ASSESSMENT OF THE IMPACT OF TETFUND ON MANAGEMENT OF BUSINESS TEACHER EDUCATION IN COLLEGES OF EDUCATION IN THE SOUTH-SOUTH ZONE

ASSESSMENT OF THE IMPACT OF TETFUND ON MANAGEMENT OF BUSINESS TEACHER EDUCATION IN COLLEGES OF EDUCATION IN THE SOUTH-SOUTH ZONE

ABSTRACT

This research project aims to assess the impact of the Tertiary Education Trust Fund (TETFUND) on the management of Business Teacher Education in Colleges of Education in the South-South Zone of Nigeria. TETFUND plays a significant role in providing financial support to tertiary institutions for the improvement of infrastructure, teaching and learning resources, research, and staff development. This study seeks to investigate the extent to which TETFUND interventions have influenced the management of Business Teacher Education programs, identify the specific areas of impact, examine the challenges encountered in the utilization of TETFUND resources, and propose recommendations for enhancing the effectiveness of TETFUND interventions in the South-South Zone.

A mixed-methods research design will be employed, utilizing surveys, interviews, and document analysis to collect data from administrators, faculty members, and students of Business Teacher Education programs in Colleges of Education in the South-South Zone. The research objectives include assessing the impact of TETFUND on the management of Business Teacher Education programs, examining the specific areas of impact, exploring the challenges faced in the utilization of TETFUND resources, and proposing strategies for improving the effectiveness of TETFUND interventions.

The findings of this research project will contribute to the existing body of knowledge by providing insights into the impact of TETFUND on the management of Business Teacher Education programs in the South-South Zone. The research will assess the extent to which TETFUND interventions have improved infrastructure, instructional resources, faculty development, research activities, and student learning experiences in Business Teacher Education programs. Additionally, the study will identify the specific areas of impact, such as the establishment of modern classrooms and laboratories, provision of teaching and learning materials, organization of workshops and conferences, and support for research projects. Furthermore, the research will explore the challenges encountered in the utilization of TETFUND resources, including bureaucratic processes, inadequate monitoring and evaluation, mismanagement of funds, and sustainability issues. Based on the findings, recommendations will be proposed for enhancing the effectiveness of TETFUND interventions, encompassing capacity building, streamlined processes, improved accountability, and stakeholder engagement.

The implications of this research extend to administrators, faculty members, students, TETFUND officials, and policymakers. The findings will provide administrators and faculty members with insights into the impact of TETFUND interventions on Business Teacher Education programs, guiding their decision-making processes and resource allocation. Students can benefit from the research findings by understanding the improvements brought about by TETFUND interventions and utilizing the available resources effectively. TETFUND officials can utilize the research findings to assess the effectiveness of their interventions, identify areas for improvement, and enhance the impact of their support. Policymakers can consider the implications of the research when formulating guidelines and policies for educational funding, ensuring the optimal utilization of resources for the improvement of Business Teacher Education programs.

In conclusion, this research project assesses the impact of TETFUND on the management of Business Teacher Education in Colleges of Education in the South-South Zone. By evaluating this impact, identifying specific areas of influence, exploring challenges, and proposing recommendations, stakeholders can enhance the effectiveness of TETFUND interventions and contribute to the improvement of Business Teacher Education programs in the South-South Zone.

TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56

 

ASSESSMENT OF THE IMPACT OF TETFUND ON MANAGEMENT OF BUSINESS TEACHER EDUCATION IN COLLEGES OF EDUCATION IN THE SOUTH-SOUTH ZONE, GET MORE  PHD DISSERTATION BUSINESS EDUCATION MATERIALS HERE.

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