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PROFESSIONAL QUALIFICATION AND CLASSROOM MANAGEMENT SKILLS AS DETERMINANTS OF CAREER INTEREST OF BUSINESS STUDIES TEACHERS OF JUNIOR SECONDARY SCHOOL IN IJEBU NORTH LOCAL GOVERNMENT

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[icon type=”icon-pencil”]: PROFESSIONAL QUALIFICATION AND CLASSROOM MANAGEMENT SKILLS AS DETERMINANTS OF CAREER INTEREST OF BUSINESS STUDIES TEACHERS OF JUNIOR SECONDARY SCHOOL IN IJEBU NORTH LOCAL GOVERNMENT
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This study, PROFESSIONAL QUALIFICATION AND CLASSROOM MANAGEMENT SKILLS AS DETERMINANTS OF CAREER INTEREST OF BUSINESS STUDIES TEACHERS OF JUNIOR SECONDARY SCHOOL IN IJEBU NORTH LOCAL GOVERNMENT contains concise information that will serve as a framework or guide for your project work. The project study is well-researched for academic purposes and are usually provided in complete chapters with adequate References.

Keywords: PROFESSIONAL QUALIFICATION AND CLASSROOM MANAGEMENT SKILLS AS DETERMINANTS OF CAREER INTEREST OF BUSINESS STUDIES TEACHERS OF JUNIOR SECONDARY SCHOOL IN IJEBU NORTH LOCAL GOVERNMENT


RESEARCH BODY

CHAPTER ONE

INTRODUCTION

1.1 Background to the study.

Webster’s Dictionary of English Language defines career as progress through life with respect to ones work, a means of earning a living, a profession. This is synonymous with occupation, which is seen as an activity by which one earns ones living or fills ones time. According  to Juntunen, Barraclough and Broneck (2001), the term career, as revealed in their studies findings, is conceptualize as: a lifelong endeavour a representation of lifelong goals, planning or activity, it included a commitment, generally beyond what was necessary for a given job or type of work sometimes, this commitment seemed to be part of the individual’s self-identity. It emphasizes planning, goal setting and looking to the future it is perceived as something you choose to pursue, something you enjoy or can specialize in. Therefore career is something with a future in it.

Career can be considered as the way the individual expresses himself and relates to society through life. Popoola (2004) sees it as a job, or profession for which one undergoes regulated education and training over a period of time and which one intends to follow for the whole of ones life. It is thus a chosen pursuit, life work and success in one’s profession. It is the sequence of major positions occupied by a person throughout his/her lifetime. It is the totality of work one does in one’s lifetime and it is person centred. It is a meaningful progression on a person’s working life or a course pursued over a period of time (Oyetade, 2001). Choosing a career path or course of action essentially boils down to a career decision-making process. The effectiveness of an individual’s career decision-making relies heavily on the available information at the decision making point. Information is power and the more it is at one’s disposal, the easier it is to make well-informed decisions. Often times, inability to choose a career path over another tend to indicate that of is lacking in sufficient information. Although work has different meanings for human beings, essentially, it is the backbone of an individual’s life (Paulter, 1995). The  presence or absence of work is perhaps the most important pivotal point in a human’s life. Generally, individuals spend their early years preparing for work, the major section of life doing chosen work and the last part of life retired from work (Powlette,2006).

Career interest occurs in broad sequential stages, starting from the interest developed from childhood till death. The earliest stage is often a non-realistic conceptualization of one’s potentials and the world. But with time, the child begins to be more realistic in appraising himself with potential jobs. This second share normally extends from about the end of primary school to secondary school. The third stage is referred to as realistic choice making. It has been observed that many people fail in jobs for psychological reasons, as just having the requisite skill is not a sufficient condition for success in a job. The impact of career development process, an individual fashions a work identity. Indeed, “fashioning a work identity” often translates into “fashioning an identity”, which probably explains why in some culture we are what we do. For the young, this decision is critical in determining the outcome of their lives.

Career interest has been described by Hoyt (1977) as a developmental process, extending over almost the entire life span, through which persons develop the capacity for and engage in work as part of their total life style. Thus, career education aims at helping student to investigate vocational, domestic and civic outfit for developed interests and abilities (super 1976). Apparently, there is the need for career readiness on the part of the students, the place of which is indispensable in any meaningful educational system. Although academics concern has been found to be a significant requirement in attaining career readiness, issues of personal unhappiness and vocational identity tend to superimpose it. The essence of career readiness was underscore by Bojuwoye (1985) when he found out in a survey of second year college student that Nigerian student experience difficulties with issues relating to career interest more than they do with any other problem. In a study, Wollman (1975) found that 63% of his respondents were either not at all satisfied with the way they had planned their career interest or were only fairly satisfied. They confirmed the need for some form of more planning than to participate in a career guidance programme, if made available to them. The main goal of this would be to help them become aware of a decision making process, which applies directly to their career related concerns.

However, disruptive behavior of students in schools has been another source of concern for school systems for several years. Indeed, the single most common request for assistance from teachers is related to behavior and classroom management (Rose & Gallup 2005). Classroom with frequent disruptive behavior have less academic engaged time and the student in disruptive classroom tend to have lower grades and do poorer on standardized tests (Shinn,1987). Futhermore, attempts to control disruptive behavior cost considerable teacher time at the expense of academic instruction. School discipline issues such as disruptive behavior and violence also have an increased effect on teacher stress and burnout (Smith & Smith 2006). There is a significant body of research attesting to the fact that classroom organization and behavior management competencies significantly influence the persistence of new teachers in their teaching career (Ingersoll & Smith, 2003). New teacher typically express concern about effective means to handle disruptive behavior (Browers & Tomic, 2000). Teachers who have significant problems with behavior management and classroom discipline often report high level of stress and symptoms of burnout and are frequently  Ineffective (Berliner 1986; Browers & Tomic 2000; Espin & Yell 1994). The ability of teachers to organize classrooms and manage the behavior of their students is critical to achieving both positive educational outcomes for student and teacher retention.

Effective classroom management is also related to prevention efforts. Children’s behavior is shaped by the social context of the environment during the developmental process (Kauffman 2005). Many behavioral disorder begin with or are made worse through behavioral processes such as modeling, reinforcement, extinction, and punishment (Kauffman 2005; Patterson, Reid, & Dishion, 1992). The classroom context plays a significant role in the emergence and persistence of aggressive behavior. Early intervention and treatment for students at-risk for emotional and behavioral disorders (EBD) is essential to prevent more serious behaviors from developing (Kauffman 2005; Greer-Chase, Rhodes & Kellam, 2002). The progressive and malleability of maladapted behavior is affected by classroom management practices of teachers in the early grades (Greer-Chase, 2002). For example, classroom with high levels of disruptive or aggressive behavior place children at-risk for more serious behavior problems and EBD. Research has indicated that aggressive student in aggressive or disruptive classroom environment are more likely to be aggressive in later grades (Greer-Chase 2002).

The overall value of effective classroom management and its positive effect in guaranteeing the achievement of outstanding educational outcomes is well captured by Emmer and Stough (2001). They argued that the ability of teacher to organize classrooms and manage the behavior of their students is critical to achieving positive educational outcomes. Although sound behavior management does not guarantee effective instructions, it establishes the environmental context notebook home work quiz”. This serves as a form of positive reinforcement (skinner 1953). Consequently, there will be high educational outcomes. It is importance of maintaining order in effective classroom management. This has become necessary because establishing and maintaining order is central to what educators do. According to Doyle (2011)”the underlying assumption is that classroom order encourages student engagement which supports learning”. The implication of this, according to him is that “classroom management results in the coupling of order and learning “He therefore saw classroom management as the progression of strategic that teachers utilize to promote order and learning. Thus, Research-based approaches to management are necessary to improve both academic and behavioral outcomes for student.

 

1.2. Statement of the problem

Most teachers in Nigeria, are either subject-matter-oriented or pedagogy oriented in their training.  There was no type of training in business subjects. When the need was felt later in the 1970s to teach a few of the traditional basic business subjects in the secondary schools, the teachers were recruited from the crop of those ill-equipped commercial institution. Most business teachers in the secondary school, college and university in Nigeria do not have any training in the pedagogy. Their only qualification for teaching business courses is that they studied related course at the colleges and universities. In short, they are subject-matter teachers not business studies teachers. Various views have been expressed about business education teacher preparation. One school of thought maintains that programmes for business education teacher preparation must include academic and practical training. However, the professional qualification and classroom management skills have been attributed to be factors that are important in determining the career interest of business studies teacher.

 

1.3. Research Question 

  1. Are business studies teacher aware of the importance of classroom management skills in their career?
  2. Are the business studies teacher aware of the impact of professional qualification in their career as a business studies teacher?
  3. Are the business studies teacher properly informed about their career interest before going into the profession?

1.4. Hypotheses  

Ho1 There is no significant relationship between classroom management skills and career interest of business studies teacher.

Ho2 There is no significant relationship between professional qualification and classroom management skills.

Ho3  There is no significant composite contribution of professional qualification and classroom management skills on career interest of business studies teachers.

Ho4 There is no significant relative contributions of professional qualification and classroom management skills on career interest of business studies teachers.

1.5 Significant of the study

Business studies which is one of the vocational subject in the secondary school curriculum is one of the most important subject every student must undertake at the elementary stage of their education as it will expose them to the world of business and open the opportunity of studying business education as a course in the higher institutions of learning in the future but this subject like other subject also has it problem as a career part of which many opined to be professional qualification and classroom management of the teachers who are taking this subject at the secondary school level.

Therefore, this study will assist teachers who are taking this subject on the importance of proper classroom management and how the classroom can be properly manage. It will assist the government and policy makers on the need for teachers who are professionally qualify the advantages of qualified teachers and how these teachers can be properly trained in addition to that it will also be of help to the undergraduates who will like to choose business education as a career path in the future by exposing them to the necessary classroom management skills they needed to succeed in this career.

1.6 Scope of the study

The scope of the study is limited to Ijebu North Local Government Area. The effect of professional qualification and classroom management skills on career interest of business studies teachers will be looked upon in twenty different secondary schools both private and public with a population of 200 teachers in Ijebu North Local Government Area.

1.7 Operational Definition of Terms

Professional Qualification: This refers to the educational level or knowledge acquired by a teacher i.e NCE in Business education, B.Sc in Business education.

Keywords: PROFESSIONAL QUALIFICATION AND CLASSROOM MANAGEMENT SKILLS AS DETERMINANTS OF CAREER INTEREST OF BUSINESS STUDIES TEACHERS OF JUNIOR SECONDARY SCHOOL IN IJEBU NORTH LOCAL GOVERNMENT



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Keywords: PROFESSIONAL QUALIFICATION AND CLASSROOM MANAGEMENT SKILLS AS DETERMINANTS OF CAREER INTEREST OF BUSINESS STUDIES TEACHERS OF JUNIOR SECONDARY SCHOOL IN IJEBU NORTH LOCAL GOVERNMENT

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