ABSTRACT
The primary objective of this study was to assess and describes the attitude of business education student’s teachers towards the teaching profession. The view of 75 students were sampled with questionnaires administrated on student. Data analysis revealed that majority of student sampled who were predominantly female, as well as their male counterpart, had positive attitude towards teaching profession. Among other things, it was recommended that teaching profession must be improved to enable perspective in-service. Teachers in training to choose teaching as a profession.
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Teaching is an old profession for centuries the teachers has been a reverend individual, a person seen to posses ability to impart knowledge on others. Business education has been in existence in the traditional Africa society but it was not institutionalized. Knowledge of any occupational area was usually acquired through apprenticeship system until recently when it was institutionalized in Nigeria. However, as the nation moved towards a scientific and technological advancement, it becomes necessary for more people to be involved in the industries and the only way the need manpower can be achieved is through education. Education is universally recognized as a good thing, hence nation spend large part of their budget to provide education to their citizens. It is a common knowledge that individual diers in their level of academic attainment motivation and educational needs. For these reason, variety of educational provisions are made with a view to meet varies and. In Nigeria context, the national policy of education (FRN, 2004 revised) provides for educational structure which is meant and business courses junior and secondary school curriculum. The national policy on education (2004) noted the need for the acquisition of appropriate skills, ability to the development of the society. Business education is seen as education that prepares youth and adult for employment in a specific occupation of family occupation by providing experience which enable them to develop competencies needed to perform the duties and functions for such employment.
Business education student’s teacher learnt the profession (Wenrich and Wenrich, 1979) which help to train youth for employment in industries commerce and other enterprises by exposing them to experiences which provide them manipulative, informational and attitudinal skills. This types of education also trains adults who are already employed and whose skills may have become absolute, and requires either and an update of skills in his occupational or a retaining in other occupations. In this context, the type of business education students teachers programmed made available to youths and must be relevant to other needs and the needs for the occupation. According to Ryaner and Herman (1988) occupational courses need to help graduates to function effectively, both on graduation in the foreseeable future by reflecting on the present and future needs to the occupational area. It also emphasizes the provision of graduates with the principles and problem solving procedures which will allows them to adjust to the changes occurring in their occupational area. The goal of business education as derived from the central tenet of democracy and from a common and deep appreciation of the value of dignity of work include the following: To prepare the learner for entry into employment and advance in his chosen career.To meet the manpower needs of the society To increase the options available to each students To serve as a motivating force to enhance all types of learning To achieve these learners to wisely select a career.
To achieve these goals, various business education courses in the system of education, despite the fact that there are shortage of professional trained business education teachers, the few available ones would be business teachers that show a negative attitude towards the profession thereby learning it to suffer from lack of professional teachers in the area. In launching the send national development plan (1990) the federal republic of Nigeria attribute high dropout rate in secondary school to poor quality of teaching. This general public also blamed the falling standard of education on non-devotion to duty on the part of teachers so the government realized the importance of business teachers therefore committed to the improvement and expansion of business educational training programmed and conditions of services for business education teachers in the country. In this effort to change the attitude of a service teacher towards the teaching profession. Attitude according to Aluaex (1989) means a behaviour which is regulated, filled with emotions varying in intensity and generally accorded to the specific situation over which they apply. He observed that such attitudes is learned to form a component of the characteristics trait of interest, appreciation like, dislike, opinions, values and ideas of an individual. Thus, students attitude towards teaching profession relates to their emotional reaction, interest, attitude, satisfaction, feeling and values in the classroom.
