Contributions of Critical Thinking Skills and Self-Regulation to the Professional Competence of Business Studies Teachers in Ogun State, Nigeria
The advancement in the world has made typical business schools to focus in shifting courses designed to impact a large dose of quantitative management skills and techniques to specific softer skills (behavioural and societal) involving the ability to work with others, to communicate effectively, to display multicultural awareness and to exhibit some entrepreneurial and leadership skills. In fact, there is growing emphasis in education, business, government, employer organizations, and alumni and even student for graduate to possess competencies for employability. Hence, the study examined critical thinking skills and self-regulation as determinants of professional competence of business teachers. A descriptive survey research design was adopted for this the study. Thirty-two (32) respondents that constituted the population of the Business Studies Teachers in Secondary Schools within Ijebu-North Local government Area of Ogun State were sampled to participate in study. Adopted and validated scales were used for data collection and statistically analysed using multiple regression at 0.05 alpha levels. The result revealed that there was a significant relationship between critical thinking, self-regulation and professional competency among business studies teachers. Based on the result of this study, the researchers recommend strategies for sustaining professional competence among the business studies teachers, using critical thinking and self-regulation.
Keywords: Critical Thinking Skills, Professional Competence & Business Studies Teachers, Self-Regulation