Department of Educational Management

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    Information and Communication Technology Use, Teacher-Student Relationships and Senior Secondary School Students’ Attitudes towards Learning in Southwest Nigeria
    (Lead City University, Ibadan, 2025-12) Dolapo Omotayo RAJI
    In Southwest Nigeria, there seems to be a growing concern regarding the attitude of senior secondary school students towards learning among educational stakeholders. From experience and observation by the researcher, it appears that some senior secondary school students in Southwest Nigeria exhibit negative attitudes towards learning. This is evident in poor academic performance, poor engagement, examination malpractice, truancy, skipping classes, and low participation in class and extracurricular activities. Studies have examined the causes of the aforementioned problem in other states, focusing on other variables, however, much work has not been done on information and communication technology use, teacher-student relationships and senior secondary school students’ attitudes towards learning in Southwest Nigeria. Thus, to bridge this gap, this study investigated the influence of Information and Communication Technology (ICT) use and teacher-student relationships on senior secondary school students’ attitudes towards learning in southwest Nigeria. Descriptive survey research design guided the study. The population of the study comprised of 208,804 students from the 2,262 public senior secondary schools in Southwest, Nigeria. Multi-stage sampling procedure comprising various techniques was used to select the sample size of 1187 senior secondary school two students. A self-developed questionnaire titled (SSSSALQ) (α = 0.789) for students was used to collect data from respondents. The findings of the study revealed that the level of public senior secondary school students’ attitudes towards learning was low (x̄= 2.4); level of information and communication technology use was low (x̄ = 2.19); the most prominent teacher-student relationship was authoritarian; information and communication technology use and teacher-student relationship have an significant combined influence on public senior secondary school students’ attitude towards learning (Adj. R2 = 0.821) and (F(2,1018) = 2343.047; p < 0.05); information and communication technology use has a significant influence on the dependent variable (β =0.762, t = 39.367, p < 0.05) and teacher-student relationship has a significant influence on the dependent variable (β = 0.185, t = 9.580, p < 0.05); there is a significant gender difference in public senior secondary school students’ attitude towards learning (p < 0.05). Based on these findings, it was concluded that both ICT use and teacher-student relationships significantly influence senior secondary school students' attitudes towards learning in Southwest Nigeria. Thus, it was recommended among others that schools should consider using teaching techniques that involve students more actively, such as group discussions, hands-on projects, or peer teaching. These methods can help make learning more enjoyable and encourage students to participate more in class. Also, schools should include training on using technology effectively in their professional development programs for teachers. This will help teachers learn how to incorporate technology into their teaching while also building positive relationships with their students. Keywords: Information and Communication Technology Use, Teacher-Student Relationships, Senior Secondary School Students’ Attitudes towards Learning Word Count: 447
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    Effects of Think-Pair-Share and Problem-Solving Teaching Methods on Academic Achievement in Financial Accounting Among Business Education Students in Public Universities, Southwest, Nigeria
    (Lead City University, Ibadan, 2025-12) Elizabeth Remilekun ORE
    The teaching of Financial Accounting in universities is of great interest as the general low academic achievement of Business Education students in this course in public universities in Nigeria is becoming alarming. It is based on this that study investigated the effects of Think- Pair-Share and Problem-Solving Teaching Methods on Academic Achievement in Financial Accounting among Business Education Students in Public Universities, Southwest, Nigeria. The study anchored on three theories namely: Walberg Theory of Educational Productivity, Social Interdependence Theory and Gestalt Theory. One research question was raised while five hypotheses were formulated and tested at 0.05 level of significance. Quasi-experimental research design was adopted. The population of the study was 1,270 200 level Business Education students from all public universities in Southwest, Nigeria offering Business Education as a course of study. Sample size was 423 intact class participants drawn using simple random and purposive sampling techniques; however, only 384 participated. Two research instruments; Financial Accounting Achievement Test and Instructional Guide were used for the study with a reliability coefficient of 0.75 for the Financial Accounting Achievement Test” (FAAT) instrument. One-way Analysis of Variance (ANOVA) was used to test Hypothesis One; a Two- way Analysis of Variance (ANOVA) was used to test Hypothesis Two while dependent sample test (paired sample t) was used to test Hypotheses Three, Four and Five with the aid of Statistical Product and Service Solution version 27.0. Findings of the research question showed that 185 students representing 48.2% fell in the low achievement group, 154 students representing 40.10% fell into the moderate achievement group while 45 students, corresponding to11.72% performed excellently. Findings of hypotheses showed that: the mean score (59.75 ± 12.46) of students who were taught using problem-solving teaching method, indicates superior performance compared to those taught with the think-pair-share method (51.59 ± 14.16) and the lecture method (41.94 ± 11.86)n with a F-statistic of 73.470 with p-value of 0.000, (F (1, 378) =.367, p =.545) also indicated that gender by itself does not significantly affect students' academic achievements. Also, the mean score (51.59± 14.16) of students who were taught using Think-Pair-Share teaching method was significantly different (t = 5.520, df = 78, p<0.01) from the mean score of students taught using conventional lecture method (40.75± 11.61), the mean score (59.70± 12.52) of students who were taught using problem-solving teaching method was significantly different (t = 11.405, df = 109, p<0.01) from the mean score of students taught using conventional lecture method (40.85±10.88). The pre-test mean score (43.75± 13.66) is significantly different (t = -7.659, df = 383, p<0.01) from the post-test mean score of students taught using think-pair-share, problem solving and conventional lecture methods (49.08± 14.68). It was concluded that the use of learner- centred methods such as think-pair-share and problem-solving teaching methods are more effective in improving Business Education students’ academic achievement in Financial Accounting. The researcher recommended among others that lecturers should implement a mixed strategy that incorporates TPS and problem-solving teaching methods in order to improve overall student engagement and achievement in Financial Accounting. Keyword: Corporative Learning, Financial Accounting, Problem-Solving, Think-Pair-Share Word Count: 500
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    Influence of Self-Concept, Emotional Support and Parenting Efficacy as Predictors of Social Competence of Adolescents in Lagos State, Nigeria
    (Lead City University, Ibadan, 2025-12) Blessing Elohor ONWUAMAH
    Low social competence in adolescents, mainly associated with the physical or emotional absence of their fathers, can result in feelings of rejection, depression, and, ultimately, poor academic achievement. Thus, using a ex-post-facto descriptive research design, this study investigated the influence of self-concept, emotional support, parenting efficacy, and social competence on adolescents in public senior secondary schools in Lagos, Nigeria with special interest in those from father-absent homes. The respondents were selected using the multistage sampling procedure. Data were analysed using descriptive and inferential statistics, with a 0.05 alpha level of significance. 1101 students participated in the study. The level of the variables were determined using the frequency table and the following were the results: social competence of adolescents from father-absent homes was high (weighted mean =3.063) which was comparable but slightly higher in those in general category (weighted mean= 3.037), level of self-concept of the adolescents from father-absent homes was moderate (weighted mean =2.863) comparable to those from general category (weighted mean = 2.805), the level of emotional support of the adolescents from father-absent homes was high (weighted mean = 3.011) comparable to those from the general group (weighted mean = 3.117), the level of parenting efficacy of all the adolescents from father-absent homes was moderate (weighted mean = 2.833) and comparable to those from the general category (weighted mean=2.891). There was significant joint influence of self-concept, emotional support and parenting efficacy on the social competence of adolescents from father-absent homes. (F(3, 421) = 9.099, R2 = 0.061, p <0.05) with those from general category (F(3,1101) =34.164, R2 =0.085, p= <0.05) There was a significant relative influence of parenting efficacy (β= 0.162, t = 3.037, p = < 0.05) and self-concept (β= 0.118, t- 2.406, p= <0.05) on the social competence of adolescents from father-absent homes while the general category had same level of influence with values as parenting efficacy (β= 0.166, t = 5.035, p = < 0.05) and self-concept (β= 0.182, t- 5.987, p= <0.05) being significant. There was no significant gender difference in the social competence of adolescents from father-absent homes (p =0.729) and those from general category (0.666). There was no significant gender difference in the self-concept of adolescents (p = 0.460) from father-absent homes and those from general category (p = 0.585).The results point to the fact that there could be other factors affecting the adolescents from father-absent apart from the independent variables highlighted in this study, thereby giving room for further research on the father-absent adolescent population. School counselling interventions that can encourage more peer engagement and training for single mothers on emotional connection and discipline strategies are recommended to help adolescents in general regardless of their father-status. Keywords: Self-concept, Emotional Support, Parenting Efficacy, Social Competence, Adolescents. Word Count: 445
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    Evaluation of the Universal Basic Education Programme in Ondo State, Nigeria
    (Lead City University, Ibadan, 2025-12) Folake Sarah OLANIYAN
    Despite numerous policy interventions such as Infrastructure Development, Teacher Training and Development, Provision of Educational Materials, Increased Funding, Recruitment of Teachers, Provision of Furniture and Equipment etc and significant investments by the Ondo State Government to achieve universal access to quality education, major challenges persist. The continued prevalence of street hawking among school-age children, high failure rates, moral decadence, truancy, indiscipline, and a troublingly high illiteracy rate highlight deep rooted obstacles within the educational system. Although previous studies have addressed aspects of educational challenges, there remains a gap in existing literature that holistically assesses the overall success of the Universal Basic Education (UBE) Programme in achieving its intended objectives in Ondo State, Nigeria. This study therefore aims to fill this gap by conducting a comprehensive evaluation of the UBE Programme in the state. Five research questions were raised, two theories were used for the study namely: System Theory and Context, Input, Process, Product (CIPP) Theoretical Model. Descriptive research design was used to guide the study. The study population comprised 31,360 SSS1 students, 2,835 teachers, and 308 principals across public secondary schools in the state. Using a multi-stage sampling procedure, 2,204 students, 177 teachers, and 20 principals were selected. Data were collected through three self-designed instruments — the Student Questionnaire (SQEUBEP), Teacher Questionnaire (TQEUBEP), and Principal Questionnaire (PQEUBEP) — all validated with a Cronbach’s Alpha reliability coefficient of 0.889, 0.756 and 0.811 respectively. Findings revealed that the UBE Programme, to a high extent,has developed a strong educational consciousness and commitment among the citizenry (x̄ = 3.28); UBE programme has effectively provided free, universal basic education to children of school- going age to a high extent (x̄= 3.17); to a high extent, there is a significant reduction in school dropout rates, attributed to improvements in the relevance, quality, and efficiency of education delivery (x̄= 3.14). In addressing the needs of young persons who interrupted their schooling, the UBE programme was rated highly (x̄= 3.05); lastly, the programme’s efforts to ensure the acquisition of literacy, numeracy, life skills, and moral and civic values were rated highly (x̄ = 3.17). In conclusion, the UBE Programme in Ondo State stands as a transformative initiative that is contributing positively to the realization of basic education for all. Based on these findings, it was recommended that the government sustain and intensify awareness campaigns and community sensitization efforts about the value of basic education, leveraging local media and grassroots mobilization to further strengthen citizens’ commitment, particularly in underserved rural communities. Based on these findings, it is recommended that the government sustain and intensify awareness campaigns and community sensitization efforts about the value of basic education, leveraging local media and grassroots mobilization to further strengthen citizens’ commitment, particularly in underserved rural communities. Keywords: Evaluation, Universal Basic Education, and Public Secondary Schools in Ondo State. Word Count: 453
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    Motivation, Principals’ Supervision of Instructional Styles and Public Secondary School Teachers’ Job Performance in Southwest, Nigeria
    (Lead City University, Ibadan, 2025-12) Sunday Mayowa OKE
    In Southwest Nigeria, concerns are rising among education stakeholders about the job performance of public secondary school teachers. Despite their central role in delivering quality education, recent evidence suggests a decline in key competencies such as instructional effectiveness, classroom management, assessment practices, student support, and technology integration. This situation prompted investigations into the factors influencing teacher performance. While previous studies have examined the effects of principals’ instructional supervision and teacher motivation separately, limited research have explored their combined influence. This study addressed that gap using a mixed-method research design. The population for the study comprised 56,827 teachers and 2,262 principals of public senior secondary schools across Southwest Nigeria. Using a multi-stage sampling procedure, participants were drawn from Oyo, Ogun, and Ondo States. Quantitative data were collected from 1,773 teachers using the “Questionnaire on Secondary School Teachers’ Job Performance (QoSSTeJoP)” (r = 0.795).For the qualitative aspect, 143 principals were interviewed using the “Principal’s Interview Guide (PIG)’’. Descriptive statistics of frequency, percentages, mean, standard deviation were used to analyse demographic data and research questions, while multiple regression and t-tests were used to test hypotheses at the 0.05 significance level. Content analysis was used to analyze qualitative data. Findings indicated that both teachers’ job performance (xˉ = 3.06) and motivation (xˉ =3.12) were perceived as high. Directive supervision emerged as the most commonly adopted style among principals (48.4%). A multiple regression analysis revealed that the combined effect of motivation and supervisory style on teacher performance was statistically significant (Adj. R2 = 0.874; F(2, 1770) = 6171.071; p< 0.05). Motivation had the strongest influence (β = 0.572, t = 34.924, p< 0.05). Significant gender differences were also observed in teachers’ job performance with female teachers (N = 926, Mean = 78.53, SD = 24.211) outperforming their male counterparts (N = 847, Mean = 73.98, SD = 12.933). Based on teachers’ responses, a significant gender difference was also found in principals’ supervision of instruction. Female principals (Mean = 45.12, SD=12.024) engaged more actively than male principals (Mean = 43.33, SD=8.173). Conclusively, in this study, motivation and principals’ supervision of instructional styles were found to have a significant influence on the job performance of public secondary schools teachers’ in Southwest Nigeria. To sustain and improve high teachers’ job performance in Southwest Nigeria, the study recommended more regular professional development, more improvement on supportive work environment, and granting more teacher autonomy that foster modern teaching strategies and instructional effectiveness. Keywords: Job Performance, Instructional Effectiveness, Classroom Management, Motivational Factors, Autonomy, Principals’ Supervision of Instructional Styles, Gender. Word Count: 403
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    Psychological and Demographic Factors as Predictors of Marital Harmony among Secondary School Teachers in Oyo State, Nigeria
    (Lead City University, Ibadan, 2025-12) Martina Abiodun, OHENHEN
    Marriages in contemporary society face increasing challenges, often shaped by the diverse backgrounds of partners. Although previous studies have examined general determinants of marital satisfaction among teachers, limited attention has been given to the combined influence of psychological and demographic factors on marital harmony within the profession. This study therefore investigated the predictive roles of psychological and demographic variables in marital harmony among secondary school teachers in Oyo State, Nigeria. Anchored on five key theoretical frameworks – Attachment, Family Systems, Communication, Self-determination and Psychological Well-being theories, the study adopted a descriptive survey design. A stratified and simple random sampling of 966 married male and female teachers provided a balanced sample. Data were collected using a validated questionnaire, “Psychological Demographic Marital Harmony Questionnaire (PDMHQ)’’ measuring marital communication, anxiety, emotional intelligence, dual-earner profile, educational qualification, age, and marital harmony with r value of 0.75 at 0.05 level of significance. Analyses were conducted using Pearson’ Product-Moment Correlation, Multiple Regression, and Analysis of Variance (ANOVA). Findings from the 944 retrieved data revealed that anxiety has a strong and significant positive influence on marital harmony, as indicated by a standardised coefficient of β = 0.674 (p < .001). This suggests that as teachers experience higher levels of anxiety, their marital harmony tends to improve. Emotional intelligence, on the other hand, was found to have a significant but negative effect on marital harmony (β = -0.098, p < .001). This implies that teachers with higher emotional intelligence may also possess heightened awareness of marital challenges, which could amplify their perception of disharmony. Marital communication emerged as another strong predictor, showing a positive and significant relationship with marital harmony (β = 0.420, p< .001). Effective communication allows couples to express their emotions, resolve conflictsamicably, and maintain intimacy, all of which are critical components of harmony in marriage. This means that psychological predictors, communication, emotional intelligence and in particular anxiety against previously established literature, accounted for a significant proportionof the variance in marital harmony (R² = 0.345, F(3,596) = 105.67, p < 0.05). Demographic predictors also made a meaningful contribution (R² = 0.274, F(3,596) = 74.53, p < 0.05), with educational qualification and dual-earner couple structure positively contributed, whereas age showed a modest but significant influence. When psychological and demographic factors were combined, the results demonstrated a stronger predictive power on marital harmony (R² = 0.417, F(6,593) = 70.28, p < 0.05). The study concludes that both psychological competencies and demographic contexts play significant roles in shaping marital harmony among married teachers. It recommends conducive workplace policies, premarital education, and counselling interventions aimed at strengthening emotional intelligence, anxiety management and communication skills, while addressing the specific challenges of dual-earner couples. Key Words: Marital Harmony, Emotional Intelligence, Marital Communication, Anxiety, Psychological and Demographic Factors, Secondary School Teachers Word Count: 444
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    National Values Awareness and Civic Responsibilities of Teachers as Determinants on Character Development among Social Studies Students in Public Secondary Schools in Oyo State, Nigeria
    (Lead City University, Ibadan, 2025-12) Omolayo Ayodele OGUNNIYI
    National values and civic responsibilities are essential components that contribute significantly to character development. However, there has been a growing concern over the increasing prevalence of negative behaviours such as bullying, cheating, disrespect, and harassment particularly among secondary school students. These behavioural issues have become widespread and pose a serious challenge to the effectiveness of character development within the school system. This study investigated national values awareness and civic responsibilities as determinants on character development among Social Studies students in public Secondary Schools in Oyo State, Nigeria. A descriptive survey. The study's population included 625 public junior secondary schools, 875 Social Studies teachers, and 15,360 students in JSS 2 across Oyo State’s three senatorial districts. A multistage sampling technique was applied. The sample included 276 schools, 382 teachers, and 2,682 students. Data were collected using two self-constructed questionnaires: the "Character Development of Social Studies Students Questionnaire (CDSSSQ)"( =0.838) and the “Teachers Awareness of National Values Civic Responsibilities Questionnaire (TANVCRQ)”( = 0.805). Descriptive statistics, were used to summarise demographic data and answer research questions. Pearson Product Moment Correlation and Multiple Regression Analysis were employed to test hypotheses at a 5% significance level. The results revealed that teachers possess a high awareness of national values, with an overall mean of 3.49. Teachers demonstrated high awareness in promoting tolerance (mean = 3.44), responsible citizenship (mean = 3.60), and justice (mean = 3.46), reflecting their commitment to fostering acceptance, fairness, and civic responsibility. Awareness of civic responsibilities was similarly high, with a mean score of 3.41. Teachers consistently encouraged volunteering and community engagement (mean = 3.66) and emphasised law-abiding behaviours (mean = 3.44), underscoring their commitment to civic duty. Students reported high character development levels, with an overall mean score of 3.18. Teachers’ focus on honesty, integrity, and empathy was instrumental, with honesty scoring the highest (mean = 3.53) among students’ character traits. However, empathy and social responsibility displayed moderate scores (mean = 3.21 and 3.05). There was significant relationship between teachers' awareness of national values and students' character development (r = 0.222, p < 0.05) and between civic responsibilities awareness and character development (r = 0.218, p <0 .05). The joint contribution of national values and civic responsibilities awareness was statistically significant (R = 0.242, R² = 0.058, F =76.769, p < 0.05), explaining 5.8% of the variance in students' character development. Additionally, teachers’ awareness of national values (β = 0.139, p < 0.05) and civic responsibilities (β = 0.127, p < 0.05) were significant predictors of character development. A t-test showed that male students displayed slightly higher character development than females (t = 2.604, p < 0.05). The study stressed the critical role of teachers' awareness of national values and civic responsibilities in shaping students' character, continuous professional development for teachers in civic education to enhance consistency was recommended. Keywords: Character Development, Teacher’s Awareness, National Values, Secondary School Students Word Count: 494
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    Principal Administrative Practices and Employee Benefits as Correlates of Teachers’ Commitment towards Universal Basic Education (UBE) in Southwest, Nigeria
    (Lead City University, Ibadan, 2025-12) Taofeek Oyesola LAMIDI
    This study investigated principal administrative practices and employee benefits as correlates of teachers’ commitment towards Universal Basic Education (UBE) in Southwest, Nigeria. Search of literature shows scarcity of studies on joint contribution of the above predictors on teachers’ commitment to UBE. Three research questions and two hypotheses were raised. Descriptive research design was employed. Population included 54,870teachersand 2,398 principals. 3013 teachers and 911 principals were sampled using multi-stage procedure. Teachers’ Commitment Questionnaire (TCQ)(α = .876)”, and Principal Administrative Practices and Employee Benefit Questionnaire (PAPEBQ)(α = .805)”were used to collect data. Data were analysed using descriptive and inferential statistics. Results showed high level of teachers’ commitment to the school (x̅= 2.542) and students (x̅= 2.535) but low commitment to teaching/profession (x̅= 2.459). Principals highly adopt supervision (x̅= 2.564) and involvement of teachers in decision- making (x̅= 2.550) for teachers’ administration. Fringe benefits (x̅= 2.583) and paid time off benefits (x̅= 2.752) are highly provided for teachers whereas there is low level of provision of insurance benefits (x̅= 2.056). Principals' administrative practices and employee benefits jointly contribute significantly to teachers' commitment to UBE (F6, 904 = 4.928, P<0.05).Supervision (β = .081; t = 2.354; sig. = .033), involvement of teachers in decision-making (β = .094; t = 2.675; sig. = .021), staff development practices (β = .072; t = 2.165; sig. = .038), fringe benefits (β = .152; t = 3.808; sig. = .003) and paid time off benefits (β = .137; t = 3.235; Sig. = .008) except insurance benefits (β = -.060; t = -1.631; Sig. = .099)all have significant relative influence on teachers’ commitment to universal basic education at P<0.05.In conclusion, principals' administrative practices and employee benefits significantly influence teachers' commitment in universal basic education. It was recommended among others that attention should be given to improving teachers’ commitment by ensuring better administrative practices and more provision of employee benefits. Keywords: Principals Administrative Practices, Employee Benefits, Teachers’ Commitment Word Count: 300
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    Self-Esteem, Parental Attitude, and School Connectedness as Determinants of Antisocial Behaviour of Adolescents in Public Senior Secondary Schools in Lagos, Nigeria
    (Lead City University, Ibadan, 2025-12) Fatimah Adenike RABIU
    Adolescents in public senior secondary schools in Lagos, Nigeria, increasingly exhibit antisocial behaviours such as bullying, substance abuse, aggression, and defiance, posing a threat to their personal development and societal harmony. Traditional disciplinary and educational measures have proven inadequate in curbing these behaviours, making it necessary to explore the influence of psychosocial and environmental factors on adolescent conduct. Consequently, this study examined the influence of self-esteem, parental attitude, and school connectedness on the antisocial behaviour of adolescents in public senior secondary schools in Lagos, Nigeria. The research adopted a descriptive survey research design. The population comprised adolescents from public senior secondary schools in Lagos State, 2,342 senior secondary school students selected from 120 public schools throughout Lagos, a descriptive survey design was employed. The Taro Yamane formula was used to determine the proper sample size in a multi-stage sampling procedure. Data were collected using four structured, validated instruments: the Antisocial Behaviour Scale (ABS), Self- Esteem Scale (SES), Parental Attitude Scale (PAS), and School Connectedness Scale (SCS). The reliability coefficients of these instruments ranged from 0.78 to 0.84, ensuring internal consistency. Data analysis was conducted using multiple regression analysis and independent t-tests to test three hypotheses at a 0.05 level of significance. Findings revealed a significant joint influence of self-esteem, parental attitude, and school connectedness on antisocial behaviour among adolescents, with (β=0.091, p<0.05). Additionally, each independent variable made a significant relative contribution, with parental attitude exerting the highest influence. Gender differences in antisocial behaviour were also significant, with male adolescents exhibiting higher levels of antisocial behaviour than their female counterparts. Based on these findings, it is recommended that parents, educators, counselling psychologists, and policymakers implement strategies to foster positive parental attitudes, improve adolescent self-esteem, and enhance school connectedness to curb antisocial behaviour and promote prosocial conduct among adolescents. Keyword: Self-Esteem, Parental Attitude, School Connectedness, Antisocial Behaviour, Gender Word Count: 295
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    Influence of Strategic Procurement and Inventory Management on Performance of Public Higher Education Institutions in South-South Nigeria
    (Lead City University, Ibadan, 2025-12) Francis ERHABOR
    Performance in public Higher Education Institutions (HEIs) in South-South Nigeria is often hampered by challenges such as poor procurement planning, corruption, and ineffective inventory control. This study investigated how strategic procurement and inventory management practices influence the performance of these institutions. Guided by the economic order quantity model, resource-based view, and stakeholder theories, the study adopted a descriptive survey research design. The population consisted of 523 procurement officers and 185 inventory managers from 31 public HEIs across six South-South states. A sample of 274 procurement officers and 105 inventory managers was drawn using a purposive sampling technique to select the study area and institutions. This resulted in picking three of the oldest states (Cross River, Edo, and Rivers) with well-established institutions and structures. A total enumeration of all procurement officers and inventory managers within these selected institutions was utilized. Data were collected using two sets of questionnaires: "Strategic Procurement and Institutional Performance Questionnaire (SPIPQ)" and "Inventory Management and Institutional Performance Questionnaire (IMIPQ)" which were developed and adapted respectively. The results indicated a high level of performance. The study found that the most prevalent strategic procurement practices were procurement monitoring, followed by procurement planning, competency and control. The existing inventory management techniques were found to be moderately effective in mitigating inventory shrinkage and related problems. The study also identified prevailing challenges in procurement to be technological challenges, aligning procurement strategies with sustainability goals, collaborating with external entities, regulatory frameworks and policies, budgetary constraints, collaboration with internal stakeholders and governance issues. For inventory management, budgetary constraints and technological challenges were most critical, while stakeholder collaboration and sustainability alignment were least severe. Framework analysis showed that strategic procurement frameworks and inventory management frameworks strongly supported institutional performance. Regression analysis showed that strategic procurement practices had a strong, positive, and significant effect on institutional performance (B = 0.993, β = 0.975, t = 69.687, p < 0.05), while inventory management practices also exerted a significant positive influence (B = 0.570, β = 0.962, t = 32.523, p < 0.05). Among procurement components, procurement control was the strongest predictor (B = 1.653, β = 1.614, p < 0.05), whereas staff competency showed a significant negative relationship (B = -0.868, β = -0.829, p < 0.05). Procurement planning (B = 0.127, p > 0.05) and monitoring (B = 0.073, p > 0.05) had positive but insignificant effects. Furthermore, inventory shrinkage (B = 0.310, β = 0.523, t =3.199, p < 0.05) and inventory control (B = 0.260, β = 0.444, t = 2.716, p < 0.05) significantly improved performance. In conclusion, the study shows that improving public higher education performance requires strategically strengthening procurement and inventory practices through effective policies, technological integration, and a skilled workforce. It recommends that HEIs enforce strict strategic policies and invest in recruiting and retaining qualified staff in these departments to achieve sustainable institutional growth and excellence. Keywords: Strategic Procurement, procurement monitoring, procurement planning, Inventory Management, Inventory shrinkage, Performance of Higher Education Institutions, Word Count: 477
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    Lecturers’ Professional Ethics, Talent Management Strategies and Job Performance in Public Colleges of Education in Southwest, Nigeria
    (Lead City University, Ibadan, 2025-12) Oluwumi Olatunde AKINOLA
    Ethics and talent management in lecturers’ job performance cannot be overemphasised. This has given some concerns to stakeholders as the ethics and talent management seem to be dwindling, thus reflecting on the lecturers’ job performance. The severity of this issue lies in its potential repercussions, including a decline in the quality of education, decreased student satisfaction, disengagement from learning, and hindered academic performance. Previous studies had examined professional ethics and talent management separately; few had holistically explored their interplay and collective influence on lecturers' job performance, particularly within colleges of education in Southwest Nigeria. This gap in the literature necessitated the present study on lecturers’ professional ethics, talent management strategies, and job performance in public colleges of education in Southwest Nigeria. The research was anchored on social exchange theory and institutional theory. The study employed a descriptive research design. Three research questions were raised and answered, and five hypotheses were formulated and tested. Data were analysed using descriptive statistics for research questions and inferential statistics for hypotheses. The population comprised 2,574 lecturers and 14,619 second- year students from public colleges of education in Southwest Nigeria. A multi-stage sampling procedure incorporating various techniques such as total enumeration, simple random sampling, and the Taro Yamane formula was used to select a sample size of 840 lecturers and 2,992 second-year students. Data were collected using a self-structured questionnaire for lecturers and interviews for students. The reliability of the instruments was determined using Cronbach’s alpha and Cohen’s Kappa (α = 0.831 and κ = 0.73). The findings revealed that lecturers’ job performance was at a moderate level (x̄= 2.51), while their adherence to professional ethics was also moderate (x̄= 2.90). However, the level of talent management strategies employed in colleges of education was found to be low (x̄= 2.44). Further analysis indicated that lecturers’ professional ethics and talent management strategies had a significant combined influence on lecturers’ job performance (Adj.R 2 = 0.111) and (F (2,770) = 49.118; p < 0.05). Individually, both lecturers’ professional ethics (β = 0.185, t = 5.203, p < 0.05) and talent management strategies (β = 0.340, t = 9.589, p < 0.05) significantly influenced job performance. Additionally, there is significant institutional difference in the level of lecturers’ professional ethics, talent management strategies and job performance in public colleges of education in Southwest (p < 0.05). In conclusion, improving lecturers’ effectiveness requires a stronger emphasis on professional ethics training, strategic talent management practices, and the elimination of systemic barriers. The study recommended that colleges of education managers should prioritise continuous professional development through regular workshops, mentorship programmes, and initiatives aimed at strengthening teaching, research, and community engagement. Keywords: Lecturers’ Professional Ethics, Talent Management Strategies, Job Performance, Public Colleges of Education Word Count: 439
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    Parental Involvement, Peer Influence and Study Habit as Predictors of Academic Motivation among Senior Secondary School Students in Southwest Nigeria
    (Lead City University, Ibadan, 2025-12) Adewumi Adeoye ADEPOJU
    Academic motivation plays a vital role in students’ learning outcomes and overall academic achievement. However, anecdotal evidence suggests that many public senior secondary school students in Southwest Nigeria exhibit low levels of academic motivation, which may negatively affect their engagement and performance. This study examined the impact of parental involvement, peer influence, and study habits on academic motivation among public senior secondary school students in Southwestern Nigeria. The study employed a descriptive research design. Four research questions were posed and answered, three hypotheses were formulated and answered. The population comprised 39,975 students from public senior secondary schools across the six states in Southwest Nigeria. Using a multi-stage sampling procedure, a total of 599 schools and 1,187 students were selected. Data were collected using a structured and adapted instrument titled Secondary School Students’ Academic Motivation Questionnaire (SSAMQ) (α = 0.985). Findings indicated that students reported a high level of academic motivation (x̄= 3.1). Parental involvement in students’ academic work was low (x̄= 2.48), there was a high level of peer influence (x̄= 2.86). Study planning was the most frequently practiced of the study habits (69.3%). Parental involvement, peer influence, and study habits jointly had a significant effect on academic motivation (Adjusted R² = 0.987; F(3, 948) = 24,985.816, p < 0.05). Peer influence (β = 0.870, t = 128.663, p < 0.05) and parental involvement (β = 0.309, t = 39.372, p < 0.05) were both significant individual predictors, with peer influence having the most potent positive effect. In contrast, study habits (β = -0.116, t = -10.979, p < 0.05) showed a negative relative influence. A significant gender difference was observed, with male students (x̄= 35.58) exhibiting higher academic motivation than their female counterparts (x̄= 24.93). In conclusion, academic motivation among senior secondary school students is shaped by a complex interplay of parental support, peer dynamics, and personal study habits. Fostering motivation requires a holistic approach that strengthens home-school collaboration, encourages healthy peer relationships, and promotes effective learning strategies. Educational stakeholders, including schools and policymakers, should implement sustainable programmes such as recognition programs for students, workshops on effective parenting for parents, and better channels of communication in a program that aims to maintain and enhance students’ motivation to learn. Keywords: Academic Motivation, Parental Involvement, Peer Influence, Study Habit. Word Count: 370
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    Teachers’ Development Programmes and Workload as Determinants of Private Secondary School Teachers’ Work Behaviour in Oyo State
    (Lead City University, Ibadan, 2025-12) Adekunle Emmanuel ADENIJI
    The roles of teachers in achievement of educational objectives of a nation can never be undermined as they are pilot that will actualize and implement any educational objectives set by government, therefore there is need for teachers development programme and workload management. This study investigated teachers’ development programmes and workload as determinants of private secondary school teachers’ work behaviour in Oyo State. Search of literature shows scarcity of studies on joint contribution of the above predictors on teachers’ work behaviour. Three research questions and two hypotheses were raised. Descriptive research design was employed. Population included 1250 teachers and 625 principals. 548 teachers and 274 principals were sampled using multi-stage procedure. Three theories were used for the study and they are social cognitive theory, broken window theory and consistency theory. Teachers’ Work Behaviour Indices Questionnaire (TWBIQ) (α = .874)”, and Teachers’ Development Programmes and Workload Questionnaire (TDPWQ) (α = .833)” were used to collect data. Data were analysed using descriptive (standard deviation) and inferential statistics (multiple regression). Results showed low level of teachers’ work behaviour (x̅= 2.310). Principals highly adopted in-service training programmes (x̅= 2.620), peer mentoring ( x̅= 2.061), attending of conference (x̅= 2.041) and attending of seminar (x̅= 2.090) for teachers’ administration. Teachers’ workload in term of academic workload is high (x̅= 3.621) and administrative workload (x̅= 3.350) is at a moderate level by the teachers. Teachers’ development programmes and workload jointly contribute significantly to teachers' work behaviour (F6, 274 = 69.953, P<0.05), R = .782, R2 = .611, Adj R2 = .602. In-service training (β =.213; t = 7.525; p < .005), Peer mentoring (β =.152; t = 6.667; p < .000), attendance of Seminar (β =.056; t = 3.036; p < .005), attendance of Conference (β =.094; t = 4.095; p < .005), administrative workload (β =.040; t = 4.178; p < .005), and academic workload (β =.156; t = 2.497; p < .005), are significant at P>0.0 all have significant relative influence on teachers' work behaviour at P<0.05. In conclusion, teachers’ development programmes and workload significantly influence teachers' work behaviour in private secondary schools in Oyo State. It was recommended among others that attention should be given to improving teachers’ development programmes by ensuring better work behaviour by the private secondary school teachers and less workload. In-service training was revealed as the most adopted training programme which was alos at a very low level in private secondary schools in Oyo State, it was recommended that other forms of training programmes such as peer mentoring, seminars and conferences should be engaged as means of developmental training for teachers in private secondary schools in Oyo State. Keywords: Teachers’ Development Programmes, Workload, Teachers' Work Behaviour, Oyo State, Private Secondary School Word Count: 445
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    Principals’ Motivational Techniques and Physical Learning Environment as Determinants of Students’ Attitude towards Learning in Oyo State Secondary Schools
    (2025-12) Magareth Oluwatoyin ABRAHAM
    Students' attitude towards learning is their opinions, feelings, beliefs about learning; level of interest in learning, motivation to learn, and confidence in their ability to learn. Several factors were highlighted as factors influencing students attitude towards learning. However, this study investigated the influence of principals’ motivational techniques and the physical learning environment on students’ attitudes towards learning in secondary schools in Oyo State, Nigeria. Students' attitude towards learning is their opinions, feelings, beliefs about learning; level of interest in learning, motivation to learn, and confidence in their ability to learn. Three research questions were raised and two hypotheses were formulated and a descriptive survey research design was employed for the study. The study population comprised 165,234 students and 5,470 teachers across public secondary schools in Oyo State. A multi-stage sampling procedure yielded 3,900 students and 1,731 teachers as respondents. Data were collected using three validated instruments: the Students’ Attitude towards Learning Questionnaire (SALQ) with a reliability coefficient of α = 0.813, Principals’ Motivational Techniques Questionnaire (PMTQ) with α = 0.841 and the Physical Learning Environment (PLEQ) with α = 0.814. Both descriptive and inferential statistical methods were employed in the statistical analysis. Findings revealed that students demonstrated a moderate attitude towards learning (x̅= 2.601). Among the motivational strategies employed by principals, fringe benefits for teachers emerged as the most prevalent, with x̅= 3.420. The assessment of the physical learning environment measured in the study, indicated moderate levels, with provision of school facilities at x̅= 2.850, conducive learning environment at x̅= 2.880, and school safety at x̅= 2.830. Regression analysis showed that principals’ motivational strategies and the physical learning environment jointly influenced students’ attitudes towards learning, F(6, 3894) = 4.042, R = .505, R² = .243, Adjusted R² = .261, p < 0.05. Specific predictors with significant contributions included teachers’ compensation and welfare packages (β = .101, t = 1.447, p < 0.005), fringe benefits (β = .282, t = 1.816, p < .000), support for professional development (β = .022, t = 1.201, p < 0.005), school safety (β = .081, t = 1.256, p < .005), school facilities (β = .035, t = 1.004, p < .005), and conducive classroom conditions (β = .065, t = 1.103, p < 0.005). These findings establish that both motivational techniques and the quality of the physical learning environment significantly shape students’ disposition towards learning. The study concluded that principals’ motivational techniques, particularly welfare packages, fringe benefits, and professional development support, along with the adequacy of physical facilities, conducive learning environment, and safety measures, are critical determinants of students’ learning attitudes. It was recommended that the government and educational authorities prioritize the provision of adequate facilities, enhance professional development opportunities for teachers, inculcate sustainable maintenance culture for existing facilities, and ensure robust security measures to foster a positive learning environment and strengthen students’ commitment to learning. Keywords: Principals’ Motivational Techniques, Physical Learning Environment, Students’ Attitude towards Learning Word Count: 472
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    Organisational and Demographic Factors as Determinants of Academic-Administrators’ Job Performance in Public Colleges of Education in South-west, Nigeria
    (Lead City University, Ibadan, 2025-12) ABIOYE, Kehinde David
    Job performance of staff in Nigerian public Colleges of Education is a critical issue affecting institutional quality. Academic administrators play a key role in balancing administrative and academic duties, making their performance essential. However, stakeholders have expressed dissatisfaction with their job performance. Despite this, limited research exists on how organizational and demographic factors influence their job performance. This study examines organizational factors (work environment, leadership style, organizational communication, training, reward system) and demographic factors (gender, age, educational qualification, work experience, job status) as determinants of academic administrators' job performance in Public Colleges of Education in South-West, Nigeria. In order to achieve the purpose of this study, one research question and five hypotheses were also formulated at 0.05 level of significance. The study employed a descriptive survey research design. The population consisted of 329 academic administrators from nine (9) public Colleges of Education South-West, Nigeria. Total enumeration sampling method was employed; comprising 329 respondents in the study. Two research instruments were used for data collection. These were; Organizational and Demographic Factors Questionnaire (ODFQ) (α=0.87) and the Academic-Administrators’ Job Performance Research Questionnaire (AAJPRQ) (α=0.78).The study utilized a combination of descriptive and inferential statistics for data analysis. The research question was analyzed using descriptive statistics, which included the mean and standard deviation. Hypotheses were tested using multiple regression analysis, t-tests, and Analysis of Variance (ANOVA), with a significance level set at 0.05. The findings revealed that the job performance of academic administrators was predominantly low, reflected in a grand mean of 2.35. The regression analysis revealed that both organizational and demographic factors significantly influenced academic administrators' job performance (R² = 0.998, p < 0.05). The analysis of organizational factors indicated that reward systems (β = 0.234, p < 0.05), leadership styles (β = -0.081, p < 0.05), organizational communication (β = 0.130 p < 0.05), and training programmes (β = 0.516, p < 0.05) had the most substantial impact, whereas the work environment (β = 0.034, p = 0.127) did not demonstrate significance. The examination of demographic factors revealed that age (β=0.260, p < 0.05), qualifications (β=0.249, p < 0.05), and experience (β=0.537, p < 0.05) are significant determinants of job performance. In contrast, gender and job status did not demonstrate significance. The analysis revealed a notable difference in academic-administrators’ job performance based on gender (F(3,308) =742.623, p<0.05).The finding also showed a significant difference in job performance based on work experience (F (3,308) = 742.623, p < 0.05).Based on the findings, it was concluded that Academic-administrators’ job performance was significantly low and determined by various organisational and demographic factors, with key determinants identified as work experience, leadership styles, training programmes, organisational communication, and reward systems, age, qualifications and experience. It was recommended that public Colleges of Education should promote prompt and reliable compensation systems, such as salary payments, research encouragements, and rewards in order to motivate and improve academic-administrators’ job performance. Keywords: Organizational Factors, Demographic Factors, Academic Administrators, Job performance, Public Colleges of Education Word Count: 478
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    Leadership Styles, School Welfare Measures and Organisational Citizenship Behaviour among Administrative Staff in Private Universities in Oyo State
    (Lead City University, 2024-11) Onome Peace AVURAKOGHENE
    Private University administrative staff in Oyo State seems to be exhibiting poor organizational citizenship behaviours, resulting in reduced support, job satisfaction, effectiveness, turnover, and reduced innovation. Factors contributing to this include poor organisational justice, work motivation, work-life balance, and poor working conditions among others. However, little research has been conducted on the influence of leadership styles and school welfare measures on organisational citizenship behaviour among administrative staff in private universities of Oyo State. Thus, to bridge this gap this study investigated the influence of these factors on organisational citizenship behaviour among administrative staff in private universities in Oyo State. A descriptive research design was used to guide the study. The population consisted of all 675 administrative staff in private universities in Oyo State. A complete enumeration sampling technique was used in the study. The findings revealed that the level of organisational citizenship behaviour among administrative staff in private universities in Oyo State was high ( x̄=3.23); the most adopted leadership style in private universities in Oyo State was the transformational style; level of school welfare measures was high (x̄=3.14); the combined influence of leadership styles and school welfare measures had a significant influence on organisational citizenship behaviour among administrative staff in private universities in Oyo State (Adj. R2 = 0.991) and (F(2,614) = 32145.714; p < 0.000); among the leadership styles, pace-setting demonstrates the strongest positive influence on organisational citizenship behaviour (β = 0.401, t = 15.325, P < 0.05); study leave does not significantly influence organisational citizenship behaviour (β = -0.003, t = -0.137, p > 0.05). Based on these findings, it was recommended among others that private universities should invest in comprehensive leadership training programmes and prioritise enhancing school welfare measures to encourage organisational citizenship behaviour among administrative staff in private universities in Oyo State. Keywords: Leadership Styles, school welfare measures, organisational citizenship behaviour Word Count: 297
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    Training Assessment, Information Communication Technology Use and Senior Secondary School Principals Job Performance in Lagos State
    (Lead City University, Ibadan, 2024-12) Olabanke Aduke YUSUF
    In recent years, there seems to be a noticeable concern regarding the job performance of principals in public senior secondary schools in Lagos State. This is evident in poor management practices, reduced parental satisfaction, decreased teacher morale, poor job satisfaction, negative reputation and perception and so on. Factors contributing to these challenges could be inadequate training of school principals, high administrative burden, burnout and stress, among others. Previous studies have highlighted numerous factors causing the aforesaid problems in other states, but work has not been done specifically, addressing this issue within the context of public senior secondary schools in Lagos State. To fill this gap, this study aims to investigate the influence of training assessment and information communication technology use on senior secondary school principals job performance in Lagos State. A descriptive research design of the survey type was used to guide the study. The population consists of all 323 principals in public senior secondary schools in Lagos State. An Intact sampling technique and a self-developed questionnaire (PJPQ) for principals was utilised. The findings revealed that the level of job performance of senior secondary school principals in Lagos State is high( x̄=3.19); the level of training assessment of senior secondary school principals in Lagos State is high( x̄=3.07); the level of ICT use among principals in senior secondary school in Lagos State is high( x̄=3.07); the combined influence of training assessment and ICT use has a significant influence on job performance of senior secondary school principals in Lagos State(Adj. R 2 =0.987) and (F(2,275)=10271.187; p< 0.05); technology integration demonstrates the strongest influence on principals job performance (β=0.640, t=15.919, p< 0.05). Based on these findings, it was recommended among others that schools should invest in ongoing ICT training that keeps principals abreast of emerging technologies and their applications in education. Keywords: Training Assessment, Information and Communication Use, Job Performance Word Count: 298
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    Goal-Settings and Study Skills Training in Enhancing Academic Motivation among Second Year Students in Colleges of Education in South-West Nigeria
    (Lead City University, Ibadan, 2025-12) Alaba Cynthia AIGBEKAEN
    Academic motivation a form of behaviours the need for academic success is still lacking among Students especially in the Colleges of Education in South-West Nigeria. Most of the previous studies on academic motivation had examined its predisposing factors such as low academic self-efficacy, poor study habits, lack of self-regulation and inadequate learning practices, while little attention is paid to interventions to remediate the problem such as Goal- Settings and Study Skills Training. This study, was therefore, designed to investigate the effect of goal-settings and study skills training on academic motivation among second year students in colleges of Education in South-West Nigeria. The moderating effects of academic self-efficacy and locus of control were also examined. Self-Determination, Expectancy-value and self-regulation learning theories served as the framework. A quasi-experimental design with a 3×2×3 functional matrix was adopted. All Colleges of Education in South-West formed the population selected for this study. A multi-stage sampling technique was used to select 300 students who consented to participate and were screened with academic motivation scale and 96 who scored below 40 were selected. The instruments used were Academic Motivation Scale (α=087), Academic Self-Efficacy Scale (α=081) and Locus of Control (α=0.79) scales and intervention guides. The treatment lasted 10 weeks. The data were analysed using descriptive statistics Analysis of Covariance and Sheffer post-hoc test at 0.05 level of significance. There was a significant main effect of treatments in the enhancement of academic motivation among the participant. The findings of the study indicated that the main effect of Goal-Settings (F(1,351)=22.364, p<0.05) and Study Skills Training (F(1,351)=18.473, p<0.05) on academic motivation were significant. The main effect of academic self-efficacy was significant (F(1,351)=15.218, p<0.05), the main effect of locus of control was significant (F(1,351)=13.487, p<0.05). The statistical significance of the interaction effects between treatment and self-efficacy (F(2,351)=9.667, p<0.05), treatment and locus of control (F(2,351)=8.314, p<0.05), and the three-way interaction among treatment, academic self- efficacy, and locus of control (F(4,351)=6.927, p<0.05) was not significant.. Academic motivation of second year students in Colleges of Education South-West Nigeria was effectively enhanced by the application of Goal–Settings and Study Skills Training among second year students in Colleges of Education South-West of Nigeria. Counselling psychologist and other educational experts should adopt both techniques when handling academic motivation among students of Colleges of Education Keywords: Goal-Setting, Study Skills Training, Locus Control, Academic Motivation Second Year Student, Self-Efficacy Word Count: 376
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    Training Assessment, Information Communication Technology Use and Senior Secondary School Principals Job Performance in Lagos State
    (Lead City University, Ibadan, 2024-12) Olabanke Aduke YUSUF
    In recent years, there seems to be a noticeable concern regarding the job performance of principals in public senior secondary schools in Lagos State. This is evident in poor management practices, reduced parental satisfaction, decreased teacher morale, poor job satisfaction, negative reputation and perception and so on. Factors contributing to these challenges could be inadequate training of school principals, high administrative burden, burnout and stress, among others. Previous studies have highlighted numerous factors causing the aforesaid problems in other states, but work has not been done specifically, addressing this issue within the context of public senior secondary schools in Lagos State. To fill this gap, this study aims to investigate the influence of training assessment and information communication technology use on senior secondary school principals job performance in Lagos State. A descriptive research design of the survey type was used to guide the study. The population consists of all 323 principals in public senior secondary schools in Lagos State. An Intact sampling technique and a self-developed questionnaire (PJPQ) for principals was utilised. The findings revealed that the level of job performance of senior secondary school principals in Lagos State is high( x̄=3.19); the level of training assessment of senior secondary school principals in Lagos State is high( x̄=3.07); the level of ICT use among principals in senior secondary school in Lagos State is high( x̄=3.07); the combined influence of training assessment and ICT use has a significant influence on job performance of senior secondary school principals in Lagos State(Adj. R 2 =0.987) and (F(2,275)=10271.187; p< 0.05); technology integration demonstrates the strongest influence on principals job performance (β=0.640, t=15.919, p< 0.05). Based on these findings, it was recommended among others that schools should invest in ongoing ICT training that keeps principals abreast of emerging technologies and their applications in education. Keywords: Training Assessment, Information and Communication Use, Job Performance Word Count: 298
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    Digital Leadership, Innovation and Strategic Skills as Determinants of Public Primary School Teachers’ Job Performance in Oyo State, Nigeria
    (Lead City University, Ibadan, 2024-12) Chinenye Christiana OBADIMEJI
    Teachers' job performance is germane to the academic performance of pupils. Becoming digital leaders in this era is not sufficient but necessary to achieve educational goals. Researchers have studied some factors, such as digital leadership and leadership styles, but little is known about digital leadership, innovation, and strategic skills. This study was initiated in order to assess the job performance of public primary school teachers in Oyo State. Oyo State has two thousand four hundred and fifty-four (2,454) schools and nineteen thousand and twenty-nine (19,029) qualified public primary school teachers. A descriptive research design was used. A multi-stage sampling procedure was used in the qualitative (purposive and systematic techniques) and the quantitative approaches (purposive and proportionate techniques). One thousand three hundred and thirty-six (1336) teachers and fifteen (15) school administrators were sampled. One thousand one hundred and fifteen (1115) public primary school teachers from the three Senatorial Districts submitted some filled copies of the teachers' questionnaire, and all the selected school administrators participated in the interview. The teachers' questionnaire (TQ) and school administrators' interview guide (SAIG) were validated using face-to-face and content validity. Internal consistency was used for TQ to determine the reliability test of the instrument, having a value of 0.985, while a comparison of data was used to determine the reliability of SAIG. Descriptive statistics such as percentages, frequency, and mean were used to analyse and respond to the research questions. Multiple linear regression analysis, an inferential statistical tool, was used to determine whether each hypothesis was accepted or rejected at a 5% level of significance. For the qualitative approach, the content analysis method entailed interviewing, recording, and transcribing information using a converter called TurboScibe.ai to provide participant information based on the study's research objectives. The findings showed that the level of teachers' job performance in Oyo state public primary schools at all times is high, except for the ability to access technology for current issues. It confirmed that the most used leadership innovation skill by public primary school administrators in Oyo State is critical thinking. The test of hypotheses revealed that there is a combined significant influence of public primary school administrators' digital leadership, innovation, and strategic skills on public primary school teachers' job performance in Oyo State (F(3,1108) = 1056.694; P < 0.05). Public primary school teachers' job performance is significantly influenced by digital leadership, innovation, and strategic skills (P < 0.05). However, only school leaders' strategic skills (β = 0.466) have a high standardised coefficient value. This study shows that digital leadership, innovation, and strategic skills have a positive impact on public primary school teachers' job performance in Oyo State, particularly with the conceptual model, which adds knowledge to existing theories. It was suggested that public primary school teachers stay up to date on current trends in digital tools suitable for use in education. Keywords: Digital leadership skill, innovation skill, strategic skill, teachers’ job performance Word Count: 469