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
EDUCATIONAL POLICIES FOR BRIDGING DIGITAL DIVIDE FOR EFFECTIVE TEACHING AND LEARNING OF BUSINESS EDUCATION IN SENIOR SECONDARY SCHOOLS IN RIVERS STATE
This study investigated educational policies for bridging digital divide for effective teaching and learning of business education in senior secondary schools in Rivers State, Nigeria. Specifically, it assessed the extent of availability of digital infrastructure in urban and rural schools and examined the adequacy of educational policies addressing ICT integration. A descriptive survey research design was adopted. The population consisted of 801 business education teachers. A census sampling technique was employed. Data were collected using a structured questionnaire, subjected to expert validation. The reliability of the instrument was determined using Cronbach’s Alpha, yielding a coefficient of 0.83, indicating high internal consistency. Data analysis involved the use of descriptive statistics such as mean and standard deviation to answer the research questions, while independent t-test was applied to test the two null hypotheses at 0.05 level of significance. Findings revealed that the extent of availability of digital infrastructure in both urban and rural schools was low. Similarly, educational policies addressing the digital divide were found to be inadequate. It was recommended that government and stakeholders strengthen digital infrastructure provision, enforce policy implementation with proper monitoring for teachers to bridge the digital divide.
digital divide, educational policies, ICT integration, digital infrastructure
Copyright (c) 2025 INTERNATIONAL JOURNAL OF EDUCATION, SOCIAL AND MANAGEMENT SCIENCES https://creativecommons.org/licenses/by/4.0
ACADEMIC INTEGRITY AND EXCELLENCE IN RESEARCH AND PUBLISHING.
Academic integrity is fundamental for credible research and publishing, yet global academic systems face a plethora of rising challenges such as, plagiarism, falsification, predatory publishing, and systemic embedded pressure, christened “publish or perish.” These challenges undermine the pursuit of credibility and excellence in research, and greatly erode public trust in higher education. This paper critically examines patterns of misconduct, the structural drivers that perpetuate them, and their disproportionate impact on academic excellence and research. Drawing on literatures and policy frameworks, the paper proposes pathways for strengthening integrity among academics and students, reforming institutional governance, improving publishing standards, and building capacity in resource-constrained contexts. The paper concludes that integrity is the cornerstone of excellence and calls for reforms that shift academic cultures toward quality-driven, context-sensitive, and equitable practices.
Academic Integrity, Research Excellence, Publishing Ethics, Questionable Research Practices, Research Misconduct.
PROFESSIONAL ETHICS IN SCHOOL FUNDING, MANAGEMENT AND SUPERVISION IN TERTIARY INSTITUTIONS IN RIVERS STATE
The study investigated professional ethics in school funding, management and supervision in tertiary institutions in Rivers State. Three research question and three hypotheses guided the study. Hypotheses was tested at 0.05 alpha level of significance. The design of the study was descriptive survey design. The population of the study was 1586 academic and non-academic staff of Rivers State University, with a sample of 360 academic and non-academic staff derived using Taro Yemane formula. Sample random sampling technique was adopted. Instrument for data collection was questionnaire title. Professional Ethics in School Funding, Management and Supervision in Tertiary Institutions Questionnaire. Cronbach alpha method was used to establish reliability coefficient of professional ethics in school, management and supervision in tertiary institutions Questionnaire at 0.81. A total of 300 copies of the questionnaire was retrieved representing 80.2% success rate. The research question was answered using mean and standard deviation while the hypotheses was tested at 0.05 level of significance using z-test. The findings revealed that professional ethical standards are largely observed, common ethical challenges are recognized, and existing policies are considered effective, with no significant gender differences in perceptions. The study concludes that adherence to professional ethics is crucial for ensuring institutional credibility, efficiency, and trust. Based on the findings, it recommends regular training in professional ethics, robust monitoring and evaluation mechanisms, and the promotion of an ethical organizational culture through leadership modeling and enforcement of codes of conduct. The study underscores the importance of ethics in sustaining the integrity and performance of tertiary institutions, ultimately contributing to quality education and societal development.
Professional, Ethics, School Funding, Management, Supervision, Tertiary Institutions
MANPOWER INVENTORY AND FORECASTING AS CORRELATES OF STRATEGIC GOALS ACHIEVEMENT OF PUBLIC UNIVERSITIES IN SOUTHWEST, NIGERIA
This study examined manpower inventory and forecasting as correlates of strategic goal achievement in public universities in Southwest Nigeria, given the persistent challenges in aligning human resource planning with institutional objectives despite noticeable staff growth. The objective was to investigate the relationships between manpower inventory, manpower forecasting, and the achievement of strategic goals. A descriptive survey and correlational design was employed, targeting 600 academic and non-academic staff across six public universities selected through multistage sampling. Data were collected using a validated Strategic Goal Achievements Questionnaire and a manpower inventory instrument and analysed with descriptive statistics and Pearson Product Moment Correlation at 0.05 significance level. The findings revealed that while universities experienced considerable growth in academic staff numbers, there was no significant relationship between manpower inventory and strategic goal achievement. Conversely, manpower forecasting showed a significant positive relationship with the attainment of strategic goals, underscoring the importance of proactive planning. Based on the findings of the study, it was concluded that simply increasing staff strength does not guarantee strategic success; rather, effective forecasting and alignment of human resources with institutional aspirations are crucial. Based on the findings of the study, it was recommend that university management prioritise data-driven forecasting models, conduct regular manpower audits to align human resources with strategic goals, and ensure that staffing benchmarks are strictly adhered to, while planners should base projections on accurate data to enhance goal attainment.
Manpower inventory, Manpower forecasting, Strategic goals, Achievement, Public universities
ACCOUNTABILITY OF WELLBEING: EVALUATING LEADERSHIP PRACTICES THAT FOSTER ETHICAL, INCLUSIVE AND PSYCHOLOGICALLY SAFE EDUCATIONAL WORKPLACES
This seminar paper explores the growing need for accountability in relation to staff wellbeing within educational institutions, with a particular focus on leadership practices. It argues that school leaders play a decisive role in shaping the organisational culture, policies, and interpersonal relationships that directly impact teacher and staff wellbeing. Leadership accountability extends beyond ensuring academic results or administrative efficiency; it also encompasses the ethical obligation to safeguard the health, motivation, and professional fulfilment of staff members. Drawing on organisational theory, leadership studies, and empirical educational research, the paper synthesises insights into three major pillars of wellbeing-driven leadership: ethical behavior, inclusive policies, and psychologically safe work environments. By integrating these principles, the paper develops an accountability framework that can guide leaders in fostering healthier educational workplaces. Furthermore, practical and policy-oriented recommendations are provided to help school leaders, district managers, and policymakers translate theory into practice. Ultimately, the paper argues that protecting wellbeing is not a peripheral responsibility but a core accountability measure for sustainable and effective leadership in education.
wellbeing, accountability, ethical leadership, inclusive leadership, psychological safety, teacher wellbeing, educational leadership
BEYOND METRICS: CONCEPTUALIZING ACCOUNTABILITY IN HIGHER EDUCATION THROUGH THE LENS OF SOCIAL RESPONSIBILITY AND PUBLIC GOOD
Accountability regimes in higher education have become dominated by narrow, quantifiable performance metrics: graduation rates, research income, citation counts, employability scores, and league-table positions. While metrics have clarified some institutional activities, they have also displaced richer, normative understandings of what universities owe society. This seminar paper argues that accountability should be reconceptualized through the twin lenses of social responsibility and public good. Drawing on policy and higher-education scholarship, the paper (1) reviews the evolution and limits of metrics-driven accountability; (2) maps conceptual frameworks of social responsibility and public/civic purpose in higher education; (3) proposes an expanded accountability model that blends quantitative performance data with reflexive, participatory, and impact-oriented evidence; and (4) discusses governance and practical implications for institutions and policymakers. The paper concludes with recommendations for moving from performance measurement toward democratic, socially embedded accountability that restores higher education’s civic role.
Accountability, higher education, social responsibility, public good, metrics, governance, university social responsibility
THE ETHICAL DILEMMAS OF AI-DRIVEN DECISION-MAKING IN EDUCATIONAL MANAGEMENT: A FRAMEWORK OF ACCOUNTABILITY
Artificial intelligence (AI) is rapidly reshaping educational management from admissions and student-support triage to predictive analytics and automated assessment. These AI-driven decisions promise efficiency, personalization, and scalability but also raise significant ethical dilemmas: bias and discrimination, opacity and explainability, data privacy, erosion of professional autonomy, and weak redress mechanisms. This paper maps the major ethical problems that arise when educational institutions deploy AI for decisions affecting learners and staff, reviews relevant principles and regulations, and proposes a practical, multi-layered accountability framework that institutions can adopt. The proposed framework combines governance, technical measures (explainability and audits), human oversight, impact assessment and remediation channels, and stakeholder participation to ensure responsible AI use that protects rights and supports educational aims. Key recommendations include mandatory impact assessments, transparent documentation, independent audit trails, clear responsibility lines, and accessible remedies for affected individuals.
AI ethics, accountability, education, algorithmic fairness, transparency, governance
DIGITAL DIVIDE: THE IMPACT OF UNEQUAL ICT INFRASTRUCTURAL QUALITY ON ECONOMICS STUDENT LEARNING OUTCOMES AND ITS IMPLICATIONS FOR RESOURCE ALLOCATION IN PUBLIC EDUCATION SYSTEM
This study investigates the causal relationship between the quality of Information and Communication Technology (ICT) infrastructure in public schools and Economics students’ academic achievement, while examining how existing funding mechanisms perpetuate regional inequities. Despite global efforts to expand digital access in education following the COVID-19 pandemic, significant disparities persist—not only in access but, crucially, in the quality and reliability of ICT resources such as high-speed broadband, modern devices, and technical support. Leveraging a unique, nationally representative panel dataset from different countries, the analysis reveals that beyond mere access, higher-quality ICT infrastructure significantly predicts improved student learning outcomes in economics, mathematics, and science, with effects being substantially larger for disadvantaged students and those in rural areas. However, the study finds that current per-student funding formulas inadequately account for the higher costs of establishing and maintaining high-quality ICT infrastructure in underserved regions, worsening resource misallocation and widening the digital divide. Counterfactual simulations demonstrate that reallocating resources based on a cost-adjusted quality index could significantly reduce outcome disparities without increasing overall expenditure. The findings challenge simplistic “access-only” policies and offer empirical evidence for policymakers seeking more equitable and efficient digital investment strategies. The study emphasizes the need for sustainable funding models and attention to qualitative dimensions of ICT infrastructure in public education.
ROLES OF BUSINESS EDUCATION IN RESHAPING STUDENTS’ ETHICAL PRACTICES IN COLLEGES OF EDUCATION IN DELTA STATE
Business education in digital society is driven by predominance of business which is essential in the work environment. Business education sensitizes business students towards the fulfillment of their future on ethical responsibilities by guiding them into creating values and innovative skills that will make them useful citizens in order to contribute meaningfully to economic growth through integration of ethics, critical thinking and diversity into the curriculum. By so doing, learners are prepared to become responsible and ethical leaders in the global work environment through exposure to ethical dilemmas and development of global mindset that guides their decision-making processes and actions. Upon graduation they are equipped with technical expertise, values and principles that guide them to make ethical and socially responsible decisions contributing to a more sustainable and inclusive business environment. Business ethics is an applied ethics that examines ethical rules and principles, ethical problems that may arise in a business setting and special duties that applies to persons who are engaged in business within a work environment. (Patel et al, 2024.Conclusively, Business education serves as a veritable tool in reshaping students' values and empowering them to lead with integrity and positive impact in today's dynamic business world. It was recommended that Business educators should teach students to critically evaluate information, analyze data and make informed decisions. Business education should also expose students to diverse cultures and global business phenomenon in other to excel in business world
Copyright (c) 2025 Journals INTERNATIONAL JOURNAL OF EDUCATION, SOCIAL AND MANAGEMENT SCIENCES https://creativecommons.org/licenses/by/4.0
PROFESSIONAL ETHICS IN SCHOOL FUNDING, MANAGEMENT AND SUPERVISION
This paper examined professional ethics in school with focus on funding, management and supervision. The paper discussed professional ethics and its importance in education, school funding, school management as well as school supervision. It also describe the need for professional ethics in school funding, school management and school supervision as well as the ways of ensuring professional ethics in school funding. Since professional ethics serves as a guide to the conduct of activities by teachers, educational managers and supervisors, the consequences of non-compliance to professional ethics were also discussed to serve as pointer to administrators. The paper concluded that because professional ethics enhances quality in education, the government, educators and other stakeholders should work together to ensure maintenance of ethical standard in the education sector. It is suggested among others, that government should institutionalize a policy guideline for ethical standard as well as strengthen monitoring and evaluation system.
Ethics, Professional Ethics, Funding, Management, Supervision.
ETHICAL DECISION-MAKING AND EMPLOYEE COMMITMENT IN THE RIVERS STATE CIVIL SERVICE
This study examined the relationship between ethical decision-making and employee commitment in the Rivers State Civil Service, focusing on utilitarian, deontological, and virtue-based ethical frameworks. A correlational research design was adopted, and data were collected using a structured questionnaire administered to civil servants across ministries. The correlation analysis revealed significant positive relationships between the three dimensions of ethical decision-making and employee commitment, with utilitarian ethics showing the strongest influence (r = 0.614, p < 0.01), followed by deontological ethics (r = 0.547, p < 0.01), and virtue-based ethics (r = 0.521, p < 0.01). These results suggest that ethical decision-making enhances employees’ loyalty, trust, and dedication to the civil service. The study concludes that ethical leadership is a critical determinant of organizational commitment. It recommends that leaders adopt fairness-driven (utilitarian), duty-based (deontological), and virtue-oriented decision-making approaches, while also institutionalizing an ethical leadership framework that integrates all three ethical perspectives.
GLOBAL BEST PRACTICES OR CULTURAL IMPERIALISM? AN ETHICAL CRITIQUE OF INTERNATIONAL ACCREDITATION STANDARDS IN EDUCATIONAL MANAGEMENT
International accreditation standards in educational management are widely promoted as pathways to ensuring quality assurance, global competitiveness, and institutional credibility. However, beneath this universalist appeal lies a growing ethical debate about the potential of such standards to impose Western-centric values and practices upon diverse educational systems—thus perpetuating cultural imperialism. This paper critically examines the ethical tensions embedded within international accreditation practices, drawing on contemporary scholarly literature and case analyses. It argues that while global best practices can promote accountability and improvement, they can also marginalize local knowledge systems and institutional autonomy. The paper proposes an ethical framework grounded in contextual autonomy, procedural justice, and distributive equity, offering recommendations for decolonizing and localizing accreditation in education management.
PROMOTING PROFESSIONAL ETHICS FOR ENHANCING GREEN ENTREPRENEURSHIP EDUCATION IN PUBLIC UNIVERSITIES IN RIVERS STATE, NIGERIA.
This study examined professional ethics as a strategy for enhancing green entrepreneurship education in public universities in Rivers State, Nigeria. Specifically, it investigated the extent to which ethics is integrated into green entrepreneurship education to enhance students’ ethical consciousness, sustainability mindset, environmentally responsible ventures, and green entrepreneurial intentions. The study adopted a descriptive survey design, targeting 462 respondents comprising 48 lecturers and 414 students from the three public universities in Rivers State. Data were collected using a structured questionnaire and analyzed using mean, standard deviation, and independent samples t-test to test differences between lecturers’ and students’ perceptions. Findings revealed that professional ethics is moderately to highly integrate into green entrepreneurship education, contributing positively to students’ ethical consciousness, sustainability mindset, environmentally responsible ventures, and green entrepreneurial intentions. However, lecturers consistently rated integration higher than students, highlighting a perceptual gap in practical application. The study concluded that while ethics is embedded in green entrepreneurship education, there is a need for enhanced practical reinforcement, ethical assessment, and sustainability-focused teaching. Recommendations include strengthening hands-on ethical instruction, bridging perception gaps, and institutionalizing ethics integration within entrepreneurship programs.
Environmentally Responsible Ventures, Ethical Consciousness, Green Entrepreneurship Education, Professional Ethics, Sustainability Mindset
INTERIOR DECORATIVE PIECES PRODUCTION REQUISITE TO CURB UNEMPLOYMENT ISSUES AMONG YOUTHS IN RIVERS STATE.
The study investigates on interior decorative pieces production requisite to curb unemployment issues among youths in Rivers State. Three research question and one hypothesis guided the study. The study adopted descriptive research design. The population comprised of one million one hundred and twenty three thousand nine hundred and ninety eight (1,123,998) heads of households in Rivers State (National Population Commission, 2006). Purposeful sampling technique was used to select one hundred (100) unemployed youth in Ogba Egbema Ndoni Area of Rivers State. A structured questionnaire item was used for data collection. Tilled “Interior Decorative Pieces Production Requisite to curb Unemployment issues Among Youth Questionnaire, (IDPPRUYQ). The instrument was validated by three experts. Data were analyzed using mean, standard deviation and t-test to test the null hypothesis at 0.05 level of significant. The result reveals interior decorative Pieces such as Curtains, draperies, door mat, throw pillow. Ways of acquiring interior decorative piece are: Apprentice, Real life practice, Supportive trainer, Adequate Communication, also benefit of acquiring interior decorative piece, includes: Carrier advancement, Self employment, Resilience, Diverse job opportunities, increased income among others. Null hypothesis were rejected showing that there is no significance differences in the mean score between the male and female fashion designers in the inclusion of interior decorative piece for socio-economic enhancement in the study area. The study concludes that unemployment issue is a menace that can never be over stress, at such it is important that the unemployed individual acquire some practical in the production of interior decoration pieces as this will help them to be self employed as well as employer of labour. The study recommended that the head of households enroll their unemployed youth to apprenticeship so that they can acquire some skills in interior decoration pieces as doing so will improve their financial status and contribute to national development.
DIGITAL PEDAGOGY AND ACADEMIC ACCOUNTABILITY AMONG UNDERGRADUATE BUSINESS EDUCATION STUDENTS IN RIVERS STATE-OWNED UNIVERSITIES.
This study investigated the relationship between digital pedagogy and academic accountability among undergraduate Business Education students in Rivers State-owned universities in the Niger Delta. Guided by two research questions and two hypotheses, the study adopted a correlational research design. The population comprised 1,727 students from Rivers State University and Ignatius Ajuru University of Education. The sample size of the is 325 students gotten through Taro Yamen formula for sample size determination. The instruments for data collection was a 4-point rating scale structured questionnaire titled, ‘Digital Pedagogy’ (DIGPEDQ) and Academic Accountability (ACADAQ) Questionnaire. The data collected were analyzed using Pearson Product Moment Correlation to answer the research questions and test the null hypotheses at 0.05 level of significance. Results showed that digital pedagogy (learning objectives and teaching methods significantly enhanced students’ academic accountability, particularly in assignment completion, participation, and ethical use of digital tools. A strong positive relationship was found between digital pedagogy and overall accountability. The study recommends among other that Business Educators should focus on attaining the learning objectives while teaching and Business Education curriculum should be enriched with more technology-driven instructional activities that promote academic accountability.
INFLUENCE OF SCHOOL-BASED DECISION-MAKING ON ADMINISTRATIVE EFFECTIVENESS OF PUBLIC SENIOR SECONDARY SCHOOL PRINCIPALS IN LAGOS STATE, NIGERIA
This study investigated the influence of school-based decision-making and administrative effectiveness of senior secondary school principals in Lagos State, Nigeria. research questions were raised and answered and one hypothesis was formulated and tested. Population for this study consisted of all Principals, Vice Principals, and teachers from 327 Public Senior Secondary Schools in the six Education Districts of Lagos State. Purposive sampling technique was adopted to select 101 principals and 101 vice principals, while simple random sampling technique was used to choose 505 teachers. 707 total respondents participated in this study. Instruments used in collecting data were Administrative Effectiveness of Secondary School Principals Questionnaire (AESSPQ) (r = 0.812) and School-based Decision-making Questionnaire (SbDMQ) (r = 0.842). Instruments were also subjected to validity testing and taken through a pilot study. Findings of the study revealed that school-based decision-making does not significantly relate with administrative effectiveness of public senior secondary school principals in Lagos State, Nigeria (r = -.059, ρ < 0.05); The study concluded that school-based decision-making do not necessarily lead to administrative effectiveness of public senior secondary school principals. Hence, it was recommended among others that principals and staff should be given necessary resources to effectively engage in school-based decision-making.
EFFECTS OF AGGRESSIVE REPLACEMENT TRAINING ON THE MANAGEMENT OF ADOLESCENTS ANGER IN PUBLIC SENIOR SECONDARY SCHOOLS IN IMO STATE.
The study investigated effects of aggressive replacement training on the management of adolescents’ anger in public senior secondary schools in Imo State. To achieve the aims of the study, two research questions were asked and two corresponding hypotheses were formulated and tested. This study adopted the quasi – experimental, pre-test, post-test control group design. The population of the study consists of a total of 94,963 students from 312 secondary schools in Imo State. The sample for this study was 69 SSII with anger problems. Purposive sampling technique was used in selecting three schools that have the highest number of students with anger issues. The instruments for data collection were rating scale and inventory constructed by the researcher titled Adolescent Anger Scale (AAS) and Adolescent Anger Inventory (AAI). The instruments were validated by five research specialists in Educational Psychology and one in Psychometrics. Reliability coefficients of 0.82 for AAS and 0.88 for AAI were obtained using Cronbach alpha statistics. The researcher conducted a ten-week intensive orientation with the aid of three counselors (research assistants) as the pretest, posttest and follow-up tested were conducted. Mean scores and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses. The result revealed that aggressive replacement training was more effective and significantly different from conventional counseling in management of anger among adolescent students. Based on the findings, it was recommended among others that schools and mental health professionals should consider implementing Aggressive Replacement Training (ART) as an evidence-based intervention for managing anger among adolescent students.
ETHICS OF SCHOOL FUNDING AND SUPERVISION AND TEACHER JOB PRODUCTIVITY IN PUBLIC SECONDARY SCHOOLS IN EKITI STATE, NIGERIA
The study examined the relationship among school funding, supervision and teachers’ job productivity in public secondary schools in Ekiti State, Nigeria. The study adopted descriptive survey research design. The population for the study consisted of 7332 teachers and 202 principals in all public secondary schools in Ekiti State. The sample for the study consisted of 288 teachers and 24 principals. Two research instruments tagged “Ethics of School Funding and Supervision Questionnaire (ESFSQ)” and “Teachers’ Job Productivity Questionnaire (TJPQ)” were used to obtain relevant information for the study. The two instruments consisted two sections each, section A and B. Section A of each instrument sought for bio-data of the respondents. Section B of “Ethics of School Funding and Supervision Questionnaire (ESFSQ)” contained 10 items that elicited information on ethics of school funding and supervision while section B of “Teachers’ Job Productivity Questionnaire (TJPQ)” contained 10 items that elicited information on teachers’ job productivity. The face and content validity was used for the study. The instruments were validated by experts in the field of Educational Management. Test retest method of reliability was used for the study. The instruments were administered on 12 respondents comprising 10 teachers and 2 principals in two schools outside the sampled area on two occasions within the interval of two weeks. The two sets of responses were correlated and analyzed using Pearson’s Product Moment Correlation and a coefficient of 0.70 and 0.73 were obtained for both instruments which considered high enough for the study. The data collected were analyzed using descriptive and inferential statistics. The research questions were answered using mean, standard deviation and frequency count while the hypotheses were tested using Pearson’s Product Moment Correlation at 0.05 level of significance. The findings of the study revealed that the level of funding and supervision in public secondary schools in Ekiti State was high. The study further revealed that the level of teachers’ job productivity was high in public secondary schools in Ekiti State. The study showed that there was a significant relationship between school funding and teachers’ job productivity in public secondary schools. Based on the findings of the study, it was concluded that teachers’ job productivity will be high when schools are properly funded and well supervised. Based on the findings of the study, it was recommended that stakeholders should give priority to funding of schools and schools should be from time to time supervised.
Ethics, School Funding, Supervision, Teacher, Job Productivity
PRINCIPALS’ PROFESSIONAL ETHICS ON EDUCATIONAL MANAGEMENT AND SUPERVISION IN SECONDARY SCHOOLS WITHIN THE CALABAR EDUCATION ZONE OF CROSS RIVER STATE, NIGERIA
This study examined the influence of principals’ professional ethics on educational management and supervision in secondary schools within the Calabar Education Zone of Cross River State, Nigeria. Three specific objectives guided the study: to examine the extent to which principals’ adherence to professional ethics influences effective educational management, to investigate how principals’ ethical conduct affects the supervision of instructional activities, and to identify the ethical challenges principals face in managing and supervising schools. The study adopted a descriptive survey research design with a population of 94 principals across the zone, all of whom were studied using the census method. Data were collected using a structured questionnaire titled “Principals’ Professional Ethics on Educational Management and Supervision Questionnaire (PPEEMSQ),” validated by experts in Educational Management, Measurement, and Evaluation. Reliability coefficients of .78, .79, and .84 were obtained using Cronbach’s Alpha. Data were analyzed using frequency and percentage. The findings revealed that principals’ adherence to professional ethics significantly enhances effective educational management by promoting fairness, transparency, accountability, and collaboration. Ethical conduct was also found to positively influence instructional supervision through fairness, honesty, and constructive feedback that foster teacher motivation and professional growth. However, the study identified several ethical challenges, including political interference, inadequate funding, external pressures, and conflicts of interest, which constrain ethical decision-making. The study concluded that professional ethics is essential for effective school leadership, management, and supervision. It recommended regular ethics training, adequate funding, and policy reforms to strengthen ethical leadership and improve educational outcomes in secondary schools.
Professional Ethics, Educational Management, Instructional Supervision, Ethical Leadership, Secondary Schools.
QUALITY ASSURANCE PRACTICES AND ETHICAL COMPLIANCE FOR EFFECTIVE SCHOOL ADMINISTRATION IN NIGERIA
School administration, just like every other field of endeavor is expected to operate under defined standards and principles. Without doubt, one of the ways school administration can achieve the goal of meeting its objectives in terms of input- process-output is through conscious quality assurance practices and ethical compliances. Therefore, this paper x-rayed quality assurance practices and ethical compliance in school administration in Nigeria, with the adoption of the targets enumerated by the Quality Assurance and Control Unit of the Ignatius Ajuru University of Education, Port Harcourt, Nigeria. The paper corroborated specifically, implementing standards in the areas of Lectures/ Academic materials, Conduct and management of Examinations and Staff-Students’ Relationship. The paper concluded that there is the need to put Quality Assurance measures in place for the purposes of discipline and maintaining standards, because any process void of standards can be compromised, and suggested among others that the mechanisms of supervision, monitoring and evaluation, cost benefit analysis training and feedback be undertaken by school leadership to ensure an effective school administrative process.
Quality Assurance Practices, Ethical Compliance, School Administration
IMPACT OF GREEN FINANCING ON THE SUSTAINABILITY OF NIGERIA’S ECONOMY
Economic sustainability is pivotal to a nation’s growth and development, yet it faces several challenges including Green Prevention Costs, Green Evaluation Costs, and green Internal Failure Costs. This study examined the impact of green financing on the sustainability of Nigeria’s economy from 2009 to 2023. Specifically, it evaluates the effects of green prevention costs, green evaluation costs and green internal failure costs on Nigeria’s economic sustainability, using the dependent variable and measured by Real Gross Domestic Product (RGDP). Trade Openness (TROP) was used as a control variable. Secondary data were sourced from the World Bank’s Pollution Management database and Central Bank of Nigeria Statistical Bulletins, with analysis conducted employing Robust Least Squares (RLS) in E-Views 10. The findings indicate that both GNPC and GNIC had a significant positive effect on economic sustainability, while GNEC had an insignificant effect. The study recommends that there is a need for increased funding for Green Internal Failure Costs and re-assess the emphasis on Green Evaluation Costs.
This study investigated the influence of professional ethics on school funding, management, and supervision schools. A descriptive survey design was adopted, with data collected from 200 respondents using a structured questionnaire. Descriptive statistics such as mean and standard deviation were used to analyze the data, while inferential statistics including Chi-square and Pearson Product Moment Correlation (PPMC) tested the hypotheses at the 0.05 level of significance. Findings revealed that professional ethics significantly influenced school funding practices by promoting transparency and accountability, while mismanagement and corruption reduced resource effectiveness. In school management, ethical leadership enhanced fairness, accountability, and cooperation among teachers, though challenges such as lack of transparency and personal interests undermined effectiveness. Results also showed a significant positive relationship between professional ethics and school supervision, with ethical supervision fostering objectivity, constructive feedback, and trust between teachers and administrators. The study concludes that professional ethics is vital for ensuring effective funding, transparent management, and constructive supervision in schools. It recommends stronger monitoring mechanisms, enforcement of ethical standards, and continuous training on ethical leadership to improve educational administration.
Accountability, Professional Ethics, School FUNDING, Management, Supervision, transparency
ENTREPRENEURIAL INTERVENTION SCHEMES AND PERFORMANCE OF FOOD AND BEVERAGE COMPANIES IN RIVERS STATE, NIGERIA.
This study examined the relationship between entrepreneurial intervention schemes and performance of food and beverage companies in Rivers State, Nigeria. Specifically, it investigated the influence of training schemes and financial schemes on operational performance and operational performance. The research adopted a cross-sectional survey design, with a population comprising 84 food and beverage firms in Rivers State. The entire population was used as the sample, involving 336 managers across the firms. A validated questionnaire, tested for reliability using Cronbach Alpha, was administered, and 330 copies were successfully retrieved for analysis. The data were analyzed using mean and standard deviation for univariate analysis, Spearman Rank Order Correlation Coefficient for test of hypotheses. The findings revealed a significant relationship between entrepreneurial intervention schemes and the performance of food and beverage companies in Rivers State. The study further established that corporate culture significantly moderates the relationship between entrepreneurial intervention schemes and performance outcomes. Based on these findings, the study concluded that entrepreneurial intervention schemes are vital for enhancing organizational performance. It recommended that the government, multinational corporations, and private sector stakeholders should actively support continuous entrepreneurial training and financing initiatives in order to strengthen marketing effectiveness, improve operational efficiency, and promote a culture of innovation and solution-orientation within the industry.
Entrepreneurial Intervention Schemes; Training Schemes; Financial Schemes; Organizational Performance; Operational Performance; Profitability Food and beverage firms;
INTEGRATING LANGUAGE EDUCATION AND SOCIAL STUDIES FOR ETHICAL LEADERSHIP DEVELOPMENT IN A GLOBALIZED WORLD
In today’s rapidly globalizing world, education systems are challenged to produce leaders who embody ethics, excellence, and accountability. This paper explores the intersection of language education and social studies as complementary disciplines for fostering ethical leadership and strengthening global best practices in education, management sciences, and professional life. From the linguistic perspective, language serves as a vital tool for cultivating intercultural communication, persuasive discourse, and empathy skills essential for ethical and accountable leadership. From the social studies perspective, civic responsibility, social accountability, and ethical reasoning form the foundation for responsible citizenship and professional conduct. Drawing on multidisciplinary theories and international examples, the paper argues that integrating these disciplines offers an innovative framework for character formation, professional excellence, and global impact. It concludes with practical recommendations for curriculum development, teacher training, and leadership education to promote ethics and accountability in the 21st-century professional landscape.
PROFESSIONAL ETHICS, EXCELLENCE AND ACCOUNTABILITY IN CURRICULUM DEVELOPMENT AND IMPLEMENTATION
This study examined Professional Ethics, Excellence and Accountability in Curriculum Development and Implementation in Rivers State University, Port Harcourt, Nigeria. Specifically, it focused on how honesty, fairness and integrity influence excellence and accountability in curriculum processes. A descriptive survey research design was adopted, and the population comprised 486 lecturers from the Faculty of Education who were directly involved in curriculum design, implementation and evaluation. A validated structured questionnaire served as the instrument for data collection, and its reliability was confirmed with a Cronbach Alpha coefficient of 0.82. Out of 486 copies distributed, 246 were retrieved, representing a 50.6% response rate. Data were analyzed using mean and standard deviation to answer the research questions, while hypotheses were tested using the independent t-test. Findings revealed that honesty, fairness and integrity significantly promote excellence and accountability in curriculum development and implementation. The study concluded that professional ethics anchored on honesty, fairness, and integrity are essential for maintaining transparency, fairness in evaluation, and consistency in curriculum delivery, thereby enhancing educational standards and institutional credibility. It was recommended that universities integrate ethics training and establish incentive systems that encourage lecturers to uphold honesty, fairness and integrity in all curriculum-related activities to sustain excellence and accountability.
Professional Ethics, Honesty, Fairness, Integrity, Excellence, Accountability, Curriculum Development, Curriculum Implementation
GREEN CULTURE LEADERSHIP AS A STRATEGIC DRIVER OF SUSTAINABILITY PERFORMANCE IN SMART ECONOMIES
This study investigated the influence of Green Culture Leadership (GCL) on Sustainability Performance (SP) as a strategic driver in Energy Institutes in Rivers State, Nigeria. Structured questionnaire was used to survey 120 staff members and the data were analyzed using Structural Equation Modeling (SEM-PLS). The results indicated that GCL had significant positive influences on OGC (v = 0.56, p < 0.001) and direct influence on SP (v = 0.18, p < 0.05). In addition, OGC significantly mediated the relationship between GCL and SP (v = 0.39, P < 0.001), which confirmed that OGC played a significant mediating role in the relationship between GCL and SP. Smart Economies Adoption (SEA) was found to have a positive impact on SP (v = 0.29; p < 0.01), albeit its moderating effect on the GCL-SP relationship was only marginal. The model accounted for 61% of the variance in SP and suggested that the combination of leadership, culture, and innovation had a strong influence on institutional sustainability outcomes. The study made a contribution to sustainability and leadership theory by showing that GCL is most effective through the organizational culture and that technological innovation augments, but does not fundamentally change the leadership-performance relationship. Practically, the findings indicated that Nigerian higher education institutions should integrate ecological values in their leadership practice, institutionalize them in the organizational culture and promote the adoption of smart economy to enhance the sustainability outcomes.
Green Culture Leadership, Sustainability Smart Economy.
ENTREPRENEURIAL RESILIENCE AND VENTURE PERFORMANCE OF PLASTIC FIRMS IN RIVERS STATE, NIGERIA
The study examined the relationship between entrepreneurial resilience and venture performance of plastic firms in Rivers State, Nigeria. The objectives of the study were to examine how dimensions of entrepreneurial resilience interact with venture performance of plastic firms in South-South, Nigeria. The study was anchored on Resilience Theory. The explanatory cross-sectional survey research design was adopted for the study. The accessible population of the study consisted of 84 plastic companies in Rivers State, Nigeria. The study adopted the census method which entails using the entire population. The study adopted the primary source of data. Structured questionnaire was used as instrument for data collection. The Study was validated by my supervisors. After validation, the Cronbach alpha was adopted to ascertain the reliability of 0.7 Co-efficient. In line with the study sample, a total of 252 copies of the questionnaire were administered to respondents through the help of two independent research assistants. The researcher retrieved 207 copies. Mean and standard deviation were used for the univariate analysis, while the bivariate analysis was done using Spearman Rank Order Correlation with the aid of SPSS Version 23.0. Findings revealed that there was a significant positive relationship between entrepreneurial resilience and venture performance of plastic firms in South-South, Nigeria. The study also concluded that entrepreneurial resilience correlates with venture performance of plastic firms in Rivers State, Nigeria. The study recommended amongst others that Firms should focus on improving their ability to assimilate and apply external knowledge through continuous training and market intelligence, leading to better decision-making and profitability.
COMMUNITY AGENCIES PARTICIPATION IN SCHOOL ADMINISTRATION FOR DELIVERY OF 21ST CENTURY SECONDARY EDUCATION IN PUBLIC JUNIOR SECONDARY SCHOOLS IN RIVERS STATE.
The study investigated community agencies participation in school administration for delivery of 21st century secondary education. The design of the study was a descriptive survey. Three objectives and three null hypotheses guided the study. The population of the study was 1705. A sample of 300 respondents comprising 60 public junior secondary school Principals,120 members of schoolbased management committee (SBMC) and 120 members of Parents-Teachers Association(P.T.A) drawn through proportionate stratified random sampling technique. A structured questionnaire was employed as the instrument for data collection with reliability coefficient of 0.8 . ANOVA was used to test the null hypotheses at 0.05 level of significance. The findings of the study indicated that community agencies participation in provision of funds, provision of infrastructural facilities and involvement in decision making process improved delivery of 21st century secondary education. This affirmed the opinions of the respondents that the participation of the communities in school is of great extent which could bring about improvement in delivery of 21st century secondary education. It was recommended among others that community should be constantly consulted by the school administrators in making vital decisions affecting the school affairs and its administration; the need for increased participation in schools administration.
Community, Community Agencies, Participation, School Administration, 21st Century,
ENHANCING EDUCATION THROUGH INNOVATION AND CREATIVITY
The developments of countries are always based on the efforts of their creative people, as the spread of an organizational culture that stimulates creativity and innovation and sponsors its owners. Therefore, this paper explores the potential of innovation and creativity to enhance education in Nigeria. It discusses the current state of the Nigerian educational system, challenges, and opportunities for improvement through innovative approaches. It therefore recommends that the university continue prioritizing creative thinking activities and innovation training for students while addressing challenges related to resistance to change and access to information. Further integration of creativity and innovation concepts into the curriculum may also be beneficial, along with continued use of technology tools and techniques to enhance these skills in education.
Educational System, Creativity, Innovation.
EFFECTS OF SCHOOL-BASED PHYSICAL EDUCATION PROGRAMS ON NATIONAL FITNESS LEVELS AND HEALTH OUTCOMES IN BAYELSA STATE
This study assessed the effects of school-based physical education programs on national fitness levels and health outcomes: the case in Bayelsa State. A descriptive survey research design was adopted for the study. Three research questions were raised to guide the study. The population of the study was all students in the 217 secondary schools in Bayelsa State. A sample of 309 respondents drawn from 9 secondary schools was used for the study. The instrument for data collection was a “School-Based Physical Education Programs for National Fitness Questionnaire (SBPEPNFQ), developed by the researcher and validated by experts. The reliability coefficient of the instrument was established using the Cronbach Alpha formula and a value of 0.79 was obtained which was considered appropriate for the study. The research questions were answered using mean and standard deviation. It was revealed that the fitness levels of students in Bayelsa State before the implementation of school-based physical education programs were low. It was recommended that lecturers should be trained to adequately implement school-based physical education programs.