Department of Educational Management

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Educational Management

Welcome to the Department of Educational Management

The Department of Education in a university offers academic programs, research opportunities, and faculty expertise focused on studying and advancing education. It provides undergraduate and graduate degrees, conducts research in various areas of education such as psychology, curriculum development, and educational technology, and collaborates with other departments for interdisciplinary initiatives. Overall, it prepares educators, conducts research to enhance educational practices, and contributes to the advancement of knowledge in the field of education.

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Business Education
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Social Studies Education

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Principals’ Leadership Styles and Instructional Supervision as Determinants of Secondary School Teachers’ Job Commitment in Oyo State
(Lead City University, 2022-12) Bukola Aderayo AROJOJOYE
This study was carried out to investigate principals’ leadership styles and instructional supervision as determinants of secondary school teachers’ job commitment in Oyo State as literature shows scarcity of studies on this subject area. The path-goal theory and theory X and Y guided the study. Four research questions and two hypotheses were formulated. Descriptive survey research design was employed. Study population comprised of all public secondary school principals (625) and teachers (14,508) of which 160 principals and 2076 teachers were sampled using multi-stage sampling technique. Interview and Questionnaires titled - "Principals' Leadership Styles and Instructional Supervision Questionnaire (α = .881)"and "Teachers’ Job Commitment Questionnaire (α = .831)" were used. Data was analysed using descriptive and inferential statistical methods. Results revealed low level of teachers’ commitment to the school (x̅=2.430), student (x̅=2.473) and profession (x̅=2.377); autocratic (x̅=2.524) and laissez-faire (x̅=2.562) except democratic (x̅=2.454) leadership styles are mostly employed by the principals and instructional supervision (x̅=2.421) in areas of classroom visitation (x̅=2.309) and workshop/seminar (x̅=2.346) is done at a little frequent level. Hypotheses showed a significant combined influence of principals' leadership styles and instructional supervision on teachers' job commitment in public secondary schools in Oyo State (F3, 156 = 2.780; Significance = .012; P<0.05). It also showed that autocratic (Beta = -.109; t = -2.159) and laissez-faire leadership styles (Beta = -.120; t = -2.557), classroom visitation/observation (Beta = .116; t = 2.494) and workshop/seminar supervision processes (Beta = .122; t = -2.573) are relatively significant at P<0.05. It can be concluded that principal leadership styles and instructional supervision affects teachers’ job commitment in Oyo state public secondary schools. It was recommended amongst others that principals should employ better leadership styles and carry out supervision regularly for improved teachers’ job commitment. Keywords: Leadership style, Instructional supervision, Teachers' job commitment Word Count: 260
Influence of Leadership Styles and Motivational Factors on Job Commitment of Public Secondary School Teachers in Ibadan Metropolis, Oyo State, Nigeria
(Lead City University, 2022-12) David Adeshina ADEBIYI
Despite literature-identified explanations for the problem of secondary school teachers' poor job commitment in Nigeria, researchers seem to have given little attention to the influence of leadership styles and motivation factors. The study investigates the influence of leadership styles and motivation factors on secondary schools teachers’ job commitment in Ibadan metropolis, Nigeria. Three questions were raised while two hypotheses were tested. Descriptive design of the survey type was adopted while the population comprised 2,064 public secondary school teachers. Self-developed instrument titled Leadership Style, Motivation Factors, and Job Commitment Questionnaire (LMJCQ) (r = 0.75) data were analyzed using descriptive and inferential. Results showed that leadership styles and motivational factors have a significant combined influence on the job commitment of secondary school teachers in Ibadan metropolis, Oyo State (F = 6151.648, p < 0.05), (Adj. R2 =.974) ; there is a significant relative influence of leadership styles and motivational factors on secondary school teachers' job commitment in Ibadan metropolis (strategic leadership (Beta = 0.959, t = 87.096, p 0.05), promotion (Beta = 0.38, t = 5.679, p < 0.05), and remuneration (Beta = 0.16, t = 2.139, p < 0.05)). It was concluded that the level of job commitment of public secondary school teachers is high in public secondary schools in Ibadan metropolis; there is combined and relative influence of leadership styles and motivational factors on the job commitment of secondary school teachers in Ibadan metropolis. It is recommended that government should ensure that measures are put in place to increase the job commitment of public secondary school teachers and that they are maintained and sustained. Keywords: Leadership Styles, Motivation Factors, Secondary Schools, Oyo State, Nigeria. Word Count: 264
Motivational Components and Instructional Facilities as Determinants of Students’ Academic Achievement in Business Studies in Oyo State
(Lead City University, 2022-12) Abosede Mariam HASSAN
This study was implemented to motivational components and instructional facilities as determinants of students' academic achievement with the moderating influence of gender in public upper basic schools in Oyo state as literature shows scarcity of studies on this subject area. The Theory of Self-Efficacy, Shavelson's Hierarchical Model of Self-Concept, Social Identity Theory and Sociocultural Theory of Teaching, Learning, and Development guided the study. Three research questions and three hypotheses were formulated. Descriptive survey research design was employed. Study population comprised of all Business Studies Teachers (1,269) and Public Upper Basic School students (88, 059)of which 109 teachers and 3533 students were sampled using multi-stage sampling technique. Questionnaires titled - "Motivational Components Questionnaire (α = .787) and “Instructional Facilities Questionnaire (α = .816)"and Business Studies Achievement Test (KR20 = .777) were used. Data was analysed using descriptive and inferential statistical methods. Results showed low level of academic achievement of the students in Business studies(x̅ = 1.454) and moderate level of students’ motivational components in terms of self-efficacy (x̅ = 2.693), self-concept (x̅ = 2.689) and peer pressure (x̅ = 3.062). Furthermore, it revealed that instructional facilities such as visual aids (x̅ = 2.042) and typing pool (x̅ = 1.791) are rarely available while audio-visual aids is not available (x̅ = 1.367).Hypotheses showed a significant combined influence of motivational components and instructional facilitieson academic achievement of students in Business studies in public upper basic schools in Oyo State (F3, 105 = 2.905; P<0.05). Furthermore, self-efficacy (β = .065; t = 2.190; P<0.05), self-concept (β = .072; t = 2.257; P<0.05), peer pressure (β = .090; t = 2.799; P<0.05), audio-visual aids (β = .088; t = 2.509; P<0.05), visual aids (β = .069; t = 2.206; P<0.05) and typing pool (β = .094; t = 2.842; P<0.05) all have significant relative influence on students’ academic achievement in Business studies. Lastly, there is no significant difference in academic achievement of male and female students in Business studies in Oyo state public upper basic schools (t = 1.016; P> 0.05). It can be concluded that the moderate level of self-efficacy, self-concept, peer pressure of the students and the rare and none availability of instructional facilities such as visual aids, typing pool and audio-visual aids could be responsible for the low level of academic achievement of the students in Public upper basic schools, Oyo state regardless of their gender. It was recommended amongst others that students should be motivated and instructional facilities be provided to improve their academic achievement. Keywords: Motivational Components, Instructional Facilities, Academic Achievement Word Count: 298
Infrastructural Facilities and Teachers’ Indices as Determinants of Academic Achievement among Social Studies Students in Oyo State, Nigeria
(Lead City University, 2022-12) Anthony Oluwadamilare ODUWOLE
To propel teaching and learning in secondary schools, there is a need to put in place the necessary infrastructural facilities for effective achievement in learning. Despite this, inadequate infrastructural facilities were identified by the researchers, and the limited available ones appeared to be poorly managed. Many studies have been conducted to determine or assess the influence of school infrastructural facilities on students’ academic achievement but it appears little had been done on its availability, adequacy and usage. Against the background, the study examined infrastructural facilities and teachers’ indices as Determinants of academic achievement among Social studies students in Oyo State. Descriptive survey research design was used with three research questions and two hypotheses, population comprised students and teachers in public junior secondary schools in Oyo State, The total number of public junior secondary schools in Oyo State as at the time of the study was 324. Multi-stage sampling procedure was used to select seventy six (76) teachers and four hundred and eighteen (418) students, two instruments were used for data collection. Results showed that level of infrastructural facilities to teach social studies in junior secondary schools students was low (Weighted Mean= 2.17), teaching methods was low (Weighted mean= 2.30), teacher experience was also low (Weighted mean=2.43). It was also indicated in the study that the level of students’ academic achievement in social studies was equally low with (52%). There was significant combined influence of infrastructure facilities and teachers’ indices on academic achievement in Social Studies (F= 78.655; P<0.05). The study concluded that the level of infrastructural availability is a great determinant of students’ academic achievement in social studies. It was recommended among others that the government should invest more in the provision of certain infrastructural facilities in schools. Key Words: Infrastructural Facilities, Teachers’ Indices, Students’ Academic Achievement Social Studies Word count: 286
Patterns of Pronunciation of Plural and Past Tense Morphemes in English News among Yoruba Television Newscasters in Southwest Nigeria
(Lead City University, 2022-12) Peter Adewale AKANDE
The spoken English in Nigeria exhibits features that are explicitly distinctive, and thus, a cynosure for linguistic investigation. In this respect, this study was carried out with a view to investigating the patterns of pronunciation of plural and past tense morphemes in English News among television newscasters in Southwest, Nigeria. Chomsky and Halle’s generative phonology served as the framework. Five television stations were purposively selected from Southwest, Nigeria. Recorded news items were collected for the study. Data were subjected to phonological analysis using formal rules in morphophonemic, using descriptive and qualitative approaches. The overall performance of newscasters showed that the plural English allomorphs /əz/, /s/, and /z/ are wrongly alternated and the same were observed of the past tense English allomorphs /t/, /d/ and / ḷd/. It is observed that most of the wrongly pronounced English morphemes do not exist in Yoruba phonology and the newscasters being of Yoruba nativity have to consciously or unconsciously substitute the sounds that do not exist in Yoruba phonology with the ones that exist. For examples, / s/ for / z /, and / ed/ for / ḷd /. Also, based on improper mastery of English phonological rules, the English allomorphs for past tense, /t /, / d / and / ḷd/ are interchangeably used for one another, therefore bifurcate into Yoruba phonological system interference and improper mastery of English phonological rules. Pedagogically, the shows that newscasters are not proficient enough to function as suitable models for learners and the general users of the English as second language. Therefore, it is recommended that the Yoruba television newscasters should take note of the English sounds that do not exist in Yoruba phonology and master their correct pronunciation. Keywords: English Phonological rules, Patterns of pronunciation, English morphemes, and Interference Word Count 292
Pre-Service Teachers’ Environmental Knowledge, Attitude and Practices of Solid Waste Management in Oyo Township
(Lead City University, 2022-12) Kafayat Olabisi ADEDIRAN
This study investigated pre-service teachers’ environmental knowledge, attitude and practices of solid waste management in Oyo Township. The descriptive survey research design of the ex-post facto type was adopted. The sample size was 832 and the purposive sampling technique was used in selecting: Oyo Township, pre-service teachers from the existing colleges of education and two schools from each of the colleges. The main instruments for data collection from the pre-service teachers was a self-developed instrument tagged “Environmental Knowledge, Attitude and Practices of Solid Waste Management Questionnaire (EKAPSWMQ)” with the r value of 0.83. Data collected in this study were analysed using descriptive statistics of frequency counts, simple percentages, mean, standard deviation and rank; multiple regression and t-test for hypotheses, tested at 0.05 level of significance. The findings showed that organic solid waste with weighted mean value of 3.29 were more produced in the study location than the in-organic waste with weighted mean value of 2.92; environmental knowledge was moderate (2.89); attitude were indifferent (2.87); dust bin was the most dominating solid waste disposal practice; reducing waste is the most dominating solid waste management; result showed a (p < 0.00) meaning there was significant combined influence and in relative influence waste management practices contributed the most to solid waste management (β = .497, p < 0.05), followed by environmental knowledge (β = .202, p < 0.05) and attitude of pre-service teacher (β = .144, p < 0.05) respectively. It was recommended that individual pre-service teachers should develop a positive attitude towards solid waste management because having a clean environment should be seen as a collective responsibility. It was concluded that the school management and the government should make frantic efforts to promote the more sustainable practice of “3R” (Reduce, Reuse and Recycling) in all schools and cities. Keywords: Pre-service teachers, environmental knowledge, attitude, practices, solid waste management Word Count: 296
School and Home Factors as Determinants of Public Junior Secondary School Students’ Motivation towards Learning in Ogun State, Nigeria
(Lead City University, 2023-12) Mariam Adebusola OWOYEMI
The apparent worrisome rate of fall in motivation to learn among Nigerian students has regularly aroused public worry; a thorough search of the literature suggests that there is a scarcity of empirical studies on the matter. This study investigated the influence of school and home factors on junior secondary school students’ motivation towards learning in Ogun State, Nigeria. Three questions and hypotheses were raised and tested. A descriptive research design guided the study. The population consisted of 470,449 students in public junior secondary schools in Ogun State, Nigeria, and 6519 junior secondary school students were carefully sampled to participate in the study. A questionnaire was designed to gather data. Simple percentages and means were used to answer the research questions, while multiple regression and the t-test were used to test the hypotheses. Results revealed a high level of motivation towards learning (3.36), a very high level of parental involvement in a child’s education (3.77), but a low level of availability of instructional resources. There was a significant combined influence of home and school factors on junior secondary school students’ motivation towards learning in Ogun State (F = 79546.842; adj. R2 = 0.987; P < 0.05). Parental involvement has the greatest relative influence (β = 1.371; t = 93.109, p < 0.05), followed by resource availability (β = 0.570; t = 54.565, p < 0.05), teacher support (β = 0.223; t = 48.711, p < 0.05), and class rules (β = 0.041; t = 5.963, p < 0.05). A slight but significant gender difference in the level of junior secondary school students’ motivation towards learning was found. It was recommended that autonomy and ownership of learning should be encouraged among students by giving them choice and control over what they learn, how they learn, and how they demonstrate their learning. Keywords: School Factors, Home Factors, Students’ Motivation towards Learning Word Count: 299
Leadership Styles, Motivation and Quality of Work Life as Determinants of Organisational Citizenship Behaviour among Lecturers in Private Universities in Southwest, Nigeria
(Lead City University, 2023-12) Taiwo Mauyon KUPONU
The observed issues of sabotage, floating and ready-to-leave attitude among some academic staff in private universities may be detrimental to a university’s interests. There is scarcity of empirical researches investigating influence of leadership styles, motivation and quality of work life on organisational citizenship behaviour of lecturers in private universities. This study investigated leadership styles, motivation and quality of work life as determinants of organisational citizenship behaviour among lecturers of private universities in Southwest, Nigeria. The study adopted the descriptive survey research design. One thousand, one hundred and fourty four lecturers in private universities in Southwest, Nigeria were selected using the multistage sampling procedure. Data were generated with a questionnaire on Leadership Styles, Motivation, Quality of Work Life and Organisational Citizenship Behaviour (α =.831). Data were analysed using descriptive and inferential statistics at 0.05 alpha level. The result showed that: there is a significant joint influence of leadership styles, motivation and quality of work life on organisational citizenship behaviour among lecturers of private universities in Southwest, Nigeria (R2=.931, F (3,1140) =5129.764); there is a significant relative influence of leadership styles (β =0.312; t=6.186), motivation (β= 1.111; t=15.739) and quality of work life (β= 0.492; t=28.278) on organisational citizenship behaviour of lecturers in private universities in Southwest, Nigeria; there is a significant positive relationship between quality of work life and organisational citizenship behaviour (r=0.785) among lecturers of private universities in Southwest, Nigeria; there is a significant moderating role of gender in the influence of quality of work life on organisational citizenship behaviour (Male, β =-.855; t=-39.297 and Female, β =.914; t=53.848) among lecturers of private universities in Southwest, Nigeria. Quality of work life should be enhanced among lecturers in private universities to ensure organisational citizenship behaviour, among other recommendations. Keywords: Leadership Styles, Motivation, Quality of Work Life, Organisational Citizenship Behaviour, Lecturers, Word Count: 288
Human Resource Factors, Academic Curriculum and Employability of Educational Management Undergraduates in Southwest, Nigeria
(Lead City University, 2023-12) Kayode Musibau OJOOGUN
It has been observed that graduates of Educational Management in Southwest, Nigeria seem to lack practical knowledge of their course as most of them are unable to put into practice what they have been taught. This study therefore examined human resource factors, academic curriculum and employability of educational management undergraduates in Southwest, Nigeria. Human capital and system theories guided the study. Descriptive survey research design was employed. Study population consisted of all Educational Management Lecturers (154) and 300 level undergraduates (1,201). Data was analysed using descriptive, inferential and thematic content analyses. Results showed low level of employability of educational management undergraduates in areas of competence (x̅=2.355) and attitude (x̅=2.434); low level of human resource factors in terms of lecturers’ classroom management (x̅=2.376) and instructional delivery (x̅=2.468) but high level in terms of lecturers’ educational qualification (x̅=2.643) and attitude (x̅=2.624); low extent of curriculum content (x̅=2.335) and curriculum delivery (x̅=2.441) for educational management undergraduates’ employability; high significant joint influence of human resource factors and academic curriculum on the employability of educational management undergraduates (F4, 143 = 3.361; P<0.05). Lecturers’ classroom management (β = .199; t = 2.719, P<0.05), instructional delivery (β = .191; t = 2.589, P<0.05), educational qualification (β = .93; t = 1.907, P<0.05), attitude (β = .91; t = 1.899, P<0.05), curriculum content (β = .201; t = 2.995, P<0.05) and curriculum delivery (β = .208; t = 3.157, P<0.05) had significant relative influence on the undergraduates’ employability. There was a significant institutional difference in the employability of the undergraduates (t(2), 852 = 2.721, P<0.05). It was recommended amongst others that human resource factors be improved upon and curriculum be re-visited to ensure positive impact on the employability of undergraduates in Educational Management. Keywords: Human resource factors, academic curriculum, employability, undergraduates, southwest. Word Count: 294
Home and School Factors as Determinants of Public Secondary School Students’ Motivation towards Learning in Oyo Town, Nigeria
(Lead City University, 2023-12) Modupe Olajumoke ADAMS
This study investigated Home and School factors as determinants of public secondary school students’ motivation towards learning in Oyo town, Nigeria as literature shows scarcity of studies on this subject area. The Theory of Systems, Motivation and Behaviorism guided the study. Five research questions were raised and two hypotheses formulated. Descriptive survey research design was adopted. Study population comprised of all public secondary schools fifty four (54) and secondary schools students (6,568) of which 36 schools and 1226 students were sampled using multi-stage procedure. Questionnaires titled – ‘Home and School Factors Questionnaire (HSFQ) (r = 0.81) and Students ’Motivation towards Learning Questionnaire (SMLQ) (r = 0.82) were used in collecting data. Data collected were analyzed using descriptive and inferential statistical methods. Results showed low level of motivation towards learning (x=1.85) and low status of school facilities in term of school factors (x= 1.87). Furthermore, it revealed that home factor such as peer influence is moderate (x=2.70). Hypotheses showed a significant combined influence of home and school factors on motivation of students towards learning in secondary schools in Oyo town (F=6,1090) = 19441.4, p<0.05). Furthermore, Parenting style (Beta=.070, t= 3.074), peer influence (Beta=.017, t= 10.277), school facilities (Beta=.337, t = 13.503), parental involvement (Beta=.145, t=7.881) and interpersonal relationship (Beta=.261,t=9.877) have positive influence on students’ motivation towards learning. It can be concluded that low status of school facilities, moderate level of peer influence could be responsible for the low students’ motivation towards learning. It was recommended amongst others that adequate educational facilities should be provided by the government and parents should be actively involved in the children academic affairs. Keywords: Home Factor, School Factors, School Facilities, Students Motivation towards Learning, Oyo Town Word Count: 283
School Resources and Home Factors as Determinants of Senior Secondary School Students Academic Achievement in Agricultural Science in Ibadan Metropolis
(Lead City University, 2023-12) Serifat Aribike Makinde
Students’ poor academic performance in Agricultural Science among public secondary school students’ has been a source of concern and a major threat to the future of Agriculture in Nigeria. This study was therefore, conducted to investigate the influence of two major variables; School Resources and Home Factors on Senior Secondary School Students Academic Achievement in Agricultural Science in Ibadan Metropolis. The research utilized a descriptive survey design. The population included all SSS2 students in public secondary schools offering Agricultural Science (N=1,026) and 721 of these were eventually analyzed using multistage sampling. Agricultural Science Achievement Test (ASAT) and Students’ Questionnaires on School Resources and Home Factors (SQSRHF) were used for data collection. Data were analyzed with the use of descriptive statistics of frequency counts, percentages, mean and standard deviation and inferential statistics of multiple regression and t-test at 0.05 significant level. Findings revealed a low level of academic achievement, with almost 93% scoring below 50%. Both resource availability (Mean=2.41; SD=1.132) and utilization (Mean=2.17; SD=0.891) in surveyed schools were low. There was a significant combined influence of School Resources and Home Factors on academic achievement (F=298.899; p=0.000), explaining 60.6% of the variation. Home Factors (Beta=0.610; p=0.000) have a higher relative influence than School Resources (Beta=0.205;p=0.000). Additionally, a statistically significant gender difference is observed, with male students outperforming females (Mean difference=0.05; p=0.014). Recommendations include prioritizing resource acquisition for teaching agricultural science by the concerned government and school administrators and; raising awareness among parents to support their children's education. Keywords: Academic Achievement, Agricultural Science, Home factors, School Resource, Ibadan Metropolis. Word Count: 246
Work Indices and Environmental Factors as Predictors of Academic Staff’s Job Performance in Colleges of Education in Southwest, Nigeria
(Lead City University, 2023-12) Abidemi Omotayo OLADEJI
This study investigated Work Indices, Environmental Factors and Academic Staff Job Performance in Colleges of Education, Southwest Nigeria. Problem of poor job performance of academic staff has been observed however a search of literature shows scarcity of studies on the influence of the above predictors on their job performance which provided a gap in knowledge that this study was carried out to address. Four research questions and three hypotheses guided the study. Study population consisted of lecturers (3,196) and 300L students (17,247) in federal and state colleges of education, Southwest, Nigeria. 942 lecturers and 1,119 students were sampled using multi-stage technique. Descriptive survey design was employed. Two questionnaires titled – Work Indices, Environmental Factors and Academic Staff Job Performance Questionnaire, (WIEFASJPQ) (α = .814) and Instructional Job Performance Questionnaire (IJPQ) (α = .794) were used to collect data. Data were analysed using descriptive and inferential statistics. Results showed moderate level of academic staff job performance in areas of instruction (x̅=2.994) and publication/supervision (x̅=3.122); moderate extent of work indices such as workload (x̅= 3.407), role conflict (x̅= 3.042) and role ambiguity (x̅ =3.263); and moderate level of environmental factors such as management support (x̅=3.141), interpersonal relationships (x̅=3.304) but low level of facilities (x̅=2.480). Hypotheses revealed significant joint contribution of work indices and environmental factors on academic staff job performance (F6, 775 = 3.295; P<0.05). Workload (β = .105; t = 2.557), role conflict (β = .093; t = 2.207), role ambiguity (β = .099; t = 2.361), management support (β = .062; t = 1.801) and facilities (β = .131; t = 2.696) except interpersonal relationships (β = .041; t = .732) have significant relative influence on academic staff job performance. There was a significant difference in academic staff job performance in Federal and State Colleges of education (t2, 0.05, df of 780 = 2.797; P<0.05). It was concluded that work indices and environmental factors influence the academic staff job performance in Southwest Nigeria colleges of education. It was recommended amongst others that work indices and environmental factors be improved upon to improve the academic staff job performance in the colleges of education. Keywords: Work Indices, Environmental Factors, Academic Staff, Job Performance, Role Ambiguity Word Count: 299
Human Resources Management Practices and Leadership Styles as Correlates of Lecturers’ Job Satisfaction and Retention in Colleges of Education in Oyo State
(Lead City University, 2023-12) Abiodun Adewole OKE
The dwindling level of job satisfaction and retention among lecturers in colleges of education in Nigeria is disheartening and not only jeopardizes the quality of education but also undermines the foundation upon which our educational system stands. Studies have been done on related issues but little attention has been paid on the contribution of leadership styles and human resources management practices to this dwindling level of job satisfaction and retention among lecturers in colleges of education in Nigeria in general and Oyo State in particular . This study therefore investigated the influence of human resources management practices and leadership styles on job satisfaction and retention of lecturers in colleges of education in Oyo State. A descriptive survey design was used, while three questions were raised and five hypotheses tested at 0.005 level of significance. Lecturers were chosen through intact sampling. The findings revealed that human resources management practices significantly influenced job satisfaction and retention. Also, leadership styles significantly influenced job satisfaction and job retention. The model explained a significant portion of the variance in job satisfaction (85.6%) and job retention (94.7%). Leadership styles accounted for 36.5% of the variance in job satisfaction and 42.0% of the variance in job retention, while human resources management practices accounted for 42.0% of the variance in job satisfaction and 33.3% of the variance in job retention. Overall, lecturers expressed dissatisfaction with their jobs, except for aspects like job autonomy, advancement opportunities, and work hours. They were most satisfied with job security and advancement prospects, while work variety and decision-making were the least satisfying aspects. Although training and development opportunities were viewed positively, feedback on performance and support for skill improvement were lacking. All the leadership styles exhibited moderate levels with limited communication of vision and encouragement of innovative thinking. It is recommended that colleges of education in Oyo State, Nigeria, address areas of job dissatisfaction and improve their human resources management practices. Keywords: Human Resources Management Practices, Leadership Styles, Lecturers’ Job Satisfaction, Retention, Colleges of Education in Oyo state Word Count: 295
Class Size and Teacher Factors as Determinants of Academic Achievement of Students in Economics in Public Secondary Schools in Southwest, Nigeria
(Lead City University, 2023-12) Akinola Olusegun ADESOPE
It has been observed that students’ academic achievement in Economics has not been encouraging. The statistics from West African Examination Council (WAEC) examination results from 2014 to 2021 indicated low percentage performance of students in Economics in Southwest, Nigeria. This may be attributed to various factors. This study investigated Class Size and Teacher Factors as Determinants of Academic Achievement of Students in Economics in Public Secondary Schools in Southwest, Nigeria. Three research questions and two hypotheses guided the study. Study population consisted of Economics teachers (6,855) and SSS2 students (289,132) in public secondary schools in Southwest. 840 teachers and 3500 students used as sample size. Descriptive survey research design was used. A questionnaires tagged – Class Size and Teachers Factor Questionnaire, CSTFQ (α = .808) and an “Economics Achievement Test, EAT (KR21 = .765) were used to collect data. Data were analysed using percentage and multiple regrssion. Results revealed poor level of students’ academic achievement in Economics (x̅ = 1.202), high class size level (x̅= 3.428), poor level of teacher factors such as attitude (x̅= 1.900), mastery of subject matter (x̅= 1.953), experience (x̅= 2.181) and educational qualification (x̅= 2.353) but good level of teaching styles (x̅= 3.169). Hypotheses revealed significant joint contribution of class size and teacher factors on students’ academic achievement in Economics (F6, 833 = 9.961, P<0.05). It also revealed that class size (Beta = -.084; t = -2.475), teachers’ attitude (Beta = .179; t = 4.960), mastery of subject matter (Beta = .157; t = 2.423) and teaching styles (Beta = .216; t = 5.383) are relatively significant at P<0.05 while teachers’ experience (Beta = -.066; t = -.723) and educational qualifications (Beta = .102; t = 1.235) are not relatively significant at P>0.05. It was concluded that class size and teacher factors influence students’ academic achievement in Economics in Public Secondary Schools in Southwest, Nigeria. It was recommended amongst others that teachers should be trained continuously and the recommended class size should be strictly adhered to. Keywords: Class Size. Teacher Factors, Students’ Academic Achievement, Economics Word Count: 295
Digital Teachers’ Competence, Virtual Classroom Management and Secondary Schools Students' Attitude Towards Learning in COVID-19 Era, Lagos State
(Lead City University, 2023-12) Julianah Oladunni FALORE
The COVID-19 pandemic has significantly impacted Nigeria's secondary education, prompting a shift to virtual learning. This study examines the influence of digital teacher competence and virtual classroom management on secondary school students’ attitudes during the pandemic Era. The study was anchored by Connectivism and Technological Pedagogical Content Knowledge (TPACK) theories. Using a descriptive survey design, the study employed multi-stage sampling procedure using simple random sampling technique to select a representative sample size of 1435 teachers and 1595 students respectively 935(65.9%) and 1495(91.7%) were retrieved. Data collection involved structured questionnaires and interviews, yielding quantitative and qualitative data for analysis. Descriptive statistics of simple percentages, mean and frequency was used to answer research questions while inferential statistics of multiple regression analysis (ANOVA) was used to test formulated hypotheses. Students displayed commendable adaptability, determination, and dedication to learning throughout and after the pandemic (mean = 3.44). Digital teacher competence remained high during and after the COVID-19 Era (mean = 3.38 and mean = 2.79, respectively). WhatsApp was the predominant virtual classroom platform during the pandemic, later supplanted by Zoom. Challenges included poor internet access for students and irregular power supply for teachers. However, both students and teachers demonstrated high compliance with virtual teaching rules during and after the pandemic. Furthermore, the study unveiled a significant combined influence of digital teacher competence, virtual classroom management on student attitudes (R² = 0.707, p < 0.05). Virtual classroom management made a substantial contribution (t = 29.777, p < 0.05), with directing having the highest influence (t = 19.071; p < 0.05). In conclusion, Lagos State secondary students exhibited remarkable resilience, commitment, and a growth-oriented mindset amid various challenges during and after the COVID-19 Era. To leverage these findings, it was recommended among others that educational institutions integrate online learning tools effectively into their curricula and undertake additional measures to enhance the learning experience. Keywords: Digital teachers' competence, Virtual classroom management practices, Students' attitudes toward learning, COVID-19 Era. Wordcount: 292
Employee Psychosocial Factors, Institutional Empowerment Strategies and Service Delivery in Private Universities in Southwest, Nigeria
(Lead City University, 2023-12) Gabriel Oladotun OLATOYE
The private sector-led economy aims at efficiency and sustainability, but for private universities in Southwest, Nigeria, there is an observed shortfall. Previous studies focused on public universities' service delivery issues, neglecting private universities' efficiency. This study investigated influence of employee psychosocial factors and institutional empowerment strategies on service delivery of private universities in Southwest, Nigeria. It adopted descriptive research design. The employee psychosocial factors are workload, personnel autonomy and workplace relationship while institutional empowerment strategies are training, employee recognition and job security. The participants for the study were 1434 academic and non-academic staff randomly selected from private universities in Southwest, Nigeria. Three instruments; Lecturer Questionnaire, Administrator Questionnaire and Key Informant Interview were used for the study. Four research questions were answered while data collected were analysed using frequency, percentages, and multiple regression analysis at 0.05 significance level. The findings revealed a high level of service delivery, with non- academic staff demonstrating greater efficiency (x̄= 3.45) than their academic counterparts (x̄ = 3.37). Additionally, academic staff exhibited higher psychosocial factors (x̄ =3.30) compared to non-academic staff (x̄= 3.00). Institutional empowerment among non-academic staff was higher (x̄= 3.18) than that of academic personnel (x̄= 2.29). There was significant combined influence of psychosocial factors and institutional empowerment strategies on service delivery of academic staff (Adj. R2 = .967, p < 0.05) and Non-Academic Staff (Adj. R 2 = .972, p < 0.05) in private universities in Southwest, Nigeria. There was significant relative influence of psychosocial factors and institutional empowerment strategies on service delivery. There was significant difference in service delivery with secular universities having a higher mean service delivery level (x̄= 31.41) compared to faith-based universities (x̄= 30.70). It was recommended that private universities should invest in staff training, alleviate staff high workload, enhance empowerment initiatives among others. Keywords: Employee Psychosocial Factors, Institutional Empowerment Strategies, Service Delivery, Private Universities Word count: 298
Instructional Facilities, Lecturers’ Indices, Attitude and Time Management as Determinants of Students’ Academic Achievement in Keyboarding in Colleges of Education, Southwest, Nigeria
(Lead City University, 2023-12) Sikirat Aderonke RAMONI
Students’ poor academic achievement has been a great concern to the stakeholders in Business Education, especially with performance in Keyboarding in Colleges of Education in Southwest, Nigeria. This signifies a critical setback to Business Education in particular and economic growth in general. This study investigates possible causes that could serve as determining factors to poor students’ academic achievement in Keyboarding in Colleges of Education in Southwest, Nigeria. Five research questions were raised and five hypotheses were formulated to guide the study. Descriptive research design of survey type was used for the study. The population consisted of Business Education students and their lecturers in Colleges of Education in Southwest, Nigeria. The sample size consisted of 600 students who have completed required BED courses and 70 lecturers. Data were collected using the adopted NCCE Checklist and standardised questionnaires. The instrument has a reliability coefficient of 0.87. Research questions were analysed with descriptive statistics using mean ( ?ത ) and standard deviation while the hypotheses were analysed with inferential statistics using Multiple Regression Analysis and t-test at 0.05 significant level. Findings revealed that instructional facilities availability was below NCCE requirement (˂ 100%), adequacy was moderate (?ത = 3.11; SD = 0.91) while utilization was very high (?ത = 3.51; SD = 0.81). Lecturers’ indices were moderate ( ?ത = 2.06; SD = 0.83), students’ time management was moderate (?ത = 3.06, SD = 0.91), students’ academic achievement was average (69%) while there was negative attitude of students towards Keyboarding ( ?ത = 2.70; SD =0.96). All formulated hypotheses were significant with adequacy and time management (F(2, 597) =602.096, R2 = 0.669, Adjusted R2 = 0.667), on relative influence, time management (β = - 0.134, t = -0.624); adequacy (β = 0.951, t = 4.434), on joint influence, adequacy, students’ attitude and time management (F(3, 596) = 406.778, R2 = 0.672, Adjusted R2 = 0.670), academic staff indices and utilisation (β = 0.307, t = 2.723, β = 0.562, t = 4.996) while institution ownership difference (federal (?ത = 3.18, SD = 0.47), state (?ത = 2.41, SD = 0.65), (F(1, 598) = 279.928), all significant at 0.05). It was concluded that instructional facilities, lecturers’ indices, students’ attitude and time management all have significant impact on students’ academic achievement. The study therefore, recommends that there should be strict compliance to the BMAS while NCCE should ensure adequate supervision of all Colleges of Education in the country. Keywords: Instructional Facilities, Students’ Attitude, Time Management, Lecturers’ Indices, Academic Achievement Word Count: 298
Emotional Intelligence and Self-esteem as Determinants of Social Adjustment among Students with Hearing Impairment in the Federal College of Education (Special) Oyo
(Lead City University, 2023-12) Adeolu Akintunde ADELEYE
Issues with social adjustment among college of education students with hearing impairment may jeopardise optimal interpersonal functioning. There is dearth of empirical studies in the area of psychological determinants of social adjustment among students with hearing impairment in colleges of education especially in Oyo State. This study therefore investigated emotional intelligence and self-esteem as determinants of social adjustment among students with hearing impairment in the Federal College of Education (Special) Oyo. The study employed the descriptive survey research design. The population of four hundred and fifty 450 male and female students with hearing impairment in 100, 200 and 300 level was totally sampled. Data were collected using a research instrument with three subscales (.712). Frequency count, percentages, mean, and standard deviation, were utilised to answer the research questions. Multiple regression analysis was used to test the hypotheses at 0.05 alpha level. The results revealed that: there is high level of social adjustment (x̅=3.04) among students with hearing impairment in the Federal College of Education (Special), Oyo; there is high level of emotional intelligence among students with hearing impairment (x̅=3.00); there is low level of self-esteem (x̅=2.45) among students with hearing impairment; emotional intelligence and self-esteem significantly jointly influence social adjustment of students with hearing impairment (F(2,399)=56273.375, Adj.R2=.635); emotional intelligence (β=0.965, t=44.957) and self-esteem (β=0.034, t=1.570) significantly relatively influence social adjustment of students with hearing impairment. It is recommended among others that, periodic intervention by counselling psychologists be implemented for students with hearing impairment to enhance their self-esteem for social adjustment. Keywords: Emotional intelligence, self-esteem, social adjustment, students with hearing impairment Word Count: 249
Self Esteem and Parenting Styles as Determinants of Adolescents’ Depression among Senior Secondary School Students in Oyo State
(Lead City University, 2023-12) Afusat Omolola OGUNLADE
This study examined self-esteem and parenting styles as determinants of adolescents’ depression among senior secondary school students in Oyo State. Three research questions and two hypotheses were raised. Descriptive survey research design was employed. Target population comprised of all public SSS3 students (55,728) of which 2,884 were sampled using multi-stage sampling technique. Questionnaire titled – “Self- Esteem, Parenting Style and Depression Questionnaire (SEPSDQ) (α = .817)” was used to gather data. Data was analysed using descriptive and inferential statistics. Results showed low (mild) level of depression (x̅= 2.240), high level of self-esteem in area of self-acceptance (x̅= 2.787) and low level in area of self-confidence (x̅= 2.493). Authoritarian parenting style is mostly adopted (x̅= 2.728) by the students’ parents while authoritative (x̅= 2.329) and permissive (x̅= 2.159) parenting styles are less adopted. Hypotheses showed significant joint contribution of self-esteem and parenting styles to adolescent depression (F6, 2540 = 9.974; P<0.05). Furthermore, self-acceptance (β = -.098; t = -2.698; P<0.05), self-confidence (β = -.160; t = 3.009; P<0.05), authoritarian parenting style (β = .151; t = 2.991; P<0.05), and permissive parenting style (β = .081; t = 2.317; P<0.05) all have significant relative influence on adolescent depression except authoritative parenting style (β = -.065; t = -.721; P>0.05). In conclusion, low level of the students’ self-esteem in area of self-confidence and mostly employed authoritarian parenting style of the students’ parents could be responsible for the mild level of depression among the public secondary school students in Oyo state. It was recommended amongst others that parents should imbibe authoritative parenting and ensure that they improve the self-acceptance and self-confidence of their children. Keywords: Self-Esteem, Parenting Style, Adolescent, Depression Word Count: 226
Parental Participation, Teaching Techniques and Academic Achievement in Basic Science among pupils in Ibadan Metropolis, Oyo State.
(Lead City University, 2023-12) Helen Moniade Adejoke GEGE
This study investigated the influence of parental participation and teaching techniques on the academic achievement of middle school students in Ibadan Metropolis, Oyo State. Three research questions and three hypotheses guided the study, using a descriptive research design. The population comprised 101,539 middle basic students, with a sample of 3,608 students obtained through a multi-stage sampling procedure. Descriptive statistics, such as percentage, mean, and frequency, were employed to answer research questions. Inferential statistics, including multiple regression, tested hypotheses. Findings indicated a low academic achievement in basic science among middle school pupils in Ibadan Metropolis. Parental participation was consistently high, with an overall weighted mean × of 2.88. Brainstorming was the predominant teaching technique, with a weighted mean × of 3.34.The combined influence of parental participation and teaching technique significantly impacted academic achievement in basic science among middle school pupils (Adj. R2 = 0.878, F = 11298.785, p < 0.001). Parent-child discussion contributed the most separately (β = 1.063, t = 36.933, p < 0.001). In combination, brainstorming (β = 0.494), parent-child support (β = 0.384), parent-school support (β = 0.085), parent-child monitoring (β = 0.059), and dramatization (β = 0.052) made respective contributions. Gender differences were observed, with mean differences of 2.470 for males and 2.496 for females. Recommendations included academic support programmes, enhanced parental involvement, promotion of inclusive teaching techniques, stronger partnerships, regular assessments, and monitoring mechanisms by educational stakeholders. Keywords: Parental Participation, Teaching Techniques and Academic Achievement of Middle Basic School Students Word Count: 230

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