Journal of Association of Educational Management and Policy Practitioners
The Journal of Association of Educational Management and Policy Practitioners is a leading peer-reviewed publication dedicated to advancing research and practice in the fields of educational management and policy. It serves as a vital resource for scholars, policymakers, and practitioners, providing insightful analyses, innovative methodologies, and evidence-based studies that address the complexities of educational leadership, administration, and policy implementation. The journal fosters a multidisciplinary dialogue, promoting best practices and informed decision-making to enhance educational outcomes globally.
EXPLORING THE PREVALENCE AND CONSEQUENCES OF ETHICAL ISSUES IN THE ADMINISTRATION OF TEACHER EDUCATION INSTITUTIONS IN DELTA STATE
This study examined the prevalence and consequences of ethical issues in the administration of teacher education institutions in Delta State. Two purposes and two research questions guided the study. The study adopted a descriptive survey research design. The estimated targeted population for this study consisted of 1, staff strength from two public teacher education institutions in Delta State. The breakdown of this population involves a total of 532 teaching and senior non-teaching staff of Federal College of Education (Technical) Asaba; 510 teaching and senior non-teaching staff of COE, Warri, Delta State. Sample size of the study constituted a total of 521teaching and senior non-teaching staff which included the Deans, Heads of Departments, Directors of units, lecturers and other senior administrative officers across the two public teacher education institutions, selected using the purposive and stratified random sampling techniques. Instrument for data collection was a35-itemclosed-ended structured questionnaire designed by the researcher and titled: “Prevalence and Consequences of Ethical Issues in Administration of Teacher Education Institutions Questionnaire (PCEIATEIQ)”. The questionnaire was structured on a 4-point rating scale of: Strongly Agree (SA) – 4 points, Agree (A)– 3 points, Disagree (D)– 2 points and Strongly Disagree (SD) – 1 point.Both validity and reliability of the questionnaire were established. Data collated were analyzed using mean statistics rated at 2.50 and standard deviation statistics. Findings of the study revealed among others that favouritism, ethnicity, tribalism, bribery, poor accountability, nepotism, mismanagement of funds, political interference, lack of transparency in procurement and resource allocation, sexual harassment, culture of silence around unethical behaviours, academic dishonesty, discriminations, delay in payment of staff honorarium, among others, wereethical issues prevalent in the administration of teacher education institutions in Delta State. From these findings’ recommendations were proffered and among them included that the regulatory agencies for teacher education institutions, that is, the National Universities Commission (NUC) and National Commission for Colleges of Education (NCCE) should establish independent ethics committees to monitor, investigate, and address ethical violations and challenges promptly for effective administration of TEIs in Delta State.
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ADMINISTRATORS’ ETHICAL LEADERSHIP STRATEGIES AND EFFECTIVE ADMINISTRATION OF PUBLIC UNIVERSITIES IN RIVERS STATE
The study examined administrators’ ethical strategies and effective administration in public Universities in Rivers State. Three research questions and three hypotheses guided the study. The study adopted a correlation research design. The area of the study was Rivers State. The population of the study consisted of 1,286 administrators in three Universities in Rivers State, which comprises of Rivers State University (RSU), University of Port Harcourt (UNIPORT) and Ignatius Ajuru University of Education (IAUE). Taro Yamane formular was used to determine the sample size used for the study. Sample size of 305 administrators from the three Universities were drawn from the population using stratified sampling technique. Two structured instruments titled ‟Administrators’ Ethical Leadership Strategies Questionnaire (AELSQ)” and “Effective Administration in Public Universities Questionnaire (EAPUQ) were used to elicit data from the respondents. The instrument was validated by two experts in the field of Measurement and Evaluation in Rivers State University. The reliability of the instrument was determined using Cronbach Alpha method. The reliability of the instrument gave a Cronbach Alpha index of 0.77, 0.73 and 0.83 which was considered reliable. The Pearson’s Product Moment Correlation (PPMC) was used to answer the research questions and test the null hypotheses at 0.05 level of significance. The findings of the study revealed that, there is strong positive relationship between administrator’s role modelling strategy, administrators’ ethical policy enforcement strategy, administrator’s transparency strategy and effective administration in public Universities in Rivers State. Based on the findings, it was recommended among others that, university administrators should demonstrate ethical leadership by maintaining high moral standards, professionalism, and integrity in all decision-making processes.
Administrators, Ethical Leadership, Strategies, Effective Administration
ETHICAL VALUES IN SCHOOL ADMINISTRATION IN NIGERIA: ISSUES AND CHALLENGES FOR SUSTAINABLE NATIONAL DEVELOPMENT
This study examines the significance of ethical values in school administration in Nigeria for Sustainable National Development. The study highlights issues and challenges facing school administrators in upholding ethical values for sustainable national development in Nigeria. The paper emphasizes the importance of ethical leadership, transparency, integrity and accountability in promoting a positive school culture and ensuring quality education. The study also identifies key issues, such as resources constraints, cultural and societal, school climate corruption, favoritism, and lack of accountability and neglects the need for training and support to enhance administrators' ethical decision-making that promotes organization goals and objectives. Future research should focus on developing transparent, fair, and inclusive ethical leadership training that align with supporting achievement of educational goals in Nigeria.
ETHICAL STANDARDS AS CORRELATES OF EFFECTIVE SUPERVISION FOR SUSTAINABLE NATIONAL DEVELOPMENT IN SECONDARY SCHOOLS OF OWERRI ZONE I, IMO STATE.
The study investigated ethical standards as correlates of effective supervision for sustainable national development in secondary schools in Owerri Zone 1 of Imo State. Three null hypothesis tested at 0.05 level of significance guided the study. The population of the study comprised of all the teachers in Owerri Zone 1 totaling 2,328. A sample size of 200 teachers was drawn using the purposive and cluster sampling techniques. The instrument for data collection was a researcher developed questionnaire titled “Ethical Standards of Supervision Effectiveness (ESSSE). The instrument was validated by two specialists from the faculty of education Imo State University. Data obtained were analyzed using Pearson product moment correlation. The results showed that a significant relationship exist between ethical standards and supervision effectiveness. Based on the findings it was recommended that unethical conducts of supervisors should be avoided to gain the trust, confidence and respect of teachers during supervision
Ethical Standards, Supervision, Sustainable Development.
EDUCATION, RELIGION AND VALUE SYSTEM: IMPLICATION FOR NATIONAL SECURITY
The growing insecurity in Nigeria has reached a critical level, necessitating the involvement of all sectors, including education, in finding viable solutions. If education is truly a tool for addressing societal challenges, then tackling the issue of national security through educational means should be achievable. The increasing fear among citizens, distrust of neighbours, and frequent outbursts of violence over minor issues highlight the urgent need to revive core values through both religious and educational frameworks. In light of this, the paper explores the interconnected roles of education, religion, and value systems in relation to national security. It begins with a conceptual analysis of key terms such as education and national security, religion and national security, and value systems and national security. The paper identifies several root causes of insecurity, including the breakdown of moral values, high unemployment rates, religious extremism, the pursuit of quick wealth, and widespread mistrust. Additionally, the paper outlines the consequences of insecurity in Nigeria, which include the loss of lives and properties, reduced investment, a decline in academic advancement, and a general atmosphere of fear and instability. The conclusion drawn is that education, religion, and value systems are deeply intertwined and collectively influence national security. To address internal threats and promote long-term peace and stability, it is crucial to strengthen education, encourage religious tolerance, and uphold shared societal values. The paper concludes with practical recommendations for overcoming the security challenges facing Nigeria
ADMINISTRATION OF SCHOOL BUSINESS VENDORS' ACTIVITIES FOR SUSTAINABLE UNIVERSITY VALUE SYSTEM IN NIGERIA
Nigeria's university landscape is undergoing a significant transformation, driven by a collective mission to establish institutions that serve as premier learning hubs and exemplars of ethical and sustainable progress. A crucial aspect of this dynamic ecosystem is the community of school business vendors. Their contributions significantly enhance the daily experiences of students, staff, and visitors. However, these vendors often operate under loosely defined regulations, leading to inconsistent standards and conflicts with the university’s core values. This paper addresses these issues and proposes strategies for effective vendor management. This paper delves into efficiently managing school business vendors to reinforce Nigeria's sustainable university value system. It highlights these vendors' essential roles and addresses the challenges of regulating their operations. Furthermore, it offers thoughtful strategic models to integrate their activities into institutional governance. By incorporating insights from recent developments, policy analyses, and academic viewpoints, we present actionable recommendations to align vendor practices with the broader objectives of Nigerian higher education. Our goal is to empower educational administrators, planners, and stakeholders to leverage effective vendor management to bolster institutional integrity, enhance student welfare, and promote sustainable development. Together, we can create a thriving academic environment that benefits everyone.
ETHICAL CONSIDERATIONS IN MANAGEMENT OF DIGITAL LITERACY AND INCLUSIVE EDUCATION IN PUBLIC SECONDARY SCHOOLS IN RIVERS STATE FOR SUSTAINABLE DEVELOPMENT
This study investigated ethical considerations in the management of digital literacy and inclusive education in public secondary schools in Rivers State for sustainable development. Two research questions and two hypotheses guided the study. Descriptive survey design was used in the study with a population of 8, 620 public secondary school teachers in Rivers State. A sample of 431 teachers representing 5% of the population was drawn through stratified random sampling technique. A questionnaire titled, “Ethical Considerations in the Management of digital Literacy and Inclusive Education Questionnaire (ECMDL & IEQ)” developed by the researcher was used for data collection. The instrument was well validated and the test of reliability via Cronbach Alpha method yielded a reliability index of 0.82. mean scores, standard deviation and rank order were used to analyse the research questions, while z-test was used to test the hypotheses at 0.05 level of significance. Results of the study revealed that ethical considerations in the management of digital literacy in public secondary schools in Rivers State include among others: digital divide; data privacy and security; accessibility and inclusion; and cyber security. While ethical considerations in the management of inclusive education include among others: access and equity; bias/discrimination; diversity and representation; and teacher training and support. Based on the findings, conclusion was drawn and the following recommendations among others were made: educators, government and stakeholders in secondary education must embrace the mindset of continuous improvement on ethical standards emerging from technological advancements and evolving pedagogical innovations.
Ethical considerations, digital literacy, inclusive education, sustainable development, and public secondary schools.
ETHICAL CONSIDERATION IN THE MONITORING AND EVALUATION STRATEGIES ON TEACHING AND LEARNING IN SECONDARY SCHOOLS IN KADUNA STATE, NIGERIA
This research work investigated Ethical Consideration in the Monitoring and Evaluation Strategies on Teaching and Learning in Secondary Schools in Kaduna State. Two objectives were formulated, which are to determine the Influence of assessment of lesson plans and notes on teaching and learning, and to ascertain the Influence of assessment of continuous assessment on teaching and learning in Secondary Schools in Kaduna State. The objectives were used to formulate Two research questions and hypotheses in the study. Related literatures were reviewed. The research was conducted using the descriptive survey research design. The total population of the study was 690 made up of 187 Principals, 315 Quality Assurance Officers, and 188 Department of Policy Implementation Officials. A sample of 67 Principals, 113 QAO’s and 68 DPI officials were selected for the study using simple random sampling technique. Two item self-structured questionnaire tagged „‟Influence of Monitoring and Evaluation Strategies on Teaching and Learning Questionnaire‟ (IMESTLQ) was used as instrument for collection of data. The instrument was validated by the expert in test and measurement and the final draft copy was pilot-tested. The result of r=0.84 revealed it was reliable. The mean scores, percentages and standard deviation were used to answer the research questions while the hypotheses were tested using one way Analysis of Variance (ANOVA) at 0.05 level of significance. The result of the findings led to retention of all the hypotheses. The study revealed that monitoring and evaluation strategies by the Principals, QAO‟s and DPI officials have great influence on teaching and learning in Secondary Schools in Kaduna State. This is as a result of regular quality assurance exercise. Recommendations made include that, Quality Assurance Officers, Department of Policy Implementation and Principals of Schools should intensify efforts on Continuous Assessment of school records by quality assurance officers, DPI and Principals would enhance teaching and learning in secondary school. As such the Assessment of lesson plans and notes should be prime activities of Quality Assurance Officer, DPI and Principals.
Ethical Consideration, Monitoring and Evaluation, Strategies, Teaching and Learning
ETHICAL AND VALUES EDUCATION RE-ENGINEERING FOR SUSTAINABLE NATIONAL DEVELOPMENT: WHAT NEEDS TO BE DONE?
The purpose of this study was to provide empirical evidence on what needs to be done to reengineer ethics and values education for sustainable national development at the basic education school level. Two research questions guided the study. Survey data were collected using a 19-item questionnaire from 525 teachers and analyzed using percentages and mean with standard deviation. The results showed that teachers were in agreement that ethics and values education can be reengineered both from the home and school. It was recommended that the school system be overhauled to ensure that values education is well incorporated into the curriculum.
Ethics, values education, re-engineering, sustainable development
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ETHICAL AND VALUES EDUCATION IN UNIVERSITIES FOR SUSTAINABLE NATIONAL DEVELOPMENT IN SOUTH-SOUTH NIGERIA
This article critically examined the high regards of ethical and value education in universities for sustainable national development in South-South Nigeria as a driver and catalyst. The study was guided by five objectives and five research questions. The theoretical frameworks were Albert Bandura's Social Learning Theory in 1977 and Lawrence Kohlberg's Theory of Moral Development in 1984. This work dived into several conceptual frameworks such as the imperative, extent of integration, pedagogical approaches employed in delivering, current challenges, impacts and strategic framework on ethical and value education in universities for sustainable national development. It was argued that beyond technical skills and academic knowledge, the inculcation of strong ethical principles and moral values in university students is paramount for fostering responsible leadership, combating corruption, promoting social cohesion, and driving socio-economic progress. The article highlighted the current challenges faced in this regard and proposes actionable strategies for integrating and strengthening ethical and values education within the university curricula such as the General Studies like Philosophy and Logic, Nigeria people and culture, entrepreneurship and campus culture in South-South Nigeria. Conclusively, when the universities system intentionally cultivating a generation of graduates who are not only intellectually competent but also morally upright, universities can play an indispensable role in transforming the region and, by extension, the nation. Suggestively, this requires a concerted effort from all stakeholders – government, university administration, faculty, students, and the wider community – to prioritize, integrate, and consistently uphold ethical principles as the foundation for a prosperous and just society.
Ethical Education, Value Education, Universities, Sustainable National Development, South-South Nigeria, Corruption, Moral Degradation.
EVALUATION OF TEACHERS’ NAVIGATION OF ETHICS OF ARTIFICIAL INTELLIGENCE IN PUBLIC SECONDARY SCHOOLS IN AWKA SOUTH LOCAL GOVERNMENT AREA OF ANAMBRA STATE
The study evaluated teachers’ navigation of artificial intelligence’s ethics in public secondary schools in Awka south local government area of Anambra State. this study was anchored on two research questions. The study adopted descriptive survey research design. The population of the study comprised all the teachers in the 19 public secondary schools in Awka South LGA totaling 604. Stratified simple random technique was used to select 10 schools with 121 teachers. The instrument for the study was designed by the researcher and entitled “Evaluation of Teachers’ Navigation of Artificial Intelligence’s Ethics Questionnaire” (ETNAIEQ). Validity of the instrument was done by three experts in related areas. The reliability of the instrument was carried out using Cronbach Alpha method which yielded co-efficient value of 0.85 which was considered adequate for the study. Administration of the instrument was done by the researcher along with four trained research assistants. Out of 121 copies of the questionnaire distributed, 105 copies were recovered making a total of 86.7% return rate which is rated good for the study. The analysis of the data was done using statistical mean to answer the research questions. It is the findings of the study that teachers are unaware of the artificial intelligence’s ethics in public secondary schools in Awka South LGA. Based on the findings, it is recommended that seminars and conferences be speedily carried out for teachers in public secondary schools on the awareness of navigation of artificial intelligence’ ethics for quality educational delivery process.
Evaluation, Teachers, Navigation, Artificial Intelligence, Ethics and Public secondary schools.
INTEGRATING VALUE EDUCATION IN STEM CURRICULA: CHALLENGES AND OPPORTUNITIES
The integration of value education into Science, Technology, Engineering, and Mathematics (STEM) curricula is an emerging educational paradigm that seeks to cultivate not only technical proficiency but also ethical awareness, social responsibility, and holistic development among students. This paper explores the challenges and opportunities associated with embedding value education within STEM education frameworks, focusing on the interplay between values, education, and the STEM disciplines. Through a comprehensive review of existing literature and case studies, this study identifies the multifaceted challenges including curriculum constraints, teacher preparedness, and assessment limitations and highlights the potential benefits, such as fostering ethical reasoning, promoting social responsibility, and enhancing student engagements. Despite these challenges, the opportunities are significant. Combining values with STEM can help students become innovators who consider the social and environmental impact of their work. The study therefore recommended among others that to successfully integrate value education into STEM curricula, educators and policymakers should prioritize a few strategic actions. First, curriculum should be redesigned to embed ethical reasoning, sustainability, and social responsibility within STEM subjects, ensuring students see the relevance of values in technological and scientific advancement. Teacher training programs must also equip educators with skill to facilitate discussions about ethics and societal impact alongside technical content.
Curricula, Education, Integration, Stem, Value.
FAMILY–SCHOOL PARTNERSHIP IN VALUE EDUCATION: A COLLABORATIVE APPROACH TO BUILDING SUSTAINABLE MORAL COMMUNITIES IN ENUGU STATE.
This study investigates family–school partnership in value education as a collaborative approach to building sustainable moral communities in Enugu State, Nigeria. Motivated by the rising moral decline among Nigerian youth and the fragmented nature of value transmission in schools and homes, the study aims to examine how structured collaboration between families and schools can foster cohesive moral development. Specifically, it assesses the influence of family involvement on students’ moral development, evaluates the role of schools in promoting partnerships, and identifies barriers to effective collaboration in value education. Adopting a survey research design, the study targeted 180 stakeholders—comprising teachers and parents—from 45 government secondary schools in the Agbani Education Zone. Using the Yaro Yamane formula, a representative sample of 124 participants was selected. Data were collected through structured questionnaires and analyzed using descriptive statistics and chi-square tests to address research questions and test hypotheses.The findings revealed that family involvement significantly enhances students’ moral development (χ² = 43.65), while school efforts moderately support partnership frameworks (χ² = 27.95). Major barriers identified include time constraints, communication gaps, and limited resources (χ² = 32.02). These findings affirm the interdependence between home and school environments in moral instruction and highlight the systemic nature of existing challenges. The study recommendedthat educational authorities should institutionalize structured family engagement initiatives—such as regular value education-focused parent-teacher conferences and communication platforms—to enhance co-responsibility in character development. Ultimately, the study underscores the necessity of integrated, context-sensitive strategies to strengthen moral education and build ethically resilient communities through cooperative educational frameworks.
family–school partnership, value education and moral communities
INFLUENCE OF ETHICAL COMPLIANCE IN SCHOOL SUPERVISION ON EDUCATIONAL QUALITY AND SUSTAINABLE DEVELOPMENT IN PUBLIC SENIOR SECONDARY SCHOOLS IN RIVERS STATE.
The study investigated the influence of ethical compliance in school supervision on educational quality and sustainable development in public senior secondary schools in Rivers State. Three research questions and 3 hypotheses guided the study. Descriptive survey research design adopted. The population for this study comprised 6,875 principals and teachers in 302 public senior secondary schools in Rivers State. A sample of 378 respondents was determined using Taro Yamane formular. A multistage sampling technique was employed and the state was stratified into senatorial zones (Rivers East, Rivers West and Rivers South-East), the schools were randomly selected. Within the 35 selected schools which represented 12% of the sample size, 378 principals and teachers were chosen. A structured questionnaire titled "Influence of Ethical Compliance in School Supervision on Educational Quality and Sustainable Development Questionnaire (IECSSEQSDQ)" with 15items was used in line with four Likert-scale rating of Very High Extent /Strongly Agree, High Extent /Agree, Low Extent /Disagree and Very Low Extent /Strongly Disagree. The instrument was validated by experts. Cronbach's Alpha established a reliability index of 0.86 while 300 copies of the instruments were retrieved out of 378 copies administered. Mean and standard deviation answered research questions, while t-test tested hypotheses at a 0.05 level of significance. The study found that ethical compliance in school supervision significantly influence the quality of education, ethical supervision practices significantly affect teachers’ performance and classroom delivery, and ethical compliance in supervision significantly contribute to sustainable development in public senior secondary schools in Rivers State. The study recommended among others that ethical compliance in school supervision should be strictly enforced by the Ministry of Education to strengthen education quality through consistent and transparent oversight in public senior secondary schools across Rivers State.
Ethical Compliance, School Supervision, Educational Quality, Sustainable Development.
ECONOMIC AND POLITICAL RELATED SCHOOL FACTORS AND MANAGEMENT OF ACADEMIC DEPARTMENTS IN STATE UNIVERSITIES IN CROSS RIVER STATE, NIGERIA: IMPLICATION FOR NATIONAL DEVELOPMENT
The study examined the influence of economic and political related school factors in the management of academic departments in state universities in Cross River State, Nigeria. Three research questions were posed with corresponding null hypotheses. Ex-post facto research design was adopted in the study. The population of the study comprised 57 heads of academic departments in the two state owned Universities in the state. The entire population was sampled purposively to collect data. An instrument titled "Economic and Political Related School Factors Management of Academic Departments Questionnaire (EPRSFMADQ) was used to collect data. The instrument was validated by two experts in measurement and evaluation, and educational management. Cronbach's Alpha was used to determined the reliability coffient of the instrument. Simple linear regression was used to analyzed the data. Results revealed that internal funding, recruitment policy and admission regulation have significant influence in the management of academic departments. Therefore, it was recommended among others that school managers should adequately fund academic departments to enhance effective and efficient management for sustainable national development.
Internal funding, recruitment policy, admission regulation, management, academic departments, sustainable national development.
INNOVATIVE ETHICAL DECISION-MAKING FOR EFFECTIVE ADMINISTRATION OF RIVERS STATE OWNED UNIVERSITIES.
The study investigated innovative ethical decision-making for effective administration of Rivers State owned Universities. Three research objectives, three research questions and three hypotheses guided the study. The study adopted descriptive survey research design. The population and sample size of the study was 179 management staff comprising of 10 Principal Officers, 23 Dean of Faculties and 146 Head of Departments from Rivers State University and Ignatius Ajuru University of Education. The census sampling technique was used. The instrument used for data collection was a self-structured questionnaire titled “Innovative Ethical Decision-Making for Effective Administration Questionnaire” developed on a four-point rating scale of Very High Extent, High Extent, Low Extent and Very Low Extent. The instrument was validated by two experts in Measurement and Evaluation and Department of Educational Management in Rivers State University and tested for reliability using Cronbach Alpha method which yielded reliability indexes of 0.84, 0.80 and 0.82. Mean and standard deviation were used to answer the research questions while one-way ANOVA analysis was used to test the hypotheses at 0.05 significance level. The study found that innovative ethical decision-making such as technology integration, stakeholders’ inclusiveness and leadership to a high extent enhance effective administration of Rivers State owned Universities. Based on the findings, the study recommended among others that university management should adopt a proactive approach to integrating technology-driven administration by leveraging digital tools for academic planning, administrative communication, financial management and student services.
Innovative Ethical Decision-Making, Effective Administration.
PROMOTING ETHICAL AND VALUE EDUCATION FOR SUSTAINABLE DEVELOPMENT IN THE 21ST CENTURY IN NIGERIA: IMPERATIVE OF ADULT EDUCATION
Sustainable development is the development that is aimed at meeting the needs of the present without compromising the ability of the future generations to meet their own needs. It balances the needs of the economy, environment, education and social wellbeing among others. Therefore, this paper centered on promoting ethical and value education for sustainable development in the 21st century in Nigeria: Imperative of adult education. The paper conceptualized the term-ethics and values education as a conscience-based education which deals with not mere theoretical engagement of adults with moral principles but involves an active and transformative process that equips individuals with the cognitive tools and emotional intelligence to make morally sound decisions and adopt socially responsible behaviors. Further examined in this paper was the concept of sustainable development as conceived by different scholars. Ethical responsibilities of adult educators were also extensively explicated. Ethical and values challenges in adult education were explicated herein. The relationship between ethical/value education and sustainable development was examined in-depth. The study concluded that empowering adults through ethical and value education is not a luxury; it is a necessity for a just, inclusive, and sustainable world. It was recommended among others that adult educators and policy makers should intentionally design curricula that reflect ethical and values considerations and incorporate values such as sustainability, integrity, social justice, equity and global citizenship among others.
Adult Education, Ethical and Value Education and Sustainable Development.
MANAGING ETHICAL ISSUES IN BASIC EDUCATION FOR SUSTAINABLE NATIONAL DEVELOPMENT IN NIGERIA
This paper is concerned withmanaging ethical issues in basic education for sustainable national development in Nigeria. Ethical issues in education contain basic principles, procedures and behavior pattern based on commitment to core value that are deeply rooted in evaluation. The therefore conceptualized basic education in relation to the provision of National Policy on Education 2013 (NPE); brief history of the establishment of universal basic education was discussed. The objectives of basic education were clearly articulated as contained in the NPE, the relevance of basic education to national development were further discussed. The concept of ethics was brought to bear and the common Ethical Issues in Basic Education identified and discussed, the need to Manage Ethical Issues in Basic Education schools for Sustainable National Development in Nigeria was well captured. In order to continue to improve on the existing basic education in Nigeria, the need to advance strategies and ways for quality service delivery and to reduce the incidence of re-occurrence these unethical challenges or practices, this paper has discussed few things that could serve as way forward for an improved basic education in Nigeria. The paper concluded that when ethical issues commonly noticed in our education system are critically analyzed will assist not only our educational planners but those to implement or run the management of the education system to achieve its desired goals.
Ethics, ethical issues, basic education, sustainable national development
INFLUENCE OF SCHOOL SUPERVISORS’ ADHERENCE TO ETHICAL PRINCIPLES ON THE REALIZATION OF SUSTAINABLE DEVELOPMENT GOAL 4 (QUALITY EDUCATION) IN PUBLIC SECONDARY SCHOOLS IN NIGERIA.
This study examined how school supervisors' adherence to ethical principles influences the achievement of Sustainable Development Goal 4 quality education in Nigeria’s public senior secondary schools. It was also found based on the concepts that ethical leadership significantly enhances effective school supervision, while strict adherence to professional codes fosters trust and respect. Supervisory practices rooted in equity and non-discrimination promoted inclusive education. Moreover, accountability in monitoring teaching quality improved learning outcomes. Ethics in resource management ensured fair allocation and minimized waste. Supervisors who encouraged safe and inclusive environments strengthened student engagement. Transparent communication and constructive feedback built stakeholder confidence. Finally, commitment to continuous professional development enriched supervisory skills. The study therefore concluded that supervisors who model ethical conduct contribute directly to achieving SDG 4 by fostering a supportive, fair, and high-performing educational system. Ethical adherence in school leadership is thus essential for sustainable educational progress in Nigeria. The also suggested among others that school supervisors should be guided by clear ethical values to foster fair practices that promote inclusive learning, ensure quality teaching, and ultimately drive the attainment of SDG 4 in Nigeria’s public senior secondary schools and ethical leadership in school supervision should be anchored in honesty, fairness, and responsibility, which should be used to build trust among staff and learners, improving school outcomes and promoting sustainable educational progress.
School Supervisors’,Adherence, Ethical Principles, Realization, Sustainable Development Goal 4, Quality Education
FUNDING ETHICAL AND VALUE EDUCATION IN HIGHER INSTITUTIONS FOR SUSTAINABLE NATIONAL DEVELOPMENT
Governments owned higher institutions in Nigeria require a significant amount of funds to achieve their goals and objectives. Ethics and values are regarded to be of utmost significance in not only acquisition of higher education but in the achievement of other career goals as well. It is vital for all the members of the educational institutions to generate information in terms of professional ethics on a regular basis which will help to maintain good terms and relationships with others, performing one’s duties in a satisfactory manner and incurring the feeling of job satisfaction and retaining one’s job. However, funds to higher education in Nigeria continue to be inadequate with the attendant effects of negative influences in the school system. This paper takes a review of the funding in higher institutions, ethical principles and higher education, value education in higher institutions, sustainable national development, challenges facing higher education in Nigeria and solution to challenges of funding higher education. Recommendations were made which include: Government should provide adequate funding for higher education for staff development and procurement of facilities in schools, employ more academic staff for quality teaching and production of quality graduates for sustainable development and put up machineries to fight all forms of corruption in higher institutions.
funding, ethical, value, education, higher institutions, national development
APPOINTMENT CONSIDERATIONS FOR ADMINISTRATORS IN NIGERIAN POLYTECHNICS: ETHICAL STANDARDS AND LAW
This study examines the appointment considerations for administrators in Nigerian polytechnics with the focus on the interplay between ethical standards and legal framework. It explores the extent to which ethics and law are integrated into the selection process and identifies theories relating to the study. The research reveals ethical standards in administrative appointments in Nigerian polytechnics, legal frameworks guiding appointment of administrators in Nigerian polytechnics, the reality of appointment practices in Nigerian polytechnics the challenges hindering effective and transparent appointments and implications of unethical and illegal appointment of administrators in Nigerian polytechnics. The study suggested the enforcement of ethical guidelines, adherence to legal provisions and the institutionalization of transparent and merit-driven appointment process. It concludes that promoting integrity, professionalism and accountability in administrative appointments is essential for sustainable development and credibility of polytechnic education in Nigeria.
Administrators, Nigerian Polytechnics, Ethical Standard, Law
PLANNING EDUCATION THROUGH INTEGRATION OF TECHNOLOGY TOOLS HIGHER INSTITUTIONAL DELIVERY IN DELTA STATE
The study examined planning education through integration of technology tools higher institutional delivery in Delta State. Three research questions with corresponding hypotheses guided the study. The study adopted a descriptive survey research design. The population comprised 2,312 academic staff drawn from Delta State - Delta State University, Federal University of Petroleum Resources, and Delta State Polytechnic Ogwashi-Uku.Taro Yamane formula was used to determine a sample size of 341 respondents. A stratified random sampling technique was used to select academic staff based on departments and institutions. Proportionate sampling was applied across the three institutions to ensure equal representation: 132 from Delta State University, 96 from Federal University of Petroleum Resources, and 112 from Delta State Polytechnic. A structured questionnaire titled:“Technology Integration in Educational Planning Questionnaire (TIEPQ)”, designed 15-items using a 4-point Likert scale. The instrument was validated by three experts. CronbachAlpha method yielded a reliability index of 0.86. A total of 328 copies of questionnaire were retrieved out of 341 copies. Mean and standard deviation answered the research questions, while Analysis of Variance (ANOVA)tested the hypotheses at a 0.05 level of significance. The study found that educators from DELSU, FUPRE, and DSPZ widely acknowledged that using technology enhances teaching, learning, and administrative processes, contributing to more effective educational planning and improved institutional operations across the three institutions. The study recommended among others that education planners should be encouraged to invest in regular training for teachers on emerging technology tools to ensure continued improvement in classroom engagement and content delivery.
Planning Education, Integration of Technology Tools, Higher Institutional Delivery.
TEACHERS' RE-ORIENTATION: KEY TO REPOSITIONING NIGERIA'S EDUCATION SYSTEM FOR SUSTAINABLE DEVELOPMENT
Re-orientation is the deliberate process of changing individual’s or group’s mindset, attitudes, values, knowledge, and behaviors to align with new realities, expectations, or developmental goals. Therefore, this paperexamined the critical role of teachers' re-orientation in repositioning Nigeria's education system to achieve sustainable development. It highlights how continuous professional development and re-training programs are essential in equipping teachers with relevant knowledge, pedagogical skills, and values needed for inclusive, equitable, and future-focused education. The transformative learning theory guided this paper. Itreviewed empirical literature and analyzes global best practices to establish the relevance of teacher re-orientation in improving instructional quality, aligning with curriculum reforms, and promoting sustainable development. Findings reveals that many Nigerian teachers lack sufficient awareness of sustainability concepts and digital competencies, indicating a pressing need for structured national re-orientation frameworks that would enhanced optimal teachers’ re-orientation. It therefore,concluded that the sustainable developmentof any nation in the 21st century lies in the hands of its teachers. Therefore, the paper suggested and recommended policy-driven strategies among others forthe implementation of effective teacher re-orientation programs that are not just necessary but critical to achieving the nation’s sustainable development.
Teachers’ Re-orientation, Sustainable Development, Education Reform, Professional Development, Nigeria
EDUCATIONAL ETHICS ON JOB PERFORMANCE OF TEACHERS FOR SUSTAINABLE NATIONAL DEVELOPMENT
The study examined educational ethics on job performance of teachers for sustainable national development. The study was guided by two objectives, two research questions and two hypotheses. The study adopted the prescriptive survey design. The population of this study comprises of 56 (principals) and 2634 (teachers) giving the total population of 2690 selected from 56 public senior secondary schools in Port Harcourt Local Government Areain Rivers State. The sample size of this study is 397 drawn from 56 public senior secondary schoolsin Rivers State, using simple random technique and Taro Yamene.The instrument used for this study was a questionnaire.The test-re-test method was used to determine the reliability of the instrument. The data gathered were analyzed using mean and standard deviation for the research questions while the null hypotheses were tested using T-test statistical tool at 0.05 level of significance. Based on the findings, the study revealed that to a large extent staff honesty and staff confidentiality enhance job performance of staff. However, the researcher recommends that, government through ministry of education should organize awareness and orientation campaign for the teachers on the needs and importance of honesty in the educational sector, teachers should always be enlightened on their responsibilities as code of ethics and through seminars and teachers meetings, the teachers should be educated on the importance of confidentiality as educational ethics.
educational ethics, sustainable, national, development, job performance
ETHICAL STANDARDS AND ACADEMIC CAREER PROGRESSION IN PUBLIC UNIVERSITIES IN RIVERS STATE
The academic profession in public universities in Rivers State is built on the foundation of integrity, honesty, and ethical conduct. As academics in these institutions navigate their careers, they face numerous challenges and pressures that can compromise their ethical standards. This conceptual paper explores the ethical standards and academic career progression in public universities in Rivers State, highlighting the crucial role of integrity in shaping academic careers. By examining the intersections of ethics, professionalism, and career advancement, this paper proposes a framework for upholding ethical standards in academia. Adherence to ethical principles fosters a culture of trust and respect, enhances academic reputation and credibility, and supports career progression. In the context of Rivers State's public universities, key ethical considerations include publication ethics, conflicts of interest, and mentorship responsibilities. The paper suggests that academics and institutions can promote ethical standards and career progression by integrating ethics into training and professional development, fostering transparency and accountability, and prioritizing integrity. By upholding the highest standards of integrity, academics in Rivers State's public universities can promote a culture of trust, respect, and excellence in academia, ultimately contributing to the development of the state and the country
Ethical Standards, Academic Career Progression, Public Universities, Merit-Based Evaluation, Institutional Integrity
EXPLORING LECTURERS’ USAGE OF DIGITAL SOFTWARE PACKAGES FOR RE-ENGINEERING PEDAGOGICAL TRANSFORMATION IN SELECTED TERTIARY INSTITUTIONS IN RIVERS STATEFOR SUSTAINABLE NATIONAL DEVELOPMENT
The studyexplores lecturers’ usage of digital software platforms for re-engineering pedagogical transformation in selected tertiary institutions in Rivers State for sustainable national development. With the growing demand for digital integration in education, the role of software packages such as Zoom, Google Classroom, Microsoft Office and others has become critical in enhancing teaching and learning processes. This study adopted the descriptive survey design. The study was guided by two specific objectives, two research questions and two hypotheses.The population of the study stood at 62,which comprised of 40lecturersdrawn from the Department of Educational Management, Rivers State University and 22 lecturersdrawn from theDepartment of Educational Management, Ignatius Ajuru University of Education. The census sampling technique was deployed while the entire population was used for the study due to its manageable size. Data was collected using a self-structured questionnaire titled “lecturers’ usage of digital software packages for re-engineering pedagogical transformation (LUDSPRPT)” The reliability of the instrument was done using test re-test method. Scores obtained were correlated using Pearson Product-Moment Correlation Coefficient and it yielded a reliability coefficient of 0.77. Research questions were answered using Mean and Standard Deviation, while the t-test statistical tool was used in testing the formulated hypotheses at 0.05 level of significance. The study revealed that while a good number of lecturers areawareof and utilize basic software packages there still remains a gap in the strategic integration of advanced educational tools for reengineering pedagogical transformation within the tertiary educationlandscape. It was further revealed that to a high extent lecturers apply Microsoft PowerPoint for effective instructional delivery in Rivers State University and Ignatius Ajuru University of Educationrespectivelywhileto a moderate extent,lecturers apply Zoom for effective instructional delivery. Based on the findings, the researchers recommended, among others, thattargeted digital literacy trainingshould be encouraged to foster effective and innovative pedagogical practices through technology.
Digital software platforms,Re-engineering, pedagogical transformation, tertiary institutions, sustainable national development
BEYOND THE IVORY TOWER: RE-ENGINEERING HIGHER EDUCATION IN NIGERIA TO ADDRESS SOCIAL DEVELOPMENTCHALLENGES
This paper examines the potential for higher education in Nigeria to contribute to social development, particularly in the context of pressing challenges, such as poverty, inequality, and inadequate healthcare and education. The traditional role of higher education in Nigeria has been criticized for being disconnected from the needs of society and for prioritizing theoretical knowledge over practical applications. This paper argues that re-engineering higher education in Nigeria is necessary to address these challenges. It proposes a set of principles for re-engineering higher education, including community engagement, interdisciplinary collaboration, and experiential learning. The paper also highlights examples of initiatives in Nigeria that demonstrate the potential for higher education to contribute to social development. Recommendations are made for policymakers, educators, and other stakeholders to support the re-engineering of higher education in Nigeria
Re-engineering,Higher education, social development, and Nigeria.
DIGITAL DIVIDE IN THE PROVISION OF ETHICAL AND VALUES EDUCATION: RE-ENGINEERING FOR SUSTAINABLE NATIONAL DEVELOPMENT
This paper investigates the complex and multidimensional ways in which the digital divide undermines the delivery and accessibility of ethical and values education, which are critical foundations for sustainable national development. Ethical and values education foster moral reasoning, civic engagement, empathy, integrity, and social responsibility all of which are indispensable for building just, inclusive, and forward-looking societies. However, disparities in access to digital infrastructure, connectivity, digital skills, and relevant content collectively known as the digital divide create educational inequalities that limit the reach and effectiveness of moral education, especially in developing regions such as sub-Saharan Africa.Drawing on empirical studies, global policy frameworks, and theoretical models, this paper analyzes how the digital divide manifests in three primary forms: (1) access divide (limited access to devices and internet), (2) skills divide (inadequate digital literacy among teachers and learners), and (3) usage divide (low engagement with ICT for meaningful educational purposes). These divides exacerbate existing inequalities in the moral formation of learners and hinder national aspirations for responsible citizenship and sustainable development. The researcher further proposes re-engineering approaches that integrate inclusive infrastructure planning, digital content development, teacher professional development, and culturally relevant policies for ethics instruction through ICT. Case studies from Africa, alongside frameworks like UNESCO's Qingdao Declaration and SDG4, are used to illustrate successful strategies and ongoing challenges. By bridging the digital divide, nations can strengthen ethical and values education as a catalyst for sustainable national transformation.
Digital Divide, Ethical Education, Values Re-engineering, Sustainable Development, Educational Equity and Moral Instruction,
DIGITAL DIVIDE AND ITS IMPACT ON EDUCATIONAL PLANNING AND SECONDARY SCHOOL ADMINISTRATION IN RIVERS STATE
The digital divide, characterized by disparities in access to digital technologies and the internet, has become a significant barrier to effective educational planning and administration in developing regions, including Rivers State, Nigeria. This empirical study investigates the extent to which the digital divide influences educational planning and secondary school in Rivers State, guided by two objectives, research questions and hypotheses. This study was anchored on the Technological Determinism Theory, which postulates that technological changes fundamentally shape societal structures and human behaviors, thereby framing the analysis of how technological inequalities impact educational outcomes.Employing a descriptive survey research design, the study sampled 297 principals and educational plannersfrom the Ministry of Educationusing census sampling technique. Data were gathered using two validated structured questionnaires Digital Divide Impact Questionnaire (DDIQ) and Educational Planning Questionnaire (EPQ), with reliability coefficients of DDIQ = 0.88, and EPQ = 0.84. A total of 286 valid responses were retrieved and used for the analysis of the study, using mean score and standard deviation to answer the research questions and Pearson’s Product Moment Correlation to test the hypotheses at the 0.05 level of significance. The findings revealed among others that significant disparities in digital access adversely affect administrative and planning purposes, educational planning activities, data management, staff scheduling and resource allocation, and use of digital presentations or tools, among others. The study also revealed that there is no significant relationship between access to digital tools and educational planning in secondary schools in Rivers State. The study recommended among others thatthe Rivers State Ministry of Education should prioritize the provision of internet-enabled devices and broadband access in secondary schools
Digital Divide, Impact, Educational Planning, School Administration, Digital Technologies.
MANAGEMENT IMPERATIVES OF HIGHER EDUCATION THROUGH ETHICAL AND VALUES EDUCATION RE-ENGINEERING FOR SUSTAINABLE NATIONAL DEVELOPMENT
In the last 65 years, Nigeria has experienced rapid growth in the higher education sector. Today, we have several federal, state and private higher education institutions. These higher education institutions are expected to produce well trained and skilled individuals with high moral and ethical values. Contrary to this expectation, it appears themore higher education institutions we have, the higher the production of unethical, morally poor individuals with weak value orientation. We are currently experiencing all sorts of anti-social, unethical behaviours in our society and most of the people involved in these dirty and unwholesome acts are graduates of higher education institutions. Based on this, the study examined management imperatives of higher education through ethical and values education re-engineering for sustainable national development. The study highlighted on ethics and values education, reasons ethics and values education should be given adequate attention, management imperatives of higher education, and re-engineering for sustainable national development. The study concluded that without effective and efficient management imperatives in higher education re-engineering, sustainable national development will remain a mirage and unattainable in Nigeria. Finally, the following suggestions/way forward among others were made: curriculum of higher education institutions should be reviewed with various courses on ethics and values education introduced as core courses, and management of higher education institutions should be disciplined, live by examples, and promote good morals and high ethical values in their daily activities
Ethics, values, Management Imperatives, Higher Education, and Sustainable National Development.