Abstract
Competency is one of the essential elements in teaching. It also determines the effectiveness of teachers during the teaching and learning process and performance of students. The study therefore investigated the competency needs of business educators in Osun State with a view to know those competencies that are needed but not possessed. Descriptive research design of survey type was adopted for the study. The population was 613 business educators out of which 300 was sampled using simple and stratified random sampling techniques. A self-design 20-item questionnaire titled “Teachers’ Competency Assessment Questionnaire (TCAQ)” was used to collect data for the study. The instrument was constructed on 4-point scale. The instrument was validated by two experts. The reliability of the instrument was established using Cronbach alpha and this yielded reliability co-efficient of 0.78. The research questions raised were answered using the means scores. Any item with a mean score greater than or equal to 2.50 suggests moderate possession, item with mean score ranging from 1.50 to 2.49 suggests fairly possession while item with mean score of 1.49 or below suggests not possession. Findings of the study revealed that out four competencies assessed, two were moderately possessed (planning of instruction and classroom instruction skills) one was fairly possessed (practical demonstration skills) while the remaining one was not possessed (ICT skills). It was recommended among others that government and relevant agencies need to organize series of training for business educators to acquire the needed skills.
Highlights
Business education is an integral part of vocational education, which aimed at equipping the students with relevant skills for purpose of making them functional in the society
Observation in recent time showed that there is seem to be a gap between competencies possessed and actual competencies needed to be possessed by business subject teachers in secondary schools in Osun State. This disparity between the minimum standard of competencies required and actual competencies possessed by business subject teachers could responsible for downward trend in the performance of students in the business subjects. It was against this background that this study investigated the competency needs of business subject teachers in Osun State
From the findings of this study it can be concluded that business educators had acquired relevant skills that could enable them to plan instruction for effective teaching and learning of business subjects in secondary schools
Summary
Business education is an integral part of vocational education, which aimed at equipping the students with relevant skills for purpose of making them functional in the society. It is expected that various components of business education that is; business subjects in secondary schools must be well taught by those who have been properly trained in the field of business education. The trained people who are qualify to teach components of business education in secondary schools are called business educators. Teaching involves act of imparting skills or knowledge by person otherwise known as teacher /master to another person or group of persons called students/learners. Teacher plays a major role in teaching and learning process because, he is seen as a facilitator whose primary aim is to harness necessary resources to achieve pre-determined objectives. Ajayi and Ekundayo (2011) noted that the extent to which the objectives of teaching are achieved determines teaching effectiveness teachers are expected to be more equipped Olatoye (2006) stated that teaching effectiveness is the extent that students’ performance improves after a period of instruction in a manner that consistent with the goals of instruction. Ajayi and Ekundayo (2011) noted that the extent to which the objectives of teaching are achieved determines teaching effectiveness teachers are expected to be more equipped
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