Department of Educational Management

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    Parental Involvement, Peer Pressure and Drug Abuse among Public Secondary School Adolescents in Ilorin West, Kwara State
    (Lead City University, Ibadan, 2025-12) Tayo ADELOWO
    This study examined the relationship between parental involvement, peer pressure, and drug abuse among public secondary school adolescents in Ilorin West, Kwara State. A descriptive survey design was adopted to investigate these factors, considering that drug abuse remained an escalating public health concern, with 33.7% of students in Nigeria's central region reporting psychoactive drug use. The study was grounded in Social Learning Theory, Family Systems Theory, Social Control Theory, and Ecological Systems Theory. The population comprised 16,200 senior secondary students in Ilorin West, from which 573 students (SS1– SS3) with a mean age of 16.5 years were selected through purposive and stratified random sampling. Data were collected using the Adolescent Drug Abuse Influencing Factors Questionnaire (ADAIFQ) and thematic interviews with school personnel. Quantitative data were analyzed using descriptive statistics, multiple regression analysis, and Pearson correlation through SPSS version 26, while qualitative data underwent thematic analysis. Findings revealed low drug abuse prevalence requiring rehabilitation (1.9%), though high knowledge of locally abused drugs existed (32.1% and 28.1% agreeing/strongly agreeing). Parental involvement emerged as a significant protective factor, with 88.0% of students reporting high parental supervision. However, emotional support (81.2%) and open communication (79.9%) were relatively weaker. Approximately 20-25% of students experienced peer pressure to consume drugs, with 24.1% struggling to refuse substances offered by peers. Multiple regression analysis revealed that parental involvement and peer pressure jointly explained 39% of variance in adolescent drug abuse (R² = 0.404, Adjusted R² = 0.390, F=57.4, p<0.05). Social media influence significantly predicted drug use (p = 0.021), accounting for 72% of variance among exposed students. The study concluded that adolescent drug abuse was influenced by family functioning, peer pressure, individual characteristics, and digital environments. Comprehensive prevention strategies targeting family relationships, resilience skills, peer resistance, and digital literacy were recommended. Keywords: Parental involvement, peer pressure, drug abuse, adolescents, secondary school students Word Counts: 293
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    Retirement Planning, Lifestyle Practices and Psychological Well-being among Retired Teachers in Ibadan South West Local Government, Area, Oyo State, Nigeria
    (Lead City University, Ibadan, 2025-12) Adenike Rukayat ADELEKE - MONSUR
    Psychological well-being is a central aspect of human life, reflecting the extent to which individuals experience emotional balance, life satisfaction, and a sense of purpose. This study investigated the influence of retirement planning, lifestyle practices psychological well-being among retired teachers in Ibadan South-West Local Government Area, Oyo State, Nigeria. The perspective of this study is how proactive retirement decisions and lifestyle choices affect psychological well-being in later life. This study was anchored on Maslow’s Hierarchy of Needs, Erikson’s Psychosocial Theory, and Ryff’s Psychological Well-being. Three research questions guided the study with two hypotheses which were tested at 0.5 level of significance. The study adapted a descriptive survey research design. The target population comprised all retired teachers within Ibadan South-West LGA, from 2020 to 2024 out of which 200 intact participants were used for this study. Data were collected using a structured questionnaire comprising three standardised scales: The Retirement Planning Scale, the Lifestyle Practices Scale, and the Psychological Well-Being Scale, all adapted and modified to suit the Nigerian context. with reliability co-efficient of (a = 0.88), (a = 0.91), and (a = 0.88) respectively. and analysed using descriptive (mean and standard deviation) and inferential statistics including Pearson Product-Moment Correlation and multiple regression. Findings revealed that retirement planning had a significant positive relationship with psychological well-being (r = .716, p < 0.05). Similarly, lifestyle practices were significantly associated with better psychological outcomes (r = .689, p < 0.05), indicating that both variables jointly influence the mental and emotional health of retirees. It concluded that effective retirement preparation and healthy lifestyle practices contribute meaningfully to the psychological well-being of retired teachers. This study therefore recommends that education authorities and stakeholders like counselling psychologist should intensify efforts in pre - retirement education and awareness training to equip prospective retirees with adequate planning strategies and healthy post-retirement lifestyle practices. Keywords: Retirement Planning, Lifestyle Practices, Psychological Well-being, Retired Teachers Word Count: 299
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    Gender, Socioeconomic Status and Cybercrime Intentions among Social Studies Students in Colleges of Education, Southwest, Nigeria
    (Lead City University, Ibadan, 2025-12) Olanrewaju Saheed JIMOH
    The growing trend of cybercrime in Nigeria diverts students’ attention from educational goals, potentially hindering their development as responsible citizens and obstructing national educational objectives. This study investigated the influence of gender and socioeconomic status on cybercrime intentions among social studies students in Colleges of Education across Southwest, Nigeria. It was anchored on social learning theory, feminist criminology theory, and strain theory. The study adopted a descriptive survey design. The population comprised all 1,439 second-year social studies students in 23 Colleges of Education located in Oyo, Osun, and Ogun States, representing federal, state, and private institutions. The entire population was sampled using the census method for comprehensive coverage. Data were collected using a self- structured instrument, the Gender and Socioeconomic Status on Cybercrime Intention Questionnaire (GSSCIQ), with a Cronbach’s Alpha reliability coefficient of 0.89. The data were analysed using descriptive statistics, multiple regression, and an independent samples t-test using SPSS version 27. The findings revealed that the most prevalent cybercrime intention among social studies students was an attitude towards cybercrime (46.76%). The relationship between gender and socioeconomic status and cybercrime intentions was that male gender exhibited higher cybercrime intentions compared to their female counterparts (r = -0.251, p < 0.05). The level of socioeconomic status, showed that economic situation has the highest with a weighted mean of (x̅ = 2.37). There was a significant joint influence of gender and socioeconomic status on cybercrime intention (F (2; 1427) = 17.617, Adj R2 0.023, p < 0.05). The relative influence of gender and socioeconomic status on cybercrime intention, was that peer influence has highest influence (B = 0.0398, SE = 0.029, β = 0.487, t = 13.592, p < 0.01). There was a substantial difference between the mean score of social studies students’ cybercrime intention between students living in rural and urban areas (t = 5.552, p< 0.05). The study concludes that cybercrime intentions among Social Studies students are significantly influenced by gender, socioeconomic status, and residential location. To mitigate these tendencies, Colleges of Education should integrate compulsory cybersecurity ethics modules contextualised with Nigerian case studies and conduct first-year boot camps with law enforcement. Gender-sensitive strategies, including ethical hacking contests for males and peer led forums for females, should be introduced. Programmes on financial literacy and anti- cybercrime clubs can counter socioeconomic risks. Finally, urban-targeted interventions and rural community workshops, supported by community policing, are essential for comprehensive prevention. Keywords: Cybercrime Intentions, Cybercriminal Motivation, Attitude Towards Crime, Latent Cybercriminal, Risk Perception, Moral Disengagement, Socioeconomic Status. Word Counts: 431
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    Influence of Entrepreneurship Education and Mindset on Entrepreneurial Intention among Business Education Students in Public Universities, Southwest, Nigeria
    (Lead City University, Ibadan, 2025-12) Ini Sunday MOSES
    Despite significant investment in entrepreneurship programmes, students’ entrepreneurial intentions appear to be persistently low. While individual elements of entrepreneurship education and mindset have been examined, there is insufficient integrated research linking these factors to the low entrepreneurial intentions among students which created a gap in literature that this study aimed to fill. This study investigated the influence of entrepreneurship education, and mindset on entrepreneurial intention among public universities’ business education students in Southwest, Nigeria. It was underpinned by the theory of planned behaviour, learning-by-doing entrepreneurial theory and implicit theory of intelligence. A descriptive survey research design was employed with a population of 952, 400 level students of Business Education in both State and Federal universities in Southwestern states. Total enumeration sampling technique was utilized. One research instrument – Business Education Students Entrepreneurial Intention Questionnaire (BESEIQ) ( ∝ = 0.890) was used for data collection. Three research questions were answered and four hypotheses were tested at 0.05 significant level, using descriptive statistics of frequency, mean and standard deviation and multiple regression analysis. Findings revealed that the level of entrepreneurial intention was moderate (Grand Mean = 2.64); level of entrepreneurship education was low (Grand Mean = 2.47); level of entrepreneurial mindset was high (Grand Mean = 3.07); the combined influence of the independent variables had a significant influence on the dependent variable (Adj. R2 =0.377) and (F(2,873)=265.615; p<0.05); there was a significant gender difference in entrepreneurial intention and mindset among Business Education students in public universities in Southwest, Nigeria (p < 0.05). The study concluded that the entrepreneurship education programme provided for undergraduates of Business Education students in public universities, Southwest Nigeria, was more theoretical than practical, with limited access to resources and inadequate support for developing real- world business skills. It was therefore recommended among others, that universities revise and implement entrepreneurship curriculum to deliver practical and hands-on experiences to equip students with industry sought-after expertise. Keywords: Entrepreneurship Education, Entrepreneurial Mindset, Entrepreneurial Intention, Gender. Word Count: 312
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    Lecturers’ Factors, Teaching Methods and Students’ Academic Outcome in Computer Keyboarding Skills in Colleges of Education, Southwest, Nigeria
    (Lead City University, Ibadan, 2025-12) Olaiwola Seun SODAMOLA
    The study investigated Lecturers’ Factors, Teaching Methods and Students’ Academic Outcome in Computer Keyboarding Skills in Colleges of Education, Southwest, Nigeria. Studies on research works have covered comprehensive nature on many traditional teaching methods but this research work incorporates and blends the traditional teaching methods applicable to practical with modern pedagogical approaches and contemporary lecturers factors. It highlights the critical function that lecturers fulfill in shaping students' academic performance through their educational strategies, dispositions, and anticipations. The research emphasizes that lecturers’ salary, teaching experience, qualifications, teaching facilities and working condition of lecturers may have an impact on student outcomes, despite the fact that these variables have yielded inconsistent findings. The aim of the study is to investigate the influence of lecturers’ factors and methods of teaching on student’s academic outcome in computer keyboarding skills. Two-Factor Theory, Constructivism Learning Theory, Theory of Behaviorism and Connectivism were applicable and used Descriptive survey research design was adopted. Five objectives of the study, three research questions and two null hypotheses guided the study. The sample covered total number of (1105) one thousand one hundred and five 200 level Business Education students. The validity of the instrument was determined by two experts in research methodology to make inputs while the internal consistency reliability coefficient of 0.68 was obtained for the study Descriptive and inferential statistics: simple percentage, mean, standard deviation and anova were used to analyze data. Findings revealed that the level of academic outcome in computer keyboarding skills is high (x=3.48) and standard deviation of (0.66). The level of status of lecturers’ factors in computer keyboarding skills is high with average weighted mean of (X3.36) with standard deviation of (0.66). The Degree to which teaching methods enhance computer keyboarding Skills is also high (x=3.38) and standard deviation of (0.66). The results show a Multiple Regression coefficient of R = .508, an adjusted R² = 0.257, indicating a positive correlation on combined influence of lecturer’s factors and methods of teaching on academic outcome of students. (Adj. R 2 = 0.257) and (F = 157.791; p<0.001). Research hypothesis two presents the standardized beta (β) coefficients which revealed relative influence of lecturer’s factors and methods of teaching on academic outcome of students. The results show that all predictor variables significantly influence students' academic outcomes in computer keyboard skills, with [β = .299, t(139) = 9.111, p < 0.05] and [β = .298, t(139) = 9.323, p < 0.05]. It was concluded that, high level of academic outcome in computer keyboarding exists among students as a result of lecturers’ factor and application of appropriate teaching methods. The results concluded that, effective pedagogical techniques and lecturer-student interactions are essential for enhancing students' learning outcomes in the domain of computer keyboarding skills. It was recommended that, government should continue to support and maintain competitive salaries, improve working environments, and provide opportunities for professional development. among others and lecturers should continue to intensify of application of appropriate teaching methods. Keywords: Academic Outcome, Computer Keyboarding, Lecturers’ Factors, Teaching Methods, Skills Word Count: 498
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    Effect of Academic Functional Learning Aptitude Test Strategies on the Academic Achievement of Learners with Autism Spectrum Disorder in Nigerian Inclusive Schools
    (Lead City University, Ibadan, 2025-12) Bolanle Titilayo SEGILOLA
    The Joint National Association of Persons with Disabilities (JONAPWD) in Nigeria categorises learners with Autism Spectrum Disorder (ASD) under intellectually challenged group in both the constitution and the Inclusive Education Policy. This classification limits the exploration of academic achievement among ASD learners in Nigerian inclusive schools. To address this gap, the Academic Functional Learning Aptitude Test (AFLAT) model was developed. AFLAT comprises three components: academic aptitude diagnostics battery, teaching-learning strategies, and a support learning plan. This study aims to examines the main and interaction effects of AFLAT strategies on the academic achievement of ASD learners in inclusive settings, considering moderators such as gender, location, and socioeconomic status (SES). The study applies the treatment of AFLAT strategies with consideration to three theoretical reviews of ASD’s mind perception, functional cognition and Blooms taxonomy of learning to improve the academic achievement. Seven research objectives and hypotheses were formulated and tested at a 0.05 level of significance. A quasi-experimental design was employed to assess the impact of AFLAT strategies (independent variable) on academic achievement (dependent variable), incorporating moderating variables. A sample of 60 ASD learners was selected from a population of 954 across four Nigerian regions and five states using a multi-stage sampling technique. Instruments used for data collection include the AFLAT’s Specified Achievement Test (SAT-Guided) in selected subjects, and the Academic Aptitude Assessment Report (AAA-R), which provides aptitude ratings for academic performance. Instruments were subjected to face and content validity, and inter-rater reliability yielded a coefficient of 0.781, indicating good consistency. Data were analysed using descriptive statistics (frequency and percentage) and inferential statistics (Analysis of Covariance). Results showed significant main effects of AFLAT strategies on academic achievement (F(1,57)=19.812, p<0.05, η²=0.258), and a significant effect based on residential location, particularly among urban participants (F(1,57)=5.714, p<0.05, η²=0.091). These findings led to the rejection of null hypotheses 1 and 3. Post hoc was further used to estimate the direction of marginal means of the covariates in a chart. However, null hypotheses 2 and 4 were accepted, indicating no significant main effects for gender, (F(1,57)=0.910, p>0.05, η²=0.016) and main effect of socio-economic status (SES), (F(2,56)=0.807, p>0.05, η²=0.028) on academic achievement of ASD learners. Also, no significant interactions between AFLAT strategies and the moderating variables in hypotheses 5 to 7. These include; gender, (F(1,55)=0.249, p>0.05, η²=0.005), location of residence (F(1,55)=0.824, p>0.05, η²=0.015), and SES, (F(2,53)=0.260, p>0.05, η²=0.010). The estimated marginal means here differed only minimally across groups. In conclusion, ASD learners in the treatment group showed immediate academic improvement, when compared to the control group. The study recommends that stakeholders in education, health, and social inclusion sectors should prioritise the learning of specially impaired learners considering academic and aptitude approaches based on AFLAT strategies to enhance learning outcomes in inclusive schools. This research contributes to the pedagogical structure of inclusive education, highlighting AFLAT’s potential to benefit not only ASD learners but also those with other impairments and neurotypical learners in the Nigerian inclusive schools. Keywords: Academic Functional Learning, Aptitude Test, Autism Spectrum Disorder, Academic Achievement. Word Count: 500
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    Information and Communication Technology Use, Teacher-Student Relationships and Senior Secondary School Students’ Attitudes towards Learning in Southwest Nigeria
    (Lead City University, Ibadan, 2025-12) Dolapo Omotayo RAJI
    In Southwest Nigeria, there seems to be a growing concern regarding the attitude of senior secondary school students towards learning among educational stakeholders. From experience and observation by the researcher, it appears that some senior secondary school students in Southwest Nigeria exhibit negative attitudes towards learning. This is evident in poor academic performance, poor engagement, examination malpractice, truancy, skipping classes, and low participation in class and extracurricular activities. Studies have examined the causes of the aforementioned problem in other states, focusing on other variables, however, much work has not been done on information and communication technology use, teacher-student relationships and senior secondary school students’ attitudes towards learning in Southwest Nigeria. Thus, to bridge this gap, this study investigated the influence of Information and Communication Technology (ICT) use and teacher-student relationships on senior secondary school students’ attitudes towards learning in southwest Nigeria. Descriptive survey research design guided the study. The population of the study comprised of 208,804 students from the 2,262 public senior secondary schools in Southwest, Nigeria. Multi-stage sampling procedure comprising various techniques was used to select the sample size of 1187 senior secondary school two students. A self-developed questionnaire titled (SSSSALQ) (α = 0.789) for students was used to collect data from respondents. The findings of the study revealed that the level of public senior secondary school students’ attitudes towards learning was low (x̄= 2.4); level of information and communication technology use was low (x̄ = 2.19); the most prominent teacher-student relationship was authoritarian; information and communication technology use and teacher-student relationship have an significant combined influence on public senior secondary school students’ attitude towards learning (Adj. R2 = 0.821) and (F(2,1018) = 2343.047; p < 0.05); information and communication technology use has a significant influence on the dependent variable (β =0.762, t = 39.367, p < 0.05) and teacher-student relationship has a significant influence on the dependent variable (β = 0.185, t = 9.580, p < 0.05); there is a significant gender difference in public senior secondary school students’ attitude towards learning (p < 0.05). Based on these findings, it was concluded that both ICT use and teacher-student relationships significantly influence senior secondary school students' attitudes towards learning in Southwest Nigeria. Thus, it was recommended among others that schools should consider using teaching techniques that involve students more actively, such as group discussions, hands-on projects, or peer teaching. These methods can help make learning more enjoyable and encourage students to participate more in class. Also, schools should include training on using technology effectively in their professional development programs for teachers. This will help teachers learn how to incorporate technology into their teaching while also building positive relationships with their students. Keywords: Information and Communication Technology Use, Teacher-Student Relationships, Senior Secondary School Students’ Attitudes towards Learning Word Count: 447
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    Effects of Think-Pair-Share and Problem-Solving Teaching Methods on Academic Achievement in Financial Accounting Among Business Education Students in Public Universities, Southwest, Nigeria
    (Lead City University, Ibadan, 2025-12) Elizabeth Remilekun ORE
    The teaching of Financial Accounting in universities is of great interest as the general low academic achievement of Business Education students in this course in public universities in Nigeria is becoming alarming. It is based on this that study investigated the effects of Think- Pair-Share and Problem-Solving Teaching Methods on Academic Achievement in Financial Accounting among Business Education Students in Public Universities, Southwest, Nigeria. The study anchored on three theories namely: Walberg Theory of Educational Productivity, Social Interdependence Theory and Gestalt Theory. One research question was raised while five hypotheses were formulated and tested at 0.05 level of significance. Quasi-experimental research design was adopted. The population of the study was 1,270 200 level Business Education students from all public universities in Southwest, Nigeria offering Business Education as a course of study. Sample size was 423 intact class participants drawn using simple random and purposive sampling techniques; however, only 384 participated. Two research instruments; Financial Accounting Achievement Test and Instructional Guide were used for the study with a reliability coefficient of 0.75 for the Financial Accounting Achievement Test” (FAAT) instrument. One-way Analysis of Variance (ANOVA) was used to test Hypothesis One; a Two- way Analysis of Variance (ANOVA) was used to test Hypothesis Two while dependent sample test (paired sample t) was used to test Hypotheses Three, Four and Five with the aid of Statistical Product and Service Solution version 27.0. Findings of the research question showed that 185 students representing 48.2% fell in the low achievement group, 154 students representing 40.10% fell into the moderate achievement group while 45 students, corresponding to11.72% performed excellently. Findings of hypotheses showed that: the mean score (59.75 ± 12.46) of students who were taught using problem-solving teaching method, indicates superior performance compared to those taught with the think-pair-share method (51.59 ± 14.16) and the lecture method (41.94 ± 11.86)n with a F-statistic of 73.470 with p-value of 0.000, (F (1, 378) =.367, p =.545) also indicated that gender by itself does not significantly affect students' academic achievements. Also, the mean score (51.59± 14.16) of students who were taught using Think-Pair-Share teaching method was significantly different (t = 5.520, df = 78, p<0.01) from the mean score of students taught using conventional lecture method (40.75± 11.61), the mean score (59.70± 12.52) of students who were taught using problem-solving teaching method was significantly different (t = 11.405, df = 109, p<0.01) from the mean score of students taught using conventional lecture method (40.85±10.88). The pre-test mean score (43.75± 13.66) is significantly different (t = -7.659, df = 383, p<0.01) from the post-test mean score of students taught using think-pair-share, problem solving and conventional lecture methods (49.08± 14.68). It was concluded that the use of learner- centred methods such as think-pair-share and problem-solving teaching methods are more effective in improving Business Education students’ academic achievement in Financial Accounting. The researcher recommended among others that lecturers should implement a mixed strategy that incorporates TPS and problem-solving teaching methods in order to improve overall student engagement and achievement in Financial Accounting. Keyword: Corporative Learning, Financial Accounting, Problem-Solving, Think-Pair-Share Word Count: 500
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    Influence of Self-Concept, Emotional Support and Parenting Efficacy as Predictors of Social Competence of Adolescents in Lagos State, Nigeria
    (Lead City University, Ibadan, 2025-12) Blessing Elohor ONWUAMAH
    Low social competence in adolescents, mainly associated with the physical or emotional absence of their fathers, can result in feelings of rejection, depression, and, ultimately, poor academic achievement. Thus, using a ex-post-facto descriptive research design, this study investigated the influence of self-concept, emotional support, parenting efficacy, and social competence on adolescents in public senior secondary schools in Lagos, Nigeria with special interest in those from father-absent homes. The respondents were selected using the multistage sampling procedure. Data were analysed using descriptive and inferential statistics, with a 0.05 alpha level of significance. 1101 students participated in the study. The level of the variables were determined using the frequency table and the following were the results: social competence of adolescents from father-absent homes was high (weighted mean =3.063) which was comparable but slightly higher in those in general category (weighted mean= 3.037), level of self-concept of the adolescents from father-absent homes was moderate (weighted mean =2.863) comparable to those from general category (weighted mean = 2.805), the level of emotional support of the adolescents from father-absent homes was high (weighted mean = 3.011) comparable to those from the general group (weighted mean = 3.117), the level of parenting efficacy of all the adolescents from father-absent homes was moderate (weighted mean = 2.833) and comparable to those from the general category (weighted mean=2.891). There was significant joint influence of self-concept, emotional support and parenting efficacy on the social competence of adolescents from father-absent homes. (F(3, 421) = 9.099, R2 = 0.061, p <0.05) with those from general category (F(3,1101) =34.164, R2 =0.085, p= <0.05) There was a significant relative influence of parenting efficacy (β= 0.162, t = 3.037, p = < 0.05) and self-concept (β= 0.118, t- 2.406, p= <0.05) on the social competence of adolescents from father-absent homes while the general category had same level of influence with values as parenting efficacy (β= 0.166, t = 5.035, p = < 0.05) and self-concept (β= 0.182, t- 5.987, p= <0.05) being significant. There was no significant gender difference in the social competence of adolescents from father-absent homes (p =0.729) and those from general category (0.666). There was no significant gender difference in the self-concept of adolescents (p = 0.460) from father-absent homes and those from general category (p = 0.585).The results point to the fact that there could be other factors affecting the adolescents from father-absent apart from the independent variables highlighted in this study, thereby giving room for further research on the father-absent adolescent population. School counselling interventions that can encourage more peer engagement and training for single mothers on emotional connection and discipline strategies are recommended to help adolescents in general regardless of their father-status. Keywords: Self-concept, Emotional Support, Parenting Efficacy, Social Competence, Adolescents. Word Count: 445
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    Evaluation of the Universal Basic Education Programme in Ondo State, Nigeria
    (Lead City University, Ibadan, 2025-12) Folake Sarah OLANIYAN
    Despite numerous policy interventions such as Infrastructure Development, Teacher Training and Development, Provision of Educational Materials, Increased Funding, Recruitment of Teachers, Provision of Furniture and Equipment etc and significant investments by the Ondo State Government to achieve universal access to quality education, major challenges persist. The continued prevalence of street hawking among school-age children, high failure rates, moral decadence, truancy, indiscipline, and a troublingly high illiteracy rate highlight deep rooted obstacles within the educational system. Although previous studies have addressed aspects of educational challenges, there remains a gap in existing literature that holistically assesses the overall success of the Universal Basic Education (UBE) Programme in achieving its intended objectives in Ondo State, Nigeria. This study therefore aims to fill this gap by conducting a comprehensive evaluation of the UBE Programme in the state. Five research questions were raised, two theories were used for the study namely: System Theory and Context, Input, Process, Product (CIPP) Theoretical Model. Descriptive research design was used to guide the study. The study population comprised 31,360 SSS1 students, 2,835 teachers, and 308 principals across public secondary schools in the state. Using a multi-stage sampling procedure, 2,204 students, 177 teachers, and 20 principals were selected. Data were collected through three self-designed instruments — the Student Questionnaire (SQEUBEP), Teacher Questionnaire (TQEUBEP), and Principal Questionnaire (PQEUBEP) — all validated with a Cronbach’s Alpha reliability coefficient of 0.889, 0.756 and 0.811 respectively. Findings revealed that the UBE Programme, to a high extent,has developed a strong educational consciousness and commitment among the citizenry (x̄ = 3.28); UBE programme has effectively provided free, universal basic education to children of school- going age to a high extent (x̄= 3.17); to a high extent, there is a significant reduction in school dropout rates, attributed to improvements in the relevance, quality, and efficiency of education delivery (x̄= 3.14). In addressing the needs of young persons who interrupted their schooling, the UBE programme was rated highly (x̄= 3.05); lastly, the programme’s efforts to ensure the acquisition of literacy, numeracy, life skills, and moral and civic values were rated highly (x̄ = 3.17). In conclusion, the UBE Programme in Ondo State stands as a transformative initiative that is contributing positively to the realization of basic education for all. Based on these findings, it was recommended that the government sustain and intensify awareness campaigns and community sensitization efforts about the value of basic education, leveraging local media and grassroots mobilization to further strengthen citizens’ commitment, particularly in underserved rural communities. Based on these findings, it is recommended that the government sustain and intensify awareness campaigns and community sensitization efforts about the value of basic education, leveraging local media and grassroots mobilization to further strengthen citizens’ commitment, particularly in underserved rural communities. Keywords: Evaluation, Universal Basic Education, and Public Secondary Schools in Ondo State. Word Count: 453
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    Motivation, Principals’ Supervision of Instructional Styles and Public Secondary School Teachers’ Job Performance in Southwest, Nigeria
    (Lead City University, Ibadan, 2025-12) Sunday Mayowa OKE
    In Southwest Nigeria, concerns are rising among education stakeholders about the job performance of public secondary school teachers. Despite their central role in delivering quality education, recent evidence suggests a decline in key competencies such as instructional effectiveness, classroom management, assessment practices, student support, and technology integration. This situation prompted investigations into the factors influencing teacher performance. While previous studies have examined the effects of principals’ instructional supervision and teacher motivation separately, limited research have explored their combined influence. This study addressed that gap using a mixed-method research design. The population for the study comprised 56,827 teachers and 2,262 principals of public senior secondary schools across Southwest Nigeria. Using a multi-stage sampling procedure, participants were drawn from Oyo, Ogun, and Ondo States. Quantitative data were collected from 1,773 teachers using the “Questionnaire on Secondary School Teachers’ Job Performance (QoSSTeJoP)” (r = 0.795).For the qualitative aspect, 143 principals were interviewed using the “Principal’s Interview Guide (PIG)’’. Descriptive statistics of frequency, percentages, mean, standard deviation were used to analyse demographic data and research questions, while multiple regression and t-tests were used to test hypotheses at the 0.05 significance level. Content analysis was used to analyze qualitative data. Findings indicated that both teachers’ job performance (xˉ = 3.06) and motivation (xˉ =3.12) were perceived as high. Directive supervision emerged as the most commonly adopted style among principals (48.4%). A multiple regression analysis revealed that the combined effect of motivation and supervisory style on teacher performance was statistically significant (Adj. R2 = 0.874; F(2, 1770) = 6171.071; p< 0.05). Motivation had the strongest influence (β = 0.572, t = 34.924, p< 0.05). Significant gender differences were also observed in teachers’ job performance with female teachers (N = 926, Mean = 78.53, SD = 24.211) outperforming their male counterparts (N = 847, Mean = 73.98, SD = 12.933). Based on teachers’ responses, a significant gender difference was also found in principals’ supervision of instruction. Female principals (Mean = 45.12, SD=12.024) engaged more actively than male principals (Mean = 43.33, SD=8.173). Conclusively, in this study, motivation and principals’ supervision of instructional styles were found to have a significant influence on the job performance of public secondary schools teachers’ in Southwest Nigeria. To sustain and improve high teachers’ job performance in Southwest Nigeria, the study recommended more regular professional development, more improvement on supportive work environment, and granting more teacher autonomy that foster modern teaching strategies and instructional effectiveness. Keywords: Job Performance, Instructional Effectiveness, Classroom Management, Motivational Factors, Autonomy, Principals’ Supervision of Instructional Styles, Gender. Word Count: 403
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    Psychological and Demographic Factors as Predictors of Marital Harmony among Secondary School Teachers in Oyo State, Nigeria
    (Lead City University, Ibadan, 2025-12) Martina Abiodun, OHENHEN
    Marriages in contemporary society face increasing challenges, often shaped by the diverse backgrounds of partners. Although previous studies have examined general determinants of marital satisfaction among teachers, limited attention has been given to the combined influence of psychological and demographic factors on marital harmony within the profession. This study therefore investigated the predictive roles of psychological and demographic variables in marital harmony among secondary school teachers in Oyo State, Nigeria. Anchored on five key theoretical frameworks – Attachment, Family Systems, Communication, Self-determination and Psychological Well-being theories, the study adopted a descriptive survey design. A stratified and simple random sampling of 966 married male and female teachers provided a balanced sample. Data were collected using a validated questionnaire, “Psychological Demographic Marital Harmony Questionnaire (PDMHQ)’’ measuring marital communication, anxiety, emotional intelligence, dual-earner profile, educational qualification, age, and marital harmony with r value of 0.75 at 0.05 level of significance. Analyses were conducted using Pearson’ Product-Moment Correlation, Multiple Regression, and Analysis of Variance (ANOVA). Findings from the 944 retrieved data revealed that anxiety has a strong and significant positive influence on marital harmony, as indicated by a standardised coefficient of β = 0.674 (p < .001). This suggests that as teachers experience higher levels of anxiety, their marital harmony tends to improve. Emotional intelligence, on the other hand, was found to have a significant but negative effect on marital harmony (β = -0.098, p < .001). This implies that teachers with higher emotional intelligence may also possess heightened awareness of marital challenges, which could amplify their perception of disharmony. Marital communication emerged as another strong predictor, showing a positive and significant relationship with marital harmony (β = 0.420, p< .001). Effective communication allows couples to express their emotions, resolve conflictsamicably, and maintain intimacy, all of which are critical components of harmony in marriage. This means that psychological predictors, communication, emotional intelligence and in particular anxiety against previously established literature, accounted for a significant proportionof the variance in marital harmony (R² = 0.345, F(3,596) = 105.67, p < 0.05). Demographic predictors also made a meaningful contribution (R² = 0.274, F(3,596) = 74.53, p < 0.05), with educational qualification and dual-earner couple structure positively contributed, whereas age showed a modest but significant influence. When psychological and demographic factors were combined, the results demonstrated a stronger predictive power on marital harmony (R² = 0.417, F(6,593) = 70.28, p < 0.05). The study concludes that both psychological competencies and demographic contexts play significant roles in shaping marital harmony among married teachers. It recommends conducive workplace policies, premarital education, and counselling interventions aimed at strengthening emotional intelligence, anxiety management and communication skills, while addressing the specific challenges of dual-earner couples. Key Words: Marital Harmony, Emotional Intelligence, Marital Communication, Anxiety, Psychological and Demographic Factors, Secondary School Teachers Word Count: 444
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    National Values Awareness and Civic Responsibilities of Teachers as Determinants on Character Development among Social Studies Students in Public Secondary Schools in Oyo State, Nigeria
    (Lead City University, Ibadan, 2025-12) Omolayo Ayodele OGUNNIYI
    National values and civic responsibilities are essential components that contribute significantly to character development. However, there has been a growing concern over the increasing prevalence of negative behaviours such as bullying, cheating, disrespect, and harassment particularly among secondary school students. These behavioural issues have become widespread and pose a serious challenge to the effectiveness of character development within the school system. This study investigated national values awareness and civic responsibilities as determinants on character development among Social Studies students in public Secondary Schools in Oyo State, Nigeria. A descriptive survey. The study's population included 625 public junior secondary schools, 875 Social Studies teachers, and 15,360 students in JSS 2 across Oyo State’s three senatorial districts. A multistage sampling technique was applied. The sample included 276 schools, 382 teachers, and 2,682 students. Data were collected using two self-constructed questionnaires: the "Character Development of Social Studies Students Questionnaire (CDSSSQ)"( =0.838) and the “Teachers Awareness of National Values Civic Responsibilities Questionnaire (TANVCRQ)”( = 0.805). Descriptive statistics, were used to summarise demographic data and answer research questions. Pearson Product Moment Correlation and Multiple Regression Analysis were employed to test hypotheses at a 5% significance level. The results revealed that teachers possess a high awareness of national values, with an overall mean of 3.49. Teachers demonstrated high awareness in promoting tolerance (mean = 3.44), responsible citizenship (mean = 3.60), and justice (mean = 3.46), reflecting their commitment to fostering acceptance, fairness, and civic responsibility. Awareness of civic responsibilities was similarly high, with a mean score of 3.41. Teachers consistently encouraged volunteering and community engagement (mean = 3.66) and emphasised law-abiding behaviours (mean = 3.44), underscoring their commitment to civic duty. Students reported high character development levels, with an overall mean score of 3.18. Teachers’ focus on honesty, integrity, and empathy was instrumental, with honesty scoring the highest (mean = 3.53) among students’ character traits. However, empathy and social responsibility displayed moderate scores (mean = 3.21 and 3.05). There was significant relationship between teachers' awareness of national values and students' character development (r = 0.222, p < 0.05) and between civic responsibilities awareness and character development (r = 0.218, p <0 .05). The joint contribution of national values and civic responsibilities awareness was statistically significant (R = 0.242, R² = 0.058, F =76.769, p < 0.05), explaining 5.8% of the variance in students' character development. Additionally, teachers’ awareness of national values (β = 0.139, p < 0.05) and civic responsibilities (β = 0.127, p < 0.05) were significant predictors of character development. A t-test showed that male students displayed slightly higher character development than females (t = 2.604, p < 0.05). The study stressed the critical role of teachers' awareness of national values and civic responsibilities in shaping students' character, continuous professional development for teachers in civic education to enhance consistency was recommended. Keywords: Character Development, Teacher’s Awareness, National Values, Secondary School Students Word Count: 494
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    Principal Administrative Practices and Employee Benefits as Correlates of Teachers’ Commitment towards Universal Basic Education (UBE) in Southwest, Nigeria
    (Lead City University, Ibadan, 2025-12) Taofeek Oyesola LAMIDI
    This study investigated principal administrative practices and employee benefits as correlates of teachers’ commitment towards Universal Basic Education (UBE) in Southwest, Nigeria. Search of literature shows scarcity of studies on joint contribution of the above predictors on teachers’ commitment to UBE. Three research questions and two hypotheses were raised. Descriptive research design was employed. Population included 54,870teachersand 2,398 principals. 3013 teachers and 911 principals were sampled using multi-stage procedure. Teachers’ Commitment Questionnaire (TCQ)(α = .876)”, and Principal Administrative Practices and Employee Benefit Questionnaire (PAPEBQ)(α = .805)”were used to collect data. Data were analysed using descriptive and inferential statistics. Results showed high level of teachers’ commitment to the school (x̅= 2.542) and students (x̅= 2.535) but low commitment to teaching/profession (x̅= 2.459). Principals highly adopt supervision (x̅= 2.564) and involvement of teachers in decision- making (x̅= 2.550) for teachers’ administration. Fringe benefits (x̅= 2.583) and paid time off benefits (x̅= 2.752) are highly provided for teachers whereas there is low level of provision of insurance benefits (x̅= 2.056). Principals' administrative practices and employee benefits jointly contribute significantly to teachers' commitment to UBE (F6, 904 = 4.928, P<0.05).Supervision (β = .081; t = 2.354; sig. = .033), involvement of teachers in decision-making (β = .094; t = 2.675; sig. = .021), staff development practices (β = .072; t = 2.165; sig. = .038), fringe benefits (β = .152; t = 3.808; sig. = .003) and paid time off benefits (β = .137; t = 3.235; Sig. = .008) except insurance benefits (β = -.060; t = -1.631; Sig. = .099)all have significant relative influence on teachers’ commitment to universal basic education at P<0.05.In conclusion, principals' administrative practices and employee benefits significantly influence teachers' commitment in universal basic education. It was recommended among others that attention should be given to improving teachers’ commitment by ensuring better administrative practices and more provision of employee benefits. Keywords: Principals Administrative Practices, Employee Benefits, Teachers’ Commitment Word Count: 300
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    Self-Esteem, Parental Attitude, and School Connectedness as Determinants of Antisocial Behaviour of Adolescents in Public Senior Secondary Schools in Lagos, Nigeria
    (Lead City University, Ibadan, 2025-12) Fatimah Adenike RABIU
    Adolescents in public senior secondary schools in Lagos, Nigeria, increasingly exhibit antisocial behaviours such as bullying, substance abuse, aggression, and defiance, posing a threat to their personal development and societal harmony. Traditional disciplinary and educational measures have proven inadequate in curbing these behaviours, making it necessary to explore the influence of psychosocial and environmental factors on adolescent conduct. Consequently, this study examined the influence of self-esteem, parental attitude, and school connectedness on the antisocial behaviour of adolescents in public senior secondary schools in Lagos, Nigeria. The research adopted a descriptive survey research design. The population comprised adolescents from public senior secondary schools in Lagos State, 2,342 senior secondary school students selected from 120 public schools throughout Lagos, a descriptive survey design was employed. The Taro Yamane formula was used to determine the proper sample size in a multi-stage sampling procedure. Data were collected using four structured, validated instruments: the Antisocial Behaviour Scale (ABS), Self- Esteem Scale (SES), Parental Attitude Scale (PAS), and School Connectedness Scale (SCS). The reliability coefficients of these instruments ranged from 0.78 to 0.84, ensuring internal consistency. Data analysis was conducted using multiple regression analysis and independent t-tests to test three hypotheses at a 0.05 level of significance. Findings revealed a significant joint influence of self-esteem, parental attitude, and school connectedness on antisocial behaviour among adolescents, with (β=0.091, p<0.05). Additionally, each independent variable made a significant relative contribution, with parental attitude exerting the highest influence. Gender differences in antisocial behaviour were also significant, with male adolescents exhibiting higher levels of antisocial behaviour than their female counterparts. Based on these findings, it is recommended that parents, educators, counselling psychologists, and policymakers implement strategies to foster positive parental attitudes, improve adolescent self-esteem, and enhance school connectedness to curb antisocial behaviour and promote prosocial conduct among adolescents. Keyword: Self-Esteem, Parental Attitude, School Connectedness, Antisocial Behaviour, Gender Word Count: 295
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    Influence of Strategic Procurement and Inventory Management on Performance of Public Higher Education Institutions in South-South Nigeria
    (Lead City University, Ibadan, 2025-12) Francis ERHABOR
    Performance in public Higher Education Institutions (HEIs) in South-South Nigeria is often hampered by challenges such as poor procurement planning, corruption, and ineffective inventory control. This study investigated how strategic procurement and inventory management practices influence the performance of these institutions. Guided by the economic order quantity model, resource-based view, and stakeholder theories, the study adopted a descriptive survey research design. The population consisted of 523 procurement officers and 185 inventory managers from 31 public HEIs across six South-South states. A sample of 274 procurement officers and 105 inventory managers was drawn using a purposive sampling technique to select the study area and institutions. This resulted in picking three of the oldest states (Cross River, Edo, and Rivers) with well-established institutions and structures. A total enumeration of all procurement officers and inventory managers within these selected institutions was utilized. Data were collected using two sets of questionnaires: "Strategic Procurement and Institutional Performance Questionnaire (SPIPQ)" and "Inventory Management and Institutional Performance Questionnaire (IMIPQ)" which were developed and adapted respectively. The results indicated a high level of performance. The study found that the most prevalent strategic procurement practices were procurement monitoring, followed by procurement planning, competency and control. The existing inventory management techniques were found to be moderately effective in mitigating inventory shrinkage and related problems. The study also identified prevailing challenges in procurement to be technological challenges, aligning procurement strategies with sustainability goals, collaborating with external entities, regulatory frameworks and policies, budgetary constraints, collaboration with internal stakeholders and governance issues. For inventory management, budgetary constraints and technological challenges were most critical, while stakeholder collaboration and sustainability alignment were least severe. Framework analysis showed that strategic procurement frameworks and inventory management frameworks strongly supported institutional performance. Regression analysis showed that strategic procurement practices had a strong, positive, and significant effect on institutional performance (B = 0.993, β = 0.975, t = 69.687, p < 0.05), while inventory management practices also exerted a significant positive influence (B = 0.570, β = 0.962, t = 32.523, p < 0.05). Among procurement components, procurement control was the strongest predictor (B = 1.653, β = 1.614, p < 0.05), whereas staff competency showed a significant negative relationship (B = -0.868, β = -0.829, p < 0.05). Procurement planning (B = 0.127, p > 0.05) and monitoring (B = 0.073, p > 0.05) had positive but insignificant effects. Furthermore, inventory shrinkage (B = 0.310, β = 0.523, t =3.199, p < 0.05) and inventory control (B = 0.260, β = 0.444, t = 2.716, p < 0.05) significantly improved performance. In conclusion, the study shows that improving public higher education performance requires strategically strengthening procurement and inventory practices through effective policies, technological integration, and a skilled workforce. It recommends that HEIs enforce strict strategic policies and invest in recruiting and retaining qualified staff in these departments to achieve sustainable institutional growth and excellence. Keywords: Strategic Procurement, procurement monitoring, procurement planning, Inventory Management, Inventory shrinkage, Performance of Higher Education Institutions, Word Count: 477
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    Lecturers’ Professional Ethics, Talent Management Strategies and Job Performance in Public Colleges of Education in Southwest, Nigeria
    (Lead City University, Ibadan, 2025-12) Oluwumi Olatunde AKINOLA
    Ethics and talent management in lecturers’ job performance cannot be overemphasised. This has given some concerns to stakeholders as the ethics and talent management seem to be dwindling, thus reflecting on the lecturers’ job performance. The severity of this issue lies in its potential repercussions, including a decline in the quality of education, decreased student satisfaction, disengagement from learning, and hindered academic performance. Previous studies had examined professional ethics and talent management separately; few had holistically explored their interplay and collective influence on lecturers' job performance, particularly within colleges of education in Southwest Nigeria. This gap in the literature necessitated the present study on lecturers’ professional ethics, talent management strategies, and job performance in public colleges of education in Southwest Nigeria. The research was anchored on social exchange theory and institutional theory. The study employed a descriptive research design. Three research questions were raised and answered, and five hypotheses were formulated and tested. Data were analysed using descriptive statistics for research questions and inferential statistics for hypotheses. The population comprised 2,574 lecturers and 14,619 second- year students from public colleges of education in Southwest Nigeria. A multi-stage sampling procedure incorporating various techniques such as total enumeration, simple random sampling, and the Taro Yamane formula was used to select a sample size of 840 lecturers and 2,992 second-year students. Data were collected using a self-structured questionnaire for lecturers and interviews for students. The reliability of the instruments was determined using Cronbach’s alpha and Cohen’s Kappa (α = 0.831 and κ = 0.73). The findings revealed that lecturers’ job performance was at a moderate level (x̄= 2.51), while their adherence to professional ethics was also moderate (x̄= 2.90). However, the level of talent management strategies employed in colleges of education was found to be low (x̄= 2.44). Further analysis indicated that lecturers’ professional ethics and talent management strategies had a significant combined influence on lecturers’ job performance (Adj.R 2 = 0.111) and (F (2,770) = 49.118; p < 0.05). Individually, both lecturers’ professional ethics (β = 0.185, t = 5.203, p < 0.05) and talent management strategies (β = 0.340, t = 9.589, p < 0.05) significantly influenced job performance. Additionally, there is significant institutional difference in the level of lecturers’ professional ethics, talent management strategies and job performance in public colleges of education in Southwest (p < 0.05). In conclusion, improving lecturers’ effectiveness requires a stronger emphasis on professional ethics training, strategic talent management practices, and the elimination of systemic barriers. The study recommended that colleges of education managers should prioritise continuous professional development through regular workshops, mentorship programmes, and initiatives aimed at strengthening teaching, research, and community engagement. Keywords: Lecturers’ Professional Ethics, Talent Management Strategies, Job Performance, Public Colleges of Education Word Count: 439
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    Parental Involvement, Peer Influence and Study Habit as Predictors of Academic Motivation among Senior Secondary School Students in Southwest Nigeria
    (Lead City University, Ibadan, 2025-12) Adewumi Adeoye ADEPOJU
    Academic motivation plays a vital role in students’ learning outcomes and overall academic achievement. However, anecdotal evidence suggests that many public senior secondary school students in Southwest Nigeria exhibit low levels of academic motivation, which may negatively affect their engagement and performance. This study examined the impact of parental involvement, peer influence, and study habits on academic motivation among public senior secondary school students in Southwestern Nigeria. The study employed a descriptive research design. Four research questions were posed and answered, three hypotheses were formulated and answered. The population comprised 39,975 students from public senior secondary schools across the six states in Southwest Nigeria. Using a multi-stage sampling procedure, a total of 599 schools and 1,187 students were selected. Data were collected using a structured and adapted instrument titled Secondary School Students’ Academic Motivation Questionnaire (SSAMQ) (α = 0.985). Findings indicated that students reported a high level of academic motivation (x̄= 3.1). Parental involvement in students’ academic work was low (x̄= 2.48), there was a high level of peer influence (x̄= 2.86). Study planning was the most frequently practiced of the study habits (69.3%). Parental involvement, peer influence, and study habits jointly had a significant effect on academic motivation (Adjusted R² = 0.987; F(3, 948) = 24,985.816, p < 0.05). Peer influence (β = 0.870, t = 128.663, p < 0.05) and parental involvement (β = 0.309, t = 39.372, p < 0.05) were both significant individual predictors, with peer influence having the most potent positive effect. In contrast, study habits (β = -0.116, t = -10.979, p < 0.05) showed a negative relative influence. A significant gender difference was observed, with male students (x̄= 35.58) exhibiting higher academic motivation than their female counterparts (x̄= 24.93). In conclusion, academic motivation among senior secondary school students is shaped by a complex interplay of parental support, peer dynamics, and personal study habits. Fostering motivation requires a holistic approach that strengthens home-school collaboration, encourages healthy peer relationships, and promotes effective learning strategies. Educational stakeholders, including schools and policymakers, should implement sustainable programmes such as recognition programs for students, workshops on effective parenting for parents, and better channels of communication in a program that aims to maintain and enhance students’ motivation to learn. Keywords: Academic Motivation, Parental Involvement, Peer Influence, Study Habit. Word Count: 370
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    Teachers’ Development Programmes and Workload as Determinants of Private Secondary School Teachers’ Work Behaviour in Oyo State
    (Lead City University, Ibadan, 2025-12) Adekunle Emmanuel ADENIJI
    The roles of teachers in achievement of educational objectives of a nation can never be undermined as they are pilot that will actualize and implement any educational objectives set by government, therefore there is need for teachers development programme and workload management. This study investigated teachers’ development programmes and workload as determinants of private secondary school teachers’ work behaviour in Oyo State. Search of literature shows scarcity of studies on joint contribution of the above predictors on teachers’ work behaviour. Three research questions and two hypotheses were raised. Descriptive research design was employed. Population included 1250 teachers and 625 principals. 548 teachers and 274 principals were sampled using multi-stage procedure. Three theories were used for the study and they are social cognitive theory, broken window theory and consistency theory. Teachers’ Work Behaviour Indices Questionnaire (TWBIQ) (α = .874)”, and Teachers’ Development Programmes and Workload Questionnaire (TDPWQ) (α = .833)” were used to collect data. Data were analysed using descriptive (standard deviation) and inferential statistics (multiple regression). Results showed low level of teachers’ work behaviour (x̅= 2.310). Principals highly adopted in-service training programmes (x̅= 2.620), peer mentoring ( x̅= 2.061), attending of conference (x̅= 2.041) and attending of seminar (x̅= 2.090) for teachers’ administration. Teachers’ workload in term of academic workload is high (x̅= 3.621) and administrative workload (x̅= 3.350) is at a moderate level by the teachers. Teachers’ development programmes and workload jointly contribute significantly to teachers' work behaviour (F6, 274 = 69.953, P<0.05), R = .782, R2 = .611, Adj R2 = .602. In-service training (β =.213; t = 7.525; p < .005), Peer mentoring (β =.152; t = 6.667; p < .000), attendance of Seminar (β =.056; t = 3.036; p < .005), attendance of Conference (β =.094; t = 4.095; p < .005), administrative workload (β =.040; t = 4.178; p < .005), and academic workload (β =.156; t = 2.497; p < .005), are significant at P>0.0 all have significant relative influence on teachers' work behaviour at P<0.05. In conclusion, teachers’ development programmes and workload significantly influence teachers' work behaviour in private secondary schools in Oyo State. It was recommended among others that attention should be given to improving teachers’ development programmes by ensuring better work behaviour by the private secondary school teachers and less workload. In-service training was revealed as the most adopted training programme which was alos at a very low level in private secondary schools in Oyo State, it was recommended that other forms of training programmes such as peer mentoring, seminars and conferences should be engaged as means of developmental training for teachers in private secondary schools in Oyo State. Keywords: Teachers’ Development Programmes, Workload, Teachers' Work Behaviour, Oyo State, Private Secondary School Word Count: 445
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    Principals’ Motivational Techniques and Physical Learning Environment as Determinants of Students’ Attitude towards Learning in Oyo State Secondary Schools
    (2025-12) Magareth Oluwatoyin ABRAHAM
    Students' attitude towards learning is their opinions, feelings, beliefs about learning; level of interest in learning, motivation to learn, and confidence in their ability to learn. Several factors were highlighted as factors influencing students attitude towards learning. However, this study investigated the influence of principals’ motivational techniques and the physical learning environment on students’ attitudes towards learning in secondary schools in Oyo State, Nigeria. Students' attitude towards learning is their opinions, feelings, beliefs about learning; level of interest in learning, motivation to learn, and confidence in their ability to learn. Three research questions were raised and two hypotheses were formulated and a descriptive survey research design was employed for the study. The study population comprised 165,234 students and 5,470 teachers across public secondary schools in Oyo State. A multi-stage sampling procedure yielded 3,900 students and 1,731 teachers as respondents. Data were collected using three validated instruments: the Students’ Attitude towards Learning Questionnaire (SALQ) with a reliability coefficient of α = 0.813, Principals’ Motivational Techniques Questionnaire (PMTQ) with α = 0.841 and the Physical Learning Environment (PLEQ) with α = 0.814. Both descriptive and inferential statistical methods were employed in the statistical analysis. Findings revealed that students demonstrated a moderate attitude towards learning (x̅= 2.601). Among the motivational strategies employed by principals, fringe benefits for teachers emerged as the most prevalent, with x̅= 3.420. The assessment of the physical learning environment measured in the study, indicated moderate levels, with provision of school facilities at x̅= 2.850, conducive learning environment at x̅= 2.880, and school safety at x̅= 2.830. Regression analysis showed that principals’ motivational strategies and the physical learning environment jointly influenced students’ attitudes towards learning, F(6, 3894) = 4.042, R = .505, R² = .243, Adjusted R² = .261, p < 0.05. Specific predictors with significant contributions included teachers’ compensation and welfare packages (β = .101, t = 1.447, p < 0.005), fringe benefits (β = .282, t = 1.816, p < .000), support for professional development (β = .022, t = 1.201, p < 0.005), school safety (β = .081, t = 1.256, p < .005), school facilities (β = .035, t = 1.004, p < .005), and conducive classroom conditions (β = .065, t = 1.103, p < 0.005). These findings establish that both motivational techniques and the quality of the physical learning environment significantly shape students’ disposition towards learning. The study concluded that principals’ motivational techniques, particularly welfare packages, fringe benefits, and professional development support, along with the adequacy of physical facilities, conducive learning environment, and safety measures, are critical determinants of students’ learning attitudes. It was recommended that the government and educational authorities prioritize the provision of adequate facilities, enhance professional development opportunities for teachers, inculcate sustainable maintenance culture for existing facilities, and ensure robust security measures to foster a positive learning environment and strengthen students’ commitment to learning. Keywords: Principals’ Motivational Techniques, Physical Learning Environment, Students’ Attitude towards Learning Word Count: 472