1.1 Introduction
Teaching effectiveness is defined as the ability of teachers to bring about desired learning outcomes in students through the use of appropriate instructional strategies, mastery of subject matter, and professional competence (Adediwura & Tayo, 2007). Teachers serve as the primary facilitators of learning, and their professional preparation, motivation, and classroom practices determine the extent to which students develop interest and competence in a subject. Studies indicate that effective teaching is not only about transmitting information but also about creating a learning environment where students are motivated, engaged, and able to apply acquired knowledge (Darling-Hammond, 2010).
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 the Study
In Nigeria, historical developments in education policy have consistently recognized the importance of teachers in the learning process. The National Policy on Education (Federal Republic of Nigeria, 2004) stated that no education system can rise above the quality of its teachers, a principle that underscores the centrality of teacher effectiveness in achieving educational objectives. Researchers such as Adediwura and Tayo (2007) affirmed that students' perception of teacher knowledge, teaching skills, and classroom engagement significantly predicts their academic performance.
Business Education as a discipline emerged in Nigeria in the 1960s as part of efforts to diversify the curriculum and provide practical skills in commerce, accounting, and entrepreneurship. According to Okoye and Okechukwu (2015), the inclusion of Business Education in secondary schools was designed to equip students with the knowledge and skills needed for self-reliance and national development. However, over the decades, the challenge of teacher effectiveness has persisted, as many schools continue to grapple with underqualified teachers, poor instructional delivery, and inadequate teaching resources (Okoye and Okechukwu, 2015).
The importance of teachers in the educational process has been a subject of extensive research and debate, with scholars consistently affirming their central role in determining students' academic success. According to Adediwura and Tayo (2007), teacher effectiveness is largely influenced by their mastery of subject matter, teaching skills, and the ability to communicate knowledge effectively. They reported that students tend to perform better academically when they perceive their teachers as knowledgeable, approachable, and competent.
Darling-Hammond (2010) asserted that the effectiveness of a teacher goes beyond mere classroom presence; it encompasses professional preparation, commitment, and the ability to apply student-centered teaching strategies that engage learners actively. In her view, teaching effectiveness is a strong determinant of learning outcomes, as it shapes how well students absorb, retain, and apply knowledge. Similarly, Obadara (2013) stated that ineffective teaching practices, poor classroom management, and inadequate instructional delivery are strongly linked to poor academic performance among secondary school students.
In the Nigerian context, the quality of Business Education is deeply tied to the competence and dedication of teachers. Okoye and Okechukwu (2015) affirmed that Business Education is designed to equip students with both practical and theoretical skills for self-reliance, entrepreneurship, and employability. They contend that when teachers fail to deliver effectively, the objectives of Business Education are undermined, thereby limiting students' preparedness for real-life challenges. This problem is particularly pronounced in public secondary schools where issues such as large class sizes, inadequate facilities, and limited access to teaching materials persist.
In Bwari Area Council of the Federal Capital Territory, Abuja, the challenges are more visible. Reports indicate that teachers of Business Education often face difficulties such as insufficient professional training, lack of instructional resources, and poor motivation. On the other hand, when teachers demonstrate high competence, creativity, and professional commitment, students show improved performance and greater interest in Business Education. The role of Business Education in national development further underscores the need for effective teaching. According to Okoye and Okechukwu (2015), Business Education provides a foundation for building entrepreneurial culture and reducing unemployment in Nigeria. If teachers are not effective in delivering the curriculum, the broader goals of equipping students for self-reliance and national growth remain unfulfilled. This study is set against the backdrop of investigating teacher factor and teaching effectiveness as they relate to students' academic performance in Business Education in secondary schools.
1.3 Statement of Problems
Investigation revealed that the teaching effectiveness is influenced by several elements, including mastery of subject matter, pedagogical strategies, communication skills, classroom management, and the teacher's motivation towards the profession. Also, poor teaching delivery is often linked to declining student performance, loss of interest in the subject, and reduced preparedness for higher education or entrepreneurship.
On the other hand, when teachers demonstrate high levels of professional competence and use student-centered teaching methods, the learning experience is enriched, and students are more likely to perform well academically. Effective teachers serve as role models, guiding students not only in academics but also in developing life skills and critical thinking abilities.
Furthermore, the inconsistency in teacher quality and effectiveness is therefore a significant problem, as it directly affects the development of learners in secondary schools. It is against this backdrop that this study seeks to examine teacher factor, teaching effectiveness, and its impact on students' academic performance in secondary schools in Bwari Area Council, FCT, Abuja.
1.4 Aim and Objectives of the Study
The primary aim of this study is to examine the relationship between teacher factors, teaching effectiveness, and students' academic performance in Business Education.
The specific objectives of this study are to:
- Assess the qualification and competence of Business Education teachers in secondary schools in Bwari Area Council.
- Examine the teaching methods employed by Business Education teachers and their influence on students' academic performance.
- Evaluate the effect of teacher motivation on their teaching effectiveness.
- Investigate the role of instructional resources in enhancing teaching effectiveness and student performance.
- Determine the overall relationship between teacher factors and students' academic performance in Business Education.
1.5 Research Questions
Based on the stated objectives, this study will seek to answer the following questions:
- What is the level of qualification and competence of Business Education teachers in secondary schools in Bwari Area Council?
- What teaching methods are employed by Business Education teachers, and how do they influence students' academic performance?
- How does teacher motivation affect teaching effectiveness in Business Education?
- What role do instructional resources play in improving teaching effectiveness and students' performance in Business Education?
- What is the overall relationship between teacher factors and students' academic performance in Business Education in Bwari Area Council?
1.6 Significance of the Study
It is believed that at the completion of the study, the findings will enrich academic literature and serve as a foundation for future research in the field of education. The study will also contribute to practical solutions aimed at enhancing teacher quality, classroom practices, and student achievement in secondary schools.
Additionally, teachers will benefit from awareness of the importance of their role and strategies for improving teaching effectiveness. Also, students will benefit directly as improved teaching effectiveness will translate into higher academic performance and better preparation for future careers.
Lastly, researchers and scholars will find the study a useful reference for further investigations into teaching effectiveness and student achievement.
1.7 Research Hypotheses
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.
- H0: There is no significant relationship between teacher factors and students' academic performance in Business Education in secondary schools in Bwari Area Council, FCT, Abuja.
- H1: There is a significant relationship between teacher factors and students' academic performance in Business Education in secondary schools in Bwari Area Council, FCT, Abuja.
1.8 Scope of the Study
The scope of this study is limited to selected secondary schools offering Business Education in Bwari Area Council of the Federal Capital Territory, Abuja. The study focuses specifically on teacher factors such as qualifications, competence, teaching methods, motivation, and use of instructional resources, and how these relate to the academic performance of students in Business Education.
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
Teacher Factor: Refers to the characteristics, qualifications, attitudes, motivation, and professional practices of teachers that influence teaching effectiveness and student learning outcomes (Adediwura & Tayo, 2007).
Teaching Effectiveness: The extent to which a teacher is able to successfully deliver instructional content, manage the classroom, and achieve desired student learning outcomes (Darling-Hammond, 2010).
Business Education: An academic program designed to provide students with both theoretical knowledge and practical skills in areas such as accounting, commerce, office management, and entrepreneurship (Okoye & Okechukwu, 2015).
Academic Performance: The measurable outcome of a student's learning in terms of grades, test scores, and overall achievement in specific subjects (Obadara, 2013).
Instructional Resources: Materials, tools, and technologies that support teaching and learning processes, including textbooks, charts, computers, and audiovisual aids (Adeyemi, 2010).
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