Effectiveness of In-Service Training on the Pedagogical Competence of Business Education Teachers in Kaduna State

This study examined the effectiveness of in-service training on the pedagogical competence of Business Education teachers in Kaduna State, North West Nigeria. In-service training represents one of the primary mechanisms for improving the professional quality of serving teachers, particularly in states undergoing curriculum reform or technology integration in schools. In Kaduna State, where Business Education teacher quality has been identified as a concern by state education authorities, understanding the impact of existing training programmes is critical for improving their design and delivery. A quasi-experimental design with a pretest-posttest structure was adopted. The population comprised 280 Business Education teachers who participated in state-sponsored in-service training programmes during the study period. A sample of 140 teachers was selected through purposive sampling. Pedagogical Competence Observation Rubrics and a validated self-report scale were used as data instruments. Paired samples t-test and Wilcoxon signed-rank test were employed for analysis. Findings reveal a significant improvement in pedagogical competence following in-service training, particularly in the areas of lesson planning, instructional strategy diversity, and assessment design. However, the long-term retention of new skills was found to be limited without follow-up support. The study recommends that in-service training programmes in Kaduna State should include post-training mentoring, peer observation networks, and periodic refresher sessions to ensure sustainable competence improvement among Business Education teachers. Keywords: in-service training, pedagogical competence, business education teachers, Kaduna State, professional development