INFLUENCE OF WORKLOAD DISTRIBUTION ON TEACHING EFFECTIVENESS IN BUSINESS EDUCATION DEPARTMENT OF FEDERAL COLLEGE OF EDUCATION, YOLA

Abstract

This study examines the influence of workload distribution on teaching effectiveness in the Business Education Department of FCE Yola, focusing on the effects of teaching load, institutional research requirements, and administrative responsibilities. A descriptive survey research design was adopted where the whole lecturers of Business Education Department were selected using census sampling method. Data were collected using structured questionnaires design in five points Likert scale which subsequently analyzed using mean and standard deviation. Findings revealed that excessive teaching load negatively affects teaching effectiveness, as many lecturers struggle to balance lesson planning, student engagement, and assessment, leading to stress and reduced instructional quality. Institutional research requirements were identified as the most significant challenge, with faculty members reporting that research obligations interfere with lecture preparation and student interactions. Administrative responsibilities had a moderate impact, with some lecturers managing their duties effectively, while others found that excessive administrative tasks hindered innovation in teaching and mentorship. The study recommends a balanced workload distribution policy that limits excessive teaching loads, provides structured research support, and delegates routine administrative tasks to non-teaching staff.