Business Studies Teachers' Job Performance and Learning Outcomes of Public Secondary School Students in Southwest, Nigeria

Students' learning outcomes in Business Studies have consistently remained low in Nigeria, with pass rates declining from 62.6% in 2019 to 47.9% in 2023, implying that something is technically wrong with the teaching of the subject. Despite curriculum reforms and instructional efforts, there has been no significant improvement in students' performance over the past five years. This persistent trend raises concern about the effectiveness of teachers' instructional practices and overall job performance. Consequently, this study examined the influence of Business Studies teachers' job performance on students' learning outcomes in public secondary schools in Southwest Nigeria. A descriptive survey research design was adopted, with a population of 16,132 Business Studies teachers in public junior secondary schools. Using a multistage sampling technique, 900 teachers were selected as the sample. A researcher-developed and validated questionnaire tagged "Teachers' Job Performance Questionnaire" (TJPQ, r = 0.81) was used for data collection, while students' Cumulative Grade Point Average (CGPA) from NECO results (2019-2023) was used to measure learning outcomes. Regression analysis was used to answer research questions and test the hypothesis. Findings revealed a significant composite influence of the explanatory variables (subject mastery, commitment, and pedagogical skills) on the dependent variable (learning outcomes), F(3, 858) = 229.750, p < .05. All three explanatory variables were individually significant in determining learning outcomes: subject mastery (β = .456, t = 17.57, p < .05), pedagogical skills (β = .258, t = 10.47, p < .05), and commitment (β = .179, t = 6.92, p < .05). Subject mastery was found to be the most significant determinant of learning outcomes. It was concluded that teachers' job performance promotes positive learning outcomes. It was recommended that Business Studies teachers with mastery of the subject and well-groomed in teaching pedagogy should be allowed to teach Business Studies in schools, and that teachers should continuously equip themselves pedagogically through in-service training to enhance their job performance and students' learning outcomes.

Job performance, commitment, teachers' subject mastery, pedagogy, learning outcomes, Business Studies, Nigeria

1. Abu, S. I., Wayan, G. S., Sukaatmadja, I. P. G., & Agoes, G. I. (2020). Does teacher competence and commitment improve teacher's professionalism. Cogent Business and Management, 7(1), 1-13. [Google Scholar] [Crossref]

2. Ajayi, K. O., Onibeju, M. O., & David, O. O. (2020). Teachers' qualification, attitude and mastery of content as correlates of students' academic achievement in Economics in Lagos State, Nigeria. KIU Journal of Humanities, 5(1), 315-324. [Google Scholar] [Crossref]

3. Akinwale, A. S., & Okotomi, C. A. (2019). Assessment of job commitment of secondary school teachers in Osun state. International Journal of Social Sciences, 4(3), 1553-1572. [Google Scholar] [Crossref]

4. Altun, M. (2017). The effects of teacher commitment on student achievement: A Case Study in Iraq. International Journal of Academic Research in Business and Social Sciences, 11(7), 417-426. [Google Scholar] [Crossref]

5. Amalu, M. N., Ngwu, M. E., Arop, N. O., & Obot, I. M. (2020). Students' perception of teachers' subject mastery, classroom management and students' academic performance in Chemistry in Calabar Municipality, Cross River State, Nigeria. European Journal of Scientific Research, 156(3), 253-261. [Google Scholar] [Crossref]

6. Amoor, S.S. (2019). The need to improve teacher quality in business education in Nigerian universities. International Journal of Education Research, 11(1), 1-11. [Google Scholar] [Crossref]

7. Azih, N., & Samuel, I. (2019). Extent of implementation of the business studies curriculum at the secondary school education for employability skills development. Nigerian Journal of Business Education, 6(1), 107-116. [Google Scholar] [Crossref]

8. Bandura, A. (1988). Organisational applications of social cognitive theory. Australian Journal of Management, 13(2), 275-302. [Google Scholar] [Crossref]

9. Ben, A. U. (2018). Teacher pedagogical content knowledge as correlate of academic performance among students. Journal of Teacher Perspective, 13(1), 25-35. [Google Scholar] [Crossref]

10. Buchman, M. (2014). The priority of knowledge and understanding in teaching. Advances in Teaching Education, 1, 29-48. [Google Scholar] [Crossref]

11. Ceuz, P., Raven, S., & Weissberg, R. (2022). Social-emotional learning: systematic innovation for improved outcomes. Journal of Education, 26(3), 99-113. [Google Scholar] [Crossref]

12. Chinda, W., & Pepple, T. F. (2021). Teacher factors influencing senior secondary school student achievement in Chemistry. Journal of Mathematics and Science Education, 3(1), 69-75. [Google Scholar] [Crossref]

13. Darling-Hammond, L., & Adamson, F. (2020). Beyond basic skills: The role of performance assessment in achieving 21st century standards of learning. Stanford Center for Opportunity Policy in Education. [Google Scholar] [Crossref]

14. Dixit, V., & Bhati, M. (2012). A study about employee commitment and its impact on sustained productivity in Indian Auto-Component Industry. European Journal of Business and Social Sciences, 1(6), 34-51. [Google Scholar] [Crossref]

15. Drent, J. C. (2014). The ingredients for a committed workforce. Master Thesis, University of Twente, Netherlands. [Google Scholar] [Crossref]

16. Duru, P. O., Dominic, G. Z., Udoha, C., & Ochuba, P. C. (2020). Effects of teacher subject mastery on the academic performance of secondary school students in Jalingo Local Government Area of Taraba State. Journal of Contemporary Education Research, 20(8), 344-365. [Google Scholar] [Crossref]

17. Emulegun, D. (2017). Monitoring learning achievement of junior secondary assessment school students in Lagos State. Unpublished Ph.D Thesis, University of Ibadan. [Google Scholar] [Crossref]

18. Evans, E. D. (2021). Transition to teaching and students' academic sustainability. International Journal of Education Policy and Management, 34(2), 56-68. [Google Scholar] [Crossref]

19. Eyemi, B. A. (2020). Teachers' effectiveness and students' academic achievement in senior secondary school civic, Osun State Nigeria. Asian Journal of Social Sciences and Management Studies, 7(2), 99-103. [Google Scholar] [Crossref]

20. Federal Republic of Nigeria. (2014). National policy on education (6th ed.). Nigerian Educational Research and Development Council. [Google Scholar] [Crossref]

21. Gatugel, A. S. (2020). Teaching effectiveness as correlate of academic achievement in senior secondary school in English language in Adamawa state, Nigeria. Journal of Education and Policy Review, 12(2), 16-32. [Google Scholar] [Crossref]

22. Geraldine, M., & Quines, L. A. (2022). The mediating effect of teaching effectiveness on the relationship between passion and commitment among public elementary school teachers. American Journal of Multidisciplinary Research and Innovation, 4(1), 118-132. [Google Scholar] [Crossref]

23. Hamdi, S. (2023). Effective teaching: passion and commitment. International Journal of Social Sciences and Educational Studies, 10(3), 60-64. [Google Scholar] [Crossref]

24. Insaf, E. K., Brahim, K., & Imad, A. L. (2021). Investigating the effect of teacher commitment on student academic achievement: The case of Moroccan high schools in Tangier. International Journal of Research in Business and Social Science, 10(8), 350-363. [Google Scholar] [Crossref]

25. Jadama, L. M. (2014). Impact of subject matter knowledge of a teacher in teaching and learning process. Middle East and African Journal of Educational Research, 7(11), 167-177. [Google Scholar] [Crossref]

26. Karuppannan, G., & Jalani, S. (2021). The relationship between teacher commitment and effective teaching practices in rural primary school in Ranau, Malaysia. European Journal of Humanities and Social Sciences, 6(1), 32-38. [Google Scholar] [Crossref]

27. Kearsley, D.R. (2014). Taxonomy of educational objectives, Handbook II: Affective Domain. New York: McKay. [Google Scholar] [Crossref]

28. Khadija, S., Sumaira, M., & Misbah, M. (2020). Effect of teachers' career commitment on school culture. Journal of Secondary Education and Research, 2(1), 19-33. [Google Scholar] [Crossref]

29. Kiamba, E. W., Mutua, F., & Mulwa, D. (2017). Influence of teacher's subject matter knowledge on students' academic achievement of Kiswahili language in public secondary schools in Kathonzweni sub-county, Kenya. Scholarly Research Journal for Humanity Science and English Language, 29(6), 8052-8059. [Google Scholar] [Crossref]

30. Macsuga-Gage, A. S., Simonsen, B., & Briere, D. E. (2018). Effective teaching practices that promote a positive classroom environment. Beyond Behaviour Journal, 23(2), 1-11. [Google Scholar] [Crossref]

31. National Examinations Council. (2023). Annual report on student performance in Business Studies. NECO Publications. [Google Scholar] [Crossref]

32. Nelly, N. L. K., & Thinguri, R. W. (2014). To establish the extent to which the subject mastery enhances quality teaching to student-teachers during teaching practice. International Journal of Education and Research, 7(2), 641-648. [Google Scholar] [Crossref]

33. Nwankwo, I., & Ifeanyi, F. C. (2021). Teachers' job satisfaction and job commitment as correlates of job performance in public and private secondary schools in Anambra state. African Journal of Educational Management, Teaching and Entrepreneurship Studies, 57(5), 136-146. [Google Scholar] [Crossref]

34. Nworgu, B. G. (2015). Educational Research: Basic Issues and Methodology (3rd ed.). University Trust Publishers. [Google Scholar] [Crossref]

35. Obilor, E. I. (2019). Influence of teaching effectiveness on students' learning outcome. International Journal of Innovative Social & Science Education Research, 7(2), 37-48. [Google Scholar] [Crossref]

36. Obot, I. F. (2022). Influence of teacher´s competence in subject matter on students´ interest in the learning of social studies education in Akwa Ibom State, Nigeria. International Journal of Teaching and Education, 3(2), 137-154. [Google Scholar] [Crossref]

37. Odhiambo, G. (2019). Elusive search for quality education. Assurance and of Social Science, 1(3), 84-92. [Google Scholar] [Crossref]

38. Odumosu, M. O., & Areelu, F. (2018). Teachers' content and pedagogical knowledge on students' achievement in algebra. International Journal of Education and Research, 6(3), 83-94. [Google Scholar] [Crossref]

39. Okogbaa, V. E., & Igbogi, I. (2019). Teachers' effectiveness as a tool for students' performance in junior secondary schools in Bayelsa state. International Journal of Novel Research in Education and Learning, 6(4), 113-121. [Google Scholar] [Crossref]

40. Okogbaa, V. E., & Igbogi, I. (2021). Teachers' effectiveness as a tool for students' performance in junior secondary schools in Bayelsa State. International Journal of Novel Research in Education and Learning, 8(2), 45-53. [Google Scholar] [Crossref]

41. Oluwalola, F. K. (2020). Business studies and employability skills development in Junior Secondary Schools in Ilorin Metropolis, Kwara State. e-Journal of Educational Policy, 12(1), 1-12. [Google Scholar] [Crossref]

42. Onyekuru, B. U., & Ibegbunam, J. O. (2019). Teaching effectiveness of secondary school teachers in Emohua Local Government Area of Rivers State. European Scientific Journal, 9(28), 212-226. [Google Scholar] [Crossref]

43. Osiesi, M. P., Odinko, M. N., & Oke, C. C. (2022). Primary school teachers' commitment and attitude to the teaching profession as predictor of their teaching competence in Ekiti State, Nigeria. International Journal of Academic Pedagogical Research, 6(2), 16-23. [Google Scholar] [Crossref]

44. Sakina, Y. (2016). Assessment of skills acquisition for self-reliance in Business studies curriculum among junior secondary school students in Kaduna State, Nigeria. Unpublished doctoral dissertation, Ahmadu Bello University, Zaria. [Google Scholar] [Crossref]

45. Sanders, W., & Rivers, J. (2018). Cumulative and residual effects of teachers on future student academic achievement. University of Tennessee Value-Added Research and Assessment Center. [Google Scholar] [Crossref]

46. Umeano, E. C., Onyishi, C. N., Adimora, D. E., & Onah, U. H. (2021). Teachers' expertise and students' learning outcomes in secondary schools in Enugu state, Nigeria. Journal of the Nigerian Academy of Education, 15(1), 315-330. [Google Scholar] [Crossref]

47. Uwaleke, G. C., Yakubu, S., & Mildred, S. J. (2023). Teacher commitment and students' academic achievement in Nasarawa State Secondary Schools, Nigeria. African Scholars Journal of Education Research and Library Practice, 28(8), 105-118. [Google Scholar] [Crossref]

48. Wapmuk, P. S., Botsha, J. D., Kusa, R., & Goma, C. D. (2022). Effect of teachers' commitment on job performance. International Journal of Business and Management Review, 10(3), 45-58. [Google Scholar] [Crossref]

49. Yusuf, A., & Amali, I. O. (2019). Teachers' pedagogical skills and use of instructional materials as correlate of students' performance in social studies. KIU Journal of Humanities, 4(1), 115-124. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study