enabling them to adequately impart knowledge into others, and handle sophisticated office technologies and information systems.

The goal of business education is primarily to produce competent, skillful and dynamic business teachers, office administrators and businessmen and women that will effectively compete in the world of work. At present, the caliber of students that graduate from business education, especially office education option, according to Amoor (2008), have the problem of inadequate exposure to modern office technologies, information systems and the rudiments of office administration. Amoor (2008) stressed that the lack of adequate teachers is responsible for this unfortunate trend. This paper examines the concept of teachers’ quality, factors affecting teachers’ quality and the effects of poor teachers’ quality on students.


1.2 Statement of the Problem

Recent development in the Nigerian educational system business education inclusive seems to indicate that all is not well as expected with quality assurance of the system. The scenario appears more worrisome when viewed against the background that Nigeria which once served as the hub of university education in the West African sub-region, is now in a deplorable state. It could be deduced from the present events and trends in the country (whereby many graduates cannot secure meaningful job or become self employed) that Nigerian education is not meeting its expectations in terms of the quality of teaching and services. Although Adegbesan (2011) and
Ugodulunwa and Mustapha (2005) have identified some strategies for quality assurance, but on a practical ground, how effective are these strategies considered for quality assurance in business education programme in universities in Nigeria.


1.3 Objectives of the Study

The main objective of this is to investigate the need to improve teacher quality in business education programme in Nigerian universities.

The specific objectives include the following:

  1. To examine the impact of teacher’s quality in business education programme.
  2. To examine the funding of business education programme in the Nigerian Universities.
  3. To investigate the competency of business education teachers in the Nigerian Universities.
  4. To identify the problems facing Nigerian universities in training quality teacher in business education.

1.4 Research Questions

The following research questions were stated to guide this study:

  1. What is the impact of teacher’s quality in business education programme?
  2. What are the funding of business education programme in the Nigerian Universities?
  3. What is the competency of business education teachers in the Nigerian Universities?
  4. What are the problems facing Nigerian universities in training quality teacher in business education?

1.5 Research Hypotheses

The following research hypotheses were formulated to guide this study:

Hypothesis 1
  • H0: There is no significant relationship between funding of business education programme in the Nigerian Universities.
  • H1: There is a significant relationship between funding of business education programme in the Nigerian Universities.
Hypothesis 2
  • H0: There is no significant relationship between competency of business education teachers in the Nigerian Universities.
  • H1: There is a significant relationship between competency of business education teachers in the Nigerian Universities.

1.6 Significance of the Study

The study is very significant to us in the following ways:

The study will help us to improve the quality of teachers in Nigerian universities and Business Education curriculum is well implemented, as well as providing all the necessary resource facilities and motivational incentives by all concerned in the running of Enugu state secondary school system.


1.7 Scope of the Study

The study concerns the need to improve teacher quality in business education programme in Nigerian universities.


1.8 Limitation of the Study

There is no study undertaken by a researcher that is perfect. The imperfection of any research is always due to some factors negatively affecting a researcher in the course of carrying out research. Therefore, time constraint has shown no mercy to the research. The limited time has to be shared among many alternative uses, which includes reading, attending lectures and writing of this research, also distance and its attendant costs of travelling to obtain information which may enhance the writing of this study was a major limitation.


Chapter Five


Summary, Conclusion and Recommendations

5.1 Introduction

This chapter presents the summary, conclusion and recommendations for further studies.


5.2 Summary of Findings

This study was carried out to investigate the need to improve teacher quality in business education programme in Nigerian universities. To achieve this objective, three research questions and two research hypotheses were formulated to guide this study. A structured questionnaire was used as the main instrument to gather data from 120 respondents in University of Lagos. Out of this number, 95 (79.2) copies of questionnaire were appropriately completed and returned for data analysis while 25(20.8%) copies of questionnaire not completed and returned.
The data collected from the respondents were analyzed using tables and descriptive statistics to analyze the research questions while t-test statistical method was used to test the hypotheses.

The findings revealed that;

  1. There is a significant relationship between funding of business education programme in the Nigerian Universities.
  2. There is a significant relationship between competency of business education teachers in the Nigerian Universities.

5.3 Conclusion

Based on the findings of this study and the subsequent recommendations, it is concluded that factors affecting teachers’ quality in business education programme, it was noted that shortage of teachers, lack of supervision of teachers, teachers qualification and experience and poor image of vocational and technical education affect teacher quality in business education programme in Nigerian college of education.


5.4 Recommendations

In order to effectively improve teacher quality in business education programme in Nigerian colleges of education, it is recommended that:-

  1. Both Federal and State governments should create special allowances to enhance teachers’ salaries as it is obtainable in the medical profession. This will entice the subsequent graduates of business education to take up tenure appointment as teachers in business education department instead of rushing to industries for employment. Once this is put in place, it will reduce the workload in teaching and supervision of students by few available teachers thereby, creating more time for the teachers to conduct research, to improve the quality of teaching and learning.
  2. Colleges of education management should ensure that only qualified and experienced teachers that posses very high level of theory and strong operational ability are recruited to teach accounting, marketing and office education courses. Subsequently, they should be encouraged to participate in at least one international conference in a year and several local conferences and seminars to update their knowledge, skills and competencies.
  3. Business education teachers should be supervised. A structure should be put in place by the Dean of school of business education in Nigeria colleges of education and supervisory team from National Commission for College of Education (NCCE) to monitor or supervise business teachers to ensure quality teaching. Business teachers should not be allowed on their own to teach anything they feel. The curriculum should be strictly followed and implemented. All business teachers should be made to compulsorily use teaching aids to teach their students.
  4. Government should educate the public on the usefulness of business education to individuals, community and the nation at large; and should provides all the necessary teaching and learning equipment and possibly award scholarship to business education students.

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