Influence of academic staff instructional competence on the delivery of business education in public universities

Abstract

This study investigated the influence of academic staff instructional competences, specifically technological, communication, and interpersonal competences both individually and collectively on instructional delivery of Business Education in public universities in Cross River State, Nigeria. The research employed a descriptive and predictive survey design, involving a census of 47 academic staff members from two public universities in the state. Data were collected using a researcher-developed questionnaire validated by subject experts and pilot-tested for reliability (Cronbach’s Alpha = .80). Out of 47 questionnaires distributed, 42 were retrieved, yielding a response rate of approximately 90%. Responses were analyzed using linear and multiple regression techniques. Findings reveal that all three instructional competences significantly influence the effectiveness of Business Education delivery. The composite influence of these competences was also found to be statistically significant. These results highlight the critical need for continuous professional development among academic staff, particularly in technological integration and communication strategies. The study recommends targeted training programmes, enhancement of human relations skills, and institutional support as vital steps toward improving the quality of Business Education in Nigerian public universities. The implications of these findings extend to educational policy, curriculum reform, and the broader goal of aligning academic delivery with industry expectations.