Entrepreneurial Orientation of School Administrators and Promotion of Entrepreneurship Education Program for Business Education and Home Economics Students in Secondary Schools in Akwa Ibom State
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Abstract
This study investigated the entrepreneurial orientation of school administrators and its role in promoting entrepreneurship education programme for Business Education and Home Economics students in secondary schools in Akwa Ibom State, Nigeria. In carrying out the study, a correlational survey research design was adopted. The study was carried out in Akwa Ibom State. The target population of the study comprised school administrators, Business Education students, and Home Economics students in secondary schools in Akwa Ibom State. A stratified sampling technique was used to select five 5 school administrators, twenty-five 25 Business Education students, and twenty-five 25 Home Economics students from each of the three selected senatorial districts, namely Ikot Ekpene, Uyo, and Eket Senatorial Districts. This gave a total of fifty-five 55 respondents from each senatorial district and an overall sample size of one hundred and sixty-five 165 respondents. The instrument used for data collection was a structured questionnaire entitled “Entrepreneurial Orientation, Business Education and Home Economics Questionnaire” (EOBEHEQ). The face and content validity of the instrument were established by an expert in Test, Measurement and Evaluation to ensure the accuracy, appropriateness, clarity, and completeness of the items in relation to the objectives of the study. The reliability of the instrument was determined, and a reliability coefficient of 0.89 was obtained. This coefficient was considered sufficiently high to establish the reliability of the instrument for the study. The data generated from the study were subjected to appropriate statistical analysis. Descriptive statistics were used to answer the research questions. The findings revealed that among the identified types of entrepreneurial orientation of school administrators, proactiveness recorded the highest percentage of 23.03%, while networking and collaboration recorded the lowest percentage of 15.76%. The findings further showed that vision and strategic focus had the highest effect on the promotion of entrepreneurship education programmes for Business Education students, with 24.24%, while resource mobilization recorded the lowest percentage of 16.97%. For Home Economics students, proactive resource mobilisation and infrastructure allocation recorded the highest percentage of 24.24%, whereas administrative autonomy and cultivation of an enterprise culture recorded the lowest percentage of 14.55%. The study concluded that by adopting entrepreneurial mindsets, administrators can bridge the gap between academic knowledge and practical skills, ensuring students become job creators, contributing to sustainable development and economic transformation. One of the recommendations provided was that school administrators should prioritise the integration of entrepreneurship education into the core curriculum of business education programs in secondary schools. This can be achieved by developing and implementing a curriculum that emphasises practical entrepreneurship skills, such as financial literacy, marketing, and business planning
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