Capacity Building for Business Education Teachers on Inclusive Classroom Management in Nasarawa State

This study examined the capacity building needs of Business Education teachers for inclusive classroom management in Nasarawa State, North Central Nigeria. Inclusive education requires teachers to design and deliver instruction that accommodates the diverse learning needs, abilities, and backgrounds of all students, including those with disabilities and learning difficulties. For Business Education teachers, who deal with heterogeneous classrooms, inclusive classroom management competencies are especially important. However, the readiness of teachers in Nasarawa State for inclusive practice has not been formally assessed. A descriptive survey design was employed. The population comprised 200 Business Education teachers in public secondary schools across three local government areas in Nasarawa State. A sample of 100 teachers was selected using stratified random sampling. A validated Inclusive Classroom Management Capacity Scale comprising 38 items was used for data collection. Mean, standard deviation, and chi-square statistics were employed for analysis. Findings reveal significant gaps in teachers ability to differentiate instruction, adapt materials for learners with disabilities, and manage behaviorally diverse classrooms. The majority of teachers reported having never received any formal training in inclusive education. The study recommends that the Nasarawa State Teaching Service Commission should partner with the Special Education department of the state university to design and deliver targeted inclusive classroom management training for all Business Education teachers in the state. Keywords: capacity building, inclusive classroom management, business education teachers, Nasarawa State, special education