Teachers’ Pedagogical Practices and Effectiveness of Entrepreneurship Education Programme in Public Secondary Schools in Akwa Ibom North-East Senatorial District, Nigeria

Abstract

This study examined the extent to which teachers’ pedagogical practices predict the implementation of the Entrepreneurship Education Programme in public secondary schools in Akwa Ibom North-East Senatorial District, Nigeria. Specifically, it focused on classroom management and adaptability practices as key variables affecting programme effectiveness. The study adopted a correlational research design. The population comprised all 1,813 entrepreneurial education teachers and 14,067 SS2 students in 96 public secondary schools within the district. Using a multi-stage sampling technique, a sample of 181 teachers and 562 students was selected. Data were collected using the Teachers’ Pedagogical Rating Scale (TPRS) and the Entrepreneurial Programme Implementation Scale (EPIS), validated by three experts and demonstrating reliability indices of 0.78 and 0.82, respectively. Data analysis was conducted using Simple Linear Regression at a 0.05 level of significance. The findings revealed that both teachers’ classroom management and adaptability practices significantly predict the effective implementation of the Entrepreneurship Education Programme. It was concluded that the quality of teachers’ pedagogical practices plays a critical role in achieving the objectives of entrepreneurship education. The study recommends continuous professional development, adoption of learner-centred teaching strategies, and provision of adequate instructional resources to enhance programme implementation and foster entrepreneurial competencies among students.