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Item Learning Environment, Teachers' Preparation and Management Practices As Predictors of Quality Assurance in Public Primary Schools, Southwest, Nigeria.(2025-12) Mosunmola Anota OLANIYANIn Southwest Nigeria, concerns about the declining quality of education in public primary schools have grown, despite various efforts by stakeholders to improve standards. Low quality of the primary school system has posed a significant matter of apprehension given its substantial impact on the inputs, processes and outputs of educational system as well as on the entire educational system at large. Persistent challenges such as inadequate learning environments, sub-optimal teacher preparation, and ineffective management practices have hindered the attainment of quality assurance. Though, various researches have investigated some factors that mitigate against the quality of educational system especially in other regions, none has given adequate attention on these factors in Southwest region of Nigeria. While previous research has examined these variables in isolation, there is a paucity of empirical evidence addressing their joint contributions to quality assurance, thereby creating a gap in literature for which this study aims to fill. Descriptive research design was adopted for this study. The research was guided by the Total Quality Management Theory and the Social Learning Theory. Four research questions and two hypotheses were raised and tested. The study adopted a descriptive research design of the survey type. The population of the study comprised of 8,185 headteachers, 82,345 teachers and 690 quality assurance officers within the Southwest States of Nigeria. 2,231 Teachers, 1,421 Head Teachers, and 690 Quality Assurance Officers were sampled from the six Southwest States respectively. A multistage sampling procedure was used to select the sample size for the study. Three adapted questionnaire (Learning Environment and Teachers’ Preparation Questionnaire (LETPQ), Management Practices Questionnaire (MPQ), and Quality Assurance Questionnaire (QAQ)) were used for the study. For this study, the Cronbach's Alpha reliability coefficient for all the instruments was .86 which is greater than 0.70, thereby confirming the reliability of the instruments. Results revealed a high level of quality assurance (x̄ = 2.52) (r =.83), status of learning environment was low (x̄ = 2.38), high level of teachers’ preparation (x̄ = 2.97) (r =.87) and a low level of management practices (x̄ = 2.49) (r =.95). There was a significant joint influence of the three predictors on quality assurance (R2 = .882, Adjusted R² = 0.777; F(3, 610) = 711.078, p < 0.05). Learning environment (β = 0.521, t = 22.839, p < 0.05) and management practices (β = 0.482, t = 20.617, p < 0.05) had significant relative positive influences, while teachers’ preparation had a relevant significant but negative influence on quality assurance (β = -0.305, t = -15.509, p < 0.05). Based on the findings of this study, it is suggested that the government should provide safe and conducive environment for learners. Teachers should be well renumerated, subjected to constant and relevant training and development programmes to improve their professional competence. Management practices should also be effective and goal driving to bring about standardized quality. The study therefore recommended that for quality assurance to be truly effective in public primary schools in Southwest Nigeria, there is a pressing need for concerted efforts aimed at improving the learning environment, strengthening management practices, and ensuring that teacher preparation is complemented by a conducive environment and efficient leadership. Keywords: Quality Assurance, Learning Environment, Teachers’ Preparation, Management Practices and Public Primary Schools. Word Count: 494Item Evaluation of the Universal Basic Education Programme in Ondo State, Nigeria(Lead City University, Ibadan, 2025-12) Folake Sarah OLANIYANDespite numerous policy interventions such as Infrastructure Development, Teacher Training and Development, Provision of Educational Materials, Increased Funding, Recruitment of Teachers, Provision of Furniture and Equipment etc and significant investments by the Ondo State Government to achieve universal access to quality education, major challenges persist. The continued prevalence of street hawking among school-age children, high failure rates, moral decadence, truancy, indiscipline, and a troublingly high illiteracy rate highlight deep rooted obstacles within the educational system. Although previous studies have addressed aspects of educational challenges, there remains a gap in existing literature that holistically assesses the overall success of the Universal Basic Education (UBE) Programme in achieving its intended objectives in Ondo State, Nigeria. This study therefore aims to fill this gap by conducting a comprehensive evaluation of the UBE Programme in the state. Five research questions were raised, two theories were used for the study namely: System Theory and Context, Input, Process, Product (CIPP) Theoretical Model. Descriptive research design was used to guide the study. The study population comprised 31,360 SSS1 students, 2,835 teachers, and 308 principals across public secondary schools in the state. Using a multi-stage sampling procedure, 2,204 students, 177 teachers, and 20 principals were selected. Data were collected through three self-designed instruments — the Student Questionnaire (SQEUBEP), Teacher Questionnaire (TQEUBEP), and Principal Questionnaire (PQEUBEP) — all validated with a Cronbach’s Alpha reliability coefficient of 0.889, 0.756 and 0.811 respectively. Findings revealed that the UBE Programme, to a high extent, has developed a strong educational consciousness and commitment among the citizenry (x̄ = 3.28); UBE programme has effectively provided free, universal basic education to children of school-going age to a high extent (x̄ = 3.17); to a high extent, there is a significant reduction in school dropout rates, attributed to improvements in the relevance, quality, and efficiency of education delivery (x̄ = 3.14). In addressing the needs of young persons who interrupted their schooling, the UBE programme was rated highly (x̄ = 3.05); lastly, the programme’s efforts to ensure the acquisition of literacy, numeracy, life skills, and moral and civic values were rated highly (x̄ = 3.17). In conclusion, the UBE Programme in Ondo State stands as a transformative initiative that is contributing positively to the realization of basic education for all. Based on these findings, it was recommended that the government sustain and intensify awareness campaigns and community sensitization efforts about the value of basic education, leveraging local media and grassroots mobilization to further strengthen citizens’ commitment, particularly in underserved rural communities. Based on these findings, it is recommended that the government sustain and intensify awareness campaigns and community sensitization efforts about the value of basic education, leveraging local media and grassroots mobilization to further strengthen citizens’ commitment, particularly in underserved rural communities. Keywords: Evaluation, Universal Basic Education, and Public Secondary Schools in Ondo State. Word Count: 453Item Motivation, Principals’ Supervision of Instructional Styles and Public Secondary School Teachers’ Job Performance in Southwest, Nigeria(Lead City University, Ibadan, 2025-12) Sunday Mayowa OKEIn Southwest Nigeria, concerns are rising among education stakeholders about the job performance of public secondary school teachers. Despite their central role in delivering quality education, recent evidence suggests a decline in key competencies such as instructional effectiveness, classroom management, assessment practices, student support, and technology integration. This situation prompted investigations into the factors influencing teacher performance. While previous studies have examined the effects of principals’ instructional supervision and teacher motivation separately, limited research have explored their combined influence. This study addressed that gap using a mixed-method research design. The population for the study comprised 56,827 teachers and 2,262 principals of public senior secondary schools across Southwest Nigeria. Using a multi-stage sampling procedure, participants were drawn from Oyo, Ogun, and Ondo States. Quantitative data were collected from 1,773 teachers using the “Questionnaire on Secondary School Teachers’ Job Performance (QoSSTeJoP)” (r = 0.795).For the qualitative aspect, 143 principals were interviewed using the “Principal’s Interview Guide (PIG)’’. Descriptive statistics of frequency, percentages, mean, standard deviation were used to analyse demographic data and research questions, while multiple regression and t-tests were used to test hypotheses at the 0.05 significance level. Content analysis was used to analyze qualitative data. Findings indicated that both teachers’ job performance (xˉ = 3.06) and motivation (xˉ = 3.12) were perceived as high. Directive supervision emerged as the most commonly adopted style among principals (48.4%). A multiple regression analysis revealed that the combined effect of motivation and supervisory style on teacher performance was statistically significant (Adj. R2= 0.874; F(2, 1770) = 6171.071; p< 0.05). Motivation had the strongest influence (β = 0.572, t = 34.924, p< 0.05). Significant gender differences were also observed in teachers’ job performance with female teachers (N = 926, Mean = 78.53, SD = 24.211) outperforming their male counterparts (N = 847, Mean = 73.98, SD = 12.933). Based on teachers’ responses, a significant gender difference was also found in principals’ supervision of instruction. Female principals (Mean = 45.12, SD=12.024) engaged more actively than male principals (Mean = 43.33, SD=8.173). Conclusively, in this study, motivation and principals’ supervision of instructional styles were found to have a significant influence on the job performance of public secondary schools teachers’ in Southwest Nigeria. To sustain and improve high teachers’ job performance in Southwest Nigeria, the study recommended more regular professional development, more improvement on supportive work environment, and granting more teacher autonomy that foster modern teaching strategies and instructional effectiveness. Keywords: Job Performance, Instructional Effectiveness, Classroom Management, Motivational Factors, Autonomy, Principals’ Supervision of Instructional Styles, Gender. Word Count: 403Item Psychological and Demographic Factors as Predictors of Marital Harmony among Secondary School Teachers in Oyo State, Nigeria(Lead City University, Ibadan, 2025-12) Martina Abiodun, OHENHENMarriages in contemporary society face increasing challenges, often shaped by the diverse backgrounds of partners. Although previous studies have examined general determinants of marital satisfaction among teachers, limited attention has been given to the combined influence of psychological and demographic factors on marital harmony within the profession. This study therefore investigated the predictive roles of psychological and demographic variables in marital harmony among secondary school teachers in Oyo State, Nigeria. Anchored on five key theoretical frameworks – Attachment, Family Systems, Communication, Self-determination and Psychological Well-being theories, the study adopted a descriptive survey design. A stratified and simple random sampling of 966 married male and female teachers provided a balanced sample. Data were collected using a validated questionnaire, “Psychological Demographic Marital Harmony Questionnaire (PDMHQ)’’ measuring marital communication, anxiety, emotional intelligence, dual-earner profile, educational qualification, age, and marital harmony with r value of 0.75 at 0.05 level of significance. Analyses were conducted using Pearson’ Product-Moment Correlation, Multiple Regression, and Analysis of Variance (ANOVA). Findings from the 944 retrieved data revealed that anxiety has a strong and significant positive influence on marital harmony, as indicated by a standardised coefficient of β = 0.674 (p < .001). This suggests that as teachers experience higher levels of anxiety, their marital harmony tends to improve. Emotional intelligence, on the other hand, was found to have a significant but negative effect on marital harmony (β = -0.098, p < .001). This implies that teachers with higher emotional intelligence may also possess heightened awareness of marital challenges, which could amplify their perception of disharmony. Marital communication emerged as another strong predictor, showing a positive and significant relationship with marital harmony (β = 0.420, p < .001). Effective communication allows couples to express their emotions, resolve conflicts amicably, and maintain intimacy, all of which are critical components of harmony in marriage. This means that psychological predictors, communication, emotional intelligence and in particular anxiety against previously established literature, accounted for a significant proportion of the variance in marital harmony (R² = 0.345, F(3,596) = 105.67, p < 0.05). Demographic predictors also made a meaningful contribution (R² = 0.274, F(3,596) = 74.53, p < 0.05), with educational qualification and dual-earner couple structure positively contributed, whereas age showed a modest but significant influence. When psychological and demographic factors were combined, the results demonstrated a stronger predictive power on marital harmony (R² = 0.417, F(6,593) = 70.28, p < 0.05). The study concludes that both psychological competencies and demographic contexts play significant roles in shaping marital harmony among married teachers. It recommends conducive workplace policies, premarital education, and counselling interventions aimed at strengthening emotional intelligence, anxiety management and communication skills, while addressing the specific challenges of dual-earner couples. Key Words: Marital Harmony, Emotional Intelligence, Marital Communication, Anxiety, Psychological and Demographic Factors, Secondary School Teachers Word Count: 444Item National Values Awareness and Civic Responsibilities of Teachers as Determinants on Character Development among Social Studies Students in Public Secondary Schools in Oyo State, Nigeria(Lead City University, Ibadan, 2025-12) Omolayo Ayodele OGUNNIYINational values and civic responsibilities are essential components that contribute significantly to character development. However, there has been a growing concern over the increasing prevalence of negative behaviours such as bullying, cheating, disrespect, and harassment particularly among secondary school students. These behavioural issues have become widespread and pose a serious challenge to the effectiveness of character development within the school system. This study investigated national values awareness and civic responsibilities as determinants on character development among Social Studies students in public Secondary Schools in Oyo State, Nigeria. A descriptive survey. The study's population included 625 public junior secondary schools, 875 Social Studies teachers, and 15,360 students in JSS 2 across Oyo State’s three senatorial districts. A multistage sampling technique was applied. The sample included 276 schools, 382 teachers, and 2,682 students. Data were collected using two self-constructed questionnaires: the "Character Development of Social Studies Students Questionnaire (CDSSSQ)"( =0.838) and the “Teachers Awareness of National Values Civic Responsibilities Questionnaire (TANVCRQ)”( = 0.805). Descriptive statistics, were used to summarise demographic data and answer research questions. Pearson Product Moment Correlation and Multiple Regression Analysis were employed to test hypotheses at a 5% significance level. The results revealed that teachers possess a high awareness of national values, with an overall mean of 3.49. Teachers demonstrated high awareness in promoting tolerance (mean = 3.44), responsible citizenship (mean = 3.60), and justice (mean = 3.46), reflecting their commitment to fostering acceptance, fairness, and civic responsibility. Awareness of civic responsibilities was similarly high, with a mean score of 3.41. Teachers consistently encouraged volunteering and community engagement (mean = 3.66) and emphasised law-abiding behaviours (mean = 3.44), underscoring their commitment to civic duty. Students reported high character development levels, with an overall mean score of 3.18. Teachers’ focus on honesty, integrity, and empathy was instrumental, with honesty scoring the highest (mean = 3.53) among students’ character traits. However, empathy and social responsibility displayed moderate scores (mean = 3.21 and 3.05). There was significant relationship between teachers' awareness of national values and students' character development (r = 0.222, p < 0.05) and between civic responsibilities awareness and character development (r = 0.218, p <0 .05). The joint contribution of national values and civic responsibilities awareness was statistically significant (R = 0.242, R² = 0.058, F = 76.769, p < 0.05), explaining 5.8% of the variance in students' character development. Additionally, teachers’ awareness of national values (β = 0.139, p < 0.05) and civic responsibilities (β = 0.127, p < 0.05) were significant predictors of character development. A t-test showed that male students displayed slightly higher character development than females (t = 2.604, p < 0.05). The study stressed the critical role of teachers' awareness of national values and civic responsibilities in shaping students' character, continuous professional development for teachers in civic education to enhance consistency was recommended. Keywords: Character Development, Teacher’s Awareness, National Values, Secondary School Students Word Count: 494Item Entrepreneurship Education, Psychological Traits and Venture Creation among Business Education Students in Public Colleges of Education, Southwest, Nigeria(Lead City University, Ibadan, 2025-12) Adedoyin Adebanjo OBISANYAUnemployment has remained one of Nigeria’s major challenges over the past decade. Despite this economic deficiency, tertiary institutions continue to produce graduates annually without sufficient job opportunities to absorb them. Although entrepreneurship education programs have been increasingly integrated into academic curricula, a significant gap persists in empirical research regarding their effectiveness in shaping students’ psychological traits and venture creation, particularly within public Colleges of Education. This study investigated the relationship between entrepreneurship education, psychological traits and venture creation among Business Education students in public Colleges of Education in Southwest Nigeria. A descriptive survey research design was employed, with a sample of 1,064 200-level students selected through total enumeration. Data were collected using an adopted self-structured questionnaire, which yielded a Cronbach’s alpha value of 0.721, indicating acceptable reliability. Data were analysed with descriptive statistics and multiple regression, aided by SPSS version 27. Findings revealed that among Business Education students in public Colleges of Education in Southwest Nigeria, the most prevalent indicator of entrepreneurship education is the teaching method (x̅= 3.52, SD =0.51). The most commonly observed psychological trait is self-efficacy (90.2%, x̅= 3.50,SD = 0.54). Students also demonstrated a high level of intention toward venture creation (100%, x̅ = 3.81, SD = 0.31). Regression analyses confirmed that entrepreneurship education (R = 0.395, R² = 0.156) and psychological traits (R = 0.427, R² = 0.183) significantly influence venture creation. Mentorship was found to moderate the relationship between psychological traits and venture creation (β = 0.168, p = 0.000), but not the relationship between entrepreneurship education and venture creation (β = -0.018, p = 0.584). The study concluded that students exhibit strong self-efficacy, enabling them to approach entrepreneurial tasks and overcome setbacks with confidence. Their moderate level of innovativeness reflects a willingness to explore creative solutions, though less pronounced than other traits. It was recommended, among others, that NCCE should establish continuous monitoring and evaluation systems to track the performance of entrepreneurship education programs, ensuring that teaching methods remain responsive to students’ entrepreneurial needs. Keywords: Business Education, Entrepreneurship Education, Entrepreneurial Intentions, Psychological Traits, Venture Creation Word counts: 331Item Self-esteem, Parental Involvement and Perceived Teacher Effectiveness as Determinants of Social-Emotional Competence among High-achieving Students in Oyo State(Lead City University, Ibadan, 2025-12) Mutiu Owolabi ADESOLASocio-emotional competence among high-achieving secondary school students in Oyo State has been a problem because of the erroneous belief by the teachers and parents alike that developing the IQ alone is enough for the overall development of the students. Using a descriptive research design of the survey type, a sample of 789 students was drawn using the multi-stage sampling techique. Data were collected through the research instrument named Parental Involvement Scale, Rosenberg Self-Esteem Scale, Perceived Teacher Effectiveness Scale, and Socio-Emotional Competence Scale. Descriptive and inferential statistics, including multiple regression and t-tests, were employed to analyse the data at a significance level of 0.05. Findings showed that high-achieving students in Oyo State generally exhibited strong socio emotional competence, as reflected in their self-regulation, empathy, and understanding of personal emotions, with a weighted mean score of 2.94. Similarly, their self-esteem was high (weighted mean = 2.99), indicating a positive self-concept and minimal agreement with negative self-esteem indicators. Parental involvement was rated positively (weighted mean = 3.35), emphasising parents' active roles in emotional guidance, confidence-building, and monitoring of peer influences. Perceived teacher effectiveness also scored high (weighted mean = 3.18), highlighting strengths in relational competence, teaching-related behaviours, and mastery of subject matter. Hypothesis testing revealed significant findings. Self-esteem, parental involvement, and perceived teacher effectiveness jointly influenced socio emotional competence, explaining 48.5% of the variance (R² = 0.485, F = 245.675, p < 0.05). Among the predictors, parental involvement had the strongest relative influence (β = 0.438, p < 0.05), followed by perceived teacher effectiveness (β = 0.265, p < 0.05) and self-esteem (β = 0.111, p < 0.05). Gender differences in socio-emotional competence were statistically significant (t = 127.261 for males, t = 125.375 for females, p < 0.05), with both genders demonstrating high competence in all. Significant gender differences were also observed in self-esteem, with both male and female students showing similarly high levels (t = 83.525 for males, t = 118.254 for females, p < 0.05). The study concludes on the critical roles of external and internal factors in shaping socio-emotional competence among high achieving students, highlighting the importance of parental involvement and teacher effectiveness in fostering high achieving students’ socio emotional competence. The current study recommends implementing targeted school programmes to enhance emotional regulation, stress management, and teacher-student relationships, alongside fostering supportive home environments to sustain students’ self esteem and socio-emotional development. Keywords: Socio-emotional competence, self-esteem, high-achieving students, parental involvement Word Count: 387Item Principal Administrative Practices and Employee Benefits as Correlates of Teachers’ Commitment towards Universal Basic Education (UBE) in Southwest, Nigeria(Lead City University, Ibadan, 2025-12) Taofeek Oyesola LAMIDIThis study investigated principal administrative practices and employee benefits as correlates of teachers’ commitment towards Universal Basic Education (UBE) in Southwest, Nigeria. Search of literature shows scarcity of studies on joint contribution of the above predictors on teachers’ commitment to UBE. Three research questions and two hypotheses were raised. Descriptive research design was employed. Population included 54,870teachersand 2,398 principals. 3013 teachers and 911 principals were sampled using multi-stage procedure. Teachers’ Commitment Questionnaire (TCQ)(α = .876)”, and Principal Administrative Practices and Employee Benefit Questionnaire (PAPEBQ)(α = .805)”were used to collect data. Data were analysed using descriptive and inferential statistics. Results showed high level of teachers’ commitment to the school (x̅= 2.542) and students (x̅= 2.535) but low commitment to teaching/profession (x̅=2.459). Principals highly adopt supervision (x̅= 2.564) and involvement of teachers in decision making (x̅= 2.550) for teachers’ administration. Fringe benefits (x̅= 2.583) and paid time off benefits (x̅= 2.752) are highly provided for teachers whereas there is low level of provision of insurance benefits (x̅= 2.056). Principals' administrative practices and employee benefits jointly contribute significantly to teachers' commitment to UBE (F6, 904 = 4.928, P<0.05).Supervision (β = .081; t = 2.354; sig. = .033), involvement of teachers in decision-making (β = .094; t = 2.675; sig. = .021), staff development practices (β = .072; t = 2.165; sig. = .038), fringe benefits (β = .152; t = 3.808; sig. = .003) and paid time off benefits (β = .137; t = 3.235; Sig. = .008) except insurance benefits (β = -.060; t = -1.631; Sig. = .099)all have significant relative influence on teachers’ commitment to universal basic education at P<0.05.In conclusion, principals' administrative practices and employee benefits significantly influence teachers' commitment in universal basic education. It was recommended among others that attention should be given to improving teachers’ commitment by ensuring better administrative practices and more provision of employee benefits. Keywords: Principals Administrative Practices, Employee Benefits, Teachers’ Commitment Word Count: 300Item Gender, Socioeconomic Status and Cybercrime Intentions among Social Studies Students in Colleges of Education, Southwest, Nigeria(Lead City University, Ibadan, 2025-12) Olanrewaju Saheed JIMOHThe growing trend of cybercrime in Nigeria diverts students’ attention from educational goals, potentially hindering their development as responsible citizens and obstructing national educational objectives. This study investigated the influence of gender and socioeconomic status on cybercrime intentions among social studies students in Colleges of Education across Southwest, Nigeria. It was anchored on social learning theory, feminist criminology theory, and strain theory. The study adopted a descriptive survey design. The population comprised all 1,439 second-year social studies students in 23 Colleges of Education located in Oyo, Osun, and Ogun States, representing federal, state, and private institutions. The entire population was sampled using the census method for comprehensive coverage. Data were collected using a self structured instrument, the Gender and Socioeconomic Status on Cybercrime Intention Questionnaire (GSSCIQ), with a Cronbach’s Alpha reliability coefficient of 0.89. The data were analysed using descriptive statistics, multiple regression, and an independent samples t-test using SPSS version 27. The findings revealed that the most prevalent cybercrime intention among social studies students was an attitude towards cybercrime (46.76%). The relationship between gender and socioeconomic status and cybercrime intentions was that male gender exhibited higher cybercrime intentions compared to their female counterparts (r = -0.251, p < 0.05). The level of socioeconomic status, showed that economic situation has the highest with a weighted mean of (x̅ = 2.37). There was a significant joint influence of gender and socioeconomic status on cybercrime intention (F (2; 1427) = 17.617, Adj R2 0.023, p < 0.05). The relative influence of gender and socioeconomic status on cybercrime intention, was that peer influence has highest influence (B = 0.0398, SE = 0.029, β = 0.487, t = 13.592, p < 0.01). There was a substantial difference between the mean score of social studies students’ cybercrime intention between students living in rural and urban areas (t = 5.552, p< 0.05). The study concludes that cybercrime intentions among Social Studies students are significantly influenced by gender, socioeconomic status, and residential location. To mitigate these tendencies, Colleges of Education should integrate compulsory cybersecurity ethics modules contextualised with Nigerian case studies and conduct first-year boot camps with law enforcement. Gender-sensitive strategies, including ethical hacking contests for males and peer led forums for females, should be introduced. Programmes on financial literacy and anti cybercrime clubs can counter socioeconomic risks. Finally, urban-targeted interventions and rural community workshops, supported by community policing, are essential for comprehensive prevention. Keywords: Cybercrime Intentions, Cybercriminal Motivation, Attitude Towards Crime, Latent Cybercriminal, Risk Perception, Moral Disengagement, Socioeconomic Status. Word Counts: 431Item Influence of Entrepreneurship Education and Mindset on Entrepreneurial Intention among Business Education Students in Public Universities, Southwest, Nigeria(Lead City University, Ibadan, 2025-12) Ini Sunday MOSESDespite significant investment in entrepreneurship programmes, students’ entrepreneurial intentions appear to be persistently low. While individual elements of entrepreneurship education and mindset have been examined, there is insufficient integrated research linking these factors to the low entrepreneurial intentions among students which created a gap in literature that this study aimed to fill. This study investigated the influence of entrepreneurship education, and mindset on entrepreneurial intention among public universities’ business education students in Southwest, Nigeria. It was underpinned by the theory of planned behaviour, learning-by-doing entrepreneurial theory and implicit theory of intelligence. A descriptive survey research design was employed with a population of 952, 400 level students of Business Education in both State and Federal universities in Southwestern states. Total enumeration sampling technique was utilized. One research instrument – Business Education Students Entrepreneurial Intention Questionnaire (BESEIQ) (∝ = 0.890) was used for data collection. Three research questions were answered and four hypotheses were tested at 0.05 significant level, using descriptive statistics of frequency, mean and standard deviation and multiple regression analysis. Findings revealed that the level of entrepreneurial intention was moderate (Grand Mean = 2.64); level of entrepreneurship education was low (Grand Mean = 2.47); level of entrepreneurial mindset was high (Grand Mean = 3.07); the combined influence of the independent variables had a significant influence on the dependent variable (Adj. R2 =0.377) and (F(2,873)=265.615; p<0.05); there was a significant gender difference in entrepreneurial intention and mindset among Business Education students in public universities in Southwest, Nigeria (p < 0.05). The study concluded that the entrepreneurship education programme provided for undergraduates of Business Education students in public universities, Southwest Nigeria, was more theoretical than practical, with limited access to resources and inadequate support for developing real-world business skills. It was therefore recommended among others, that universities revise and implement entrepreneurship curriculum to deliver practical and hands-on experiences to equip students with industry sought-after expertise. Keywords: Entrepreneurship Education, Entrepreneurial Mindset, Entrepreneurial Intention, Gender. Word Count: 312Item Parental Involvement, Sexuality Education and Learning Motivation as Determinants of Psychosocial Adjustment among Early Adolescents in Oyo State, Nigeria(Lead City University, Ibadan, 2025-12) Oyebola Olubunmi IGELEKOPsychosocial adjustment challenges may be inimical to the present and future behaviours of early adolescents. This is because maladjustment issues could be implicated in mental wellness and, quality of school life. The study employs a descriptive survey research design, utilising a structured questionnaire, the Psychosocial Adjustment, Parental Involvement, Sexuality Education, and Learning Motivation Questionnaire (PAPISELM-Q). A total of 1,089 Junior Secondary School 2 (JSS2) students participated, selected using a multi-stage sampling technique across the three senatorial districts of Oyo State. Data were analysed using descriptive and inferential statistical methods, including multiple regression and t-tests at a 0.05 significance level. The findings indicate a high level of psychosocial adjustment (Mean = 3.52) and parental involvement (Mean = 3.25),demonstrating strong parental engagement in students' emotional and social development. Learning motivation also shows a high mean score (Mean = 3.35), indicating that students are driven by both intrinsic and extrinsic factors. However, sexuality education reveals a moderate level of understanding (Mean = 2.47), with common misconceptions about puberty, reproductive health, and gender roles. Regression analysis reveals that parental involvement (β = 0.450, t = 16.751, p < 0.05) and learning motivation (β = 0.160, t = 5.870, p < 0.05) significantly predict psychosocial adjustment, while sexuality education (β = 0.025, p = 0.354) does not show a significant effect. The model explains 26.4% of the variance in psychosocial adjustment (R² = 0.264, F(3, 1085) = 131.285, p < 0.05), suggesting that other unmeasured factors contribute to adjustment. Gender analysis shows a significant difference in psychosocial adjustment (Male: Mean = 3.54, t = 173.955, df = 405, p < 0.05; Female: Mean = 3.47, t = 223.311, df = 682, p < 0.05), with male adolescents slightly better adjusted than females. However, there is no significant gender difference in sexuality education (Male: Mean = 2.47, t = 354.703, df = 405, p < 0.05; Female: Mean = 2.47, t = 496.005, df = 682, p < 0.05). Learning motivation remains high across both genders (Male: Mean = 3.34, t = 184.988, df = 405, p < 0.05; Female: Mean = 3.35, t = 248.248, df = 682, p < 0.05). The study concludes that parental involvement and learning motivation play a crucial role in adolescents' psychosocial adjustment. It is recommended that school counsellors implement early mental health interventions to address emotional distress. Keywords: Parental Involvement, sexuality education, learning motivation, psychosocial adjustment Word Count: 389Item Self-Esteem, Parental Attitude, and School Connectedness as Determinants of Antisocial Behaviour of Adolescents in Public Senior Secondary Schools in Lagos, Nigeria(Lead City University, Ibadan, 2025-12) Fatimah Adenike RABIUAdolescents in public senior secondary schools in Lagos, Nigeria, increasingly exhibit antisocial behaviours such as bullying, substance abuse, aggression, and defiance, posing a threat to their personal development and societal harmony. Traditional disciplinary and educational measures have proven inadequate in curbing these behaviours, making it necessary to explore the influence of psychosocial and environmental factors on adolescent conduct. Consequently, this study examined the influence of self-esteem, parental attitude, and school connectedness on the antisocial behaviour of adolescents in public senior secondary schools in Lagos, Nigeria. The research adopted a descriptive survey research design. The population comprised adolescents from public senior secondary schools in Lagos State, 2,342 senior secondary school students selected from 120 public schools throughout Lagos, a descriptive survey design was employed. The Taro Yamane formula was used to determine the proper sample size in a multi-stage sampling procedure. Data were collected using four structured, validated instruments: the Antisocial Behaviour Scale (ABS), Self Esteem Scale (SES), Parental Attitude Scale (PAS), and School Connectedness Scale (SCS). The reliability coefficients of these instruments ranged from 0.78 to 0.84, ensuring internal consistency. Data analysis was conducted using multiple regression analysis and independent t-tests to test three hypotheses at a 0.05 level of significance. Findings revealed a significant joint influence of self-esteem, parental attitude, and school connectedness on antisocial behaviour among adolescents, with (β=0.091, p<0.05). Additionally, each independent variable made a significant relative contribution, with parental attitude exerting the highest influence. Gender differences in antisocial behaviour were also significant, with male adolescents exhibiting higher levels of antisocial behaviour than their female counterparts. Based on these findings, it is recommended that parents, educators, counselling psychologists, and policymakers implement strategies to foster positive parental attitudes, improve adolescent self-esteem, and enhance school connectedness to curb antisocial behaviour and promote prosocial conduct among adolescents. Keyword: Self-Esteem, Parental Attitude, School Connectedness, Antisocial Behaviour, Gender Word Count: 295Item Influence of Strategic Procurement and Inventory Management on Performance of Public Higher Education Institutions in South-South Nigeria(Lead City University, Ibadan, 2025-12) Francis ERHABORPerformance in public Higher Education Institutions (HEIs) in South-South Nigeria is often hampered by challenges such as poor procurement planning, corruption, and ineffective inventory control. This study investigated how strategic procurement and inventory management practices influence the performance of these institutions. Guided by the economic order quantity model, resource-based view, and stakeholder theories, the study adopted a descriptive survey research design. The population consisted of 523 procurement officers and 185 inventory managers from 31 public HEIs across six South-South states. A sample of 274 procurement officers and 105 inventory managers was drawn using a purposive sampling technique to select the study area and institutions. This resulted in picking three of the oldest states (Cross River, Edo, and Rivers) with well-established institutions and structures. A total enumeration of all procurement officers and inventory managers within these selected institutions was utilized. Data were collected using two sets of questionnaires: "Strategic Procurement and Institutional Performance Questionnaire (SPIPQ)" and "Inventory Management and Institutional Performance Questionnaire (IMIPQ)" which were developed and adapted respectively. The results indicated a high level of performance. The study found that the most prevalent strategic procurement practices were procurement monitoring, followed by procurement planning, competency and control. The existing inventory management techniques were found to be moderately effective in mitigating inventory shrinkage and related problems. The study also identified prevailing challenges in procurement to be technological challenges, aligning procurement strategies with sustainability goals, collaborating with external entities, regulatory frameworks and policies, budgetary constraints, collaboration with internal stakeholders and governance issues. For inventory management, budgetary constraints and technological challenges were most critical, while stakeholder collaboration and sustainability alignment were least severe. Framework analysis showed that strategic procurement frameworks and inventory management frameworks strongly supported institutional performance. Regression analysis showed that strategic procurement practices had a strong, positive, and significant effect on institutional performance (B = 0.993, β = 0.975, t = 69.687, p < 0.05), while inventory management practices also exerted a significant positive influence (B = 0.570, β = 0.962, t = 32.523, p < 0.05). Among procurement components, procurement control was the strongest predictor (B = 1.653, β = 1.614, p < 0.05), whereas staff competency showed a significant negative relationship (B = -0.868, β = -0.829, p < 0.05). Procurement planning (B = 0.127, p > 0.05) and monitoring (B = 0.073, p > 0.05) had positive but insignificant effects. Furthermore, inventory shrinkage (B = 0.310, β = 0.523, t = 3.199, p < 0.05) and inventory control (B = 0.260, β = 0.444, t = 2.716, p < 0.05) significantly improved performance. In conclusion, the study shows that improving public higher education performance requires strategically strengthening procurement and inventory practices through effective policies, technological integration, and a skilled workforce. It recommends that HEIs enforce strict strategic policies and invest in recruiting and retaining qualified staff in these departments to achieve sustainable institutional growth and excellence. Keywords: Strategic Procurement, procurement monitoring, procurement planning, Inventory Management, Inventory shrinkage, Performance of Higher Education Institutions, Word Count: 477Item Lecturers’ Professional Ethics, Talent Management Strategies and Job Performance in Public Colleges of Education in Southwest, Nigeria(Lead City University, Ibadan, 2025-12) Oluwumi Olatunde AKINOLAEthics and talent management in lecturers’ job performance cannot be over emphasised. This has given some concerns to stakeholders as the ethics and talent management seem to be dwindling, thus reflecting on the lecturers’ job performance. The severity of this issue lies in its potential repercussions, including a decline in the quality of education, decreased student satisfaction, disengagement from learning, and hindered academic performance. Previous studies had examined professional ethics and talent management separately; few had holistically explored their interplay and collective influence on lecturers' job performance, particularly within colleges of education in Southwest Nigeria. This gap in the literature necessitated the present study on lecturers’ professional ethics, talent management strategies, and job performance in public colleges of education in Southwest Nigeria. The research was anchored on social exchange theory and institutional theory. The study employed a descriptive research design. Three research questions were raised and answered, and five hypotheses were formulated and tested. Data were analysed using descriptive statistics for research questions and inferential statistics for hypotheses. The population comprised 2,574 lecturers and 14,619 second-year students from public colleges of education in Southwest Nigeria. A multi-stage sampling procedure incorporating various techniques such as total enumeration, simple random sampling, and the Taro Yamane formula was used to select a sample size of 840 lecturers and 2,992 second-year students. Data were collected using a self-structured questionnaire for lecturers and interviews for students. The reliability of the instruments was determined using Cronbach’s alpha and Cohen’s Kappa (α = 0.831 and κ = 0.73). The findings revealed that lecturers’ job performance was at a moderate level (x̄= 2.51), while their adherence to professional ethics was also moderate (x̄= 2.90). However, the level of talent management strategies employed in colleges of education was found to be low (x̄ = 2.44). Further analysis indicated that lecturers’ professional ethics and talent management strategies had a significant combined influence on lecturers’ job performance (Adj.R2 = 0.111) and (F (2,770) = 49.118; p < 0.05). Individually, both lecturers’ professional ethics (β = 0.185, t = 5.203, p < 0.05) and talent management strategies (β = 0.340, t = 9.589, p < 0.05) significantly influenced job performance. Additionally, there is significant institutional difference in the level of lecturers’ professional ethics, talent management strategies and job performance in public colleges of education in Southwest (p < 0.05). In conclusion, improving lecturers’ effectiveness requires a stronger emphasis on professional ethics training, strategic talent management practices, and the elimination of systemic barriers. The study recommended that colleges of education managers should prioritise continuous professional development through regular workshops, mentorship programmes, and initiatives aimed at strengthening teaching, research, and community engagement. Keywords: Lecturers’ Professional Ethics, Talent Management Strategies, Job Performance, Public Colleges of Education Word Count: 439Item Home-related Factors and Social Media Usage as Determinants of Social Vices among Public Upper Basic School Students in Oyo State, Nigeria(Lead City University, Ibadan, 2025-12) Titilola Rachel ADEYEMOSocial vices are bad behaviours exhibited by some students that are contrary to public upper basic school norms, rules, regulations and codes of conduct and may interfere with teaching and learning process. Some of these students exhibit all manners of delinquent behaviour ranging from stealing, bullying, examination malpractice, illicit sex, drug abuse, smoking, drug peddling and cultism. Therefore, this study investigated home-related factors and social media usage as determinants of social vices among public upper basic school students in Oyo State, Nigeria. Descriptive survey research design was employed. For this study, 364 teachers and 2,179 students were sampled using multi-stage procedure. The “Social Vices Questionnaire (SVQ)(α = .810)” and “Home-related factors and Social Media Usage on Social Vices Questionnaire (HFSMUSVQ)(α = .872)”were used to collect data. Data were analysed using descriptive and inferential statistics. Results showed that most common social vices among students were: stealing (72.3%), examination malpractices (71.4%), refusal to do homework and assignments (69.9%), fighting teachers and other students (63.6%), dishonesty to school authorities and parents (61.6%), bullying (60.4%), absenteeism (59.6%), disobedience to school authority (55.5%), vandalising school properties (56.6%), drinking of alcohol (39.0%), immoral sex (35.8%), smoking (30.9%), cultism (21.1%) and drug abuse (14.7%). The results showed the level of social vices that truancy was high (x̅= 3.276), examination malpractice was moderate (x̅= 2.612), and drug abuse was low (x̅= 2.195).The results showed a significant joint contribution of home-related factors and social media usage on social vices (F6, 339 = 3.450; R = .240; R2 = .058; Adjusted R2 = .041, error of estimate = 3.05912, p<0.05). Family structure (β = -.123; t = -2.335, p<0.05), parents’ income (β = -.109; t = -2.069, p<0.05), parental involvement (β = -.126; t = 2.366, p<0.05), and social networking sites usage (β = -.130; t = 2.453, p<0.05) are relatively significant on social vices whereas blogs usage (β = .041; t = -.775, p>0.05) and content communities usage (β = .026; t = .483, p>0.05) are not significant. There was no significant gender (male and female) difference (t(2), 344 = -.378, Sig. = .705, p>0.05) and no significant school location (rural and urban) difference (t(2), 344 = -.145, Sig. = .885, p>0.05) in social vices among the students. It was concluded that home-related factors and social networking usage negatively influenced social vices among students. It was recommended among others that parents and educational stakeholders should give attention and provide support so as to reduce various vices among students. Keywords: Home related factors, Social media usage, Social vices, Truancy, Examination Malpractice Word Count: 428Item Predictive Modelling of Teachers’ Workload, Classroom Management Practices and Students’ Factors on SS2 Students’ Academic Performance in Chemistry in Southwest Nigeria(Lead City University, Ibadan, 2026-12) Oluyemi Abiade ADETOROThis study investigated predictive modelling of Teachers’ Workload, Classroom Management Practices and Students’ Factors on SSS2 Students’ academic performance in Chemistry in Southwest Nigeria. Since most of the variables in behavioural science are categorical variables, there is need to use statistical tools that would correctly categorize data into different groups and predict academic performance from data from which reliable deductions could be drawn. Also, there is dearth of studies on predictive capabilities of AI algorithms in the prediction of students’ academic performance of students especially in African contexts. Consequently, the study leveraged machine learning algorithms to investigate the features that could contribute mostly to the performance of machine learning models in the prediction academic performance of students in Chemistry. Four research questions guided the study, and three Theories, Job Demand-Control Theory, Behaviourist Theory and Social Learning Theory provided the needed insights into the study. The study adopted cross sectional research design. The population of the study comprised all the senior secondary school 2 students in the Southwest Nigeria. Multistage clustering sampling technique was used for the selection of participants. The process of data collection involved clustering of six states into three states in the southwest Nigeria. Each of the clustered states was stratified into three senatorial districts, and all the chemistry teachers in the sampled schools were selected for the study. Four research instruments were developed for data collection which include Teacher Workload Rating Scale (TWRS), Teacher Classroom Management Skills Questionnaire (TCMSQ), Students Factors Questionnaires (SFQ), and Chemistry Achievement Test (CAT). The reliability coefficients of the instruments were established by using Cronbach Alpha with reliability coefficients in the range of (0.6-0.75). Data collected was analysed by using machine learning algorithms which include Gradient Boosting Model, Confusion Matrix and SHAP analysis. Results revealed that XGBoost achieved the highest overall test accuracy (0.6622) and a cross-validated F1-score (0.6313± 0.01422). However, Gradient Bosting exhibited strength in multi-class prediction F1-score (0.6524). It also achieved the highest Test ROC AUC (0.7714) which indicated a high performance accuracy in the classification of students on achievement basis. The most influential feature that contributed to the performance of the model in the prediction of students’ academic performance in chemistry was Teacher Non-Academic Workload (0.087354). Also, the study revealed that the model correctly predicted the academic performance of 160 students accurately. SHAP analysis (Shapley Additive exPlanations) revealed that Teacher Non Academic Workload was the most impactful feature in the prediction of student chemistryperformance. The study concluded that a teacher’s daily workload is a far more powerful driver of students’ success. The study recommended among others that urgent intervention is needed to address the issue of teacher’s workload in secondary schools. Keywords: Academic Performance, Teachers’ Workload, Management Skills, Students’ Factors Word Count: 439Item Parental Involvement, Peer Influence and Study Habit as Predictors of Academic Motivation among Senior Secondary School Students in Southwest Nigeria(Lead City University, Ibadan, 2025-12) Adewumi Adeoye ADEPOJUAcademic motivation plays a vital role in students’ learning outcomes and overall academic achievement. However, anecdotal evidence suggests that many public senior secondary school students in Southwest Nigeria exhibit low levels of academic motivation, which may negatively affect their engagement and performance. This study examined the impact of parental involvement, peer influence, and study habits on academic motivation among public senior secondary school students in Southwestern Nigeria. The study employed a descriptive research design. Four research questions were posed and answered, three hypotheses were formulated and answered. The population comprised 39,975 students from public senior secondary schools across the six states in Southwest Nigeria. Using a multi-stage sampling procedure, a total of 599 schools and 1,187 students were selected. Data were collected using a structured and adapted instrument titled Secondary School Students’ Academic Motivation Questionnaire (SSAMQ) (α = 0.985). Findings indicated that students reported a high level of academic motivation (x̄ = 3.1). Parental involvement in students’ academic work was low (x̄= 2.48), there was a high level of peer influence (x̄ = 2.86). Study planning was the most frequently practiced of the study habits (69.3%). Parental involvement, peer influence, and study habits jointly had a significant effect on academic motivation (Adjusted R² = 0.987; F(3, 948) = 24,985.816, p < 0.05). Peer influence (β = 0.870, t = 128.663, p < 0.05) and parental involvement (β = 0.309, t = 39.372, p < 0.05) were both significant individual predictors, with peer influence having the most potent positive effect. In contrast, study habits (β = -0.116, t = -10.979, p < 0.05) showed a negative relative influence. A significant gender difference was observed, with male students (x̄ = 35.58) exhibiting higher academic motivation than their female counterparts (x̄ = 24.93). In conclusion, academic motivation among senior secondary school students is shaped by a complex interplay of parental support, peer dynamics, and personal study habits. Fostering motivation requires a holistic approach that strengthens home school collaboration, encourages healthy peer relationships, and promotes effective learning strategies. Educational stakeholders, including schools and policymakers, should implement sustainable programmes such as recognition programs for students, workshops on effective parenting for parents, and better channels of communication in a program that aims to maintain and enhance students’ motivation to learn. Keywords: Academic Motivation, Parental Involvement, Peer Influence, Study Habit. Word Count: 370Item 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 ADENIJIDespite 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: 430Item Organisational and Demographic Factors as Determinants of Academic-Administrators’ Job Performance in Public Colleges of Education in South-west, Nigeria(Lead City University, Ibadan, 2025-12) Kehinde David ABIOYEJob performance of staff in Nigerian public Colleges of Education is a critical issue affecting institutional quality. Academic administrators play a key role in balancing administrative and academic duties, making their performance essential. However, stakeholders have expressed dissatisfaction with their job performance. Despite this, limited research exists on how organizational and demographic factors influence their job performance. This study examines organizational factors (work environment, leadership style, organizational communication, training, reward system) and demographic factors (gender, age, educational qualification, work experience, job status) as determinants of academic administrators' job performance in Public Colleges of Education in South-West, Nigeria. In order to achieve the purpose of this study, one research question and five hypotheses were also formulated at 0.05 level of significance. The study employed a descriptive survey research design. The population consisted of 329 academic administrators from nine (9) public Colleges of Education South-West, Nigeria. Total enumeration sampling method was employed; comprising 329 respondents in the study. Two research instruments were used for data collection. These were; Organizational and Demographic Factors Questionnaire (ODFQ) (α=0.87) and the Academic-Administrators’ Job Performance Research Questionnaire (AAJPRQ) (α=0.78).The study utilized a combination of descriptive and inferential statistics for data analysis. The research question was analyzed using descriptive statistics, which included the mean and standard deviation. Hypotheses were tested using multiple regression analysis, t-tests, and Analysis of Variance (ANOVA), with a significance level set at 0.05. The findings revealed that the job performance of academic administrators was predominantly low, reflected in a grand mean of 2.35. The regression analysis revealed that both organizational and demographic factors significantly influenced academic administrators' job performance (R² = 0.998, p < 0.05). The analysis of organizational factors indicated that reward systems (β = 0.234, p < 0.05), leadership styles (β = -0.081, p < 0.05), organizational communication (β = 0.130 p < 0.05), and training programmes (β = 0.516, p < 0.05) had the most substantial impact, whereas the work environment (β = 0.034, p = 0.127) did not demonstrate significance. The examination of demographic factors revealed that age (β=0.260, p < 0.05), qualifications (β=0.249, p < 0.05), and experience (β=0.537, p < 0.05) are significant determinants of job performance. In contrast, gender and job status did not demonstrate significance. The analysis revealed a notable difference in academic-administrators’ job performance based on gender (F(3,308) =742.623, p<0.05).The finding also showed a significant difference in job performance based on work experience (F (3,308) = 742.623, p < 0.05).Based on the findings, it was concluded that Academic-administrators’ job performance was significantly low and determined by various organisational and demographic factors, with key determinants identified as work experience, leadership styles, training programmes, organisational communication, and reward systems, age, qualifications and experience. It was recommended that public Colleges of Education should promote prompt and reliable compensation systems, such as salary payments, research encouragements, and rewards in order to motivate and improve academic-administrators’ job performance. Keywords: Organizational Factors, Demographic Factors, Academic Administrators, Job performance, Public Colleges of Education Word Count: 478Item 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 ABIOLAThis 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