CHAPTER ONE

INTRODUCTION

Background of the study

FGN (2008) stated the major functions of higher education to include the

development of new knowledge through research, the training of very high level

personnel through teaching, and the provision of services to the society. The

implication of the above is that the teachers or lecturers recruited and selected to

teach in these institutions must be very sound academics. The recruitment and

selection of lecturers should normally be rooted through the department where the

heads of departments will attest to the fact that the applicant have sound

intellectual ability and can cope with the task of research, teaching and

community service with less difficulty.

Human resources development (HRD) can be defined as the process of

developing and improving the skills, knowledge, and abilities of employees

within an organization in order to enhance their performance and potential for

future growth. HRD is a vital aspect of human resource management as it focuses

on the training and development of employees to meet the goals and objectives of

the organization. According to Cascio (2018), HRD involves various activities

such as training, coaching, mentoring, and career development programs that aim

to enhance the capabilities of employees and enable them to contribute effectively

1
towards the organization's success. HRD also plays a significant role in managing

talent, fostering a learning culture, and promoting employee engagement and

retention

Human resources development is a universal norms and not a view

concept. There is no industry, firm, organization, business enterprises, nation etc.

that can boost a political, economic and social stability, quality product and

profitability without adequate human resources in place. Human resource

development makes sure that manpower planning in an organization is not static

but an ongoing process (Nkondola & Deuren, 2017).) It focuses on raising

productivity through improved quality, efficiency, cost reduction and enabling

customers concentrate on their core business activities. Human resource is

systematic process of training and growth, by which individual gain apply

knowledgeable insight and attitude to manage organization, work effectively. It

emphasize the opportunity to apply ones knowledge and need to learn and grow

by so doing knowledge is meaningless unless there is opportunity to apply it and

this is achieved through exposure. Human resource development as a theory is a

framework for the expansion of human capital within an organization through the

development of both the organization and individual to achieve performance

improvement. Human resources development (HRD) is a critical component of

organizational success as it focuses on maximizing the potential of employees

through training, development, and performance management. According to

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Beardwell and Thompson (2016), HRD is described as a process of developing

human potential through the improvement of employee skills, knowledge, and

abilities. It involves activities such as training, career development, and

performance management to ensure that employees are able to meet the current

and future needs of the organization.

Human Resources Development specifically improves skill levels of the

workforce, impacts positively on economic growth, raises productivity levels and

reduces unemployment (Kazmi, 2007). It is the integrated use of training,

organization and career develop effort to improve individual, group and

organizational effectiveness. HRD develops the key competencies that enable

individuals in organization to perform current and future job through planned

learning activities. It is the organized activities arranged within an organization in

order to improve performance and /or perform general growth for the purpose of

improving the jobs, the individual/or the organization. It includes planning and

development, careers development, organization development.

Business education refers to a specialized programme and a subset of

vocational education that offers specialized instruction for general business

orientation and office occupations (Asuquo, 2010). In support of the above

definition, Nwokocha (2015) states that the main objective of business education

in educational institutions is to enable students acquire the necessary business

knowledge and skills for the world of work. The author further reiterated that the

3
development of quality, functional and adequate skills and competencies is one of

the features of business education programme. In the same vein, Ameh and

Barinem (2016) argued that business education is in dire need of effective and

efficient evaluation that can assist in bridging the discrepancies between the

theory and practice. Business education being an important area of professional

education is aimed at preparing future lecturers, managers and business

executives, also aimed at enabling its recipients to acquire the needed business

and occupational competencies for excellent performance in the world of work

(Ezeabii & Okonkwo, 2019). As a result of inadequate number of qualified

teachers, not much of the above goals have been achieved. The teaching cadre

according to Usoro (2010) is still riddled with a vast army of professionally

unqualified staff, and severe shortages especially in some crucial subject areas

have continued to plague our educational system. Business education is one of

such subject areas. Very few federal and state universities offer business

education in Nigeria in its full programmes. Also, the quality of equipment and

facility in the universities have both deteriorated and the existing ones and grossly

inadequate for the large number of students admitted per programme. This trend

accounts for the shortage of manpower in business education as Aina (1986) at

the onset found that only five thousand (5000) vocational teachers (including

business educators) were available out of the one hundred and five thousand

(105,000) needed for the effective implementation of the vocational aspect of the

4
new policy on education which provided for the vocationalization of all

secondary schools.

Self-concept can be defined as the perception and evaluation an individual

has of themselves. It includes beliefs about one's abilities, traits, values, and

overall identity. Self-concept plays a crucial role in shaping an individual's

thoughts, feelings, and behaviors. One important aspect of self-concept is self-

esteem, which refers to the level of confidence and worthiness individuals feel

about themselves. People with high self-esteem tend to have a positive self-

concept and are more likely to engage in goal-directed behaviors and have

healthier relationships. On the other hand, individuals with low self-esteem may

struggle with self-doubt, insecurity, and feelings of inadequacy. Research has

shown that a positive self-concept is linked to various positive outcomes, such as

academic achievement, mental health, and overall well-being. Conversely, a

negative self-concept can lead to feelings of anxiety, depression, and low self-

confidence (Holmes, & Mashek, 2014). Self-concept refers to the set of

characteristics that reflect the type of person an individual is (Wakslak,

Nussbaum, Liberman, &Trope, 2008). Self-concept is the totality of a complex,

organized, and dynamic system of learned beliefs, attitudes and opinions that each

person holds to be true about his or her personal existence (Yahaya & Ramli,

2009). Conceptually, self-concept could be described as the perception of

electrical installation teachers of their relative strength, attitude, knowledge and

5
level of competency in electrical installation. Self-concept according to Ghaderi

(2005) spread across contentment and worthiness, attractiveness and approval by

others, determinism and significance, confidence and value of existence, and

resilience. Another personality variable that is closely related to individuals’ self-

concept is self-efficacy which may also play relative roles in the determination of

teachers’ job behaviour and performance.

Self-efficacy refers to the belief and ability of person to organize and

conduct the action to accomplish a task that are given to them (Bandura, 1995).

Self-efficacy also affects one’s actions and abilities to think and act. Bandura

(1995) also stated that there are three sources of self-efficacy which include

mastery experiences, indirect experience through social models, and social

influence. Self-efficacy leads to better job performance and energizes the

employees of an organization to achieve sustainability. Various research in the

area of self-efficacy has unearthed the influence of self-efficacy on the

performance of employees (Guha & Chakraborty, 2021; Abdullah et al., 2019).

(Jiang & Gu, 2017) explicates that workers who have high self-efficacy exhibit

higher involvement in innovative behavior and are more self-assured on their

competencies to generate concepts and implement those concepts without

hesitation.

Productivity is the ratio of the total output to the total input, which shows

how the organization is working at a particular point of time. Productivity is a

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measure of efficiency of the organization in utilizing its human resource.

Productivity is a measure of the efficiency of employees in converting inputs into

useful outputs. Productivity is a critical determinant of cost efficiency. Therefore,

increasing productivity is one of the most critical goals in business enterprise and

educational institution. High-performing and innovative employees are the

foundation of productivity.

The most impactful factor in workforce and team productivity is hiring

and retaining employees with exceptional capabilities and self-motivation.

Several studies have found that HRD practices have a positive effect on labour

productivity, although there is usually no clear effect attributable to specific

practices (Youndt, Snell, Dean and Lepak, 1996; Ichniowski et al, 1997).

In order to develop quality human resources with sufficient cognitive,

affective and psychomotor elements, Business Education program requires highly

intelligent and productive lecturers with high self-concepts and efficacy. Business

Education lecturers have been very useful in developing students with technical

and kinesthetic abilities. Hence, the level of productivity up-to-date may be linked

with their level of development on the job with relevant contributions of their

self-worth in terms of concepts and efficacy. Wagner (2005) stressed that

Business Education and professional training system would have a major positive

impact on national competitiveness continuous skill update of lecturers which

7
may influence their level of productivity. Promoting a knowledge-based economy

puts a huge premium on acquiring an appropriate education and demand-driven

skills most especially for prospective graduates in the vocational and technical

education fields. Hence, the need for lecturers who would be relevant with

requisite skills for such skill impartation. Although, human resources

development is a very vital factor which is expected to aid or improve lecturers’

intellectual capacity, skills and competencies and most importantly variables such

as self-concepts, efficacy and productivity with resultant production of skilled and

self-reliant graduates. However, lecturers’ engagement and involvement in human

resources development programmes varies across different institutions which may

influence their level of self-concept, efficacy and productivity in the vocational

and technical education programme. Hence, the study intends to investigate the

influence of human resources development in business education on lecturers’

self-concept, efficacy and productivity in tertiary institutions in Kwara State.

Statement of problem

The desire for excellent performance, institutional expansion, operational

efficiency, workers' excellent exploitation, and management effectiveness is the

primary issue facing the majority of educational institutions in the modern world.

Yet, continuous human asset development are been taken with levity. Any

educational institutions as well as teachers that will stand with its shoulder raised

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high in this age must be able to withstand and adapt to pressure of daily

technological advancement. This in place without effect training that is geared

towards human resource development is a waste of time. Besides, competent and

well skilled teachers who can effectively take care of day to day running of

educational activities with little or no supervision but with high level of

productivity are the demands of most educational institutions. Hence human

resources development is essential (Idowu et al. 2024)

However, the majority of organizations do not take human resources development

seriously. This is due to a failure to recognize that educational environments have

become more dynamic and that, in the modern era, only institutions with

sufficient infrastructure, qualified faculty, and the appropriate technological

manpower can succeed. Any industry or organization's productivity is mostly

determined by the caliber of performance exhibited by its workforce, which

includes both management and employees.

Business Education lecturer’s professional development must be embraced and

put in place through various means in order to enhance their self-perception,

effectiveness, and productivity so as to get best out of them. Therefore, the

purpose of this study was to investigate influence of human resources

development in business education on lecturers’ self-concept, efficacy and

productivity in tertiary institutions in Kwara State

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Purpose of the Study

The general purpose of this study is to determine the influence of human

resources development in business education on lecturers’ self-concept, efficacy

and productivity in tertiary institutions in Kwara State. The study will

specifically;

1. determine the level of human resources development on business

education lecturers’ self-concept, efficacy and productivity in tertiary

institutions in Kwara state

2. find out the influence of human resources development on business

education lecturers’ self-concept in tertiary institutions in Kwara state

3. find out the influence of human resources development on business

education lecturers’ self-efficacy in tertiary institutions in Kwara state

4. find out the influence of human resources development on business

education lecturers’ productivity in tertiary institutions in Kwara state

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Research Question

The following research questions will guide the study:

1. What is the level of human resources development on lecturers’ self-

concept, efficacy and productivity in tertiary institutions in Kwara state

2. What is the influence of human resources development on business

education lecturers’ self-concept in Kwara state

3. What is the influence of human resources development on business

education lecturers’ self-efficacy in Kwara state

4. What is the influence of human resources development on business

education lecturers’ productivity in Kwara state

Research Hypotheses

The following research hypotheses will guide the study

H01: Human resources development on business education does not significantly

influence lecturers’ self-concept in tertiary institutions in Kwara state

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H02: Human resources development on business education lecturers’ does not

significantly influence lecturers’ self-efficacy in tertiary institutions in Kwara

state

H03: Human resources development on business education lecturers’ does not

significantly influence lecturers’ productivity in tertiary institutions in Kwara

state

Scope of the Study

The study project aims to determine the influence of human resources

development in business education on lecturers’ self-concept, efficacy and

productivity in tertiary institutions in Kwara State. In this study, the independent

variable is the human resources development in business education while

dependent variables are lecturer’s self-concept, efficacy and productivity. The

researcher's questionnaire will be utilized to gauge the independent variable. All

the lecturers in Kwara State tertiary institution will make up the population.

Mean, Standard Deviation, and Rank Order will be used in the data analysis

process in order to provide answers to the research questions. Using Pearson

Product Moment Correlation, the proposed hypotheses will be examined at the

0.05 level of significance.

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Significance of the Study

The findings of this study is an ensuring search for the level of human

resources development among lecturers in relation to their self-concept, efficacy

and productivity. Hence, it will be of immense benefit to human resources

department of any organization, curriculum planners, ministry of education,

researchers and students in university if found positive.

This study will enlighten vocational and technical education lecturers to

improve their approach to their job by applying different method they have learnt

during staff development program such as seminars organized by the management

of the organization in other to improve students understanding and achievement.

The findings of this study will provide alternative teaching and learning method

in by opening their understanding to current or latest new instructional

methodology to both the vocational and technical education lecturers and their

students.

Lecturer would be able to adopt the use of instructional package for

preparing and teaching students concepts in basic technology classroom. This

study would also help to increase the capacity of teachers in taking interest in

improving students learning capacity and achievement.

The outcome of the study would be beneficial to the human resources

department and policy makers in the planning and decision making on staff

13
development and welfare matters. If the decision are made using with, then it

could be neccessary in the policy for the implementers. It would help curriculum

planners and policy makers to develop appropriate curriculum that will make

provision for adoption of FOSS learning package development for teaching

concepts that are abstract in nature in basic technology.

Also, the study will be of help to researchers in academic field because the

findings gather from this study will contribute immensely to exist and also assist

subsequent studies. It is expected that the study will be one of the references for

other researchers to get information on human resources development. However,

the researcher, through the findings in this study would also enlarge his

knowledge and gather more experience.

The students who are been taught by the lecturer who went through the

development training will benefit from this study. It is expected that this study

would help students to learn appropriately and become skilful and self-reliant in

the skilled-based programme. Furthermore, they will be able to draw more

qualitative knowledge from well-equipped technical lecturers who are constantly

updated on the requisite demand of the new economy.

The ministries at both federal and state levels are instrumental to policy

formulation and implementation; the findings of this study would help in making

necessary policy reviews and further contribution in the policy formulation and

implementation process. Officials in the ministry of education can organize

14
conferences, workshops, and seminars so as to educate both school managements

as well as lecturers on importance of improving workers capacity and

productivity through regular human resources development activities. If this study

reveals that the self-concept, efficacy and productivity of lecturers are positively

influenced by human resources development, the federal and state ministries of

education may see the need to make compulsory the training of academic staff

across higher institutions of learning in the state. The implementation of which

will assist the schools in producing effective and efficient graduates who will be

able to contribute productively to both their immediate environment and their

national economy.

Operational Definition of terms

 Human resources development in business education: This refers to

activities and programs focused on improving the skills, knowledge, and

competencies of lecturers in the field of business education. This could

include training, workshops, seminars, conferences, and other professional

development opportunities.

 Lecturers' self-concept: This refers to how lecturers perceive themselves

in relation to their role as educators in tertiary institutions. This could

15
 include their self-esteem, self-efficacy, self-confidence, and beliefs about

their own abilities and effectiveness in teaching and research.

 Efficacy: This refers to lecturers' beliefs in their ability to perform their

job effectively and achieve desired outcomes. This could include their

perceived competence, confidence, motivation, and sense of

accomplishment in their roles as educators.

 Productivity: This refers to the level of output or performance of

lecturers in terms of teaching effectiveness, research output, student

engagement, and other key performance indicators in tertiary institutions.

CHAPTER TWO

REVIEW OF RELATED LITERATURE

The following concepts will be discussed as related to the present study.

However, this will be done based on the following sub-headings

 Concept of Human Resources Development

 Concept of Business Education

 Lecturer’s Self-concept

 Lecturer’s Efficacy

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  Lecturer’s Productivity

 Human Resources Development and Education Outcomes

 Empirical Reviews

Concept of Human Resources Development

Human Resource Development (HRD) represents a concept that focuses

on how individuals develop their personal and organizational skills, knowledge

and abilities with the objective of ensuring a better integration between work and

learning. Agwu & Ogriki (2014) described HRD as “a series of organized

activities conducted within a specified time and designed to produce behavioural

change” through training activities. HRD is the process of increasing the

knowledge, the skills, and the capacities of all the people, in a society. In

economic terms, it could be described as the accumulation of human capital and

its effective investment in the development of an economy. According to Ali &

Rahman (2021) it is mainly concerned with developing the skills, knowledge and

competencies of people and it is people oriented concept.

In Educational context, Human resources development can be seen as an

organization's investment in the training of educators or educational personnel

such as teacher or non-staffs in order to become more competent and remain

relevant in their profession (Bratton & Gold, 2017). Some of the training may

include exposure to online teaching Applications, organizing of workshop and

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seminar, periodic physical training among others for the purpose of improving the

teachings in order to perform better. All this points to the fact that the

development of employees which in this study are technical colleges teachers are

very essential to the growth and development of the educational institutions.

HRD is considered by scholars of Business Administration as a sub

discipline of Human Resource Management (HRM), concerned with developing

productive skills by imparting training. Human resource management is also

strategic and comprehensive approach to managing people and the work place,

culture and environment. Effective Human resource management enables

employees to contribute effectively and productively the overall company

direction and the accomplishment of the organization’s goal and objectives

(Susan, 2012). The critical nature of human resources in an organization as a

factor of success or failure of management is put by Renses Lickert (2005) as

follows: All the activities of any enterprise are initiated and determines by

persons who make up the institution, plant, offices, of all the task of management,

managing the human component is the central and most important task because

all else depend on how it is done. Human resource management refers to the

policies and practices involved in carryout the human resources aspect of

management position including human resource planning, job analysis,

recruitment, selection, orientation, compensation, performance appraisal, training

and development and layout relations). Human resource management is

18
composed of the policies, practices and system that influence employee’s

behavior, attitude and performance). According to RenuksVembu (2010), Human

resource is touted as the most important, influential and impactful asset of an

organization.

Since the use of human resources and manpower are the same then, it

indicates that human resources means having the right people possessing the right

skills in place at right time. According to business dictionary (2012), human

resource is the division of a company that is focused on activities relating to

employees. These activities include recruiting and hiring of new employee,

orientation and training of current employees, employee benefit and retention

formerly called personnel. Human resources is the set of individuals who make

up the workforce of an organization.

Function of an effective Human Resources Management.

According to Dirk Huds (2010), an effective human resource management

involve maintaining and improving all aspects of a company’s practices that

affect its employee from the day of his recruitment to the day that he haves the

company;

 Hiring: - Human Resource manager must devise the most efficient and

cost-effective means of advertising and recruit for vacant positions in the

19
 company. Human resource management team must devise and implement

the selection procedures undertaken to choose the most suitable candidates

 Firing: - The Human resource manager must ensure consistency of

procedure regarding dismissed. Not only must he abide by government

regulation regarding the right to appeal and to compensation, he must also

follow correct procedure to protect the company prosecution for unfair

dismissed

 Review: - The Human Resource management team will devise and

oversee a comprehensive review program applicable to all members of

staff. This process will provide a plat form both for management to assess

the performance of the employee and for the employee to raise questions

and concern that she may have. The review process may result in extra

training, a salary or bonus review or occasionally, a disciplinary

procedure.

 Welfare: - The HR manager is responsible for ensuring their general well-

being during their time with the company. They must keep staff members

up to date on current health and safety procedures, as well as ensure that

payroll will and benefit payment are processed and polices concerning

them are kept cures.

 Legal: - It is the responsibility of HR department to remain aware of any

change in employment law and adjust the policies of the company

20
 accordingly. Operating in conjunction with the company’s legal team, the

HR management staff must ensure legal compliance with legislation

concerning maternity pay and leave, equal opportunities, discriminating

practices and right to appeal dismissal. A therefore, working knowledge of

employment law is essential running out of a human resource department.

Concept of Business Education

Business education is a core component of Technical and Vocational Education

programme and taught by professionally trained male and female business

educators in universities and colleges of education in Nigeria. Business education

programme is concerned with teaching the skills, attitudes and knowledge

necessary for a successful career in office and business world. Deborah (2015)

describes business education as education that enriches basic education for

teaching career, entrepreneurship, business understanding, office understanding,

office environment and vocational practices. In the view of Onajite (2016),

business education encompasses education programme for business, office

occupation, economic understanding, entrepreneurship and it seeks to develop in

the learners basic skills for personal use in the future. Muhammed (2014) opine

that business education programme involves training students in topics relevant to

the business world such as accounting and marketing

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 Business education is often times described as education for and about

business whose primary purpose is to prepare individuals for gainful employment

in business occupations (Nwosu, 2013). The value of Business Education

programme could be determined by its ability to adequately prepare and equip

appropriate individuals in such a manner that they could fit into specific jobs or

establish themselves upon graduation from school. It is a programme of

instruction that consists of two parts as follows: a. Office Education: For office

careers through initial refreshers and upgrading education leading to

employability and advancement in occupations b. General Business Education: A

programme that provides students with information and competencies which are

needed by all in managing personal business world (Osuala, 2014).

Njoku (2016) describes business education as education that enriches

basic education for teaching career, entrepreneurship, business understanding,

office understanding, office environment and vocational practices. In the view of

Onajite (2016), business education encompasses education programme for

business, office occupation, economic understanding, entrepreneurship and it

seeks to develop in the learners basic skills for personal use in the future.

The objectives of business education as identified by Muhammed (2014)

is to enable the students to gain experience with skills such as leadership and

communication also to provide students with information about all aspects of

22
business. He is also on the opinion that, business education is needed by students

in the contemporary world because business education develops life skills for

economic success and helps students to develop skills and attitudes needed for

career success.

Business education is a major component of vocational education. A

design field of study for the development of skills, attitudes, appreciation,

creativity as well as creation of awareness and competencies in the office work

and business world. Osuala (2004) explained that business education is a

programme of instruction, which consists of office education, which is a

vocational education programme for office career workers through initial

refresher and upgrading education. He further explained that general business

education is a programme that provides learners with information and

competencies which are needed by all in managing personal business affairs and

in using the services of business. To complement the above explanation, business

education consists of other programmes relevant to general business education

and office education such as distribution, secretarial, computation occupation, etc.

According to Adebayo (2016), business education in Nigeria provides a

comprehensive understanding of business principles, practices, and strategies that

are essential for entrepreneurial success. Business education helps individuals

develop critical thinking and problem-solving skills, as well as effective

communication and decision-making abilities.

23
 Furthermore, Okemakinde (2015) emphasizes the importance of business

education in fostering entrepreneurship and economic development in Nigeria.

Business education provides individuals with the necessary tools and resources to

start and manage successful businesses, thereby creating job opportunities and

contributing to the growth of the economy.

In addition, Yusuf (2019) highlights the role of business education in

promoting innovation and competitiveness in Nigeria's business sector. Business

education equips individuals with the knowledge and skills required to identify

market opportunities, develop innovative products and services, and leverage

technology to gain a competitive advantage in the marketplace.

Challenges of Business Education

According to Inegbenebor (2008), the following are the major challenges of

business education which need to be addressed to attain the desired goals which

will in turn lead to the attainment of sustainable development goals in the country.

1. Orientation of school administration. It is important to state that many

school administrators are ignorant of the value and potential of business

education in national competitiveness and development. Therefore,

24
 business education in such schools may not have the level of support that

it needs to gain acceptance among students and staff.

2. What to teach and to who? Most teachers or instructors do not know what

to teach and the people who are being taught. Inability to distinguish

between business education and management will always pose a challenge

to business.

3. Who to teach? The skill business is seen by people to be an all comers’

game. The popularity of the required preparation to jump in to the train or

bandwagon. Yet, the teaching requires special training and experience.

4. Lack of teaching materials: The lack of teaching material especially the

right materials that are suitable for the teaching of the skills in Nigerian

schools constitutes a challenge in business education.

5. Un-coordinated and weak institutional support for education: The

government and its agencies responsible for business development have

not addressed the problem of business education at all levels of the

educational system

Lecturer’s Self-Efficacy

Self-efficacy is one’s belief in his capability to achieve a goal or an

outcome (Grecer, 2012). Self-efficacy is therefore self-perceptions of capability

that can influence how people feel, think and act on a given task. Learners with a

25
strong sense of self-efficacy are therefore more likely to be better than their

counterparts. Self-efficacy concerns people’s beliefs regarding their capability to

influence events, which forms the basis of human motivation and plays an

important role in reinforcing workability (Bandura, 2006). Work self-efficacy, on

the other hand, is arguably the most studied personal resource that has shown its

impact in various work domains (Bakker & van Woerkom, 2021). Work self-

efficacy may be defined as the beliefs about an employee’s ability to exert work-

related tasks. Within the context of this study, work self-efficacy refers to a

business education lecturer’s self-confidence in fulfilling work related tasks.

Work self-efficacy can be defined also as a lecturer’s beliefs about his/her

abilities to control work related tasks. Work self-efficacy can be seen also as a

lecturer’s judgments and beliefs in his/her ability to effectively execute and

succeed in performing work-related tasks. Work self-efficacy can be defined also

as the belief in a lecturer’s competence to handle work-related tasks. In other

words, the level of a lecturer’s motivation in his/her abilities to successfully

execute work-related tasks is referred to as work self-efficacy. However, work

self-efficacy represents an important personal resource, which ensures success in

a professional task as it determines the effort to persist and perform specific

work-related tasks. Within this study, work self-efficacy can be conceptualized as

lecturers’ judgment of their belief in their abilities to effectively execute and

succeed in their specific work-related tasks (e.g., work engagement, work

26
commitment, and work satisfaction). High work self-efficacy may increase the

work engagement of lecturers and the ability to put in more effort when they are

faced with difficulties. However, work self-efficacy reduces work anxiety and

increases a positive attitude toward work. This implies that employees (including

business education lecturers) who exert high work self-efficacy are assertive and

believe their efforts will produce success.

Lecturer’s Self-Concept

Self-concept is the believes or perception that an individual has about

himself or herself. Self-concept is concerned with how a person views himself

socially, emotionally and physically. Sunny (2021) defined teacher’s self-concept

as the image a teacher pictured about him/herself irrespective of what other

people thinks of them. Osisanwo, Jude and Adeyeoye (2021) stressed that self-

concept had to do with a general view about oneself across various senses of

specific domains and evaluation of values formed through experiences in relation

to one's environment and considered to compromise various dimensions, areas or

facets which are related to contain personality traits but are linked to academic

achievement in different areas and subjects. Therefore, it could be inferred here

that self-concept relates to the set characteristics, attributes, qualities,

deficiencies, capacities, limits, values and relationships of the individual’s

27
descriptive of himself concerning his identity thereby stressing the importance of

self-concept as notable contribution to personality formation. Besides, viewing

further from the academic perspective, self-concept is an emotional strength that

plays an important role in enabling academic success and ability to utilize all

resources to increase individual research productivity. Thus, when the strength of

an academic staff is emphasized, it boosts his self-confidence with a positive

mood with motivation to put more effort into his research work and advance to

achieve the desired goal of his academic prowess.

Understanding of one’s self-image leads to clarity of self-identity, self-

evaluation and self-ideal. According to Yeung, Craven & Keur (2014) the quality

of teaching by any teacher in school depends on many factors which can be

divided into “internal such as teacher’s ability, self-concept” and “external factors

which include schools’ infrastructure, access to technology and many more.”

Zlatkovic et al, (2012) stated that self-concept most times determines the

teacher’s interest and motivation for teaching but is rarely considered in teacher’s

training programmes. This means that an individual interest for a job could

depend on degree to which the job is able to meet their desires which is a strong

determinant to their level of productivity. Self-concept is how an individual views

himself and this includes three dimensions that shape it, namely knowing oneself,

respecting oneself and judging oneself. Self-concept determines how individuals

behave/act in various situations (Munir et al., 2022). Rivera (2020) states that

28
self-concept affects teacher performance. Teachers who have attitudes and traits

that support the achievement of organizational goals will lead to the

implementation of tasks correctly. In negative situations, teachers who tend to be

less supportive of work, for example, are reluctant to develop themselves and do

not want to be involved in work with other people, of course, this will have an

impact on teacher performance. A bad self-concept will cause difficulties

regarding the realization of hidden talents and potentials (Darmawan, 2013). On

the other hand, a healthy self-image will pave the way for success and happiness

in life (Mardikaningsih & Putra, 2021). A person with a positive self-concept will

succeed in developing self-confidence, self-esteem and being able to see himself

realistically. With the realization of these traits, the person can establish

relationships with the right people so that later they can easily adapt to the social

environment. Thus, teachers who have a positive self-concept will expand their

success in learning while those who have a negative self-concept will have

difficulty.

Lecturer’s Productivity

Productivity is the ratio of what is produced to what is required to be

produced. It is the measure of production efficiency over a given period of time.

Asamu & Arisukwu (2015) described the word productivity to mean the output

per unit of factor input over a given period of time. Also, Uno (2016) defined

29
productivity as a measure of overall production efficiency, effectiveness and

performance of the individual organization with respect. In the same vein

Patience & Monday (2021) contends that productivity is the “measure of how

well a nation’s resources are utilized for accomplishing a set of results. This

indicate that technical college teachers as human resources in educational sector

should be well taken care of as well as receive period training that will enhance

their knowledge and improve their productivity on their job. Invariably this will

reflect in how they handle all their job demands. Hence, human resources

development is essential.

Human Resources Development and Education Outcomes

Human resource development (HRD) is a crucial aspect of any

organization as it entails improving the skills, knowledge, and abilities of

employees to ensure that they are equipped to perform their tasks effectively and

efficiently. In Nigeria, HRD has been recognized as a key driver of organizational

success and improved employee performance. One study by Ogunleye et al.

(2015) examined the impact of HRD practices on employee outcomes in Nigerian

organizations. The study found that training and development programs

significantly contributed to improved job performance, job satisfaction, and

overall organizational effectiveness. The researchers emphasized the importance

30
of incorporating HRD practices that are tailored to the specific needs of Nigerian

employees to ensure maximum effectiveness.

Another study by Adewale et al. (2018) focused on the role of HRD in

promoting employee engagement in Nigerian organizations. The researchers

found that HRD initiatives, such as mentoring programs and career development

opportunities, were positively associated with increased employee engagement

levels. This highlights the importance of investing in HRD programs that not only

enhance employee skills but also foster a sense of commitment and loyalty among

employees.

Education outcomes are another essential aspect of HRD in Nigeria, as

education plays a crucial role in shaping the knowledge and skills of the

workforce. A study by Ibrahim (2016) examined the impact of education on

employment outcomes for Nigerian graduates. The research found that higher

levels of education were positively correlated with increased employment

opportunities and higher earnings. The study underscores the need for continuous

investment in education and training to ensure that the workforce remains

competitive and adequately skilled.

Empirical Reviews

31
 Several studies have been carried out on influence of Human Resources

Development on lecturer’s self-concept, efficacy and productivity in tertiary

institutions. For instance;

Aderinto et al. (2024), carried out a study on the influence of human

resources development on technical college teachers’ self-concept and

productivity in Ogun state, Nigeria. The study examined the influence of human

resources development on technical college teachers’ self-concept, and

productivity in Ogun State. Descriptive survey research design was adopted for

the study. The population for this study comprised all technical college teachers

in Ogun State with sample size of 60 technical college teachers. Structured

questionnaire was data collection. Cronbach Alpha reliability technique was used

to establish the internal consistency of the instrument and a reliability coefficient

of 0.85 was obtained. Data was analyzed with descriptive statistics of mean and

standard deviation for answering research questions, while the hypothesis was

tested using Correlation Matrix and linear regression. The findings revealed that

there is significant influence of human resources development on technical

college teachers’ self-concept (β =.748; p ˂ 0.05) and their productivity (β = .830;

p ˂ 0.05). It was concluded that human resources development must be embraced

to regularly update educators’ skills. Recommendation include that relevant

human resources management programmes such as workshops, conferences,

32
short-term programs among others should be introduced to improve self-concept

and productivity of technical college teachers.

Edokpolor and Kessington (2022), carried out a study on work self-

efficacy and engagement of vocational business education lecturers. The study

adopted a quantitative approach and a survey research design. Data were collected

from 139 lecturers in 12 public universities in Nigeria using a structured

questionnaire. Pearson correlation coefficient and simple linear regression with a

bootstrap bias-correction technique were used to analyse the data collected. The

results show that work self-efficacy is positively and significantly correlated with

the work engagement (cognitive, emotional, and physical) dimensions of VBE

lecturers. Further analysis indicates that work self-efficacy is positively and

significantly associated with the aggregate work engagement of VBE lecturers.

The findings suggest that work self-efficacy helps foster a high cognitive,

emotional, and physical engagement among VBE lecturers in public universities.

The findings offer a major practical implication for lecturers and administrators,

which suggests that VBE lecturers that are highly resourceful (i.e. self-

efficacious) have the motivational potential to experience high engagement and,

in turn, perform better on the job

Ibrahim et al. (2021), carried out a study on self-efficacy as a predictor of

attitude and academic achievement among Colleges of Education Business

33
Statistics Students in North-Central Nigeria. The study was on self-efficacy as a

predictor of attitude and academic achievement of Colleges of Education students

in Business Statistics in North-Central Nigeria. The study was guided by two

specific objectives, two research questions and two null hypotheses. Descriptive

survey research design was adopted for the study. The population for the study

was 6,312 final year business education students from 14 public Colleges of

Education in North-central Nigeria. The researchers sampled 500 students for the

study. The instrument for the data collection was adapted questionnaire. The

instrument was validated by experts and pilot test. Cronbach Alpha reliability

coefficient of 0.87 was obtained. The questionnaire was distributed by the

researches using face to face contact. Descriptive statistic of mean scores was

used to answer the research questions while Simple Logistic Regression analysis

was employed to test the null hypotheses at the significance level of 0.05. The

study disclosed that self-efficacy significantly influenced the academic

achievement and attitude on College of Education students in Business Statistics

in North-central Nigeria. The study concluded that helping students to develop

their self-efficacy will help to address problems associated with attitude and

academic achievement in Business Statistics in Colleges of Education in North-

central Nigeria. The study recommended that Business Statistics lecturers should

create a supportive educational environment which provides students with the

34
opportunity to enhance their academic self-efficacy by encouraging and allowing

them to participate in the classroom activities.

Djazilan et al. (2019) carried out a study on the role of self-discipline,

self-concept and self-efficiency on teacher performance. This study uses a

quantitative approach by using the method of observation and questionnaire

design. The population observed was 38 teachers, because the number was less

than 100, the sample was determined using the census technique. The data were

then tested for validity and reliability as well as the classical assumption test. In

the end there is multiple regression analysis using SPSS version 26.0 program.

The conclusion that self-discipline has a significant effect on improving teacher

performance. Likewise, what happened to the independent variables of self-

concept and self-efficacy also had a partial and significant influence on improving

teacher performance. These three variables have a significant effect

simultaneously on improving teacher performance.

CHAPTER THREE

35
 RESEARCH METHODOLOGY

This chapter presents the methods and procedures that were used in carrying out

this research, including the following: research design, population of the study,

sample and sampling techniques, instruments for data collection, validity of the

instrument, reliability of the instrument, method of data collection, and method of

data analysis.

Research Design

The study adopted a survey research design. This design was chosen

because the study aimed to collect information based on the opinions of

respondents regarding the influence of human resources development on business

education lecturers’ self-concept, efficacy, and productivity in tertiary institutions

in Kwara State. A self-reported, structured questionnaire was used to collect data.

To gather data on the study's focus, the questionnaire was distributed directly to

instructors in business education.

Population of the Study

The term "population" referred to the entirety of an element or group of

people. The study's population included all business education lecturers in

postsecondary institutions in Kwara State.

Sample and Sampling Techniques

36
 A sample, representing the population or universe, was selected using a

simple random sampling technique. A total of 100 business education lecturers

were drawn from universities, polytechnics, and colleges of education in Kwara

State.

Instrument for Data Collection

The instrument for data collection was a structured questionnaire titled

“Influence of Human Resources Development on Business Education Lecturers’

Self-Concept, Efficacy, and Productivity Questionnaire (HRDBELSEPQ).” The

questionnaire was divided into two sections. Section A solicited demographic

data from the respondents, while Section B comprised 20 items, with 5 items

addressing each variable, including human resources development of lecturers,

self-concept, self-efficacy, and productivity. The instrument was developed using

a four-point scale: strongly agree (4), agree (3), disagree (2), and strongly

disagree (1).

Validity of the Instrument

Validity indicated how accurately the data obtained represented the

variables (Mugenda and Mugenda, 2012). Validation ensured appropriate

vocabulary, sentence structure, and suitability for the intended respondents. The

instrument was validated by three experts in the Department of Educational

Management at the University of Ilorin, Kwara State. The validation ensured

37
clarity and appropriateness of the items in addressing the study's problems and

research questions, incorporating suggestions and corrections.

Reliability of the Instrument

The reliability of the instrument was established by administering 20

copies to respondents outside the study area. The Cronbach Alpha reliability

technique was used to determine the internal consistency of the instrument,

resulting in a reliability coefficient of 0.85.

Method of Data Collection

A letter of introduction was obtained from the Head of the Department of

Educational Management, Faculty of Education, Ilorin, and presented to the

relevant authorities where the data were collected. The survey questions were

administered using the questionnaire and distributed to the lecturers to elicit

responses. The researchers provided necessary instructions to participants

regarding the exercise.

38
Method of Data Analysis

Data collected through the instrument have been sorted and subjected to

appropriate statistical analysis. Demographic data of the respondents has analyzed

using descriptive statistics, including percentage, mean rank scale, and standard

deviation. Hypotheses have been tested using the Pearson Product-Moment

Correlation (PPMC) at the 0.05 level of significance.

39
 CHAPTER FOUR

DATA ANALYSIS AND PRESENTATION

This chapter is concerned with the analysis of the data collected for the

study. The data collected were analyzed using the descriptive statistics, frequency

and percentages, and inferential statistics by using SPSS. The research questions

were analyzed using the frequency and percentages, while the hypotheses were

tested using Pearson Product Moment Correlation at 0.05 level of significance.

Answering Research Questions

Research question one: What is the level of human resources development,

business education lecturers’ self-concept, efficacy and productivity in tertiary

institutions in Kwara state?

Table 1: Summary of the frequency distribution of the level of human

resources development on business education lecturers’ self-concept, efficacy
and productivity in tertiary institutions in Kwara state

Level of HRD Frequency Percent (%)

Low 6.6 6.6

Moderate 26.6 26.6

High 36.6 36.6

Very High 30.2 30.2

40
Total 100.0 100.0

Table 1 shows the current level of lecturers’ self-concept, efficacy and

productivity in tertiary institutions in Kwara state. 6.6 (6.6%) of the respondents

indicated that the level of lecturers’ self-concept, efficacy and productivity in

tertiary institutions is low, 26.6 (26.6%) indicated a moderate level, 36.6 (36.6%)

indicated a high level and 30.2 (30.2%) indicated a very high level. It was

found that the current level of lecturers’ self-concept, efficacy and productivity in

tertiary institutions in Kwara state is high.

41
Research question two: What is the influence of human resources development on

business education lecturers’ self-concept in Kwara state?

Table 2: Summary of the mean ratings of the influence of human resources

development on business education lecturers’ self-concept in Kwara state

S/N Items Mean SD Decision Ranking

1 I feel more confident in my teaching abilities 3.28 0.69 Strongly Agreed 1st

due to the professional development

opportunities provided by my institution.

2 My institution’s support for continuing 3.09 0.82 Strongly Agreed 2nd

education has enhanced my self-concept as an

educator

3 Being recognized and rewarded for my 3.07 0.91 Strongly Agreed 3rd

achievements has strengthened my confidence

in my professional skills.

4 The availability of adequate teaching resources 3.06 0.79 Strongly Agreed 4th

has positively influenced my self-concept as a

lecturer

5 The availability of adequate teaching resources 2.98 0.84 Strongly Agreed 5th

has positively influenced my self-concept as a

42
 lecturer

Grand Mean 3.09 0.81 Strongly

Agreed

Table 2 reveals the influence of human resources development on business

education lecturers’ self-concept in Kwara state. I feel more confident in my

teaching abilities due to the professional development opportunities provided by

my institution was ranked 1st with a mean score of 3.28, My institution’s support

for continuing education has enhanced my self-concept as an educator was

ranked 2nd with a mean score of 3.09, Being recognized and rewarded for my

achievements has strengthened my confidence in my professional skills was

ranked 3rd with a mean score of 3.07, The availability of adequate teaching

resources has positively influenced my self-concept as a lecturer was

ranked 4th with a mean score of 3.06, The availability of adequate teaching

resources has positively influenced my self-concept as a lecturer was

ranked 5th with a mean score of 2.98, respectively. The standard deviations are

0.69, 0.82, 0.91, 0.79, and 0.84 respectively. It was revealed that the

greatest influence of human resources development on business education

lecturers’ self-concept in Kwara state. is the lecturer’s confident in their teaching

43
abilities due to the professional development opportunities provided by my

institution.

Research question three: What is the influence of human resources development

on business education lecturers’ self-concept in Kwara state?

Table 3: Summary of the mean ratings of the influence of human resources

development on business education lecturers’ self-efficacy in Kwara state

S/N Items Mean SD Decision Ranking

1 I feel more capable in my teaching practices 3.32 0.73 Strongly Agreed 1st
due to the professional development programs
provided by my institution

2 Receiving constructive feedback from peers 3.13 0.88 Strongly Agreed 2nd
and superiors has increased my confidence in
my ability to improve and succeed as a lecturer

3 The skill enhancement workshops offered have 3.10 0.79 Strongly Agreed 3rd
significantly improved my confidence in
executing my teaching responsibilities

4 Advanced training opportunities provided by 3.09 0.85 Strongly Agreed 4th

my institution have boosted my belief in my
ability to teach effectively

5 The support for continuous learning and 3.06 0.85 Strongly Agreed 5th
education from my institution has strengthened
my self-efficacy as a lecture

44
 Grand Mean 3.14 0.82 Strongly
Agreed

Table 3 reveals the influence of human resources development on business

education lecturers’ self-efficacy in Kwara state. I feel more capable in my

teaching practices due to the professional development programs provided by my

institution was ranked 1st with a mean score of 3.32, Receiving constructive

feedback from peers and superiors has increased my confidence in my ability to

improve and succeed as a lecturer was ranked 2nd with a mean score of 3.13, The

skill enhancement workshops offered have significantly improved my confidence

in executing my teaching responsibilities was ranked 3rd with a mean score

of 3.10, Advanced training opportunities provided by my institution have boosted

my belief in my ability to teach effectively was ranked 4th with a mean score

of 3.06 The support for continuous learning and education from my institution has

strengthened my self-efficacy as a lecture was ranked 5th with a mean score

of 3.06, respectively. The standard deviations are 0.73, 0.88, 0.79, 0.85, and 0.85

respectively. It was revealed that the greatest influence of human resources

development on business education lecturers’ self-efficacy in Kwara state is the

lecturer’s capabilities in teaching practices due to the professional development

programs provided by the institution

45
Research question four: What is the influence of human resources development

on business education lecturers’ productivity in Kwara state?

Table 4: Summary of the mean ratings of the influence of human resources

development on business education lecturers’ productivity in Kwara state

S/N Items Mean SD Decision Ranking

1 Participating in team-building activities 3.27 0.74 Strongly Agreed 1st

organized by my institution improves my
collaboration skills and overall productivity

2 My productivity as a business education 3.09 0.88 Strongly Agreed 2nd

lecturer is positively influenced by the career
advancement opportunities available to me

3 I believe that access to ongoing training 3.05 0.90 Strongly Agreed 3rd
programs enhances my ability to innovate in
my teaching methods

4 I feel that my institution's investment in my 2.96 0.90 Strongly Agreed 4th

professional growth reflects positively on my
commitment to my role

5 The professional development opportunities 2.85 0.91 Strongly Agreed 5th

provided by my institution have helped me
stay updated with the latest trends in business
education

Grand Mean 3.04 0.87 Strongly

Agreed

46
 Table 4 reveals the influence of human resources development on business

education lecturers’ productivity in Kwara state. Participating in team-building

activities organized by my institution improves my collaboration skills and

overall productivity was ranked 1st with a mean score of 3.27, My productivity as

a business education lecturer is positively influenced by the career advancement

opportunities available to me was ranked 2nd with a mean score of 3.09, I believe

that access to ongoing training programs enhances my ability to innovate in my

teaching methods was ranked 3rd with a mean score of 3.05, I feel that my

institution's investment in my professional growth reflects positively on my

commitment to my role was ranked 4th with a mean score of 2.96, The

professional development opportunities provided by my institution have helped

me stay updated with the latest trends in business education was ranked 5th with a

mean score of 2.85, respectively. The standard deviations are 0.74, 0.88, 0.90,

0.90, and 0.91 respectively. It was revealed that the greatest influence of human

resources development on business education lecturers’ productivity in Kwara

state is the Participating in team-building activities organized by my institution

improves my collaboration skills and overall productivity

Answering Research Hypotheses

47
H01: Human resources development on business education does not significantly

influence lecturers’ self-concept in tertiary institutions in Kwara state

Table 5: Summary of the relationship between Human resources

development and lecturers’ self-concept in tertiary institutions in Kwara

state

Variable Mean SD Pearson Sig. (2- Decision

Correlation (r) tailed)
Lecturers’ self-concept 15.48 3.93
0.989 0.000 Significan
t
Human Resources 15.50 3.88
Development

Table 5 revealed that r= 0.989, and p-value = 0.000 < 0.05. Results showed that

human resources development significantly affect lecturers’ self-concept in

tertiary institutions in Kwara state. This means there is a positive influence of

human resources development on lecturers’ self-concept in tertiary institutions

H02: Human resources development on business education does not significantly

influence lecturers’ self-efficacy in tertiary institutions in Kwara state

Table 6: Summary of the relationship between Human resources development

and lecturers’ self- efficacy in tertiary institutions in Kwara state

48
Variable Mean SD Pearson Sig. (2- Decision
Correlation (r) tailed)
Lecturers’ self- efficacy 15.70 3.99
0.985 0.000 Significan
t
Human Resources 15.50 3.88
Development

Table 6 revealed that r= 0.985, and p-value = 0.000 < 0.05. Results showed that

human resources development significantly influence lecturers’ self-efficacy in

tertiary institutions in Kwara state. This means there is a positive and strong effect

of human resources development on lecturers’ self-efficacy in tertiary institutions.

H03: Human resources development on business education does not significantly

influence lecturers’ productivity in tertiary institutions in Kwara state

Table 7: Summary of the relationship between Human resources development

and lecturers’ productivity in tertiary institutions in Kwara state

Variable Mean SD Pearson Sig. (2- Decision

Correlation (r) tailed)
Lecturers’ s 15.22 4.17
productivity
0.987 0.000 Significan
t
Human Resources 15.50 3.88
Development

49
Table 7 revealed that r= 0.987, and p-value = 0.000 < 0.05. Results showed that

human resources development significantly influence lecturers’ productivity in

tertiary institutions in Kwara state. This means there is a strong and positive

relationship between human resources development and lecturers’ productivity in

tertiary institutions

Discussion of Findings

It was found from the research question one that the level of human

resources development on business education lecturers’ self-concept, efficacy and

productivity in tertiary institutions in Kwara state is high. This was in line with

the study carried out by Idowu et al. (2024), on the influence of human resources

development on technical college teachers’ self-concept and productivity in Ogun

state, Nigeria who concluded that human resources development must be

embraced to regularly update educators’ skills.

It was revealed from the second research question that the

greatest influence of human resources development on business education

lecturers’ self-concept in Kwara state is the lecturer’s confident in their teaching

abilities due to the professional development opportunities provided by my

institution. The result of the second research questions go with that

of Muhammad et al. (2019) who carried out a study on the role of self-discipline,

self-concept and self-efficiency on teacher performance, he concluded that that

50
self-discipline and self-concept has a significant effect on improving teacher

performance.

Findings from the third research questions revealed that the

greatest influence of human resources development on business education

lecturers’ self-efficacy in Kwara state is the lecturer’s capabilities in teaching

practices due to the professional development programs provided by the

institution. Ibrahim et al. (2021), carried out a study on self-efficacy as a predictor

of attitude and academic achievement among Colleges of Education Business

Statistics Students in North-Central Nigeria who concluded that helping students

to develop their self-efficacy will help to address problems associated with

attitude and academic achievement in Business Statistics in Colleges of Education

in North-central Nigeria.

Findings from the fourth research questions revealed that the

greatest influence of human resources development on business education

lecturers’ productivity in Kwara state is the Participating in team-building

activities organized by my institution improves my collaboration skills and

overall productivity.

Findings from the research hypothesis one showed that human resources

development in business education does significantly influence lecturers’ self-

concept in tertiary institutions in Kwara state. This means there is a positive

51
influence of human resources development on lecturers’ self-concept in tertiary

institutions. This findings align with the study carried out by Idowu et al. (2024)

and same with that of Muhammad et al. (2019) whose findings revealed that there

is significant influence of human resources development on technical college

teachers’ self-concept (β =.748; p ˂ 0.05) and their productivity (β = .830; p ˂

0.05).

Findings from the research hypothesis two showed that human resources

development in business education does significantly influence lecturers’ self-

efficacy in tertiary institutions in Kwara state. This means there is a positive

influence of human resources development on lecturers’ self-efficacy in tertiary

institutions. This findings align with the study carried out by Ibrahim et al. (2021)

whose study disclosed that self-efficacy significantly influenced the academic

achievement and attitude on College of Education students in Business Statistics

in North-central Nigeria.

Findings from the research hypothesis three revealed that human resources

development in business education does significantly influence lecturers’

productivity in tertiary institutions in Kwara state. This means there is a positive

influence of human resources development on lecturers’ productivity in tertiary

institutions. Idowu et al. (2024), carried out a study on the influence of human

resources development on technical college teachers’ self-concept and

52
productivity in Ogun state, Nigeria. The findings revealed that there is significant

influence of human resources development on technical college teachers’ self-

concept (β =.748; p ˂ 0.05) and their productivity (β = .830; p ˂ 0.05)

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter is concerned with the summary of findings based on the

results of the analysis. Also, conclusions and recommendations were made with

respect to the findings.

53
Summary of Findings

1. It was found that the level of human resources development on

business education lecturers’ self-concept, efficacy and productivity in

tertiary institutions in Kwara state is high

2. It was revealed that the greatest influence of human resources

development on business education lecturers’ self-concept in Kwara

state is the lecturer’s confident in their teaching abilities due to the

professional development opportunities provided by their institution.

3. It was found that the greatest influence of human resources

development on business education lecturers’ self-efficacy in Kwara

state is the lecturer’s capabilities in teaching practices due to the

professional development programs provided by the institution.

4. It was revealed that the greatest influence of human resources

development on business education lecturers’ productivity in Kwara

state is the Participating in team-building activities organized by the

institution improves one’s collaboration skills and overall productivity

5. Human resources development in business education does

significantly influence lecturers’ self-concept in tertiary institutions in

Kwara state

6. There is a positive influence of human resources development on

lecturers’ self-efficacy in tertiary institutions

54
 7. There is a positive and significant effect of human resources

development on lecturers’ self-efficacy in tertiary institutions

Conclusion

Based on the findings of this study, it is clear that human resources

development significantly enhances the self-concept, efficacy, and productivity of

business education lecturers in tertiary institutions across Kwara State. The

evidence suggests that effective human resources development not only positively

impacts lecturers’ self-concept but also boosts their self-efficacy and overall

productivity. This underscores the vital role that targeted development initiatives

play in fostering a thriving educational environment and highlights the potential

for continuous improvement in the field.

Recommendations

The following recommendations were made based on the findings:

1. Human resources department should organize and facilitate these

programs, ensuring they meet the specific needs of business education

lecturers

55
 2. University administrators and department heads should take the lead in

designing and funding comprehensive training programs.

3. Lecturers should engage in collaborative efforts and share best

practices with peers.

4. Department Heads and Senior Lecturers should mentor and support

their colleagues, and foster a collaborative environment.

5. Government should provide resources and support to create robust

support systems.

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APPENDIX

60
 QUESTIONNAIRE
UNIVERSITY OF ILORIN, ILORIN

FACULTY OF EDUCATION

DEPARTMENT OF EDUCATIONAL MANAGEMENT

Dear Respondent,

I am an undergraduate student doing research on the topic of " Influence of Human

Resources Development on Business Education Lecturers Self-Concept, Efficacy and
Productivity in Tertiary Institutions in Kwara State . I humbly want your assistance in
obtaining reliable responses to the following queries. You have the assurance that whatever
information you provide will be kept totally confidential and used solely for scholarly
purposes.

Thanks for responding appropriately.

Yours sincerely.

Hammed Idris Gbolahan

19/25PM066

Instruction: Please tick the correct option

(VH-Very High; H-High; M- Moderate; L- Low;)

(SA-Strongly Agree, A – Agree, D – Disagree, SD – Strongly Disagree).

S/ Level of Self-concept, Self- V H M L

N Efficacy and productivity H
possessed

1 To what extent have the training

programs offered by your

61
 institution contributed to your
teaching efficacy?

2 How would you evaluate the

support for continuous education
from your institution in improving
your self-concept as an educator

3 How impactful has mentorship

and guidance from senior
colleagues been in enhancing your
confidence and productivity?

4 How would you assess the

availability of adequate teaching
resources in enhancing your
productivity?

5 How supportive is your work

environment in boosting your self-
efficacy and overall productivity?

Lecturer’s Self Concept SA A SD D

6 I feel more confident in my

teaching abilities due to the
professional development
opportunities provided by my
institution.

7 My institution’s support for

continuing education has enhanced

62
 my self-concept as an educator

8 Being recognized and rewarded for

my achievements has strengthened
my confidence in my professional
skills.

9 The availability of adequate

teaching resources has positively
influenced my self-concept as a
lecturer

1 Participating in conferences and

0 seminars has increased my self-
confidence in my role as a
business education lecturer

Lecturer’s Self Efficacy

1 I feel more capable in my teaching

1 practices due to the professional
development programs provided by
my institution

1 The skill enhancement workshops

2 offered have significantly
improved my confidence in
executing my teaching
responsibilities

1 Advanced training opportunities

3 provided by my institution have
boosted my belief in my ability to

63
 teach effectively

1 The support for continuous

4 learning and education from my
institution has strengthened my
self-efficacy as a lecture

1 Receiving constructive feedback

5 from peers and superiors has
increased my confidence in my
ability to improve and succeed as a
lecturer

Lecturer’s Productivity

1 Participating in team-building
6 activities organized by my
institution improves my
collaboration skills and overall
productivity

1 I believe that access to ongoing

7 training programs enhances my
ability to innovate in my teaching
methods

1 The professional development

8 opportunities provided by my
institution have helped me stay
updated with the latest trends in
business education

1 My productivity as a business
9 education lecturer is positively

64
 influenced by the career
advancement opportunities
available to me

2 I feel that my institution's

0 investment in my professional
growth reflects positively on my
commitment to my role

Human Resources Development

2 I feel that the professional

1 development programs offered by
my institution effectively enhance
my skills as a lecturer

2 The feedback and performance

2 reviews I receive are constructive
and help me improve my
professional capabilities

2 The support I receive from my

3 institution in balancing work and
personal life contributes to my
overall job satisfaction

2 I find that the collaborative projects

4 and research opportunities
provided by my institution enhance
my professional development

2 I have ample opportunities to

5 pursue further education and
certifications through my

65
institution

66