Teachers' Professional Development and Business Education Students' Academic Achievement in Colleges of Education in North-East Nigeria
Résumé
Introduction The quality of education at any level is inextricably linked to the professional disposition and continuous development of the teachers who deliver it. In higher education institutions, particularly Colleges of Education in Nigeria, the academic achievement of students depends not merely on the calibre of syllabi or physical infrastructure, but fundamentally on the professional competence, pedagogical engagement, and collaborative culture of lecturers. Business Education, as a discipline that prepares future commerce teachers, accountants, office administrators, and entrepreneurs, occupies a strategic position in Nigeria's human capital development agenda. Consequently, the academic performance of students in this discipline demands rigorous scholarly attention. North-East Nigeria represents one of the most educationally disadvantaged geopolitical zones in the country, beleaguered by years of insurgency, poverty, and systemic underinvestment in education (Bala & Usman, 2022). Studies conducted in the region consistently indicate below-average academic performance among tertiary students across disciplines, including Business Education (Musa et al., 2021; Abdullahi & Garba, 2023). While infrastructural deficits and socio-economic challenges have been widely documented as contributing factors, relatively scant empirical attention has been paid to the role of teacher-level professional variables in mediating these outcomes.
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