Unethical teacher behavior is directly undermining student achievement in junior secondary schools in Nigeria’s Rivers State. That is the conclusion of a 2026 study by Chinwenda Andrew Jiji, a scholar at Rivers State University. Published in the International Journal of Applied Educational Research (Vol. 4, No. 1), the research shows that teacher lateness, favoritism, and absenteeism significantly reduce academic performance in Business Studies classes. The findings matter because Business Studies equips students with practical skills in entrepreneurship, commerce, and financial literacy—competencies essential for economic participation.
Why This Research Matters
Across many education systems, policy debates often focus on curriculum reform, funding, and infrastructure. Less visible, but equally influential, is teacher conduct inside the classroom. When teachers arrive late, skip lessons, or treat students unfairly, the learning environment deteriorates.
In vocational subjects such as Business Studies, consistency is critical. Students must grasp foundational concepts and apply them in practical contexts. Disruptions in teaching time or unequal access to guidance can weaken both academic results and real-world readiness.
Rivers State, a major economic hub in southern Nigeria, depends on a well-prepared youth population. Weak classroom ethics can quietly erode that foundation.
How the Study Was Conducted
Chinwenda Andrew Jiji of Rivers State University carried out the study in 15 public junior secondary schools across Port Harcourt and Obio/Akpor Local Government Areas.
The research design was descriptive and survey-based. It gathered responses from:
- 2,204 students
- 34 teachers
- Total population: 2,238 individuals
Using a random sampling method, Jiji selected 339 participants. A total of 323 completed questionnaires were analyzed.
The survey measured perceptions of:
- Teacher lateness
- Teacher favoritism
- Teacher absenteeism
- Their impact on student academic performance
Data were analyzed using averages, standard deviations, and statistical comparison tests at a 0.05 significance level. Reliability testing produced a coefficient of 0.84, indicating strong consistency in the measurement tool.
Key Findings
The results show consistent agreement between teachers and students: unethical behavior harms academic performance in Business Studies.
1. Teacher Lateness
Teachers and students agreed that lateness:
- Reduces effective teaching time
- Disrupts lesson flow
- Weakens understanding of key concepts
- Discourages seriousness toward the subject
Both groups indicated a moderate to high negative impact.
2. Teacher Favoritism
Favoritism emerged as a strong concern. Respondents reported that:
- Some students receive more help during assignments
- Certain learners gain preferential classroom attention
- Performance gaps widen within the same class
The data suggest that unequal treatment reduces motivation and creates disparities unrelated to merit.
3. Teacher Absenteeism
Frequent absence from class was linked to:
- Incomplete curriculum coverage
- Delayed feedback on assignments
- Lower overall academic achievement
- Reduced student attendance motivation
Both groups acknowledged that absenteeism interrupts instructional continuity and weakens mastery of Business Studies content.
Statistical testing showed no significant difference between teacher and student responses. This alignment strengthens the credibility of the findings: both educators and learners recognize the same problems.
What This Means for Education
The research by Chinwenda Andrew Jiji at Rivers State University highlights a core principle: ethical teaching behavior is directly connected to measurable academic outcomes.
In Business Studies, inflated grades or inconsistent instruction may create an illusion of success while masking skill deficiencies. Over time, such gaps can affect employability, entrepreneurship readiness, and higher education performance.
The findings have broader implications:
- For school administrators: Stronger monitoring of punctuality and attendance is essential.
- For policymakers: Teacher ethics training should be integrated into professional development programs.
- For parents and communities: Transparency and accountability systems can reinforce classroom fairness.
- For economic planners: Reliable education quality supports workforce readiness.
Jiji emphasizes that ethical discipline is not merely procedural but foundational. According to Chinwenda Andrew Jiji of Rivers State University, consistent teacher presence and fair classroom practices are essential for maintaining credibility in assessment and improving real learning outcomes.
Policy and Institutional Recommendations
The study proposes practical steps:
- Enforce attendance and punctuality tracking systems.
- Provide regular ethics-focused professional development.
- Strengthen supervisory oversight in public secondary schools.
- Establish consequences for repeated violations of professional conduct.
These measures are actionable without major structural reforms, making them feasible for education authorities.
Source
Article Title: Influence of Teachers’ Unethical Behaviour on the Academic Performance of Business Studies Students in Public Junior Secondary Schools
Author: Chinwenda Andrew Jiji
Journal: International Journal of Applied Educational Research (IJAER), Vol. 4 No. 1
Year: 2026
DOI: https://doi.org/10.59890/ijaer.v4i1.191
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