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- Inaugural lectures by Professors from different Faculties of Lead City University
Recent Submissions
Psychological and Demographic Factors as Predictors of Marital Harmony among Secondary School Teachers in Oyo State, Nigeria
(Lead City University, Ibadan, 2025-12) Martina Abiodun, OHENHEN
Marriages in contemporary society face increasing challenges, often shaped by the diverse backgrounds of partners. Although previous studies have examined general determinants of marital satisfaction among teachers, limited attention has been given to the combined influence of psychological and demographic factors on marital harmony within the profession. This study therefore investigated the predictive roles of psychological and demographic variables in marital harmony among secondary school teachers in Oyo State, Nigeria. Anchored on five key theoretical frameworks – Attachment, Family Systems, Communication, Self-determination and Psychological Well-being theories, the study adopted a descriptive survey design. A stratified and simple random sampling of 966 married male and female teachers provided a balanced sample. Data were collected using a validated questionnaire, “Psychological Demographic Marital Harmony Questionnaire (PDMHQ)’’ measuring marital communication, anxiety, emotional intelligence, dual-earner profile, educational qualification, age, and marital harmony with r value of 0.75 at 0.05 level of significance. Analyses were conducted using Pearson’ Product-Moment Correlation, Multiple Regression, and Analysis of Variance (ANOVA). Findings from the 944 retrieved data revealed that anxiety has a strong and significant positive influence on marital harmony, as indicated by a standardised coefficient of β = 0.674 (p < .001). This suggests that as teachers experience higher levels of anxiety, their marital harmony tends to improve. Emotional intelligence, on the other hand, was found to have a significant but negative effect on marital harmony (β = -0.098, p < .001). This implies that teachers with higher emotional intelligence may also possess heightened awareness of marital challenges, which could amplify their perception of disharmony. Marital communication emerged as another strong predictor, showing a positive and significant relationship with marital harmony (β = 0.420, p < .001). Effective communication allows couples to express their emotions, resolve conflicts amicably, and maintain intimacy, all of which are critical components of harmony in marriage. This means that psychological predictors, communication, emotional intelligence and in particular anxiety against previously established literature, accounted for a significant proportion of the variance in marital harmony (R² = 0.345, F(3,596) = 105.67, p < 0.05). Demographic predictors also made a meaningful contribution (R² = 0.274, F(3,596) = 74.53, p < 0.05), with educational qualification and dual-earner couple structure positively contributed, whereas age showed a modest but significant influence. When psychological and demographic factors were combined, the results demonstrated a stronger predictive power on marital harmony (R² = 0.417, F(6,593) = 70.28, p < 0.05). The study concludes that both psychological competencies and demographic contexts play significant roles in shaping marital harmony among married teachers. It recommends conducive workplace policies, premarital education, and counselling interventions aimed at strengthening emotional intelligence, anxiety management and communication skills, while addressing the specific challenges of dual-earner couples.
Key Words: Marital Harmony, Emotional Intelligence, Marital Communication, Anxiety, Psychological and Demographic Factors, Secondary School Teachers
Word Count: 444
Intercultural Appraisal of Christian Youths’ Involvement in Cross-cultural Missions among Fali People of Mubi North Local Government Area, Adamawa State, Nigeria
(Lead City University, Ibadan, 2025-12) Linda Atuegbelo OGUNSHOLA
In the light of the low involvement of the Fali Christian Youths in the continuity of the Great Commission, this study examined intercultural appraisal of Christian youths’ involvement in cross-cultural missions among Fali people of Mubi North Local Government Area, Adamawa State, Nigeria. The objectives were to examine the evolution of Christianity among the Fali people; the incoming of cross-cultural missionary work to the Fali people; identify the responses of Fali Christian youths to cross-cultural missionary work between 2014 and 2024; identify the prospects of cross-cultural missionary work among the Fali Christian youths; and identify strategies to enhance the response of Fali Christian youths to cross-cultural missionary work. Positive Youth Development theory which was adopted as the framework for this study, posits that youths are resources to be developed rather than problems to be solved. This study adopted the descriptive survey research design. Two sets of instruments -Questionnaire and in-depth interview guide were designed and used. The total sample used was two hundred (200) respondents, one hundred and fifty (150) for the Questionnaire and fifty (50) for the in-depth interview. Cronbach’s Alpha reliability test was used to test reliability of the research instrument which had the value of 0.947. Data were collected and analysed using percentages, descriptive analyses content and thematic analysis. The findings revealed that Christianity arrived the Fali communities selected for this study at different times from about 1958 to 1990s. White Catholic priests came before 1960 followed by indigenous Nigerian cross-cultural missionaries between the 1980s to 1990s.The indigenous missionaries had initial challenges and barriers, but had holistic impact among the Falis, established the Christian Faith, planted churches, engaged in literacy-educational, medical and agricultural extension services. Despite the missionaries’ positive impact, Fali Christian youths have had a decline in involvement in cross-cultural missions between 2014-2024. The low educational and vocational skills level of most Fali youths, insecurities orchestrated by Boko
Haram terrorist insurgencies, reduced level of spiritual formation and discipleship have hindered Fali Christian youths’ involvement in intercultural interactions with the Gospel. For continuity of the Great Commission from Fali youths, leadership of mission/churches should develop youths’ capacities by facilitating tertiary and higher education, vocational skills acquisition, more missions and theological training schools, incorporate creative access methods of missions-sending, financial and moral support for youths. This study fills the gap of providing literary work about
Fali people, their state of Christianity, challenges and contributions of indigenous cross-cultural missionaries among them, and strategies for the development of Fali youths holistically and towards the Great Commission.
Keywords: Cross-cultural missions, Intercultural interactions, Unreached People Groups, Youths, Fali people
Word count: 427
National Values Awareness and Civic Responsibilities of Teachers as Determinants on Character Development among Social Studies Students in Public Secondary Schools in Oyo State, Nigeria
(Lead City University, Ibadan, 2025-12) Omolayo Ayodele OGUNNIYI
National values and civic responsibilities are essential components that contribute significantly to character development. However, there has been a growing concern over the increasing prevalence of negative behaviours such as bullying, cheating, disrespect, and harassment particularly among secondary school students. These behavioural issues have become widespread and pose a serious challenge to the effectiveness of character development within the school system. This study investigated national values awareness and civic responsibilities as determinants on character development among Social Studies students in public Secondary Schools in Oyo State, Nigeria. A descriptive survey. The study's population included 625 public junior secondary schools, 875 Social Studies teachers, and 15,360 students in JSS 2 across Oyo State’s three senatorial districts. A multistage sampling technique was applied. The sample included 276 schools, 382 teachers, and 2,682 students. Data were collected using two self-constructed questionnaires: the "Character Development of Social Studies Students Questionnaire (CDSSSQ)"( =0.838) and the “Teachers Awareness of National Values Civic Responsibilities Questionnaire (TANVCRQ)”( = 0.805). Descriptive statistics, were used to summarise demographic data and answer research questions. Pearson Product Moment Correlation and Multiple Regression Analysis were employed to test hypotheses at a 5% significance level. The results revealed that teachers possess a high awareness of national values, with an overall mean of 3.49. Teachers demonstrated high awareness in promoting tolerance (mean = 3.44), responsible citizenship (mean = 3.60), and justice (mean = 3.46), reflecting their commitment to fostering acceptance, fairness, and civic responsibility. Awareness of civic responsibilities was similarly high, with a mean score of 3.41. Teachers consistently encouraged volunteering and community engagement (mean = 3.66) and emphasised law-abiding behaviours (mean = 3.44), underscoring their commitment to civic duty. Students reported high character development levels, with an overall mean score of 3.18. Teachers’ focus on honesty, integrity, and empathy was instrumental, with honesty scoring the highest (mean = 3.53) among students’ character traits. However, empathy and social responsibility displayed moderate scores (mean = 3.21 and 3.05). There was significant relationship
between teachers' awareness of national values and students' character development (r = 0.222, p < 0.05) and between civic responsibilities awareness and character development (r = 0.218, p <0 .05). The joint contribution of national values and civic responsibilities awareness was statistically significant (R = 0.242, R² = 0.058, F = 76.769, p < 0.05), explaining 5.8% of the variance in students' character development. Additionally, teachers’ awareness of national values (β = 0.139, p < 0.05) and civic responsibilities (β = 0.127, p < 0.05) were significant predictors of character
development. A t-test showed that male students displayed slightly higher character development than females (t = 2.604, p < 0.05). The study stressed the critical role of teachers' awareness of national values and civic responsibilities in shaping students' character, continuous professional development for teachers in civic education to enhance consistency was recommended.
Keywords: Character Development, Teacher’s Awareness, National Values, Secondary School Students
Word Count: 494
Trade Openness, Financial Sector Development, and Economic Growth in South Africa, Algeria, Nigeria, and Egypt
(Lead City University, Ibadan, 2025-12) Victoria Olutofunmi OGUNDAIRO
South Africa, Algeria, Nigeria, and Egypt (SANE) struggle with overreliance on volatile commodity exports, like oil and gas in Nigeria and Algeria, leading to boom-bust cycles and limited industrial diversification. Underdeveloped financial sectors, shallow capital markets, and poor credit access constrain investment in innovation and SMEs, hindering economic growth despite South Africa’s relatively advanced banking system. Also, structural issues, including South Africa’s deindustrialization and Egypt’s stagnant low-tech manufacturing, combined with weak domestic policies, reduce resilience to external shocks and undermine sustainable economic growth and long-term productivity. The ARDL estimator was used after verifying stationarity at levels and first differences and cointegration validation. Findings show that, in the short run, financial sector development contributes positively to trade openness in Egypt and Nigeria, while it hinders trade openness in Algeria. In the long run, financial sector development promotes trade openness in Algeria and Egypt, but its influence is not statistically significant in Nigeria and South Africa. The long-run effect is particularly positive in Algeria and Egypt, though certain components such as domestic credit to the private sector may exert a dampening effect. Conversely, broad indicators of financial development enhance trade openness in Egypt but appear to constrain it in Algeria. Regarding economic growth, financial sector development improves short-run growth in South Africa but hinders it in Algeria and Egypt. In the long run, it supports growth in Algeria and South Africa, while its effect in Egypt remains negative. The growth enhancing role of financial sector development in Algeria is particularly evident over time. Trade openness fosters growth in South Africa in both the short and long term but harms short-run growth in Nigeria and Egypt. It promotes long-run growth in Algeria. The interaction between trade openness and financial development generally benefits growth especially in Algeria but has mixed effects elsewhere, including a hould expand access to domestic credit for the private sector and deepening stock markets, while implementing targeted trade policies that support industrial diversification and buffer short-run volatility to enhance economic growth in the region.
Keywords: Domestic Credit to Private Sector, Broad Money Supply, Stock Market Capitalization, Trade Openness, Economic Growth.
Word Count: 320
Information Communication Technology (ICT) Adoption, Total Quality Management Practices, and Agility Assessment of Office Technology and Management Teaching Staff in Public Polytechnics, Southwest, Nigeria
(Lead City University, Ibadan, 2024-12) Deborah Omowumi ODUWOLE
The dynamism of the global educational landscape demands that teaching staff remain agile, adaptive, and innovative in knowledge delivery. Observably, Office Technology and Management (OTM) teaching staff in public polytechnics in Nigeria face a dual challenge of integrating Information and Communication Technology (ICT) into instruction while upholding quality standards. These challenges could adversely affect teaching efficacy and hinder attainment of desired educational outcomes. Despite the growing body of research on ICT integration and quality management practices in higher education, there remains a paucity of studies linking these constructs directly to agility assessment within the Nigerian polytechnic context, particularly among OTM educators. Against this background, the study examined the influence of Information Communication Technology (ICT) adoption and Total Quality Management (TQM) Practices and the agility assessment of Office Technology and Management (OTM) teaching staff in public polytechnics in Southwest, Nigeria. A mixed-method research design was employed, guided by three research questions and four hypotheses. The study population comprised 218 respondents -166 OTM teaching staff across 13 accredited public
Polytechnics offering OTM programme at the time of the study and selected 52 OTM students. Owing to the relatively small number of OTM teaching staff (166), a total enumeration of sampling technique was adopted while purposive sampling technique was used to select the 52 students (2 ND and 2 HND) in each polytechnic for in-depth interview. Two research instruments - a structured questionnaire and an interview guide were employed for data collection and validated by the supervisor and other subject matter experts. The instrument’s reliability was confirmed using Cronbach’s Alpha, which yielded coefficients of 0.78, 0.81, and 0.87, indicating acceptable internal consistency. Data collected in response to the research
questions were analyzed using frequency counts, percentages, mean, and standard deviation. In addition, simple and multiple linear regression analyses were conducted at the 0.05 level of significance, while thematic analysis was applied to the interview data. The findings revealed a high level of agility (Weighted Mean = 3.64), a moderately high level of ICT adoption (Weighted Mean = 3.34), and a high level of TQM practices (Weighted Mean = 3.66) among OTM teaching staff. Hypotheses further indicated that TQM practices significantly influenced agility assessment (p < 0.05), while the joint effect of ICT adoption and TQM practices was also significant (p < 0.05). However, the moderating role of educational qualifications on the relationship between ICT adoption and agility was not supported (p > 0.05), indicating that agility is shaped more by practical application and integration of ICT within TQM than by academic credentials. This underscores TQM practices as the stronger driver of agility, with ICT
playing a complementary role, and highlights the need for polytechnics to embed ICT adoption within a TQM framework while providing continuous, hands-on ICT training tailored to OTM teaching staff irrespective of academic qualifications.
Keywords: ICT Adoption, Total Quality Management Practices, Agility Assessment, Educational Qualifications, OTM Teaching Staff
Word Count: 464