1.1 Introduction
Interpersonal relationship skills are fundamental to the effectiveness and productivity of teachers in any educational setting. For business teachers in secondary schools, these skills are particularly crucial due to the nature of their subject, which often involves collaborative projects, interactive teaching methods, and real-world business simulations. Strong interpersonal skills facilitate better communication, enhance student engagement, and foster a positive learning environment, all of which are essential for effective teaching and learning.
In the context of secondary education, the productivity of business teachers is not solely measured by the academic success of their students but also by their ability to prepare students for future careers in business. This involves not only imparting knowledge but also developing students' soft skills such as teamwork, leadership, and problem-solving abilities. Therefore, the ability of teachers to build and maintain positive relationships with students, colleagues, and the broader school community directly impacts their effectiveness and productivity.
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of terms.
1.2 Background of Study
In the 21st century, the advent of new technologies and the globalization of business practices further emphasized the need for business teachers to possess and model effective interpersonal skills. As classrooms became more diverse and technologically advanced, teachers had to navigate complex social dynamics and foster inclusive learning environments. Research in the early 2000s by scholars like Robert Pianta and Bridget Hamre underscored the importance of teacher-student interactions in promoting academic and social-emotional development (Pianta, Hamre, & Stuhlman, 2003).
The productivity of business teachers in secondary schools is significantly influenced by their interpersonal relationship skills. These skills encompass a range of competencies, including effective communication, empathy, conflict resolution, and the ability to build rapport with students and colleagues. in the educational context, particularly in the domain of business education, the ability to foster positive interpersonal relationships is crucial for creating a conducive learning environment and enhancing student outcomes.
Historically, the focus of teacher effectiveness research has been primarily on instructional methods and subject matter expertise. However, recent studies have highlighted the importance of interpersonal dynamics in the classroom.
According to Wentzel (2012), teachers who exhibit strong interpersonal relationship skills are better equipped to engage students, manage classroom behavior, and create a supportive and inclusive learning environment. These factors are particularly important in business education, where interactive and practical learning experiences are central to the curriculum.
Moreover, the evolving nature of the business world demands that students not only acquire theoretical knowledge but also develop practical skills such as teamwork, communication, and leadership. Business teachers, therefore, play a dual role: they are educators and mentors who guide students in developing these essential skills. The quality of the teacher-student relationship can significantly impact students' motivation and their willingness to engage in the learning process (Pianta, Hamre, & Allen, 2012).
Interpersonal relationship skills also influence teacher collaboration and professional development. Teachers who can effectively communicate and collaborate with their peers are more likely to engage in professional learning communities, share best practices, and support each other's professional growth. This collaborative culture contributes to a more dynamic and productive educational environment (Hargreaves & Fullan, 2012). in the context of secondary schools, the unique challenges faced by business teachers include the need to stay updated with current industry trends, integrate technology into their teaching, and prepare students for the rapidly changing business landscape. These challenges underscore the importance of continuous professional development and the cultivation of strong interpersonal relationships within the school community (Goddard, Goddard, & Tschannen-Moran, 2007).
Effective interpersonal relationships among teachers and between teachers and students can also lead to a more cohesive school culture. This, in turn, supports professional collaboration, shared goals, and collective responsibility for student outcomes, all of which contribute to the overall productivity of the teaching staff (Jones, 2020). Research has shown that teachers with high interpersonal relationship skills tend to create more inclusive and supportive classroom environments, which can lead to higher levels of student motivation and achievement (Rimm-Kaufman & Sandilos, 2021). Moreover, these skills help teachers to manage classroom dynamics more effectively, reducing conflicts and enhancing cooperative learning opportunities.
Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the interpersonal relationship skills and productivity of business teachers in secondary schools.
1.3 Statement of Problems
Investigation revealed that many business teachers do not receive adequate training in interpersonal relationship skills during their initial teacher education programs. Furthermore, ongoing professional development opportunities focused on enhancing these skills are often limited or unavailable. This lack of training can result in teachers being ill-prepared to effectively manage classroom dynamics, engage students, and collaborate with colleagues (Darling-Hammond, Hyler, & Gardner, 2017).
Furthermore, the traditional emphasis in education has been on academic and technical skills, with less attention given to soft skills such as communication, empathy, and conflict resolution. This imbalance can lead to business teachers prioritizing content delivery over relationship building, which is crucial for creating a supportive and motivating learning environment (Jones, Bouffard, & Weissbourd, 2013).
Furthermore, effective classroom management is closely linked to teachers' interpersonal skills. Business teachers who lack strong relationship skills may struggle with maintaining discipline and fostering a positive classroom atmosphere. This can lead to increased classroom disruptions, reduced teaching time, and lower student engagement and achievement (Marzano, Marzano, & Pickering, 2003). Hence, it is against this backdrop that this study aims to examine the interpersonal relationship skills and productivity of business teachers in secondary schools.
1.4 Aim and Objectives of Study
The aim of the study is to investigate the interpersonal relationship skills and productivity of business teachers in secondary schools in Abi Local Government Area of Cross River State. In achieving this aim, the following specific objectives were laid out as follows:
- To evaluate the proficiency of business teachers in secondary schools with respect to key interpersonal relationship skills such as communication, empathy, conflict resolution, and collaboration;
- To analyze how interpersonal relationship skills affect the instructional methods and overall effectiveness of business teachers in delivering the curriculum;
- To determine the role of interpersonal relationship skills in managing classroom dynamics, maintaining discipline, and creating a positive learning environment;
- To examine how interpersonal relationship skills influence collaboration among business teachers and their engagement in professional learning communities; and
- To provide recommendations for improving teacher productivity in the study area through enhanced interpersonal skills.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- Does interpersonal relationship skill affect the ability of business teachers to manage classroom dynamics, maintain discipline, and create a positive learning environment?
- Does the quality of interpersonal relationships between business teachers and their students influence student motivation, participation, and academic performance?
- Does interpersonal relationship skill affect collaboration and professional relationships among business teachers?
- What is the current level of interpersonal relationship skills among business teachers in secondary schools?
- How proficient are business teachers in key interpersonal skills such as communication, empathy, conflict resolution, and collaboration?
- How do interpersonal relationship skills influence the teaching effectiveness of business teachers?
- What specific aspects of instructional methods and curriculum delivery are impacted by teachers' interpersonal relationship skills?
- What are the professional development needs of business teachers regarding interpersonal relationship skills?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
- H01: There is a positive correlation between the interpersonal relationship skills of business teachers and their overall productivity in secondary schools.
- H02: Business teachers with strong interpersonal relationship skills are better able to manage classroom dynamics and maintain discipline.
- H03: The quality of interpersonal relationships between business teachers and their students positively impacts student engagement and academic achievement in business studies.
1.7 Significance of Study
The findings of this research will be useful to tailor professional development opportunities for business teachers, focusing on areas such as communication, empathy, and collaboration. Also, the study will be relevant to business teachers with regard to the insights provided by this study by identifying areas for personal growth and professional development.
Ultimately, the primary beneficiaries of this study are the students themselves. By fostering positive teacher-student relationships and creating supportive learning environments, business teachers can enhance student engagement, motivation, and academic achievement. These outcomes are essential for preparing students for success in both their academic pursuits and future careers in the business world.
1.8 Scope of Study
The scope of the research is focused on interpersonal relationship skills and productivity of business teachers in secondary schools using Abi Local Government Area of Cross River State as a case study.
1.9 Limitations of the Study
During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
- Initial Cooperation Delay from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted. This contributed in making the success of this research study difficult.
1.10 Definition of Terms
Interpersonal Relationship Skills:
It refers to the abilities and competencies that individuals possess to effectively interact and communicate with others in various social contexts. These skills include but are not limited to active listening, empathy, verbal and nonverbal communication, conflict resolution, and collaboration (Koprowska, 2010).
Productivity:
Productivity in the context of this study refers to the effectiveness and efficiency with which business teachers in secondary schools fulfill their teaching responsibilities and achieve desired educational outcomes. It encompasses aspects such as instructional effectiveness, student engagement, classroom management, and overall teaching performance (Senge, 2006).
