Scientific Journal of Educational Management, Research and law
The Scientific Journal of Educational Management, Research, and Law is a peer-reviewed academic journal dedicated to the exploration and dissemination of research in the fields of educational administration, educational policy, and legal issues in education. The journal provides a platform for scholars, practitioners, and policymakers to share innovative research findings, theoretical insights, and practical applications that address current challenges and future trends in educational management and law. By fostering interdisciplinary dialogue and promoting evidence-based practices, the journal aims to contribute to the improvement of educational systems and the development of effective educational leadership worldwide.
CAREER CAPACITY AND TEACHER'S QUALITY AS PREDICTORS OF STUDENTS' ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ESAN CENTRAL LOCAL GOVERNMENT AREA
This study investigated career capacity and teacher's quality as predictors of students' academic performance in public secondary schools in Esan Central Local Government Area. Specifically, the study examined the level of students academic performance, the extent teachers' quality influence students' academic performance, the extent career capacity of a teacher influence students' academic performance in public secondary schools in Esan Central Local Government Area. Correlational research design was employed in this researcher work. The study population consisted of 50 teachers from public secondary schools in a Esan Central L.G.A of Edo State. Two instruments were used: Career Capacity and Teachers' Quality Questionnaire (CACATEQUQ) and the 2022/2023 NECO results in Mathematics and English Language from schools in the area. The instruments were validated through face and content validity, while reliability was confirmed using the split-half method yielding a coefficient of 0.70, which was considered acceptable. Data analysis was done using mean and standard deviation to answer research question 1, while simple linear regression was used to test hypotheses 1 and 2 at 0.05 significance level. The results showed that that teacher's career capacity and teachers' quality significantly predicts students' academic performance in public secondary schools in Esan Central Local Government Area. Study also found that the level of students academic outcome in Mathematics and English in public secondary schools in Esan Central Local Government Area was low. It was therefore recommended, among other things, that Therefore, for students to improve their academic performance, teachers, principals and Governments must understand how these variables influence academic outcome.
Career Capacity, Teacher's Quality, Students' Academic Performance, Public Secondary Schools, Esan Central Local Government Area
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INSTITUTIONAL ETHICAL LEADERSHIP PRACTICES FOR ENHANCING VALUEBASED EDUCATION IN FEDERAL UNIVERSITIES IN SOUTH-EAST, NIGERIA
This study examined institutional ethical leadership practices for enhancing value-based education in federal universities in South-East, Nigeria. Two research questions and two hypotheses guided the study. Cross-sectional descriptive survey research design was adopted. The population of the study comprised all the 2,182 (73 administrative staff and 2,109 academic staff) from the Faculties of Education in the six federal universities in South-East, Nigeria. Using simple random sampling technique, four universities were selected. Taro Yamane’s formula was used to determine a minimum sample size of 336; hence, a sample of 764 (26 administrative staff and 738 academic staff), which represents 35% of the population was drawn using proportionate stratified random sampling technique. The instrument that was used for data collection was a self-developed 17-item questionnaire entitled: “Institutional Ethical Leadership Practices for Enhancing Value-Based Education Questionnaire (IELPEVBEQ).” It was structured after the four-point modified Likert rating scale, and was duly validated by five experts. The internal consistency of the instrument was determined using Cronbach’s Alpha statistical method. Reliability coefficients of 0.85 and 0.82 were obtained for the various sections of the instrument respectively, which showed that the instrument was reliable. Mean and standard deviation were used to answer the research questions while z-test was used in testing the null hypotheses at 0.05 level of significance. The findings of the study revealed, among others, that institutional ethical leadership is practised to high extent in fostering value-based education in federal universities in South-East, Nigeria. Based on the findings, it was recommended, among others, that, lecturers should always transmit social values and norms by modelling ethical behaviour such as integrity, honesty, equity, fairness, respect, empathy, among others that will inspire students to see them as their role models.
institutional, ethical leadership, practices, value-based and education
EFFECT OF COVID-19 PANDEMIC ON STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN EDO STATE FOR SUSTAINABLE DEVELOPMENT
The aim of the study is to find out the effect of covid-19 pandemic on the students academic performance in some selected secondary schools in Edo Central Senatorial District, to carry out the research, some secondary schools were selected in Edo Centre Senatorial District, out of which 118 population both principals and teachers were used to collect data, a self constructed questionnaire was administered to the respondents in order to answer the raised research questions and to test the formulated hypotheses. The data collected from the respondents was analyzed using simple percentage and T-test of mean difference. The findings revealed that Covid19 pandemic has a significant impact on students’ academic performance in selected secondary schools in Edo Central Senatorial district at 0.05% level of significance. The researcher recommended that government should provide vaccine for the students and provide palliatives for the students and staff to reduce the effect of covid-19
Covid -19 Pandemic, academic performance.
RESOURCES MANAGEMENT NECESSITIES FOR ETHICAL AND VALUES BASED EDUCATION, RE- ENGINEERING IN EDO STATE PUBLIC SECONDARY SCHOOLS.
The study investigates the resources management necessities for ethical and values education in Public Secondary Schools in Edo Central Senatorial District. It is aimed at finding out the resource management necessities for ethical and values based education on the academic performance of students in selected Public Senior Secondary Schools. The study is hinged on system theory. Since educational institutions are social systems and such system are input processing and output system, and in organization the vital linking inputs to outputs through transformation process is management therefore it is imperative to find the influence of resources ( human resources, physical resources ,financial resources) management necessitated for ethical and values based education for student's academic excellence. The study adopted descriptive survey. The population of the study comprises principals and teachers in the entire Public Secondary Schools in Edo Central Senatorial District. The sample of the study, consist of 118 principals and teachers who where selected through random sampling technique. The instrument used was a self-constructed questionnaire. The data collected was analyzed using the aliket Scale for research questions raised and Independent T-test for the formulated hypotheses the data collected revealed that no adequate human and physical resources and are such, they had no influence on teaching and learning of ethical and values. The study made recommendations based on findings that government should recruit more teachers, monitor the activities of principals and provide adequate physical facilities in Public Secondary Schools in Edo Central Senatorial District.
Ethical and values based education, Secondary education, Resource management
PLANNING MANPOWER FOR EFFECTIVE ADMINISTRATION OF PUBLIC UNIVERSITIES IN RIVERS STATE
Effective administration of public universities in Nigeria in general, remains largely dependent on the adequacy, quality, and strategic deployment of manpower. It is the argument of this paper that persistent administrative inefficiencies in public universities are fundamentally linked to weak and uncoordinated manpower planning practices. The paper takes the position that systematic, data-driven, and policy-aligned manpower planning is indispensable for improving administrative effectiveness, institutional stability, and goal attainment in public universities. Anchored on the Human Capital Theory, key discussions focused on how manpower planning improves administrative effectiveness of public universities and manpower planning practices for effective university administration. The explored practices include workforce analysis, recruitment and selection, training and development planning, succession planning and staff performance appraisal. Barriers to effective manpower planning were also highlighted together with strategies for mitigating them. The paper concluded that without deliberate and continuous manpower planning, administrative reforms in public universities will remain unsustainable. The paper went on to suggest among others that the management of public universities in Rivers State should establish robust human resource information systems to accurately track staff skills, qualifications, and career progression for effective manpower forecasting.
Planning, Manpower, Manpower Planning, Effective Administration, Human Capital Development, Workforce Analysis
MORAL EDUCATION AND THE ROLE OF FAMILIES IN SHAPING VALUES FOR SUSTAINABLE NATIONAL DEVELOPMENT
This paper explores the pivotal role of moral education and the family in shaping ethical values necessary for sustainable national development. It argues that while formal institutions such as schools and religious bodies contribute to value formation, the family remains the foundational agent of moral upbringing. Through a qualitative research design involving interviews and focus group discussions with parents, teachers, and community leaders, the study identifies the family’s contribution to character development, the challenges posed by modern societal trends, and the implications of moral decay on governance, social justice, and productivity. The paper concludes by recommending policy, educational, and community-based strategies to reinforce family roles in moral education as a pathway to national transformation.
Moral Education, Family Values, Character Formation, Sustainable Development, National Transformation,Value Transmission, Parenting
Over the last decade, there have been conscious efforts by every nation to digitalize the management of higher education system. As Nigeria is no exception, her policymakers at the federal and state levels have felt the need to integrate Information Communication Technology (ICT) in the management of higher education policies. It is felt that in this globalized world the country must embrace digital technology to enhance support teaching and learning environment. No doubt that in the present globalized world every nation should embrace digital technology to be competitive and also have knowledge-based society as well as information society. The COVID-19 pandemic has also made it imperative that countries should advance towards e-learning. The future of education is therefore intertwined with Information Communication Technologies (ICTs). The Nigerian government has realized that the new normal or post-COVID-19 pandemic environment has made the traditional method of teaching and learning outmoded in her different higher institutions of learning. It is therefore in this regard that most policymakers in Nigeria are advocating an advance towards ICT hence there is what we can call paradigm-shift in terms of teaching and learning in Nigeria now. This paper discusses the Nigerian guidelines on digitalization of management of higher education system highlighting the challenges and the prospects of digital education. It concludes that digital education must be embraced because the post-COVID-19 pandemic has made it impossible to continue with the traditional mode of teaching/learning in higher institutions.
CHALLENGES AND PERSPECTIVES OF USING ARTIFCIAL INTELLIGENCE IN SMART CLASSROOMS
The paper examined challenges and perspectives of using artificial intelligence in smart classroom. It reveals that during the colonial period, that the type of education introduced did not meet the aspirations of the people. It was manly for the electives. The colonial powers only need those reliable natives they could hand over power to and not the people who could actually manage the economy and the resources in the country. The policy of the colonial education was not geared toward achieving sustainable development in the country; rather it was to plant the seed of discord between those who acquired it and those who had not. The term "Smart Classroom" has evolved over time and nowadays reflects the technological advancements incorporated in educational spaces. The rapid advances in technology, and the need to create more efficient and creative classes that support both in-class and remote activities, have led to the integration of Artificial Intelligence (AI) and smart technologies in smart classes. The paper examined and discuss the concept of Artificial Intelligence in Education and emerging technologies in S.M.A.R.T (Specific, Measurable, Achievable, Relevant, Time-bound) classrooms, highlighting both the transformative potential and the significant challenges they present. AI offer numerous benefits, including personalized learning, enhanced engagement, efficient administrative tasks, data-driven decision-making, and improved accessibility. However, these advancements come with privacy and security concerns, ethical considerations, and issues related to the digital divide and teacher training. The paper also addresses perspectives, suggesting comprehensive impact studies, equitable access initiatives, robust data protection measures, ongoing professional development for educators, and ethical oversight. By addressing these challenges and implementing thoughtful strategies, educators and policymakers can harness the power of AI to create dynamic, inclusive, and effective learning environments. The paper concludes that Artificial Intelligence in Education guides the successful and responsible adoption of these technologies in education, serving diverse student needs and contribute to the overall improvement of educational outcomes
Artificial Intelligence, S.M.A.R.T Classrooms, Personalized Learning, Educational Technology, Data Privacy, Perspectives
INCLUSIVE EDUCATION: UNDERSTANDING THE ACADEMIC CHALLENGES AND COPING MECHANISM OF PHYSICALLY DISABLED STUDENTS FOR SUSTAINABLE NATIONAL DEVELOPMENT IN SECONDARY SCHOOLS IN CROSS RIVER STATE.
Empirical evidence is adequate in Nigeria to understand the link between coping mechanism and academic challenges of physically disabled students, educating the disabled in regular schools is basically for the achievement of universal education. So, this research focused on academic challenges and coping mechanism of physically disabled students in secondary schools in Bekwarra L.G.A., Cross River State. The study adopted descriptive survey design to ascertain academic & coping mechanism of secondary school students in Bekwarra L.G.A. One hundred and sixty-nine students with physical disabilities in regular schools was drawn using the purposive sampling technique. The instrument for the study was questionnaire titled “Academic Challenge and coping mechanism of physically disabled students’ questionnaire”. Validity was established and a correlational coefficient of 0.67 was derived indicating the reliability for challenges of students who are physically disabled in regular schools include lack of access to modern technologies, inappropriate teaching methods and non-availability of special education curriculum. The study discovered that the optional copy mechanism employed in the students are listening to inspiration talk/music, requesting assistance, working hard to solve problems, and learning to engage in personal activities. Gender also impact significantly challenges of physically disabled students and coping mechanism. Based on the finding of the study, the paper recommends that psychological counselling programmes should take more areas of rehabilitations counselling in order to facilitate additional support to students who are physically disabled. It also recommends government and stakeholders involvement in providing assistive technologies to students who are physically disabled.
ARTIFICIAL INTELLIGENCE AND DIGITAL CONNECTIVITY FOR MANAGEMENT OF MATERIAL IN HUMAN RESOURCES IN EDUCATION
The integration of Artificial Intelligence (AI) and Digital Connectivity (DC) in education has the potential to revolutionize the management of material and human resources in Nigerian educational institutions. This paper examines AI and DC in Nigerian education, it discusses the role of AI in optimizing material resources. It pinpoints the roles of AI and DC in material and human resource management, and enhancing teaching and learning experiences, highlighting their benefits and challenges in enhancing human and material resource management. It reveals that DC is important in facilitating the adoption of AI in education institutions. The paper concludes that the integration of AI and DC in education has the potential to revolutionize the management of material and human resources in Nigerian educational institutions and recommends that stakeholders should invest in AI and DC infrastructures, relevant policies that will help to harness full potentials of AI and DC should be developed and, educators should be effectively trained on the use of AI and DC.
Artificial Intelligence, Digital Connectivity, management, human resource, material resource.
UNIVERSITIES ACADEMIC STAFF PUBLICATIONS: A NEXUS FOR ETHICAL RESEARCH CONDUCT AND VALUE RE-ENGINEERING FOR GLOBAL COMPETITIVENESS
This study sought to investigate the relationship between Universities Academic Staff Publications: A nexus for Ethical Research Conduct and Value Re-engineering for Global Competitiveness. To achieve this purpose, one composite research question was raised and later transformed to research hypothesis to guide the study. Ex-post factor design was adopted for the study. The population of the study was made up of all the academic staff that participates in Universities Academic Staff Publications exercise in the three public universities in Cross River State. Accidental sampling technique was adopted in the study. A Sample of 300 academic staff that are involved in university publications exercise in the three public universities in the study area was adapted. The researcher self-developed questionnaire titled “Universities Academic Staff Publications: A Nexus for Ethical Research Conduct and Value Re-engineering for Global Competitiveness Questionnaire (UASPNERCVRGCQ) was used for data collection. The instrument was validated and subjected to reliability test using Cronbach Alpha reliability statistics. The result of the reliability test yielded an index of 0.72 which was adjudged well enough for data collection. Multiple regression statistics was used for data analysis at 0.05 level of significance. A test of regression weight and variance in academic staff value re-engineering for global competitiveness was also presented. The results of the study revealed that Universities Academic Staff Publications is anchored by: research articles, book chapters, conference papers, textbooks and technical reports with ethical research conduct jointly predict academic staff value re-engineering for global competitiveness in public Universities in Cross River State, Nigeria. It was concluded that universities academic staff publications predictive variables with ethical research conduct jointly predict academic staff value re-engineering for global competitiveness in universities globally. Base on the findings, it was recommended among others that, National Universities Commission as a matter of policy mandate all university management to undergo strategic investment in research infrastructure, academic monitory and international partnership to support underrepresented groups in research to foster inclusiveness and innovation in their research publication.
Academic staff, Publication, Ethical research conduct, Value Re-engineering, Global competitiveness, Universities.
ETHICAL AI IMPLEMENTATION IN EDUCATIONAL INSTITUTIONS IN NIGERIA: A FRAMEWORK FOR RESPONSIBLE INNOVATION
The integration of Artificial Intelligence (AI) in Nigeria's education system has the potential to revolutionize the way students learn and teachers teach. This paper explores the benefits and challenges of AI adoption in Nigerian educational institutions, with a focus on personalized learning, teacher effectiveness, and accessibility. The study highlights the importance of ethical AI implementation, including fairness, transparency, privacy, and accountability. It also emphasizes the need for infrastructure development, capacity building, and stakeholder engagement to ensure the successful adoption of AI in education. The paper concludes that AI can be a game-changer in Nigeria’s education, but its implementation must be guided by strong ethical frameworks and a commitment to inclusivity and equity. Finally, the study provides recommendations for policymakers and educators to harness the potential of AI in education and ensure that its benefits are equitably distributed.
Artificial Intelligence, Education, Ethical Implementation, Personalized Learning, Inclusive Education
IMPACT OF ADMINISTRATIVE STRATEGIES ON STUDENTS’ ACADEMIC PERFORMANCE IN SPECIAL EDUCATION CENTRES IN OGOJA EDUCATION ZONE IN CROSS RIVER STATE, NIGERIA
Special needs students, like all learners, have unique abilities and educational needs, making their inclusion vital in every educational setting. Effective administrative strategies play a crucial role in improving their academic performance, as strong leadership practices create a more supportive and inclusive learning environment. Ensuring these students succeed contributes to a more equitable society and strengthens the educational system as a whole. Recognizing this, a study was conducted to assess the impact of administrative strategies—specifically instructional supervision and inclusive decisionmaking—on the academic performance of special needs students in the Ogoja Education Zone of Cross River State, Nigeria.The study used a correlational research design and involved 123 students and administrators across 14 special education centres within five Local Government Areas: Obanliku, Bekwarra, Obudu, Ogoja, and Yala. A census method was used to include all schools and students in the study. Data were gathered using a 15-item questionnaire (ASSAPQ), which was validated by educational experts and found to be reliable with Cronbach’s Alpha coefficients between .79 and .82. Data analysis employed Pearson Product Moment Correlation and Simple Linear Regression at a 0.05 significance level. Findings revealed a significant positive relationship between both instructional supervision and inclusive decision-making with students’ academic performance. The study concluded that effective supervision and collaborative decision-making enhance learning outcomes. It recommended that school administrators prioritize these strategies to improve teaching quality and support the academic success of special needs students in special education centres.
Administrative Strategies, Instructional Supervision, Inclusive-decision Making, Student’s Academic Performance, Special Education Centres.
ETHICAL CONSIDERATION IN THE MANAGEMENT OF HEALTH EDUCATION, INCLUSIVE EDUCATION, DIGITAL LITERACY AND ANDRAGOGIC EDUCATION FOR SUSTAINABLE NATIONAL DEVELOPMENT: NIGERIA AS A CASE STUDY.
This paper focused on Ethical consideration in the management of health education, inclusive education, digital literacy and andragogic education for sustainable national development. Management is defined as a process whereby all human resources and material resources are put together to achieve a common goal. Management ensures that every task to be executed is properly planned in order to achieve positive outcomes to promote sustainable growth and development. Health education is a subject matter that brings about behavior change. Challenges of management include: Shortage of funds, poor maintenance culture, political will and low staff morale. Challenges of health education management are: Lack of competent health instructors, insufficient funding, absence of curriculum implementation, inaccessibility to relevant materials and cultural barriers. It was concluded that health education is a subject matter that brings about positive behavior change. It was suggested that all stakeholders owe it as a responsibility in the area of adopting positive attitudes in order for them to be healthy at all times.
Management, Health Education, Inclusive Education, Digital Literacy, Andragogic Education and Sustainable National Development
AN OVERVIEW OF PUBLIC FINANCE ASA GUIDE TO UNDERSTADING EDUCATIONAL FINANCING
LEADERSHIP STYLES OF PRINCIPALS AND JOB SATISFACTION OF SECONDARY SCHOOL TEACHERS IN ABIA STATE
The success, failure and survival of any organisation is dependent on its leadership. Leadership is the act of influencing, motivating and inspiring people to perform certain tasks, which are designed to achieve specified goals of an organization. Leadership style is about strengthening the performance of education leaders, primarily the educators to improve students’ achievement. It is also a process of getting people to do their best to achieve a desired result. Principals as leaders are essential to educational organisations, the nature of leadership provided by the Principal will determine how efficient or not the school will be run. Leadership styles of principals were discussed in this paper as it affects Job Satisfaction of Secondary School Teachers in Abia State. Therefore, recommendations were made; the use of autocratic and laissez-faire leadership style of principals were discouraged as teachers lack job satisfaction and will not be given their best to students while the use of democratic and transformational leadership style of principals should be encouraged because they help to boost teachers’ job satisfaction and in-turn work effectively to ensure that academic excellence is achieved
MANAGING FEDERAL UNIVERSITY EDUCATION USING NEW TECHNOLOGIES FOR CAPACITY BUILDING IN SOUTHEAST, NIGERIA
The study examined the benefits and the challenges of using new technologies in university management. Two research questions and two null hypotheses guided the study. Data were collected from 5 heads of departments and 283 lecturers from the department of educational management in federal universities in South–East, Nigeria who served as the respondents. The size of the population was manageable, so there was no need for sampling. The instrument used was a structured questionnaire that consisted of 15 items. Using mean, the research questions were answered, while the hypotheses were tested using z-test statistics at 0.05 level of significance. The findings revealed among other things that using new technologies in managing federal universities significantly promote staff capacity building. It was thus recommended that conditions that necessitate teachers and students optimal performance should not be removed from them and that conditions should be provided for effective capacity building among staff and students to meet up with the societal demands for skill acquisition and capacity building,
Managing, Federal University, Education, Southeast, Nigeria, New Technologies, Capacity Building
PARENTS’ TEACHERS’ ASSOCIATION ROLE PERFORMANCE AS CORRELATE OF EFFECTIVE ADMINISTRATION IN UNITY SECONDARY SCHOOLS IN SOUTH EAST, NIGERIA
The study ascertained the relationship between Parents’ Teachers’ Association Role Performance and Effective Administration in unity secondary schools in South-East, Nigeria. This study adopted correlational research design. Three research questions and three null hypotheses guided the study. The sample size for the study was 289 which comprised 10 principals, 20 executive members of SBMC, 20 members of PTA, and 239 teachers from 10 Unity secondary schools in the South East, Nigeria. The study adopted multistage sampling procedure. Two Researcher-developed questionnaires were used for data collection which were: Parents’ Teachers’ Association Role Performance Questionnaire (PTARPQ) and Effective Administration of Unity Secondary School Questionnaire (EAUSSQ). The instruments were validated by three experts, two from Educational Management and one from Science Education Department majored in Measurement and Evaluation, all from College of Education, Michael Okpara University of Agriculture, Umudike. The reliability of two questionnaires were established from a trial test carried out in Federal Government College Port Harcourt, Rivers state which is outside the area of the study using Cronbach alpha. This yielded internal consistency indices of .71 and .73 for PTARPQ and EAUSSQ respectively. Out of 289 copies of the two set of the instruments administered, 275 copies representing 95% return rate of the administered copies of the instruments which were used for data analysis. Pearson’s Product Moment Correlation Coefficient (r) (PPMCC) was used to answer the research question 0ne and two while Scheffe’s test was used to answer research question three. Linear regression was used to test all the null hypotheses except hypothesis three which was tested with multi-regression at 0.05 level of significance. Results showed among others that Parents Teachers Association Role performance such as funding roles, and school community relations role respectively relate to effective administration in unity secondary schools to very high extent in South East, Nigeria. Based on the results, it was concluded that PTA as a stakeholder in school administration should identify her roles and be fully involved in performing such roles in order to have good atmosphere for effective administration of unity schools. It was also recommended that PTA of respective schools should be involved in fund raising as a way to support unity secondary schools to carry out important projects in the schools
PTA, role performance and administrative effectiveness
PRINCIPALS’ DIGITAL LITERACY AS CORRELATE OF EFFECTIVE SECONDARY SCHOOL ADMINISTRATION IN ABIA STATE
The paper sought to examine principals’ digital literacy as correlate of effective secondary school administration in Abia State, Nigeria. Two specific objectives, two research questions and two null hypotheses guided the study. The study employed a correlational research design. The population of the study was 1,911, made up of 248 principals and 1,663 teachers in 248 public secondary schools in Abia state. The sample of the study comprised of three hundred and thirty-one respondents (331). This consist of 43 principals and 288 teachers drawn from 43 sampled schools in the three education zones of the state. The sample size was determined using Taro Yamane formula. Two sets of questionnaires; Principals’ Digital Literacy Questionnaire (PDLQ) and Effective Secondary School Administration Questionnaire (ESSAQ) were developed and used for data collection for the study. Reliability coefficients of .79 and .91 were obtained for principals’ digital literacy and effective secondary school administration respectively, which indicated that the instrument was highly valid and reliable for the study. Out of the 331 copies of the two instruments administered respectively, 315 copies of each of the instruments representing approximately 95% rate of return were well-filled by the respondents and were used for data analysis. The data collected was analyzed using Pearson Product Moment correlation to answer research questions and linear regression to test the hypotheses at .05 level of significance. Findings revealed that revealed that the coefficient of relationship between principals’ digital communication literacy and effective secondary school administration in Abia State was very high and positively correlated. Also, findings revealed that principals’ technical literacy to a high extent relates to effective school secondary administration in Abia State. The study recommended that principals should ensure adequate and regular use of digital communications to ensure free-flow of communication to enable staff and students express themselves appropriately without bias. This would enable principals share information with staff, student and stakeholders in order to reduce unnecessary managerial burdens and rules, and ultimately to promote positive school climates, and effective school administration among others.
Principals’ Digital Literacy, Effective Secondary School Administration.
LOCUS CONTROL AS CORRELATE OF TEACHERS’ INSTRUCTIONAL LEADERSHIP IN PUBLIC SECONDARY SCHOOLS IN SOUTH EAST, NIGERIA
The study examined the relationship between locus control and teachers’ instructional leadership in public secondary school in South East, Nigeria. The study adopted a correlational survey design. Two research questions and two null hypotheses formulated and tested at 0.05 level of significance guided the study. The population of the study comprised 16023 male and female teachers in the 1140 public secondary schools in 21 education Zones in five states in the South Eastern States of Nigeria. The sample for this study comprised 381 teachers from all the five states in South East Nigeria. The sample is determined using Taro Yamen's 1973 formula, which is suitable for estimating population proportions with a specified degree of accuracy. The instrument for data collection were three sets of the researcher’s self-developed questionnaire titled; “Locus Control Questionnaire (LCQ) and Teachers’ Instructional Leadership (TILQ)”. The instruments for data collection were validated by three experts, two from the Department of Educational Management and one from Science Education, majored in Test and Evaluation all from Michael Okpara University of Agriculture, Umudike. Cronbach alpha statistic was used to determine the internal consistency of LCQ and TILQ which yielded an index of .72, and 81 for LCQ, and TILQ respectively. Five briefed research assistants helped in the administration and collection of the instruments. Data collected were analysed using Pearson Product Moment Correlation to answer the research questions while linear Regression statistics was used to test all the null hypotheses. Based on the result of the analysis, the study finds that; internal locus of control significantly to a positive very high extent correlate with teachers’ instructional leadership in public secondary schools in South East; that external locus of control significantly to a positive moderate extent correlate with teachers’ instructional leadership in public secondary schools in South East. Based on the findings of the study, the researchers recommended that secondary school principals should endeavor to organize regular workshops to teachers on how to effectively explore internal locus of control while carrying out their instructional delivery; that more experienced teachers should mentor the younger ones on how best to rely and trust on their own potentials and abilities rather than relying on external factors before immediate and vital actions are taken in instructional delivery.
locus control, internal control, external control, and teachers’ instructional leadership
EMOTIONAL INTELLIGENCE AS CORRELATE OF TEACHERS’ INSTRUCTIONAL LEADERSHIP IN SECONDARY SCHOOLS IN SOUTH EAST, NIGERIA
The study examined the relationship between emotional intelligence and teachers’ instructional leadership in public secondary school in South East, Nigeria. The study adopted a correlational survey design. Two research questions and two null hypotheses formulated and tested at 0.05 level of significance guided the study. The population of the study comprised 16023 male and female teachers in the 1140 public secondary schools in 21 education Zones in five states in the South Eastern States of Nigeria. The sample for this study comprised 381 teachers from all the five states in South East Nigeria. The sample is determined using Taro Yamen's 1973 formula, which is suitable for estimating population proportions with a specified degree of accuracy. The instrument for data collection were two sets of the researcher’s self-developed questionnaire titled; “Emotional Intelligence Questionnaire (EIQ) and Teachers’ Instructional Leadership (TILQ)”. The instruments for data collection were validated by three experts, two from the Department of Educational Management and one from Science Education, majored in Test and Evaluation all from Michael Okpara University of Agriculture, Umudike. Cronbach alpha statistic was used to determine the internal consistency of EIQ and TILQ which yielded an index of .62, and 81 for EIQ, and TILQ respectively. Five briefed research assistants helped in the administration and collection of the instruments. Data collected were analysed using Pearson Product Moment Correlation to answer the research questions while linear Regression statistics was used to test all the null hypotheses. Based on the result of the analysis, the study finds that; teachers’ selfawareness significantly to a positive very high extent correlate with teachers’ instructional leadership in public secondary schools in South East; that teachers’ conflict resolution management skills significantly to a positive high extent correlate with teachers’ instructional leadership in public secondary schools in South East. Based on the findings of the study, the researchers recommended that Government should through the ministry of Education, organize regular training for teachers on the effective use of self-awareness while carrying out their instructional delivery and other duties.
emotional intelligence, self-awareness, conflict resolution management, and teachers’ instructional leadership
AN EVALUATION OF THE EXTENT OF IMPLEMENTATION OF ETHICAL ISSUES IN PUBLIC SECONDARY SCHOOLS IN CALABAR METROPOLIS OF CROSS RIVER STATE, NIGERIA: IMPLICATION FOR MORAL RE-ARMAMENT IN EDUCATIONAL MANAGEMENT
Core values in the school system are prerequisites in guiding behaviour, fostering of unity and cooperation as well as in the modification of students’ attitude. Therefore, this study was specifically designed to evaluate the extent of implementation of ethical issues in secondary schools with implication for moral re-armament in educational management in public secondary schools in Calabar Metropolis of Cross River, Nigeria. The population of this study was 26 public secondary schools across the study area. The study was a census study since the entire population was considered manageable by the researchers. Questionnaire that was used for data collection was designed and developed by the researchers. The questionnaire was entitled “The Extent of Implementation of Ethical Issues in Public Secondary Schools Questionnaire (TEIEIPSSQ).” Cronbach Alpha reliability method was used to determine the reliability coefficient of the instrument. The reliability coefficient of the instrument ranged from 0.76 to 0.84. The data collected were analyzed using mean and standard deviation. Among others, the result showed that, allowing students to report to the appropriate quota when they are harassed, awarding well behaved students, preventing students from copying during examinations, students not being allowed to feel ashamed and students not being harassed by teachers were ethical issues found to have been implemented to a high extent in public secondary schools the study area. On the other hand, students not being allowed to be bullied in my school, using positive verbal methods to redirect students’ behaviour, are treating of students equally without bias, provision of conducive learning environment and giving of more attention to students were found to be implement in a low extent. Hence, it was recommended among others that, principals of secondary schools should make efforts in ensuring that every aspects of ethical issues in their respective schools are effectively implemented to facilitate moral rearmament in the school system
Implementation, Ethical issues, moral-rearmament, educational management
FACTORS INFLUENCING ETHICAL STANDARDS OF SUPERVISORS IN SUPERVISION OF INSTRUCTION IN PUBLIC SECONDARY SCHOOL IN ANAMBRA STATE, NIGERIA.
The study examined factors influencing ethical standards of supervisors of instruction in public secondary school in Anambra State Nigeria. Two research questions were answered in the study. The study adopted a descriptive research design. The population comprised 1,200 public secondary school teachers in Anambra State. Using a proportionate sampling technique, 120 teachers were sampled as respondents. This represented 10% of the population. A 23-item questionnaire, constructed by the researchers, titled “Factors Influencing Ethical Standards of Supervisors Questionnaire” (FIESSQ) was used as the instrument for data collection. It was validated by three experts in education. The test of reliability of the instrument yielded a co-efficient of 0.88 and 0.84. Mean scores and Standard Deviation were used to answer the research question. Major findings of the study included that exploitative relationship, favouritism, discrimination, scapegoating, intolerance, derogatory treatment, conflict of interest, etc, were the factors that influence ethical standards of supervisors of instruction in Anambra State. The findings also revealed that fostering positive learning environment, setting clear guidelines, prompt response to issues, clear communication channels, well defined expectations, training programmes, amongst others, constituted ways by which supervisors can improve ethical standards in supervision of instruction in the state. Based on the findings, the researchers recommended that both the Federal and the State government should provide ethical training programmes to educate supervisors in ethical principles, in order to promote ethical conducts, Government should establish clear guidelines and policies on ethical conducts for supervisors with full implementation, to ensure that supervisors understand their responsibilities and expectations. It was also recommended that the education system should conduct regular evaluation of supervisors’ performance and establish disciplinary procedures for ethical violation. Based on the findings, the researchers, finally concluded that there are factors that influence ethical standards of supervisors in supervision of instruction in public secondary schools in Anambra State and that these detrimental factors cannot be neglected. Ethical standards, being an important aspect of school, needs serious concentration. Hence proper approach is fundamental to the change because a good measure of ethics in supervisory practices will contribute to the achievement of a more just and sustainable national goal of education in the country.
Factors, Influence, Ethics, Ethical Standards, Supervisors, Supervision, Instruction, Public Schools.
TEACHERS' TRAINING PROGRAMMES RE-ENGINEERING FOR ETHICAL AND VALUE-CENTERED EDUCATION IN TARABA STATE, COLLEGE OF EDUCATION, ZING
This study critically investigated the re-engineering of teachers’ training programmes for ethical and value-centered education at Taraba State College of Education, Zing. Three research objectives guided the study. A descriptive survey design was adopted, and the research was conducted at Taraba State College of Education, Zing. The population comprised the college’s teaching staff, from which a sample of 250 respondents was selected. A 20-item structured questionnaire titled Teachers’ Training Programmes Re-engineering for Ethical and Value-Centered Education Questionnaire (TTPREVCEQ) was used to collect data. Descriptive statistics such as frequency and percentages were used to describe demographic data, while mean scores and standard deviations were employed to answer the research questions. A benchmark mean score of 2.50 and above was used as the acceptance criterion. The findings revealed that curriculum redesign positively influenced the effectiveness of teacher training programmes; the quality of training delivery significantly enhanced teachers’ ability to implement ethics and values in their teaching; and institutional support played a crucial role in improving the re-engineering of teacher training programmes. Based on these findings, it was recommended that educational policymakers and administrators prioritize curriculum reforms, improve training quality, and strengthen institutional support to promote ethical and value-centered education in teacher training programmes.
Teachers’ Training Programmes, Re-engineering, Ethical Education, and Value-Centered Education.
MANAGEMENT IMPERATIVE OF STUDENTS’ PERSONNEL SERVICES AND ETHICAL CONSIDERATION FOR SUSTAINABLE JUNIOR SECONDARY EDUCATION IN CROSS RIVER STATE, NIGERIA
This study examined the management imperative of students’ personnel services and ethical consideration for sustainable junior secondary education in Cross River State, Nigeria. Expost facto research design was adopted for the study. Two null research hypotheses were formulated to guide the study. The population of this study comprised two hundred and forty-six (246) secondary schools managers . Stratified and purposive sampling techniques were used to select four hundred and forty five (445) teachers to assess their school managers. The instrument for data collection was 4-point adopted Likert scale questionnaire developed by the researchers and titled “Managing Students’ Personnel Services and ethical consideration for Sustainable Junior Secondary Education Questionnaire (MPSECSJSEQ)”. The reliability coefficient of the instrument was 0.76 and 0.89 as overall after subjected to Cronbach Alpha reliability technique. The data collected were analyzed using Pearson’s Product Moment Correlation Analysis statistics. The hypotheses were tested at .05 level of significance. The findings of the study revealed that, managing students’ personnel services in terms of management of disciplinary services and management of recreational services on ethical consideration,significantly correlated with sustainable junior secondary education. Premised on the findings of the study ,it was concluded that, managing students’ personnel services through management of disciplinary and management of recreational services on ethical ground,significantly relate to sustainable junior secondary education in Cross River State. It was therefore recommended among others that school principals should ensure appropriate and result-oriented disciplinary services and in the provisions of educational facilities to help achieve the much expected sustainable junior secondary education goals and objectives in Cross River State, Nigeria.
Management, imperative, Personnel Services, Sustainable , ethical consideration,Junior Secondary Education
PERCEIVED INFLUENCE OF PLANNING EMERGENCY EDUCATION PROGRAMS ON THE PSYCHOSOCIAL SUPPORT OF INTERNALLY DISPLACED PERSONS (IDPs) IN BENUE STATE
This study investigated the perceived influence of emergency education programs on the psycho-social support of Internally Displaced Persons (IDPs) in Benue State, Nigeria. Specifically, it examined how such programs will influence social cohesion and mental health, and identified strategies for improving program planning to enhance these outcomes. The study adopted a descriptive survey design involving 1,644 respondents randomly selected from a population of 82,179 IDPs across 197 camps, using a self-structured instrument titled; Planning Emergency Education Programs and PsychoSocial Support of IDPs Rating Scale (PEEPPSSIRS). Data were analyzed using descriptive statistics of mean and standard deviation to answer research questions; while and Chi-square tests of goodness of fit was used to test hypotheses at a 0.05 significance level. Findings revealed a significant perceived influence of emergency education programs on both social cohesion and mental health among IDPs. Respondents agreed that well-planned educational activities foster cooperation, reduce intracommunity conflict, and rebuild social trust. Similarly, access to emergency education was perceived to contribute positively to mental well-being, reduce depression, and support psychological recovery. Strategies such as involving IDPs in planning, integrating feedback, collaborating with mental health professionals, and ensuring cultural sensitivity and educator training were also identified as critical for enhancing program effectiveness. All hypotheses tested were rejected, confirming the significance of the perceived impacts. The study concludes that emergency education programs play a crucial role in promoting social cohesion and mental health among IDPs. It recommends deliberate integration of psychosocial components and participatory planning approaches to ensure relevance, sustainability, and emotional recovery for displaced populations.
Emergency education, Internally Displaced Persons (IDPs), Social cohesion, Mental health, Psycho-social support, Benue State, Nigeria.
UTILISATION OF ARTIFICIAL INTELLIGENCE TOOLS FOR INSTRUCTIONAL DELIVERY AND STUDENTS ENGAGEMENT: THE FUTURE OF PUBLIC UNIVERSITIES IN NIGERIA
Artificial Intelligence tools are digital applications or platforms that use artificial intelligence to support teaching and learning. Reviewed AI tools for instructional delivery were: adaptive learning platforms, intelligence tutoring systems and automated grading software. These digital innovations personalize learning experiences by tailoring learning experiences based on students’ learning pace. In so doing it improves students’ engagement and optimize their outcomes. Literature showed that AI driven analytics provide educators with real-time insights into students’ progress by fostering datadriven decision-making for improved instructional delivery. AI grading systems reduce the burden of manual assessment and frees up time to allow lecturers to concentrate on pedagogical engagements. However, in spite of the benefits of AI instructional tools, there are ethical considerations that must be brought to bare in its utilization as regards data privacy, academic integrity and preservation of core values. Suggestions made among others were that: traditional pedagogy should complement AI instructional tools in public universities because the former emphasizes mentorship, critical thinking and interpersonal relationship which soft wares cannot replicate. Hence, it was concluded that AI instructional tools such as adaptive learning systems, intelligent tutoring systems and automated grading systems would aid instructional delivery in public universities which portends a bright academic future for students in Nigeria
Artificial Intelligence Instructional Tools; Adaptive Learning Platforms; Intelligence Tutoring Systems; Automated Grading Systems and Ethical Considerations
THE DIGITAL GAP AND THE FALLACY OF HOPELESSNESS IN NIGERIA
THE ROLES OF UNIVERSITIES ALUMNI IN FOSTERING ETHICAL AND VALUE-BASED EDUCATION FOR SUSTAINABLE NATIONAL DEVELOPMENT IN NIGERIA.
This study investigated the roles of university alumni in fostering ethical and value-based education for sustainable national development in federal universities in North West Nigeria. The study was guided by two objectives: (1) to examine the extent of alumni engagement in mentorship and role modeling for ethical and value-based education, and (2) to assess the contributions of alumni to scholarships, research, and community development initiatives. The population consisted of approximately 20,500 respondents, including alumni and final-year students from Ahmadu Bello University, Federal University Gusau, and Federal University Dutse. A sample of 300 respondents was selected using a stratified random sampling technique to ensure equal representation of alumni and students. Data were collected using a structured questionnaire designed to measure alumni engagement, mentorship, role modeling, and contributions to educational and community initiatives. Data were analyzed using descriptive statistics such as frequency counts, percentages, and mean scores, while t-tests were used to test the hypotheses at a 0.05 significance level. The findings revealed that alumni are significantly engaged in mentorship and role modeling, providing guidance on ethical decision-making and serving as role models for professional and moral behavior. Additionally, alumni contribute meaningfully to scholarships, research, and community development projects, although these contributions vary in intensity and structure. The study also identified challenges, including limited structured programs and inadequate institutional support for alumni engagement. It is concluded that enhancing alumni participation through formal mentorship programs, targeted scholarships, research funding, and community initiatives can strengthen ethical and value-based education, ultimately supporting sustainable national development in Nigeria.
University alumni, ethical education, value-based education, mentorship, scholarships, sustainable national development, Nigeria
ROLE OF MENTORSHIP FOR EFFECTIVE ETHICAL STANDARDS IN THE ACADEMIC PROGRESSION OF UNDERGRADUATES IN RIVERS STATE UNIVERSITY
This research investigated the role of mentorship for effective ethical standards in the academic progression of undergraduates in Rivers State University, with two (2) research questions and two (2) hypotheses. The descriptive design was adopted. The population of the study consisted of an estimated 1,870 academic and non-academic staff in Rivers State University. A Sample size was 329 academic and non-academic staff using Taro Yamane. A self-designed questionnaire titled “Role of Mentorship for Effective Ethical Standards in the Academic Progression of Undergraduates in Rivers State University (RMEESAPURSU)” was used to elicit responses from the sample. Mean and standard deviation were used to answer the research questions, while t-test was used to test the hypothesis at 0.05 level of significance. The findings showed that faculty mentorship programmes enhanced effective ethical standards in the academic progression of undergraduates in Rivers State University with overall mean of 3.13. Formal mentorship programmes also enhanced effective ethical standards in the academic progression of undergraduates in Rivers State University with overall mean of 3.29. There was no significant difference between the mean ratings of academic and non-academic staff on the faculty mentorship programmes. The study concluded that faculty mentorship programmes and formal mentorship programmes serve as crucial mechanisms for fostering ethical standards and academic excellence among undergraduates at Rivers State University. Thus, the study recommended regular mentorship sessions, academic workshops, and ethical discussions.
mentorship, formal mentorship, faculty mentorship, ethical standards, academic progression, undergraduates