Department of Educational Management

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    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
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    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
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    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
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    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
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    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
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    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
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    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
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    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
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    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
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    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
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    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
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    Motivational Factors, Leadership Styles and Turnover Intention among Teachers in Senior Secondary Schools in Ibadan Metropolis, Oyo State
    (Lead City University, Ibadan, 2024-12) Omolola Patience AJIBOLU-OKE
    The present-day Nigerian educational system, especially schools in Ibadan Metropolis, Oyo State, seems to be faced with challenges pertaining to teachers’ turnover. This is evident in the high rate of absenteeism, lackadaisical attitude towards their duties, job hunting even while on their current job, poor organisational effectiveness, and seeking ways to leave the country, among others. These observed phenomena may be as a result of poor motivational factors, work stress, poor job security, a heavy workload, a poor salary, and poor leadership, among others. There exists a dearth in literature, on the combined influence of motivational factors and leadership styles on teachers’ turnover intention in Ibadan Metropolis, which this study tends to fill. A descriptive research design was used to guide the study. The population consists of 8,315 teachers distributed across 337 public secondary schools within Ibadan metropolis. 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 turnover intentions among teachers in senior secondary schools in Ibadan Metropolis is high( x̄=3.15); level of motivational factors in senior secondary schools in Ibadan Metropolis is moderate ( x̄=2.96);democratic leadership style is the most predominant style in senior secondary schools in Ibadan Metropolis; the combined influence of motivational factors and leadership styles has a significant influence on teachers’ turnover intention in senior secondary schools in Ibadan Metropolis (Adj. R2 =0.975) and (F(2,1370) =26746.351; p< 0.05);autonomy has the highest influence on teachers’ turnover(β = 0.670, t = 37.142, p< 0.05). Based on these findings, it was recommended among others that schools should develop a comprehensive feedback system that addresses both motivational factors and leadership practices. Keywords: Motivational Factors, Leadership Styles, and Turnover Intentions Word Count: 286
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    Motivational Indices, Occupational Stress and Public Primary School Teachers’ Withdrawal Behaviour in Delta State, Nigeria
    (Lead City University, Ibadan, 2024-12) Eboju Ajosanmi AJEMIRI
    This study investigated the influence of motivational indices, occupational stress and public primary school teachers' withdrawal behaviour in Delta State, Nigeria. The cognitive appraisal and equity theories, a descriptive survey research design, were used in this study. The population of this study comprised all the teachers of public primary schools in Delta State, Nigeria. As of the time of this study, the total number of public primary schools in Delta State was one thousand and ninety-two (1092), covering the twenty-five (25) local government areas in Delta State, Nigeria, with a total of nine thousand five hundred and fifty-five (9555) teachers. A simple random sampling technique was used to select the twelve (12) oldest local government areas from the existing twenty-five local government areas in Delta State. a simple random sampling technique was used to select fourteen (14) schools each from the already selected local government areas. 2,280 teachers were sampled for the study using Taro Yamane equation. The instrument used for data collection was a self-developed, structured questionnaire titled “Motivational Indices, Occupational Stress and Public Primary School Teachers Withdrawal Behaviour in Delta State Nigeria”. Data were analysed using descriptive analysis and the linear regression. The results revealed a low level of withdrawal behaviour, motivational indices and occupational stress in public primary schools in Delta State, Nigeria. The results revealed that there was a significant combined effect of motivational indices and occupational stress (F(2,2277)=19.77, p<0.05, R2=0.017) on withdrawal behaviour. There was a relative significant relationship between job satisfaction (F(6,2273)=19.77, p<0.05, R2=0.019), promotion (F(6,2273)=19.77, p<0.05, R2=0.019), poor management practices F(6,2273)=19.77, p<0.05, R2=0.019), and public primary school teachers' withdrawal behaviour in Delta State, Nigeria. Keywords: Withdrawal Behavior, Motivational Indices, Occupational Stress, Job Satisfaction, Incentives, Promotion, Burnout. Word Count: 271
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    Home and School Factors as Determinants of Students’ Conduct in Colleges of Education in Southwest, Nigeria
    (Lead City University, Ibadan, 2024-12) Amidu Kolawole AJAYI
    This study investigated home and school factors as determinants of students' conduct in colleges of education in southwest, Nigeria. The descriptive survey research design was used. The sample size for this study was 1254 and purposive sampling technique was used to select 15 colleges of education and 200 level Social Studies Students in Southwest, Nigeria. The research instrument used was a self-structured questionnaire tagged “Home and School Factors on Students’ Conduct Questionnaire (HSFSCQ)”, with reliability value of 0.82. Data collected were analysed using descriptive statistics of simple frequency count, percentages and mean value for the demographic data and research questions. For the hypotheses, Pearson Product Moment Correlation (PPMC), Multiple Regression, General Linear Modelling (GLM) of Multivariate and Univariate were used and tested at 0.05 level of significance. The result revealed that the level of students’ compliance to both academic and moral conduct was low (x = 2.177; x = 2.476) respectively. All home factors and school factors were dominant in determining students’ ethical conduct except family size and parental social status (x =2.431; x =2.352) respectively. Home factors exhibit significant positive correlations with both academic and moral conducts (r = 0.247, p < 0.01;r = 0.312, p < 0.01) respectively and school factors (r = 0.214, p < 0.01; r = 0.465, p < 0.01) respectively. Home and school factors had combined significant influence on students’conduct (F = 119.185, P < 0.000). home factors had relative influence on students’ academic and moral conduct respectively (F = 46.780, P < 0.01; F = 73.535, P < 0.01), also, school factors had significant influence on students’ academic and moral conduct (F = 18.553, P < 0.01; F = 100.326, P < 0.01 ) respectively. However, religion had positive influence on the interaction effect of home factors and students’ conduct (F = 40.151, P < 0.000), as well as school factors and students’ conduct (F = 43.985, P < 0.000). This study concluded that interconnected influences on students' conduct; including home and school factors and religious affiliation contribute to students’ moral and academic conduct, emphasizing the need for a holistic approach to address conduct related issues in colleges of education in Southwest, Nigeria. Based on the findings, it was recommended that a stable connection should be developed between teachers and students for good ethical behaviour, school authority should develop standard disciplinary measures and safety regulations for sudents’ conduct and strong collaborative platform between home and school should be created for cooperative decision making and problem solving to ensure ethical students’ conduct. Keywords: Students’ Conduct, Academic Conduct, Moral Conduct, Home Factor, School Factor Word Count: 300
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    Work-home Conflict, Organisational Trust and Job Involvement of Private Universities’ Non-academic Staff in Oyo State, Nigeria
    (Lead City University, Ibadan, 2024) Anthonia Oluwafiororewamiri ADIO - MOSES
    It appears that job involvement of non-academic staff in private Universities in Oyo State is declining. This decline is manifested through diminished productivity, elevated turnover rates, increased absenteeism, and other indicators. Potential factors contributing to this trend include inadequate welfare measures, insufficient job security, excessive workloads, and various other challenges. A discernible research gap exists concerning the precise influence of work-home conflict and organisational trust on job involvement among non-academic staff in private Universities in Oyo State. To fill this gap, this study investigate the influence of work-home conflict and organisational trust on the job involvement of non-academic staff in private Universities in Oyo State. Descriptive research design of survey type was used to guide the study. The population consists of 741 non-academic staff in private Universities in Oyo State. A Complete enumeration sampling technique was used in the study. The findings revealed that job involvement of non-academic staff in private Universities in Oyo State is moderate (x̄=2.93); level of work-home conflict of non-academic staff in private Universities in Oyo State is high (x̄=3.00); level of organisational trust of non-academic staff in private Universities in Oyo State is High (x̄=3.00); there is a significant combined influence of work- home conflict and organisational trust on the job involvement of non-academic staff in private Universities in Oyo State (Adj. R 2 =0.994) and (F(2,582) = 48635.45; p ˂ 0.05); among work-home conflict and organisational trust indices, behavioural-based and trust in leadership exhibits the most positive influence (β =0.246, t= 12.979, p ˂ 0.05) (β =0.181, t= 11.265, p ˂ 0.05) on job involvement respectively. Based on these findings, it was recommended among others that private Universities in Oyo State should implement employee engagement initiatives tailored to the unique needs and preferences of non- academic staff. Keywords: Job Involvement, Work-Home Conflict and Organisational Trust Word Count: 290
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    Intralingual Factors and Academic Achievement in English Test of Orals, Among SSS Two Students in Ibadan Southeast Local Government Area, Oyo State, Nigeria
    (Lead City University, Ibadan, 2024-12) Adeyinka Olubunmi OSIBANJO
    The linguistic plurality of Nigeria poses challenges in harmonising and adopting a national language due to its multi-ethnic composition. English was adopted as the lingua franca. Despite the emphasis on competency in the National Curriculum for Senior Secondary Schools, concerns persist regarding graduates' ability to communicate effectively in English. Therefore, the current study investigated Intralingual Factors and Academic Achievement in Test of Oral Among Senior Secondary Two Students in Ibadan Southeast Local Government Area, Oyo State, Nigeria. The study used a descriptive survey research design, utilising the English Test of Oral Achievement Test (ETORAT) and a questionnaire for collecting data. Three hundred and thirty- nine (399) Senior Secondary Two students from 13 schools in Ibadan Southeast Local Government Area, Oyo State, Nigeria were sampled using the random sampling technique. Data was analysed using descriptive and inferential statistics. Results of the research questions reveal students’ high achievement levels with 35.40% scoring "Good" and 35.10% scoring "Excellent." There was a moderately positive correlation (r = 0.352) found between mother tongue proficiency and performance in the Test of Orals. Contrastly, the relationship between linguistic diversity and academic achievement was weakly negative (r = -0.150), suggesting that exposure to multiple languages may slightly hinder mastery of oral English. However, students perceived linguistic diversity positively, believing it enhances their performance. The study also found no significant joint influence of intralingual factors and mother tongue on academic achievement (p = 0.280), indicating that these variables together do not significantly impact performance. Nevertheless, both linguistic diversity (p = 0.001) and intralingual factors (p = 0.021) individually showed a significant relative influence on students' achievement in the Test of Orals. The current study concluded on the complex interplay between language-related factors and oral English proficiency, with important implications for educational practices aimed at improving students' communication skills. It was recommended that students be exposed to linguistic exposure. Keywords: Intralingual, linguistic diversity, test of orals, mother tongue, academic achievement Word count:309
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    Home - related and Personal Factors as Determinants of Career Choice among Undergraduates in Public and Private Universities in Oyo state, Nigeria
    (Lead City University, Ibadan, 2024-12) Ayobami Olubayo ADETOKUNBO
    This study investigated Home related and Personal Factors as Determinants of Career Choice among Undergraduate in Public and Private Universities in Oyo state. Three research questions were raised and three hypotheses guided the study. Study population comprised of all the 300 level universities students (27993) in Oyo State, Nigeria. Sample size consisted of 1,858 university students using multi-stage technique. Descriptive survey research was adopted. Two self-constructed questionnaires titled: Home-related Factors and Personal Factors Questionnaire (HRDF) (r = 0.84) and Career Choice of Undergraduate Questionnaire (CCQ) (r = 0.81) were used to collect data. Data collected were analyzed using descriptive and inferential statistics. Results showed high level of career choice of undergraduate students (x=3.51), high level of personal factors of undergraduate students (x=3.19).There was high level of home-related factors of undergraduate students (x=3.42). There was significant influence of personal factors and home – related factors on career choice among undergraduate students in private universities (F8, 1078= 3.217; p < 0.05) and (F8, 764= 4.557 (p < 0.05) for public universities. Believes and attitude (β =.214; t = 2.128 ;( p< 0.05) ability to adapt(β =.242; t = 1.403; Significance p < 0.05), gender (β =.271; t = 1.241; Significance p < 0.05), assertiveness (β =.012; t = 1.135; Significance p <0.05), Parental Education(β = .302; t = 2.613; Significant p< 0.05), Family Income (β = .122; t = 321; Significant p < 0.05), Parental Occupation (β = .213; t = 2.108; Significant p <.0.05), Family Size (β = .033; t = 0.134; Significant p< 0.05), are significant at p>0.05 on career choice among undergraduate students. Therefore there should be improvement on the issue of personal factors in terms of believe, ability to adapt as well as assertiveness on the undergraduate students. Also, parents should ensure that students have positive interaction in terms of parent occupation, family size, family income in which this can improve their career choice in the university. Keywords: Home-related Factors, Personal Factors, Career Choice, Undergraduate Students, Private & Public Universities. Word Count: 299
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    Single Parenting and Peer Influence as Determinants of Adolescents Personality in Oyo Central Senatorial District’s Public Secondary Schools
    (Lead City University, Ibadan, 2024-12) Aduragbemi Elijah ADERINTO
    Changes in an adolescent's personality can emerge from many factors inherent within or outside the adolescents. Some adolescents exhibit distorted personality which reflect in their behaviour, attitudes and character. This study investigated single parenting and peer influence as determinants of adolescents personality in Oyo Central Senatorial district public secondary schools. Descriptive survey research design was adopted for this study. The sample comprised 400 adolescents aged 11-20 years from selected public secondary schools within Oyo Central Senatorial district, Nigeria, selected through multi-stage sampling procedure. Data were collected using a structured questionnaire on Big Five Inventory (BFI), peer influence (PI) and single parenting impact and causes (SPIC). Simple frequency count and descriptive statistics were used for the research questions and PPMC and Multiple Regression Analyses were used to determine the relationships and predictive power of single parenting and peer influence on adolescent personality. The findings indicated that there were several causes of single parenting among couples with average mean x̅of 2.94. Likewise, the results revealed that there were several ways that peers impact one another with average mean x̅of 2.96. The two independent variables jointly accounted for 71.3% variance in the prediction of personality among the participants with highest being peers impact. The independent variables made positive relative contribution to personality in the following order: single parenting contributed most to the prediction of personality among secondary school adolescents in Oyo Central (β = .239, t = 4.338; p <.05), followed by peer influence (β = .136, t = 2.319; p <.05). The study recommended that parents and caregivers should serve as positive role model in shaping adolescents personality. Community programmes and counselling services should also be used to mitigate potential negative effects on adolescent personality. Schools should implement peer influence management programmes to foster positive peer interactions and offer constructive guidance for adolescents to navigate peer pressures in shaping healthy personality. Keywords: Adolescents, Personality, Single Parenting, Peer Influence, Secondary School Students. Word Count: 300
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    Workplace Conflict Management Styles, Organizational Support and Administrative Staff Job Commitment of Private Universities in Oyo State
    (Lead City University, Ibadan, 2024-12) Adekunbi Tolulope ADEPOJU
    This study investigated the level of job commitment, workplace conflict management styles, and organizational support perception among administrative staff in private universities in Oyo State, Nigeria. A sample of 675 administrative staff members participated in the study, and data were collected using the Workplace Conflict Management Style, Organisational Support, and Job Commitment among Administrative Staff Questionnaire (WCMSOSJCASQ). Descriptive and inferential statistical analyses were conducted to examine the data. The findings revealed a high level of job commitment among administrative staff, with a mean score of 3.36 and percentages that ranged from 38.81% to 55.56% across various aspects. Cooperative conflict management styles were predominantly used, with mean scores ranging from 2.88 to 3.12 and percentages ranging from 25.93% to 45.93%. Organizational support was perceived positively, with mean scores ranging from 3.14 to 3.37 and percentages ranging from 38.37% to 46.67%. However, regression analysis did not find significant combined influence (F = 1.035, p = 0.339) nor relative influence (F = 0.107, p = 0.900) of conflict management styles and organizational support on job commitment. The study recommended promoting collaborative conflict resolution, enhancing supervisor support, implementing recognition programmes, investing in professional development, and conducting regular employee feedback surveys to improve job commitment and organizational effectiveness. This research contributed to a deeper understanding of organizational behaviour in educational institutions and highlights areas for further exploration in the field of organizational psychology and management. Keywords: Workplace conflict management, organizational support, job commitment Word Count: 288
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    Instructional Materials and Teachers’ Professional Competencies as Determinants of Public Secondary School Students’ Motivation towards Learning in Ogun State
    (Lead City University, Ibadan, 2024-12) Grace Olaide ADEDAPO
    This study investigated Instructional Materials and Teachers’ Professional Competencies as Determinants of Students’ Motivation towards Learning in Public Secondary Schools in Ogun State, Nigeria. Observation of low motivation towards learning on the students was noticed in which a search of literature shows scarcity of studies on the variables determining the students’ motivation towards learning which provided a gap in knowledge in which this study was carried out to address. Four research questions were raised and two hypotheses guided the study. Study population comprised of all the secondary school teachers (3,034) in Ogun State, Nigeria. Sample size consisted of 237 secondary school teachers and 3217 students using multi-stage technique. Descriptive survey research was adopted. Two instruments titled: Instructional Materials and Teachers’ Professional Competencies Questionnaire (IMTPCQ) (r = 0.83) and Students Motivation Questionnaire (SMQ) (r = 0.81) were used to collect data. Data were analyzed using descriptive and inferential statistics. Results showed moderate available instructional materials (x̅=3.93) and moderate utilization of instructional materials (x̅=3.78). There was high level of teachers’ professional competencies (x̅=3.83). There was significant influence of instructional materials and teachers’ professional competence on students motivation to learning (Adj.R 2 = 0.563) and (F (6, 3199) = 6.438, p<0.05). Audio material (Beta =.370; t = 2.128; Sig. =.000), visual material (Beta =.142; t = 1.213; Sig. =.000), audio-visual material (Beta =.244; t = 2.132; Sig. =.005), instructional delivery (Beta =.210; t = 1.235; Sig. =.001), mastery of subject matter (Beta = .353; t = 2.213; Sig. = .005) and classroom management (Beta =.231; t =1.342; Sig. = 0.005 ) are significant on students motivation towards learning. Premise on these findings, it was recommended that government should supply more instructional materials in the schools so that there would be great motivation on the students and performance can be improved. Keywords: Instructional Materials, Teachers’ Professional Competencies, Students’ Motivation, Public Secondary School Students’ Word Count: 296