Department of Educational Management

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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
Environmental Factors, Reviewed Curriculum and Social Studies Lecturers’ Work Performance in Public Colleges of Education in Nigeria
(Lead City University, Ibadan, 2024-12) Iyiade ADEBUSUYI
This study investigated the influence of environmental factors, reviewed curriculum and social studies lecturers work performance in public Colleges of Education in Nigeria. This study used descriptive survey research design that employs mixed method of both quantitative and qualitative data collection. The population of the study was one thousand, one hundred and twelve social studies lecturers and sixty two heads of department. In this study, seven hundred and twenty five lecturers were sampled with forty four heads of department. The study used ‘Environmental Factors, Reviewed Curriculum and Social Studies Lecturers’ Work Performance Questionnaire’ (EFRCSSLWPQ) and Key Informant Interviews (KII) to collect data. Data collected were analysed using both descriptive and inferential statistics. The result showed significant combined influence of environmental factors and reviewed curriculum on work performance of social studies lecturers in colleges of education in Nigeria (Adjusted R2 = 0.956, F = 7536.543, p<0.05) explaining 95.6% of the variation. Regression analysis also revealed that both environmental factors (Beta= 0.408, t=30.474, p<0.05) and reviewed curriculum (Beta=0.619, t=46.234, p<0.05) had significant relative influence on lecturers’ work performance. The result also showed a significant relative influence of environmental factors indices and reviewed curriculum on lecturers’ work performance. Leadership style emerged as the most influential factor (Beta = 0.813), followed by the reviewed curriculum (Beta=0.473) and infrastructural facilities (Beta = 0.321). Furthermore, the study found a significant difference in the level of curriculum acceptability between federal and state colleges (t (229) = 72.451, p<0.05) for federal; t(472) = 83.996, p<0.05) for state), highlighting potential disparity in resources and support system. The finding highlighted the importance of addressing environmental factors, curriculum enhancements and leadership development to improve lecturers’ performance and educational quality in colleges of education in Nigeria. Social studies lecturers in Nigerian public colleges of education should work in the available environment and implement the curriculum as prepared by the Nigerian government. Based on the findings, it was recommended that lecturers should carry out their primary assignment, inclusive decision-making process should be adopted by the head of department, infrastructure improvement should be given priority by the college management, the college authority should enhance safety measures and effort should be made to address curriculum acceptability disparities. Keywords: Environmental Factors, Reviewed Curriculum, Social Studies Lecturers’, Work Performance, Colleges of Education in Nigeria Environmental Factors, Reviewed Curriculum, Social Studies Lecturers’, Work Performance, Colleges of Education in Nigeria Word Count: 380
Evaluation of Availability and Adequacy of State Universal Basic Education Library Resources in Primary schools in South West, Nigeria
(Lead City University, Ibadan, 2024-12) Olabisi Olaitan ADEBAMBO
Education is developmental instrument that is dedicated to and societal development. Reading is indispensable tools that form an integral part of any learning situation. Over the years, the effectiveness of SUBEB in meeting the educational needs of the learner remains uncertain. The study evaluated the availability and adequacy of State Universal Basic Education Library Resources in Primary Schools in Southwest, Nigeria; examined if teachers and pupils are aware of SUBEB library resources and its uses; investigated the level of adequacy of SUBEB library resources in primary schools; ascertained the challenges mitigating the success of SUBEB library resources in primary schools in Southwest; and determined the ways to improve SUBEB library resources in primary schools. These were with the main aim of evaluating the level of availability and adequacy of state universal basic education library services in primary schools in Southwest, Nigeria. Descriptive Survey research design was adopted. The population was made up of all pupils and teachers from public primary schools in Southwest Nigeria. The study population is made up of all pupils and teachers from primary schools in Southwest Nigeria. A total of 2,065 respondents formed the sample for this study; consisting of 179 teachers and 1886 pupils, randomly selected, formed the sample for the study. Two self-developed research instruments titled; State Universal Basic Education Library Services Questionnaire for Teachers (UBELSQ) and State Universal Basic Education Library Services Questionnaire for Pupil (UBELPQ) were used in the study. The data collected with the research instruments were analysed using appropriate descriptive, inferential statistics. The findings of the study showed that most of the SUBEB library resources were moderately available (2.49-3.00); the level of Teachers’ and pupils awareness of SUBEB Library resources and uses were high (44.7%) and moderate (30.1%) respectively; the level of adequacy of SUBEB library resources in view of pupils was found to be moderately adequate ( weighted average 2.88). The challenges mitigating against the success of SUBEB Library resources were found to be enormous; unconducive environment ( ?ത =3.22), pupils cannot read for a long time ( ?ത =3.03), poor parental guidance (?ത=2.92), need to introduce ICT in primary school libraries (?ത=2.89) in that descending order, showing there are a lot of challenges. New books (according to pupils) should be provided in the libraries (?ത=3.45) and automated library management (?ത=3.40) according to the teachers. There was a significant association between teachers’ awareness and availability of SUBEB library resources (p<0.05). There was no significant difference between pupils’ awareness and availability of SUBEB library resources based on teachers’ gender (p>0.05). There was no difference between pupils’ awareness and availability of SUBEB library resources based on pupils’ gender (p>0.05). Keywords: State Library Resources, Availability and Adequacy of Library Resources, Public Primary Schools, Universal Basic Education Library (UBEC) Word Count: 434s
Principal Communication Styles, Decision-making Skills, Motivational Factors and Job Performance of Public Secondary School Teachers in Oyo State, Nigeria
(Lead City University, Ibadan, 2024-12) Odianose John ABUYA
This study investigated principal communication styles, decision-making skills, motivational factors and job performance of public secondary school teachers in Oyo State, Nigeria. In recent times, it appears that teachers’ job performance in public senior secondary schools in Oyo State, is declining, which is evident in reduced job engagement, poor job satisfaction, and a high turnover rate, among others. While there are studies that have been carried out to identify the cause of the declining job performance of teachers in primary schools and in other states, there seems to be a paucity of research on principal communication styles, decision-making skills, and motivational factors on the job performance of public secondary school teachers in Oyo State. Also, it appears that there seems to be a scarcity of empirical research on the combined predictive power of the three independent variable on the dependent variable. Thus, to bridge this gap, this study investigates the influence of principal communication styles, decision-making skills, and motivational factors on job performance of public secondary school teachers in Oyo State. Social exchange theory, expectancy theory, and job demands-resource model serves as theoretical framework for the study. Descriptive research design was used to guide the study. The population of the study consisted of all 324 principals and 11,732 teachers. Multi-stage sampling procedure was used to select the sample size of 132 principals and 2,742 teachers. A self-developed questionnaire titled (PCSDMSMFJPQ) for teachers and a self-structured interview guide for principals were used to collect data from respondents. The reliability of the instrument was determined using cronbach’s alpha α = 0.890. Findings revealed that level of teachers’ job performance was moderate ( x̄= 2.94); the prominent communication style was the passive style; the most adopted decision-making skill was problem-solving; level of motivational factors was moderate (x̄= 2.8); the independent variables has a combined influence on the dependent variable (Adj. R2 = 0.987) and (F(3,2141) = 53807.735; p < 0.05); relatively, all independent variables has a significant influence on the dependent variable (p < 0.05); assertive communication style has the highest influence (β = 0.382, t = 19.977, p < 0.05); there is gender difference in job performance of public secondary school teachers (p < 0.05); there is gender difference in communication styles used by principals (p < 0.05); and there is gender difference in decision-making skills used by principals (p < 0.05). Based on these findings, it was recommended among others that the government should provide leadership training programmes tailored to principals, focusing on enhancing communication skills, problem- solving abilities, and motivational strategies to create supportive environments that optimise teacher performance and promote positive educational outcomes. Also, Public secondary schools in Oyo State should implement targeted professional development programmes focusing on innovative teaching methodologies, classroom management techniques, and curriculum design to enhance student engagement and instructional effectiveness. Keywords: Principal Communication Styles, Decision-Making Skills, Motivational Factors and Job Performance Word Count: 466
Workload and Job Security of Job Performance of Secondary School Teachers in Southwest, Nigeria
(Lead City University, Ibadan, 2023-12) Queen Agbamorin EMIKPE
Recently, concerns have been raised regarding the quality of job performance among teachers in secondary schools in Southwest Nigeria. Despite its significance, there seems to limited studies on the on it in the region. This study aimed to investigate the influence of workload and job security on the job performance of secondary school teachers in Southwest Nigeria. The research employed a mixed method research design, which included both quantitative and qualitative approaches. The population consisted of teachers and principals from 2,262 public and 2,318 private secondary schools in Southwest Nigeria. A multistage sampling technique was used. Three self-designed questionnaires and interviews were used for data collection. The results revealed that public secondary school teachers had a high level of job performance in both administrative responsibilities and instructional responsibilities, while private secondary school teachers had a high level of job performance in both categories as well. Test of hypotheses revealed that there is a significant joint influence of workload and job security on teachers' job performance in secondary schools in Southwest, Nigeria. (Adjusted R2=0.808, F=1601.069; p<0.05). It was also found that working time has the highest relative influence on job performance (β = 1.063; t = 36.933, p < 0.05), followed by participation in management (β = 0.494; t = 13.403, p < 0.05), job advancement (β = 0.384; t = 11.538, p < 0.05), promotion opportunities (β = 0.085; t = 1.779, p < 0.05) and remuneration (β = 0.052; t = 0.948, p < 0.05) while class size has no significant relative influence (β = 0.059; t = 1.385, p > 0.05). It was recommended that there is a need for ongoing professional development opportunities for teachers, clear expectations and guidelines set by the government and school administrators, and an improvement in job security to enhance teacher performance. Keyword: Workload, Job Security, Job Performance of Secondary School Teachers Southwest, Nigeria Word Count: 298
Classroom Management Practices and Teaching Methods as Predators of Senior Secondary School Students’ Academic Achievement in Mathematics in Oyo Town, Oyo State
(Lead City University, Ibadan, 2023-12) Moses Bamidele AKINLOYE
The study examined the influence of Classroom Management Practices and Teaching Methods on the Academic Achievement of Secondary School Students in Mathematics in Oyo Town, Oyo State. The study was based on the Theory of Planned Behavior and Theory of Reasoned Action. The descriptive survey research design was adopted for this study. The sample size was 2185 students, using a multi-stage sampling technique. A modified questionnaire was used as the research instrument with a reliability coefficient of 0.86. The results showed that the secondary school students' average academic achievement in mathematics in Oyo Town was low (X̄=2.35). The majority of teachers used Teacher- centered methods (weighted mean=3.18), while student-centered (weighted mean=1.99) and teacher-student interactive (weighted mean=1.97) methods were used less. The results also indicated that Classroom Management Practices and Teaching Methods have a significant influence on Academic Achievement in mathematics (R 2= 0.413, F= 190.74, p<0.05). Where R 2 is the coefficient of influence, together they contribute or determine 41.3% of student Achievement in Mathematics. Classroom rules (41.7% or 0.417), teacher-student interaction method (35.0% or 0.318) and classroom design (31.8% or 0.318) had major influence while student centred (19.5% or 0.195), teacher centred (9.5% or 0.095) and discipline (2.5% or0.025) had lesser influence. Male students (=2.33, Std=0.979, p<0.05) had higher achievement compared to female students (=2.13, Std=0.828, p<0.05). The study concluded that teacher-centered methods are mostly used to teach M athematics, and classroom rules have the most significant influence on students' academic achievement. Classroom Management Practices and Teaching Methods have a significant influence on students' Academic Achievement in mathematics in Oyo Town. The study recommended that teachers adopt teacher-student interaction and that there should be provisions made for workshops on classroom management practices to improve learning. Keywords: Classroom Management Practices, Teaching Methods, Academic Achievement, Teaching, Learning Word Count: 282
Staff Development Programmes, Decision making Styles and Administrative Effectiveness of Public Secondary Schools Principals in Oyo State, Nigeria
(Lead City University, 2023-12) Tejumoluwa MESAGAN
The administration of public secondary schools in Oyo State, Nigeria faces numerous challenges that significantly influence the quality of education provided. The study investigated the influence of Staff Development Programmes and Decision-making Styles on the Administrative Effectiveness of Public Secondary School Principals in Oyo State, Nigeria. A descriptive research design was adopted, and the population comprised 11,732 teachers in the public secondary schools (324) in Oyo State, Nigeria. 2,726 respondents were selected with multistage sampling technique. Three research questions were answered, while six hypotheses were tested. A self-developed questionnaire was used for data collection. The results indicated that the principals in Oyo State engage in moderate administrative effectiveness (x̄= 2.68). The most available Staff Development Programme is seminar. Based on the data provided, the frequency, in percentage for the mostly used decision-making styles, it was observed that public secondary school principals tend to adopt directive style most often 39%.The test of hypotheses showed a significant combined influence of decion-making on public secondary school principals' administrative effectiveness in Oyo State (F = 424.310; P < 0.05; R2=0.553). Decision- making styles are predictors of administrative effectiveness. There is a significant combined influence of Staff Development Programmes (F = 274.557, P < 0.05; R2=0.375). Staff Development Programmes predictors have a significant relative influence on administrative effectiveness. There is a significant combined influence of decision-making styles and staff development Programmes on public secondary school principals' administrative effectiveness in Oyo State (F = 539.376, P < 0.05; R2=0.439). Efforts should be made to ensure appropriate decision-making style and staff development Programmes among public secondary school principals in Oyo State. Keywords: Staff Development, Programmes, Decision- making Styles, Administrative Effectiveness Word Count: 265
Maladaptive Perfectionism and Parenting Styles as Determinants of Moral Decadence among Senior Secondary School Students in Oyo Town, Oyo State
(Lead City University, 2023-12) Roseline Temitope OYALAKUN
Moral decadence among young people especially students in the secondary schools, is nearing crisis point. This study therefore, investigated maladaptive perfectionism and parenting styles as determinants of moral decadence among senior secondary school students in Oyo Town, Oyo State. The study adopted the descriptive survey research design. Six hundred and ninety eight males and female senior secondary school students in class Two (SSS 2) were selected using the multistage sampling procedure. Data were generated with a questionnaire on Maladaptive Perfectionism, Parenting Styles and Moral Decadence (α =.796). Data were analyzed using descriptive and inferential statistics at 0.05 level of significance. The results revealed that: there is a high level of moral decadence (x̅=2.86) among senior secondary school students in Oyo Town; there is a very high level of maladaptive perfectionism secondary school students in Oyo Town (x̅=4.04); the authoritarian parenting style is the most used parenting style by the parents of senior secondary school students (x̅=3.88),maladaptive perfectionism and parenting styles significantly jointly influence moral decadence of senior secondary school students in Oyo Town (F (2,682) =435.779; R2=.595); parenting styles (β=.729, t=11.346) and maladaptive perfectionism (β=0.22, t=3.337) significantly relatively influence moral decadence of senior secondary school students in Oyo Town. It is recommended among others that, the level of moral decadence among senior secondary school students in Oyo Town should be reduced by counselling psychologists in collaboration with other critical stakeholders. Keywords: Maladaptive Perfectionism, Parenting Styles, Moral Decadence, Senior Secondary School Students. Word Count: 248
Principal Leadership Styles, Decision-making Skills and Communication Forms as Determinants of Public Senior Secondary Schools Administrative Effectiveness in Oyo State
(Lead City University, 2023-12) Felicia Adekemi OPATUNDE
Public secondary school principals in Oyo State, Nigeria, have been criticized for their ineffectiveness, evidenced by low teacher engagement, poor record-keeping, and low academic achievement among students. Poor working conditions, insufficient staffing, inadequate funding, and unfavorable government policies have been identified as the main challenges facing principals in the discharge of their duties. However, little research has been conducted on the influence of leadership styles, decision-making skills, and communication forms on the administrative effectiveness of secondary school principals in Oyo State. This study investigated the influence of these factors on the administrative effectiveness of public senior secondary school principals in Oyo State. The study used a survey research design, and the population included all 14,402 teachers and 629 principals in the 629 public secondary schools in Oyo State. A multi-stage sampling procedure was used to select 4,204 teachers and all principals in the sampled schools. Teachers Questionnaire (TEQ) (α = 0.951) and Principal Interview (PI) were used for data collection. Descriptive and inferential statistics were used to answer research questions and test hypotheses at a 0.05 level of significance. The results showed a significant combined influence of leadership styles, decision-making skills, and communication forms on the administrative effectiveness of public secondary school principals in Oyo State (F (3,3917)) = (21723.35); (Adj. R 2 = 0.923, p < 0.05). There was a significant relative influence of these factors on the administrative effectiveness of principals. There were significant differences in communication forms (t = 2.318, p < 0.05), decision-making skills (t = 5.048, p < 0.05), and administrative effectiveness (t = 5.435, p < 0.05) between male and female principals in secondary schools, Oyo State. Public secondary school principals in Oyo State should focus on developing effective leadership styles, decision-making skills, and communication forms to enhance their administrative effectiveness. Keywords: Principal Leadership Styles, Decision-making Skills, Communication Forms, Administrative Effectiveness Word Count: 296
Readability Indices, Teachers’ Factors and Academic Achievement in Comprehension Test among Senior Secondary School Students in Oyo State
(Lead City University, 2023-12) Olusola Fidelis OLATAYO
With the intention of alleviating the problems of inability to read efficiently among senior secondary school students in Oyo State schools, this study was undertaken to determine the suitability of the comprehension passages in the English Language textbook for senior secondary school ii. The passages were subjected to various readability tests: sentence length: lexical density, syntactic complexity and cloze deletion. Questionnaires were also used to determine the level of teachers influence on the problem. One thousand five hundred students from 288 schools across the three senatorial districts were used. One hundred and twenty English Language teachers responded to the questionnaires. The results of the tests and the responses to the questionnaires were analyzed using text readability consensus calculator; simple percentage, correlation and regression analyses. The findings from the analyses showed that the passages on average (i) contain sentences with twenty words per sentence (ii) Are 55% lexically dense (iii) That the degree of syntactic complexity is 81% (iv)That most of the students were reading the passages at frustration level. The result of the hypotheses tested revealed that at (P ≤ 0.05) with p value of .890 there was significant relationship between readability indices and students’ achievement in comprehension test, also at p value of .546 there was moderate positive relationship between Teachers’ factors and students’ achievement in comprehension test. Precisely, the overall result of the findings showed that the textbook analyzed is not suitable for the target students. Based on these findings, it was recommended that: the passages in the analyzed textbook should be given to readability experts for adjustment; recommendation of textbook for students should be guided by readability tests. In addition more English Language Teachers should be employed into Public Secondary Schools in Oyo state. Keywords: Readability, Lexical Density, Syntactic complexity, Sentence Length Word Count: 287
Employee Psychosocial Factors, Institutional Empowerment Strategies and Service Delivery in Private Universities in Southwest, Nigeria
(Lead City University, 2023-12) Gabriel Oladotun OLATOYE
The private sector-led economy aims at efficiency and sustainability, but for private universities in Southwest, Nigeria, there is an observed shortfall. Previous studies focused on public universities' service delivery issues, neglecting private universities' efficiency. This study investigated influence of employee psychosocial factors and institutional empowerment strategies on service delivery of private universities in Southwest, Nigeria. It adopted descriptive research design. The employee psychosocial factors are workload, personnel autonomy and workplace relationship while institutional empowerment strategies are training, employee recognition and job security. The participants for the study were 1434 academic and non-academic staff randomly selected from private universities in Southwest, Nigeria. Three instruments; Lecturer Questionnaire, Administrator Questionnaire and Key Informant Interview were used for the study. Four research questions were answered while data collected were analysed using frequency, percentages, and multiple regression analysis at 0.05 significance level. The findings revealed a high level of service delivery, with non- academic staff demonstrating greater efficiency (x̄= 3.45) than their academic counterparts (x̄ = 3.37). Additionally, academic staff exhibited higher psychosocial factors (x̄ =3.30) compared to non-academic staff (x̄= 3.00). Institutional empowerment among non-academic staff was higher (x̄= 3.18) than that of academic personnel (x̄= 2.29). There was significant combined influence of psychosocial factors and institutional empowerment strategies on service delivery of academic staff (Adj. R2 = .967, p < 0.05) and Non-Academic Staff (Adj. R 2 = .972, p < 0.05) in private universities in Southwest, Nigeria. There was significant relative influence of psychosocial factors and institutional empowerment strategies on service delivery. There was significant difference in service delivery with secular universities having a higher mean service delivery level (x̄= 31.41) compared to faith-based universities (x̄= 30.70). It was recommended that private universities should invest in staff training, alleviate staff high workload, enhance empowerment initiatives among others. Keywords: Employee Psychosocial Factors, Institutional Empowerment Strategies, Service Delivery, Private Universities Word count: 298
Digital Teachers’ Competence, Virtual Classroom Management and Secondary Schools Students' Attitude Towards Learning in COVID-19 Era, Lagos State
(Lead City University, 2023-12) Julianah Oladunni FALORE
The COVID-19 pandemic has significantly impacted Nigeria's secondary education, prompting a shift to virtual learning. This study examines the influence of digital teacher competence and virtual classroom management on secondary school students’ attitudes during the pandemic Era. The study was anchored by Connectivism and Technological Pedagogical Content Knowledge (TPACK) theories. Using a descriptive survey design, the study employed multi-stage sampling procedure using simple random sampling technique to select a representative sample size of 1435 teachers and 1595 students respectively 935(65.9%) and 1495(91.7%) were retrieved. Data collection involved structured questionnaires and interviews, yielding quantitative and qualitative data for analysis. Descriptive statistics of simple percentages, mean and frequency was used to answer research questions while inferential statistics of multiple regression analysis (ANOVA) was used to test formulated hypotheses. Students displayed commendable adaptability, determination, and dedication to learning throughout and after the pandemic (mean = 3.44). Digital teacher competence remained high during and after the COVID-19 Era (mean = 3.38 and mean = 2.79, respectively). WhatsApp was the predominant virtual classroom platform during the pandemic, later supplanted by Zoom. Challenges included poor internet access for students and irregular power supply for teachers. However, both students and teachers demonstrated high compliance with virtual teaching rules during and after the pandemic. Furthermore, the study unveiled a significant combined influence of digital teacher competence, virtual classroom management on student attitudes (R² = 0.707, p < 0.05). Virtual classroom management made a substantial contribution (t = 29.777, p < 0.05), with directing having the highest influence (t = 19.071; p < 0.05). In conclusion, Lagos State secondary students exhibited remarkable resilience, commitment, and a growth-oriented mindset amid various challenges during and after the COVID-19 Era. To leverage these findings, it was recommended among others that educational institutions integrate online learning tools effectively into their curricula and undertake additional measures to enhance the learning experience. Keywords: Digital teachers' competence, Virtual classroom management practices, Students' attitudes toward learning, COVID-19 Era. Wordcount: 292
Work Indices and Environmental Factors as Predictors of Academic Staff’s Job Performance in Colleges of Education in Southwest, Nigeria
(Lead City University, 2023-12) Abidemi Omotayo OLADEJI
This study investigated Work Indices, Environmental Factors and Academic Staff Job Performance in Colleges of Education, Southwest Nigeria. Problem of poor job performance of academic staff has been observed however a search of literature shows scarcity of studies on the influence of the above predictors on their job performance which provided a gap in knowledge that this study was carried out to address. Four research questions and three hypotheses guided the study. Study population consisted of lecturers (3,196) and 300L students (17,247) in federal and state colleges of education, Southwest, Nigeria. 942 lecturers and 1,119 students were sampled using multi-stage technique. Descriptive survey design was employed. Two questionnaires titled – Work Indices, Environmental Factors and Academic Staff Job Performance Questionnaire, (WIEFASJPQ) (α = .814) and Instructional Job Performance Questionnaire (IJPQ) (α = .794) were used to collect data. Data were analysed using descriptive and inferential statistics. Results showed moderate level of academic staff job performance in areas of instruction (x̅=2.994) and publication/supervision (x̅=3.122); moderate extent of work indices such as workload (x̅= 3.407), role conflict (x̅= 3.042) and role ambiguity (x̅ =3.263); and moderate level of environmental factors such as management support (x̅=3.141), interpersonal relationships (x̅=3.304) but low level of facilities (x̅=2.480). Hypotheses revealed significant joint contribution of work indices and environmental factors on academic staff job performance (F6, 775 = 3.295; P<0.05). Workload (β = .105; t = 2.557), role conflict (β = .093; t = 2.207), role ambiguity (β = .099; t = 2.361), management support (β = .062; t = 1.801) and facilities (β = .131; t = 2.696) except interpersonal relationships (β = .041; t = .732) have significant relative influence on academic staff job performance. There was a significant difference in academic staff job performance in Federal and State Colleges of education (t2, 0.05, df of 780 = 2.797; P<0.05). It was concluded that work indices and environmental factors influence the academic staff job performance in Southwest Nigeria colleges of education. It was recommended amongst others that work indices and environmental factors be improved upon to improve the academic staff job performance in the colleges of education. Keywords: Work Indices, Environmental Factors, Academic Staff, Job Performance, Role Ambiguity Word Count: 299
Human Resources Management Practices and Leadership Styles as Correlates of Lecturers’ Job Satisfaction and Retention in Colleges of Education in Oyo State
(Lead City University, 2023-12) Abiodun Adewole OKE
The dwindling level of job satisfaction and retention among lecturers in colleges of education in Nigeria is disheartening and not only jeopardizes the quality of education but also undermines the foundation upon which our educational system stands. Studies have been done on related issues but little attention has been paid on the contribution of leadership styles and human resources management practices to this dwindling level of job satisfaction and retention among lecturers in colleges of education in Nigeria in general and Oyo State in particular . This study therefore investigated the influence of human resources management practices and leadership styles on job satisfaction and retention of lecturers in colleges of education in Oyo State. A descriptive survey design was used, while three questions were raised and five hypotheses tested at 0.005 level of significance. Lecturers were chosen through intact sampling. The findings revealed that human resources management practices significantly influenced job satisfaction and retention. Also, leadership styles significantly influenced job satisfaction and job retention. The model explained a significant portion of the variance in job satisfaction (85.6%) and job retention (94.7%). Leadership styles accounted for 36.5% of the variance in job satisfaction and 42.0% of the variance in job retention, while human resources management practices accounted for 42.0% of the variance in job satisfaction and 33.3% of the variance in job retention. Overall, lecturers expressed dissatisfaction with their jobs, except for aspects like job autonomy, advancement opportunities, and work hours. They were most satisfied with job security and advancement prospects, while work variety and decision-making were the least satisfying aspects. Although training and development opportunities were viewed positively, feedback on performance and support for skill improvement were lacking. All the leadership styles exhibited moderate levels with limited communication of vision and encouragement of innovative thinking. It is recommended that colleges of education in Oyo State, Nigeria, address areas of job dissatisfaction and improve their human resources management practices. Keywords: Human Resources Management Practices, Leadership Styles, Lecturers’ Job Satisfaction, Retention, Colleges of Education in Oyo state Word Count: 295
Home and School Factors as Determinants of Public Secondary School Students’ Motivation towards Learning in Oyo Town, Nigeria
(Lead City University, 2023-12) Modupe Olajumoke ADAMS
This study investigated Home and School factors as determinants of public secondary school students’ motivation towards learning in Oyo town, Nigeria as literature shows scarcity of studies on this subject area. The Theory of Systems, Motivation and Behaviorism guided the study. Five research questions were raised and two hypotheses formulated. Descriptive survey research design was adopted. Study population comprised of all public secondary schools fifty four (54) and secondary schools students (6,568) of which 36 schools and 1226 students were sampled using multi-stage procedure. Questionnaires titled – ‘Home and School Factors Questionnaire (HSFQ) (r = 0.81) and Students ’Motivation towards Learning Questionnaire (SMLQ) (r = 0.82) were used in collecting data. Data collected were analyzed using descriptive and inferential statistical methods. Results showed low level of motivation towards learning (x=1.85) and low status of school facilities in term of school factors (x= 1.87). Furthermore, it revealed that home factor such as peer influence is moderate (x=2.70). Hypotheses showed a significant combined influence of home and school factors on motivation of students towards learning in secondary schools in Oyo town (F=6,1090) = 19441.4, p<0.05). Furthermore, Parenting style (Beta=.070, t= 3.074), peer influence (Beta=.017, t= 10.277), school facilities (Beta=.337, t = 13.503), parental involvement (Beta=.145, t=7.881) and interpersonal relationship (Beta=.261,t=9.877) have positive influence on students’ motivation towards learning. It can be concluded that low status of school facilities, moderate level of peer influence could be responsible for the low students’ motivation towards learning. It was recommended amongst others that adequate educational facilities should be provided by the government and parents should be actively involved in the children academic affairs. Keywords: Home Factor, School Factors, School Facilities, Students Motivation towards Learning, Oyo Town Word Count: 283
School and Home Factors as Determinants of Public Junior Secondary School Students’ Motivation towards Learning in Ogun State, Nigeria
(Lead City University, 2023-12) Mariam Adebusola OWOYEMI
The apparent worrisome rate of fall in motivation to learn among Nigerian students has regularly aroused public worry; a thorough search of the literature suggests that there is a scarcity of empirical studies on the matter. This study investigated the influence of school and home factors on junior secondary school students’ motivation towards learning in Ogun State, Nigeria. Three questions and hypotheses were raised and tested. A descriptive research design guided the study. The population consisted of 470,449 students in public junior secondary schools in Ogun State, Nigeria, and 6519 junior secondary school students were carefully sampled to participate in the study. A questionnaire was designed to gather data. Simple percentages and means were used to answer the research questions, while multiple regression and the t-test were used to test the hypotheses. Results revealed a high level of motivation towards learning (3.36), a very high level of parental involvement in a child’s education (3.77), but a low level of availability of instructional resources. There was a significant combined influence of home and school factors on junior secondary school students’ motivation towards learning in Ogun State (F = 79546.842; adj. R2 = 0.987; P < 0.05). Parental involvement has the greatest relative influence (β = 1.371; t = 93.109, p < 0.05), followed by resource availability (β = 0.570; t = 54.565, p < 0.05), teacher support (β = 0.223; t = 48.711, p < 0.05), and class rules (β = 0.041; t = 5.963, p < 0.05). A slight but significant gender difference in the level of junior secondary school students’ motivation towards learning was found. It was recommended that autonomy and ownership of learning should be encouraged among students by giving them choice and control over what they learn, how they learn, and how they demonstrate their learning. Keywords: School Factors, Home Factors, Students’ Motivation towards Learning Word Count: 299
School Resources and Home Factors as Determinants of Senior Secondary School Students Academic Achievement in Agricultural Science in Ibadan Metropolis
(Lead City University, 2023-12) Serifat Aribike Makinde
Students’ poor academic performance in Agricultural Science among public secondary school students’ has been a source of concern and a major threat to the future of Agriculture in Nigeria. This study was therefore, conducted to investigate the influence of two major variables; School Resources and Home Factors on Senior Secondary School Students Academic Achievement in Agricultural Science in Ibadan Metropolis. The research utilized a descriptive survey design. The population included all SSS2 students in public secondary schools offering Agricultural Science (N=1,026) and 721 of these were eventually analyzed using multistage sampling. Agricultural Science Achievement Test (ASAT) and Students’ Questionnaires on School Resources and Home Factors (SQSRHF) were used for data collection. Data were analyzed with the use of descriptive statistics of frequency counts, percentages, mean and standard deviation and inferential statistics of multiple regression and t-test at 0.05 significant level. Findings revealed a low level of academic achievement, with almost 93% scoring below 50%. Both resource availability (Mean=2.41; SD=1.132) and utilization (Mean=2.17; SD=0.891) in surveyed schools were low. There was a significant combined influence of School Resources and Home Factors on academic achievement (F=298.899; p=0.000), explaining 60.6% of the variation. Home Factors (Beta=0.610; p=0.000) have a higher relative influence than School Resources (Beta=0.205;p=0.000). Additionally, a statistically significant gender difference is observed, with male students outperforming females (Mean difference=0.05; p=0.014). Recommendations include prioritizing resource acquisition for teaching agricultural science by the concerned government and school administrators and; raising awareness among parents to support their children's education. Keywords: Academic Achievement, Agricultural Science, Home factors, School Resource, Ibadan Metropolis. Word Count: 246
Leadership Styles, Motivation and Quality of Work Life as Determinants of Organisational Citizenship Behaviour among Lecturers in Private Universities in Southwest, Nigeria
(Lead City University, 2023-12) Taiwo Mauyon KUPONU
The observed issues of sabotage, floating and ready-to-leave attitude among some academic staff in private universities may be detrimental to a university’s interests. There is scarcity of empirical researches investigating influence of leadership styles, motivation and quality of work life on organisational citizenship behaviour of lecturers in private universities. This study investigated leadership styles, motivation and quality of work life as determinants of organisational citizenship behaviour among lecturers of private universities in Southwest, Nigeria. The study adopted the descriptive survey research design. One thousand, one hundred and fourty four lecturers in private universities in Southwest, Nigeria were selected using the multistage sampling procedure. Data were generated with a questionnaire on Leadership Styles, Motivation, Quality of Work Life and Organisational Citizenship Behaviour (α =.831). Data were analysed using descriptive and inferential statistics at 0.05 alpha level. The result showed that: there is a significant joint influence of leadership styles, motivation and quality of work life on organisational citizenship behaviour among lecturers of private universities in Southwest, Nigeria (R2=.931, F (3,1140) =5129.764); there is a significant relative influence of leadership styles (β =0.312; t=6.186), motivation (β= 1.111; t=15.739) and quality of work life (β= 0.492; t=28.278) on organisational citizenship behaviour of lecturers in private universities in Southwest, Nigeria; there is a significant positive relationship between quality of work life and organisational citizenship behaviour (r=0.785) among lecturers of private universities in Southwest, Nigeria; there is a significant moderating role of gender in the influence of quality of work life on organisational citizenship behaviour (Male, β =-.855; t=-39.297 and Female, β =.914; t=53.848) among lecturers of private universities in Southwest, Nigeria. Quality of work life should be enhanced among lecturers in private universities to ensure organisational citizenship behaviour, among other recommendations. Keywords: Leadership Styles, Motivation, Quality of Work Life, Organisational Citizenship Behaviour, Lecturers, Word Count: 288
Human Resource Factors, Academic Curriculum and Employability of Educational Management Undergraduates in Southwest, Nigeria
(Lead City University, 2023-12) Kayode Musibau OJOOGUN
It has been observed that graduates of Educational Management in Southwest, Nigeria seem to lack practical knowledge of their course as most of them are unable to put into practice what they have been taught. This study therefore examined human resource factors, academic curriculum and employability of educational management undergraduates in Southwest, Nigeria. Human capital and system theories guided the study. Descriptive survey research design was employed. Study population consisted of all Educational Management Lecturers (154) and 300 level undergraduates (1,201). Data was analysed using descriptive, inferential and thematic content analyses. Results showed low level of employability of educational management undergraduates in areas of competence (x̅=2.355) and attitude (x̅=2.434); low level of human resource factors in terms of lecturers’ classroom management (x̅=2.376) and instructional delivery (x̅=2.468) but high level in terms of lecturers’ educational qualification (x̅=2.643) and attitude (x̅=2.624); low extent of curriculum content (x̅=2.335) and curriculum delivery (x̅=2.441) for educational management undergraduates’ employability; high significant joint influence of human resource factors and academic curriculum on the employability of educational management undergraduates (F4, 143 = 3.361; P<0.05). Lecturers’ classroom management (β = .199; t = 2.719, P<0.05), instructional delivery (β = .191; t = 2.589, P<0.05), educational qualification (β = .93; t = 1.907, P<0.05), attitude (β = .91; t = 1.899, P<0.05), curriculum content (β = .201; t = 2.995, P<0.05) and curriculum delivery (β = .208; t = 3.157, P<0.05) had significant relative influence on the undergraduates’ employability. There was a significant institutional difference in the employability of the undergraduates (t(2), 852 = 2.721, P<0.05). It was recommended amongst others that human resource factors be improved upon and curriculum be re-visited to ensure positive impact on the employability of undergraduates in Educational Management. Keywords: Human resource factors, academic curriculum, employability, undergraduates, southwest. Word Count: 294
Parental Involvement and Family Structure as Determinants of Private School Pre-school Children Academic Achievement in Literacy in Oyo State
(Lead City University, 2023-12) Josephine ABIODUN-KOLAWOLE
This study investigated parental involvement and family structure as determinant of private schools preschool children academic achievement in literacy in Oyo State. The study was guided by Epstein’s Conceptual Model Theory and Social Capital Theory. Three research questions and three hypotheses were formulated. Descriptive survey research was adopted. Study population comprised 3,295 private primary schools and 217,850 pre-school pupils. Sample size consisted of 834 private primary school, 4100 pre-school pupils and 4,100 parents. Parental Involvement and Family Structure on Pre-school Children’s Academic Achievement in Literacy Questionnaire (PIFPCA) (r=0.87) and Pre-School Pupil Literacy Examination (PPLE) containing fifteen questions were used. Data were analysed using descriptive and inferential statistics. Results showed that level of academic achievement in Literacy among pre-school students in Oyo State is excellent. Level of parents' involvement (x= 3.40) in the preschool children education in Oyo State is moderate. The overall level of family structure of private schools preschoolers is moderate (x=2.61). There is significant combined influence of parental involvement and family structure on the academic achievement in literacy of private school preschool children (Adj. R2=0.620, F(2.612)= 14.575, P<0.05). Parental involvement (B = 0.147; p = 0.019) and family structure (B= 0.202; p =0.008) have positive influence on preschoolers academic achievement in literacy. Home environment (F(1.6229)= 0.464, p-value=0.496) has no influence on pre-school children academic achievement in literacy. Hence, the level of academic achievement should be maintained and improved, parents should improve on their involvement in preschool children’s education, single parenting and polygamous family structure should endeavour to provide family support to improve their children academic achievement. Keywords: Academic Achievement, Family Structure, Home Environment, Literacy, Nuclear Family, Polygamous Family, Pre-School, Single Parenting. Word Count: 259

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