INT’L JOURNAL OF EDUCATION, MANAGEMENT SCIENCES AND PROFESSIONAL STUDIES
International Journal of Education, Management Sciences and Professional Studies is a peer-reviewed journal that publishes original research and scholarly articles in education, management, and professional development. It aims to foster interdisciplinary insights and practical innovations across academic and professional fields.
Institute of Education, Management and Professional Studies
INSTITUTIONAL PLANNING AND LEADERSHIP APPROACHES FOR SUSTAINABLE HIGHER EDUCATION DEVELOPMENT
This paper examined institutional planning and leadership approaches for sustainable higher education development. It scrutinized key elements of effective institutional planning, including the strategic alignment of resources, the role of leadership in fostering innovation, and the significance of policy formulation etc. Several challenges were identified that hinder the successful implementation of these practices, such as inadequate funding, resistance to change, and leadership gaps. This paper highlighted the importance of adopting best practices in institutional planning, such as inclusive leadership strategies, stakeholder engagement, and the integration of technology, to overcome these barriers and create a robust framework for institutional development. Through an in-depth analysis of these issues, this paper proposed actionable solutions, including fostering transparent communication, leveraging public-private partnerships, and prioritizing leadership development. The paper concluded that effective institutional planning is the foundation of sustainable growth and success in higher education. Amongst others, the paper suggested education institutions should focus on building public-private partnerships (PPPs) to secure alternative funding streams for effective implementation of innovative institutional policies and programmes.
Institutional Planning, Leadership, Higher Education, Sustainability, Educational Growth.
Copyright (c) 2026 INT’L JOURNAL OF EDUCATION, MANAGEMENT SCIENCES AND PROFESSIONAL STUDIES https://creativecommons.org/licenses/by/4.0
IMPLEMENTATION OF THE 2025 CURRICULUM REFORMS IN KANO STATE SECONDARY SCHOOLS: A POLICY PERSPECTIVE
The implementation of curriculum reforms remains a critical factor in improving educational quality in Nigeria. The 2025 curriculum reforms in Kano State are designed to align secondary education with global standards, enhance learners’ competencies, and address socio-economic demands. However, effective implementation depends largely on policy clarity, institutional capacity, and stakeholder engagement. This paper adopts a theoretical and analytical approach, drawing on Implementation Theory and Systems Theory to examine how policy intentions are translated into classroom practice. The study identifies key challenges, including inadequate teacher preparedness, weak policy communication, insufficient resources, and ineffective monitoring mechanisms, which contribute to the persistent gap between policy design and implementation. It argues that successful reform requires alignment between policy objectives and the realities of the school environment. The paper recommends strengthening policy coordination, enhancing continuous professional development for teachers, improving funding and resource provision, promoting stakeholder participation, and establishing robust monitoring and evaluation systems. These measures are essential for ensuring effective implementation and achieving sustainable curriculum reform outcomes in Kano State secondary schools.
Educational Policy, Curriculum Reform, Policy Implementation, Secondary Education, Teacher Capacity, Stakeholder Engagement, Kano State, Nigeria.
EDUCATIONAL MANAGEMENT EFFICIENCY AND SUSTAINABLE ECONOMIC DEVELOPMENT IN NIGERIA 1993 – 2023
This study adopted a longitudinal ex-post facto research design. It utilizes time-series data to examine the causal relationship between educational management efficiency and economic development in Nigeria from 1993 to 2023. It used GDP per Capita (GDPPC) as the proxy for economic development as the dependent Variable. The independent variables were Public Education Expenditure Efficiency (PEEE) calculated as the ratio of Secondary School Enrollment Rate to Recurrent Expenditure per Student (a higher ratio implies efficient management), Teacher-Student Ratio (TSR) proxy for resource allocation management (Inverse relationship: lower ratio indicates better management), Budget Allocation Ratio (BAR): which is the ratio of education budget to total national budget proxied for policy priority and fiscal management. Secondary data were extracted from the World Bank Development Indicators (WDI), UNESCO Institute for Statistics (UIS) and the Central Bank of Nigeria (CBN) Statistical Bulletin. Descriptive statistics, Pearson correlation and ARDL regression analyses reveal a significant positive association between efficient educational management and sustainable economic development in Nigeria. The findings underscore that prudent resource allocation, data‑driven decision‑making and stakeholder engagement in schools enhance long‑term economic resilience, so also the need for systemic reforms that prioritize accountability, timely resource allocation and capacity building for educational leaders. The paper recommended strengthening institutional capacity, adopting performance‑based funding and integrating educational planning with national development strategies.
Educational Management Efficiency, Sustainable Economic Development, Public Education Expenditure Efficiency, Teacher-Student Ratio, Budget Allocation Ratio
IMPACT OF TERTIARY EDUCATION TRUST FUND (TETFUND) INTERVENTION ON CAPACITY BUILDING AND PRODUCTIVITY OF ACADEMIC STAFF OF FEDERAL UNIVERSITIES IN NORTH EAST NIGERIA
This study examined the impact of Tertiary Education Trust Fund capacity building intervention on Job productivity of academic staff of Federal Universities in North -East Nigeria. Specifically, it determined the impact of TETFund capacity building intervention of conference attendance, Pursuance of higher degree by academic staff, publication by academic staff, research performance and quality teaching delivery on Job productivity by academic staff of Federal Universities in North East Nigeria. The study adopted descriptive survey design, and the area of the study is the North East Nigeria The population of the study consist of 4, 644 academic staff from all the six Federal Universities in North East Nigeria, located at Wukari, Yola, Kashere, Gashua, Bauchi and Maiduguri. The sample size is comprised of 1, 625 academic staff. The instrument for data collection was a self-designed questionnaire titled Impact of TETfund capacity building intervention on Productivity Questionnaire. A trial test was administered on 50 academic staff from States Universities in North East Nigeria to ascertain the content validity of the instrument. A Cronbach Alpha of 0.83 index was obtained. Descriptive statistic of mean and standard deviation was used in answering the research questions while Chi-Square to test hypotheses at 0.05 level of significance. Based on the data collected and analysed, findings revealed that TETFUND intervention on conference attendance has significant impact on Job productivity of academic staff of Federal Universities in North East Nigeria, TETFUND has enabled academic staff of Federal Universities in North East Nigeria. It was concluded that TETFUND capacity building intervention has significant impact on productivity of academic staff of Federal Universities in North East Nigeria, as such, the training programmes are worthy of the investment by TETFUND. Therefore it is imperative for all stakeholders in the Federal Universities in North East Geo- Political Zone of Nigeria to adequately fund, encourage self-development, training and re-training of academic staff. It was recommended that the Federal Government of Nigeria should ensure that monies meant for sponsorship of participants (academic staff) are timely released and remitted. As it will bring about smooth participation in the training programme and enhance job productivity.
Capacity Building, TETFund Intervention, Conference Attendance, Job Productivity and Development.
READING CULTURE AND MEMORY RETENTION AMONG SECONDARY SCHOOL STUDENTS IN ONDO STATE, NIGERIA
This study investigated the reading culture and memory retention among secondary school students in Ondo State, Nigeria. It specifically investigated the relationship between reading culture and memory retention among secondary school students in Ondo State. The study found out the correlation between effective study habit and level of memory retention among secondary school students in Ondo State. It also Investigated the difference in reading culture and memory retention among secondary school students on the basis of gender in Ondo State and established the level of usage of school libraries influence on memory retention among secondary school students in Ondo State. The population of the study comprised all public secondary school students of class two (SS2) in the three senatorial districts in Ondo State. The sample for this study was six hundred (600) students of class two with multi-stage sampling procedure involving simple random and stratified sampling techniques. The instrument tagged “Reading Culture and Memory Retention Questionnaire (RCMRQ)” was used for the study. The findings revealed that reading culture and effective study habit significantly influenced memory retention among the students in Ondo State and that the use of library and learning strategies improves learning recall and academic achievement among secondary school students. The study concluded that effective study and reading culture, along with proper use of library resources, significantly enhance memory retention among secondary school students in Ondo State, with variations observed by gender and location. The education stakeholders should show greater commitment to the provision of necessary library infrastructures facilities and acquisition of recent information materials in to the library for enhanced library usage and memory retention.
Academic achievement, Mmemory retention, rreading culture, Ssecondary school students, Sstudy habit
TEACHERS’ JOB PERFORMANCE AND PUBLIC SENIOR SECONDARY SCHOOL EFFECTIVENESS IN LAGOS STATE, NIGERIA
This study examined the effect of teachers’ job performance on public senior secondary school effectiveness in Lagos State, Nigeria, against concerns about declining educational quality and the assumed centrality of teachers to school outcomes. A descriptive survey design was adopted. The population comprised 328 principals, 656 vice principals, and 8,865 teachers across the six Lagos State Education Districts, from which 120 principals, 240 vice principals, and 1,200 teachers (N = 1,560) were selected using a combination of convenience, stratified, purposive, and simple random sampling techniques. Data were collected using the Teachers’ Job Performance Questionnaire (TJPQ), the Senior Secondary School Effectiveness Questionnaire (SSSEQ), and a semi-structured interview guide. Instruments were validated by experts and supervisors; reliability indices were established via test–retest. Mean and standard deviation answered research questions, while Pearson Product Moment Correlation tested the hypothesis at 0.05 significance level. Findings showed that teachers’ job performance was rated at an appreciable extent (grand mean = 2.8754), while school effectiveness was rated high (grand mean = 3.14235). However, teachers’ job performance had a negative, very weak, and non-significant relationship with school effectiveness (r = -0.073, p = 0.271), indicating that teachers’ job performance alone did not significantly explain variations in school effectiveness. The study recommends strengthening supportive school-wide mechanisms that enhance instructional conditions and overall effectiveness.
OB Performance, Teacher’s’ Job Performance, Secondary School, Public Senior Secondary School, School Effectiveness
PROFESSIONAL LEARNING COMMUNITY OF SCHOOL ADMINISTRATOR AS CORRELATE OF TEACHERS SELF EFFICACY IN SECONDARY MANAGEMENTSCHOOL IN SOUTH EAST, NIGERIA
This study explored Professional Learning Community of School Administrator as a Correlate of Teachers’ Self-Efficacy in Public Secondary Schools in South East, Nigeria. Two research question and two null hypotheses provided direction for the study. The study adopted a Correlational Research Design. The population of the study comprised all the 18,758 teachers in the 1244 public secondary schools in 24 Education Zones in South-East, Nigeria. A sample of 960 teachers in 79 public secondary schools in South East Nigeria. was used for the study. Multi-stage sampling technique was use to draw the sample. The instrument for data collection were two questionnaires, Professional Learning Community of School Administrator Questionnaires (PLCSAQ) and Teachers Self-Efficacy Questionnaire (TSEQ) constructed by the researcher. Five experts in the area of Educational Management and Educational Measurement and Evaluation validated the instruments. The reliability of the instrument was determined using the test-retest reliability method and it yielded an overall reliability indices of 0.82 and 0.61. Pearson’s r, R2 (coefficient of determination) was used to analyses the research question while Linear regression analysis was used to test the hypothesis at 0.05 of significance. The result of the analysis revealed that there exists a strong positive relationship between school administrators’ involving professional learning community and community relation as it relates to teachers’ self-efficacy.Based on the findings the study recommended among other things that school administrators should apply the principle of involving professional learning community and school community relation which involves teachers in order to enhance teachers self-efficacy for achievement of educational goals and learning objectives.
Professional Learning Community, School Administrator and Teacher Efficacy
MORAL AND CIVIC EDUCATION AS A DETERMINANT OF NATIONAL SECURITY IN NIGERIA: A CASE STUDY OF PUBLIC SECONDARY SCHOOLS IN RIVERS STATE
The study examined moral and civic education as a determinant of national security in Nigeria: a case study of public secondary schools in Rivers State. The study had two objectives, with corresponding research questions and null hypotheses. The population of the study comprised 5,833 teachers in 320 public senior secondary schools in Rivers State. A sample size of 583 teachers, representing 10% of the total population, was drawn for the study, and a stratified random sampling technique was adopted. The instrument, which was a questionnaire of two sets, was titled: Moral and Civic Education Assessment Scale (MCEAS) and National Security Assessment Scale (NSAS). The instrument was validated, and reliability coefficients of 0.83 and 0.85 for both MCEAS and NSAS, respectively, were obtained using Cronbach's alpha reliability statistics. The two research questions were answered using simple linear regression, while hypotheses were tested using t-test associated with simple linear regression with the help of the Statistical Package for Social Science (SPSS). Findings from the study revealed that students’ moral and civic education responsibilities awareness in public secondary schools in Rivers State predict national security to a low extent by 46%, while moral and civic education taught in public secondary schools in Rivers State predicts the promotion of national security values among students to a high extent by 51%. Based on the findings, it was concluded that while students’ awareness of moral and civic responsibilities predicts national security to a low extent, the actual teaching of moral and civic education significantly promotes national security values among students in Rivers State. This indicates that the strength of civic education lies more in its structured delivery than in mere awareness. Consequently, it was recommended that government and school authorities should enhance the moral and civic education curriculum by integrating more experiential and participatory learning approaches, such as debates, community service, and simulations, to help students internalise and apply national security values in real-life situations.
Moral and Civic Education, National Security, Secondary School
PRINCIPAL'S MANAGERIAL COMPETENCE AS CORRELATE OF SECONDARY SCHOOL TEACHER'S JOB EFFECTIVENESS IN BIASE LOCAL GOVERNMENT AREA, CROSS RIVER STATE, NIGERIA
This study examined principals’ managerial competence as a correlate of secondary school teachers’ job effectiveness in Biase Local Government Area of Cross River State, Nigeria. Specifically, the study investigated the relationship between principals’ professional development competence, decision-making competence, and teachers’ job effectiveness. Two null hypotheses were formulated to guide the study. A correlational survey research design was adopted. The population comprised all public secondary schools in the area and 323 teachers, and a census sampling technique was employed to include the entire population. Data were collected using two researcher-designed instruments: the Principals’ Managerial Competence Questionnaire (PMCQ) and the Teachers’ Job Effectiveness Questionnaire (TJEQ). Each instrument consisted of Sections A and B. Section A elicited demographic information such as age, educational qualification, and years of teaching experience, while Section B contained items measuring the study variables. Six items on a modified four-point Likert scale (Strongly Agree, Agree, Disagree, Strongly Disagree) were used to measure each variable. The reliability of the instruments was established using the Cronbach Alpha method, yielded coefficients ranging from 0.81 to 0.83, indicating adequate reliability. Data collected were coded and analyzed using Pearson Product Moment Correlation at the 0.05 level of significance. Findings revealed a statistically significant and strong relationship between principals’ professional development competence, decision-making competence, and teachers’ job effectiveness. The study concluded that principals’ managerial competence significantly influences teachers’ job effectiveness in public secondary schools in the study area. It was therefore recommended that educational authorities regularly organize capacity-building programmes, workshops, and in-service training to enhance principals’ managerial competencies and promote improved teachers’ job effectiveness.
Principals’ Managerial Competence; Professional Development Competence; Decision-Making Competence; Teachers’ Job Effectiveness; Secondary Schools
STRATEGIC RENEWAL UNDER PRESSURE: HOW FIRM SIZE DICTATES INNOVATION PATHWAYS
In dynamic and competitive environments, strategic renewal enables firms to adapt by reconfiguring resources, capabilities, and strategic orientation to respond to changing market and technological pressures. This study examines how firm size influences innovation pathways and strategic renewal outcomes under environmental stress. Using a quantitative cross-sectional design, data were collected from 292 firms across multiple industries and analyzed with ANOVA and regression techniques. Results indicate that small firms predominantly pursue radical innovation, leveraging flexibility and entrepreneurial culture to explore disruptive opportunities. Large firms favor incremental innovation, optimizing existing processes and resources, while medium firms adopt hybrid strategies that balance exploration and exploitation. Strategic renewal success is significantly affected by both firm size and innovation type, with large firms achieving more consistent outcomes through incremental innovation. These findings highlight the moderating role of organizational scale in shaping innovation strategies and renewal effectiveness, providing insights for managers seeking to align strategic initiatives with firm characteristics and environmental conditions.
strategic renewal, innovation pathways, firm size, radical innovation, incremental innovation, organizational adaptation
SELF ASSESSMENT OF DIGITAL LEARNING PLATFORMS ON UNDERGRADUATE STUDENTS’ PROFICIENCY IN ECONOMICS EDUCATION IN PRINCE ABUBAKAR AUDU UNIVERSITY, AYINGBA.
The researcher investigated self-assessment of digital learning platforms on undergraduate students’ proficiency in economics education in Prince Abubakar Audu University, Ayingba, Kogi State. Three research questions and one hypothesis guided the study. A descriptive survey research designed was used while the study adopted both quantitative and qualitative methodologies. A total population of 1001 economics education undergraduates of Prince Abubakar Audu University, Kogi State constitute the unit from 100 level to 400 level. This research adopted simple random sampling to sample the 300 level students which are made up of 220 students. The undergraduate students were grouped into male and female. While some instruments were damaged or wrongly filled, 212 students filled their questionnaires correctly and considered ok for the study. Data analysis tool included means, standard deviations, and independent samples t-tests, conducted using the Statistical Package for the Social Sciences. The descriptive statistics were used to answer the research questions while the t-test was used to test the hypothesis at 0.05 level of significance. The findings revealed that digital learning platforms is significantly effective in enhancing the undergraduate student proficiency in economics education. The study recommended that government and the school management should enhance technical reliability of the teachers and students to improve integration, application, accessibility and utilization of digital learning tools in tertiary institutions.
Education, Technology, Self-Assessment, Digital Learning Platforms, Proficiency, Economics Education.
EFFECTS OF JIGSAW AND THINK-PAIR-SHARE TEACHING STRATEGIES ON ACADEMIC PERFORMANCE OF SENIOR SECONDARY STUDENTS IN ENGLISH LANGUAGE IN KADUNA STATE, NIGERIA
The study assessed effects of Jigsaw and Think-Pair-Share teaching strategies on academic performance of senior secondary students in English language in Kaduna state, Nigeria. This study had three (3) specific objectives which include to determine the difference in the pre-test scores of students taught English Language in Seniors Secondary School using Jigsaw in Kaduna State, Nigeria, determine the difference in the performance of students taught English Language in Senior Secondary Schools using Jigsaw and Think-Pair-Share strategy in Kaduna State. Three research questions and three null hypotheses were formulated. Quasi-experimental research design was adopted for the study. The population of the study was 2097 SSII students admitted in 2022/2023 academic session in Zaria Quality Assurance Office, Kaduna State. Two intact classes of 134 SSII English Language students were used as sample. English Language Performance Test (ELPRT) was used as instrument for data collection. Mean and standard deviation were used to analyze the research questions while t-test statistical tool was used to test hypotheses at 0.05 level of significance. The results revealed that Jigsaw and Think-Pair-Share strategies is effective teaching English language students in Senior Secondary School, Kaduna State, Nigeria (p-value=.085). The study concluded that Jigsaw and Think-Pair-Share strategies improved the teaching and learning of English language in Senior Secondary School, Kaduna State, Nigeria. The study recommended that Secondary school authority should train teachers on use of cooperative strategies such as Jigsaw in teaching English Language in Senior Secondary School, Kaduna State, Nigeria. Secondary school authority should train teachers on use of cooperative strategies such as Think-Pair-Share in teaching English Language in Senior Secondary School, Kaduna State, Nigeria. Teachers should be motivated by the school authority to use Jigsaw and Think-Pair-Share strategies in the use of English language students in Senior Secondary School, Kaduna State, Nigeria
Jigsaw, Think-Pair-Share, Academic Performance, English language
LEADERSHIP FOR SUSTAINABILITY: COMPETENCIES AND DEVELOPMENT PATHWAYS FOR SCHOOL PRINCIPALS
The increasing complexity of global challenges like climate change, resource depletion, biodiversity loss, inequality, and social instability has positioned schools as key institutions for cultivating sustainability-oriented knowledge, values, and actions. School principals, as central agents of school transformation, require renewed leadership competencies that move beyond managerial efficiency toward systemic, future-oriented, and ethically grounded forms of sustainability leadership. This article provides a comprehensive analysis of sustainability leadership in education by: (1) critically synthesizing global scholarship on sustainability competencies, (2) contextualizing those competencies for school principalship, and (3) proposing multilayered development pathways; pre-service, in-service, and policy/system-level supports. Drawing on a large body of evidence from educational leadership, sustainability science, and ESD (Education for Sustainable Development), the article offers an expanded competency framework for principals, encompassing systems, futures, normative, strategic, interpersonal, intrapersonal, implementation, integration, and socio-political competencies. It argues that advancing sustainability leadership requires not only individual competence but also supportive institutional cultures, collaborative structures, and enabling policies. Implications for policymakers, scholars, and professional development providers are presented, emphasizing the need for long-term, practice-based leadership formation grounded in ethical, ecological, and equity-oriented principles.
School Principals, Sustainable Leadership, Sustainability Competencies, Education for Sustainable Development, Professional Development, School Leadership
AVAILABILITY AND UTILIZATION OF MULTIMEDIA RESOURCES ON STUDENTS' ACHIEVEMENT IN FRENCH LANGUAGE IN PUBLIC JUNIOR SECONDARY SCHOOLS IN IMO STATE, NIGERIA
This study examined availability and utilization of multimedia resources on students' achievement in French language in public junior secondary schools in Imo State, Nigeria. Two research questions were asked and one hypothesis was formulated and tested at 0.05 level of significance. The study adopted a survey research design. The population of the study consists of 78,626 students in 273 public junior secondary schools in Imo State. Taro Yamane formula was used to determine a sample of 398 JS II students from 20 selected public junior secondary schools in the study area using stratified sampling technique. The stratified sampling technique allows the researcher to group the students in different strata. The instruments for data collection were a checklist titled, Availability of Multimedia Resources Checklist (AMRC) and a self-constructed rating scale titled “Utilization of Multimedia Resources on Students' Achievement in French Language Scale (UMRSAFLS) which contained 20 items. The instrument was validated by three research specialists. Reliability coefficient of 0.81 was obtained using Cronbach Alpha statistics. Research questions were answered using simple percentage, mean and standard deviation statistics while the hypothesis was tested using t-test statistics. The result revealed that multimedia resources such as internet, multimedia projector, computer, webinar zoom meet, interactive whiteboard, video/teleconferencing, blog and e-books were unavailable for students’ achievement in French language. It was also revealed that there is a low but significant level of utilization of multimedia resources for students’ achievement in French language in secondary schools in Imo State. Based on the results, it was recommended among others that Imo State Government should provide adequate funds for the procurement and maintenance of multimedia resources in order to ensure that they are made available for the improvement of students’ performance in schools.
Availability, French language, Multimedia resources, Students’ achievement and Utilization.
ACCOUNTABILITY AND TRANSPARENCY IN EDUCATIONAL MANAGEMENT: A CRITICAL ANALYSIS OF POLICY IMPLEMENTATION IN SCHOOLS” IN RIVERS STATE
This paper tends to examine Accountability and Transparency in Educational Management: A Critical Analysis of Policy Implementation in Nigerian Schools. It critically examines The Evolving Landscape of Educational Management in Nigeria down to Rivers State from the pre-technology era to advent of technology and challenges the gap Introductory aspect was on a brief historical background of school management before and after Independence and after, challenges and effort made curtailing it Theoretical Perspectives on Accountability: the Conceptual Framework looked at the key words, Mechanisms that foster accountability and transparency in school were discussed with proposed programmes or project with development set goals. The Impact of Accountability Measures to educational quality were highlighted, Nigeria Educational Policies that fosters Accountability and Transparency such as Universal Basic Education (UBE) Act (2004, as revised in 2012) and Teacher Service Commission were reviewed. Roles of policy implementation and school-level governance in Rivers State and its Implications for Educational Management benefits are identified. Policy document and guideline strength and weakness and implication where discussed. Best practices globally and across Sub-Sahara Africa and its benefits, challenges such as lack of policy implication and corruption where identified and suggestions such as funding the sectors, collaborations and human capacity building Invest in data standards and training, Capacity cycles and Corrective actions, timelines, and sanctions to build credibility in the educational system. The study concluded by stressing the need to strengthening institutional capacity, by promoting stakeholder participation, and leveraging technology will enhance accountability and transparency in educational management among others.
Accountability, Transparency, Educational Management, Policy Implementation, Educational quality and Nigeria Schools
Copyright (c) 2026 INTERNATIONAL JOURNAL OF EDUCATION, SOCIAL AND MANAGEMENT SCIENCES https://creativecommons.org/licenses/by/4.0
AUTHORITY STAFF RELATIONSHIP AND STAFF DEVELOPMENT AS CORRELATES OF TEACHER IN PUBLIC SECONDARY SCHOOLS IN OSUN STATE, NIGERIA
The study examined the relationship between authority staff relationship and staff development as correlates of teacher productivity in Osun State. The study adopted descriptive survey research design. The population of the study consisted of 436 principals and 10,922 teachers in 436 public secondary schools in Osun State, Nigeria. The sample for the study consisted of 45 principals and 450 teachers. Two self-designed research instruments tagged “Authority Staff Relationship and Staff Development Questionnaire (ASRSDQ)” and “Teachers’ Job Productivity Questionnaire (TJPQ)” were used to collect relevant data for the study. Section A of the Authority Staff Relationship and Staff Development Questionnaire (ASRSDQ) sought for bio data of the respondents while Section B contained 10 items on authority staff relationship and staff development. The data collected were analyzed using inferential statistics. The Hypotheses were tested using Pearson Product Moment Correlation (PPMC).The hypotheses were tested at 0.05 level of significance. The study revealed that there was a significant relationship between staff authority relationship and teachers’ productivity. The study further showed that there was a significant relationship between staff development and teachers’ productivity. Based on the findings of the study, it was concluded that staff authority relationship and staff development significantly contribute to teachers’ productivity. Based on the findings of the study, it was recommended that the school management should provide a mechanism that enhanced staff authority relationship in all the public secondary schools in the state and secondary school management should put in place staff development programmes that will enable teachers to update their knowledge.
Authority Staff Relationship, Staff Development, Teacher, Productivity, Secondary School
NEXUS BETWEEN SCHOOL INPUTS AND STUDENTS’ ACADEMIC ACHIEVEMENT IN ECONOMICS AMONG SENIOR SECONDARY SCHOOLS IN KOGI STATE, NIGERIA
This study examined the correlation between school inputs on student’s academic achievement in secondary school Economics in Kogi state. The study was guided by 3 specific objectives, 3 research questions, and 3 null hypotheses. The researcher adopted a correlation research design. The population of this study comprised 11,148 SSS2 Economics students, 160 Economics teachers in all the 125 public senior secondary schools in Kogi state. The sample size for this study was 418 which comprised of (394) SSS2 students and (24) Economics teachers gotten from three (3) education zones. This sample size was calculated using Taro Yamane (1967) sample size determination. The sample technique adopted for this study was multistage-sampling procedures. Two instruments were used for data collection for this study, these includes; School Input Questionnaire (SIQ) and Economics Achievement Test (EAT). The reliability of internal consistency for SIQ and EAT are 0.75 and 0.75 respectively. Data collected were analyzed using simple regression while ANOVA was used to test the null hypotheses at 0.05 level of significance. The findings among others revealed that; there was a low positive relationship between teachers’ qualification, teachers’ classroom management skills and students’ achievement in Economics; there was a high positive relationship between school physical facilities and students’ achievement in Economics. However, further analysis revealed that there was no significant relationship between teachers’ qualification, teachers’ classroom management skills and students’ achievement in Economics; there was a significant positive relationship between school physical facilities and students’ achievement in Economics among public secondary schools in Kogi state. The study recommended among others that educational stakeholders and schools should implement educational strategies that emphasize pedagogical skills and guiding teachers’ development. Schools should not focus on teachers’ qualifications but also on continuous professional development that equips teachers with strategies to enhance students’ academic achievement in Economics. The study summarize that teacher qualifications alone are insufficient to significantly boost students’ academic achievement in learning Economics
School Inputs, Qualification, Classroom Management Skills, Achievement, Economics
THE EFFECT OF HEURISTIC STRATEGY IN THE ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN MATHEMATICS; A STRATEGY FOR EDUCATION DEVELOPMENT AND SOCIAL PEDAGOGY
This study investigated the Effect of Heuristic strategy in the academic performance of secondary school students in Mathematics: A Panacea for Education Development and Social Pedagogy in Ondo State, Nigeria. The study adopted quasi-experimental of pre-test, post-test, control group design. The population comprised all Senior Secondary Schools two (SSS II) students in public Senior Secondary Schools in Ondo State. The sample was made up of 108 Mathematics students in their intact classes in four selected secondary schools in two local governments’ area. Simple random sampling was used to select the two schools; the students were selected using random sampling technique. Mathematics Achievement Test (MAT) was used to generate data for the study. The face and content validity of the instrument was ensured by experienced secondary school Mathematics teachers, experts in the Department of Test and Measurement. The reliability of the instrument was determined through a test- retest method which yielded reliability co-efficient of 0.86. Data were analyzed using mean, standard deviation and t-test analysis. The findings indicated that Heuristic teaching strategy was more effective than the one without Heuristic in enhancing student’s performance in Mathematics. The finding equally indicated that there was significant interaction effect of gender and strategies on students’ performance in Mathematics. Therefore the study recommends among others, that Mathematics teachers should employ the use of Heuristic teaching strategy in the teaching Mathematics in secondary schools.
Academic Performance, Gender, Heuristic Strategy, Mathematics, Social Pedagogy
IMPACT OF E-LEARNING PLATFORMS ON SENIOR SECONDARY SCHOOL STUDENTS’ ACADEMIC PERFORMANCE IN NIGERIA DURING POST-PANDEMIC ERA IN KEBBI STATE
This study investigated the impact of e-learning platforms on the academic performance of senior secondary school students in Kebbi State, Nigeria, in the post-pandemic era. The study employed a correlational research design. The population comprised 3,200 senior secondary school students, from which a sample of 320 was selected through stratified random sampling to ensure equitable representation across schools and classes. Data were collected using a researcher-designed instrument, “E-Learning Platform Usage and Academic Performance Scale (ELPUAPS). The instrument was validated by experts in educational technology and measurement. Reliability coefficient of 0.87 using Cronbach’s alpha. Self-administered questionnaires were employed for data collection. Mean and standard deviation, Pearson correlation analysis were conducted at a 0.05 significance level. The findings revealed that limited use of e-learning platforms could negatively influence students’ academic outcomes, emphasizing the need for interventions to enhance platform engagement. While engagement positively affected academic performance, actual interactive and participatory behaviors on the platforms remained low, indicating a gap between perceived benefits and practical utilization. A significant relationship was found between the frequency of e-learning platform usage and students’ academic performance. Based on these findings, the study recommended that schools and educators organize training workshops to improve students’ understanding and comfort with e-learning tools, incorporate interactive and participatory activities such as quizzes and discussion forums to promote meaningful engagement, and implement policies that encourage frequent platform usage, including incentives, grading integration, or minimum participation requirements, to maximize the educational benefits of e-learning technologies and improve academic outcomes.
E-learning Platforms, Academic performance, Senior Secondary Students, Post-Pandemic Nigeria
ADMINISTRATIVE CHALLENGES AND THEIR IMPACT ON TEACHER PERFORMANCE: EVIDENCE FROM PUBLIC SCHOOLS IN LAGOS STATE, NIGERIA
This study examined the impact of administrative challenges on teacher performance in selected public secondary schools within Lagos State Education District V, Nigeria. It explored three major dimensions of educational administration (leadership practices, quality assurance mechanisms and funding adequacy) and their collective influence on teacher performance, productivity, motivation and job commitment. A quantitative research design was adopted, utilizing a structured questionnaire administered to 150 respondents (teachers and administrators). Data were analyzed using SPSS 23.0, applying descriptive statistics, Pearson Product-Moment Correlation and Multiple Regression Analysis. The findings revealed a significant positive relationship between administrative leadership and teacher performance (r = 0.562, p < 0.01). Quality assurance mechanisms were found to significantly influence teacher productivity (β = 0.583, p < 0.001), while funding adequacy substantially affected teacher motivation and job commitment (β = 0.459, p < 0.001). The study concludes that effective school leadership, functional quality assurance systems and adequate funding are critical to enhancing teacher performance and sustaining educational quality. It recommended that educational administrators should strengthen leadership capacities through continuous professional development, institutionalize monitoring and evaluation mechanisms and ensure timely funding allocation to improve teacher morale and commitment. The research contributes to the body of knowledge by integrating multiple administrative variables into a single empirical framework, providing actionable insights for policymakers, educational managers and government authorities committed to achieving Sustainable Development Goal 4 (quality education) in Nigeria and other developing contexts.
Administrative challenges, teacher performance, quality assurance, leadership practices, funding adequacy, Lagos State.
MANPOWER PLANNING AND STRATEGIC GOALS ACHIEVEMENT OF PUBLIC UNIVERSITIES IN SOUTHWEST, NIGERIA
The study investigated the relationship between manpower planning and strategic goals achievement in public universities in Southwest Nigeria. Specifically, it examined the level of strategic goals achievement, the extent of manpower planning, and how manpower planning predicts strategic goal attainment. A descriptive survey design was employed, involving 600 academic and non-academic staff selected through a multistage sampling procedure across six universities (three federal and three state) in three randomly chosen states. Data were gathered using two validated and reliable instruments: the Questionnaire on Manpower Planning (QMP) and the Questionnaire on Strategic Goal Achievements of Public Universities (QSGAPU). Descriptive and inferential statistics, including Pearson correlation and multiple regression, were used for analysis at a 0.05 level of significance. The findings revealed that public universities achieved their strategic goals to a high extent (average mean = 2.81), with strengths in areas such as graduate employability, ICT infrastructure, and community service. The extent of manpower planning was also rated high (average mean = 2.87), though staff welfare was identified as a weakness. A significant positive relationship was found between manpower planning and strategic goal achievement (r = 0.864, p < 0.05), with manpower planning variables jointly accounting for 93.9% of the variance in strategic goals achievement. Staff welfare packages emerged as the strongest predictor (β = 0.515). Based on the findings of the study, it was concluded that manpower planning significantly influence the achievement of strategic goals in public universities in Southwest, Nigeria. The study recommended that universities enhance staff welfare, make strategic goals explicit to staff, and intensify efforts to improve global rankings.
Manpower planning, Strategic goals, Achievement, Public universities
COMMUNITY-BASED VIGILANTISM AND GRASSROOTS SECURITY: ASSESSING INFORMAL SECURITY STRUCTURES IN ENUGU STATE, NIGERIA
Vigilante groups have become central actors in grassroots security provision across Nigeria, particularly in regions where limited state capacity and rising insecurity create governance vacuums. This study examines the structure, effectiveness, and governance of community-based vigilantism in Enugu State, drawing on a mixed-methods design that integrates household surveys (N = 408) with twelve key informant interviews involving vigilante leaders, traditional authorities, market representatives, and police officers. Descriptive and inferential analyses were conducted using SPSS, while qualitative data were examined through thematic analysis. Findings indicate that vigilante groups play a critical role in crime prevention through night patrols, intelligence gathering, and rapid community response, with effectiveness perceived highest in rural areas where formal policing is weakest. Community trust in vigilante actors was moderately high and strongly correlated with perceived operational performance, though concerns about human rights violations and political interference persist. Collaboration with the Nigeria Police Force was found to be informal, inconsistent, and hindered by legal ambiguities and limited training. Operational challenges—including inadequate equipment, insufficient funding, and exposure to high-risk situations—further constrain effectiveness. The study concludes that while vigilante groups are indispensable to local security architecture, their long-term legitimacy and contribution to safety depend on structured regulation, standardized training, improved oversight, and formalized collaboration with state security institutions. Policy recommendations include establishing a comprehensive legal framework, enhancing material support, integrating vigilantes into community policing initiatives, and strengthening community-based accountability mechanisms. The study contributes to contemporary debates on hybrid security systems and offers empirical insights relevant for security sector reform in Nigeria and comparable contexts.
Community-based security; Vigilantism; Hybrid security governance; Informal policing; Nigeria Police Force; Security pluralism; Human rights; Enugu State
STRATEGIES FOR MANAGING ORGANIZATIONAL CONFLICTS IN IMO STATE SCHOOLS
This paper examines strategies for managing organizational conflicts in Imo State secondary schools, Nigeria. The paper defines organization, conflicts, organizational conflicts, views school as an organization. It discusses conflicts from traditional, behavioral, and integrationist perspective, identifying organizational conflicts as a major challenge hindering effective administration and academic performance. Causes and effects of conflicts are examined, and strategies for managing conflicts (avoidance, smoothing, compromise, collaboration) are proposed. The paper suggests, that school heads/ managers as administrators of schools should have adequate knowledge to handle conflicts causes and choose appropriate strategies. A proactive approach to conflict management is recommended, emphasizing school management understands of suitable strategies for conflict situations.
Organization, conflicts, schools, organizational conflicts, and schools as an organization.
EFFECTS OF COMPUTER ASSISTED INSTRUCTION ON SENIOR SECONDARY SCHOOL STUDENT’S LEARNING OUTCOMES IN CHEMISTRY IN EKITI STATE
The study analysed the effects of Computer Assisted Instruction on Senior Secondary Schools performance in Chemistry in Ekiti State. A quasi- experimental design was used for the study. The population for this study comprised of all public senior secondary school students offering chemistry in Ekiti State. The sample for this study was 20 Chemistry students. 1 instrument were used for the study which student’s performance in chemistry towards Chemistry. The formulated hypotheses were tested using inferential statistics and t-test. The findings of the study revealed there is significant difference in the performance mean scores of students in experimental and control groups after treatment. There is no significant difference in the post-test mean scores of male and female students in the experimental group. There is no significant difference in the pre-test mean scores of students in experimental and control groups. Hence, based on the findings, appropriate recommendations were made.
APPLICATION OF PROFESSIONAL ETHICS IN THE MANAGEMENT OF SCHOOL FUNDS: A PATHWAY TO ACHIEVING EDUCATIONAL GOALS IN SECONDARY SCHOOLS IN NIGERIA
The paper examined application of professional ethics in the management of school funds: A pathway to achieving educational goals in secondary schools in Nigeria. Ethics is basically concerned with rightness and goodness that are cultivated to attain predetermined goals. Ethics shapes the life of all individuals in the society which enables the individual to understand why certain actions deserve blame and others praise. Therefore, professional ethics are conducts that are exhibited while carrying out professional duties. The application of professional ethics lead to an effective management. The study reviewed the concept of effective accountability, discipline, confidentiality and effective record keeping as professional ethics in the management of school funds for effective realization of educational goals. From the discussions of this paper, it was revealed and concluded that the application of professional ethics ensures the achievement of secondary education goals for optimum national development. The paper went a step end to suggest that administrators of secondary schools should often cultivate the spirit of accountability in the management of school funds for effective realization of the goals of education.
Professional Ethics, Fund, Accountability, Discipline, Confidentiality, Record Keeping.
HARNESSING VIRTUAL LABORATORIES FOR EFFECTIVE CHEMISTRY TEACHING IN NIGERIAN SECONDARY SCHOOLS: ISSUES AND PROSPECTS
Practical laboratory activities are fundamental to effective chemistry education; however, many Nigerian secondary schools face persistent challenges related to inadequate laboratory facilities, high costs of consumables, safety concerns, and limited instructional time. These constraints have contributed to students’ persistent underachievement in chemistry, particularly in practical examinations. This position paper critically examines the challenges and prospects of integrating virtual laboratories into chemistry teaching in Nigerian secondary schools. Drawing on empirical studies, national examination reports, and policy documents, the paper identifies key barriers to adoption, including weak ICT infrastructure, insufficient teacher digital competence, high initial implementation costs, curriculum misalignment, and unequal access to digital resources. Despite these challenges, virtual laboratories present significant opportunities for improving student engagement, enhancing conceptual understanding, promoting safe and cost-effective experimentation, and expanding access to practical learning experiences. The paper argues that virtual laboratories should be adopted as complementary instructional media rather than substitutes for physical laboratories. Strategic recommendations are proposed, including targeted government investment, systematic teacher professional development, curriculum integration, public–private partnerships, and continuous monitoring and evaluation. The paper concludes that the thoughtful integration of virtual laboratories can help bridge existing gaps in chemistry education and support more equitable and effective science learning across Nigerian secondary schools.
Virtual Laboratories, Chemistry, Students, Practical, Secondary Schools, Instructional Media, ICT Integration, Nigeria
EFFECTIVENESS OF ICT-DRIVEN GRADING SYSTEMS AND PROFESSIONAL ETHICS COMPLIANCE AMONG LECTURERS IN PUBLIC UNIVERSITIES IN RIVERS STATE.
This study examines the effectiveness of ICT-driven grading systems and professional ethics compliance among lecturers in public universities in Rivers State, Nigeria. As Nigerian higher education increasingly adopts digital assessment tools, concerns persist regarding their impact on grading accuracy, transparency, and ethical standards. The study adopted a descriptive survey design involving lecturers from three public universities University of Port Harcourt, Rivers State University, and Ignatius Ajuru University of Education. Data were collected using structured questionnaires and analysed using descriptive statistics and inferential tests, including Pearson correlation and regression analysis. The findings indicate that ICT-driven grading systems significantly enhance efficiency, accountability, and fairness while fostering stronger adherence to professional ethics such as impartiality, confidentiality, and integrity in assessment. Key challenges include limited technical training, inconsistent institutional policies, and infrastructural constraints. The study provides empirical evidence to support policy development, capacity building, and the ethical integration of ICT in educational evaluation.
ICT-driven grading, digital assessment, lecturers’ professional ethics, public universities, Rivers State.
IMPROVING BASES OF JOB SATISFACTION AMONG EMPLOYEES OF TERTIARY INSTITUTIONS THROUGH EFFECTIVE LEADERSHIP: NATIONAL DEVELOPMENT PROSPECT.
Bases of job satisfaction among employees of tertiary institutions are improved through effective leadership. The paper examined various bases of job satisfaction among employees as physiological or physical, employee relations, economic, effective communication or employee voice, psychological and the social bases. In improving the various bases of job satisfaction, the paper stated the strategies adopted by effective leaders which include assigned tasks should be based on areas of specialization, informal structures should be encouraged, reward for hard work and development opportunities, pay, working conditions, job security among others. The paper suggested among others that those who emerge as leaders of tertiary institutions should be visionary, creative, flexible, motivational and participative in order to secure the commitment their subordinates; private tertiary institutions should key into adopting effective leadership for the improvement of employee job satisfaction in their domains, salaries and other fringe benefits should be improved or reviewed upward and paid at the appropriate time by the government and institutional leadership for improved commitment of employees in the goals of tertiary institutions.
Improving, Bases, Job, Satisfaction, Among, Employees, Tertiary, Institutions, Through and Effective leadership.
SUPERVISORS’ ETHICAL CONDUCT AND POSTGRADUATE STUDENTS’ RESEARCH COMPLETION RATE IN PUBLIC UNIVERSITIES IN RIVERS STATE
This study examined the relationship between supervisors’ ethical conduct and postgraduate students’ research completion rates in Public Universities in Rivers State. Specifically, it focused on supervisors’ adherence to fairness, transparency, and accountability as key determinants of students’ academic progress. Guided by two research questions and two null hypotheses, the study adopted a correlational research design to establish the nature and extent of the relationship. The population consisted of 11,656 respondents, including 3,356 lecturers and 8,300 postgraduate students from the University of Port Harcourt, Rivers State University, and Ignatius Ajuru University of Education. Using Taro Yamane’s formula, a sample of 387 respondents (111 lecturers and 276 postgraduate students) was proportionately drawn. Data were collected through two validated instruments, Supervisors’ Ethical Conduct Questionnaire (SECQ) and Postgraduate Students’ Research Completion Rate Questionnaire (PSRCRPUQ), with reliability coefficients of 0.80 and 0.81, confirming strong internal consistency. Data analysis involved Pearson Product Moment Correlation Coefficient, while hypotheses were tested using t-transformation at a 0.05 significance level. Findings revealed a significant positive relationship between supervisors’ adherence to fairness, transparency and accountability and postgraduate students’ research completion rates. It was recommended that universities implement comprehensive ethics training programs emphasizing fairness, transparency and accountability to promote ethical supervision practices and improve postgraduate research completion rates in Rivers State.
Supervisors’ Ethical Conduct, Fairness, Transparency, Accountability, Research Completion
BALANCING AUTHORITY AND MENTORSHIP: AN ETHICAL FRAMEWORK FOR SUPERVISOR-SUPERVISEE RELATIONSHIP IN ACADEMIC SETTINGS
This article provided a comprehensive exploration of the ethical dimensions of the supervisor-supervisee relationship in academic settings. It deived into the literature on authority and mentorship, identifies core ethical principles, and proposes a detailed framework for navigating the complexities of these relationships. The article discusses potential breaches of ethical principles, outlines codes of conduct for both supervisors and supervisees, addresses challenges in these relationships, and offers recommendations for effective management. The benefits of this framework for all stakeholders—supervisors, supervisees, and institutionsare thoroughly examined. By providing a robust ethical framework, this article aims to enhance the quality and integrity of academic supervision, fostering a supportive and productive environment for all involved.
Authority, Breaches, Code of Conduct, Ethics, Supervisor, Supervisee,