Good and Caring Teaching Behaviours as Perceived by Business Education Students in Tertiary Institutions in the North Eastern Nigeria

Magnus P. Udo, Agatha Samson, Abdulmutallib Umar Baraya


This study investigated good and caring teaching behaviours as perceived by Business Education students in TertiaryInstitutions in the North Eastern Nigeria. The latter needed good and caring teaching behaviours to reform theeducation sector that had been devastated by Boko Haram insurgency. The design of the study was survey. Theresearch questions answered were: (i) what knowledge bases do business education students perceived of theirLecturers for good and caring teaching in their institutions?; (ii) What repertoire of best practices do businesseducation students perceived their lecturers have for good and caring teaching in the institutions?; and (iii) whatattitude and skills of problem-solving and reflection do the students perceived of their lecturers for good and caringteaching in the tertiary institutions? An instrument of 20 items was distributed to 200 respondents in three tertiaryinstitutions located in the North Eastern Nigeria. Frequency and descriptive statistics were used to analyze the data.The findings of the study revealed, among others, that business education students perceived that their lecturers havecontrol over a knowledge base that guides what they do as Lecturers; that they also perceived that their lecturers havea repertoire of best teaching practices which they have been using to instruct them in the classrooms and to workwith fellow workers in the university setting. Lastly they perceived that their lecturers have disposition and skills toapproach all aspects of their work in a reflective, collegial and problem-solving manner. It was thereforerecommended that the relevant Tertiary Institutional Authorities and government agencies in the North EasternNigeria should provide adequate professional training and retraining of Business Education Lecturers in order to helpthem become good and caring lecturers.

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World Journal of Education
ISSN 1925-0746(Print)  ISSN 1925-0754(Online)

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