School Ownership Research Articles

Inclusive education in Sweden

Background and aim: Teachers’ positive attitudes towards inclusive education are taken to be critical to providing education that better meets pupils’ learning. Studies have therefore tried to clarify interaction between teachers’ attitudes and inclusive education. The present study reports data on teachers’ attitudes, self-efficacy and collaboration towards inclusive education in Sweden. Nation-wide data were collected from teachers before they joined a national professional development programme aimed at strengthening schools' competence in adapting teaching to the conditions and needs of pupils. Methods: Participants were 2,348 (51,6%) out of 4,553 targeted teachers that answered an online survey. The survey included three instruments: the Ohio State Teacher Efficacy Scale (OSTES), the Sentiments, Attitudes and Concerns about Inclusive Education – Revised (SACIE-R), and bespoke questions about teachers’ attitudes towards collegial learning (TACL). Mean values and correlations were assessed. Responses to an open question about teachers’ expectations ahead of starting their training programme were analyzed in NVivo, using word frequency analysis. Results: Three-quarters of respondents show overall positive responses towards adapting their teaching to the conditions and needs of pupils. However, almost two-thirds of teachers do also report significant concerns about their ability to do inclusive education well. Scores remained largely unaffected by public or private school ownership, nor did the affluence of school catchment areas affect teacher scores. Conclusions: The self-reported attitudes, self-efficacy and collaboration among teachers in Sweden towards adapting their teaching to the conditions and needs of pupils support positive research conclusions: although they do have concerns likely to be founded on professional considerations, teachers are by and large positive about meeting pupils’ learning needs.

Examining the utilization of web-based discussion tools in teaching and learning organic chemistry in selected Rwandan secondary schools

In recent years, the teaching and learning of organic chemistry have frequently faced challenges due to limited student engagement and participation. Consequently, there is a growing demand for innovative teaching methods to tackle these issues. In this context, web-based discussions have emerged as a hopeful approach to enhance students' engagement and foster critical thinking skills. Therefore, the present study investigated the level of adoption of web-based discussion tools in teaching organic chemistry in Rwandan secondary schools for addressing the challenge of limited student engagement and participation. A quantitative research approach relying on a survey questionnaire was used to collect data from 133 secondary school chemistry teachers in Kamonyi and Gasabo districts. The findings indicate that 78 % of teachers do not use web-based discussion tools, while 22 % have integrated these tools into their teaching. The preferred platforms among users include WhatsApp groups, Google Docs, and Google Classroom. Additionally, the study highlights key organic chemistry topics such as alkanes, polymers, polymerization, and alcohol that can be effectively taught through these tools. Statistical analysis using ANCOVA did not show significant differences in the use of web-based discussion tools based on factors like school location, teachers’ age, school ownership, and teaching experience, with p-values of 0.817, 0.234, 0.380, and 0.051, respectively. However, the borderline significance related to teaching experience (p = 0.051) suggests a potential trend. A significant difference was observed in terms of gender, with male teachers more likely to use these tools (p = 0.015). The study offers valuable insights into the factors influencing the adoption of web-based discussion tools in Rwanda, offering useful guidance for educators and curriculum developers to create more engaging and inclusive chemistry lessons.

Shaping shadows: influences of different forms of capital on private supplementary tutoring in Myanmar

Private supplementary tutoring, widely described as shadow education in the academic literature, takes place outside regular school hours. It is widespread across the globe, but with diverse structures. Drawing on insights from Myanmar, this article examines how different forms of capital shape tutoring demand and supply. Employing a mixed-methods design, the study was conducted in Mandalay Region and Chin State. Survey data were collected from 1,366 students and 97 teachers, and interviews were conducted with 110 Grade 11 students, 34 high school teachers, 30 parents, 29 tutoring providers, and two private school owners. The article highlights economic, cultural and social capital, noting distinctive features in Myanmar but also commonalities with other societies. The article contributes to conceptual understanding of the forces that shape private tutoring in different settings.

Teachers' coping strategies in mitigating remote learning-related distress during Covid-19 pandemic

The sudden shift to remote learning during the Covid-19 pandemic has brought much distress to teachers. Since the teachers are considered as the major force that facilitates the learning process, their well-being should be given importance. The study used a survey research design to determine the level of distress among private school teachers in San Pablo City, Philippines, using the Covid-19 Peritraumatic Distress Index (CPDI). It also analyzed the sources of distress and examined the different coping strategies the teachers are using to mitigate the distress related to remote learning. Results show that the majority of the respondents are experiencing distress, with most having mild-moderate distress, followed by severe distress. Preparation of learning materials, internet connectivity problems, limited teacher-student interaction, assessment of student's learning, tracking student's progress, inconducive working environment, and inadequate technical skills were identified as sources of distress. Most respondents prefer coping strategies that would promote their overall wellness and those activities that avoid the source of distress. These findings have implications for school owners and administrators, policymakers, and curriculum developers in addressing the needs of teachers by providing programs that would help them cope with the distress related to remote learning.

School Location and School Ownership as Determinant of School Going Adolescents’ Risky Sexual Behaviour in Yenagoa Educational Zone of Bayelsa State, Nigeria

The study examines school locality and school ownership as determinants of adolescents’ risky sexual behaviour in Yenagoa Educational Zone of Bayelsa State, Nigeria. Two research questions were raised to guide the study as well as two hypothesis were formulated and tested at 0.05 level of significance. The study employed descriptive design. This design was used because the paper made use of a self-designed and structured questionnaire titled School Locality and School Ownership on Adolescents’ Risky Sexual Behaviour Questionnaire (SLSOARSBQ). The instrument was validated by two experts and yield a reliability coefficient of 0.86. The population of the study comprised of all school going adolescents both in public and private secondary schools in Yenagoa Educational Zone of Bayelsa State, Nigeria, with a total population of 8,939 in all the 35 public schools and 3,848 in all the 29 private schools. The simple random sampling technique was adopted to select a total of five public and five private schools in Yenagoa Educational Zone with a total sample size of 400 school-going adolescents. The instrument was distributed with the aid of two research assistants who were briefed. 395 questionnaires were retrieved indicating 99% response and subjected to analysis using mean and standard deviation for answering the research questions. The spearman rank was adopted in analysing the stated hypotheses. From the analysis, the study found out that school locality and school ownership had significant relationship with adolescents’ risky sexual behaviour in Yenagoa Educational Zone of Bayelsa State, Nigeria. Based on the findings, it was recommended that school counsellors should work with community organizations to provide school-going adolescents with access to resources such as contraceptive and counselling that can support their sex health.

Effectiveness of professional suitability scale in assessing teaching suitability among primary school teachers in Tanzania

This study intended to evaluate effectiveness of professional suitability scale (PSS) in assessing primary school teachers’ suitability for teaching profession in Tanzania in an attempt to address the challenges of professional unsuitability among teachers in Tanzania. Specific objectives of this study were to explore the structure, validity and reliability of PSS in assessing the professional suitability among primary school teachers, to examine effectiveness of PSS in measuring differences in professional suitability among teachers by region and to examine the effectiveness of PSS in measuring differences in professional suitability between teachers in private schools and government schools. Data were collected among 365 primary school teachers using 26 items of the PSS. Principle Component Analysis (PCA) revealed that PSS is a valid four-factor scale comprised of social, practical, personal, and ethical suitability. It was also found out that PSS is a reliable tool with an internal consistency of Cronbach’s alpha coefficient of α =.79. Results further revealed no significant difference in professional suitability by region but found out significant difference in professional suitability with school ownership and school performance category (Low versus High Performing Schools). It was concluded that although PSS is an effective tool for measuring professional suitability among teachers, the difference in school performance by region or ownership can just partly be explained by teachers’ professional suitability. It was recommended that PSS may assist employers in assessing their employees’ suitability for teaching and that future studies may undertake a validation study for further improvement of the PSS.

Investigating the Influence of Instructional Materials on the Academic Performance of Secondary School Students in Mathematics.

Instructional materials play a vital role in teaching and learning objectives especially in technical subjects. This study investigated the Instructional Materials on the Academic Performance of Secondary School Students of Public and Private Secondary Schools in Mathematics in Ikenne Local Government Area of Ogun State and how it affects learning outcomes. A total of twelve public secondary schools and thirteen private secondary schools in Ikenne local government were investigated. The research hypothesis states that there is no significant relationship between types of instructional materials available for use and students’ academic performance in mathematics in public The study found out that most instructional materials used in teaching and learning mathematics are available in most of the private secondary schools and the students are satisfied with how the instructional materials are used in teaching them but were not visibly available in public secondary schools. The analysis revealed that the students in public secondary are not satisfied with the availability of instructional materials and how the instructional materials are used. The study recommends that mathematics teachers should endeavor to use improvised instructional materials for effective teaching of mathematics in public secondary schools where these instructional materials are not available to ensure that teaching and learning of mathematics is seamless. Also, Government and school proprietors should ensure that adequate employment of committed and qualified mathematics teachers are available to teach the subject in all secondary schools.

Evaluation of Item Bias Using Differential Item Functioning (DIF) Technique in NECO Conducted Economics Examination in Taraba State, Nigeria

Differential item functioning is an approach that is widely used to find out items that are bias. This study investigated items that are bias using differential item functioning approach in relation to gender, school ownership (private and public schools) and school location (urban and rural schools) using National Examinations Council (NECO) Economics questions for June/July 2022/2022. The research design employed in this study was exposit facto research design. The study sample comprised students in Taraba State, Nigeria. One Hundred (100) students were used for study. And the test contains 60 items which was administered to the students. Logistic regression was used to analysis the data. The research findings showed that out of sixty items in NECO Economics questions 11 items were biased in relation to gender, 7 items were biased in relation to school ownership and 9 items in relation to school location. The implication of these findings is that NECO economics examinations questions have presences of differential item functioning (DIF). From the result of the findings, it was then recommended that test experts and developers should explore the use of DIF approach to detect biased items.

The Kaleidoscopic perspective on the privatisation of education in Zimbabwe: A neglect of Ubuntu values?

This qualitative case study from Zimbabwe drew inspiration from the sharp rise of for-profit, high-cost private schools to explore and discuss the perspectives of the parents, teachers and private school owners on the nexus between the emergence of private secondary schools and the applicability of Ubuntu values. Tapping insights from the Ubuntu values, the generated data from online questionnaires and WhatsApp discussions were employed to discern the phenomenon. The themed findings built from a sample of 20 participants purposively selected show that Zimbabwe’s education system has ricocheted back to the colonial era as evidenced by the resurfacing of a dual education system based on economic lines. Findings show that private schools evolved not just to supplement public schools in providing quality education but also to reinforce the interests of the wealthy and their substitutes, undermining the inclusive vision embodied in SDG 4 and the Ubuntu philosophy. The study implores African countries in similar contexts to turn to Ubuntu values to provide equal educational opportunities to all citizens, regardless of class. This exploratory research provides novel insights into the applicability of Ubuntu philosophy in enhancing parity in the educational landscape.

Native Speakerism in the Online ELT market

Native speakerism is a language ideology that assumes that the ideals of the English language and English teaching methodology come from American and British cultures. Therefore, their best representatives are native speakers of English from these two cultures. This ideology is deeply rooted in the English language teaching market, where most language school owners advertise vacancies only for native-speaker teachers. They prefer hiring unqualified native speakers of English to qualified and experienced nonnative teachers. Non-native teachers experience discrimination based on their country of origin and first language, which means they have fewer employment opportunities and work for lower hourly rates. Such discriminatory practices based on native speakerism affect non-native teachers both professionally and personally. This study suggests possible ways to restore teachers’ self-confidence and promote their qualifications and skills so that non-native teachers are not marginalized in the future. This study also presents the results of a case study of non-native English teachers from Serbia, how they perceive native speakerism, and the negative effects experienced by these teachers. The results reveal that this ideology harms the professional and private lives of English teachers from Serbia, which is reflected in their poor professional confidence and low self-esteem. Non-native teachers accept low-paid positions and patronizing treatment from employers to keep their jobs and financial security, thus compromising the teaching positions they deserve as qualified teachers.

PREDICTIVE ESTIMATE OF OPENNESS TO EXPERIENCE AND SELF-EFFICACY ON EARLY YEARS TEACHERS’ PERCEPTION OF HANDS-ON MATERIALS FOR CLASSROOM TEACHING IN LAGOS, NIGERIA

The study was carried out to examine the predictive estimate of openness to experience and self-efficacy on early years teachers’ perception of hands-on materials for classroom teaching in Lagos, Nigeria. The participants in the research were all the public and private elementary schools teachers in Lagos however snowball non-probability the sampling method was adopted to select 150 elementary school teachers as the sample. Three instruments titled Hands-on Materials Utilization Questionnaire (HOMUQ), Openness to Experience Questionnaire (OEQ) and Teacher Self-Efficacy Rating Scales (TSERS) were used to gather the needed data. Six research questions were raised while three null hypotheses were formulated. While the inferential statistics of Pearson Product Moment Correlation Statistic (PPMC) and T-test were employed to test the null hypotheses at a 0.05 level of significance, the descriptive statistics of frequency count, percentage, mean, and mean rank were utilized to answer the research questions. The findings of this investigation demonstrated that early year teachers believed that using hands-on materials was beneficial for teaching young schoolchildren in attendance; however, there is no correlation between early year teachers' perceptions of using hands-on materials in the classroom and their openness to new experiences (r-value = -.003, p-value = 0.484 > 0.05); there is no significant relationship between self-efficacy and early year’s teachers’ interpretation of how hands on materials in the lecture hall (r-value = -.016, p-value = 0.844 > 0.05); there is no significance difference in male and female early year teacher’s interpretation of how hands-on materials for classroom teaching (t-value = 1.873, p-value = 0.709 > 0.05). Considering the results, the following recommendations among others were made: Government and private school owners should provide adequate and effective hands-on material(s) and make it accessible to the early year’s teachers; Government and private school owners through the ministry of education should organize on regular basis seminar and or workshop to be training the earlier years teachers on how to use hands-on teaching material to deliver instruction in early years classroom.

THE ROLE OF KKN STUDENTS IN CARRYING OUT MALAY LANGUAGE TEACHING ACTIVITIES AT THE LOCATION OF SINGHANAKHON WITTAYANUSORN SCHOOL, THAILAND

Ibn Khaldun University Bogor International KKN is a form of community service activity. Real Work Lectures will be held on 16 May – 30 September 2023. Activities consist of teaching activities for junior high school students (Mattayom), and community service activities. This article discusses the school activities of Singhanakhon Wittayanusorn School and additional activities of KKN students. KKN activities aim to provide experience and as a form of learning process for students to explore the school's potential that can be developed. The learning method used is to use a basic Malay language book for the easiest introduction to vocabulary. An additional activity for KKN students is the Minicamp Qur'an activity which aims to teach students to create ash-syu'ur Al-Qur'ani (Qur'anic feelings) in students, instilling the spirit of increasing recitations of the Qur'an. The community service activities carried out include helping to clean the garden and planting mango tree seedlings in the garden of the school owner of the Singhanakhon Wittayanusorn School with the aim of creating a sense of care for the environment and a form of cooperation and mutual cooperation with the community. Ibn Khaldun University Bogor's KKN activities are expected to provide benefits to the community, students and schools, especially those aimed at creating a generation that can develop in languages ​​other than their own country and become role models in all things.

Puerto Rico’s Rescued Schools: A Grassroots Adaptive Reuse Movement for Abandoned School Buildings

From 2007 to 2019, over 650 public schools closed in Puerto Rico. School closures not only affect students and teachers; these spaces serve as anchor institutions providing social infrastructure for the sustained health of communities. While closed schools remove a critical community asset, these vacant buildings provide adaptive reuse opportunities for alternative social infrastructure and community resources. This article explores how abandoned schools are repurposed in Puerto Rico, focusing on “rescued schools”—that is, grassroots, voluntary initiatives that repurpose schools to support community development. Through a multi-method approach, we categorized and mapped 161 repurposed schools throughout Puerto Rico—38 were rescued schools—and conducted twelve interviews and two focus groups on rescued school initiatives. Our results describe how abandoned schools offer a galvanizing opportunity for motivated community members to meet emerging, localized needs, and the challenges in gaining school ownership and attracting sustained financial and volunteer support, the lack of which impedes their potential impact. We demonstrate how rescued schools embody alternative regional political visions within Puerto Rico and argue that government authorities can minimize the harm from school closures by forging new partnerships between community-based organizations, municipal governments, and other supportive actors to repurpose schools and reproduce their role as community anchor institutions.

Performance of school health programme in Nigeria: A situation analysis

Background: School Health Programme (SHP) if effectively implemented, will contribute to the optimal health of schoolchildren. In this survey, the extent of the implementation of SHP in Nigeria was evaluated. Methods: The study was cross-sectional nationwide, school-based survey, and schools were randomly selected. The school proprietors, school health personnel, teachers, students, and parents were interviewed using an interviewer-administered questionnaire on the key components of SHP. Results: A total of 105 schools were surveyed. The proportion of CC –BY 4.0 students, teachers and parents who were aware of SHP were 26.3%, 11.1% and 9.10%, respectively. The proportion of the schools which conduct mental health, nutritional assessment and visual & hearing screening were 48.6%, 51.4%, and 57.1%, respectively. There were 18 (17.6%) schools that had trained person in charge of the health of students. Schools that still use pit toilet and open defecation method were 22.9% and 11.3%, respectively. The proportion of school with retainership with a health facility was 37.1%. Conclusion: The SHP awareness is poor in Nigeria, and its implementation is sub-optimal. There is need for renewed interest in SHP in Nigeria through reform and deliberate interventions especially on establishing school-based vaccination programme and referral of sick pupils to healthcare facility.

Governance and digital transformation in schools with 1:1 tablet coverage

There is an increasing trend of 1:1 coverage of tablets in schools in Scandinavia. Several studies have reported on pedagogical possibilities and challenges, but less is reported about how this change is perceived and practised by other stakeholders. We interviewed public school owners and leaders in Norway and found school owners used various models to support their schools, and school leaders held varied views on their roles in promoting the implementing 1:1 coverage in schools. Considering these findings, we discuss whether establishing overall national guidelines might help school owners and school leaders to effect digital transformation in schools and whether such guidelines would support or counteract school leaders’ autonomy and ability to adapt the digital transformation to their local context.

Motivational Strategies and Staff Engagement of Public Secondary School Teachers in Rivers State

This study investigated the relationship between motivational strategies and staff engagement of public secondary school teachers in Rivers State. The objective of the study was to examine the influence of motivational strategies and staff engagement of public secondary school teachers. The study adopted survey research design. The population of this study comprised of ten selected public secondary schools teachers in Rivers State. A total of 100 respondents were sampled for the study through a convenient sampling techniques. Based on the research questions, a research questionnaire was designed and one hundred (100) copies were distributed. Eighty nine copies of the distributed questionnaire were retrieved. These copies were analyzed and the hypotheses were tested using the Spearman Rank Correlation Statistical tools via SPSS Package version 22.0. The result revealed that there was a significant relationship between remuneration and staff engagement. Also, recognition significantly influence staff engagement. Based on the findings, it was concluded that unfavorable working atmosphere in terms of poor remuneration and recognition offered by public secondary schools instills low levels of commitment by the staff. The study therefore recommended that the public school owners should seek to improve its remuneration strategies to ensure that it becomes a basis for enhanced engagement among the employees.

Leadership for ethical conduct of Senior Secondary School Certificate Examination (SSCE) in Nigeria and the challenge of ‘Miracle Examination Centres’

ABSTRACT The importance placed on passing Senior Secondary School Certificate Examinations (SSCE) in Nigeria has led to the emergence of ‘Miracle Examination Centres’ (MECs). MECs are schools where candidates get undeserving excellent SSCE results through institutionally enabled malpractice. This undermines the Nigerian education sector and its leadership. But well-researched empirical evidence on MECs in Nigeria is scarce. Through a reconnaissance technique (recce), we provide new evidence on MECs’ activities, including their nature and patronage, while providing informed remedial pointers that can be harnessed by the education sector leadership. Interviews were conducted with 97 persons, comprising community members, teachers, and school owners across 16 communities in four study sites (Abuja, Anambra, Edo, and Kogi), and data were supported by observations. Elicited data were thematically analysed. Findings show that MECs were more interested in rents (informal and undue fees) by compromising SSCE standards and less interested in academic training. Community members were aware of the activities of MECs and could readily identify or discuss them. We uncovered the adopted processes in facilitating this kind of malpractice. A feasible strategy to address MECs and similar examination fraud syndicates across countries is for the education sector leadership to strategically focus on the demand and supply sides.

Understanding the Dynamics of School Culture: Narratives From English Language Teachers

This study explores the perceptions of Nepalese English language teachers regarding the impact of school culture on their professional commitment. Interviews were conducted with three English language teachers at secondary-level schools in the Kathmandu Valley to explore their views and experiences. The findings indicate that school culture plays a significant role in shaping teachers' professional identities and behaviors. Teachers perceive the school as a language lab, providing opportunities to improve and modify their teaching practices. Additionally, school culture is seen as a system of norms, beliefs, and rules that govern behavior within the social, cultural, and religious context. The study reveals that a positive school culture, characterized by healthy relationships and supportive leadership, enhances teachers' commitment and performance. Equally, domination and discouragement from school leaders lead to reduced commitment and potential burnout. Teachers highlight the importance of a familial environment within the school, fostering a strong sense of dedication and confidence. However, the lack of emphasis on professional development due to the unintellectual ideologies of school owners and leaders results in teacher disappointment. The study emphasizes the need for mutual understanding, supportive attitudes, cooperative behavior, and a culture of continuous learning among school staff. Overall, this research underscores the vital role of school culture in influencing the professional commitment and wellbeing of English language teachers in Nepal. The findings offer valuable insights for educators, policymakers, and school leaders seeking to create an environment conducive to teachers' growth and development.

Teacher’s Basic Behaviour as Motivation for Student Learning

Teachers are essential stakeholder that cannot be downplayed in education. As important as they are, their behaviour is so contagious that it can mar or help student learning. Teacher’s behaviour is a function of the characteristics of the teacher, his environment and the task in which the teacher engages. Teacher’s behaviour could be respect, relational, integrity, trust, enthusiasm among others. However, teacher’s behaviour that hinders learning are - Resistance to change, absenteeism, unpreparedness for class, inability to meet student needs. Moreover, teacher cannot just decide to misbehave for no just cause, there must have been underline factors responsible for teacher’s misbehaviour. Therefore, factors responsible for teacher’s misbehaviour are – Poor incentive, wrong conception of teaching profession, economic regression, non-inclusive of students’ diversity and culture, work related stress. The aforementioned thus, have implications on students learning. Teacher’s misbehaviour does encourage fall in morality, low self- esteem, increase in examination malpractice and so on. It is therefore, expected of the teachers to develop an appropriate behaviour such as optimistic, emotional intelligence skill, commitment to work and building positive relationship. In addition, the government and the school owners should establish and disseminate a code of conduct for teachers that will guide their behaviour, monitor teachers physically (inspection) and through technological gadget (CCTV camera); provide support for teachers at all levels (financially, academically, morally) to avoid misbehaviour.

Influence of the Use of E-Learning Technologies on the Learning of Business Education Courses as Perceived by Business Education Students in South-South, Nigeria

The study was carried out to determine perceived influence of the use of e-learning technologies on the learning of Business Education courses in Public Universities in South-South, Nigeria. The study was guided by two research questions and two null hypotheses. The study adopted descriptive survey research design. The population of the study is eight hundred and seventy-nine final year students in public universities in South-South, Nigeria. The sample of size of 275 Business Education students, through Yaro Yamane formula was studied. Structured questionnaire containing 25 item entitled “Perceived influence of the use of e-learning technologies on the learning of Business Education courses” were used for data collection. The instrument was validated by three (3) experts. The Cronbach Alpha Reliability coefficient was 0.97 and 0.91. 275 copies of instrument were distributed; 250 copies were successfully retrieved from students. Mean (X) and Standard Deviation (SD) were used in analyzing the research questions. The null hypotheses were tested at 0.05 level of significance using t-test statistical tool. The findings showed that the use of digital library, video conference and Google search engine have positive influence on the learning of Business Education in Public Universities in South-South, Nigeria. The hypotheses tested showed there is no significant difference between the opinion of students in Federal and State Universities perceived influence of digital library in learning of Business Education courses, there is no significant difference in the mean ratings of male and female Business Education students on the perceived influence of the use of video conferencing in learning of Business Education courses, Nigeria and there is no significant difference in the mean ratings of Business Education Students in Federal and State Universities on the perceived influence of the use of Google Search Engine in learning of business education courses in public universities based on school ownership. Based on the findings of the study, it was concluded that, the use of digital camera, digital library, video conferencing and Google search engine are believed to have influence on the learning of Business Education courses in public universities in South-South, Nigeria. The study recommended among others that management of public universities in South-South zone of Nigeria should endeavour to adequately provide e-learning technologies identified in order to sustain e-learning in learning of business education courses. The educational implication is that the e-learning technologies for teaching and learning of Business Education courses influence teaching and learning of Business Education courses. Training and re-training of lecturers in the utilization of e-learning technologies should be adopted, because it will improve lecturers’ skills in business education courses and also help students to learn better and faster in the classroom.