CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 CONCEPTUAL FRAMEWORK

2.1.1 CONCEPT OF BUSINESS EDUCATION

Business education means many things to many people. Agwumezie (1999) saw business
education as a programme in education that prepares students for entry into and advancement
of jobs within the business. Aliyu (1999) considered it as a programme one needs to be proud
of if properly designed, adequately prepared and religiously harmonized. Aliyu further affirms
that business education is an educational programme which involves acquisition of skills,
knowledge and competences which makes the recipient/beneficiary proficient. It is an
umbrella under which all business programmes take a shield, such as marketing, business
administration, secretarial studies and accounting. To Igboke (2000:1), business education is a
dynamic field of study geared towards preparing youths and adults for and about business. It
is a preparation for a career in business when instruction is designed to prepare youths and
adults for actual practice in the world of business. On the other hand, education about business
involves preparation of youths and adults for intelligent and effective consumption of
economic goods and services offered to society in our free enterprise economy. However,
business education will produce responsible, productive and self-reliant citizens. This
highlights the importance of Business Education in inculcating in the recipients knowledge,
values, attitudes and skills needed in the business world. Business education is an aspect of
educational programme offered at the higher institution of learning which prepares students
for careers in business. Business education as a discipline is expected to expose its recipients
to diversity curricula, hence, it is that type of education that inculcate in its recipients
attitudes, knowledge, skills, values that is required in the business world. This is a means of
producing a healthy, literate self-reliant citizen that would create wealth for human
development, when they become self-employed, thereby resulting to sustainable nation’s
development at large.
2.1.2 CONCEPT OF BUSINESS TEACHER EDUCATION

The education of business teachers in Nigeria has been expanding and growing in recent
years. This is as a result of increase in the demand for business teachers because of increase in
students’ enrolment in business education programme and quest for acquisition of employable
skills both in private and public schools. In Nigeria’s Third National Development Plan (1975
to 1980), the Federal Government maintained that the quality of teaching staff in all fields is
probably the most important determinant of educational standards at all levels. Furthermore,
the Federal Government of Nigeria (2004) stated that teachers' education will continue to be
given a major emphasis in all our educational planning because no educational system can rise
above the quality of its teachers. Therefore, for business education teacher quality to rise
above the business education system, a strong global reform in business teacher education
curriculum is required. Such reforms would enhance business teacher education the chance of
being a component of any educational system charged with the education and training of
teachers to acquire the competencies and skills of teaching for the attainment of self-reliance
of the individual learner and the nation at large. Ubulum (2000) looked at business teacher
education as the pedagogical and business competencies necessary for teaching business
attitudes, concepts, skills and knowledge. It could be seen as an aspect of educational training
process which business teacher-trainees receive with the primary motive of enabling them
acquire adequate attitudes, concepts, knowledge, understanding and skills in business
activities, for personal or vocational usage, and/or for careers as administrators, managers and
teachers wherever they may find themselves in the business world.

2.1.3 CONCEPT OF ATTITUDE:

Attitudes involve some knowledge of a situation .However, the essential aspects of the
attitude are found in the fact that some characteristics feelings or emotion is experienced, and
as we would accordingly expect, some definite tendency to action is associated. Subjectively,
then, the important factor is the feeling or emotion; objectively it is the response, or at least
the tendency to respond.
2.1.4 ATTITUDE OF TEACHER

Attitude is important to understand human behaviour. To define what exactly an attitude is,
many attempts have been made in literature generally it is, a complex mental state involving
beliefs. Gupta ( 1996) describes that the task of teachers is central to education .Teachers must
transmit to new generation cultural heritage of society – the knowledge , skills , customs , and
attitudes acquired over the years. They must also try to develop in their students the ability to
adjust to a rapidly changing world. A teacher is required to have a higher level of
professionalism because of rapidly changing circumstances. Attitude of teachers largely
depends upon their personal characteristics and disposition, both seems to be highly
interlinked. The teaching profession requires certain dominant behaviours which show
teacher’s intellect, desire to excel, extended professionalism and teaching as a life concern.

2.1.5 ATTITUDE OF TEACHERS TOWARDS TEACHING:

Concept of Attitude: The mind of the individuals is expressed in his behaviour through
attitude. As he develops, he is trained and unconsciously governed by the environment to take
certain attitudes towards certain subjects. Similarly, the trend come with certain attitudes as
they (students) enter the classroom. If the student has favourable attitude he may surprise the
teacher by his ability to learn than what was expected from him. If he has negative attitude, he
may strongly resist learning in spite of the through and honest efforts of the teachers and all
such efforts, prove to be futile.

Teaching A Profession: Teaching is considered as a profession, when viewed from the

internationally accepted yard stick of a profession. Teaching profession is not primarily a
service based, nor a commercial one every profession has to make arrangements for its own
development. If this is not done the profession will be rendered absolute and is bound to be
rejected by the society in the long run The combination of motivation, aptitude and
competence that forms the real basis for the professional development of teachers. The
primary obligation of the teaching profession is to guide the children, youth and adults in
pursuit of knowledge and skills to prepare them to the way of democracy, which help them to
become happy, useful, self-supporting citizens. The teaching profession should be an
intellectual, a learning and practical activity. A strong, secure and effective profession of
teaching is essential to build up public intelligence and to solve the social problems. Teachers
who commit themselves to the profession and who have knowledge, devotion and sacrifice
can only build teaching profession. The members of teaching profession should share with
parents in shaping each student’s purpose and get towards socially accepted needs. He has to
respect the basic responsibility of parents for their children. He has to establish friendly and
co-operative relationship with the home. The teaching profession occupies a position of public
trust involving not only the individual teacher’s personal conduct but also the interaction of
the school and the community. He should perform the duties of citizens and participate in
community activities. He has to discuss controversial issues from an object point of view
keeping the class from partisan opinions. According to the expectations of home, society,
community and nation the role of present day teacher has become very challenging, complex
and multi faced and he has to act for the proper fulfilment of the national goals of education.

2.1.6 STUDENTS’ ATTITUDE TOWARDS LEARNING BUSINESS STUDIES

According to Moe, (2006), students’ attitude towards Business Studies can have a significant
effect on the achievement of their expectations. Teaching methods and learning activities that
encourage students to recognize the value and relevance of what they are learning will go a
long way towards motivating students to work and learn effectively. In addition, the diversity
of subjects and approaches represented in the Business curriculum will allow students to find
courses that are well suited to their particular learning styles and interests. Teachers must
provide a wide range of activities and assignments that encourage mastery of basic concepts
and development of inquiry/ research skills. To make their programs interesting and relevant,
they must help students to relate the knowledge and skills gained to issues and situations in
the Business world. It is essential to emphasize the relationship of Business Studies to the
world outside the school to help students recognize that what they are studying is not just a
school subject but a reality that profoundly affect their lives, the communities, and the world.
In all courses, consideration should be given to including student conferences, visits from a
range of quest speakers with diverse backgrounds and experiences, and trips to local
businesses. Students develop a better understanding of various aspects of the study of business
when they can see and experience actual examples of what they are studying. Such
experiences also give them a better appreciation of the unique features of the business
communities that affect their daily lives. The complex nature of business today, influenced by
the restructuring of the economy, rapid advances in technology, and the globalization of the
market place, requires that students be given varied opportunities to learn about current
business realities and practices. By ensuring that students engage in experiential learning and
real-world applications, teachers can help them develop the practical, current business
knowledge and skills they need (MoE, 2006).

2.1.7 TEACHERS’ PERCEPTIONS TOWARDS BUSINESS STUDIES

CURRICULUM

Teachers are the most important element in delivering quality education (Greyling, 2009). The
most direct and effective way of raising instructional quality is to improve teachers knowledge
and pedagogical skills through In-service, and to ensure that the organizational conditions
under which teachers work promote effective instruction and focus on students’ learning out
comes (Liu & Linggi, 2009). One of the main factors that affect teacher competence is their
ability to embrace the concept of life long learning. Teachers cannot be expected to work
effectively for their working career with no additional support or training. Christie et al
(2004), say that continuing professional development (CPD) is necessary, not only to help
teachers deal with a revised curricula and evolving methods, but also to re-energize and
motivate them. Gross, Giacquinta and Bernstein (1971) noted that for effective curriculum
implementation there is a need to consider the quality of implementers who are charged with
the responsibility of putting the curriculum into practical terms. The implementation of the
new curriculum therefore must consider teachers’ understanding of the innovation. If their
understanding is ambiguous, they will be confused about what is expected of them. The
cascade model type of CPD is the mostly widely used, delivered through short-term
workshops (Anderson, 2002). Although this model is suitable for some kinds of material,
Monk (1999) and Higginson (1996) argue that there are a number of practical difficulties with
this model: the course are usually short; teachers often do not see the need or don’t have the
skills to adopt new practices; the training is divorced from the content of the school; and
trainers rarely have practical classroom experience with the new programme or methods.
When the revised curriculum was rolled out in 2002, the cascade model was used to orient
teachers and QASO’s. The MoE is mandated to carry out In-service of teachers on any new
curriculum on its interpretation and implementation. K.I.E is also expected to orient not only
teachers but also education officers and other stakeholders on the salient issues of the
curriculum. In August 2002, in preparation for the roll out of the curriculum in 2003, a
national induction of QASO’s and HoD’s was carried out at regional and district levels using
a cascade model. The induction was organized by the Directorate of Quality Assurance and
Standards that engaged K.I.E specialists. The findings of the monitoring studies however
indicated that the training was not effective beyond the District level (Republic of Kenya,
2005). The one day training at the district level was also insufficient. On the other hand, some
subjects such as Business Studies, Home Science, Art and Design, English and Kiswahili had
experienced major changes during the review. Teachers for these subjects therefore are
required to have more intensive and regular In-service beyond the one day orientation
(Republic of Kenya, 2005). According to Republic of Kenya (2010) teacher capacity building
was especially critical for the revised Business Studies curriculum. During the 2002
curriculum revision, Accounting Economics, Commerce, Typing with Office practice were
integrated into one subject called Business Studies. A teacher who had not studied any of the
subjects making up the integrated Business Studies is bound to experience challenges with
respect to content knowledge in some topics. As a result, In-serving the teachers on such
content mastery gaps are imperative. The secondary strategy (MoE 2007) also recommends
training teachers of English to address the merging of literature and language in English. It
calls for K.I.E, in liaison with DQAS, to continuously identify challenging areas in subjects
other than science and Mathematics and organize In-service courses. Some teachers have
continued to have a negative attitude towards Business studies. They strongly held to their
areas of specialization and refused to change to the needs of the new subject. They adversely
influenced some students to believe that Business studies were impossible and difficult. The
current study seeks to assess the level of preparedness of the Business Studies teachers to
teach the revised Integrated Business Studies Curriculum as perceived by the learners in
secondary schools in Nandi East District.

2.1.8 BUSINESS TEACHER EDUCATION FOR SELF-RELIANCE

Business teacher education is not left out in the task of producing potential business teachers
who would take up the challenges. Business educators play prominent roles in preparing
students to become responsible citizens, capable of making astute economic decisions that
would benefit their personal and professional lives. We witness changes continuously due to
technological advancement globally and as such, business education programme becomes
increasingly important for preparing learners to imbibe the changes. The role of business
education teachers as a handy tool in the realization of self-reliance in a country cannot be
over-emphasized. Noting this important role, Ibigbami (2004) stressed that Business Teacher
Education Curriculum should be developed in response to the national demand for education
reform. Business teachers are therefore expected to demonstrate specific skills, apply
knowledge and possess professional qualities which will enable them prepare students who
can meet society's demands for high performance. The National policy on education (2004) in
accordance with the existing Business teacher education programme provides for career
development in business education at secondary school level to make it possible for recipients
who cannot continue their education to the next level to find useful jobs.

The following needs to be considered necessary for reforming business teacher education
programme for self-reliance in Nigeria:

 Quality of candidates for business education programme: According to Federal

Government of Nigeria, (2004), the Nigerian certificate of education (NCE) remains
the minimum qualification for entry into teaching profession in the Nigeria educational
system. Imogie (1999) considered such entry requirement in teaching to be too low to
be regarded as a profession. Such poor entrants to the teacher education programme in
our schools today constitute the problems of recruitment of competent and
professionally trained business teachers into Nigerian school system (Afe, 2002). The
poor quality of teachers according to Maxwell in Osho (1994) can be ascribed to the
low entry behavior of pre-service teachers.
 Training facilities for business teacher education programme: The importance of
training facilities to the overall success of any educational enterprise has never been in
doubt. It is on this basis that Olutola in Ekpenyong and Nwabuisi (2003) emphasized
on the need for the provision of adequate training facilities. Chika (2000) maintained
 that training equipment and facilities needed for effective instruction of business
education should be a replica of what is obtained and used in business offices and
which the business teacher-trainees must appreciate. Similarly, funding of tertiary
institution in Nigeria is nothing to write home about and this invariably is affecting the
procurement of required training equipment and facilities for business education
teachers.
 It has been observed that some skills are likely to become obsolete as a result of lack
of updating knowledge by business teachers. There is need for a workable staff
development policy that would influence the retraining of business educators whose
skills will turn out to be unmarketable. Such staff development will center on the area
of new technology application. Business teachers need to engage themselves through a
number of processes such as internet browsing, attendance to seminars, conferences,
reading relevant books and journals and playing active roles in relevant professional
associations.
 The need for the curriculum of business teacher education to be relevant to the needs
of the student teachers cannot be overemphasized. Business teacher education
curriculum should be viewed from the point of occupational and pedagogical
competence, relevance to the needs of the students, society and employers,
comprehension in scope, depth in knowledge and competence in skills, (Ojo, 2004).

2.2 Empirical review

Fabiyi and Adetoro (2006) conducted an investigation on the availability and utilization of
instructional facilities and academic performance: A study of UME students in conventional
schools and coaching centers in Lagos State. The study was a survey type and it was guided
by three research questions and one hypothesis. The sample size was 3753 selected through a
stratified random technique with questionnaire and observation as the instruments for data
collection. Mean and chi-square were used to analyze the data. The study found that there is a
strong relationship between the performance of students in UME and the utilization of
instructional facilities present in both the conventional schools and coaching centers. Also, the
study revealed that students performed well in UME in which adequate and appropriate
instructional facilities were not only provided but were well utilized. This study is related to
the present study because it examined the availability of instructional facilities in relation to
students’ performance which the present study is focusing.

Kipchenger in Ndambuki (2008) researched on factors affecting enrolment of students

in Economics in secondary schools of Nakuru District. The researcher used survey design and
systematic random sampling to pick from three students doing business related subjects. The
instruments used were questionnaires and interview schedule for Economic teachers and
students. Interview schedule was also used to gather information from Head teachers and
School Inspectors. The study found out that Head teachers do not pay attention to teaching of
optional subjects. This made teachers to neglect and give less emphasis to the subject, making
students to develop negative attitudes towards the subject

Azih (2008) carried out a study on the appraisal of teachers and teaching facilities available
for teaching business studies in secondary schools in Abakaliki Urban of Ebonyi State. The
study was guided by three research questions and questionnaire was the instrument for data
collection. Data collected was analyzed using mean and the study found that most secondary
schools in Abakaliki urban do not have the required facilities for teaching and learning of
business studies. It also revealed that the quantity and quality of business studies teachers are
insufficient. It was recommended in the study that for sound academic and vocational
competence to be developed, adequate training resources should be provided for the teaching
and learning of business studies, and that training programme in form of seminars,
conferences should be organized periodically for teachers of business studies to up-date their
knowledge for improved productivity. This research is related to the present study because it
appraised the human and non-human resources available for the teaching and learning of
business studies.
Jepkuruny (2010) researched on Analysis of Implementation of the Secondary School
Business Studies curriculum in Baringo District. The researcher used descriptive survey and
naturalistic designs. Stratified simple random sampling was employed to categorize schools
into provincial and district schools. This was further categorized into ‘mixed’, ‘Boys’ and
‘Girls’ schools. Simple random sampling was used to select 520 students from ten secondary
schools out of an estimated 2160 students enrolled in Business Studies. The instruments used
were questionnaires for students and teachers. Interview guide was used to collect information
from Business Studies teachers and Heads of Department for Technical subjects and creative
Arts. Documents Analysis guide was used to seek information on the objectives and topics in
the Business Studies curriculum and the teacher preparedness by examining professional
documents. The researcher found out that the formulation of the objectives of the Business
Studies curriculum was a well thought out process although there were certain aspects of
content for instance inadequacy, difficulty, progressive presentation and sequence limited
achievement of objectives. Secondly teaching learning strategies and assessment method used
were inappropriate for example teaching in most classrooms was teacher centered and content
driven. In addition attitude of boys towards Business Studies curriculum was more favorable
than girls.

2.3 Theoretical review

2.3.1 Theory of Planned Behaviour

The Theory of Planned Behavior advanced by Icek Ajzen in 1991, posits that human actions
are driven by rational decision-making processes rooted in three cognitive pillars: behavioral
beliefs (personal evaluations of outcomes tied to an action), subjective norms (perceived
social pressures from significant others), and perceived behavioral control; self-assessment of
one’s ability to execute behavior given resources/skills). These components collectively shape
behavioral intention, the precursor to actual behavior, a teacher’s attitude toward teaching
Business Studies hinges not only on whether they believe the subject empowers students but
also on administrative expectations and access to tools like projectors or textbooks, power lies
in its recognition that even highly motivated individuals may fail to act if external constraints
or social sanctions outweigh intent. Critically, Ajzen argued that perceived behavioral can
directly influence behavior when it accurately reflects real-world barriers making theory of
planned behavior an ideal for studying professional practices in resource-constrained
environments like Nigerian schools.

In Okene’s junior secondary schools, theory of planned behavior illuminates why Business
Education teachers may harbor negative attitudes despite recognizing the subject’s value. If
teachers perceive inadequate government support (e.g., outdated curricula, insufficient
stipends), their perceived control diminishes, breeding frustration or apathy.

Stone et al, 2010 conducted a study in Oklahoma which studied the Theory of Planned
Behavior predicting academic misconduct intentions and behavior. They studied the cheating
intentions and behavior of a sample of 241 business undergraduates. They found that theory of
planned of behavior accounted for 21% of the variance in cheating intentions and 36% of
cheating behavior. The finding of their study was that the theory of planned behavior model is
a valuable tool for predicting cheating behaviors and could further research on academic
misconduct.

2.3.2 Social Cognitive Theory

Social Cognitive Theory was propounded by Albert Bandura in 1986, revolutionized

psychology by asserting that behavior is not merely reactive but shaped through continuous
triadic reciprocity between personal cognition, environmental factors, and behavior itself.
Central to social cognitive theory is self-efficacy an individual’s conviction in their ability to
organize and execute actions to achieve goals. Self-efficacy emerges from four sources:
mastery experiences, vicarious learnings, verbal persuasion, and emotional states. When
applied to education, social cognitive theory clarifies why two teachers in identical
environments may display radically different attitudes: one with high self-efficacy innovates
despite constraints, while another with low efficacy resigns to "failure." Bandura further
emphasized the outcome expectations and observational learning where attitudes form by
mirroring respected colleagues. Crucially, Social cognitive theory positions teachers not as
passive victims of circumstance but as agents capable of transforming their reality through
cognitive reframing and environmental mastery.

In Okene’s context where Business Studies teachers face overcrowded classrooms, scarce
materials, and minimal training, social cognitive behavior explains how low self-efficacy
becomes a critical attitude barrier. Teachers who lack mastery experiences or vicarious
models, internalize helplessness, interpreting systemic challenges as personal incapacity.
Meanwhile, negative emotional states from stress further corrode efficacy. Yet social
cognitive theory also reveals pathways to resilience: teachers with strong outcome
expectations (e.g., faith that Business Studies disrupts youth unemployment) may persist
despite obstacles, especially if they receive verbal persuasion from community leaders
affirming the subject’s value. A 2023 study of Nigerian vocational teachers (Okafor et al.)
confirmed this: 81% of teachers with "high outcome expectations" reported positive attitudes
versus 29% with "low efficacy," underscoring Social cognitive theory predictive power.