PEDAGOGICAL AND CLASSROOM MANAGEMENT COMPETENCIES REQUIRED FOR EFFECTIVE IMPLEMENTATION OF THE NEW BUSINESS SUBJECTS CURRICULUM IN SECONDARY SCHOOLS IN NIGERIA
DOI:
https://doi.org/10.46827/ejes.v10i6.4833Nøgleord:
competencies, secondary school business teachers, new business subject curriculumResumé
The study sought to identify the pedagogical and classroom management competencies required for the effective implementation of the new business subjects curriculum in secondary schools in Nigeria. Two research questions and two null hypotheses guided the study. The study adopted a descriptive survey design and focused on public senior secondary schools in Ebonyi State. The population of the study comprised all the 202 business subjects’ teachers in Abakaliki Education Zone of Ebonyi State. There was no sampling. A structured questionnaire was used. The questionnaire was validated by three experts, two from Business Education Department and one from Measurement and Evaluation, all from Ebonyi State University, Abakaliki. Cronbach Alpha reliability procedure was used. The instrument yielded an alpha of 0.82. Two hundred and two (202) copies of the instrument were administered to the respondents but 196 were retrieved representing 97% of the instrument. Data collected was analyzed using mean and standard deviation for research questions while the hypotheses were tested at 0.05 level of significance using a t-test. The findings of the study showed that secondary school business teachers required pedagogical competencies and classroom management competencies for the implementation of the new business subjects’ curriculum in secondary schools in Nigeria. It was also found from the hypotheses tested that school location did not make any significant difference in the opinion of the respondents on classroom management competencies. On the other hand, there was a significant difference in the opinion of the respondents on pedagogical competencies based on qualification. It was recommended that business teachers should be thoroughly trained in those competencies they are expected to perform when they enter the teaching field.
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