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
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
Copyright (c) 2026 Journals INTERNATIONAL JOURNAL OF EDUCATION, SOCIAL AND MANAGEMENT SCIENCES https://creativecommons.org/licenses/by/4.0
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.
Copyright (c) 2026 INTERNATIONAL JOURNAL OF EDUCATION, SOCIAL AND MANAGEMENT SCIENCES https://creativecommons.org/licenses/by/4.0
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.
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.
THE INDIVISIBLE LINK: UNIFYING CURRICULUM AND PEDAGOGICAL REFORMS FOR EFFECTIVE TEACHING AND LEARNING IN NIGERIA
The issue of subject overload on learners in Nigerian primary and secondary schools and the request for requisite skills to overcome the challenges of the 21st century has been the concern of many researchers and education stakeholders over the years, in response to this the Federal Government of Nigerian has just introduced the new curriculum meant to address these challenges. This paper therefore analyzes the Federal Government of Nigeria's recent curriculum reform, which aims to align the nation's education system with 21st-century skills. While the new curriculum laudably reduces subject overload and introduces a focus on digital literacy and vocational skills, this paper argues that the reform is fundamentally incomplete. Drawing on a theoretical framework that posits the indivisibility of curriculum and pedagogy, we contend that the top-down, content-focused approach fails to address deep-seated systemic and pedagogical deficits in the Nigerian education system. Using evidence from Nigeria and cautionary tales from global case studies, we demonstrate that a curriculum-only reform will not translate into improved learning outcomes. The paper concludes by proposing a comprehensive, phased framework for an integrated reform that prioritizes teacher professional development, addresses critical infrastructure gaps, and fosters a collaborative, bottom-up culture of change.
Curriculum Reform, Pedagogy, Teacher Training, Educational Policy, 21st-century skills.
MEANINGLESSNESS AND EMPLOYEE RETENTION OF MOBILE TELECOMMUNICATION COMPANIES IN SOUTH-SOUTH, NIGERIA
The purpose of this study is to examine the relationship between meaninglessness and employee retention in mobile telecommunication companies in South-South, Nigeria. The methodology for the study is the quantitative method, the design is cross-sectional design while data was collected using the questionnaire from 201 staffers within the telecommunication companies in South-South, Nigeria. The Spearman’s rank order correlation and the partial correlation test were applied as inferential statistical tools in the test for the bivariate (Spearman’s rho) and multivariate (partial correlation) hypotheses of the study. All relationships were observed to be significant and thus all null hypothesis were rejected. The results showed that meaninglessness relates negatively on work outcomes and relationships and thus reduces the possibility and chances of employee retention for the organization. In findings, Meaninglessness is found to have big results in particular on businesses. Workers are tormented by social, mental, economic and organizational factors at some point of their work existence. As such, the researcher concludes amongst others that manifestations and experience of meaninglessness by workers negatively impacts on their decisions to stay or remain with the organization – thus negatively influencing outcomes of job security, welfare management and working conditions of mobile telecommunication companies in South-South, Nigeria. It was therefore recommended that management of the mobile telecommunication firms should incorporate structures and emphasizes on work features that enrich workers roles and functions in ways that advance meaning and improve their sense of placement within the workplace or organization. Secondly, That the culture of the organization should be emphasized in such a way that workers are integrated and effectively oriented about the values, expectations and norms of the organization especially as regards ethical actions and practices within the workplace as that will make their jobs more meaningful.
Meaninglessness, Employee Retention, Job Security, Welfare Management, Work Environment.
ALTERNATIVE SOURCES OF FUNDING PUBLIC UNIVERSITIES FOR SUSTAINABLE DEVELOPMENT IN RIVERS STATE
The study investigated alternative sources of funding public universities for sustainable development in Rivers State. The study reveals funding of public universities generally in Nigeria is majorly done by the government and recent times have decreased which has led to the insufficiency in the administration and management by the universities. Student enrollment has been in Nigeria a high increase while the fund allocation is not increasing). The study employed a descriptive survey design. Two research questions were formulated and two hypotheses were postulated and tested. The population of this study comprised all the 3,702 staff in the 3 public universities in Rivers State. To achieve this, proportionate sampling technique was used to select 447 staff from university of Port Harcourt, 530 from Rivers State University and 133 staff from Ignatius Ajuru University of Education. The 1,110 staff that was sampled for the study represented 30% of the total population of staff in the 3 public universities in Rivers State. It was constructed in line with the modified four-point Likert scale Questionnaire that was constructed in line with the modified 4-point Likert rating scale of Strongly Agree (SA)- 4points, Agree (A) - 3points, Disagree (D) - 2points, Strongly Disagree (SD) - 1 point. The study conclude that has established sources used by university administrators to source fund for the effective administration as well as the formula adopted by university administrator in allocating fund generated for the effective administration of public universities in Rivers State. The findings of the study indicated that university administrator generate fund for the administration of the institution through the Parents Teachers Association, school community, renting school facilities and engaging in production of goods and services. The study recommend among others education administrators should map-out others sources of generating fund in addition to the provision made by government. In managing educational resources, government should ensure that funds provided are sufficient to meet school demand for smooth operation.
Funding, education, university, sustainability, community and resources.
STRATEGIC PLANNING AND WHOLE-INSTITUTION APPROACHES: A FRAMEWORK FOR MAINSTREAMING SUSTAINABILITY
Mainstreaming sustainability within educational institutions requires a systemic transformation that extends beyond curriculum reform toward a whole-institution orientation that integrates governance, operations, pedagogy, culture, and community relationships. This paper develops an evidence-based framework for embedding sustainability across school systems by combining strategic planning principles with established whole-school approaches to Education for Sustainable Development (ESD). Drawing on global research, competency frameworks, and implementation models, the paper conceptualises sustainability mainstreaming through eight domains: vision and leadership, curriculum and pedagogy, campus operations, staff capacity, student agency, governance and accountability, community partnerships, and monitoring and evaluation. The article also provides a staged implementation pathway and highlights the conditions necessary for institutionalisation. The proposed framework seeks to support practitioners, policymakers, and researchers in designing sustainable, equitable, and measurable ESD initiatives.
Whole-institution Approach, Whole-school Approach, Education for Sustainable Development, Strategic Planning, Sustainability Mainstreaming.
LECTURERS’ AWARENESS AND UTILIZATION OF ARTIFICIAL INTELLIGENCE AS A PROBLEM-SOLVING TOOL FOR EFFECTIVE SERVICE DELIVERY IN PUBLIC UNIVERSITIES IN BAYELSA STATE
The study investigated lecturers’ awareness and utilization of artificial intelligence as a problem-solving tool for effective service delivery in public Universities in Bayelsa State. Three research questions and corresponding hypotheses guided the study. The design used in the study was descriptive survey. The population of the study was all the 1,082 academic staff of selected public Universities in Bayelsa State while 292 staff consisting of 235 males and 57 females were sampled for the study using stratified random sampling technique. The instrument used for data gathering was a 15-item questionnaire named “Lecturers’ Awareness and Utilization of Artificial Intelligence as a Problem-Solving Tool for Effective Service Delivery Questionnaire” (LAUAIPSTESDQ) which was face and content validated by three experts in Educational Management at Niger Delta University while the reliability was estimated as 0.84 using Cronbach Alpha statistics. Out of the 292 copies of questionnaire administered, 279 copies from 226 males and 53 females which represented 95.5% were retrieved and used for analysis. The research questions were answered using mean and standard deviation while the hypotheses were tested using z-test at 0.05 level of significance. The result of the study indicated that lecturers demonstrated the highest awareness regarding the use of ChatGPT for generating text related contents. The item indicating high utilization was using AI for the development of lecture notes. The most critical barriers identified were inadequate funding of AI enabled resources and inadequate training on how to maximize the potential of AI. The study recommended lecturers should be trained in responsible use of AI and adequate sensitization should be provided on this as it will contribute to service efficiency.
Artificial Intelligence, Lecturers, Problem-Solving, Service Delivery, Universities
FORENSIC ACCOUNTING SOFTWARE COMPETENCIES AND ACCOUNTING STUDENTS EFFECTIVE FRAUD DETENTION AND PREVENTION IN A TECHNOLOGICAL ADVANCED SOCIETY IN RIVERS STATE UNIVERSITIES
This study focused on determining the relationship between forensic accounting software competencies and accounting students’ effective fraud detention and prevention in a technologically advanced society in Rivers State Universities. The study was guided by two specific objectives, two research questions and two hypotheses. The study adopted a correlational design. The population of the study encompassed 284 final year accounting students in Rivers State Universities in the 2024/2025 academic session. Given the relative manageability of the population, sampling was not required. Data collection was conducted using a researchers-developed questionnaire and it was validated by three experts from Rivers State University. The reliability of the instrument was determined using the Pearson Product Moment Correlation Coefficient (PPMCC), which yielded a coefficient of 0.88 for the forensic accounting software competencies Questionnaire (FASCQ) and 0.82 for the accounting students effective fraud detention and prevention in a technological advanced society Questionnaire (ASEFDPTASQ). Out of the 284 questionnaires administered, 266 copies were retrieved and used for data analysis. PPMCC was used to answer the research questions and test the hypotheses at 0.05 level of significance. The study found out that a positive relationship exists between prodiscover, sleuth kit (+Autopsy) forensic accounting software competencies and accounting students effective fraud detection and prevention in a technological advanced society. Based on the findings, the study recommended that higher institutions should integrate ProDiscover, sleuth kit (+Autopsy) forensic accounting software training modules into their accounting and forensic auditing curricula. This should include practical, hands-on sessions and certification opportunities to ensure students not only understand the theoretical aspects but also gain real-world investigative experience using the software.
Forensic Accounting Software Competencies, Accounting Students, Prodiscover, Sleuth kit (+Autopsy), Effective Fraud Detection and Prevention
APPRAISAL OF SECONDARY SCHOOL STUDENTS' SPEAKING SKILLS AND CLASSROOM INSTRUCTION IN ENGLISH LANGUAGE, FRENCH AND SOCIAL STUDIES
‎Speaking skills are essential for effective communication as they enable individuals to express their thoughts clearly and confidently. They play vital role in social interaction, academic success and professional development. This article appraises the development of speaking skills among secondary school students in relation to classroom instructional practices in English Language, Social Studies and French education. A mixed-method descriptive design was employed to interpret existing conditions. The sample comprised 70 Senior Secondary School II (SSS 2) students and 6 English Language teachers from three public schools. Data were collected using an Oral English Proficiency Test (OEPT), rated across five criteria, and a structured Teacher Questionnaire. The findings indicated that the students’ overall speaking proficiency was moderate (Composite Mean = 3.02 out of 5). While students performed well in Content/Clarity (\bar{x}=3.29) Curriculum Coverage Pressure, and Inadequate Training (all \bar{x}=4.83). Student anxiety was also found to inhibit fluency. The study concluded that a critical gap exists between the teachers’ reported instruction and the moderate student outcomes. This is primarily attributed to institutional constraints preventing the effective implementation of modern, fluency-oriented instruction. It was recommended that the curriculum be reformed to prioritize oral skills among secondary school students.
Classroom Instruction, Communicative Language Teaching (CLT), Fluency, L1 Interference, Oral Proficiency.
ADDRESSING SOCIAL COSTS AND INTERNAL EFFICIENCY IN OGUN STATE-OWNED UNIVERSITIES HUMAN CAPITAL DEVELOPMENT
State-owned universities in Ogun State, Nigeria, have grappled with escalating social costs and internal inefficiencies in the development of their academic staff's human capital, hindering national progress. Social costs involved direct government expenses on subventions and TETFund allocations, alongside indirect burdens like salary delays, strikes, and self-financed training, eroding motivation and productivity. Internal inefficiencies manifest in high student-lecturer ratios, bureaucratic delays, and resource wastage, leading to low graduation rates and skill-market mismatches. Grounded in Human Capital Theory, Social Cost Theory, and Internal Efficiency Theory, this position paper examines cost implications, resource utilization, efficiency linkages, and reform strategies. It advocates integrated policies to diversify funding, streamline governance, and enhance welfare, mitigating financial strains and brain drain while boosting research output. In conclusion, unchecked social costs and inefficiencies perpetuate underperformance, but reforms can transform these institutions into innovation hubs, elevating societal returns and Nigeria's development. The study recommended that the government should diversify funding via public-private partnerships, allocating 15-20% of budgets to staff development; and governing councils should enforce merit-based recruitment for 20-30% faculty growth, optimizing workloads
Human Capital Development, Social Cost, Internal Efficiency
Copyright (c) 2025 INTERNATIONAL JOURNAL OF EDUCATION, SOCIAL AND MANAGEMENT SCIENCES https://creativecommons.org/licenses/by/4.0
ETHICAL DECISION-MAKING AND LEADERSHIP ROLE IN CORPORATE GOVERNANCE FOR ORGANISATIONAL PERFORMANCE NIGERIA
The rapid changes experienced in the business environment in Nigeria has imposed a serious threat for the survival of business organisations. Which has made organisations adopt various strategies for their survival. These strategies includes both morally and non-morally acceptable practices which has raised a question about the morality of leaders and organisations reputation. This study examine ethical decision making and leadership role in corporate governance for organisational performance in Nigeria. Ethical decision making in an organisation is an important process, as it requires careful assessment and analysis of all possible alternatives or options, that are within the purview of corporate executives at all levels in the organisation to carry out this task. The study adopted qualitative research methodology, which relied on secondary source of data to arrive at its conclusion. The gap identified in the study is that leaders despite having knowledge of ethical practices still engage in unethical and unacceptable practices. The study examined the dimensions of ethical decision-making, the steps involved, theoretical review of the concept of consequentialism, and empirical review. The study concluded that mitigating unethical practices requires a collaboration of the private and public sectors in Nigeria, strengthening governance structures, accountability/ transparency, and sanctions for defaulters.
Corporate governance, Ethical decision-making, Leadership, Organisational performance, Unethical practices.
IMPEDANCE OF UPHOLDING CYBERSECURITY ETHICS IN A DATA DRIVEN PROFESSION
Nigeria's rapidly growing digital economy is increasingly reliant on data-driven professions. In an era characterized by rapid digital transformation and pervasive data utilization, professionals engaged in data-driven fields face significant risks and ethical challenges. Cybersecurity ethics, a subset of professional ethics related to safeguarding information and ensuring privacy within the cyberspace, has become paramount. This paper is geared to identify the impedance of upholding cybersecurity ethics and recommend sustainable solutions to enable state and non-sate actors in data driven profession, uphold cybersecurity ethics. This paper explores the foundational principles of cybersecurity ethics, the importance of ethical conduct in data-driven professions, challenges faced by practitioners, and strategies for fostering an ethical cybersecurity culture. Qualitative research method was employed, interviews and group discussion was also done to complement the secondary data sources. Findings reveal that impedance of upholding cybersecurity ethics include inadequate cybersecurity infrastructure, skills gape, evolving cybercrime dynamics, poor enlightenment, clash of interest by state and non-state actors, no generally accepted cybersecurity ethical framework in data driven profession, no constitutionally approved regulatory body for cybersecurity ethical practice and conducts amongst others. Recommendations include rapid investment in cybersecurity infrastructure, emphasizing the responsibility of the Nigerian government and professionals to prioritize privacy, integrity, and trust. This paper advocates for a comprehensive ethical framework and continuous education to uphold cybersecurity ethics in the evolving digital landscape.
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
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