IMPACT OF SELF-ESTEEM AND FAMILY BACKGROUND ON ENTREPRENEURIAL EDUCATION AMONG SENIOR SECONDARY SCHOOLS IN ZARIA LGA KADUNA STATE

Abstract

This study investigates the relationship between self-esteem, family background, and entrepreneurial education among

senior secondary school students in Zaria local government area of Kaduna State, Nigeria. Entrepreneurial education

plays a pivotal role in preparing students for the dynamic challenges of the modern economy, yet its effectiveness and

accessibility remain understudied in this context. The study adopted correlational design and a purposive sampling

technique was employed. The target population for the study was senior secondary school student (SS 2) in Zaria

Local Government. 150 students both male and female were purposively selected to make up the sample size for the

study. Two objectives with their corresponding research questions and hypotheses were formulated to guide the study.

The instrument for data collection was a self-constructed structured questionnaire titled “self-esteem, family and

Entrepreneurial Education Questionnaire (SEFEE Q). The Instrument is a 24 items questionnaire with four-point

scale responses of Strongly Agree, Agree, Strongly Disagree and Disagree. Three experts from the Department of

Educational Psychology FCE, Zaria validated the instrument. Test re-test reliability was employed by the researcher

in this study. The reliability of 0.81 was established. The research questions were answered using the descriptive

statistics of mean and standard deviation while the hypotheses were tested using the Pearson r with the significant

level of 0.05 using the IBM SPSS version 23. Drawing on a sample of 150 respondents, data was collected on self-

esteem, family background, and engagement in entrepreneurial education activities. Pearson correlation analysis was

employed to examine the associations between these variables. The findings reveal a statistically significant positive relationship between self-esteem and entrepreneurial education, highlighting the importance of self-confidence and self-efficacy in fostering entrepreneurial aspirations among students. Conversely, while family background factors such as parental education and occupation may indirectly influence students' access to entrepreneurial education resources, no significant direct relationship was found between family background and entrepreneurial education outcomes. These results underscore the need for targeted interventions aimed at bolstering students' self-esteem and providing equitable access to entrepreneurial education opportunities, regardless of socio-economic background. In conclusion, this study contributes to the understanding of the determinants of entrepreneurial education outcomes among senior secondary school students in Zaria local government area, offering insights for educators, policymakers, and stakeholders seeking to promote entrepreneurship and economic development in the region.