Published Article

ABSTRACT 

T his study examined capacity building strategies and job performance of business studies teachers in public junior secondary schools in Rivers State. Descriptive survey design was adopted for this study and the population consisted of two hundred and thirty-six (236) business studies teachers. However, the sample size of this study was one hundred and thirty eight (138) respondents drawn from the population using Taro Yamane formula. Simple random sampling was adopted for this study which gives every respondent the equal chance of being selected. Five ( 5 ) objectives, research questions as well as hypotheses were stated, answered, formulated and tested at 0.05 level of significance for this study. A self - developed questionnaire titled Capacity Building Strategies of Business Studies Teachers ’ Job Performance Questionnaire (CaBuSoBuSTeJoPQ) was used for data collection, which was validated and are liability index of 0. 81 was obtained using test- retest method. Research questions were analyzed and answered using mean and standard deviation while the hypotheses were tested using t- test statistical tool. Findings of this study shows that ICT training and mentoring programme as variables of capacity building strategies enhances business studies teachers job performance to a high extent. In addition, the hypotheses revealed that there is no significant difference in the mean responses of male and female business studies teachers on extent the aforementioned variables of capacity building strategies enhances their job performance in public junior secondary school in Rivers State. It was therefore recommended amongst other things that government and stakeholders in education should constantly develop teachers’ capacity in ICT and assist in the acquisition of ICT facilities to enable them develop their intellectual and abilities in ICT. 

KEYWORDS:   ICT Training, Mentoring Programme, Job Performance, Business Studies Teachers and Rivers State.