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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  • Guidance and Counselling
  • Social Studies Educationy
  • Business Education
  • Measurement & Evaluation
  • Social Studies Education

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Now showing 1 - 20 of 144
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    Academic Qualifications and School Organisational Climate as Predictors of Junior Secondary School Teachers' Job Performance in Ibadan Metropolis, Oyo State
    (Lead City University Ibadan, 2025-12) Goodness Ebunoluwa ODUYALE
    Performance of teachers in secondary schools in Nigeria has been a great concern to educational stakeholders. This is due to the pertinent and sensitive role teachers’ play in the attainment of desired educational goals. However, in many Nigerian secondary schools, particularly in Oyo State, concerns have been raised about the declining quality of teaching and the low performance of students in both internal and external examinations. This study therefore investigated Academic Qualifications and School Organisational Climate as Predictors of the Job Performance of Junior Secondary School Teachers in Ibadan Metropolis, Oyo State. The population of the study included 5754 public junior secondary school teachers in the study area. A sample of 574 teachers were selected using proportional and random sampling techniques respectively. AQSOCJSSTJP (α = 0.874) was used for data collection. Descriptive statistics of frequency, percentage, mean and standard deviation, were used to answer the research while the hypotheses were tested with the use of inferential statistics of multiple regression analysis at 0.05 level of significance. The level of teachers' job performance is high at 3.27. A multiple regression revealed that the combined influence of academic qualifications and school organisational climate on junior secondary school teachers’ job performance in Ibadan Metropolis was statistically significant, (R = 0.54, R² = 0.29, F(2, 565) = 114.29, p < .001). Similarly, school organisational climate had a stronger and statistically significant influence on teachers’ job performance (β = 0.54, t = 15.08, p < .001). However, academic qualifications had no significant relative influence on teachers’ job performance (β =–0.01, t =–0.38, p = .702). It was recommended that the government, school owners and educational stakeholders should enhance the value of academic qualifications through targeted continuous professional development programmes and improve the institutional environment by providing adequately equipped classrooms, laboratories, infrastructural and instructional materials. Keywords: Academic Qualifications, School Organisational Climate, Teachers’ Job Performance, Ibadan Metropolis Word Count: 296
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    Academic Self-concept, Self-efficacy and Social Support as Determinants of Entrepreneurial Intention among Emerging Adults of Private Universities in Southwest, Nigeria
    (Lead City University, Ibadan, 2024-12) Tunde Sunday OLAKUNLE
    The present economic challenges and lack of self-actualisation among emerging adults may worsen societal ills and maladjustment. There is scarcity of empirical researches investigating influence of academic self-concept, self-efficacy and social support on entrepreneurial intention of emerging adults in private universities. This study, therefore, investigated academic self- concept, self-efficacy and social support as determinants of entrepreneurial intention emerging adults in private universities.as determinants of entrepreneurial intention among emerging of private universities in South-west, Nigeria. The study adopted the descriptive research design of survey type. Multistage sampling procedure was employed in selecting 1305 emerging adults of private universities in South-west, Nigeria. Data were generated with a questionnaire on Academic Self-concept, Self-efficacy, Social Support and Entrepreneurial Intention (α =.79). Data were analysed using descriptive and inferential statistics at 0.05 alpha level. The result showed that: the level of entrepreneurial intention among emerging adults of private universities in South-west, Nigeria is high, with weighted average mean (x̅) of 2.89; there is a high level of academic self-concept among emerging adults of private universities in South-west, Nigeria, with weighted average mean (x̅) of 2.88; the level of self-efficacy among emerging adults of private universities in South-west, Nigeria is low, with weighted average mean (x̅) of 2.24; the level of perceived social support among emerging adults of private universities in South-west, Nigeria is high, with weighted average mean (x̅) of 3.29; there is a significant joint influence of academic self-concept, self-efficacy and social support on entrepreneurial intention among emerging adults of private universities in South-west, Nigeria (F (3,1099) =73269.990, R2=.987); there is a significant relative influence of academic self-concept (β =0.544; t=28.689), self-efficacy (β= 0.193; t=17.582) and social support (β= 0.277; t=26.757) on entrepreneurial intention of emerging adults of private universities in South-west, Nigeria; there is a significant positive relationship between academic self-concept and entrepreneurial intention (r=0.724) among emerging adults of private universities in South-west, Nigeria; there is a significant gender difference in entrepreneurial intention among emerging adults of private universities in South- west, Nigeria (male=3.21, female= 3.02); there is a significant gender difference in self-efficacy among emerging adults of private universities in South-west, Nigeria (male=2.30, female= 2.17). It is concluded that psychological variables in this study influence entrepreneurial intention, thus these variables should be enhanced to make emerging adults actively work towards owning business ventures. Academic self-concept should be enhanced among emerging adults of private universities to ensure entrepreneurial intention, among other recommendations. Keywords: Academic self-concept, self-efficacy, social support, entrepreneurial intention, emerging adults of private universities Word Count: 397
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    Autonomy, Educational Regulatory Laws, Institutional Factors and Administrative Effectiveness in Nigerian Universities
    (Lead City University, Ibadan, 2024-12) Wasiu OLANREWAJU- SMART
    In recent years, Nigerian universities have grappled with challenges impacting its effectiveness, particularly in administration. This study investigated the influence of University Autonomy, Educational Regulatory Laws, and Institutional Factors on Administrative Effectiveness in Nigerian universities. Emphasizing employee satisfaction, alumni engagement, and faculty development, the research assesses autonomy levels (administrative, pedagogical, and financial) and examines the influence of Autonomy, Regulatory Laws, and Institutional Factors, including Lecturer/Student Ratio, School Calendar Stability, and Governance Structure. Differences in administrative effectiveness based on Institutional Type (Federal, State, and Private) are explored. Using a multi-stage sampling procedure, 4,051 principal and administrative officers across Nigerian universities participated in the study. Data were collected through a self- designed Likert-scaled questionnaire (AERLIFAENU), ensuring validity and reliability through face, content, and construct validation. The instrument demonstrated high reliability (Cronbach alpha = 0.73). Data analysis, employing descriptive and inferential statistics, revealed notable administrative effectiveness: employee satisfaction (69%), alumni engagement (61%), and faculty development (82%). Regression analysis rejected the three hypotheses. Hypothesis one indicated a significant combined influence of Autonomy, Regulatory Laws, and Institutional Factors (p-value = 0.000) on administrative effectiveness. Hypothesis two refuted the idea of no significant relative influence, revealing Autonomy as the most influential (Beta = 0.783), followed by Institutional Factors (Beta = 0.356), and Regulatory Laws (Beta = 0.220). Furthermore, findings showed that Private universities exhibited the highest administrative effectiveness, followed by State and Federal universities. In conclusion, the research provided insights into factors shaping administrative effectiveness in Nigerian universities. Positive aspects, including autonomy and regulatory frameworks, paved the way for targeted interventions and continuous improvement. Recommendations include heightened focus on employee engagement initiatives, alumni and stakeholders’ engagement and strategic faculty development programs to enhance overall education and research quality. It also includes facilitation of updates of education regulatory laws to meet modern day realities. Keywords: Autonomy, Educational Regulatory Laws, Institutional Factors and Administrative Effectiveness Word Count: 293
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    Business Opportunities, Career Awareness and Entrepreneurial Intention among Business Education Students in Colleges of Education Southwest, Nigeria
    (Lead City University, Ibadan, 2025-12) Olawale Oladele ADENIJI
    Despite the integration of entrepreneurship education into Colleges of Education curricula, entrepreneurial intention among business education students in Colleges of Education in Southwest Nigeria remains relatively low. This study investigated the influence of knowledge of business opportunities and career awareness on students’ entrepreneurial intentions. The study adopted a descriptive survey design. The population comprised 1,166 second-year Business Education students in Colleges of Education across Southwest Nigeria, including recently converted Universities of Education. Using total enumeration, the entire population was sampled to enhance validity and reduce bias. Data were collected with an adopted self-structured questionnaire titled Knowledge of Business Opportunities, Career Awareness, and Entrepreneurial Intention Questionnaire (KBAE) (α = 0.893). Data were analysed with descriptive statistics and multiple regression. Findings revealed that students exhibited very high level of entrepreneurial intention (x̅ = 3.53), very high level of knowledge of business opportunities (x̅ = 3.56), and very high level of career awareness (x̅ = 3.60). There was a significant influence of knowledge of business opportunities and career awareness on entrepreneurial intention among business education students in Colleges of Education, Southwest Nigeria (R = 0.753, R² = 0.568, F(2,1106) = 725.911, p < .05). Knowledge of business opportunity has higher influence than career awareness (β = 0.646, p < .05; β = 0.145, p < .05) respectively. Relative influence results of the Business Opportunities indices showed that awareness of market trends (B = 0.166, β = 0.167, t = 6.282, p < .05), access to resources (B = 0.170, β = 0.173, t = 7.453, p < .05), and proficiency in entrepreneurial skills (B = 0.495, β = 0.526, t = 19.258, p < .05) significantly predicted entrepreneurial intention, with entrepreneurial skills being most influential. Likewise, career-related factors were significant: exposure to diverse career options (B = 0.108, β = 0.111, t = 4.115, p < .05), opportunities for skill development (B 0.134, β = 0.113, t = 3.836, p < .05), and access to career counselling (B = 0.371, β = 0.478, t = 16.642, p < .05), with counselling emerging as the strongest predictor. The findings emphasised that Business Opportunities and Career Awareness strategies are crucial in shaping entrepreneurial intentions. Among the career awareness indicators, career counselling exerted the very high influence, followed by opportunities for skills development and career exposure. The study concludes that entrepreneurial intention is significantly driven by knowledge of business opportunities and career awareness. It recommends the establishment of entrepreneurship incubation centres, adoption of market-responsive curricula, strengthening of counselling services, development of alumni networks, and the use of technology-driven platforms to enhance entrepreneurial readiness and foster national development. Keywords: Business Opportunity, Market Trends, Resource Availability, Skills Proficiency, Career Awareness, Career Exposure, Skill Development and Career Counselling Word Count: 430
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    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
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    Classroom Management and Educational Resources as Determinants of Teachers’ Job Commitment in Public Secondary Schools in Southwest, Nigeria
    (Lead City University, Ibadan, 2024-12) Babatunde Joseph KOLASHI
    This research investigated Classroom Management and Educational Resources as determinants of teachers’ job commitment in Public Secondary Schools in Southwest, Nigeria. The missing gap filled was dearth of research on joint influence of classroom management and educational resources on teacher’s job commitment. The research was guided by Resources Dependent theory, side-Bet and Behavioural learning theories. Three research questions and three hypotheses were formulated and tested. Descriptive survey research design was adopted. The population consisted of principals (2,262) and teachers (56,827). Sample size comprised of (4,354) teachers and 1,061 principals. Two self constructed questionnaires:- Educational Resources and Classroom Management Questionnaire (ERCMQ) ( =0.892) and Teacher’s Job Commitment Questionnaire (TJCQ) ( = 0.871) were used. Data collected were analysed using descriptive and inferential statistics. Results revealed high level of teacher’s job commitment ( ?ത = 4.88), classroom management in public Secondary School, Southwest, Nigeria is moderate (?ത= 2.99). The level of educational resources available in public Secondary school is poor (?ത= 1.88). There was a combined significant influence of classroom management and educational resources on teachers’ job commitment (Adjusted R 2 = 0.674) (F = 342.861 = 0.000, P ˂ 0.05). There was a significant relative influence of classroom management (Beta = 0.155, t = 4.488) and educational resources (Beta = 0.807, t = 23. 325) on teachers’ job commitment. There was a significant relative influence of classroom management (Discipline and control; Beta 0.454, t = 21.461, communication; Beta = 0.109, t = 4.813, Instructional materials; Beta = 0.286, t = 4.836) educational resources (physical; plant; Beta = 0.897, t = 17.865, printed; Beta 0.598, t = 10.372, Non-printed; Beta = 0.450, t = 9.417) on teachers’ job commitment. It was recommended amongst others that educational resources should be available in the schools, monitoring and evaluating the utilization of educational resources and effective classroom management strategies should be implemented to improve teachers’ job commitment. Keywords: Classroom Management, Educational Resources, Teacher’s Job Commitment, Physical Plants Word Count: 300
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    Classroom Management Practices and Teaching Methods as Predators of Senior Secondary School Students’ Academic Achievement in Mathematics in Oyo Town, Oyo State
    (Lead City University, Ibadan, 2023-12) Moses Bamidele AKINLOYE
    The study examined the influence of Classroom Management Practices and Teaching Methods on the Academic Achievement of Secondary School Students in Mathematics in Oyo Town, Oyo State. The study was based on the Theory of Planned Behavior and Theory of Reasoned Action. The descriptive survey research design was adopted for this study. The sample size was 2185 students, using a multi-stage sampling technique. A modified questionnaire was used as the research instrument with a reliability coefficient of 0.86. The results showed that the secondary school students' average academic achievement in mathematics in Oyo Town was low (X̄=2.35). The majority of teachers used Teacher- centered methods (weighted mean=3.18), while student-centered (weighted mean=1.99) and teacher-student interactive (weighted mean=1.97) methods were used less. The results also indicated that Classroom Management Practices and Teaching Methods have a significant influence on Academic Achievement in mathematics (R 2= 0.413, F= 190.74, p<0.05). Where R 2 is the coefficient of influence, together they contribute or determine 41.3% of student Achievement in Mathematics. Classroom rules (41.7% or 0.417), teacher-student interaction method (35.0% or 0.318) and classroom design (31.8% or 0.318) had major influence while student centred (19.5% or 0.195), teacher centred (9.5% or 0.095) and discipline (2.5% or0.025) had lesser influence. Male students (=2.33, Std=0.979, p<0.05) had higher achievement compared to female students (=2.13, Std=0.828, p<0.05). The study concluded that teacher-centered methods are mostly used to teach M athematics, and classroom rules have the most significant influence on students' academic achievement. Classroom Management Practices and Teaching Methods have a significant influence on students' Academic Achievement in mathematics in Oyo Town. The study recommended that teachers adopt teacher-student interaction and that there should be provisions made for workshops on classroom management practices to improve learning. Keywords: Classroom Management Practices, Teaching Methods, Academic Achievement, Teaching, Learning Word Count: 282
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    Classroom Management Styles, Workload and Teachers’ Job Performance in Public and Private Secondary Schools in Oyo State, Nigeria
    (Lead City University, Ibadan, 2024-12) Adebanke Gift OGBODO
    This study investigated classroom management styles, workload, and teachers’ job performance in public and private secondary schools in Oyo State, Nigeria. There seem to be a decline in the quality of teachers' job performance within numerous secondary schools in Nigeria, Oyo state. Recent observations indicate that these teachers are not fulfilling their roles as expected. Instances to support that claim further include delayed attendance to lessons, inadequate syllabus coverage, insufficient grasp of subject matter, ineffective use of teaching aids, and lateness to school. There are numerous studies on factors driving teacher job performance in the literature but with little or no attention paid to classroom management styles and workload. Also, there are limited number of studies that have succeeded in deciphering the reasons behind the extremely poor job performance exhibited by public and private secondary school teachers in the Oyo State, Nigeria. Besides the scarcity of comprehensive investigations into the determinants of secondary school teachers' job performance in Oyo State, Nigeria, there exists an evident gap in the examination of two crucial factors: Teacher Classroom Management Styles and Workload. Thus, this study was carried out to bridge the gaps identified. Social cognitive theory and apple’s theory of intensification serves as theoretical framework for the study. Descriptive research design was used to guide the study. The population of the study consisted of 14,508 teachers from 625 public secondary schools and 10,693 teachers from 195 private secondary schools. Multi- stage sampling procedure was used to select the sample size of 1,184 teachers from 83 public secondary schools and 559 teachers from 32 public secondary schools. A self-developed questionnaire titled (JPPSSQ) for teachers was used to collect data from respondents. The reliability of the instrument was determined using cronbach’s alpha α = 0.850. Findings revealed that level of teachers’ job performance in public secondary schools was very high (x̄ = 3.69); level of teachers’ job performance in private secondary schools was high (x̄= 3.46); status of teachers’ classroom management styles in public secondary schools was high (x̄= 3.46); status of teachers’ classroom management styles in private secondary schools was very high (x̄= 3.63); status of teachers’ workload in public secondary schools was very high (x̄= 3.58); status of teachers’ workload in private secondary schools was high (x̄= 3.31); the independent variables has a combined influence on the dependent variable (Adj. R 2 = 0.051) and (F(2,1657) = 479.665; p < 0.05); relatively, all independent variables has a significant influence on the dependent variable (p < 0.05). Based on these findings, it was recommended among others that schools should introduce initiatives that support a healthy work-life balance for teachers, such as flexible working conditions, mental health support, and resources that assist teachers in managing personal responsibilities alongside professional duties. This could include access to childcare facilities, wellness programs, and a supportive school community that recognizes the dual roles many teachers play. Keywords: Classroom Management Styles, Workload, Job Performance, Public Secondary Schools, Private Secondary Schools. Word Count: 480
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    Democratic Values, Personality Traits and Civic Competence of Senior Secondary School Students in Oyo State, Nigeria
    (Lead City University Ibadan, 2025-12) WasiuAbiodun OKEGBENRO
    Despite the inclusion of Civic Education as a compulsory subject in the senior secondary school curriculum, there seem to be a growing concern that many students in Oyo State still display limited understanding and weak demonstration of essential civic values. In response to this concern, the study investigated the influence of democratic values and personality traits on civic competence among senior secondary school students in Oyo State. Three research questions and two hypotheses were formulated to guide the investigation. The study adopted a descriptive survey research design, and a total of 1,168 students were selected through simple random sampling from a population of 48,359 Senior Secondary School Two students across the state. Data were collected using a self-developed instrument (CCQ), which yielded a reliability coefficient of α = 0.901. The findings revealed that the level of civic competence among senior secondary school students in Oyo State was moderate (x̄=2.63); the extent to which democratic values are exhibited was low (x̄=2.43); conscientiousness (30.6%) was the most dominant personality traits; there is a significant combined influence of democratic values and personality traits on civic competence (Adj. R2 = 0.434; F(2,1039) = 399.539; p < 0.05); and democratic values (β = 0.712, t=21.105, p < 0.05) are the stronger and positive predictor of civic competence, while personality traits (β =-0.076, t=-2.247, p < 0.05) have a weaker and negative relative influence. In conclusion, the study establishes that democratic values play a crucial role in shaping students’ civic competence, whereas personality traits alone may not significantly enhance civic responsibility without a strong foundation in democratic principles. The study recommends among others that schools should strengthen civic education programmes by integrating experiential learning activities to enhance students’ participation, knowledge, and values related to civic life. Keywords: Civic Competence, Democratic Values, and Personality Traits. Word Count: 291
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    Development Programmes, Availability of Physical Resources and Staff Job Performance in Colleges of Education Delta State, Nigeria
    (Lead City University, Ibadan, 2024-12) Stella Ekpebide OGHENERUME
    Job performance among Staff in Colleges of Education, Delta State seem to be declining. This is evident in inadequate publications, missed deadlines, poor communication and others. Factors contributing to this include: absenteeism, work-related stress, low leadership quality skills, inadequate training, and resistance to change among others. While many studies have explored the causes of these issues in other states, it appears that there is a gap in research specifically focused on Delta State. To address this gap this study aims to investigate the influence of development Programmes and availability physical resources on staff job performance in Colleges of Education Delta State, Nigeria. A descriptive survey research design was used in this study. The population comprised 784 academic and senior administration staff in Colleges of Education Delta State. A complete enumeration sampling technique was used. The findings reveal that the level of Staff Job Performance was high ('x=̄2.89), the level of Development Programmes, is high ('x̄=2.96), and Physical resource availability is high ('x̄=2.51). The combined influence of Development Programmes and the availability of physical resources had a significant influence on staff job performance (Adj. R 2= 0.971) and (F2781) = 12880.166; p < 0.000.) among staff development programme, conference demonstrate the strongest on staff job performance (β =0.429, t =10.761, p < 0.000) and coaching does not have significant influence on job performance ((β = -0.003, t = -0.124, p > 0.05). Based on the findings of this study, it was recommended among other Colleges of Education should prioritize and fund Development Programmes, giving special attention to conferences, workshops, job rotation, and orientation. Keywords: Staff Job Performance, Development Programmes, Physical Resource Word Count: 260
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    Digital Leadership, Innovation and Strategic Skills as Determinants of Public Primary School Teachers’ Job Performance in Oyo State, Nigeria
    (Lead City University, Ibadan, 2024-12) Chinenye Christiana OBADIMEJI
    Teachers' job performance is germane to the academic performance of pupils. Becoming digital leaders in this era is not sufficient but necessary to achieve educational goals. Researchers have studied some factors, such as digital leadership and leadership styles, but little is known about digital leadership, innovation, and strategic skills. This study was initiated in order to assess the job performance of public primary school teachers in Oyo State. Oyo State has two thousand four hundred and fifty-four (2,454) schools and nineteen thousand and twenty-nine (19,029) qualified public primary school teachers. A descriptive research design was used. A multi-stage sampling procedure was used in the qualitative (purposive and systematic techniques) and the quantitative approaches (purposive and proportionate techniques). One thousand three hundred and thirty-six (1336) teachers and fifteen (15) school administrators were sampled. One thousand one hundred and fifteen (1115) public primary school teachers from the three Senatorial Districts submitted some filled copies of the teachers' questionnaire, and all the selected school administrators participated in the interview. The teachers' questionnaire (TQ) and school administrators' interview guide (SAIG) were validated using face-to-face and content validity. Internal consistency was used for TQ to determine the reliability test of the instrument, having a value of 0.985, while a comparison of data was used to determine the reliability of SAIG. Descriptive statistics such as percentages, frequency, and mean were used to analyse and respond to the research questions. Multiple linear regression analysis, an inferential statistical tool, was used to determine whether each hypothesis was accepted or rejected at a 5% level of significance. For the qualitative approach, the content analysis method entailed interviewing, recording, and transcribing information using a converter called TurboScibe.ai to provide participant information based on the study's research objectives. The findings showed that the level of teachers' job performance in Oyo state public primary schools at all times is high, except for the ability to access technology for current issues. It confirmed that the most used leadership innovation skill by public primary school administrators in Oyo State is critical thinking. The test of hypotheses revealed that there is a combined significant influence of public primary school administrators' digital leadership, innovation, and strategic skills on public primary school teachers' job performance in Oyo State (F(3,1108) = 1056.694; P < 0.05). Public primary school teachers' job performance is significantly influenced by digital leadership, innovation, and strategic skills (P < 0.05). However, only school leaders' strategic skills (β = 0.466) have a high standardised coefficient value. This study shows that digital leadership, innovation, and strategic skills have a positive impact on public primary school teachers' job performance in Oyo State, particularly with the conceptual model, which adds knowledge to existing theories. It was suggested that public primary school teachers stay up to date on current trends in digital tools suitable for use in education. Keywords: Digital leadership skill, innovation skill, strategic skill, teachers’ job performance Word Count: 469
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    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
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    E-learning Technologies and Digital Literacy as Determinants of Academic Achievement in Principles of Marketing among Business Education Students in Public Universities in Southwest Nigeria
    (Lead City University Ibadan, 2025-12) Toluwawumi Adesewa FADUN
    The Post– COVID-19 experience hastening the paradigm shift to e-learning has exposed some structural gaps in many public universities, where limited digital literacy and inadequate access to e-learning technologies continue to hinder business education students’ academic achievement and practical readiness. This study investigated the influence of E-learning Technologies and Digital Literacy as Determinants of Academic Achievement in Principles of Marketing among Business Education Students in Public Universities in Southwest, Nigeria. A descriptive survey design was used. The population of the study was 4607 Business Education Students with a sample of 363 respondents. Two instruments- E-learning Technologies, Digital Literacy, And Academic Achievement Questionnaire (EDLAAQ) (r = 0.73) and Principles of Marketing Achievement Test (PMAT) (r= 0.82) were used for data collection. Frequencies, Percentages, Means, and Multiple Regression were used for data analysis. Three research questions and two hypotheses were raised and tested at 0.05 level of significance. The results showed that the level of academic achievement was moderate (mean = 2.74); the level of e-learning technologies was low (mean = 2.49); the level of digital literacy was moderate (mean= 3.00). There was a significant combined influence on academic achievement (F (2,2298) = 113.148, R² = 0.428, p< 0,05). E-learning technologies contributed more to academic achievement (β = 0.425, t = 9.134, p <0.05), followed by digital literacy (β = 0.376, t = 8.090, p < 0.05). It was concluded that there is a need for a dual approach of e-learning technologies and digital literacy for better learning outcomes. The study recommended that institutions should invest more in e-learning infrastructure, organize regular digital literacy workshops, train and encourage academic staff to constantly incorporate e-learning tools, promotion of digital literacy club or peer mentoring, and establishment of digital support centers in faculties and departments. Keywords: e-learning technologies, digital literacy, academic achievement, business education, principle of marketing Word Count: 297
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    Economic Factors and Availability of Educational Infrastructure as Determinants of Girl-child Education in Oyo Township
    (Lead City University Ibadan, 2025-12) Olabisi Esther BINUOMOTE
    Despite growing recognition of the importance of girl-child education in Nigeria, many girls continue to face significant barriers that limit their access to and retention in school. Most of the existing studies tend to examine these factors in isolation with limited attention to how the intersection of economic hardship and infrastructural inadequacies uniquely affects girl child education. Hence, this study investigated economic factors and availability of infrastructure as determinants of girl-child education in Oyo Township. This study adopted a descriptive survey research design. A self-developed questionnaire titled: “Economic Factors, Availability of Educational Infrastructure, and Girl-child Education Questionnaire (EFAEIGEQ) (r = 0.79) was used to collect data. The findings showed that the level of girl child education is very high (x̄ = 3.22). The level of economic factors influencing girl-child education is very high (x̄ = 3.09); the level of availability of educational infrastructure is very high (x̄ = 3.10). There was a significant joint contribution of economic factors and availability of educational infrastructure on girl-child education (R = .629, R2 = .396). The composite contribution was (F-ratio of 105.799); parental occupation (β = .098, p<.05), cost of education (β = .165, p<.05), poverty rate (β = .183, p<.05), number of schools & distribution (β = .003, p>.05), quality of school infrastructure (β = .153, p<.05), and availability of qualified teachers (β = .210, p<.05) respectively. There was a statistical significant relationship between religion and girl-child education (r= .390, n=976, p(.001)<.05). This study concluded that girl-child education is influenced by a combination of socio-economic conditions, educational resources, and religious values. It was recommended that policies should be strengthened to reduce the financial burden of schooling on parents; and awareness programmes should also emphasise that girls education is as valuable as that of boys, challenging cultural practices that deprioritise girls schooling. Keywords: Economic factors, Availability of infrastructure, Girl-child, Girl-child education Word Count: 297
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    Economics Curriculum and Teaching Methods as Measures of Public Secondary School Economics Teachers’ Effectiveness in Ibadan Metropolis, Oyo State, Nigeria
    (Lead City University, Ibadan, 2025-12) Adeola Ayomide AKINBEBIJE
    The effectiveness of secondary school Economics teachers is a growing concern due to the persistent weak and fluctuating academic performance of students. This study examined the influence of the Economics Curriculum (implementation and relevance) and teaching methods (types and proficiency) on teacher effectiveness. The research, grounded in the Theory of Planned Behaviour (TPB) and Pedagogical Content Knowledge (PCK) theory, used a descriptive survey design. The population included 539 Economics teachers from the 337 public secondary schools in Ibadan metropolis, Nigeria. Using proportionate sampling technique, a sample of 175 Economics teachers from 100 schools was selected. An adapted four-point Likert scale questionnaire, “Public Secondary School Economics Teachers Questionnaire (PSSETQ)” (α=0.942), was used for data collection. Mean, percentages, frequency, and standard deviation answered the research questions, and multiple regression analysis was used for hypothesis testing. Teachers were found to be highly effective (Weighted X̅=3.42) and possessing strong content knowledge (X̅=3.69). They were generally committed to curriculum implementation (X̅=2.99) and agreed on its relevance to students' needs (X̅=3.42), despite systemic barriers. While they frequently use the case study (X̅=3.26) and problem-solving methods (X̅=3.21), proficiency was lower in innovative approaches like the flipped classroom (X̅=2.48) and technology integration (X̅=2.92). Hypothesis test confirmed a highly significant combined influence of the curriculum and teaching methods on teacher effectiveness (F(4,143)=21.580, p<0.001), with the model accounting for 37.6% of the variance. However, the relative influence analysis revealed that teachers effectiveness was significantly predicted only by curriculum factors (Implementation: Sig.=0.032; Relevance: Sig.=0.034). Individual components of teaching methods showed no statistically significant relative influence. The study concluded that teacher effectiveness was significantly driven by institutional support for curriculum implementation and quality, which are more critical than the teachers' individual skills. It was recommended among others that educational policy should prioritize structural and curriculum support over traditional teacher training. Keywords: Teachers’ Content Knowledge, Professional Development, Student Engagement, Economics Curriculum Implementation, Relevance of the Economics Curriculum, Teaching Methods. Word Count: 298 words.
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    Effect of Academic Functional Learning Aptitude Test Strategies on the Academic Achievement of Learners with Autism Spectrum Disorder in Nigerian Inclusive Schools
    (Lead City University, Ibadan, 2025-12) Bolanle Titilayo SEGILOLA
    The Joint National Association of Persons with Disabilities (JONAPWD) in Nigeria categorises learners with Autism Spectrum Disorder (ASD) under intellectually challenged group in both the constitution and the Inclusive Education Policy. This classification limits the exploration of academic achievement among ASD learners in Nigerian inclusive schools. To address this gap, the Academic Functional Learning Aptitude Test (AFLAT) model was developed. AFLAT comprises three components: academic aptitude diagnostics battery, teaching-learning strategies, and a support learning plan. This study aims to examines the main and interaction effects of AFLAT strategies on the academic achievement of ASD learners in inclusive settings, considering moderators such as gender, location, and socioeconomic status (SES). The study applies the treatment of AFLAT strategies with consideration to three theoretical reviews of ASD’s mind perception, functional cognition and Blooms taxonomy of learning to improve the academic achievement. Seven research objectives and hypotheses were formulated and tested at a 0.05 level of significance. A quasi-experimental design was employed to assess the impact of AFLAT strategies (independent variable) on academic achievement (dependent variable), incorporating moderating variables. A sample of 60 ASD learners was selected from a population of 954 across four Nigerian regions and five states using a multi-stage sampling technique. Instruments used for data collection include the AFLAT’s Specified Achievement Test (SAT-Guided) in selected subjects, and the Academic Aptitude Assessment Report (AAA-R), which provides aptitude ratings for academic performance. Instruments were subjected to face and content validity, and inter-rater reliability yielded a coefficient of 0.781, indicating good consistency. Data were analysed using descriptive statistics (frequency and percentage) and inferential statistics (Analysis of Covariance). Results showed significant main effects of AFLAT strategies on academic achievement (F(1,57)=19.812, p<0.05, η²=0.258), and a significant effect based on residential location, particularly among urban participants (F(1,57)=5.714, p<0.05, η²=0.091). These findings led to the rejection of null hypotheses 1 and 3. Post hoc was further used to estimate the direction of marginal means of the covariates in a chart. However, null hypotheses 2 and 4 were accepted, indicating no significant main effects for gender, (F(1,57)=0.910, p>0.05, η²=0.016) and main effect of socio-economic status (SES), (F(2,56)=0.807, p>0.05, η²=0.028) on academic achievement of ASD learners. Also, no significant interactions between AFLAT strategies and the moderating variables in hypotheses 5 to 7. These include; gender, (F(1,55)=0.249, p>0.05, η²=0.005), location of residence (F(1,55)=0.824, p>0.05, η²=0.015), and SES, (F(2,53)=0.260, p>0.05, η²=0.010). The estimated marginal means here differed only minimally across groups. In conclusion, ASD learners in the treatment group showed immediate academic improvement, when compared to the control group. The study recommends that stakeholders in education, health, and social inclusion sectors should prioritise the learning of specially impaired learners considering academic and aptitude approaches based on AFLAT strategies to enhance learning outcomes in inclusive schools. This research contributes to the pedagogical structure of inclusive education, highlighting AFLAT’s potential to benefit not only ASD learners but also those with other impairments and neurotypical learners in the Nigerian inclusive schools. Keywords: Academic Functional Learning, Aptitude Test, Autism Spectrum Disorder, Academic Achievement. Word Count: 500
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    Effects of Think-Pair-Share and Problem-Solving Teaching Methods on Academic Achievement in Financial Accounting Among Business Education Students in Public Universities, Southwest, Nigeria
    (Lead City University, Ibadan, 2025-12) Elizabeth Remilekun ORE
    The teaching of Financial Accounting in universities is of great interest as the general low academic achievement of Business Education students in this course in public universities in Nigeria is becoming alarming. It is based on this that study investigated the effects of Think- Pair-Share and Problem-Solving Teaching Methods on Academic Achievement in Financial Accounting among Business Education Students in Public Universities, Southwest, Nigeria. The study anchored on three theories namely: Walberg Theory of Educational Productivity, Social Interdependence Theory and Gestalt Theory. One research question was raised while five hypotheses were formulated and tested at 0.05 level of significance. Quasi-experimental research design was adopted. The population of the study was 1,270 200 level Business Education students from all public universities in Southwest, Nigeria offering Business Education as a course of study. Sample size was 423 intact class participants drawn using simple random and purposive sampling techniques; however, only 384 participated. Two research instruments; Financial Accounting Achievement Test and Instructional Guide were used for the study with a reliability coefficient of 0.75 for the Financial Accounting Achievement Test” (FAAT) instrument. One-way Analysis of Variance (ANOVA) was used to test Hypothesis One; a Two- way Analysis of Variance (ANOVA) was used to test Hypothesis Two while dependent sample test (paired sample t) was used to test Hypotheses Three, Four and Five with the aid of Statistical Product and Service Solution version 27.0. Findings of the research question showed that 185 students representing 48.2% fell in the low achievement group, 154 students representing 40.10% fell into the moderate achievement group while 45 students, corresponding to11.72% performed excellently. Findings of hypotheses showed that: the mean score (59.75 ± 12.46) of students who were taught using problem-solving teaching method, indicates superior performance compared to those taught with the think-pair-share method (51.59 ± 14.16) and the lecture method (41.94 ± 11.86)n with a F-statistic of 73.470 with p-value of 0.000, (F (1, 378) =.367, p =.545) also indicated that gender by itself does not significantly affect students' academic achievements. Also, the mean score (51.59± 14.16) of students who were taught using Think-Pair-Share teaching method was significantly different (t = 5.520, df = 78, p<0.01) from the mean score of students taught using conventional lecture method (40.75± 11.61), the mean score (59.70± 12.52) of students who were taught using problem-solving teaching method was significantly different (t = 11.405, df = 109, p<0.01) from the mean score of students taught using conventional lecture method (40.85±10.88). The pre-test mean score (43.75± 13.66) is significantly different (t = -7.659, df = 383, p<0.01) from the post-test mean score of students taught using think-pair-share, problem solving and conventional lecture methods (49.08± 14.68). It was concluded that the use of learner- centred methods such as think-pair-share and problem-solving teaching methods are more effective in improving Business Education students’ academic achievement in Financial Accounting. The researcher recommended among others that lecturers should implement a mixed strategy that incorporates TPS and problem-solving teaching methods in order to improve overall student engagement and achievement in Financial Accounting. Keyword: Corporative Learning, Financial Accounting, Problem-Solving, Think-Pair-Share Word Count: 500
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    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
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    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
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    Entrepreneurship Education and ICT Competencies as Determinants of SMEs Development Skills among Business Education Students’ in Colleges of Education, Southwest, Nigeria
    (Lead City University, Ibadan, 2025-12) Folashade Rebecca ABIOLA
    This research investigated Entrepreneurship Education and ICT Competencies as Determinants of Small Medium Enterprise Scale Development Skills among Business Education Students’ in Colleges of Education, Southwest, Nigeria. Thorough search of literature shows scarcity of studies on the joint contribution of the independent variables (entrepreneurship education, ICT Competencies) on SMEs Development Skills among Business Education Students. Three research questions and two hypotheses were raised. Descriptive survey research design was employed. Target population comprised of all the colleges of education business education lecturers in (167) and colleges of education business education students (2,980) in Southwest, Nigeria. 1280 business education students and 116 business education lecturers were sampled using multi-stage sampling procedure. Two instruments–Entrepreneurship Education Indices and ICT Competencies Questionnaire (EEICTQ)(α = .890)”and “Students SMEs Development Skills Questionnaire (SSDSQ)(α = .850)”were used to collect data. Data were analysed using descriptive and inferential statistics. Results showed moderate level of SMEs Development of students in Colleges of Education(x̅= 2.885), moderate level of entrepreneurship education integration into business education curriculum (x̅=2.708). ICT Competencies (x̅= 2.620) is at a moderate level in colleges of education. There was a significant joint contribution of entrepreneurship education integration and ICT Competencies to SMEs Development Skills of Students in Colleges of Education (F8, 1396 = 176.54, R2 = .0642, Adjusted R2 = .0644, p<0.05). Curriculum relevance (β =.172; t = 1.007; p. < 000), access to resources (β =.146; t = 1.236; p < .000), entrepreneurial intension and attitude (β =.022; t = 1.311; p < .005), start creation and success rate (β =.081; t = 1.206; p < .005), digital literacy (β =.035; t = 1.004; p < .005), cyber security awareness and skills (β = .135; t = 1.214; p < .000) and information management and digital collaboration (β = .128; t = 1.693; p < .001) are significant at P>0.05. In conclusion, moderate adoption of entrepreneurship education and moderate adoption of ICT Competencies positively affected SMEs Development Skills of Students in Colleges of Education. It was recommended that, the government should establish a formal system for recognizing and revisit the business education curriculum regularly. Moreover, ICT competenices among business education lecturers as well as the students should be improved with a comprehensive training program. Keywords: Entreprenuership Education, ICT Competencies, SMEs Development Skills, Colleges of Education Word Count: 370