Abstract

This study investigated teachers’ years of teaching experience and educational qualifications as predictors of students’ academic achievement in Business Education in Colleges of Education in North-East Nigeria. The study adopted a quantitative approach using ex-post facto and correlational research designs. The population of the study comprised 1,584 respondents, consisting of 374 Business Education lecturers and 1,210 NCE III Business Education students from public Colleges of Education in the North-East geopolitical zone of Nigeria. A sample size of 310 respondents was selected using Krejcie and Morgan’s sample size table, while multi-stage sampling techniques involving cluster, purposive, and simple random sampling procedures were employed. Data were collected using a structured questionnaire titled Teachers’ Demographic Variables and Reference Groups Questionnaire (TDVRGQ). The instrument was validated by experts in Business Education and Measurement and Evaluation, while a Cronbach Alpha reliability coefficient of 0.912 established its reliability. Data analysis was conducted using descriptive statistics, Pearson Product Moment Correlation Coefficient (PPMC), and simple linear regression with the aid of SPSS version 23.0 at a 0.05 level of significance. Findings revealed that teachers’ years of teaching experience did not significantly relate to students’ academic achievement in Business Education. Similarly, teachers’ educational qualifications showed no significant relationship with students’ academic achievement. The study concluded that years of experience and academic qualifications alone may not guarantee improved students’ academic performance without effective instructional practices and continuous professional development. The study recommended regular professional training, workshops, and seminars for teachers, as well as the integration of continuous professional development programmes to improve instructional effectiveness and students’ learning outcomes.