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.
SCHOOL ETHICS AND VALUES: A WATCHDOG FOR EDUCATIONAL DEVELOPMENT IN NIGERIA
This project was aimed at finding out school ethics and values: A watchdog for educational development in Nigeria. The population for the study comprises all the principals in secondary schools in Enugu State which is 295 respondents that is made up of 145 male and 150 female principals. The researcher used census sampling because it is manageable. The instrument for data collection was a structured questionnaire developed by the researcher titled “ school ethics and values as a watchdog for educational development Questionnaire (SEVWEDQ)”. The research questions was answered using mean and standard deviations. It was discovered that ethics encourages students to be honest in their academic work; encourages students to consider others’ perspectives and feelings, developing empathy and compassion etc; and that values fosters cultural integrity and respect among students and teachers. It was recommended that Ethics should be taking as a serious business in maintaining principles and orderliness in schools as to shape students attitude towards life, teachers should try as much as possible inculcate positive values to students irrespective of government poor regards towards many professions like teaching in the country and that the issue of ethics, morals and values should be broadcasted in TV stations and Radio station to improve citizens awareness in doing what is right in the society in general.
Ethics, Values, Educational Development, School
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ADMINISTRATOR’S SUPERVISION IN SECONDARY SCHOOLS: ETHICAL STANDARDS FOR SUSTAINABLE NATIONAL DEVELOPMENT
The study focused on secondary school administrators’ supervision; a look at the ethical standards for sustainable national development. Ethical standards are a set of principles and values that guide an organization's conduct, ensuring right and wrong behavior in practice. They help define what is considered acceptable and unacceptable behavior within an organization, fostering a positive work environment, and building trust with stakeholders. These standards are crucial for shaping organizational culture, promoting ethical decision-making, and preventing unethical practices. School administrators, otherwise known as principals are leaders and managers of schools, and they are in charge of all supervision that takes part in schools. They implement supervisory practices to ensure that school goals are attained and achieved. In order to achieve that, there is need for them to maintain and follow ethical standards and values. Principals, who are supervisors must apply the same assessment standards and evaluation procedures to all teachers, ensuring objective and non-biased outcomes. They should avoid favoritism and treat everyone with equal respect. Also, they should be truthful in their communications and actions, ensuring transparency in decision-making processes. School administrators should also avoid misleading information or manipulation, possess the necessary knowledge and skills to effectively guide and support teachers, and utilize best practices in supervision and evaluation. The ethical standards are followed and maintained in order to maintain and sustain the sustainable national development. Sustainable national development is a process that focuses on improving the well-being of current and future generations while maintaining the resilience of economic, social, and environmental systems
School Administrators, Supervision,Ethical Standards, Sustainable National Development
PRINCIPALS' STRATEGIC PLANNING PRACTICES FOR EFFECTIVE GOAL ATTAINMENT IN PUBLIC SENOR SECONDARY SCHOOLS IN RIVERS STATE
The study examined principals' strategic planning practices for effective goal attainment in public senor secondary schools in Rivers State. Three (3) research questions and three (3) corresponding null hypotheses guided the study. A descriptive survey research design was used for the study. The population of the study comprised 350 principals of senior secondary schools in Rivers State, consisting of 241 males and 109 females. The study sampled 350 principals from senior secondary schools in Rivers State, using a census sampling technique because the population was small. The instrument used for data collection was a 15-item self-structured questionnaire titled: Principals' Strategic Planning Practices for Effective Goal Attainment Questionnaire (PSPPEGAQ). The reliability of the instrument was determined using the Pearson Product-Moment Correlation (PPMC) statistical tool, which yielded a reliability coefficient of 0.80. Mean and standard deviation were used to answer the research questions. An independent sample t-test was used to test the null hypotheses at a 0.05 significance level. The findings of the study shows that to a high extent stakeholder engagement, setting SMART goals, and staff development programmes as principals' strategic planning practices were utilized for effective goal attainment in public senor secondary schools in Rivers State. Based on the findings of this study, it was concluded that strategic planning practices adopted by principals play an important role in the attainment of educational goals in public senior secondary schools in Rivers State. Therefore, it was recommended that principals should establish regular forums and communication channels such as PTA meetings, community outreach, student councils to involve parents, teachers, students, and community leaders in school planning and decision-making. Also, the ministry of education should organize regular training for teachers and school leaders on instructional leadership, classroom management, and innovative teaching methods.
Principals, Strategic Planning Practices, Effective Goal Attainment, Public Senor Secondary Schools, Rivers State
RISK MANAGEMENT PRACTICES AND ADMINISTRATIVE EFFECTIVENESS OF SECONDARY SCHOOL PRINCIPALS IN TARABA STATE, NIGERIA
This study explores the impact of risk management practices on the administrative effectiveness of secondary school principals in Taraba State, Nigeria. The study focuses on risk identification, risk assessment, and stakeholder involvement as key components of risk management. A descriptive survey design was employed, with a sample of 300 principals (150 male and 150 female) purposively selected from a population of 1,245 principals in Taraba State. Data were collected using a researcherdeveloped instrument titled "Risk Management Practices and Administrative Effectiveness Questionnaire (RMPAEQ)," validated by experts and with a reliability coefficient of 0.78. Mean and standard deviation were used to address research questions, while independent t-tests were applied to test three null hypotheses at a 0.05 significance level. The findings revealed significant relationships between risk identification, risk assessment, stakeholder involvement, and administrative effectiveness. It was concluded that robust risk management practices enhance principals’ decision-making, resource allocation, and leadership effectiveness. Recommendations include regular training on risk management and fostering stakeholder collaboration to improve administrative outcomes.
Risk Identification, Risk Assessment, Stakeholder Involvement, Administrative Effectiveness, Secondary School Principals
RE-ENGINEERING TEACHER TRAINING PROGRAMS FOR ETHICAL AND VALUES-CENTERED EDUCATION IN PUBLIC SENIOR SECONDARY SCHOOLS PORT HARCOURT LGA (PHALGA) IN RIVERS STATE.
The study examinedre-engineering teacher training programs for ethical and values-centered education in public senior secondary schools Port Harcourt LGA (Phalga) in Rivers State. The aspect of re-engineering teacher training programs covered included the current state of ethical and valuesbased education, re-engineered teachers’ training programs and the ethics training of teachers to enhance students learning needs.The study also investigated the extent re-engineering teacher training programs enhance ethical teaching practices and moral education in public senior secondary schools in Port Harcourt Rivers State, Nigeria. The population of the study comprised all 593 (142 male) and (451 female) teachers of public senior secondary schools in Port Harcourt local government area (Phalga), Rivers State. Census sampling technique was applied considering the population which is small and manageable. Three research questions and three hypotheses guided the study. The descriptive research design was adoptedand the instrument for data collection was a self –designed questionnaire titled ‘Teacher Training Programs Re-engineering for Ethical and Values-Centred Education Questionnaire’ (TTPREVCEQ). The instrument was validated by two experts from educational management departmentA test-retest method was used to establish the reliability index of the instrument at 0.86 using Pearson Product Moment Correlation Coefficient. Data was collected and analysed using mean and standard deviationwhile independent sample t-test analysis was used to test the formulated null hypotheses at 0.05 Alpha level of significance. The findings of the study indicated that to a high extent, male and female teachers agreed that ethical and values-based education in teacher training programs,re-engineered teacher training curricula on ethical teaching practices and ethics training on classroom management. Also, student character development enhancedethical and values-centered education in public senior secondary schools in Port Harcourt (Phalga), Rivers State, Nigeria. The study concluded that in re-engineering teacher training programs, teachers must be equipped with pedagogical skills to model and impart ethical values effectively. Training should include professional ethics and moral leadership, conflict resolution and discipline strategiesas well as real-life case studies on ethical dilemmas. It also highlighted the need for explicit ethics curricula, practical case studies, and mentorship programs to support values-centered education. Finally, the study recommended thatthe government should embed policy implementation, curriculum development, professional development, assessment and evaluation into the nation’s education planning because by embedding ethical consciousness in teachers’ education, Nigeria can foster a generation of educators who instil values that transcend the classroom, ultimately shaping a morally upright society
Teacher Training Programs, Re-engineering, Ethical and Values-Centered Education
PROMOTING QUALITY AND VALUES EDUCATION FOR NATIONAL DEVELOPMENT: THE CASE OF NIGERIA
Quality higher education of any nation is transmittable to the developmental trajectories of that society. However, a stark juxtaposition of education and development in Nigeria is a travesty of education that ought to have transform African societies in terms of economic, social, political and technological development. It is apt to contextualize education as one key factor that underscores the reality of the Nigerian developmental agenda and its transformation and recognition as a developed status and is squarely the lynchpin on quality and values of the education system in producing a learned, competent and knowledgeable citizenry. Education is a critical means to meet the manpower requirements for rapid economic and technological growth. Indispensably, human resources have outsourced natural endowments as a stake or means for societal rapid economic and technological growth. It is germane in context that strategic resources of a nation come from intellectual power of the mind rather than natural resources that are dormant without manipulation and production. Therefore, the true development in the 21st century contextually comes from empowering the minds of the people through quality education and values. This paper therefore examines quality tertiary education and its implementation as a panacea to the developmental challenges of Nigeria. It also tries to contextualize the nexus between innovative education and its domestication as a solution to nation’s developmental problems. Furthermore, the research paper was key in identifying key points militating against rapid development in the country through quality education. Suggestions were also made as solutions to the problems militating against quality and values tertiary education.
Quality Education, Technology development, development status. Functionality, human resources, intellectual power.
ETHICS AND VALUES IN THE MANAGEMENT OF HIGHER EDUCATION INSTITUTIONS FOR SUSTAINABLE NATIONAL DEVELOPMENT IN RIVERS STATE, NIGERIA
This study investigates the role of ethics and values in the management of higher education institutions in Rivers State, Nigeria, and their contribution to sustainable national development. Specifically, it aims to examine how ethics influence management practices, assess the impact of institutional values on administrative effectiveness, and evaluate the contribution of ethical and valuebased management to sustainable development in tertiary institutions within the state. The study population comprised staff from three major tertiary institutions: University of Port Harcourt, Rivers State University, and Ignatius Ajuru University of Education, totaling 10,700 staff members. Using Taro Yamane’s formula, a sample size of 386 was determined, with questionnaires purposively administered to academic and non-academic staff in administrative roles. Data collection employed a structured questionnaire with a 4-point Likert scale, yielding a reliability coefficient (Cronbach’s alpha) of 0.84. Data analysis was conducted with the aid of IBM SPSS Statistics version 27, using descriptive statistics and Pearson Product Moment Correlation to test three null hypotheses at the 0.05 significance level. Findings reveal significant positive relationships between ethics and management effectiveness, institutional values and administrative performance, and ethical management with sustainable national development. The study concludes that ethics and values are crucial to the effective management of higher education and are vital drivers for sustainable national development in Rivers State. Despite these positive influences, challenges persist in uniformly applying ethical standards across all administrative levels. Consequently, the study recommends strengthening ethical training, institutionalizing value-based management practices, and integrating ethics into governance frameworks to enhance administrative accountability and promote sustainable development in higher education.
Ethics, institutional values, higher education management, administrative effectiveness, sustainable national development
INTEGRATING ARTIFICIAL INTELLIGENCE (AI) TOOLS IN MANAGING HUMAN RESOURCE FOR QUALITY WORK OUTPUT IN RIVERS STATE UNIVERSITIES NIGERIA
The study investigated integrating artificial intelligence (AI) tools in managing human resource for quality work output in Rivers State Universities,Nigeria. Three research questions and three hypotheses guided the study. Hypothesis were tested at 0.05 alpha level of significance. The design of the study was descriptive survey design. The population of the study was 3000 academic and nonacademic staff of universities in Rivers State, with a sample of 500 academic and non-academic staff derived using Taro Yami formula. Sample random sampling technique was adopted. Instrument for data collection was titled; integrating artificial intelligence AI tools in managing human resource for quality work output (IAITMHRQWOQ). Cronbach alpha method was used to establish reliability coefficient of intelligence AI tools in managing human resource for quality work output Questionnaire at 0.81. A total of 500 copies of the questionnaire were administered to the respondents, but of 500 copies of questionnaire administered, 401 copies of the questionnaire were retrieved representing 80.2% success rate. The research questions were answered using mean and standard deviation while the hypotheses were tested at 0.05 level of significance using z-test. The result of the study showed that AI tools play a crucial role in maintaining and improving work quality across industries. The study concluded that AI tools significantly enhance HR management by improving efficiency, streamlining processes, and making data-driven decisions, ultimately contributing to higher quality work output. It was therefore recommended that educational administrators should develop comprehensive plans that outline the goals, objectives, and strategies for successful integration. This includes conducting needs assessments to understand the target audience and their requirements, as well as staying updated with technological advancements that can enhance the learning experience in Universities in Rivers State Nigeria.
Artificial intelligence, tools, managing, human resource, quality work, output
PRINCIPALS’ ETHICAL LEADERSHIP PRACTICES IN THE ADMINISTRATION OF SECONDARY SCHOOLS IN OBOLLO AFOR EDUCATION ZONE OF ENUGU STATE, NIGERIA.
The study is focused on principals ethnical leadership practices in the administration of secondary schools in Obollo Afor Education Zone of Enugu State, Nigeria. Two research questions and two null hypotheses guided the study. Descriptive survey research design was chosen for the study. The entire population for the study was 1,562 teachers elicited from all public secondary schools in Obollo Afor Education Zone of Enugu State. 20% was used to get the sample of 312 teachers. A self structured questionnaire, developed by the researcher titled“Principals Ethical Leadership Practices Questionnaire” (PELPQ) was used for data collection. Three experts, two from the Departments of Educational Management and one from the Department of Mathematics and Computer Education (Measurement and Evaluation Unit) , all from Faculty of Education, Enugu State, University of Science and Technology (ESUT) validated the instrument. Reliability coefficient of .76 was established using Cronbach Alpha reliability estimate. The research questions were answered using mean and standard deviation while the hypotheses were analyzed using t test statistics at .05 level of significance. The findings of the study among others revealed that the application of fairness as an ethical leadership practice by principals in the administration of secondary schools in Obollo Afor Education Zone of Enugu State is to a high extent. The researcher recommended among others that principals in the six Education zones of Enugu State, in particular and Nigeria as a whole should not be restricted to the application of fairness and accountability only but should embrace all the necessary ethical leadership practices in the administration of their schools.
Ethnical leadership practices, Administration
PRINCIPALS ETHICAL SUPERVISORY PRACTICES AND STUDENT’SACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN RIVERS STATE.
The study examined principal’s ethical supervisory practices and student’s academic performance in public secondary schools in Rivers State. Three research questions guided the study. The design of the study was descriptive and correlation. The population of the studyis 6,897 in the 311 pubic senior secondary schools in RiversState and sample is 378 teachers, selected using Taro Yamane statistics and multi-stage sampling techniques. The instrument for data collection was questionnairevalidated by the experts with a reliability coefficient of 0.83. Mean scores and standard deviations were used to answer the research questions one and two while simple regression was used to answer research question 3. The findings of the study revealed that principals do not adopt / implement ethical supervisory practices during supervision. They are challenged of limited time, too manyworkloads, and lack of adequate knowledge of ethical supervisory practices among others. Again, that there is a positive and moderate relationship between principals’ ethical supervisory practices and student’s academic performance. Recommendations were made based on the findings among which are that the Ministry of Education (MOE) and Secondary Education Management Board (SEMB) to set regular checks, either mounting a special interventionsquared (team) on the principal’s supervisory practices and sanctions be meted on defaulters.
Academic Performance, Schools supervision, Ethical Standards.
RELATIONSHIP BETWEEN SOURCES OF FUNDING ETHICAL AND VALUES EDUCATION WITH SUSTAINABLE NATIONAL DEVELOPMENT IN PUBLIC SECONDARY SCHOOLS IN OTUKPO TOWNSHIP OF BENUE STATE, NIGERIA
The study investigated the relationship between sources of funding ethical and values education with sustainable national development in public secondary schools in Otukpo Township of Benue State, Nigeria. The purpose of the study was to investigate the relationship between sources of funding ethical and values education with sustainable national development in public secondary schools. Two research questions guided the study and two hypotheses were tested. The study adopted Correlational research design. The population consisted of 218teachers from 12 public secondary schoolsin Otukpo Townshipof Benue State, Nigeria with a sample of the 218 teachers selected using convenience sampling technique. Two structured questionnaires titled: Sources of Funding Ethical and Values Education Questionnaire (SFEVEQ) and Sustainable National Development Questionnaire (SNDQ) were used for data collection. SFEVEA contained 10 items while, SNDQ contained five. The instrument was validated by three experts from Faculty of Education, Veritas University Abuja for face and content validity.A trial test of the instrument was conducted on 30 teachers in two public secondary school using Crobach Alpha and the result yielded reliability coefficients of 0.91 for SFEVEQ planning and 0.95 for SNDQ. Pearson Product Moment Correlation (PPMC) to answer the research questions and test the hypotheses at 0.05 level of significance. The findings of study showed that government and NonGovernmental Organizations’ (NGOs) funding have very strong significant positive relationship with sustainable national development in public secondary schools in Nigeria. The study concluded that sustainable national is essential for continuous growth of any nation with compromising the future generations. Therefore, it was recommended that there should be improved government and NGOs’ funding to support ethical and values education programmes towards achieving sustainable national development in Nigeria.
Sources offunding, ethical and value education, government funding, non-governmental funding, sustainable national development
MANAGEMENT OF ORGANIZATIONAL INNOVATIONS IN PUBLIC SENIOR SECONDARY SCHOOLS IN PORT – HARCOURT METROPOLIS
This study investigates management of organizational innovations in public senior secondary schools in Port – Harcourt Metropolis. The design adopted for the study was descriptive survey design while the population comprised of 2,000 respondents (secondary school administrators and teachers) in public senior secondary in Port Harcourt Metropolis. The sample size was 333 while the instrument used for the study was a 14 self -structured questionnaire titled “Management of Organizational Innovations in Public Senior Secondary Schools in Port -Harcourt Metropolis Questionnaire” (MOIPSSSPHQ). The questionnaire adopted a 4- point Likert rating scale of strongly Agreed -strongly Disagreed. The instrument was duly validated by experts and a reliability index of 0.84 was established using Cronbach alpha. A criterion Mean of 2.50 was used as a cut-off mark while mean and standard deviation were used to answer the research questions. A t- test inferential statistics was used in testing all null hypotheses at 0.05 level significance. Statistical analysis was done using the statistical package for social science, SPSS version 23. Findings from the study revealed that service innovations, process innovations, incremental innovations, open innovation, sustainable innovations, social innovations and digital innovations were the various types of innovations in schools. The study also found out that lack of training, unreliable power supply. inadequate funding, resistance to change, lack of clear goals, fear of computer usage and so on were the challenges faced in the implementation of organizational innovations in public senior secondary schools in Port Harcourt Metropolis. The study recommended amongst all others that school administrators should adopt structured innovation management strategies to ensure the effective implementation and sustainability of organizational innovations and that educational stakeholders should address the identified challenges to enhance efficiency and effectiveness within the school system
Innovation, Management, Organizational Innovations, Public Senior Secondary School
MANAGEMENT OF PERSONALIZED LEARNING STRATEGIES AS CORRELATES OF ACADEMIC PERFORMANCE OF NCE STUDENTS IN STATE COLLEGES OF EDUCATION IN SOUTH EAST, NIGERIA
The study management of personalized learning strategies as correlate of academic performance of NCE students in state colleges of education in South east, Nigeria. The study adopted a correlational survey design. The population of this study was531 second year NCE students from state owned Colleges of Education in South East, Nigeria comprised of 65 students from Abia State College of Education, Technical Arochukwu, 105 students from Ebonyi State College of Education, Ikwo, 120 students from Enugu State College of Education Technical, 89 students from Imo State College of Education, IhitteUboma and 152 students from Nwafor Orizu College of Education, Anambra. The sample size for the study was 531 BCE students thus there was no sampling techniques since the population of the study was manageable and controllable by the researchers. The instrument for data collection was the researchers’ development questionnaires titled Management of Personalized Learning Strategy Questionnaire (MPLSQ) and Academic Performance Questionnaire (APQ). MPLSQ and APQ were validated by three experts; two from school of education and one from school of business education, Abia State College of Education, Technical. Cronbach Alpha method was used to determine the internal consistency of MPLSQ and APQ which yielded a reliability alpha of .91 and .88 for respectively. five briefed research assistants helped in the administration and collection of the questionnaires. Data collected from the field were analysed using Pearson Product Moment Correlation Coefficient (PPMCC) to answer the research questions while Linear regression was used to test the null hypotheses that guided the study at 0.05 level of significance. Based on the analysis of the study, the following findings were made; that using of emerging learning technologies to a significant positive moderate extent relates to academic performance; that project-based learning has a significant positive moderate extent with academic performance. From the findings of the study, the researcher recommended amongst other that; Government in collaboration with college of education management should set up e-learning classroom to encourage the students in using emerging learning technologies for their academic purposes so as to meet with the students academic diverse need.
Personalized learning, use of emerging learning technologies, project-based learning, goal setting, and academic performance
EFFECTIVE MENTORING PRACTICES, JOB DEVELOPMENTAND JOBENGAGEMENT AMONG LECTURERSINLAGOS STATE PUBLIC UNIVERSITIES
Lecturers are the key elements in the Universities. Effective mentoring practice on lecturers in universities is the ability to raise their job development and job engagement especially young and newly employed lecturers, to higher standards. The study examined the effective mentoring practices, job development and engagements among lecturers in the public Universities in Lagos State, Nigeria. Thestudyhas three research questions and three hypotheses and the study adopted descriptive research survey design. 200 participants were selected using simple random sampling technique in selecting the samples for the study. Participants information was collected via a self- designed questionnaire. The data collected was analysed using the application of the Analysis of Variance statistical tool. The research hypotheses were tested at 0.05 level of significant and the hypotheses formulated were rejected. The findings revealed that mentoring practices in the public Universities have significant influence on the job development and job engagement of lecturers. It was also recommended that lecturers in the public universities in Lagos State, Nigeria should exposethemselves to academic tutelage such as conferences, workshops and orientation courses in order for them to be properly in tune with their job development and job engagement.
Mentoring Practices, Lecturers’ Job Development, Lecturers’ Job Engagement, Tutelage, Training
MORAL VALUES AND TECHNICAL SKILLS AS DETERMINANTS OF JOB SECURITY AMONG PRIVATE SECONDARY SCHOOL TEACHERS IN RIVERS STATE
The study investigated moral values and skills as determinants of job security among private secondary school teachers in Rivers State. Three research questions were raised and three corresponding hypotheses formulated to guide the study. Correlation survey design was employed in the study and the population of the study was 14, 256 private secondary school teachers out of which 389 teachers were sampled for the study through simple random sampling technique. Two questionnaires named “Moral Values and Technical Skills Questionnaire” (MVTSQ) and “Job Security Questionnaire” (JSQ), having 10 questionnaire items respectively were used to collect data on the dependent and independent variables of the study. The two questionnaires were face and content validated by a Measurement and Evaluation expert at the University of Port Harcourt. Cronbach alpha was used to estimate the reliability of the instruments and while MVTSQ had a coefficient of 0.88, JSQ has a value of 0.82. There were 389 copies of questionnaire administered but only 366 which represented 94.1% retrieval rate was used for analysis. The research questions were answered using simple and multiple regression while the hypotheses were tested using t-test associated with simple regression and Analysis of Variance (ANOVA) at 0.05 level of significance. The result of the study showed that moral values contributed moderately to job security while technical skills had a highrelationship on job security. However, a combination of moral values and technical skills had a higher relationship on job security among the teachers and the relationship were all significant. The study recommended that the government should carry out its regulatory roles through the Ministry of Education on regular basis by ensuring that while teachers endeavour to acquire the right skills and morals, the school proprietors also ensure that their job is secured as both parties are partners in progress in the education industry
Moral Values, Technical Skills, Job Security, Private Secondary Schools, Teachers
RETHINKING STAFF SUPERVISION PROCEDURES IN AN ERA OF ARTIFICIAL INTELLIGENCE FOR EFFECTIVE SECONDARY SCHOOL ADMINISTRATION IN BAYELSA STATE
Staff supervision landscape is changing in this era of artificial intelligence and only schools that are proactive can achieve effective school administration in this era. This study focused on rethinking staff supervision procedures in an era of artificial intelligence for effective secondary school administration in Bayelsa State. Three research questions and related hypotheses were answered and tested in the study. The study adopted descriptive survey design and out of a population of 207 public secondary school principals in the State, 136 principals (62 males and 74 females) were sampled for the study using simple random sampling technique. Instrument used for data gathering was questionnaire named “Rethinking Staff Supervision Procedures in an Era of Artificial Intelligence for Effective Secondary School Administration Questionnaire” (RSSPEAIESSAQ) which was face and content validated by experts with a reliability index of 0.97 using Cronbach alpha statistics. There were 136 copies of questionnaire administered out of which 129 copies (57 males and 72 females) which represented 94.9% were retrieved. The research questions raised were answered using mean and standard deviation while the hypotheses were tested at 5% significant using z-test. The result of the study indicated existing staff supervision procedures included regular classroom observation andseasonal performance evaluation.The challenges of staff supervision procedures in the era of artificial intelligence included the possibility of job displacement andlack of data privacy.Automation of staff performance evaluation and provision of relevant data for decision making were ways AI can enhance staff supervision. There was no difference in the opinion of the respondents on these issues. The study recommended the digitalization of administrative practices to make the benefits of AI fully realizable
Administration, Artificial Intelligence, Education, School, Supervision,
JOB MOTIVATORS AND WORK VALUE ORIENTATION OF TEACHERS IN PUBLIC SENIOR SECONDARY SCHOOLS IN RIVERS STATE
The study investigated job motivators and work value orientation of teachers in public senior secondary schools in Rivers State. Three research questions and three corresponding null hypotheses guided the study. This study adopted a correlational research design. The population consist of 302 principals and 6,557 teachers, totaling 6,859. A sample size of 716 respondents comprising 656 teachers and 60 principals was determined using a stratified approach, applying 10% of the teacher population and 20% of the principal population. Two researcher-designed instruments were used: The Job Motivators Questionnaire (JMQ) and the Work Value Orientation of Teachers Questionnaire (WVOTQ). Section A collected demographic data, while Section B addressed the research questions using a modified 4-point Likert scale Strongly Agree (4), Agree (3), Disagree (2), and Strongly Disagree (1). To establish reliability, the test-retest method was adopted. The Pearson Product Moment Correlation analysis yielded coefficients of 0.78 (JMQ) and 0.87 (WVOTQ), indicating high reliability. Research questions were answered using Pearson’s Product Moment Correlation Coefficient (PPMCC), while Hypotheses were tested at the 0.05 significance level using t-transformation. To determine the significance of the correlation coefficient (r), values were transformed into t values. The findings revealed that each of the variables examined namely, work environment, work-life balance, supportive leadership, and job security had a significant and positive influence on the way teachers perceive and approach their professional duties. It concluded that these workplace factors play an integral role in shaping the professional values and conduct of teachers. It is therefore evident that improving these conditions will not only enhance the value orientation of teachers but also positively influence the quality of teaching and learning in public secondary schools across Rivers State. It recommended among others that the Ministry of Education and school administrators should prioritize improving the physical and psychological conditions of schools and School management should introduce flexible scheduling, leave allowances, and mental health support to help teachers manage personal and professional demands.
INSTRUCTIONAL SUPERVISION AS PREDICTOR OF JOB COMMITMENT: A STUDY OF PUBLIC SECONDARY SCHOOL TEACHERS IN CALABAR EDUCATION ZONE
This study examined instructional supervision as a predictor of job commitment among teachers in public secondary schools in Calabar Education Zone, Cross River State. A correlational research design was adopted. The study population comprised 1,744 teachers across 95 public secondary schools in seven local government areas. Using stratified and simple random sampling techniques, a sample of 349 teachers (20% of the population) was selected.Data were collected using a 16-item, fourpoint Likert scale questionnaire titled Instructional Supervision and Teachers’ Job Commitment Questionnaire (ISTJCQ). The instrument’s validity was confirmed by experts in Educational Management and Measurement and Evaluation at the University of Calabar, while its reliability yielded Cronbach Alpha indices of .85 and .88.Descriptive statistics and Simple Linear Regression were used to answer the research questions. Hypotheses were tested using ANOVA and regression coefficients at the 0.05 significance level. Findings revealed that instructional supervision significantly predicts teachers’ job commitment in public secondary schools. The regression coefficient (R = .856) and coefficient of determination (R² = .733) indicated that instructional supervision accounts for 73.3% of the variance in teachers' job commitment.The study concluded that instructional supervision is a strong determinant of teachers’ professional commitment. It emphasized the need for structured, consistent supervision practices to enhance teaching effectiveness and educational outcomes. It was recommended that school administrators formalize instructional supervision policies with clear schedules, documentation, and follow-up processes to foster sustained improvement in teachers’ job commitment.
Instructional Supervision, Teachers’, Job
THE ROLE OF ETHICS AND VALUES EDUCATION IN THE IMPLEMENTATION OF ARTIFICIAL INTELLIGENCE IN THE NIGERIAN EDUCATION SYSTEM
This paper discussed the role of Ethics and Values Education in the implementation of Artificial Intelligence (AI) in the Nigerian Education System. As AI technologies increasingly influence teaching, learning, and administrative processes, ethical considerations become essential to address issues related to privacy, fairness, transparency, and accountability. The paper explained the concepts of ethics education, values education, and AI, alongside the current state of AI integration in Nigerian education. It further emphasized the importance of embedding values education to shape responsible AI use and the need for curriculum development that incorporates ethical frameworks. Key ethical challenges such as data privacy, algorithmic bias, and equity in access are discussed. The paper also outlined strategies to promote ethical AI adoption, including the development of guidelines, educator training, stakeholder engagement, and robust data governance. The paper concluded that the integration of Artificial Intelligence (AI) into the Nigerian education system presents both opportunities and ethical challenges that must be carefully navigated. Amongst others, the paper suggested that policymakers should develop and enforce comprehensive ethical guidelines and regulations that govern AI use in education. These policies must address issues of data privacy, transparency, equity, and accountability to protect the rights of students and educators.
Ethics Education, Values Education, Artificial Intelligence, Nigerian Education System
DIGITAL INCLUSION AND RE-ENGINEERING EDUCATION FOR SUSTAINABLE DEVELOPMENT GOALS IN PUBLIC UNIVERSITIES IN RIVERS STATE
The study examined Digital Inclusion and Re-Engineering Education for Sustainable Development Goals in Public Universities in Rivers State. Two research questions and two hypotheses were drawn. The study adopted a descriptive survey design. The population stood at 3,762 lecturers across public universities in Rivers State, which include University of Port Harcourt, Rivers State University and Ignatius Ajuru University. The sample size which stood at 362 respondents, was determined using Taro Yamen formula. Stratified sampling technique was use in selecting the respondents, comprising of 158 male lecturers and 204 femalelecturers in public universities in Rivers State. The instrument for data collection was a self-structured questionnaire titled: “Digital Inclusion and Re-Engineering Education for Sustainable Development Goals in Public Universities Questionnaire”. 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. A cumulative reliability index of 0.81 was obtained. The mean and standard deviation statistics were used to answer the research questions, while the hypotheses were tested using z-test statistics at 0.05 level of significance. The findings of the study revealed that access to digital learning tools and AI-driven personalised learning enhances sustainable development goals in public universities in Rivers State. Based on the findings of the study, it was recommended, among others that, governments and private sector stakeholders should invest in broadband infrastructure, public Wi-Fi, and affordable internet services to ensure that all students, especially those in rural and underserved communities, have reliable access to digital learning resources.
Digital Inclusion,Education, Public Universities, Sustainable Development Goals, ReEngineering. Rivers State
RE-ENGINEERING ETHICAL AND VALUES EDUCATION AS A TOOL FOR PROMOTING LABOUR MARKET INCLUSIVITY AND NATIONAL ECONOMIC DEVELOPMENT IN NIGERIA.
This paper titled "Re-engineering Ethical and Values Education as a Tool for Promoting Labour Market Inclusivity and National Economic Development in Nigeria" explores the critical role of ethical and values education in shaping an inclusive and productive labour market that drives national economic development. It provides a conceptual overview of key constructs such as ethical and values education, labour market, economic development, and labour market inclusivity. The paper identifies indicators of how ethical and values education contributes to workforce inclusivity, such as integrity, respect for diversity, civic responsibility, and workplace ethics. Furthermore, the paper discusses strategic ways of re-engineering ethical and values education to align with national development goals, emphasizing on building employability soft skills that incorporate ethical and values education that widen access to quality jobs, setting standards that enhances productivity via ethical work cultures among others. The paper also highlights challenges facing effective implementation, including poor curriculum integration between education and the labour market, character mismanagement, wilful disobedience to values and ethical practices, socioeconomic inequalities and cultural barriers among others. In conclusion, the paper put forward actionable strategies such as modelling ethical leadership and governance within schools and the public sector, and fostering multi-stakeholder partnerships between educational institutions, industries, and government. These efforts are positioned as pivotal in creating a workforce equipped with the moral and professional competencies needed for inclusive economic progress in Nigeria.
Re-EngineeringEthical and Values Education, Labour Market, Economic Development, Labour Market Inclusivity, Challenges.
EMPOWERING SECONDARY SCHOOL STUDENTS FOR SUSTAINABLE DEVELOPMENT IN NIGERIA
This study adopts a conceptual research design to investigate the empowerment of secondary school students for sustainable development in Nigeria. Relying on an extensive review of existing literature, national curriculum frameworks, and global educational benchmarks particularly Sustainable Development Goal 4, Target 4.7 the study critically analyses the alignment between current educational practices and the competencies required for sustainability. Data for the analysis were derived from purposively selected scholarly articles, education policy documents, and reports by UNESCO and Nigerian educational bodies. The population of the study comprises all public the secondary schools in the study area while the sampling techniques focused on stratified random sampling of 30% with 180 participants used for the study. Through qualitative content analysis, the study identifies structural gaps such as outdated curricula, inadequate teacher training, insufficient inclusion of environmental and civic education, and lack of infrastructure as key impediments to effective student empowerment. The findings revealed a significant positive relationship between study skills and critical thinking as factor for sustainable development in Nigerian secondary schools and call for urgent curriculum reform, investment in teacher capacity development, and the integration of sustainability competencies into both formal and informal educational settings. The study concludes that without a deliberate transformation of Nigeria’s secondary education landscape, the goals of sustainable national development will remain elusive.
Empowering, Secondary School Students, Sustainable, Development, Study skills, Critical Thinking
REPOSITIONING SCHOOL FINANCE CONTROL AS A CATALYST FOR EFFECTIVE ADMINISTRATION OF PUBLIC SENIOR SECONDARY SCHOOLS IN RIVERS STATE
This paper investigates the repositioning of school finance control as a catalyst for effective administration of public senior secondary schools in Rivers State, Nigeria. The study explores critical finance control strategies including budgetary planning and allocation, auditing and financial monitoring, cost-benefit analysis, transparent procurement processes, monitoring of school fees collection, and financial policy compliance. Drawing on existing literature and theoretical perspectives, the paper identifies challenges such as poor financial oversight, delayed fund disbursement, and lack of principal capacity as major hindrances to effective school administration. The paper argues that robust and transparent financial control mechanisms are essential for enhancing administrative efficiency, ensuring judicious use of resources, and improving the overall quality of education. The study suggests that digital transformation of financial processes, capacity building for school leaders, stronger stakeholder engagement, and stricter enforcement of financial policies. It concludes that repositioning financial control systems is a strategic step toward sustainable educational development in Rivers State.
ASSESSMENT OF FUNDING MODELS FOR EFFECTIVE MANAGEMENT OF PRIVATE UNIVERSITIES IN ENUGU STATE
The study assessed the funding models for effective management of private universities in Enugu State. Two research questions guided the study while two hypotheses were tested at 0.05 level of significance. Descriptive survey research design was adopted for the study. The population for the study was 102 which comprised 43 management staff and 59 finance officers. Census sampling technique was employed because the population was manageable. The instrument for data collection was a researcher structured 12-item questionnaire titled “Funding Models for Effective Management of Private Universities Questionnaire (FMEMPUQ)”. The instrument was validated by three experts. Cronbach alpha statistic was used to determine the reliability and it has an overall reliability index of .81. Mean and standard deviations were used to answer the research questions while t-test statistic was used to test the null hypotheses. The findings of the study showed that tuition fees and donations from alumni are important funding models that contribute to effective management of private universities in Enugu State to a high extent. In view of the findings, the researcher recommended that Private universities in Enugu State should implement robust systems for efficient collection and management of tuition fees to ensure consistent financial stability and operational effectiveness.
Assessment, Funding Models, Private Universities, Effective Management
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PRINCIPALS’ MOTIVATIONAL PRACTICES AS CORRELATE OF SECONDARY SCHOOL TEACHERS’ JOB EFFECTIVENESS AMONG FEDERAL UNITY COLLEGES IN NORTH-EAST, NIGERIA
The study examined principals’ motivational practices as correlate of secondary school teachers’ job effectiveness among Federal Unity Colleges in North-East, Nigeria. Two research purposes, two research questions and two null hypotheses guided the study. The study adopted correlational research design. The population of the study consisted of all the one thousand and sixteen (1016) teachers, in all the 15 Federal Unity Colleges in North-East, Nigeria (except Federal Science and Technical College, Lassa, Borno State, which could not be accessed due to insurgent activities. Thus, 14 schools were used). Five hundred and nine (509) teachers, from 7 secondary schools, in 4 states served as sample for the study. The sample was selected through multi-stage sampling procedure. The instrument for data collection was two researcher-designed questionnaires titled ‘Principals’ Motivational Practices Questionnaire (PMPQ) and ‘Teachers’ Job Effectiveness Questionnaire (TJEQ). The questionnaires were validated by three experts, two from Educational Administration and Planning and one from Measurement and Evaluation, all from Department of Educational Foundations, Faculty of Education, Taraba State University, Jalingo. The reliability of the instrument was ascertained using test-retest method. The data generated from the test was analyzed using Pearson Product Moment Correlation Coefficient, which yielded reliability coefficients of 0.92 for PMPQ and 0.78 for TJEQ respectively and were esteemed to be reliable. Data generated from the study was analyzed using mean and standard deviation and Pearson Product Moment Correlation Coefficient (PPMC) to answer the research questions, while Linear Regression statistics was used to test all the null hypotheses at 0.05 level of significance. The results of the study revealed that principals’ job enrichment practice and job security practice all had significant relationship with secondary school teachers’ job effectiveness. The study thus concluded that principals’ motivational practices significantly relate to secondary school teachers’ job effectiveness among Federal Unity Colleges in North-East, Nigeria. Based on the findings, it was recommended among others that the Federal Ministry of Education, as a supervisory body should enlighten school principals on the need to make teachers’ job more interesting, meaningful, and challenging through job enrichment. This can increase the opportunities for teachers in the Unity Colleges to experience feelings of responsibility, achievement, growth, and recognition, and also reduce the routinization of tasks, which lead to boredom.
Motivation, motivational Practices, Job Effectiveness, Federal Unity Colleges
DIGITALIZATION AND THE MANAGEMENT OF SCHOOL RECORDS IN SECONDARY SCHOOLS IN IMO STATE
The study investigated digitalization and the management of school records in secondary schools in Imo State. It adopted correlation research design. Two research questions and two hypotheses guided the study. The population is made up of 2165 teachers from the 71 public secondary schools in Owerri education zone of Imo State. The sample random and proportionate sampling techniques from each of the schools in the LGAs. The two instruments for data collection for this study were Digitalization Scale (DS) with 20 items and principals management of school record scale (PMSRS) with 20 items having 4 points rating scale. The instruments were validated and found reliable with indices of 0.81 and 0.78 for DS and PMSRS respectively using Cronbach alpha method. Data were collected and 321 copies indication 99% return rate. Data were analyzed using Pearson Product Moment Correlation Co-efficiency (PPMCC) to answer the research questions while the hypotheses were tested using t – test of significance of correlation at a P < 0.05 level of significance. It was found among others that there is a positive relationship between digitalization and students record management. Very high positive relationship between digitalization and principals’ management of school records in secondary schools. It was recommended among others that school records should be digitalized.
Digitalization, management and school records
POLITICS OF DIGITALIZATION IN THE MANAGEMENT OF EDUCATIONAL SYSTEM IN NIGERIA
This study aims to explore Politics of Digitalization in the Management of Educational System in Nigeria. Considering the politics surrounding the digitalization of education in Nigeria which is complex and multifaceted, this study observed the influence of Nigeria politics on Educational digitalization, the role of public – private partnership in the digitalization of Education in Nigeria and challenges in digitalizing Nigerian. Education, Conclusion and recommendations were also made.
Politics, Digitalization, Management, Educational System.
Financing Federal Universities in South East Zone, Nigeria: Implication for Global Competiveness
This study is titled Financing Federal Universities in South East Zone Nigeria: Implication for Global Competiveness. The study has two objectives among which are; to find out the provision of finance to Federal Universities in South East Zone, Nigeria and its implication for global competiveness and to determine the level of utilization of finance in federal universities in South East Zone, Nigeria and its implication for global competiveness. In line with these objectives, two research questions, two null hypotheses will be asked and formulated respectively. Related literature was reviewed; concepts such as financing, provision of funds, utilization of funds, global competiveness will be discussed. In addition, the review will be on the provision of finance to Federal Universities in South East Zone, Nigeria and its implication for global competiveness and the level of utilization of finance in Federal Universities in South East Zone, Nigeria and its implication for global competiveness. Descriptive research design will adopted for the study. A total of 365 respondents will be sampled from the total population of 7500, through the use of research advisor (2006). A structured questionnaire will be used to collect data from the respondents. Descriptive statistics will be used to analyze the bio- data of the respondents. The data collected will be presented in tables and analyzed using weighted means to give the responses of respondents to the research questions. The two null hypotheses will be tested using One Way Analysis of Variance (ANOVA) at 0.05 alpha level of significance. The findings of the study are: there is inadequate funding of federal universities in south east zone which affects there ability to compete favourably with other universities globally and that the finding shows that the fund made available to federal universities were not judiciously utilized, this also affect their ability to compete globally. It was recommended that Federal government of Nigeria should as a matter of importance deploy the needed fund for the management of federal universities in south east zone and that the fund made available to federal universities should be utilized judiciously in order enhance healthy competition globally
BUILDING DIGITAL LITERACY THROUGH SOCIAL WORK EDUCATION FOR SUSTAINABLE DEVELOPMENT
The rapid integration of technology into society underscores the urgency for social work education to equip students with digital literacy skills. This paper investigates the role of digital literacy in fostering sustainable social development. Emphasizing more than technical competence, digital literacy encompasses critical thinking, ethical navigation, and privacy management. Integrating it into social work curricula necessitates equitable access to hardware and online resources. Pedagogical approaches such as digital storytelling, problem-based learning, and social media integration are promising in building multifaceted digital capabilities. While technology is pivotal for sustainable development, its benefits are maximized when coupled with sociotechnical literacy and a critical understanding of its impacts.
Digital literacy, social work education, and sustainable development
ONLINE RESOURCES AND MANAGEMENT OF PRIVATE SECONDARY SCHOOLS IN CALABAR MUNICIPALITY, CROSS RIVER STATE, NIGERIA
The main purpose of this study was to investigate Online Resources and Management of Private Secondary Schools in Calebar Municipality, The survey research design was adopted for the study. A sample of fifty-four (54) principals was used, using the purposive sampling technique, four null hypotheses were formulated. A structured questionnaire was the instrument source of data collection. Pearson product moment correlation analysis and independent t-test analysis were adopted as statistical tools to test the hypotheses at .05 level of significance with a critical t-value of 2.00 and critical r-value of 0.26 with 52 degree of freedom. The result of the findings revealed that the use of online registration, of e-payment, online instructional delivery and the use of internet public library have significant relationship with the management of private secondary schools in Calabar Municipality. Based on the findings, it was therefore recommend that, Parents Teachers Association (PTA) should support the private schools to motivate them in providing quality teaching-learning resources and the Ministry of Education should also make it very mandatory for private secondary schools to activate the online resources to upgrade to the status of the global world.