Integrated Societal Development through Secondary School Teachers and Students’ Entrepreneurial Skills Acquisition in Ogun State, Nigeria

Abstract

Education serves as the primary catalyst for human civilization and societal progress by maximizing individual creative potential. In the context of community development, the integration of entrepreneurial education is vital for fostering self-fulfillment and economic growth. This study aimed to investigate the role of secondary school teachers and students in community development through the acquisition of entrepreneurial skills in Ogun State, Nigeria. A descriptive research design was employed, utilising a randomly selected sample of 556 secondary school students from 25 different schools across the three senatorial districts of Ogun State. Data were collected via the Entrepreneurial Skills Acquisition Questionnaire (ESAQ), which demonstrated high reliability (r=0.872). Analysis was conducted using frequency tables, mean scores, and standard deviations. Results indicated that essential entrepreneurial skills for teachers include leadership, creativity, flexibility, passion, and self-confidence. For students, critical skills identified ranged from chemical production (soaps, detergents, paints) to technical trades (carpentry, welding, boat construction). The study suggests that school management must prioritize vocational subjects within the official timetable to stimulate student interest and intent toward entrepreneurial development.