INTERNATIONAL JOURNAL OF EDUCATION, SOCIAL AND MANAGEMENT SCIENCES
The International Journal of Education, Social and Management Sciences (IJESMS) is a highly visible and indexed bi-monthly publication of the Institute of Education, Management and Professional Studies (IEMPS). This publication is a clear demonstration to the actualization of one of our objectives to provide both online and offline journals for the publication of multidisciplinary research articles in order to support research and innovation and make significant contribution to the body of knowledge globally.
Institute of Education, Management and Professional Studies
INFLUENCE OF TEACHERS' MOTIVATION ON THE DELIVERY OF QUALITY EDUCATION IN SECONDARY SCHOOLS IN KANO STATE, NIGERIA.
This study investigates the influence of teachers' motivation on the delivery of quality education in secondary schools in Kano State, Nigeria. The study adopted descriptive survey research design,. Five research objectives with corresponding research questions guided the study. The total population of teachers’ in public secondary schools in Kano State is 34,590 teachers. A sample of 375 teachers was drawn from public secondary schools across the 23 Zonal Educations in Kano State. Data were collected using a structured questionnaire titled "Teachers' Motivation and Quality Education Delivery Questionnaire (TMQEDQ)" with a reliability coefficient of 0.82 established through Cronbach's alpha. Data collected were analysed using descriptive statistics mean and standard deviation. Findings reveal that teachers' motivation level in Kano State secondary schools is low; teachers have low motivation regarding adequate salary, promotion opportunities, conducive environment, adequate instructional facilities, and appreciation for good work done. Also the study discovered that moderate level of quality education delivery in study area. The study also revealed inadequate teaching facilities, delay in salary payment, and lack of promotion opportunities as the most significant challenges affecting teacher motivation in secondary schools. It was conclude that teacher motivation significantly influences the delivery of quality education in Kano State secondary schools. Recommendations include prompt payment of salaries, provision of instructional resources, and implementation of regular professional development programmes.
Teachers’, Motivation, Teachers’ Motivation, Quality Education
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SOCIAL AWARENESS AND EMPLOYEE PERFORMANCE OF SELECTED GOVERNMENT SECONDARY SCHOOLS IN BAYELSA STATE, NIGERIA.
This study examined the relationship between social awareness and employee performance of selected government secondary schools in Bayelsa State, Nigeria. The study specifically investigated how community engagement and social responsibility awareness relate to task performance and job commitment of employees. A correlational research design was adopted, and data were collected using a structured questionnaire titled Social Awareness and Employee Performance Questionnaire (SAEPQ). The population comprised approximately 1,240 teachers from 8 selected government secondary schools, while a sample size of 302 respondents was selected using Taro Yamane formula and simple random sampling technique. Data were analyzed using Pearson Product Moment Correlation at 0.05 level of significance. The findings revealed that community engagement has a significant positive relationship with task performance and job commitment. Similarly, social responsibility awareness shows a significant positive relationship with both task performance and job commitment. The study concluded that social awareness is a strong predictor of employee performance in secondary schools. It was recommended that school administrators should promote social awareness through training, community engagement programs, and ethical development initiatives to enhance employee performance.
Social awareness, employee performance, community engagement, social responsibility awareness, task performance, job commitment.
COMMUNICATION IN AGRICULTURAL EDUCATION RESEARCH AND INNOVATION PROCESS A PARANCEA FOR SUSTAINABLE VEGETABLE CROPS PRODUCTION AMONG RURAL WOMEN IN RIVERS STATE.
The study investigated the role of communication in agricultural education and the innovation process as a catalyst for sustainable vegetable crop production among rural women in Rivers state, the purpose was to evaluate the extent of rural women’s access to utilization of agricultural information and determine the influence of communication plat forms on the adoption of sustainable vegetable farming techniques. Three research questions and three hypotheses guided the study. The study adopted a descriptive survey design, the population of the study was160 (120 women 40 men) the target population comprises of 150 respectively, the sample size of 150 was used to select the participants. Instrument used to gather data was a self- structured questionnaire designed titled Communication and Agricultural Innovation Questionnaire (CAIQ) in a 4-point rating scale of low extent (1) high extent (4) face and content validity, three experts from Agricultural Education, Measurement and digital evaluators review the instrument. The instruments reliability was established through a test-retest method, yielding a co-efficient of 0.82 Data were analyzed using mean standard deviation and z-test at 0.05 significance level. Findings revealed that while communication strategies such as radio programs, group training and extension services are considered effective, mobile phone use remain as limited. Rural women showed high levels of access and application of agricultural information, though challenges such as literacy and follow-up by extension agents persist, the study concludes that effective, inclusive and locally adopted communication is critically for enhancing sustainable vegetable crop production. Based on the findings, the study recommends digital access, gender responsive outreach improve rural communication networks and evaluation mechanism.
Communication, Agricultural Education, Innovation, Vegetable Crop Production, Sustainable.
ECONOMIC IMPLICATIONS OF ARTIFICIAL INTELLIGENCE (AI) ADOPTION FOR EDUCATIONAL MANAGEMENT IN NIGERIA
This study examines the economic implications of Artificial Intelligence (AI) adoption for educational management in Nigeria. Anchored on Diffusion of Innovation Theory and Human Capital Theory, the study explores both the drivers of AI adoption and its long-term economic outcomes. Using qualitative documentary analysis, data were drawn from peer-reviewed literature, policy documents, and institutional reports published within the last fifteen years. The analysis focuses on economic impacts, financial challenges, workforce implications, and policy considerations associated with AI integration in educational Management. Findings indicate that AI integration enhances administrative efficiency, improves resource allocation, and strengthens financial transparency. However, adoption remains constrained by high implementation costs, infrastructure deficits, and limited technical expertise. The study recommends phased implementation, increased funding for digital infrastructure, capacity development, and a national AI-in-education policy framework to maximize the economic benefits of AI in Nigeria’s education sector.
Artificial Intelligence, Educational Management, Economic Implications, Nigeria, Policy, Efficiency
Copyright (c) 2026 INTERNATIONAL JOURNAL OF EDUCATION, SOCIAL AND MANAGEMENT SCIENCES https://creativecommons.org/licenses/by/4.0
IMPACT OF NIGERIA EXCHANGE GROUP ON ECONOMIC GROWTH IN NIGERIA 2008-2020
This study examined the impact of the Nigerian Exchange Group (NGX) on economic growth in Nigeria from 2008 to 2020. The objectives were to determine the effect of the All-Share Index (ASI), Market Capitalization (MC), and Number of Deals (NOD) on Nigeria’s Gross Domestic Product (GDP), used as a proxy for economic growth. Secondary data were sourced from the Central Bank of Nigeria (CBN) Statistical Bulletin and other relevant publications. The study adopted an ex post facto research design and employed the Ordinary Least Squares (OLS) multiple regression technique for data analysis. The findings revealed that the All-Share Index had a positive but statistically insignificant impact on GDP. Market Capitalization exhibited a positive and statistically significant relationship with GDP, indicating that increases in market capitalization contributed significantly to economic growth during the study period. The Number of Deals showed a negative but statistically insignificant effect on GDP. The overall model was statistically significant and explained approxily 90 percent of the variations in economic growth. The study concludes that the Nigerian stock market contributes to economic growth primarily through market capitalization, while the effects of the All-Share Index and Number of Deals remain limited. Based on the findings, the study recommends that government should formulate policies that attract both local and foreign investments into the capital market, strengthen collaboration between the Securities and Exchange Commission (SEC) and relevant stakeholders, improve market efficiency, and ensure strict compliance with market regulations to enhance investor confidence and promote sustainable economic growth.
Nigerian Exchange Group, Economic Growth, Market Capitalization, All-Share Index, Number of Deals, Capital Market.
CURRICULUM PLANNING AND QUALITY OF EDUCATION IN TERTIARY INSTITUTIONS IN NIGERIA
This study empirically investigates the relationship between curriculum planning and quality of education in tertiary institutions in Nigeria. With the growing demand for quality education and the persistent challenges of declining academic standards in Nigeria, the efficiency of curriculum planning has become critical. The study adopts a mixed-methods design, surveying 400 academic and administrative staff from 20 selected federal, state, and private universities and polytechnics across Nigeria. Data were analyzed using descriptive statistics, Pearson correlation, and multiple regression analysis. The findings revealed that there is a significant positive relationship between curriculum planning and quality of education in Nigeria. The study concluded that despite the hindrances, improving curriculum planning practices is a fundamental prerequisite for enhancing and strengthening the quality, performance and relevance of Nigerian tertiary education. The study recommended that strengthened curriculum review systems, increased investment in teacher professional development and improved implementation frameworks to ensure that curriculum reforms effectively contribute to quality education and national educational development.
Curriculum Planning, Quality Education, Students’ Engagemant, Resource Utilization.
EFFECT OF RE-ENGINEERING CURRICULUM DEVELOPMENT ON THE QUALITY OF EDUCATION IN NIGERIA
This empirical study examined the effect of a re‑engineering curriculum development on quality education outcomes in public junior secondary schools in Imo state. A quasi‑experimental design was adopted, involving 240 students from four public junior secondary schools in Imo State, purposively selected and assigned to an experimental group (n=120) exposed to the re‑engineered curriculum for 12 weeks and a control group (n=120) that continued with the conventional curriculum. A structured questionnaire titled Curriculum Development and Quality Education in Nigeria (CDQE) was formulated with 25 items to explored respondents’ perceptions of re‑engineering curriculum and its perceived effects on quality education in Nigeria. Two research questions were analysed using descriptive statistics (means, standard deviations) and inferential statistics while the two null hypotheses were tested using Analysis of Covariance (ANCOVA) at p<0.05. Results showed a statistically significant main effect of the re‑engineered curriculum on quality education outcomes, indicating that the re‑engineered curriculum accounted for 15% of the variance in quality education outcomes after controlling for pre‑test scores. Qualitative findings from semi‑structured interviews with 12 teachers revealed persistent implementation challenges, including inadequate teacher training and insufficient digital infrastructure. The study concluded that the effectiveness of curriculum re-engineering is contingent on complementary systemic investments. Recommendations include sustained teacher professional development, improved digital infrastructure and the establishment of a national curriculum monitoring framework.
Curriculum Re‑engineering, Quality Education, Students’ Skills, Nigerian Education Reform
STUDENTS’ PERCEPTION ON SCHOOL ENVIRONMENT AND ACADEMIC PERFORMANCES IN SECONDARY SCHOOLS IN ENUGU STATE, NIGERIA
The study was carried out to investigate Students’ perception on School Environment and Academic Performance in Secondary Schools in Enugu State. Descriptive research design was adopted to the study. The population for the study was 16, 397 SSII students (male students 6,959 and 9,438 female students) respondents in the 298 secondary schools in Enugu State education zone while the sample of the study was 391 respondents which comprised 191 male students and 200 female students using Taro Yamen formula (2000). The researcher employed multi-stage sampling techniques for the study. A purposive random sampling technique was used to draw the sample from the population. Three experts validated the instrument, two from Educational Management while the third was from the Department of Mathematics and Computer Science Education specializing in Measurement and Evaluation, all from Enugu state university of science and technology (ESUT) Enugu. To ensure the instrument's reliability, a preliminary test was conducted involving 40 respondents, consisting of 14 principals and 26 students from secondary schools in Ebonyi State. The choice of Ebonyi State was made because of the similar organizational process of secondary schools between both states. Also, they use the same educational policy. The researcher used Cronbach Alpha method to determine the internal consistency of the instrument which yielded .81 for cluster 1, .83 for cluster 2, .80 for cluster 3, .78 for cluster 4 and .81 for cluster 5. The overall reliability index was .80. This showed that the instrument was suitable for this study Two research questions and two null hypotheses guided the study; while student t-test statistics was used to test the hypotheses at 0.05 level of significant. Cluster 1 has 13 items on school location, cluster 2 has 12 items on traditional school environment, The instrument was structured in a 4-point response categories and rating values as follows; Very High Extent (VHE) – 4 points, High Extent (HE) – 3 points, Low Extent (LE) – 2 points and Very Low Extent (VLE) – 1 point. The findings of the study showed that students have positive perception on the effect of school location and traditional school environment on academic performance of students in public secondary schools in Enugu State
Education, Students, public education, School Environment, Academic Performance, Secondary Schools
CONFLICT MANAGEMENT STRATEGIES AND TEACHER EFFECTIVENESS IN PRIVATE SECONDARY SCHOOLS IN SOKOTO STATE, NIGERIA
This study examined conflict management strategies and teacher effectiveness in private secondary schools in Sokoto State, Nigeria. Two hypotheses guided the study, and correlational survey design was adopted. The population comprised of 129 administrators and 2371 teachers making a total of 2500 participants. Stratified proportionate sampling techniques was used to select 18 administrators and 322 teachers making a total of 340 respondents across the six education zones. Only 328 respondents returned the questionnaires making a return rate of 97%. . Two researcher-developed instruments were used for data collection: (i) the Conflict Management Assessment Questionnaire (CMAQ) and (ii)Teachers’ Effectiveness Assessment Questionnaire (TEAQ). The instruments were pilot tested, and experts established their content validity, yielding content validity indexes of 0.89 for CMAQ and 0.87 for TEAQ. Reliability was determined using the test–retest method at two-weeks interval, with reliability coefficients of 0.84 for CMAQ and 0.87 for TEAQ. Data were analyzed using inferential statistics of Pearson Product Moment Correlation (PPMC). Findings revealed significant and positive relationship between dialogue and teacher effectiveness while significant and negative relationship was established between coercion and teacher effectiveness. Part of the recommendations stated that school implement clear policies that discourage the use of coercive strategies such as excessive punishment, threat and authoritarian control in classroom management. Instead teachers should be encouraged to adopt supportive disciplinary approaches, positive reinforcement and mentoring system without resulting into coercion.
Conflict Management Strategies, Teacher Effectiveness, Private Secondary Schools.
SCHOOL COMMUNITY RELATIONS AND INSTITUTIONAL EFFECTIVENESS IN STATE COLLEGES OF EDUCATION IN NORTH WEST ZONE, NIGERIA
The study examined school-community relations and institutional effectiveness in colleges of education in North-West Zone, Nigeria. Two research questions guided the study. Descriptive survey research designwas employed. The population of the study consisted of 99 administrators (Deans and Heads of Department) and 3,658 lecturers making a total of 3757 participants that cut across the entire seven state-owned colleges of education in North-West, Zone, Nigeria. Proportionate sampling technique was used to select a total of 368 participants across the sampled five colleges. Data were collected using two well validated researcher developed instruments titled: (i) School Community Relations Rating Scale (SCRRS) and (ii) Institutional Effectiveness Rating Scale (IERS). Content validity index of School Community Relations Rating Scale (SCRRS) is 0.86 and Institutional Effectiveness Rating Scale (IERS) is 0.78. Test-retest method at two weeks interval was used to establish reliability indexes of 0.89 and 0.86 for SCRRS and IERS respectively. Data were analyzed using descriptive statistics of mean and standard deviation and regression analysis. Findings revealed a low level of institutional effectiveness in state-owned colleges of education in North West Zone. Also a statistically significant relative contribution of school community relation on institutional effectiveness was revealed. School-community communication emerged as the most significant contributor on institutional effectiveness, followed by school-community collaboration and school-community use of resources in that order. The study recommended that, college administrators and policymakers should prioritize the implementation of comprehensive governance and quality assurance frameworks; Colleges should actively develop and maintain structured mechanisms for engagement with their surrounding communities.
School-community Relations, Institutional Effectiveness, Colleges of Education
ARTIFICIAL INTELLIGENCE (AI) INTEGRATION AS A PANACEA FOR HIGHER EDUCATION STUDENTS’ DIGITAL LITERACY SKILLS IN SAINT AUGUSTINE UNIVERSITY OF TANZANIA
The study investigates Artificial Intelligence (AI) integration as a panacea for higher education students’ digital literacy skills Saint August University of Tanzania. Two specific objectives and two research questions were adopted for the study. The population of the study. The population of the study comprised 1004 respondents, 360 students were drawn from the population. Questionnaire tagged: Artificial Intelligence integration: panacea for higher education students digital skills literacy (AI) (PHESDSQ) were the instrument used for data collection, validity were carried out by experts in Measurement and Evaluation as well as expert in Educational Foundation Saint Augustine University of Tanzania, reliability ranging from 0.74 – 0.82 were obtain using Cronbach alpha coefficient. The results of the analysis revealed that preparations of students in the usage of AI and the impact of AI based learning tools significantly influence the utilization of AI in the actualization of university goal. The study recommends that management of university and organizations should adopt the usage of AI in order to assist students’ productivity and creativity.
Artificial Intelligent, Integration, Higher Education and Digital Skills Literacy.
GUIDANCE AND COUNSELLING INTERVENTIONS AS PREDICTORS OF LIFELONG LEARNING ATTITUDES AND WORKFORCE RESKILLING AMONG TVET STUDENTS IN BAYELSA STATE
This study examined guidance and counselling interventions as predictors of lifelong learning attitudes and workforce reskilling among Technical and Vocational Education and Training (TVET) students in Bayelsa State, Nigeria. The study adopted a correlational research design. The population comprised 4,236 students drawn from public technical colleges in Bayelsa State, while a sample of 400 students was selected using multistage sampling techniques. Data were collected using a structured questionnaire, and 384 copies were successfully retrieved, representing a 96% return rate. Data collected were analyzed using multiple regression analysis at 0.05 level of significance with the aid of Statistical Package for Social Sciences (SPSS), version 25. The findings revealed that guidance and counselling interventions significantly predict lifelong learning attitudes and workforce reskilling among TVET students. The results further showed that counselling interventions have a strong joint predictive effect on both variables, indicating their critical role in shaping students’ adaptability and continuous learning orientation. The study concluded that effective guidance and counselling services are essential for enhancing lifelong learning attitudes and promoting workforce reskilling. It was recommended that counselling services should be strengthened, integrated into the TVET curriculum, and supported through policy and industry collaboration.
Guidance and counselling, Lifelong learning, Workforce reskilling, TVET
ARTIFICIAL INTELLIGENCE-DRIVEN CURRICULUM INNOVATION FOR RE-ENGINEERING TEACHING AND LEARNING IN NIGERIAN COLLEGES OF EDUCATION
Artificial Intelligence (AI) has become a transformative technological force shaping modern education systems across the world. Educational institutions are increasingly integrating AI technologies into teaching, learning, and curriculum development in order to improve learning outcomes and enhance educational efficiency. In Nigeria, Colleges of Education play a critical role in preparing teachers who will drive educational development at the basic education level. However, many teacher education curricula still rely heavily on traditional pedagogical approaches that do not adequately incorporate emerging technologies. This paper examines Artificial Intelligence driven curriculum innovation in enhancing teaching and learning in Nigerian Colleges of Education. The study discusses the concept of Artificial Intelligence in education, the importance of curriculum innovation, and the application of AI technologies in teaching and learning anchored on Constructivist Learning Theory and the Technological Pedagogical Content Knowledge (TPACK) framework. It further highlights how AI-powered tools such as intelligent tutoring systems, adaptive learning platforms, learning analytics, and automated assessment systems can support innovative instructional practice, key challenges affecting AI integration in Nigerian Colleges of Education, including inadequate technological infrastructure, limited digital competencies among educators, and insufficient policy support. The paper recommended that policymakers, teacher educators, and educational institutions should guide the support of implementing Artificial Intelligence driven curriculum reforms. It finally concludes that AI-driven curriculum innovation can significantly improve teaching effectiveness, enhance students’ learning experiences, and contribute to national development.
Artificial Intelligence, Curriculum Innovation, Teacher Education, Re-engineering Teaching and Learning
LECTURERS’ SUPERVISORY TECHNIQUES AS PREDICTOR OF STUDENTS’ ACADEMIC PERFORMANCE IN UNIVERSITIES IN RIVERS STATE.
The study investigated lecturers’ supervisory techniques as predictors of students’ academic performance in Universities in Rivers State. Two research questions were raised and answered while two hypotheses were tested at 0.05 level of significance. The study adopted a correlation survey research design with a population of 864 final year students in the Faculty of Education in the three universities (UPH - 308, RSU - 154 and IAUE - 402) in Rivers State. The sample size was 259 students drawn through proportionate stratified random sampling technique representing 30% of the population. Two instruments, Lecturers Supervisory Technique Questionnaire (LSTQ) and Students’ Academic Performance Questionnaire (SAPQ) were used for data collection. Face validity was ensured for the instrument by three experts. The reliability coefficient of 0.81 and 0.78 were computed for LSTQ and SAPQ through Cronbach alpha. Simple regression was used to answer research questions while t-test corresponding with simple regression was used to test the hypotheses at 0.05 level of significance. The findings of the study revealed that lecturers’ communication supervisory technique to a high extent is a significant predictor of students’ academic performance in Universities in Rivers State. Also, that lecturers’ monitoring supervisory technique to a high extent is a significant predictor of students’ academic performance in Universities in Rivers State. The study concludes that, lecturers’ supervisory techniques to a high extent are important determinant to students’ academic performance in Universities in Rivers State. Based on the findings of the study, it was recommended that lecturers should communicate with the students’ regularly and in simple terms so as to increase students’ academic performance in Universities in Rivers State. Again, lecturers should regularly monitor the activities of the students both within and outside the school for an increased academic performance in Universities in Rivers State.
Academic Performance, Lecturers’ job, Supervisory Techniques, Tertiary Education
HEALTH CHALLENGES AND BENEFITS OF FEEDING PATTERNS PRACTICES AMONG INFANTS IN NEMBE BAYELSA STATE
The aim of this study is to explore Health Challenges and Benefits of Feeding Patterns Practices among Infants in Nembe Bayelsa State Nigeria. The study examines complementary feeding, bottle feeding and exclusive breast feeding. To guide the study, three research questions and hypotheses were formulated. Two sampling techniques were adopted; random sampling technique and purposive sampling technique which was used to select 365 respondents. The data for this study were gathered mainly via two methods; questionnaire and interview. The findings revealed that complementary feeding on the infant health indicates that 26 percent (26%) of the mothers fed their babies with complementary feeding. 21 percent (21%) experience diarrhea while 9 percent (9%) says their babies’ poo worm at the period of 6 months. The resultant effect of these infections usually, is poor growth and development, on bottle feeding and infant health, indicates that 5 percent (5%) of the respondents responded that they feed their babies with formula milk without breastfeeding while 4 percent (4%) said their babies are overweight. The findings also revealed that insufficient breast milk and inability of breast milk to satisfy infant were the most frequent reasons for early introduction of complementary foods. On the other hand, exclusive breastfeeding accounted for 17 percent (17%), that is, they feed their babies with breast milk only, which means that their babies did not experience, diarrhea, pneumonia, weakness, worm was not also found among the babies. The findings also show that there is a strong relationship between exclusive breastfeeding, complementary feeding, and bottle feeding. It is recommended, among others that the golden hour is an hour after birth is an important hour lactating mothers must initiate breastfeeding to her baby and must go by exclusive breastfeeding to enhance infants healthy growth and development as well as efficient development of the brain and relieve the baby from diarrhorea, pneumonia and meningitis from the first six month and also untimely death.
Health Challenge, Complementary Feeding, Exclusive Breastfeeding, Nembe, Bayelsa State.
IMPRESSION OF CONCRETIVE’ LESSON PLANNING ON STUDENTS’ LEARNING ISSUES IN HEALTH EDUCATION IN BRASS LOCAL GOVERNMENT AREA OF BAYELSA STATE
Impression of Concretive Lesson Planning on Students’ Learning Issues in Health Education in Brass Local Government area of Bayelsa state, was examined by the researcher. The study employed a descriptive survey design. The population comprised 76 Home Economics teachers, which were also used as sample size for the study due to its manageability size, the entire population was used as the sample through the total enumeration technique. A 21-item structured questionnaire served as the instrument for data collection. Its validity was ascertained using face and content validity methods, while the reliability yielded a coefficient of 0.83 using the Cronbach’s Alpha Method. Data were analyzed using mean, standard deviation, and independent t-test. Findings revealed that concretive lesson planning improved the use of instructional materials, enhanced clarity in lesson delivery, and promoted better assessment strategies. Independent t-test results showed significant differences in these three instructional variables between teachers who engaged in concretive’ planning and those who did not. It was recommended that school administrators should encourage regular concretive’ planning sessions among Home Economics teachers; government should provide professional development workshops focused on team-based lesson design; curriculum planners should integrate concretive’ practices in teachers training programmes.
Concretive’ Planning, Home Economics, Lesson Delivery, Teacher Concretive’ Students’ Issues
RE-ENGINEERING BANKING SERVICES AND ECONOMIC DEVELOPMENT IN NIGERIA 2005 - 2024
This study examined the relationship between Banking Service Re-engineering and Economic Development in Nigeria. This study adopted the quantitative explanatory research design, Ten deposit money banks were selected out of all the banks listed in the Nigeria Exchange Group. Secondary data were obtained from various issues of reputable institutional sources like the Central Bank of Nigeria (CBN) Statistical Bulletins, National Bureau of Statistics (NBS), and World Bank World Development Indicators (WDI) specifically from the financial statements of the ten selected banks purposefully sampled for this study. Human Development Index (HDI) was used as proxy for economic development which is the dependent variable while Volume of Digital Transactions, (VDT), Cost to Income Ratio (CIR), Financial Inclusion (FIN) and Inflation (INF) were used as the indices for Bank service re-engineering as the independent variables. Panel data ordinary least square was used to estimate the relationship between the variables and the study found that all the explanatory variables exerted positive and significant impact on the dependent variable except inflation. Based on the findings in this study it was concluded that efficient banking services with digital resources is a profound predictor of economic development in Nigeria. The study recommended that bank policy makers should encourage digital transformation in banking services, support financial inclusion initiatives and develop policies that will promote entrepreneurship and innovation and reduce inflation to a stable minimum.
Banking Service Re-engineering, Bank Service Efficiency, Financial Inclusion, Inflation, Human development Index, Economic Development
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QUALITY ASSURANCE PRACTICES AND SENIOR SECONDARY SCHOOL EFFECTIVENESS IN LAGOS STATE, NIGERIA
This study examined quality assurance practices and senior secondary school effectiveness in Lagos State, Nigeria. Descriptive survey research design was adopted for the study. The population for this study consisted of 327 school principals, 654 Vice principals, 8510 teachers in public senior secondary schools in all the six Lagos State education districts, as well as 180 staff of quality assurance, Lagos State. Purposive sampling technique was adopted to select 120 principals and 240 vice principals while simple random sampling technique was used to choose 1200 teachers and 60 staffs of quality assurance department in Lagos State. In total, 1560 respondents participated in this study. The instruments used in collecting data were Secondary School Quality Assurance Practices Questionnaire (SSQAPQ) (r = 0.73) and Senior Secondary School Effectiveness Questionnaire (SSSEQ) (r = 0.840). Findings of the study revealed that quality assurance practices significantly influence senior secondary school effectiveness (r = .081, ρ < 0.05). It was therefore concluded that the relationship between quality assurance practices and senior school effectiveness was significant. On the basis of the findings, recommendations were made among others that quality assurance practices should be reviewed and revised to ensure that they are effective in bringing about better school effectiveness.
Quality Assurance, Quality Assurance Practices, Public Senior Secondary School Effectiveness.
ASSIGNED STAFF TASK SUPERVISORY STRATEGY OF SCHOOL ADMINISTRATORS AS CORRELATE OF TEACHERS EFFICACY IN SECONDARY IN SOUTH EAST NIGERIA
This study explored Assigned Staff Task Supervisory Strategy 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, Assigned Staff Task of School Administrator Questionnaires (ASTSAQ) 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 moderate positive relationship between school administrator determination of staff task and assigned staff task as it relates to teachers self-efficacy. Based on the findings the study recommended among other things that, In order to have effective resource inputs, curriculum delivery and Students’ learning outcome require effective task determination by school administrator. Also in order to have institutional governance there must be effective collaboration and goal-oriented synergetic interrelationship between the school and the relevant stakeholders in its environment.
School Administration, Assigned Staff Task, Supervisory Strategy, Teachers Efficacy
REVITALIZING UNIVERSITY EDUCATION IN NIGERIA: INNOVATIVE QUALITY ASSURANCE MECHANISMS FOR ACADEMIC EXCELLENCE
University education plays a critical role in human capital development and national progress, particularly in developing economies such as Nigeria. Despite its strategic importance in producing skilled manpower for socio-economic development, the Nigerian university system continues to face persistent challenges that undermine academic quality and institutional effectiveness. These challenges include inadequate funding, poor infrastructure, declining academic standards, brain drain, weak governance structures, and ineffective quality assurance practices. With the rapid evolution of global educational standards, there is an urgent need for Nigerian universities to adopt innovative quality assurance mechanisms capable of revitalizing academic programmes and restoring public confidence in the higher education system. This study examines innovative quality assurance mechanisms for revitalizing university education in Nigeria, with a focus on promoting academic excellence and aligning institutional practices with global best practices. Drawing on existing literature and policy frameworks, the paper analyzes key quality assurance components such as accreditation processes, the role of regulatory bodies, technology integration, and stakeholder involvement. It also highlights major implementation challenges, including resistance to change, funding constraints, limited institutional autonomy, inadequate staff training, and technological barriers. The study further proposes strategic approaches for strengthening quality assurance implementation, including enhanced funding and resource management, continuous professional development, increased institutional autonomy, inclusive stakeholder engagement, and sustained investment in educational technologies. The findings underscore that effective quality assurance is essential for improving teaching, research, governance, and graduate employability. The study concludes that revitalizing Nigerian university education through innovative quality assurance practices is imperative for achieving academic excellence and contributing meaningfully to national development in a competitive global knowledge economy.
Quality Assurance, University Education, Academic Excellence, Higher Education Reform, Nigeria
THE IMPACT IMPERATIVE: AN EMPIRICAL–ETHICAL STUDY OF FEMALE SCHOOL MANAGEMENT ON STUDENT OUTCOMES
This study examined the empirical and ethical impact of female school management on student outcomes in secondary schools. Grounded in leadership theory, it investigated how female-led administration influences academic performance, discipline, and student engagement. Using a quantitative cross-sectional design, data were collected from teachers and students and analyzed using regression and mediation techniques. Findings showed that female leadership significantly improves student outcomes, both directly and through ethical leadership practices such as fairness, inclusivity, and participatory decision-making. the results confirm that female leadership enhances school effectiveness through both structural and ethical pathways, reinforcing its strategic importance for educational development.
female leadership, student outcomes, ethical leadership, school management, school effectiveness
THE HYBRID WORK PARADOX: WHY WE ARE MEASURING THE WRONG OUTCOMES
Hybrid work has evolved from an emergency response to a structural feature of contemporary organizations. While research consistently demonstrates benefits such as enhanced autonomy, improved work–life integration, and stable or increased productivity, persistent organizational tensions remain. This paper argues that the paradox surrounding hybrid work does not stem from the model itself but from the outcomes organizations choose to measure. Most firms continue to evaluate performance using traditional presence-based and short-term productivity metrics that inadequately capture collaboration quality, innovation capacity, and equity implications in hybrid contexts. Drawing from organizational behavior, performance management, and remote work scholarship, this paper contends that hybrid work requires a redefinition of performance outcomes. Reframing evaluation criteria toward value creation, trust, and long-term organizational capability is essential for resolving the hybrid work paradox.
Hybrid, Paradox, Management, Productivity, Integration, Measurement, Evaluation.
PRINCIPALS’ SELF-MOTIVATION AND COMMUNICATION SUPERVISORY SKILLS ON TEACHERS’ JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN OWERRI MUNICIPAL IMO STATE
The study adopted a survey design with focus on principals’self-motivation and communication supervisory skills on teachers’ job performance in public secondary schools in Owerri Municipal Imo State. The population of the study consist of 964 teachers and the sample used was 164 respondents. Two research questions guided the study with a researcher-developed instrument entitled, “principals’ self-motivation and communication supervisory skills on teachers’ job performance” (PSMCSSTJP) was used to generate data. Mean, Standard deviation was used to answer the research questions. The result revealed that principals’self-motivation and communication supervisory skills influence teachers’ job performance in public secondary schools in Owerri Municipal Imo State. Based on these findings, the researchers recommended among others that principals should be liberal in teacher motivation and employ effective communication style for better teacher output.
Principals Self-Motivation, Communication, Supervisory Skills and Teachers’ Job Performance.
EFFECTS OF THINK-PAIR-SHARE STRATEGY ON PERFORMANCE IN MATHEMATICS AMONG UPPER BASIC STUDENTS IN KADUNA STATE, NIGERIA
This study investigated the Effects of Think-Pair-Share on performance of students in Mathematics in Upper Basic Schools in Kaduna State, Nigeria. The study was guided by ten specific objectives among which are determine the differences in the pre-test and post-test scores of students taught Mathematics in Upper Basic Schools using Think-Pair-Share in Kaduna State, Nigeria; compare the difference in the post-test performance scores of students taught Mathematics in Upper Basic Schools using Think-Pair-Share and those taught Mathematics using conventional strategy in Kaduna State, Nigeria. In correspondence with the specific objectives, 2 research questions and hypotheses were raised. A quasi-experimental research design was adopted. The population of the study comprised 2,379 students who offered Mathematics in Upper Basic Schools in Kaduna State. Three intact classes comprising 145 students were used as sample for the study. An instrument titled Mathematics Performance and Retention Test (MAPERETE) was used for data collection. Mean and standard deviation were used to answer the research questions, while t-test statistical tool was used to test hypotheses at a 0.05 level of significance. The results revealed that: Post-test performance of students taught Mathematics using the Think-Pair-Share strategy was significantly higher than their pre-test mean performance score in Upper Basic Schools in Kaduna State (p = .000). Students taught Mathematics using Think-Pair-Share strategy performed significantly better than those taught using the Conventional Method in Upper Basic Schools in Kaduna State (p = .001). The study concluded that cooperative learning strategies of Think-Pair-Share enhanced students’ performance in Mathematics in Upper Basic Schools in Kaduna State. The study recommended that Upper Basic School authorities should encourage teachers to use the Think-Pair-Share strategy to teach Mathematics to improve students’ performance. Teachers should adopt cooperative learning strategies over the Conventional Method to improve students’ performance in Mathematics.
Performance, Think-Pair-Share, Mathematics, Conventional, Student
DIGITAL ADMINISTRATIVE COMPETENCE OF HEAD TEACHERS AND INSTITUTIONAL EFFECTIVENESS IN PUBLIC PRIMARY SCHOOLS IN ILESA EAST LOCAL GOVERNMENT AREA, OSUN STATE
Despite global and national ICT reforms aimed at modernizing educational administration, the impact of digital technologies on effective school leadership in Nigerian primary schools, especially in local government areas, remains underexplored. This study therefore investigated the digital administrative competence of head teachers and its relationship with institutional effectiveness in public primary schools in Ilesa East Local Government Area, Osun State, Nigeria. Adopting a descriptive survey research design, the study targeted all 150 head teachers across public primary schools in the area. A stratified sampling technique based on existing school zones (Ilesa Zones I–V) ensured proportional representation of respondents. Data were collected using a validated and reliable questionnaire titled Digital Administrative Competence and Institutional Effectiveness Questionnaire (DACIEQ), which yielded a reliability coefficient of 0.75 using the test–retest method. Descriptive statistics (mean and standard deviation) were used to answer the research questions, while One-Way Analysis of Variance (ANOVA) was used to test the hypothesis at the 0.05 level of significance. The findings revealed that head teachers exhibited a low level of digital administrative competence (overall mean = 1.13), characterized by limited proficiency in using digital tools for record-keeping, communication, planning, and decision-making, compounded by inadequate formal training and insufficient digital resources in schools. Despite this deficiency, a positive relationship was established between digital administrative competence and institutional effectiveness (overall mean = 2.71), indicating that the use of digital tools improves administrative efficiency, transparency, stakeholder communication, and data-driven decision-making. Furthermore, the ANOVA result showed a significant difference in institutional effectiveness among schools led by head teachers with varying levels of digital administrative competence (F = 125.78, p < 0.05), suggesting that schools led by digitally competent head teachers demonstrate higher levels of institutional effectiveness. The study concludes that strengthening head teachers’ digital capacity through targeted professional training, provision of ICT infrastructure, and continuous technical support is essential for translating national ICT reforms into tangible improvements in school administration and institutional performance. The study therefore recommends that government and educational authorities should enhance the digital competence of head teachers through regular capacity-building programs, provision of adequate digital resources, sustained technical support and supervision, and the integration of digital administrative competence into leadership evaluation and promotion criteria to improve institutional effectiveness in public primary schools.
INFLUENCE OF PEER PRESSURE ON RISKY BEHAVIORS AMONG ADOLESCENTS IN ETCHE LGA, RIVERS STATE
Adolescence is a critical developmental stage marked by heightened susceptibility to social influences, particularly peer pressure, which can significantly shape behavior. This study examined the influence of peer pressure on risky behaviors among adolescents in Etche Local Government Area, Rivers State. Specifically, it sought to identify the common forms of risky behaviors, determine the influence of peer pressure on adolescents’ engagement in these behaviors, and examine the moderating role of gender. A descriptive survey research design was adopted, involving a population of 4,500 adolescents from which a sample of 400 respondents was selected using multistage sampling. Data were collected through a structured questionnaire that captured information on demographic characteristics, peer pressure, and engagement in risky behaviors. Reliability of the instrument was confirmed with a Cronbach’s alpha of 0.83. Descriptive statistics including frequencies, percentages, means, and standard deviations were used to analyze the data. Results revealed that substance use, truancy, and aggressive behavior were the most common risky behaviors among adolescents. Peer pressure was found to significantly influence adolescents’ participation in these behaviors, with males being more strongly affected than females. The findings underscore the critical role of peer groups in shaping adolescents’ behavioral choices and highlight the importance of gender-sensitive approaches in addressing peer influence. The study recommends the implementation of peer education programs, mentorship initiatives, and community awareness campaigns to mitigate the negative impact of peer pressure on adolescents. These interventions can foster healthier decision-making and promote the social and academic development of adolescents in the community.
Adolescents, Peer Pressure, Risky Behaviors, Gender, Etche LGA, Rivers State
PROGRAMME EVALUATION SKILL AND ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN SOUTHWEST, NIGERIA
This study examined the relationship between principals’ programme evaluation skill and academic achievement of secondary school students in Southwest, Nigeria. The study adopted the descriptive survey research design. The population of the study comprised all the 2,719 principals, 72,676 teachers and 45, 987 students in all public secondary schools in Southwest, Nigeria. The sample for the study was 990 respondents, comprising 90 principals and 900 teachers from 90 public secondary schools in Southwest, Nigeria. Multi-stage sampling procedure which involved, simple random, stratified, proportionate and purposive sampling techniques was used to select sample for the study. Three set of instruments tagged “Principals’ Programme Evaluation Skill Questionnaire (PPESQ)”, “Students Affective and Psychomotor Domain Questionnaire (SAPDQ)” and an Inventory on students’ academic performance were used for the study. The three instruments were validated by experts in the field of Educational Management. PPESQ and SAPDQ had reliability coefficients of 0.76 and 0.74 respectively. The research questions were answered using mean, percentage score and standard deviation while the hypothesis was tested using Pearson Product Moment Correlation. The hypothesis was tested at 0.05 level of significance. The study revealed that there was a significant relationship between principal programme evaluation skill and academic achievement of secondary school students. Based on the findings of this study, it was concluded that principals’ programme evaluation skill and academic achievement of secondary school students were good. Based on the findings of the study, it was recommended that school principals should conduct thorough assessment of school programmes through regularly check of teachers’ lesson notes, encourage teachers to conduct continuous assessment, mark attendance and full participation of teachers and students in co-curricular activities for enhanced academic achievement of students.
Principal, Programme Evaluation, Academic, Achievement, Secondary, School
MOTIVATION AND PERFORMANCE APPRAISAL AS CORRELATES OF TEACHER EFFECTIVENESS IN PUBLIC SECONDARY SCHOOLS IN EKITI STATE, NIGERIA
The study examined the relationship between motivation and performance appraisal as correlates of teacher effectiveness in public secondary schools in Ekiti State, Nigeria. The descriptive survey research design was adopted in the study. The population of the study consisted of all public secondary school principals and teachers in Ekiti State. The sample for the study consisted of 540 teachers and 27 principals selected from 27 public secondary schools in Ekiti State. The sample was selected using multistage sampling procedure. Data for the study were collected using two self-designed instruments tagged “Motivation and Performance Appraisal Questionnaire” (MPAQ) and “Teacher Effectiveness Questionnaire” (TEQ). The instruments were validated by experts in Educational Management and in Tests and Measurement. The reliability of the instruments was done using test re-test method. The scores from both administration were analysed using Pearson’s Product Moment Correlation statistics which yielded reliability coefficient value of 0.87 for MPAQ and 0.79 for TEQ. The data collected through the instruments were analysed using descriptive and inferential statistics. The hypotheses were tested at 0.05 level of significance. The finding of the study revealed that there was significant relationship between motivation and teacher effectiveness. The finding of the study also revealed that there was significant relationship between performance appraisal and teacher effectiveness. Based on the findings of the study, it was concluded that motivation and performance appraisal significantly influence teacher effectiveness in public secondary schools in Ekiti State, Nigeria. Based on the findings of the study, it was recommended that school principals should from time to time motivate teachers through recognition, recommendation and commendation. The school principal should well ensure that appraisal of the teachers are carried regularly.
Motivation, Performance Appraisal, Teacher, Effectiveness, Secondary, School
THE ROLE OF SOCIAL MEDIA IN SHAPING LEADERSHIP PERCEPTION AMONG NIGERIAN YOUTH
This study critically examine the role of social media in shaping leadership perception among Nigerian youth, utilizing secondary sources of data such as scholarly articles, government reports, media analytics, and reputable organizational publications. In contemporary Nigeria, where over 60% of the population are under 30 years old and social media use continues to grow, platforms like Twitter, Facebook, Instagram and TikTok have become powerful arenas for political discourse and civic engagement. Secondary data reveal that social media influences leadership perception through information dissemination, peer interaction, and mobilization of socio‑political ideas, enabling Nigerian youth to access real‑time political news, engage in debates, and evaluate leadership performance beyond traditional media filters. Findings also show that while social media enhances political awareness and critical evaluation of leaders, it simultaneously exposes young users to misinformation and polarized narratives that can skew perceptions. Literature indicates a dual effect: on one hand, digital activism and online campaigns increase political participation and demand for accountability; on the other hand, the prevalence of unverified content and algorithm‑driven echo chambers may create biased or superficial understandings of leadership qualities. Furthermore, secondary evidence highlights demographic variations in how youth interpret leadership messages online, with education level, platform preference, and digital literacy identified as significant moderators of perception. The study concludes that social media plays a complex but significant role in shaping how Nigerian youth conceptualize and respond to leadership, suggesting that policymakers, educators, and media stakeholders should prioritize digital literacy and fact‑based online engagement to strengthen constructive leadership perceptions.
Social Media, Leadership Perception, Nigerian Youth.
TEACHERS ETHICAL RESPONSIBILITIES IN MANAGING CHILDRENS ONLINE BEHAVIOUR
The rise of digital technologies in education has reshaped how children learn, communicate and interact online. While digital platforms provide opportunities for enriched learning, they also expose children to various online risks, including cyber bullying, misinformation, privacy violations and exposure to harmful content. This paper examines the ethical responsibilities of teachers in managing childrens online behavior within the context of digital learning environments. Drawing on contemporary literature, the study analyzes teachers’ roles in online safety, digital literacy instruction, behavior monitoring, modeling ethical conduct and collaborating with parents and institutions. Using a qualitative review methodology, the paper synthesizes research findings on ethical teaching practices, child protection standards and digital citizenship frameworks. The discussion highlights challenges faced by teachers, including balancing privacy with monitoring, insufficient digital competence and rapidly evolving online risks. The paper concludes with recommendations for policy makers, educators and schools, emphasizing professional development, policy reform and stronger partnership with parents. Ultimately, teachers hold a critical ethical obligation to safeguard childrens digital well-being while fostering responsible online engagement.