1.1 Introduction
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Entrepreneurship education is defined as the process of equipping learners with the knowledge, skills, attitudes, and motivation to identify opportunities, develop innovative ideas, and establish ventures that contribute to economic and social development (Akinboye, 2014). At the senior secondary school level, entrepreneurship education is designed to foster creativity, problem-solving abilities, and self-reliance among students, thereby preparing them to either establish their own businesses or become productive in the labor market. According to UNESCO (2012), entrepreneurship education is not limited to business creation but is also concerned with nurturing an entrepreneurial mindset that encourages initiative, adaptability, and resilience.
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In Nigeria, the introduction of entrepreneurship education into the senior secondary school curriculum is part of government efforts to address the growing challenge of unemployment and underemployment among youths. The Nigerian Educational Research and Development Council (NERDC) integrated entrepreneurship studies into the curriculum as a compulsory subject with the aim of developing practical competencies and reducing dependence on white-collar jobs (NERDC, 2009).
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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.
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1.2 Background of the Study
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Entrepreneurship education has increasingly become a central theme in global educational discourse as nations seek ways to address youth unemployment, poverty, and economic stagnation. According to UNESCO (2012), entrepreneurship education is not merely about teaching students how to start businesses but about instilling in them the ability to think creatively, manage risks, and develop problem-solving skills that enhance their capacity to contribute meaningfully to society. In Nigeria, the introduction of entrepreneurship education into the senior secondary school curriculum was a response to the alarming rate of youth unemployment and the need to prepare students for self-reliance rather than sole dependence on white-collar jobs.
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The Nigerian Educational Research and Development Council (NERDC, 2009) reported that the integration of entrepreneurship studies into the curriculum was designed to equip learners with both theoretical and practical knowledge that could foster job creation. The council further asserted that by making entrepreneurship studies a compulsory subject at the secondary school level, students would be better positioned to acquire entrepreneurial competencies that are essential for nation-building. Similarly, Okoro and Nwadiani (2015) affirmed that the effective implementation of this curriculum depends largely on teachers’ perceptions, as they are the primary drivers of curriculum delivery in schools (Okoro and Nwadiani, 2015).
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Teachers’ perception of entrepreneurship education plays a decisive role in determining whether the objectives of the program are achieved. Uche and Adesope (2012) stated that when teachers view entrepreneurship education as relevant and practical, they are more committed to its implementation, thereby ensuring that students gain both cognitive and practical skills. On the other hand, when teachers hold negative perceptions due to poor training, lack of instructional resources, or overcrowded classrooms, the curriculum is poorly implemented, leading to minimal impact on students’ entrepreneurial preparedness.
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Scholars also contend that challenges such as policy inconsistency, insufficient funding, and inadequate teacher preparation have hindered the realization of entrepreneurship education objectives. Oviawe and Anavberokhai (2008) reported that many teachers feel ill-equipped to teach entrepreneurship since they themselves lack entrepreneurial exposure, thereby making their teaching largely theoretical. Nwankwo and Okeke (2019) further asserted that the curriculum content often fails to reflect the socio-economic realities of Nigeria, making it difficult for teachers to inspire students towards entrepreneurial practice (Nwankwo and Okeke, 2019).
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The importance of teachers’ role cannot be overstated, as they serve as the link between curriculum designers and students. According to Nwachukwu (2012), even a well-designed curriculum fails if teachers perceive it as irrelevant, burdensome, or impractical to implement. This study is set against the backdrop of examining how teachers perceive the entrepreneurship education curriculum and the implications of such perceptions on its effective implementation at the senior secondary school level.
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1.3 Statement of Problems
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Investigation revealed that the absence of proper sensitization and professional development is a significant barrier that undermines teachers’ ability to embrace entrepreneurship education as a vital component of secondary school learning. Some teachers perceive the subject as an additional burden rather than as a practical tool for preparing students to become self-reliant. As a result, the teaching of entrepreneurship education often becomes theoretical instead of practical, thereby defeating its purpose of skill acquisition and job creation (Osuala, 2010).
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The problem is also rooted in policy inconsistency and insufficient government commitment towards funding and monitoring the implementation of entrepreneurship education. Teachers often perceive that the policies guiding this curriculum lack continuity and sustainability, which makes it difficult for them to take ownership of the program. In addition, overcrowded classrooms, poor remuneration, and limited instructional time create further constraints that hinder the effective integration of entrepreneurship education into the secondary school system (Nwachukwu, 2012).
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Furthermore, the challenge of poor curriculum design and inadequate alignment with the realities of the Nigerian economy is a pressing issue. Teachers sometimes view the content of entrepreneurship education as abstract and not relevant to the socio-economic environment in which students live (Nwankwo & Okeke, 2019). It is against this backdrop that this study seeks to examine teachers’ perception of the entrepreneurship education curriculum and its implications for effective implementation at senior secondary schools.
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1.4 Aim and Objectives of the Study
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The aim of this study is to examine teachers’ perception of the entrepreneurship education curriculum and its implications on implementation at senior secondary schools. The specific objectives of this study include:
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\r\n- To examine teachers’ perception of the entrepreneurship education curriculum in senior secondary schools.
\r\n- To investigate the challenges teachers encounter in the implementation of entrepreneurship education.
\r\n- To analyze the relationship between teachers’ perception and the effectiveness of entrepreneurship education delivery.
\r\n- To evaluate the implications of teachers’ perception on students’ learning outcomes in entrepreneurship education.
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1.5 Research Questions
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Based on the stated objectives, the study will address the following research questions:
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\r\n- What is the perception of teachers towards the entrepreneurship education curriculum in senior secondary schools?
\r\n- What challenges do teachers encounter in implementing entrepreneurship education?
\r\n- How does teachers’ perception influence the effectiveness of entrepreneurship education delivery?
\r\n- What are the implications of teachers’ perception on students’ learning outcomes in entrepreneurship education?
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1.6 Significance of the Study
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It is believed that at the completion of the study, the research will help stakeholders identify gaps in teacher training and curriculum design that will require urgent attention. For teachers, the study will provide a better comprehending of their role in shaping the success of entrepreneurship education.
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Furthermore, the study will create awareness among educational policymakers on the importance of teachers’ attitudes in curriculum reforms. The findings will also improve the quality of entrepreneurship learning experiences and practical skills acquisition.
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Lastly, the study will provide a foundation for future academic work in entrepreneurship education and curriculum implementation. The study will also serve as a reference point for researchers and students in the field of education and entrepreneurship studies.
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1.7 Research Hypotheses
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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.
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Hypothesis One
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\r\n- H0: Teachers’ perception of entrepreneurship education does not significantly influence its implementation in senior secondary schools.
\r\n- H1: Teachers’ perception of entrepreneurship education significantly influences its effective implementation in senior secondary schools.
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Hypothesis Two
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\r\n- H0: Challenges faced by teachers do not significantly affect the delivery of entrepreneurship education in senior secondary schools.
\r\n- H1: Challenges faced by teachers significantly affect the delivery of entrepreneurship education in senior secondary schools.
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1.8 Scope of the Study
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The scope of this research is focused on assessing teachers’ perception of entrepreneurship education curriculum and it’s implications on implementation at senior secondary schools. This research study will be limited to selected senior secondary schools in Lagos State, Nigeria.
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1.9 Limitations of the Study
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A study of this nature is bound to experience certain problems as such the constraints imposed on the research include:
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\r\n- Time Constraints: A study of this nature needs relatively long time during which information for accurate or at least near accurate inference could be drawn. The period of the study was short, time posed as constraints to the research.
\r\n- Financial Constraints: The research would have extended the survey to other area at the empirical level, but limitation as included cost of transportation to the source of material and the cost of time setting of the already completed work.
\r\n- Lack of Cooperation: Many of the respondents are usually aggressive on issue that border cooperation among the respondents border.
\r\n- Response Bias: The study will involve surveys and interviews with cooperative managers and members. Response bias may occur if respondents provide socially desirable answers or if there is reluctance to disclose negative financial information due to privacy concerns or fear of repercussions.
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1.10 Definition of Terms
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Entrepreneurship Education:
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Entrepreneurship education is defined as the structured process of equipping learners with knowledge, skills, and attitudes necessary to identify opportunities, innovate, and create ventures that promote self-reliance and economic development (Akinboye, 2014).
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Curriculum Implementation:
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Curriculum implementation refers to the actual process through which teachers deliver and translate curriculum objectives into learning experiences for students within the classroom context (Okoro & Nwadiani, 2015).
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Perception:
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Perception is the way teachers interpret, understand, and respond to entrepreneurship education based on their experiences, training, and beliefs (Uche & Adesope, 2012).
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Senior Secondary Schools:
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Senior secondary schools are educational institutions that provide three years of learning after junior secondary, preparing students for tertiary education or vocational training (NERDC, 2009).
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