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All Journal Indonesian Journal of Education (INJOE) Matondang Journal
Dorathy Ogochukwu Anike
Department of Social Studies Education, Nwafor Orizu College of Education, Nsugbe, Nigeria

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Effectiveness of Business Education Professionalism in Improving the Quality of Education Dorathy Ogochukwu Anike
Matondang Journal Vol 2 No 2 (2023): Màtondàng Journal
Publisher : Britain International for Academic Research (BIAR) Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/matondang.v2i2.921

Abstract

This article discusses effectiveness of business education professionalism in improving the quality of education. The past year has witnessed an outpouring of concern that business education may be headed in the wrong direction. However, scholars differed widely in their analysis of the problem and what should be done about it. Various authors have presented interesting and provocative views about the nature of present challenges in business education. An examination of the history of higher education suggests that the path away from professionalism has not resulted primarily from proactive strategizing on the part of management educators. The study covers how to perform work amid a discourse of professionalism, effectiveness of business education professionalism, problems affecting quality educators in business education programmes, and strategies for improving business education professionalism. Although much of the research on organizational fields has examined processes by which organizations within fields came to resemble each other over time, observers also have noted that fields are often in flux and do not necessarily stabilize. It was recommended that business educators should adequately prepare and equip her students with sound professional abilities as it concern teaching ability to enable them expertly impart sound Business Education knowledge.
IMPACT OF TEACHER-LEARNERS RELATIONSHIP ON STUDENTS’ ACADEMIC PERFORMANCE IN BUSINESS EDUCATION IN AWKA SOUTH LOCAL GOVERNMENT AREA OF ANAMBRA STATE, NIGERIA Dorathy Ogochukwu Anike
Indonesian Journal of Education (INJOE) Vol. 5 No. 3 (2026): Indonesian Journal of Education (INJOE)
Publisher : CV. ADIBA AISHA AMIRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.21404762

Abstract

This study examined the effect of teacher-student relationship on academic performance of business education students at Awka South, Local Government Area of Anambra state. The descriptive survey research design was used and guided by three research questions. Data were gathered by a structured questionnaire from the respondents, followed by the mean and SD analysis. The study employed descriptive survey design that was administered to 200 public junior secondary students from 10 schools that were randomly selected in Awka South. There was a reliability coefficient of 0.83 using a data collection instrument that was validated according to a 15 item questionnaire. Data analysis was carried out using mean and standard deviation, and the criterion for the acceptance was 2.50. It was found that positive teacher-student relationships have a significant positive effect on Academic Achievement, because friendly teachers make students interested in the subject (Mean = 2.85) and listening to the student's opinion improves students' motivation in the classroom (Mean = 3.00). On the other hand, the lack of positive relationship creates great problems, such as high classroom anxiety (Mean = 3.20) and students not seeking help when confused (Mean = 2.93). In order to create a better classroom climate, the respondents agreed that setting up models of fair, non-threatening environments (Mean = 3.30) and providing models of interactive group projects (Mean = 3.03) are highly effective. Regular constructive feedback was not seen as one of the main factors (Mean = 2.25). The study found that supportive emotional climates play a significant role in being able to achieve the maximum success in Business Education. On this basis, it is recommended that targeted professional development opportunities for business educators be provided in order to develop a set of approaches that are accessible to students, and that institutions have clear guidelines that encourage safe, interactive, and equitable learning environments.
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