Perspective of Business Education Lecturers on Gender Disparities in Work Ethics and Effective Teaching of Business Education Courses in Colleges of Education in North-Central

Abstract

The study investigated the influence of work ethics on the teaching of business education courses in colleges of education in the North-Central region of Nigeria. The study adopts a descriptive survey research design. A population of 72 business lecturers from five state colleges of education, in North-central, Nigeria participated in the study. A structured questionnaire tagged Work Ethics for Effective Teaching of Business Education Questionnaire (WEETBEQ) with a four-point rating scale was used to collect data for the study. Cronbach Alpha reliability coefficient of 0.93 was calculated for the instrument. Mean and Standard Deviation were used to answer the research questions. The hypotheses were tested using the independent samples t-test at a 0.05 level of significance. The findings of the study revealed that the work ethics dimensions of punctuality to class have a very high extent positive influence on the effective teaching of business education courses (mean; male = 3.48; Female = 3.18, for punctuality); there was a significant difference between the mean responses of male and female business educators regarding the extent to which the work ethics dimension of punctuality to class influences the effective teaching of business education courses (t70 = 1.24, P=0.017). The study concludes that an improvement in work ethics dimensions of punctuality and effective communication will lead to effective teaching of business education courses. It was recommended that there is a need for the management of colleges of education to establish clear policies within the institutions to promote gender equity in punctuality to class.