Department of Educational Management

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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 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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    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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    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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    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
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    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
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    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
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    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
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    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
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    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
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    Job Stress and Management Styles as Predictors of Female Lecturers’ Job Performance in Private Universities in Southwest, Nigeria
    (Lead City University, 2023-12) Elizabeth Oluwatoyin FAKOREDE
    Female lecturers are as important and active as their male counterparts in any university system, but of recent it was observed that female lecturers do not perform as their male counterpart in areas of instruction, supervision and publication. This study investigated job stress and management styles as predictors of female lecturers job performance in private universities in South West Nigeria. Three research questions and Two hypotheses guided the study population consisted of 884 female lecturers and12521 400L students. 542 female lecturers and 845 400L students were sampled using multi-stage sampling procedure. Mixed study approach was used interview guides and questionnaire tagged – Job stress, management style and publication performance questionnaire (JSMSPPQ), (α = 792) and lecturers instructional and supervision job performance Questionnaire (LISJPQ), (α=787) were used to collect data. Data were analysed using descriptive, inferential and thematic analysis. Results revealed low level (x̅= 2.386), supervision (x̅= 2.452) and publication examination load (x̅= 2.870) and interpersonal relationship (x̅= 2.648), High use of autocratic (x̅= 2.604) but low level of democratic (x̅ = 2.420) and laissez-faire (x̅ 2.364) management styles by joint= contribution of job stress and management styles to job performance of female lecturer’s Adj, R2 = 0.161, F4 508 = 6.310, P < 0.05). Examination load stress (β = -.204; t = -3.715; sig. = .004), interpersonal relationship stress (β = -241; t = -4463; sig = .000) were relatively significant and can be used to predict on female lecturers job performance. It was recommended amongst others that quality relationship and commensurate workload for female lecturers be given to reduce their stress and increase their job performance. Keywords: Female Lecturers, Job Performance, Job stress, Management Style. Word Count: 273
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    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
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    Maladaptive Perfectionism and Parenting Styles as Determinants of Moral Decadence among Senior Secondary School Students in Oyo Town, Oyo State
    (Lead City University, 2023-12) Roseline Temitope OYALAKUN
    Moral decadence among young people especially students in the secondary schools, is nearing crisis point. This study therefore, investigated maladaptive perfectionism and parenting styles as determinants of moral decadence among senior secondary school students in Oyo Town, Oyo State. The study adopted the descriptive survey research design. Six hundred and ninety eight males and female senior secondary school students in class Two (SSS 2) were selected using the multistage sampling procedure. Data were generated with a questionnaire on Maladaptive Perfectionism, Parenting Styles and Moral Decadence (α =.796). Data were analyzed using descriptive and inferential statistics at 0.05 level of significance. The results revealed that: there is a high level of moral decadence (x̅=2.86) among senior secondary school students in Oyo Town; there is a very high level of maladaptive perfectionism secondary school students in Oyo Town (x̅=4.04); the authoritarian parenting style is the most used parenting style by the parents of senior secondary school students (x̅=3.88),maladaptive perfectionism and parenting styles significantly jointly influence moral decadence of senior secondary school students in Oyo Town (F (2,682) =435.779; R2=.595); parenting styles (β=.729, t=11.346) and maladaptive perfectionism (β=0.22, t=3.337) significantly relatively influence moral decadence of senior secondary school students in Oyo Town. It is recommended among others that, the level of moral decadence among senior secondary school students in Oyo Town should be reduced by counselling psychologists in collaboration with other critical stakeholders. Keywords: Maladaptive Perfectionism, Parenting Styles, Moral Decadence, Senior Secondary School Students. Word Count: 248
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    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
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    Organisational Culture and Working Conditions as Predictors of Teachers' Performance in Public Secondary Schools in Oyo State
    (Lead City University, 2023-12) Adekola Oyebamiji ADEYEMO
    In spite of the nation’s struggle towards the attainment of the sustainable development goal, students exhibit poor performance in and negative attitude to education as a result of teachers’ poor performance. Past studies on interventions neglected teachers’ factors in the areas of teachers’ organisational culture (Adaptability, Consistency and Involvement) and working conditions (Level of remuneration, Teachers’ workload and School physical facilities) for an improved teachers' administrative and teaching performances. This study therefore examined the organisational culture and working conditions as predictors of teachers' performances in public secondary schools in Oyo State, Nigeria. Denison's theory of organizational culture and Herzberg's two factor theory provided the framework. The study adopted descriptive survey design of correlational type. The sample consisted of 2500 teachers and 178 principals from public secondary schools across Oyo State using multi-stage random sampling technique. Instruments used were: Organizational Culture and Working Conditions Questionnaire (OCWCQ) (r=0.80) and Teachers’ Job Performance Questionnaire (TJPQ) (r=0.81). Data were analysed using descriptive statistics of simple frequency, percentage, mean and standard deviation and Multiple regression at 0.05 level of significance. Results showed that teaching (xത=3.08) and administrative (xത=2.70) performances of teachers were moderate. Organizational culture involvement ( xത =2.81), consistence ( xത =2.85) and adaptability (xത=2.83) was good. Working conditions of school physical facilities (xത=1.71) and teacher remuneration level ( xത =1.94) were bad while workload of teachers ( xത =2.62) was= moderate. Results showed significant combined influence of organizational culture and working conditions on teacher’s performance (R=0.25; Adj R2=0.05; F(2,177)=5.74, p<0.05). However, organizational culture involvement (β=0.22, t=2.96), consistency (β=0.02, t=1.35) and adaptability (β=0.14, t=2.87) had negative relative influence on teacher’s performance. Gender of teachers has no influence on teacher’s performance. It was therefore recommended that organizational culture should be maintained and teachers working conditions should be improved to enhance teachers’ efficient performance. Keywords: Organizational Culture, Working Conditions, Teachers’ performance, Word Count: 289
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    Organizational Transparency and School Factors as Determinants of Job Satisfaction of Lecturers in Colleges of Education in Southwest, Nigeria
    (Lead City University, 2023-12) Bolaji Saheed BADMOS
    This study investigated Organizational Transparency and School Factors as Determinants of Job Satisfaction of Lecturers in Colleges of Education in Southwest, Nigeria. Poor job satisfaction of Lecturers in Colleges of Education, Southwest, Nigeria was observed, and a search of literature shows scarcity of studies on the variables determining the job satisfaction which provided a gap in knowledge in which this study was carried out to bridge . Three research questions were formulated, and two hypotheses guided the study. Study population comprised of all the lecturers (3,034) in Federal and State Colleges of Education, Southwest, Nigeria. Sample size consisted of 1128 lecturers using multi-stage technique. Descriptive survey research was adopted. Two self-constructed questionnaire titled: Organizational Transparency, School Factors and Lecturers Job Satisfaction Questionnaire (OTSFLJS) (r = 0.83) and Job Satisfaction Questionnaire (JSQ) (r = 0.81) were used to collect data. Data collected were analyzed using descriptive and inferential. Results showed moderate satisfaction of lecturers’ job (x=3.93). Organizational transparency (x=3.78) which indicates moderately true. Result also showed moderate level of school facilities (x=3.83) and workload of lecturers was highly true (x= 4.68). Results showed significant joint influence of organizational transparency and school factors on lecturers’ job satisfaction (Adj.R2 = 0.610, F(4.1124) = 10.738, p<0.05). Participation (β=0.217, p= 0.000). Accountability (β =0.022, p=0.000), school facilities (β =0.234, p = 0.005), and lecturers’ workload (β =0.110, p=0.001) have positive influence on lecturer’s job satisfaction. It was recommended among others that the workload of the lecturers should be reduced. Keywords: Organizational Transparency, School Factors, Job Satisfaction, Colleges of Education, Southwest. Word Count: 255
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    Parental Involvement and Family Structure as Determinants of Private School Pre-school Children Academic Achievement in Literacy in Oyo State
    (Lead City University, 2023-12) Josephine ABIODUN-KOLAWOLE
    This study investigated parental involvement and family structure as determinant of private schools preschool children academic achievement in literacy in Oyo State. The study was guided by Epstein’s Conceptual Model Theory and Social Capital Theory. Three research questions and three hypotheses were formulated. Descriptive survey research was adopted. Study population comprised 3,295 private primary schools and 217,850 pre-school pupils. Sample size consisted of 834 private primary school, 4100 pre-school pupils and 4,100 parents. Parental Involvement and Family Structure on Pre-school Children’s Academic Achievement in Literacy Questionnaire (PIFPCA) (r=0.87) and Pre-School Pupil Literacy Examination (PPLE) containing fifteen questions were used. Data were analysed using descriptive and inferential statistics. Results showed that level of academic achievement in Literacy among pre-school students in Oyo State is excellent. Level of parents' involvement (x= 3.40) in the preschool children education in Oyo State is moderate. The overall level of family structure of private schools preschoolers is moderate (x=2.61). There is significant combined influence of parental involvement and family structure on the academic achievement in literacy of private school preschool children (Adj. R2=0.620, F(2.612)= 14.575, P<0.05). Parental involvement (B = 0.147; p = 0.019) and family structure (B= 0.202; p =0.008) have positive influence on preschoolers academic achievement in literacy. Home environment (F(1.6229)= 0.464, p-value=0.496) has no influence on pre-school children academic achievement in literacy. Hence, the level of academic achievement should be maintained and improved, parents should improve on their involvement in preschool children’s education, single parenting and polygamous family structure should endeavour to provide family support to improve their children academic achievement. Keywords: Academic Achievement, Family Structure, Home Environment, Literacy, Nuclear Family, Polygamous Family, Pre-School, Single Parenting. Word Count: 259
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    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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    Parenting Styles and Socioeconomic Status as Determinants of Secondary School Students’ Achievement in English Studies in Ibeju Lekki, Lagos State
    (Lead City University, 2023-12) Susan Olusola Afolake AYENI
    This study investigates the impact of parenting styles and socioeconomic status on the academic achievement of Junior Secondary School One (JSSI) students in English Studies within the Ibeju-Lekki Local Government Area of Lagos State. Two research questions guided the inquiry, framed within the theoretical frameworks of Baumrind's Parenting Styles (authoritarian, authoritative, and permissive) and Maccoby and Martin's Parenting Style (uninvolved). The study employs a survey research design utilizing past data, with a sample of 500 students from 15 selected major schools. A questionnaire serves as the research instrument. Data analysis involves Multiple Regression Analysis, Pearson Product Moment Correlation (PPMC), t-test, and analysis of variance statistical methods. The study reveals that authoritative parenting styles are highly rated by respondents, significantly influencing students' achievement with a grand mean score of 3.312. The socioeconomic status of parents is identified as having a high-level impact on academic achievements, with a grand mean score of 3.259. Regression analysis indicates a correlation (R) between socioeconomic status, democratic, permissive, authoritarian, and uninvolved parenting styles on students' academic achievements in English Language. The joint effect of independent variables is found to be significant (F(4, 47) = 87.652; R = .939, R2 = .882, Adj. R2 = .872, P < .05), explaining 87.2% of the variation. The combined influence of Authoritarian, Authoritative, Permissive, and Uninvolved parenting styles is validated, with each style making a unique contribution to the academic achievement of secondary school students in English Studies within the Ibeju-Lekki axis of Lagos State. It is recommended that public schools, through their school boards, incorporate a general course for parents to emphasize the significance of their involvement in their children's academic achievements, particularly in English Language. Keywords: Parenting Styles, Socioeconomic Status, Achievement, English Studies, Income Count: 300