Department of Educational Management

Permanent URI for this collection

https://repository.lcu.edu.ng/handle/123456789/58

Browse

Recent Submissions

Now showing 1 - 20 of 69
  • No Thumbnail Available
    Item
    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 ADEBIYI
    Many 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: 284
  • No Thumbnail Available
    Item
    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 ADEBAYO
    Teachers 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: 381
  • No Thumbnail Available
    Item
    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 FAPOHUNDA
    Motivation 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: 297
  • No Thumbnail Available
    Item
    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 EMECHEBE
    This 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: 293
  • No Thumbnail Available
    Item
    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 AYODELE
    Teacher’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: 299
  • No Thumbnail Available
    Item
    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 AREGBESOLA
    In 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: 294
  • No Thumbnail Available
    Item
    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 OYENIYI
    This 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: 300
  • No Thumbnail Available
    Item
    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 ATOLAGBE
    There 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: 249
  • No Thumbnail Available
    Item
    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 SOFOLAHAN
    Employee 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: 298
  • No Thumbnail Available
    Item
    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 SAULA
    In 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
  • No Thumbnail Available
    Item
    Motivational Factors, Organisational Trust and Job Performance of Lecturers in Polytechnics in Oyo State
    (Lead City University, Ibadan, 2024-12) Alice Olufunmilola SAMUEL
    This study examined the influence of motivational factors and organizational trust on the job performance of lecturers in Polytechnics in Oyo State. It appears these days that the job performance of lecturers in higher institutions is deteriorating. Indicators of this decline include absenteeism, accepting bribes for high scores, poor teaching skills, insufficient research, low student engagement, incomplete curriculum delivery, and high turnover intentions. Despite the efforts of various stakeholders, many lecturers appear not to be performing their duties effectively. While numerous studies have addressed the causes of such issues in universities, there seems to be a scarcity of literature focused on polytechnics in Oyo State, creating a gap in the literature that this study seeks to address. Three research questions and two hypotheses were formulated. Expectancy theory and Herzberg’s Two factor theory serves as a theoretical framework for the study. The study adopted a descriptive survey research design, targeting all lecturers in Oyo State polytechnics (N=1334), using a total enumeration sampling technique. Data were collected through a self-developed questionnaire (MFOTJPQ) and analyzed using both descriptive and inferential statistics. Results showed among others that the level of job performance was low (x̄=2.47), with housing support being the most prevalent motivational factor. Organizational trust was also found to be low (x̄=2.13). The combined influence of the independent variables significantly affected job performance (Adj. R²=0.348; F (2,985) = 264.304; p<0.05). Motivational factors had a significant influence on job performance (p<0.05), while organizational trust did not (p>0.05). Among the recommendations, it was suggested that polytechnics should develop performance enhancement programmes, including workshops, training, and resources aimed at improving teaching and research skills. Keywords: Motivational Factors, Organizational Trust, Job Performance, Lecturers in Polytechnics in Oyo State. Word Count: 265
  • No Thumbnail Available
    Item
    Motivational Indices, Leadership Styles and Administrative Staff Job Commitment in Private Universities in Oyo State
    (2024-12) Oluwaseyi Omolola ADEFILA
    There seem to be a growing concern and dissatisfaction with the level of job commitment among administrative staff members in private universities, particularly in Oyo State. Factors that contribute to these phenomena includes poor engagement, insufficient recognition and rewards, poor leadership and management, limited opportunities for career growth, and inadequate salary schemes among others as identified by previous studies. However, there appears to be limited research on these issues, specifically in Oyo State, hence, to fill this gap, this study investigated motivational indices and leadership styles as determinants of job commitment among administrative staff in private universities in Oyo State. A descriptive research design of the survey type was adopted to guide the study. The population consists of all 675 administrative staff in private universities in Oyo State. A total enumeration sampling technique was employed. The findings revealed that the level of job commitment of administrative staff in private universities in Oyo State is high ( X̄=3.13); the level of motivational indices in private universities in Oyo State is moderate ( X̄=2.81); the most adopted leadership style is the bureaucratic style; the combined influence of motivational indices and leadership styles has a significant influence on job commitment among administrative staff in private universities in Oyo State (Adj. R2 = 0.956) and (F(2,605) = 6520.744; P< 0.00); opportunities for advancement demonstrates the strongest positive influence on job commitment (β = 0.615, t = 14.540, P< 0.05). Based on these findings, it was recommended among others that given the positive perception of opportunities for advancement among administrative staff in private universities, Private Universities in Oyo State should further strengthen career development programmes. Keywords: Motivational Indices, Leadership Styles and Job Commitment Word Count: 270
  • No Thumbnail Available
    Item
    Autonomy, Educational Regulatory Laws, Institutional Factors and Administrative Effectiveness in Nigerian Universities
    (Lead City University, Ibadan, 2024-12) Wasiu OLANREWAJU- SMART
    In recent years, Nigerian universities have grappled with challenges impacting its effectiveness, particularly in administration. This study investigated the influence of University Autonomy, Educational Regulatory Laws, and Institutional Factors on Administrative Effectiveness in Nigerian universities. Emphasizing employee satisfaction, alumni engagement, and faculty development, the research assesses autonomy levels (administrative, pedagogical, and financial) and examines the influence of Autonomy, Regulatory Laws, and Institutional Factors, including Lecturer/Student Ratio, School Calendar Stability, and Governance Structure. Differences in administrative effectiveness based on Institutional Type (Federal, State, and Private) are explored. Using a multi-stage sampling procedure, 4,051 principal and administrative officers across Nigerian universities participated in the study. Data were collected through a self- designed Likert-scaled questionnaire (AERLIFAENU), ensuring validity and reliability through face, content, and construct validation. The instrument demonstrated high reliability (Cronbach alpha = 0.73). Data analysis, employing descriptive and inferential statistics, revealed notable administrative effectiveness: employee satisfaction (69%), alumni engagement (61%), and faculty development (82%). Regression analysis rejected the three hypotheses. Hypothesis one indicated a significant combined influence of Autonomy, Regulatory Laws, and Institutional Factors (p-value = 0.000) on administrative effectiveness. Hypothesis two refuted the idea of no significant relative influence, revealing Autonomy as the most influential (Beta = 0.783), followed by Institutional Factors (Beta = 0.356), and Regulatory Laws (Beta = 0.220). Furthermore, findings showed that Private universities exhibited the highest administrative effectiveness, followed by State and Federal universities. In conclusion, the research provided insights into factors shaping administrative effectiveness in Nigerian universities. Positive aspects, including autonomy and regulatory frameworks, paved the way for targeted interventions and continuous improvement. Recommendations include heightened focus on employee engagement initiatives, alumni and stakeholders’ engagement and strategic faculty development programs to enhance overall education and research quality. It also includes facilitation of updates of education regulatory laws to meet modern day realities. Keywords: Autonomy, Educational Regulatory Laws, Institutional Factors and Administrative Effectiveness Word Count: 293
  • No Thumbnail Available
    Item
    Development Programmes, Availability of Physical Resources and Staff Job Performance in Colleges of Education Delta State, Nigeria
    (Lead City University, Ibadan, 2024-12) Stella Ekpebide OGHENERUME
    Job performance among Staff in Colleges of Education, Delta State seem to be declining. This is evident in inadequate publications, missed deadlines, poor communication and others. Factors contributing to this include: absenteeism, work-related stress, low leadership quality skills, inadequate training, and resistance to change among others. While many studies have explored the causes of these issues in other states, it appears that there is a gap in research specifically focused on Delta State. To address this gap this study aims to investigate the influence of development Programmes and availability physical resources on staff job performance in Colleges of Education Delta State, Nigeria. A descriptive survey research design was used in this study. The population comprised 784 academic and senior administration staff in Colleges of Education Delta State. A complete enumeration sampling technique was used. The findings reveal that the level of Staff Job Performance was high ('x=̄2.89), the level of Development Programmes, is high ('x̄=2.96), and Physical resource availability is high ('x̄=2.51). The combined influence of Development Programmes and the availability of physical resources had a significant influence on staff job performance (Adj. R 2= 0.971) and (F2781) = 12880.166; p < 0.000.) among staff development programme, conference demonstrate the strongest on staff job performance (β =0.429, t =10.761, p < 0.000) and coaching does not have significant influence on job performance ((β = -0.003, t = -0.124, p > 0.05). Based on the findings of this study, it was recommended among other Colleges of Education should prioritize and fund Development Programmes, giving special attention to conferences, workshops, job rotation, and orientation. Keywords: Staff Job Performance, Development Programmes, Physical Resource Word Count: 260
  • No Thumbnail Available
    Item
    Classroom Management and Educational Resources as Determinants of Teachers’ Job Commitment in Public Secondary Schools in Southwest, Nigeria
    (Lead City University, Ibadan, 2024-12) Babatunde Joseph KOLASHI
    This research investigated Classroom Management and Educational Resources as determinants of teachers’ job commitment in Public Secondary Schools in Southwest, Nigeria. The missing gap filled was dearth of research on joint influence of classroom management and educational resources on teacher’s job commitment. The research was guided by Resources Dependent theory, side-Bet and Behavioural learning theories. Three research questions and three hypotheses were formulated and tested. Descriptive survey research design was adopted. The population consisted of principals (2,262) and teachers (56,827). Sample size comprised of (4,354) teachers and 1,061 principals. Two self constructed questionnaires:- Educational Resources and Classroom Management Questionnaire (ERCMQ) ( =0.892) and Teacher’s Job Commitment Questionnaire (TJCQ) ( = 0.871) were used. Data collected were analysed using descriptive and inferential statistics. Results revealed high level of teacher’s job commitment ( ?ത = 4.88), classroom management in public Secondary School, Southwest, Nigeria is moderate (?ത= 2.99). The level of educational resources available in public Secondary school is poor (?ത= 1.88). There was a combined significant influence of classroom management and educational resources on teachers’ job commitment (Adjusted R 2 = 0.674) (F = 342.861 = 0.000, P ˂ 0.05). There was a significant relative influence of classroom management (Beta = 0.155, t = 4.488) and educational resources (Beta = 0.807, t = 23. 325) on teachers’ job commitment. There was a significant relative influence of classroom management (Discipline and control; Beta 0.454, t = 21.461, communication; Beta = 0.109, t = 4.813, Instructional materials; Beta = 0.286, t = 4.836) educational resources (physical; plant; Beta = 0.897, t = 17.865, printed; Beta 0.598, t = 10.372, Non-printed; Beta = 0.450, t = 9.417) on teachers’ job commitment. It was recommended amongst others that educational resources should be available in the schools, monitoring and evaluating the utilization of educational resources and effective classroom management strategies should be implemented to improve teachers’ job commitment. Keywords: Classroom Management, Educational Resources, Teacher’s Job Commitment, Physical Plants Word Count: 300
  • No Thumbnail Available
    Item
    Personality Traits and Sports Performance as Predictors of Athlete Branding among Elite Players in Nigeria Premier Football League
    (Lead City University, Ibadan, 2024-12) Blessing Chisalam EKWE
    This study examined personality traits and sports performance as predictors of athlete branding among elite players in the Nigeria Premier Football League (NPFL). The aim was to explore athlete branding among players in the NPFL, analysing corporate perceptions, personality traits, sports performance, and age-related differences. Descriptive research design was used. The population consists of all NPFL players, NPFL and corporate organisations staff members in Nigeria. 340 NPFL players as well as 14 NPFL and organisation staff members were sampled. Purposive sampling and convenient sampling techniques to select respondents. Self-developed and validated questionnaires were used for data collection. The reliability coefficients were PTS (0.93), SPS (0.91), FPBS (0.85), and CONMSMS (0.88). Descriptive statistics were used to analyse demographic data and research questions. Inferential statistics of multiple regression and ANOVA were used to analyse hypotheses. The study revealed that the level of branding among NPFL players was high (mean=3.40); the perception of NPFL and organisation staff members on athlete branding was high (mean=3.32). There was a significant joint prediction of leadership and charisma on athlete branding among respondents (F(2,337)=99.300, p<0.05). There was a significant relative prediction of leadership (ß=0.213, t=3.568, p<0.05) and charisma (ß=0.441, t=7.337, p<0.05) on athlete branding. There was a significant joint prediction of sports records, skill level and big game performance on athlete branding among respondents (F(3,336)=83.104, p<0.05). There was a significant relative prediction of sports records, (ß=0.358, t=6.332, p<0.05) skill level (ß=0.173, t=2.923, p<0.05) and big game performance (ß=0.211, t=3.273, p<0.05) on athlete branding. There was no significant difference in athlete branding among respondents based on age (F(2,583)=0.624; p>0.05). The study concluded that level of athlete branding among NPFL players was high. Personality traits and performance predicted athlete branding but age did not. Recommendations include regular evaluation of athlete branding, workshops, surveys, and prioritisation of individual achievements overage. Keywords: Branding, Personality Traits, Performance, Football League, Sponsorship. Word Count: 297
  • No Thumbnail Available
    Item
    Principal’s Motivation Indices, School Environment and Conditions of Service as Determinants of Teachers’ Work Effectiveness in Public Secondary Schools in Ekiti State, Nigeria
    (Lead City University, Ibadan, 2024-12) Akinwale Oludare DEHINOLA
    This study investigated Principal’s motivation indices, school environment and conditions of services as determinants of teacher’s work effectiveness in public secondary schools in Ekiti state, Nigeria of which literature show paucity of studies on the subject. The gap filled was the dearth of study on joint influence of motivation indices, school environment and conditions of services on teacher’s work effectiveness. Social cognitive, expectancy-value and self-determination theories used to guide the study. Four research questions and two hypotheses were formulated. Descriptive survey research adopted. Study population was all principals (219) and teachers (8,167). Sample size comprised principals (219) and teachers (3,266). Two self-constructed questionnaires-principals’ motivation indices, school Environment and conditions of service Questionnaire (PMISECSQ) (α = 0.878) and Teachers’ Work Effectiveness Questionnaire (TWEQ) (α =0.842) were used. Data collected were analyzed using descriptive and inferential statistics. Results revealed that leadership efficacy, teacher satisfaction and empowerment, professional growth, with recognition and appreciation were the motivation indices mostly adopted by principals (?ത = 4.095). Results showed that principals mostly (?ത 4.249) create enabling environment for teacher’s work effectiveness. Results showed that the conditions of teachers’ service mostly affected their job effectiveness (?ത = 4.336). Results revealed that the level of teachers work effectiveness is high (?ത = 5.123). Results showed significant joint contribution of principal’s motivation indices, school environment, conditions of services on teachers’ work effectiveness in public secondary schools in Ekiti-State (?3.215 =1001.15, P ˂ 0.05). However, school environment (Beta = -.087; t = - 1.789) and conditions of service (Beta = -.352; t = -7.585) had significant negative relationship with teachers work effectiveness while principals’ motivation indices (Beta = 1.357; t = 25.082) had significant positive relationship. In conclusion, principal’s motivation indices, school environment, conditions of services have high level on the teachers’ work effectiveness in public secondary schools in Ekiti-State. It was recommended that principals should strive more to improve on teacher’s motivation, school environment and conditions of service for work effectiveness. Keywords: Principals’ Motivation Indices, School Environment, Conditions of Service, Work Effectiveness. Word Count: 321
  • No Thumbnail Available
    Item
    Influence of ICT and Field Work on Senior Secondary School Students’ Academic Achievements in Agricultural Science in Oyo Central Senatorial District, Oyo State
    (Lead City University, Ibadan, 2024-12) Adewumi John AKINRINOLA
    This study investigated the influence of ICT and fieldwork on academic achievement in Agricultural Science among SS2 students in Oyo Central Senatorial District. Using a descriptive survey design. The total population was 924 students. The study used a multi-stage sampling method to select six secondary schools meeting specific criteria. Sample sizes were determined proportionally based on population size, totalling 414 students. Instruments include ICT and Fieldwork Questionnaires (IFQ) and an Agric Science Achievement Test (AAT). Questionnaire reliability was assessed with Cronbach's Alpha (0.891), and AAT reliability with the Kudar Richanson KR20 method (0.883). Data was analysed using simple percentages and multiple regression was used to test the hypotheses. Challenges with ICT facilities in teaching Agricultural Science are notably high (x̅= 2.6148), while fieldwork areas' availability is also extensive (x̅= 2.1734). Relevancy of fieldwork areas scores very high (x̅= 3.186), while challenges related to fieldwork are moderately extensive (x̅= 1.948). The analysis reveals a significant contribution of both ICT facilities and fieldwork factors to students' academic achievement in Agricultural Science (F2, 214 = 1.085, Adj. R 2 = 0.158, P < 0.05). Computer and Email usage positively impact academic performance (Computer: Beta = 0.106, p = 0.015; Email: Beta = 0.593, p = 0.000), while Radio usage has a negative effect (Beta = 0.335, p = 0.000). Planting Bed and Livestock activities significantly contribute to academic achievement (Planting Bed: Beta = 0.710, p = 0.000; Livestock: Beta = 0.601, p = 0.000), but the Irrigation System does not (p = 0.507). This study reveals that ICT tools and fieldwork activities significantly boost SS2 students' academic achievement in Agricultural Science. Computers, email, and hands-on activities, like planting and livestock care, enhance learning, though challenges with ICT and fieldwork resources remain. Addressing these issues could further improve outcomes in Agricultural Science education. Recommendations included improving ICT infrastructure, providing financial aid, training maintenance personnel, addressing power supply issues, and implementing land allocation strategies. Keywords: Information Communication Technology, Fieldwork, Academic Achievement, Facilities Word Count: 299
  • No Thumbnail Available
    Item
    Instructional Resources, Teacher-related Factors and Students’ Academic Achievement in Practical Aspect of Biology in Oyo State, Nigeria
    (Lead City University, Ibadan, 2024-12) Olumide Temitayo AKINPELU
    The study investigated the influence of Instructional Resources and Teacher-related Factors on Students’ Academic Achievement in Biology Practical in Secondary Schools in Oyo State, Nigeria. Research of Literature shows influence of the combinations of many variables on the students’ academic achievement but not these two variables together, -Instructional Resources and Teacher-related Factors, which provided the gap for this study to fill. Research questions were posed and two hypotheses guided the study. Study population comprised of all the SS2 (Senior Secondary School Students, 81,083) in Oyo State, Nigeria, Sample size consisted of 500 students. The Expost Facto research design was employed. Data collection was conducted using the Instructional Resources and Teacher-related Factors Questionnaire (IRTRFQ) and the Practical Biology Test (PBT). Result showed low availability level of instructional resources ( ഥ ? =1.69), low utilization of instructional resources, (ഥ? =1.90) and also high status of teacher- related factors ( ഥ ? =3.12). Multiple regression analysis revealed an R .171, R² .029, Adjusted R² .023, indicating that the independent variables accounted for 2.3% of the variance in students' Biology practical performance. ANOVA results showed F2, 497 = 7.514; p=.05. Standardized Beta (B) weights indicated significant contributions of teacher-related factors (B = -0.119, t = -2.653; p=.05) and instructional resources (B = -0.106, t = -2.380; p=.05) to student achievement. The findings demonstrated that both variables significantly influence students' performance in Biology Practical. It is recommended that the government enhance support for schools through the provision of instructional resources and materials. Also, teachers who are the link between teaching and learning in our school system should be availed the opportunity to attend hands-on training Keywords: Instructional Resources, Teacher-related Factors, Academic Achievement, Biology, Oyo State Word Count: 265
  • No Thumbnail Available
    Item
    Principal Managerial Strategies and Information Communication Technology Instructional Materials as Determinants of Senior Secondary School Teachers’ Job Effectiveness in Lagos State
    (Lead City University, Ibadan, 2024-12) Grace Olayibo AKINFOYEWA
    It appears these days that teachers’ job effectiveness in Lagos State seems to be declining, which is evident in low job satisfaction, reduced student engagement, declining academic standards, parents and community dissatisfaction and high turnover rate. Factors contributing to this include burnout and stress, low level of availability of educational resources, poor leadership, and poor motivation among others. While little research has been conducted on principal managerial strategies and ICT instructional materials as determinants of job effectiveness of senior secondary school teachers in Lagos State, to fill this gap, this study investigated these factors as determinants of job effectiveness of senior secondary school teachers in Lagos State. A descriptive research design of the survey type was used to guide the study. The population consist of all 7852 teachers and 323 principals in public senior secondary schools in Lagos State. A multi-stage sampling procedure that contains different sampling technique and a self-developed questionnaire for teachers and principals was utilised. The findings revealed that the level of job effectiveness of senior secondary school teachers in Lagos State was high ( x̄=3.21); the most prominent principal managerial strategy in public senior secondary schools in Lagos State was time management( x̄=3.2); the mostly used ICT instructional material was e-text-based materials( x̄=2.91); the combined influence of principal managerial strategies and ICT instructional materials has a significant influence on job effectiveness of senior secondary school teachers in Lagos State (Adj. R2 = 0.990) and (F(2,1357) = 69129.968; p< 0.05); resource management demonstrates the strongest positive influence on teachers’ job effectiveness (β = 0.452, t = 21.501, p< 0.05). Based on these findings, it was recommended among others that public senior secondary schools should implement regular training and professional development programmes for teachers which focuses on enhancing administrative effectiveness and utilising ICT instructional materials effectively. Keywords: Principal Managerial Strategies, Information and Communication Technology (ICT) Instructional Materials, Job Effectiveness Word Count: 298