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Item Training Assessment, Information Communication Technology Use and Senior Secondary School Principals Job Performance in Lagos State(Lead City University, Ibadan, 2024-12) Olabanke Aduke YUSUFIn recent years, there seems to be a noticeable concern regarding the job performance of principals in public senior secondary schools in Lagos State. This is evident in poor management practices, reduced parental satisfaction, decreased teacher morale, poor job satisfaction, negative reputation and perception and so on. Factors contributing to these challenges could be inadequate training of school principals, high administrative burden, burnout and stress, among others. Previous studies have highlighted numerous factors causing the aforesaid problems in other states, but work has not been done specifically, addressing this issue within the context of public senior secondary schools in Lagos State. To fill this gap, this study aims to investigate the influence of training assessment and information communication technology use on senior secondary school principals job performance in Lagos State. A descriptive research design of the survey type was used to guide the study. The population consists of all 323 principals in public senior secondary schools in Lagos State. An Intact sampling technique and a self-developed questionnaire (PJPQ) for principals was utilised. The findings revealed that the level of job performance of senior secondary school principals in Lagos State is high( x̄=3.19); the level of training assessment of senior secondary school principals in Lagos State is high( x̄=3.07); the level of ICT use among principals in senior secondary school in Lagos State is high( x̄=3.07); the combined influence of training assessment and ICT use has a significant influence on job performance of senior secondary school principals in Lagos State(Adj. R 2 =0.987) and (F(2,275)=10271.187; p< 0.05); technology integration demonstrates the strongest influence on principals job performance (β=0.640, t=15.919, p< 0.05). Based on these findings, it was recommended among others that schools should invest in ongoing ICT training that keeps principals abreast of emerging technologies and their applications in education. Keywords: Training Assessment, Information and Communication Use, Job Performance Word Count: 298Item Leadership Practices, School Working Facilities and Teachers’ Commitment in Public Secondary Schools, Southwest, Nigeria(Lead City University, Ibadan, 2024-12) Olayinka Oluwatoyin POPOOLAThis study investigated leadership practices, school working facilities and teachers’ commitment in public secondary schools, Southwest, Nigeria. Search of literature shows scarcity of studies on joint contribution of the above predictors on teachers’ commitment. Three research questions and four hypotheses were raised. Descriptive research design was employed. Population included 56,827 teachers and 2,262 principals. 2,681 teachers and 800 principals were sampled using multi-stage procedure. Teachers’ Commitment Questionnaire (α = .886)”, “Leadership Practices Questionnaire (α = .886)”, and “School Working Facilities Questionnaire (α = .873)” were used to collect data. Data were analysed using descriptive and inferential statistics. Results showed teachers’ low affective (x̅ = 2.471), normative (x̅ = 1.872) and continuance (x̅= 2.292) commitments. Principals mostly adopt instructional leadership (x̅ = 2.586). Infrastructural (x̅= 1.884), instructional facilities (x̅= 1.907) and physical environment (x̅= 1.954) are “rarely adequate”. Leadership practices and school working facilities jointly contribute to teachers’ commitment, F(6, 715) = 3.969, R2 = .032, Adjusted R2 = .024, p<0.05. Transformational leadership (β = -.141; t = -3.816; p<0.05) and physical environment (β = -.077; t = -2.087; p<0.05) have relative influence on teachers commitment. Distributed (β = -.045; t = -1.207; p>0.05), and instructional leadership practices (β = -.011; t = -.301; p>0.05), infrastructural (β = -.047; t = -1.256; p>0.05), and instructional facilities (β = -.062; t = -1.693; p>0.05) are not relatively significant. Teachers’ gender did not moderate leadership practices and teachers’ commitment, F(1, 2411) = 1.263; p>0.05, or school working facilities and teachers’ commitment, F(1, 718) = .057; p>0.05. In conclusion, transformational leadership practice and physical environment negatively affect teachers’ commitment and teachers’ gender do not moderate the relationship. It was recommended among others that seminars should be organised to improve principals’ transformational leadership and school working facilities should be increased. Keywords: Leadership Practices, School Working Facilities, Teachers’ Commitment Word Count: 290Item Influence of Drug Use Intention and Internet Addiction on Maladaptive Behaviour among Young Adults in Colleges of Education in Oyo, Oyo State(Lead City University, Ibadan, 2024-12) Durodola Olusola OLALEYEMaladaptive behaviour among adolescent students could have serious consequences for many individuals in the society. This study, therefore investigated Influence of Drug Use Intention and Internet Addiction on Maladaptive Behaviour among Young Adults in Colleges of Education in Oyo, Oyo State. The study adopted the descriptive research design of survey type. The population of the study comprised of two thousand, one hundred and forty eight 200 level students in Emmanuel Alayande College of Education and the Federal College of Education (Special) Oyo in Oyo State. The sample selected for the study was five hundred and seventeen male and female 200 level adolescent students in the two colleges of education. Data were collected through Adolescent Maladaptive Behaviour Scale (AMBS) (α=.772). Frequency counts, percentages, mean, and standard deviation, were utilised to answer the research questions. Multiple regression analyses were used to test the hypotheses at 0.05 level of significance. The results revealed a high level of maladaptive behaviour among young adults (x̅=3.01). Also, there was high level of internet addiction among the young adults (x̅=3.03); high level of drug use intention among the young adults (x̅=3.10). The two variables jointly accounted for 83.1% variance in the prediction of maladaptive behaviour among the participants. The independent variables made relative influence of internet addiction and drug use intention among the young adults (F(2,397) = 430.579, Adj.R2=.831); internet addiction (β=0.410, t=5.537) and drug use intention (β=0.375, t=2.578) among the adolescent students. It is recommended among others that, periodic interventions by counselling psychologists be implemented for adolescent students in colleges of education in order to reduce their maladaptive behaviour, internet addiction and drug use intention among adolescent students in colleges of education in Oyo town. Keywords: Internet Addiction, Drug Use Intention, Maladaptive Behaviour, Adolescent Students Word Count: 289Item Academic Self-concept, Self-efficacy and Social Support as Determinants of Entrepreneurial Intention among Emerging Adults of Private Universities in Southwest, Nigeria(Lead City University, Ibadan, 2024-12) Tunde Sunday OLAKUNLEThe present economic challenges and lack of self-actualisation among emerging adults may worsen societal ills and maladjustment. There is scarcity of empirical researches investigating influence of academic self-concept, self-efficacy and social support on entrepreneurial intention of emerging adults in private universities. This study, therefore, investigated academic self- concept, self-efficacy and social support as determinants of entrepreneurial intention emerging adults in private universities.as determinants of entrepreneurial intention among emerging of private universities in South-west, Nigeria. The study adopted the descriptive research design of survey type. Multistage sampling procedure was employed in selecting 1305 emerging adults of private universities in South-west, Nigeria. Data were generated with a questionnaire on Academic Self-concept, Self-efficacy, Social Support and Entrepreneurial Intention (α =.79). Data were analysed using descriptive and inferential statistics at 0.05 alpha level. The result showed that: the level of entrepreneurial intention among emerging adults of private universities in South-west, Nigeria is high, with weighted average mean (x̅) of 2.89; there is a high level of academic self-concept among emerging adults of private universities in South-west, Nigeria, with weighted average mean (x̅) of 2.88; the level of self-efficacy among emerging adults of private universities in South-west, Nigeria is low, with weighted average mean (x̅) of 2.24; the level of perceived social support among emerging adults of private universities in South-west, Nigeria is high, with weighted average mean (x̅) of 3.29; there is a significant joint influence of academic self-concept, self-efficacy and social support on entrepreneurial intention among emerging adults of private universities in South-west, Nigeria (F (3,1099) =73269.990, R2=.987); there is a significant relative influence of academic self-concept (β =0.544; t=28.689), self-efficacy (β= 0.193; t=17.582) and social support (β= 0.277; t=26.757) on entrepreneurial intention of emerging adults of private universities in South-west, Nigeria; there is a significant positive relationship between academic self-concept and entrepreneurial intention (r=0.724) among emerging adults of private universities in South-west, Nigeria; there is a significant gender difference in entrepreneurial intention among emerging adults of private universities in South- west, Nigeria (male=3.21, female= 3.02); there is a significant gender difference in self-efficacy among emerging adults of private universities in South-west, Nigeria (male=2.30, female= 2.17). It is concluded that psychological variables in this study influence entrepreneurial intention, thus these variables should be enhanced to make emerging adults actively work towards owning business ventures. Academic self-concept should be enhanced among emerging adults of private universities to ensure entrepreneurial intention, among other recommendations. Keywords: Academic self-concept, self-efficacy, social support, entrepreneurial intention, emerging adults of private universities Word Count: 397Item Sleep Quality and Attributional Styles as Correlates of Psychological Well-being among Senior Secondary School Adolescents in Oyo, Oyo State(Lead City University, Ibadan, 2024-12) Nike Oyebimpe OJEDIRANProblems with psychological wellbeing among senior secondary school adolescent students could have dire consequences for their academic performance and overall health. This study, therefore investigated sleep quality and attributional styles as correlates of psychological well- being among senior secondary school adolescent students in Oyo town. The study employed the descriptive research design of correlational type. The population of the study comprised of all the six thousand, five hundred and fifty-five (6,555) senior secondary school adolescent students in class II (SSS 2) in public senior secondary schools in Oyo town. A sample of eight hundred and two (802) male and female senior secondary school adolescent students in Oyo town was selected. Data were collected using a research instrument- Questionnaire on Adolescents Psychological Well-being (QAPW) with three subscales (α=.755). Frequency counts, percentages, mean, and standard deviation, were utilised to answer the research questions. The Pearson’s product moment correlation and t-test analyses were used to test the hypotheses at 0.05 alpha level. The results revealed that: there is a high level of psychological well-being among senior secondary school students in Oyo town (x̅=2.97); there is a high level of sleep quality among senior secondary school students in Oyo town (x̅=2.78); the prevalent attributional style among the senior adolescent students is the internal attributional style; sleep quality (r=0.861) and attributional styles (r=0.388) are significantly related with psychological well-being among senior secondary school students in Oyo town; male (x̅=2.84) and female (x̅=2.15) senior secondary school adolescents showed gender difference in psychological well-being. It is recommended among others that, periodic interventions by counselling psychologists be implemented for senior secondary school adolescent students in Oyo in order to enhance their psychological well-being. Keywords: Sleep quality, attributional styles, psychological well-being, senior secondary school adolescent students Word Count: 283Item Principal Management Styles and Instructional Materials as Determinants of Academic Achievements in Civic Education among Secondary School Students in Oyo State, Nigeria(Lead City University, Ibadan, 2024-12) Esther Titilayo OGIDIOLUThis study investigated Principal’s Management Styles and Instructional Materials as determinants of academic achievements in civic education among Public Secondary School Students in Oyo State. The research was purposely carried out to investigate the cause for student’s failure in civic education at secondary school level. The gap was the dearth of study on joint influence of Principal’s Management Styles and Instructional Materials on academic achievements in civic education. Different types of leadership styles were measured as well as availability and utilization of instructional materials. The transformational leadership theory, social learning theory and self-determination theory were theories used to guide the study. The research considered the variable scope of the study- independent variables (Principal Management Styles and Instructional materials) and dependent variables (Student academic achievement in civic education). Three research questions and two hypotheses were formulated. Descriptive survey research was adopted. Population of the study comprised 625 principals, 1250 civic teachers, and 1,656 civic education students in all secondary schools in Oyo State. The sample size used are systematic sampling technique and enumeration technique (33 local governments, 276 schools, 276 principals, 552 civic education teachers, and 1,656 civic education students. Two self-constructed questionnaires- Principals’ Management Styles Questionnaire and Instructional Materials Questionnaire with Student Academic Achievement in Civic Education Test were used. Data collected were analysed using descriptive and inferential. Results showed that autocratic style ( ? = 4.69), democratic style ( ? = 4.36) and Laissez-fair style ( ? = 4.34) are good; availability and utilization of instructional materials in civic education ( ? = 3.28) is moderate. Results showed low level of students’ academic achievement in civic education (13.63% Very low, 27.19% Low, 28.47% Good, 29.1% Very Good). However, Autocratic Style (Beta = - 1.667; t = - 7.525), Democratic Style (Beta = 2.563; t = 6.667), Laissez-faire Style (Beta = 1.045; t = 3.036) and alignment with learning objectives of instructional materials (Beta = - 1.218; t = - 4.095), engagement and interactivity (Beta = - 0.913; t = - 2.497) clarify and organization (Beta = 0.614; t = 4.178) had significant negative determinant on students’ academic achievement in civic education. The study revealed that Autocratic style negatively impacted academic achievement. Democratic style positively influenced academic achievement. Laissez-faire style had a positive, though lesser, impact. Instructional materials alignment with learning objective, engagement, interactivity, clarity, and organization significantly affected academic achievement. The results also showed that majority of the school principals and teachers are well advanced in age, experienced, married and have basic required bachelor’s degree. It was concluded that Oyo State public secondary schools are managed by more female principals. Availability and utilization of instructional materials reveal both strengths and areas for improvement. On students’ academic achievements, a notable proportion falls within the “Very low” categories. It was recommended among others that principals showed enhance management styles and instructional materials utilization and enhance their management styles to improve student academic achievement in civic education. The findings of this study had also provided useful information that could be used by the government and ministry of education. Keywords: Principals' Management Styles, Instructional Materials, Student Academic Achievement, Alignment with Learning Objectives. Word Counts: 506Item Classroom Management Styles, Workload and Teachers’ Job Performance in Public and Private Secondary Schools in Oyo State, Nigeria(Lead City University, Ibadan, 2024-12) Adebanke Gift OGBODOThis study investigated classroom management styles, workload, and teachers’ job performance in public and private secondary schools in Oyo State, Nigeria. There seem to be a decline in the quality of teachers' job performance within numerous secondary schools in Nigeria, Oyo state. Recent observations indicate that these teachers are not fulfilling their roles as expected. Instances to support that claim further include delayed attendance to lessons, inadequate syllabus coverage, insufficient grasp of subject matter, ineffective use of teaching aids, and lateness to school. There are numerous studies on factors driving teacher job performance in the literature but with little or no attention paid to classroom management styles and workload. Also, there are limited number of studies that have succeeded in deciphering the reasons behind the extremely poor job performance exhibited by public and private secondary school teachers in the Oyo State, Nigeria. Besides the scarcity of comprehensive investigations into the determinants of secondary school teachers' job performance in Oyo State, Nigeria, there exists an evident gap in the examination of two crucial factors: Teacher Classroom Management Styles and Workload. Thus, this study was carried out to bridge the gaps identified. Social cognitive theory and apple’s theory of intensification serves as theoretical framework for the study. Descriptive research design was used to guide the study. The population of the study consisted of 14,508 teachers from 625 public secondary schools and 10,693 teachers from 195 private secondary schools. Multi- stage sampling procedure was used to select the sample size of 1,184 teachers from 83 public secondary schools and 559 teachers from 32 public secondary schools. A self-developed questionnaire titled (JPPSSQ) for teachers was used to collect data from respondents. The reliability of the instrument was determined using cronbach’s alpha α = 0.850. Findings revealed that level of teachers’ job performance in public secondary schools was very high (x̄ = 3.69); level of teachers’ job performance in private secondary schools was high (x̄= 3.46); status of teachers’ classroom management styles in public secondary schools was high (x̄= 3.46); status of teachers’ classroom management styles in private secondary schools was very high (x̄= 3.63); status of teachers’ workload in public secondary schools was very high (x̄= 3.58); status of teachers’ workload in private secondary schools was high (x̄= 3.31); the independent variables has a combined influence on the dependent variable (Adj. R 2 = 0.051) and (F(2,1657) = 479.665; p < 0.05); relatively, all independent variables has a significant influence on the dependent variable (p < 0.05). Based on these findings, it was recommended among others that schools should introduce initiatives that support a healthy work-life balance for teachers, such as flexible working conditions, mental health support, and resources that assist teachers in managing personal responsibilities alongside professional duties. This could include access to childcare facilities, wellness programs, and a supportive school community that recognizes the dual roles many teachers play. Keywords: Classroom Management Styles, Workload, Job Performance, Public Secondary Schools, Private Secondary Schools. Word Count: 480Item Principals’ School Plant Management and Teachers-related Factors as Determinants of Students’ Motivation towards Learning in Public Junior Secondary Schools, Southwest, Nigeria(Lead City University, Ibadan, 2024-12) Odunola Lovelynn Boluwatife MOGBEYITERENIn motivating students towards learning in secondary schools, several factors such as parental, peer-relationship, societal norms, and cultural contexts have been used without appreciable results. Yet, amidst the depths of existing study, a critical gap still remains unexplored in understanding ways to motivate students towards learning which is the unidentified area that made this study to pioneer an investigation into the interactive effect of principals’ school plant management and teachers-related factors as determinants of students’ motivation towards learning in public junior secondary schools, Southwest, Nigeria. Descriptive design of survey type was adopted for the study. Population comprised all principals (2,360), teachers (67,273) and students (406,462) with sample size of 180 principals, 1,706 teachers and 3,400 JSS2 students. Three research questions and two hypotheses were formulated and answered. Two self- constructed instruments- Principals’ School Plant Management Questionnaire (PSPMQ) (r=.908); Teachers-Related Factors Questionnaire (TRFQ) (r=.807) an adapted Students’ Motivation Towards Learning Questionnaire (SMTLQ) (r=.749) were used for data gathering. Data collected were analyzed using frequency counts, percentages and multiple regression analysis at the .05 significant level. The findings of the study revealed that the level of school plant management by principal is moderate ( ?ത =3.04); the level of teachers-related factors responsible for student motivation is moderate (?ത=3.34); the level of motivation shown by students to learning is moderate (?ത= 2.94); there is a significant combined contribution of principals' school plant management and teachers-related factors to students' motivation (R=.395; Adj.R2=.154; F (7, 3392) =89.623; p<.05). Based on the order of potency of each of the predictor variable in predicting the outcome measures, teacher’s attitude (β=.254; t= 14.705, P<.05) is the most potent predictor followed by school plant supervision (β=.155; t= 9.258, P<.05), teacher’s work experience (β=.150; t= 8.834, P<.05), school plant utilization (β= .136; t= 8.113, P<.05), teacher’s commitment (β=.034; t= 1.914,P>.05), school plant safety measure (β=.025; t= 1.491,P>.05) and teacher’s qualification (β=-.053; t= -1.491,P<.05) respectively. In conclusion, teacher’s attitude and principal’s supervision motivating strategies have proved to be more effective in motivating students in the sense that attitude fosters a warm, inclusive classroom climate as students feel comfortable approaching teachers with questions and concerns; likewise, supervision clarifies concepts, addresses misconceptions with regular feedback which spurs internal drive in students. The study recommended among others that: principals and teachers should participate in leadership training and professional development courses to acquire more knowledge on how to cope with 21st century teaching and learning requirements most especially in the area of securing the safety of learning environment which is essential for addressing potential hazards, teachers are to be more dedicated to their profession and students should improve on their study habits for productive outcomes. Keywords: School Plant Management, Students’ Motivation, Academic Achievement, School Plant Safety, Teacher's Commitment Word Count: 438Item Social Media Use, School Factors and Junior Secondary School Students’ Academic Achievement in Business Studies in Southwest, Nigeria(Lead City University, Ibadan, 2024-12) Adebimpe Adunni ODUNAYEStudents’ Academic Achievement has been a great concern to the stakeholders of Business Education especially with the use of Social Media in Junior Secondary Schools. This Study investigated Social Media Use, School Factors and Junior Secondary School Students’ Academic Achievement in Business Studies in South West, Nigeria. So many people have worked on Influence of Social Media and School factors on Academic Achievement, but little has been done on the combined Influence of these factors. Three Research questions and four Hypotheses were postulated Achievement test and self structured questionnaire was used to elicit information. The data was analysed using Descriptive statistics to answer research questions and Multiple Regression was used to test hypotheses 1and 2 while t-test was used to test hypotheses 3 and 4 at 0.05 significant level. Findings revealed that the overall level of Junior Secondary School Students Academic Achievement was low (38.9%), the prevalence and mostly used Social Media platform was TikTok (x̄=3.28, SD=0.98). Availability of instructional resources indicated a prevailing trend towards low (x̄=2.03, SD=0.81). Level of Adequacy of instructional materials was low as well (x̄=2.16, SD=0.90). The result revealed that there was a combined significant influence of Social Media Use and School Factors (Adjusted R2=0.892, F(2.3268)=13520, P<0.05) and Relative influence of Social Media Use (β=1.073; P<0.05, School Factors (β=0.132; P<0.05). There is significant gender difference in the use of Social media (Male: x̄=3.124, Female: x̄=3.280, P<0.05). Also, there is significant gender difference in Academic Achievement, (Male: x̄= 2.690, Female: x̄= 2.671, P<0.05) both reflects substantial deviations from the test value of 0. It is concluded that Social Media Use and School Factors have positive contribution to students’ Academic Achievement. It was recommended among others that Educators, Parents and Policy makers play a vital role in promoting responsible and healthy Social Media use among students. Keywords: Social Media Use, School Factors, Junior Secondary School Students’ Academic Achievement, Business Studies, Instructional Resources. Word Count: 298Item Information Communication Technology Factors, Human Resource Management Practice and Achievement of Business Education Objectives in Colleges of Education, Southwest, Nigeria(Lead City University, Ibadan, 2024-12) Adefunke Titi NANNAThis research investigated Information Communication Technology Factors, Human Resource Management Practice and Achievement of Business Education Objectives in Colleges of Education, Southwest, Nigeria. Thorough search of literature shows scarcity of studies on the joint contribution of the above predictors (information communication technology factors, human resource management practice) on achievement of business education objectives. Three research questions and two hypotheses were raised. Descriptive survey research design was employed. Target population comprised of all public secondary school business studies teachers (2,122) and principals (1,061) in Southwest, Nigeria. Three Southwest states, 1,593 teachers and 1061 principals were sampled using multi-stage sampling procedure. Two instruments– Information Communication Technology Factors and Human Resource Management Practice Questionnaire (ICTFHRMPQ)(α = .886)”and “Achievement of Business Education Objectives Questionnaire (ABEOQ = .873)”were used to collect data. Data were analysed using descriptive and inferential statistics. Results showed low achievement of Business Education Objectives (x̅= 2.471). Information communication technology facilities (x̅= 2.343), ICT integration (x̅= 2.290) and ICT competency (x̅= 2.3150) are at “low level”. In addition, talent management (x̅= 2.766), training and development (x̅= 2.687) and compensation/benefit (x̅= 2.518) are at moderate level. There was a significant joint contribution of information communication technology factors, human resource management to Achievement of Business Education Objectives (F8, 1593 = 6.599, R2 = .032, Adjusted R2 = .024, P<0.05). ICT facilities (β =.101; t = 1.207; Significance =.005), ICT integration (β =.282; t = 1.816; Significance =.000), ICT Competence (β = .022; t = 1.201; Significance =.005), Talent management (β =.081; t = 1.256; Significance =.005), Compensation/Employee benefits (β = .231; t = 1.076; Significant = .000), Work place safety (β = .531; t = .987; Significant = .001), Training & Development (β = .187; t = 2.087; Significant = .005) are all significant at 0.05%. In conclusion, low information communication technology facilities, ICT integration and ICT competency of the lecturers in the colleges of education negatively affected the achievement of the business education objectives. It was therefore recommended amongst others that seminars should be organised for business study lecturers in the colleges of education to equip their improvement in the availability of ICT facilities as well as having subject mastery on the course in term of competency. Keywords: Information Communication Technology Factors, Human Resource Management, Achievement of Business Education Objectives, College of Education Southwest Word Count: 391Item Leadership Styles, Staff Development Programmes and Organisational Commitment of Economics Teachers in Secondary Schools in Oyo State, Nigeria(Lead City University, Ibadan, 2024-12) Folasade Sarah ADEBIYIMany Economics teachers in secondary schools in Oyo State, seem to have failed in exhibiting the expected type of Organisational commitment required to achieve predetermined educational goals. This situation could be attributed to various factors, such as the leadership styles adopted by school administrators and the availability of staff development programmes among others. Despite the significance of Economics as a subject, there seem to be inadequate comprehensive understanding regarding the influence of leadership styles, and staff development programmes, on organisational commitment among Economics teachers in secondary schools in Oyo State. As a result, this gap seems to have led to numerous negative implications for the achievement of objectives in secondary school Economics education in the state and hinders the development of effective strategies to enhance teaching of Economics and improve teacher performance. This study therefore aimed at bridging this gap. Descriptive research design was used to guide the study. Population consisted of all 1449 Economics teachers in public secondary schools in Oyo State. Multi-stage sampling procedure was used to ascertain the sample for the analysis and a self-developed questionnaire for teachers was utilised. The findings revealed that the most prevalent Organisational commitment was normative Commitment; the most adopted leadership style was the transformational style; level of availability of staff development programmes was moderate (x̄=2.69); there is a significant combined influence of the independent variables on the dependent variable (Adj. R2 = 0.939; F(2,371)= 2858.529; p < 0.05); transformational leadership Style demonstrates the strongest positive influence on organisational commitment (β = 0.959, t = 24.226, p < 0.05). Based on these findings, it was recommended among others that School administrators should adopt a holistic approach that integrates effective leadership practices with ample professional development opportunities. Keywords: Leadership Styles, Staff Development Programmes, and Organisational Commitment Word Count: 284Item School Safety and Motivational Factors as Determinants of Job Commitment of Secondary School Teachers in Oyo State, Nigeria(Lead City University, Ibadan, 2024-12) Florence Oluwatoyin ADEBAYOTeachers low or lack of job commitment is significant concern, as it negatively impact students outcome, curriculum implementation and overall quality of education. However, reports have shown that many educators are affected by this negative impacts including Oyo State teachers. This research investigated School Safety and motivational factors as determinants of job commitment of secondary school teachers in Oyo State, Nigeria. Thorough search of literature shows scarcity of studies on the joint contribution of the above determinants (school safety factors and motivational factors) in teachers’ job commitment. Three research questions were raised and two hypotheses were tested. Descriptive survey research design was employed. Target population comprised of all public secondary school teachers (11,732) in Oyo State, Nigeria. 2,121 teachers were sampled using multi-stage sampling procedure. Two instruments- School Safety Factors and Teachers’ Job Questionnaire (SSFTJQ)(α = .870)”and “Motivational Factors Questionnaire (MFQ)(α = .813)”were used to collect data. Data were analysed using descriptive statistics of frequency count, simple percentage, mean, standard deviation and Regression Analysis. Results showed moderate punctuality and attendance(x̅= 3.38), reflection and self-improvement (x̅=3.42), emotional investment (x̅ = 3.45) and adaptability and flexibility (x̅=3.33) on job commitments of teachers. Motivational factors showed moderate level (x̅= 3.12) in teachers’ job commitment. There was a moderate level of school safety in teachers’ job commitment (x̅= 3.26). There was a significant joint contribution of school safety and motivational factors to teachers’ commitment (F9, 2121 = 6657.4, R2 = 0.863, Adjusted R2 = 0.864, p<0.05). Physical safety (β =.1.729; t = 1.447; p<0.05), psychological safety (β =.141; t = 1.816; p<0.05), background verification of staff and students (β =.047; t = 1.256; p<0.05), visitor management system (β =.053; t = 1.004; p<0.05), prompt payment of salary (β = .061; t = 1.234; p<0.05), leave bonuses (β = .062; t = 1.321; p<0.05), loan facilities (β = .077; t =2.108; p<0.05), have significant relative influence in teachers’ job commitment at p<0.05. It was recommended amongst others that there should be collaborative efforts of school safety and motivational factors to create conducive environment for teachers and enhance the quality of education and there should be formal system for recognizing and rewarding teachers who demonstrate exceptional commitment to their profession while the need to develop a comprehensive safety training programme for both teachers and students should be encouraged. Keywords: School Safety, Motivational Factors, Teachers’ Job Commitment, School Types Word Count: 381Item Principals’ Management Styles and Teachers’ Organisational Skills as Determinants of Students’ Motivation towards Learning in Secondary Schools in Oyo State(Lead City University, Ibadan, 2024-12) Francisca Omolara FAPOHUNDAMotivation to learning is a driving tool for both teachers and learners. An absence of motivation appears as frustrating obstacles to students’ learning. Although, research has been conducted on motivation, its linkage to principals’ management styles and teachers’ organizational skills are mostly unmapped. Hence, the study investigated principals’ management styles and teachers’ organizational skills as determinants of students’ motivation towards learning in secondary schools in Oyo State. Descriptive research design was used. Three research questions and two hypotheses were raised. The population was 53,221 participants. Multistage sampling procedure was used to select samples. Four instruments were used: Principals’ Questionnaire on Management Styles (PQMS) (r= 0.78), Teachers’ Questionnaire on Principals’ Management Styles (TQPMS) (r=0.81), Students’ Questionnaire on Teachers’ Organisational Skills (SQTOS) (r=0.75) and Students’ Questionnaire on Motivation to Learning (SQML) (r=0.77). Descriptive and inferential statistics were used for research questions and testing of the hypotheses at 0.05 level of significance. Findings revealed that secondary school students in Oyo State have a high level of motivation towards learning (x̄=59.50, SD = 2.53). Democratic style (x̄= 3.16, SD =0.23), is preferred by principals in school management, followed by authoritative style (x̄= 2.42, SD = 0.38) and laissez-faire (x̄= 1.62, SD = 0.31). There is high level of teachers’ organization skills (weighted mean=86.11 (x̄ =86.11, SD = 2.53). Regression analysis indicate that the joint model significantly influences students motivation (R = .599; R2= .89, F = 70007.471, p < .05). The relative influence showed that the principals’ management styles and teachers’ organization skills were significant. Based on the findings, Government should ensure the training of principals and teachers in the area of school management. Character education should be encouraged among students and staff in schools to enhance moral development that will motivate students towards learning. Keywords: Principals’ Management Styles, Teachers’ Organizational Skills, Students’ Motivation towards Learning. Word Count: 297Item Workload and School Plant Indices as Determinants of Public Senior Secondary School Teacher’s Job Performance in Ibadan Metropolis, Oyo State(Lead City University, Ibadan, 2024-12) Petra Rita Chinenye EMECHEBEThis study investigated the influence of Workload and school Plants Indices on the job performance of teachers in public senior secondary schools in Ibadan Metropolis, Oyo State. While the decline in the job performance of teachers in secondary schools poses a significant threat to the quality of education and the future of students is extensively discussed in literature, there remains a dearth of empirical evidence on the joint influence of Workload and school plant indices on teacher’s job performance in public senior secondary schools in Ibadan Metropolis, Oyo State. The study was guided by Social Exchange Theory and Systems Theory. Four research questions were posed, and four hypotheses were formulated. Descriptive survey research was utilized. The population comprised of all public senior secondary school teachers in Ibadan Metropolis (N=8,315) while the sample size was 825 with a response rate of 85.5%. Data were collected via an adapted questionnaire and analysed using descriptive statistics (frequency, percentages, mean, and standard deviation) and inferential statistics (linear multiple regression). The results showed that instructional and administrative job performances were high and under teacher’s workload, class size was moderate while teacher-student ratio was high. Availability of school plants such as staffrooms and school convenience were moderate, while their adequacy was observed to be low. Result from the regression analysis revealed a significant combined influence of workload and school plants on teacher’s job performance (p<0.05). Also, a statistically significant gender difference was observed, with male teachers outperforming female (p<0.05). In conclusion, the teachers’ workload and school plant indices have huge potential in influencing teacher job performance. It was recommended among others that school administrators should explore strategies for reducing class sizes and hiring additional staff. This will help distribute the workload more evenly and improve teacher satisfaction and performance Keywords: Workload, School Plant, School Convenience, Teacher’s Job Performance, Instructional Job performance, Administrative Job Performance Word Count: 293Item Principal’s Mentoring Competencies, Supervision Styles and Public Secondary Schools Teacher’s Job Performance in Ibadan Metropolis, Oyo State(Lead City University, Ibadan, 2024-12) Mary Abiola AYODELETeacher’s job performance is of great concern to stakeholders because of its importance to students’ achievement, school reputation, leadership recognition, and national educational goals. While many studies have explored teacher’s job performance predictors, few have focused on principal’s mentoring competencies and supervision styles. This study fills that gap by examining how these factors influence public senior secondary school teacher’s job performance in Ibadan Metropolis, Oyo State, Nigeria. A descriptive survey design type was employed, with a population of 337 principals and 6,213 teachers in Ibadan's public senior secondary schools. Using a multistage sampling procedure, the study involved 884 respondents: 52 principals and 832 teachers. Data were collected using two instruments (PMCSSQ) (r =0.884) and (TJPQ) (r =0.948) and analysed using descriptive statistics of frequency, simple percentage, mean, and inferential statistics of multiple regression analysis. Findings indicated high levels of teacher’s job performance (weighted mean = 3.16), and, principal’s mentoring competencies (weighted mean =3.39), with situational supervision style being the prominent style adopted (weighted mean =3.48). There was a significant combine influence of the principal’s mentoring competencies and supervision styles on the teacher’s job performance, Adj. R2 =.276, F(8, 815) = (40.285, p<0.05) and a significant relative influence (relationship building (β=0.176, t=3.929, p<0.05); effective communication (β=105, t=2.135, p< 0.05); fostering independence (β=0.091, t=1.757, p<0.05); promoting professional development (β=0.154, t=3.494, p<0.05); autocratic style (β=0.162, t=4.835, p<0.05); strategic style (β=0.127, t=3.069, p<0.05) on public secondary school teachers’ job performance in Ibadan Metropolis at a 0.05 level of significance. The study concluded that a principal’s mentoring competencies and supervision styles significantly predict a teacher’s job performance. It was recommended among others that principals should uphold their mentoring competencies and the government should have a principals’ and teachers’ appreciation policy in place for those having a record of excellent job performance to encourage them. Keywords: Principal, Mentoring Competencies, Supervision Styles, Teacher’s Job Performance. Word Count: 299Item Teacher Quality and Work Environment as Determinants of Job Performance among Senior Secondary School Teachers in Ondo State(Lead City University, Ibadan, 2024-12) Sileola Faith AREGBESOLAIn Ondo State, it appears that teachers’ job performance seems to be declining, especially in public secondary schools. This decline is evident in laid back attitude towards the job, poor engagement of students, teaching without a lesson plan and note, complaints from parents, absenteeism, gossiping with other staff, and using abusive words on students, among others. These observed phenomena may be as a result of poor motivation, poor organizational trust, poor leadership styles, heavy workloads, and stress, among others. There exists a gap in existing literature on teachers’ quality and work environment as determinants of the job performance of public secondary school teachers in Ondo State which this study tends to fill. A descriptive survey research design was used to guide the study. The population consists of 8,442 teachers distributed across 290 public secondary schools within Ondo State. A multi- stage sampling procedure that contains different sampling technique was employed. The study utlilised a self-developed questionnaire as instrument for the study. Findings revealed that the level of job performance among teachers in public secondary schools in Ondo State is high (x̄= 3.3); level of teachers quality in public secondary schools in Ondo State is high ( x̄= 3.25); status of work environment of public secondary school in Ondo State is moderate (x̄=2.95); the combined influence of teachers quality and work environment has a significant influence on job performance of public secondary school teachers in Ondo State (Adj. R2 = 0.993, F2,2832 = 197027.746; p < 0.05); work experience has the highest influence on teachers job performance (β = 0.545, t = 45.180, p < 0.05). Based on these findings, it was recommended among others that to sustain and further enhance the high job performance of teachers, it is crucial to maintain existing professional development programmes and expand them. Keywords: Teacher Quality, Work Environment, Teachers Job Performance, Work Experience. Word Count: 294Item Home and School Factors as Determinants of Secondary School Students’ Academic Achievement in English Grammar in Ibadan North West, Oyo State(Lead City University, Ibadan, 2024-12) Riches Ekaete OYENIYIThis research investigated home and school factors as determinants of academic achievement in English grammar among students in public secondary schools, Ibadan Northwest, Oyo State, Nigeria. Three research questions were answered, while two hypotheses were tested at 0.05 significance. Descriptive survey research design was employed. Target population comprised of one thousand, nine hundred and eighteen (1918) students in Ibadan Northwest, Oyo State, Nigeria. Two hundred and fifty (250) students were sampled using multi-stage sampling procedure. Two instruments–Home and School factors Questionnaire (HSFQ)(α = .886)”and “English Grammar Academic Achievement Test (EGAAT)(K20 = .881)”were used to collect data. Data were analysed using descriptive and inferential statistics. Results showed low academic achievement in English grammar (x̅= 2.367) of students. Availability of learning amenities at home (x̅= 2.476), Parental socio-economic of the students (x̅= 2.492) and Parental educational background (x̅= 2.411) are of “low level by the students. In addition, availability of instructional materials (x̅= 2.405), school location (x̅= 2.152) and peer pressure of the students (x̅= 2.405) are of “low level”, while teaching methods of the teachers (x̅= 2.562) is at a “moderate level by the students. There was a significant joint contribution of home and school factors to students’ academic achievement in English grammar (F6; 249 = 1.728, R2 = .014 Adjusted R2 = .024, P<0.05). Home factors had a coefficient β of 1.314 with a p-value of 0.178 and school factors had a coefficient β of 0.778 with a p-value of 0.371 do have significant relative influence on academic achievement of students in English grammar at P<0.05. In conclusion, low academic achievement of students in English grammar, low level of home and school factors negatively affected academic achievement of students’ English grammar. It was recommended that Parents should support students by recognising and mitigating the impact of workload on students' ability to engage fully in academic activities by making flexible scheduling options. Keywords: School Factors, Home Factors, Academic Achievement, English grammar Word Count: 300Item Spousal Communication Styles and Subjective Social Status as Determinants of Marital Harmony among Academic Staff in Colleges of Education in Oyo Town, Oyo State(Lead City University, Ibadan, 2024-12) Seun Olubunmi ATOLAGBEThere is a dearth of empirical studies in the area of spousal communication styles and subjective social status as determinants of marital harmony among academic staff of colleges of education in Oyo State. This study therefore investigated spousal communication styles and subjective social status as determinants of marital harmony among academic staff of colleges of education in in Oyo Town. The study employed the descriptive survey research design. The population of 392 male and female academic staff of colleges of education in Oyo Town was sampled. Data were collected using a research instrument with three subscales (α=.731). Challenges in marriage may affect the general quality of life and work of colleges of education teaching personnel Frequency counts, 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 a high state of marital harmony among academic staff of colleges of education in Oyo Town; positive communication style is the prevalent style used among academic staff of colleges of education in Oyo Town; spousal communication styles and subjective social status significantly jointly influence marital harmony of academic staff of colleges of education in Oyo Town (F(2,391)=2.066, Adj.R 2=.105); spousal communication styles (β=0.096, t=1.903) and subjective social status (β=0.037, t=.734) significantly relatively influence marital harmony of academic staff of colleges of education in Oyo Town. It is recommended among others that, periodic intervention by counselling psychologists be implemented for academic staff in order to enhance their communication styles for marital harmony. Keywords: Spousal communication styles, subjective social status, marital harmony, academic staff of colleges of education Word count: 249Item Universal Basic Education Resources Availability and Utilization as Determinants of Job Effectiveness among Public Junior Secondary School Business Studies Teachers’ in Kwara State, Nigeria(Lead City University, Ibadan, 2024-12) Victoria Olubunmi SOFOLAHANEmployee inefficiency is a risk, it impedes the expansion and production of any business. This study investigated influence of Universal Basic Education Resources Availability and Utilization as determinants of Job Effectiveness among Public Junior Secondary Schools Business Studies Teachers in Kwara State, Nigeria. Descriptive survey research design was adopted. The sample involved one thousand and fifty-four. State adopting total enumeration sampling technique. Descriptive statistics, t-test and multiple regression were used to analysed data. Findings revealed that the level of job effectiveness among respondents is high (x=3.14). The level of Availability of UBE resources is low (x=2.39). The level of utilization of UBE resources is high (X2.70) Combined influence of UBE resources Availability and utilization has the most significant influence on job effectiveness among business studies teachers (Adj. R2 = 0.946) and (F = 7906.251; p<0.001). Utilization of human resources (β = 0.913, t = 29.839, p-value < 0.001) exhibit strong positive influence on job effectiveness when considered separately, while utilization of instructional resources (β = 0.674, t = 5.907, p <0.001) and utilization of infrastructural resources (β = 0.552, t = 10.925, p <0.001) both contribute positively to job effectiveness respectively. Availability infrastructural resources (β = 0.605, t = 11.261, p < 0.001) and Availability of instructional resources (β = 0.389, t =5.258, p < 0.001) both reflects positive contribution to job effectiveness while Availability of human resources (β = 0.031, t =0.512, p < 0.001) exhibits the weakest influence on job effectiveness among the predictors. Further, finding revealed gender differences (x=3.145). It was concluded there are exist an intricate relationships among resource Availability, utilization and the job effectiveness of Business Studies teachers. It was recommended among others that continuous investment in professional development programmes for business studies teachers and administrators; increase in resources Availability on human. Keywords: Job Effectiveness, Universal Basic Education, Business Studies teachers, Resources Availability, Resources Utilization Word Count: 298Item Quality Management, Principal Instructional Supervision Skills, Human Resource Planning Practices and Senior Secondary School Teachers’ Attitude to Work in Lagos State(Lead City University, Ibadan, 2024-12) Ayinla Shamsideen SAULAIn Lagos State, Nigeria, there seems to be a growing concern regarding the attitude of teachers to work among educational stakeholders. This is evident in poor record keeping habit, poor punctuality habits, irregular attendance, and other unacceptable behaviours which undermine the quality of the teaching profession. These observed problems may be due to many reasons such as turnover intention, heavy workload, and poor motivation, among others. Many studies have been carried out to identify the cause of the observed phenomena using other variables, but it seems little attention has been paid by researchers in the aspect of quality management, principal instructional supervision skills, and human resource planning practices on public senior secondary school teachers’ attitude to work in Lagos State, which creates a gap in literature this study tends to fill. A descriptive research design of the survey type was used to guide the study. The population consist of all 8,860 teachers and 311 principals in public senior secondary schools in Lagos State. A multi-stage sampling procedure was utilized. Self-developed questionnaire and interview guide for teachers and principals respectively were used as instrument for the study. The findings revealed that the level of teachers attitude to work was moderate (x̄=2.94); level of quality management was high (x̄=3.00); level of principals’ instructional supervision skills was moderate (x̄=2.80); mostly used human resources management practice was training (x̄=2.90); the combined influence of the independent variables has a significant influence on the dependent variable (Adj. R2 =0.990) and (F(3,1996)=64023.303; p<0.05); on-going professional development has the strongest positive influence on teachers’ attitude to work (β=0.430, t=19.669, p<0.05); there was a significant gender difference in teachers’ attitude to work. It was recommended among others that educational stakeholders should implement comprehensive teacher well-being programmes that address both positive and negative attitudes among teachers. Keywords: Quality Management, Principal Instructional Supervision Skills, Human Resource Planning Practices and Teachers’ Attitude to Work Word Count: 296