Physics Teachers’ Benefits of Entrepreneurship Skills Acquisition

Abstract

Physics fuels technological advancement, offering opportunities to acquire skills that drive national development. This study explores the role of entrepreneurship education in addressing unemployment and enhancing the economic security of physics teachers in Kwara State, Nigeria. Recognizing the limitations of curricula focused primarily on white-collar job training, the research emphasizes the need for physics education to integrate entrepreneurial skills that foster innovation, risk management, and self-reliance. A descriptive survey design was employed, targeting 100 senior secondary school physics teachers across Kwara State. The instrument for the data collection was questionnaire validated by three science educators in the department of science education, university of Ilorin, Nigeria, the reliability coefficient was determine using split-half method and Cronbach alpha with 0.86 coefficient which so that the instrument is reliable. The collected data was analysed with descriptive statistics of mean. The findings reveal that entrepreneurship education equips physics teachers with the ability to identify business opportunities, manage risks effectively, and reduce economic hardships. Additionally, it promotes self-reliance and enhances their capacity to create sustainable income-generating ventures. Despite efforts to revise the curriculum in alignment with development goals, gaps persist in practical implementation and empowerment outcomes. The study concludes that entrepreneurship education is essential for transforming physics teachers into innovators and contributors to Nigeria’s socio-economic development. It recommends integrating practical entrepreneurial skills into the physics curriculum, providing teachers with robust risk management training, and equipping them with the tools to become self-reliant and independent professionals.