Training and Supervision as Predictors of Business Teachers’ Job Performance for Policy and Practice in Nigerian Secondary Schools


  • Abdulganiyu Adebayo Tijani Faculty of Education, Department of Educational Management, University of Ilorin, Ilorin, NIGERIA
  • Patricia Agnes O. Etejere Faculty of Education, Department of Educational Management, University of Ilorin, Ilorin, NIGERIA



Training, Supervision, Teacher, Job Performance


This study investigates training and supervision as predictors of business teachers’ job performance in Nigerian public secondary schools. A survey research design is adopted for the study. The population consists of 1,500 business-related subject teachers from four states in Nigeria’s North Central Geo-Political Zone. 550 samples are purposely selected as the respondents from 20 schools. A structured questionnaire is used to collect relevant data from the respondents. Three experts from the Department of Business Education, Kwara State University, validated the questionnaire. The reliability coefficient of 0.71 was obtained through a split-half method. The hypotheses generated were tested using correlation and multiple regression analysis. The results show a strong correlation between training and teachers’ job performance (r = .786) but a very low correlation between supervision and teachers’ job performance (r =  .089). Moreover, training and supervision explain the variation in teachers’ job performance by 52.0%. Training and supervision indicate a positive influence on teachers’ job performance. Regular capacity building such as workshops and conferences were recommended for the teachers in addition to the regular external and internal supervision. The government should also supply the necessary teaching facilities to help the teachers improve teaching and learning.


Download data is not yet available.


Abdullahi, N.J.K & Tijani, A.A (2019). Digitalization in education system and management of early childhood education in Nigeria. South East Asia Early Childhood Journal (SAECJ). 8(2).20-42.

Adeogun, A.A(2006). Training and experience as predictors of teacher’s productivity in secondary schools in Nigeria. International Journal of Educational Management. Indemac (Nigeria publishers) Limited In Una.

Adepoju, TL (1993) Fundamental of school administration planning and supervision in Nigeria. Ibadan, Alafasy

Ahaba, K.P (2002). Training and experience as correlate of teacher’s productivity Secondary Ojo Local Education District of Lagos State A PGDE project Ajasin University, Akungba Ondo State, Nigeria.

Aina. O I. (2012) Personnel management in Nigeria central approach. Ikeja.

Alabi, A.T. (2000), School personnel Management. In Durasaro, F. and Ogunaju, S (Eds.) The craft of Educational Management, Ilorin. Indemac Print Media, 153-167.

Alabi, A T. (2000): Teachers Professionalism & productivity in Campbell, R.F. et al. (1977). Introduction to Educational Administration. Boston: Allyn &Bacon Inc.

Biswajeet P. (2012). Human Resources Management. Portharcout; learning private Limited.

Dale, E. (1980). Management theory and practice Fourth Ed.Auckland McGraw Hill.

Edem, D. A (2012). Introduction to Educational Administration in Nigeria. New Delhi: Thomas Press Ltd.

IJaiya, NYS (1991). A Guide to Supervision of Instruction Ilorin: My Grace Graphics Repro. Co.

Iqbal, N., Khan, M. M., Mohmand, Y. T., & Mujtaba, B. G. (2020). The impact of in-service training and motivation on job performance of technical & vocational education teachers: Role of person-job fit. Public Organization Review, 20(3), 529-548.

Junejo, M. I., Sarwar, S., & Ahmed, R. R. (2018). Impact of in-service training on performance of teachers a case of STEVTA Karachi region. International Journal of Experiential Learning & Case Studies, 2(2), 50-60.

Margerison, C.& McCain, D. (2004) High performing Managerial Teams, Leadership & Organization Development Journal. In psychological Abstracts

Mbon, U. F., Arop, F. O., Ekanem, E. E., Ebuara, V. O., & Emanghe, E. E. (2021). School administrators’ instructional supervision, psychosocial assistance, and professional support as determinants of teacher job performance in elementary schools. The Journal Of Social Sciences Research, 7(3), 116-125.

Nwachukwu, C.C. (1988). Management: Theory and practice. Onitsha: African PCP publishers Limited.

Ogunsaju, S. (2006). School Management and supervision: Lagos: Crystal press.

Prasetyono, H., Abdillah, A., & Fitria, D. (2018). Academic supervision toward teacher’s performance through motivation as intervening variable. Journal of Education and Learning (EduLearn), 12(2), 188-197.

Tijani, A.A (2013). Utilization of Teachers for school effectiveness in Kwara State Public Secondary Schools. International Journal of Educational Management. 11(1), 61-70.

Tijani, A.A. (2013). Supply of teachers and students academic performance in Kwara State public secondary schools, Nigeria. Ilorin Journal of Health, Physical Education and Recreation. 6(1), 1-17.

Tijani, A. A. (2016). Planning and supervision in education. Second revised edition. Ilorin; Ola Press.

Yee, Heong & Yunos, Jailani & Othman, Widad & Hassan, Razali & Tee, Tze & Mohaffyza, Mimi. (2015). Disparity of learning styles and higher order thinking skills among technical students. Procedia - Social and Behavioral Sciences. 204. 143-152. 10.1016/j.sbspro.2015.08.127.




How to Cite

Tijani, A. A., & Etejere, P. A. O. (2021). Training and Supervision as Predictors of Business Teachers’ Job Performance for Policy and Practice in Nigerian Secondary Schools. International Business Education Journal, 14(2), 38–47.