Teachers Classroom Skills and Entrepreneurial Education Programme in Public Secondary Schools, Akwa Ibom North East Senatorial District, Nigeria

Abstract

The study was carried out to determine the extent to which teachers classroom skills predict 
entrepreneurial education programme in public secondary schools, Akwa Ibom North East 
Senatorial District, Nigeria. To achieve the purpose of the study, two research questions and 
two null hypotheses were raised and formulated, respectively to guide the study. The study 
adopted the correlational research design. The population of the study was all the 1,813 
entrepreneurial education teachers and all the 14,067 SS2 students in the 96 public secondary 
schools in Akwa Ibom North East Senatorial District, Nigeria. The sample of this study 
consisted of 181 entrepreneurial education teachers selected from a population of 1,813 
entrepreneurial education teachers and 562 students selected from a population of 14,067 SS2 
students in public secondary schools within Akwa Ibom North-East Senatorial District, Nigeria 
using a multi-stage sampling technique. “Teachers’ Skills Rating Scale (TSRS)” and 
“Entrepreneurial Programme Implementation Scale (EPIS)” were used for data collection. 
The instruments were validated by three experts one from the Department of Curriculum 
Studies, Educational Management and Planning and two from the Department of 
Psychological Foundations of Education, Faculty of Education. The instruments had the 
reliability index of 0.78 and 0.82 coefficients, determined by Cronbach Alpha reliability 
Statistics. Simple Linear Regression analysis was used for answering of research questions 
and testing of all the null hypotheses at .05 level of significance. The findings of the study 
revealed that teachers’ communication skill and teachers’ subject mastery skill significantly 
predict implementation of Entrepreneurial Education Programme. It is concluded that the 
successful implementation of the Entrepreneurial Education Programme in public secondary 
schools in Akwa Ibom North East Senatorial District, Nigeria is largely dependent on the skills 
possessed by teachers. Based on the findings of the study, it is recommended that state ministry 
of education should organize regular capacity-building workshops and training programmes 
specifically tailored to enhance teachers' entrepreneurial, pedagogical, and ICT skills.