UNIZIK Journal of Educational Management and Policy

AUTONOMOUS AND CONTROLLED ORGANIZATIONAL CLIMATE AS A PREDICTOR OF LECTURERS’ JOB COMMITMENT IN PUBLIC UNIVERSITIES IN DELTA STATE, NIGERIA

2024-07-29T16:05:34+01:00

The study investigated autonomous and controlled organizational climate as a predictor of lecturers’ job commitment in public universities in Delta State, Nigeria. Two research questions guided the study and two null hypotheses which were tested at 0.05 level of significance. Correlation research design was adopted for the study. The population of the study comprised all the 2,585 lecturers in all the five public universities in Delta State, Nigeria. A sample size of 766 lecturers was drawn for the study using proportionate sampling technique. A researcher developed instruments titled ‘‘Autonomous and Controlled Organizational Climate Scale (ACOCS)’’ and ‘‘Lecturers Job Commitment Scale (LJCS)’’ were used for data collection. The instruments were validated by three experts, two from the Department of Educational Management and Policy, and one from the Department of Educational Foundations, Nnamdi Azikiwe University. Cronbach alpha was used for a test of internal consistency of the instrument and it yielded overall reliability coefficients of, 0.80 and 0.77 for the clusters A and B of ACOCS respectively with the overall reliability index being 0.79, while coefficient value of 0.82 was obtained for LJCS. The researchers together with five research assistants collected data for the study using the direct approach method and 98% return was recorded. Simple regression was used to answer the research questions and test hypotheses 1 and 2. The findings of the study revealed among others that autonomous climate is a strong and significant predictor of lecturers’ job commitment in universities in Delta State. Further results indicated that controlled climate is a low and significant predictor of lecturers’ job commitment in universities in Delta State, Nigeria. Based on the findings, it was recommended among others that Directorate of Research, Innovation and Information Technology of National Universities Commission should develop hands and promote the publication of journals and books based on the findings of the study to serve as the blueprint for modifying the existing controlled climate to improve job commitment of lecturers.

Application of Education Law as Determinant of Principals’ Personnel Management Effectiveness in Public Secondary Schools in Imo State.

2024-07-29T16:37:11+01:00

This study examined the application of education law as determinant of principals’ personnel management effectiveness in public secondary schools in Imo State. Two research questions guided the study and two hypotheses were tested at 0.05 level of significance. The descriptive survey research design was adopted for the study. The population of the study comprises 5,286 teachers of public secondary schools in Imo State. Stratified random sampling technique was used to draw 529 teachers made up of 89 males and 440 females. The instrument was structured by the researchers and named “Application Education Law as Determinant of Principals’ Personnel Management Effectiveness Questionnaire” (AELDPPMEQ). The instrument was validated by three experts, two from the Department of Educational Management and policy while one from the Department of Educational Foundation. The reliability of the instrument was obtained through Pearson Moment Correlation Coefficient with index value of 0.82 which was considered high enough for the study. Mean and standard deviation were used to answer the research questions while t-test was used test the hypotheses at 0.05 level of significant. The findings of the study revealed among others that principals of schools in the study area to a high extent apply education law in their personnel management practices. It was then recommended among others that government should encourage principals to apply education law to make for their personnel management effectiveness.

School Climate as Predictor of Teachers’ Job Effectiveness in Public Secondary Schools in Anambra State

2024-07-29T16:44:47+01:00

This study determined school climate as predictor of teachers’ job effectiveness in public secondary schools in Anambra State. Three research questions guided the study and three null hypotheses were tested at 0.05 level of significance. The correlational survey research design was adopted for the study. From a population of 7,020 a sample of 1,405 teachers was drawn using stratified random sampling technique. Two questionnaires titled “School Climate Assessment Scale for Teachers” (SCAST) and “Teachers’ Job Effectiveness Scale” (TJES) were used to collect data for the study. The instruments were validated by two experts from the Department of Educational Management and Policy and one expert from the Department of Educational Foundation (Measurement and Evaluation) all in the Faculty of Education, Nnamdi Azikiwe University. Internal consistency of the instruments were determined using Cronbach’s Alpha method and coefficients of 0.75, 0.71, 0.86 were obtained for the three clusters of SCAST while 0.86 was obtained for TJES. Data were analyzed using simple regression analysis for the research questions and p-value was used to determine the significance of prediction at 0.05 significant level. The result among others revealed that open school climate is a strong predictor of teachers’ job effectiveness in public secondary schools in Anambra State, closed school climate is a weak predictor of teachers’ job effectiveness in public secondary schools in Anambra State. Based on the findings, it was recommended among others that the State Ministry of Education should develop handbooks on building and maintaining open school climate to guide principals in shaping the school environment in such a way to facilitate teachers’ job effectiveness, seminars should also be organized by the State Ministry of Education for principals and teachers on how to handle and manage various organizational climate types in schools especially in the areas of closed climates.

PRINCIPALS’ UTILIZATION OF REWARD PRACTICES AS CORRELATE OF TEACHERS’ JOB PERFORMANCE IN SECONDARY SCHOOLS IN ANAMBRA STATE

2024-07-29T16:57:32+01:00

The study investigated principals’ utilization of reward practices as correlate of teachers’ job performance in public secondary schools in Anambra State. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. Correlational research design was adopted for this study. The population of the study comprised 7,027 teachers in the 265 public secondary schools in Anambra State. The sample for this study consisted of 703 teachers drawn using proportionate stratified random sampling technique. Two sets of instruments namely: ‘‘Reward Practices Questionnaire (RPQ)’’ and ‘‘Teachers’ Job Performance Questionnaire (TJPQ)’’ were used for data collection. The instruments were subjected to face validation by three experts made up of two from Department of Educational Management and Policy and the other in Measurement and Evaluation from Department of Educational Foundations, all from Faculty of Education, Nnamdi Azikiwe University, Awka. The internal consistencies of the instruments were determined using Cronbach Alpha method which yielded overall reliability indices of 0.81 for RPQ and 0.77 for TJPQ respectively. The instruments were administered by the researcher with the help of five research assistants and 98% return rate was recorded. Pearson’s Product Moment Correlation Coefficient to answer the research questions and t-test of correlation to test hypotheses. The findings of the study revealed among others that principals’ utilization of extrinsic and intrinsic reward practices have positive and significant relationship with teachers’ job performance in public secondary schools in Anambra State. Based on the findings, it was recommended among others that Post Primary School Service Commission should organize annual seminar programme on reward practices for principals to enable them enrich their knowledge, upgrade their skills and modify the utilization of the strategies to improve the job performance of teachers.

Management Strategies adopted by Public and Private Secondary School Principals for Quality Teaching and Learning in Secondary schools in Enugu State.

2024-07-29T17:03:49+01:00

This study compared principals’ management strategies for quality teaching and learning in public and private secondary schools in Enugu State. Three research questions guided the study and three null hypotheses were tested at 0.05 level of significance. The descriptive survey research design was adopted for the study. From a population of 25,579 a sample of 1,278 participants made up of 860 private and 418 public secondary schools teachers was drawn using multi-stage sampling procedure. A questionnaire titled “Principals’ Management Strategies Questionnaire (PMSQ) was used for data collection. The questionnaire was validated by three experts, two from Department of Educational Management and Policy and one from Department of Educational Foundations (Measurement and Evaluation) all in the Faculty of Education, Nnamdi Azikiwe University. Internal consistency coefficients of 0.82, 0.86 and 081 and 0.84 were obtained for the three sections of the questionnaire using Cronbach’s Alpha method. An overall reliability co-efficient of 0.83 was obtained for the entire questionnaire. Data were analyzed using mean for the research questions and t-test for the hypotheses. The p-value was used to determine the significance of difference at 0.05 significant level. The result among others revealed that both public and private secondary school principals adopt instructional leadership strategies, and decision making strategies for quality teaching and learning in secondary schools in Enugu State. Based on the findings, the study recommended among others that Private secondary school principals in Enugu State should be encouraged through workshops and seminars to emulate public secondary schools in adoption of instructional leadership strategies for quality teaching and learning. This will help them inculcate in teachers the needed skills, capacities and competences that will help them achieve instructional effectiveness

ENVIRONMENTAL FACTORS PROMOTING TEACHERS’ JOB COMMITMENT IN SECONDARY SCHOOLS IN ANAMBRA STATE

2024-07-29T17:08:44+01:00

The poor commitment of many teachers towards executing their teaching task and responsibilities in
many of the secondary schools in Anambra State, was the reason for conducting this study. This study
thus, examined most of the environmental factors promoting teachers’ job commitment in secondary
schools in Anambra State. Three research questions guided the study. A descriptive survey research
design was employed in the study. Population for the study comprised 5,674 teachers from 259 public
secondary schools in the 6 education zones in Anambra State. Sample size of 567 (10 percent) teachers
from 181 (70 percent) public secondary schools in the 6 education zones were selected using the
stratified random sampling technique. A 31-item researcher-developed questionnaire structured on a 4-
point scale of; Strongly Agree (SA), Agree (A), Disagree (D) and Strongly Disagree (SD) was used for
data collection. The instrument was face validated by three experts and a reliability coefficient value of
0.78 was obtained using Cronbach Alpha statistics. Data collated were analyzed using mean scores and
standard deviation statistics. Findings of the study revealed that when adequate instructional resources
are mobilized, opportunities provided for human resource development, and adequate motivation, all
these promoted teachers job commitment in Anambra State. Among the recommendations proffered
was that; the Anambra State Government should increase budgetary allocations for secondary schools
using UNESCO’s recommendation of 26% in order to positively improve the environmental factors
promoting teachers job commitment in secondary schools in Anambra State. Also, the private sectors
should be encouraged to support schools through their financial contributions for adequate mobilization
of instructional resources to promote teacher job commitment in secondary schools in Anambra State

EXTENT OF IMPLEMENTATION OF EXTERNAL SUPERVISION FEEDBACK FOR QUALITY ASSURANCE IN SECONDARY SCHOOLS IN ABIA STATE.

2024-07-29T17:15:24+01:00

The study was conducted to determine the extent of implementation of external supervision feedback for quality assurance in secondary schools in Abia State. The study was guided by four research questions and four hypotheses. The study adopted descriptive survey research design. The population of the study comprised of 4917 staff. The sample size for the study comprised of 1804 respondents, consisting of 1334 teachers, 454 principals and 16 zonal supervisors in the three education zones in Abia State. The instrument for data collection was self-structured instrument titled ‘‘Implementation of External Supervision Feedback Questionnaire (IESFQ)". It was duly validated by three experts who are lecturers in the Faculty of Education, Nnamdi Azikiwe University. A reliability index of 0.88 was ascertained using Cronbach Alpha. Out of the 1,804 copies of the instrument administered, 1581 copies were duly completed, retrieved and used for data analysis. Data were analyzed using mean and standard deviation for answering the research questions and ANOVA for research hypotheses. The findings revealed among others that external supervision feedback regarding teaching and learning process, leadership and management, teacher quality and school physical environment in secondary schools in Abia State are implemented to a high extent. The study also found out that there is a significant difference in the mean ratings of principals, teachers and supervisors on the extent of implementation of external supervision feedback regarding school leadership and management, teacher quality and school physical environment. Based on the findings of the study it was recommended among others that Secondary Education Management Board should organize seminars, workshops and conferences for secondary school teachers to improve instruction, and ultimately outcome for students in Abia State. Conclusions were drawn; implications of the findings and suggestions for further studies were also made.

SAFETY MANAGEMENT PRACTICES ADOPTED BY PRINCIPALS FOR EFFECTIVE ADMINISTRATION OF PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

2024-07-29T17:21:04+01:00

The study investigated safety management practices adopted by principals for effective administration of public secondary schools in Anambra State. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. Descriptive survey research design was adopted for the study. The population of the study comprised 7,293 respondents made up of 266 principals and 7,027 teachers in the 266 public secondary schools in Anambra State. The sample for this study consisted of 809 respondents made up of 106 principals and 703 teachers drawn using proportionate stratified random sampling technique. A researcher-developed instrument titled ‘‘Safety Management Practices for Effective Administration Questionnaire (SMPEAQ).’’ was used for data collection. The instrument was validated by three experts of which two were from the Department of Educational Management and Policy, and one in Measurement and Evaluation Unit in the Department of Educational Foundations, all from Faculty of Education, Nnamdi Azikiwe University, Awka. Cronbach alpha method was used for a test of internal consistency of the instrument which yielded reliability coefficients 0.81 and 0.80 for Clusters A and B respectively. Mean and standard deviation were used to answer the research questions, while t-test was used to test the null hypotheses at 0.05 level of significance. The findings of the study revealed among others that safety communication and feedback practices as well as safety rules and procedures practices are adopted by principals for effective administration of public secondary schools in Anambra State. It was also found that, there is no significant difference in the mean ratings of principals and teachers on all dimensions of safety management practices adopted by principals for effective administration of public secondary schools in Anambra State. Based on the findings, it was recommended among others that principals should organize termly interactive session with members of staff to use platform to facilitate safety communication and feedback practices for school effective administration.

PRINCIPALS’ MANAGEMENT OF SCHOOL PLANT AS CORRELATE OF TEACHERS’ JOB COMMITMENT IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

2024-07-29T17:26:36+01:00

Principals’ effective management of school plant encourages personnel in schools to be better and committed to effective service delivery. The application of good management of school plant invariably improves productivity which will in turn influence the achievement of educational objectives. The main purpose of this study was to examine principals’ management of school plant as correlate of teachers’ job commitment in public secondary schools in Anambra State. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. The study adopted correlational research design. The population of the study comprised 5,133 teachers in 266 public secondary schools in the six Education Zones in Anambra State. The sample of 513 teachers was used for the study. Multi stage sampling procedure was used for the study. The instruments for data collection were researchers-structured questionnaire titled: Principals’ Management of School Plant Questionnaire (PMSPQ) and Teachers’ Job Commitment Questionnaire (TJCQ). The instruments were validated by three experts. The reliability of the instruments were determined using Cronbach Alpha Coefficient method to determine the internal consistency. The average coefficient for PMSPQ is 0.81 and 0.80 for TJCQ. The researchers adopted on-the-spot delivery method with the help of four trained research assistants to collect the data. Pearson Product Moment Correlation Coefficient was used for the study. The findings of the study showed that principals’ management of school building and principals’ management of school premises positively and significantly correlate with teachers’ job commitment in public secondary schools in Anambra State. The study recommended among others that faults detected by school principals as regards the functionality of any school building should be reported to appropriate authorities to be rectified to avoid total disruption of educational activities.

ASSESSMENT OF THE IMPLEMENTATION OF IN-SERVICE TRAINING POLICY FOR TEACHERS IN PRIMARY AND SECONDARY SCHOOLS IN DELTA STATE, NIGERIA.

2024-08-02T10:03:36+01:00

This study assessed the implementation of in-service training policy for teachers in Delta State secondary schools and basic education in line with the laid down criteria. One research question and one null hypothesis guided the study. Documentary analysis research design was adopted in the study. The population for the study comprised 8 documents containing the details of teachers who applied and benefited from the in-service training policy in the state Post-Primary Education Board (PPEB) and Delta State Universal Basic Education Board (SUBEB). Adopting the census sampling, the entire population was used for the study. The documents for data analysis were from the office of the Honourable Commissioner for Education, Delta State. These documents contained data on in-service training policy in Delta State. The documents were used to ascertain the implementation of in-service training policy for teachers in Delta State secondary schools and basic education in line with the laid down criteria. Data were analysed using frequencies and percentages to answer the research question while chi- square ( ²) statistic was used to test the null hypothesis. Findings of the study indicated that from 2019 to 2023, in-service training policy implementers did not adhere strictly to the laid down criteria. Hence, some teachers in Delta state public schools benefited from in-service training policy when they did not fulfil all the laid down criteria. Based on data from PPEB and SUBEB, it was also found out that the frequency with which in-service training policy implementers complied with the laid down criteria is greater in PPEB than in SUBEB. It was recommended among other things that Delta state ministry of Education sets-up special monitoring team which would comprise her staff to ensure strict compliance to the laid down criteria in the implementation of in-service training policy. This could lead to the success of the implementation of this policy in Delta State Secondary Schools and basic education.

Planning Your Health: An Assessment of Lifestyle Factors Influencing Creativity of Secondary School Teachers in Alimosho Local Government

2024-08-02T10:11:05+01:00

In today’s rapidly changing educational landscape, creativity is not merely a desirable trait but a necessity. The ability to think outside the box allows teachers to address diverse student needs, integrate technology effectively, and navigate the complexities of modern education systems. This study investigates the influence of nutritional health and physical fitness and exercise on the creativity of senior secondary school teachers in Alimosho Local Government, Lagos State, Nigeria. Using a descriptive survey research design, 321 respondents were sampled from a population of 4000 teachers. Data were collected through structured questionnaires and analyzed using linear regression. The results revealed that nutritional health significantly influences creativity (R² = 0.181, β = 0.425, p < 0.05), explaining 18.1% of the variance in creativity. Similarly, physical fitness and exercise significantly influence creativity (R² = 0.143, β = 0.378, p < 0.05), explaining 14.3% of the variance in creativity. Based on these findings, this study concluded that both nutritional health and physical fitness and exercise are critical factors for promoting the creativity of teachers. It, therefore, recommended that educational authorities implement systematic programmes promoting healthy eating and regular physical activity to improve teachers’ creativity and overall well-being.

SITUATIONAL ANALYSIS OF EDUCATIONAL WASTAGE RATES IN PUBLIC UNIVERSITIES PROGRAMMES IN ANAMBRA STATE

2024-08-11T19:18:53+01:00

The study investigated the situations of educational wastage rates in public universities programmes in
Anambra State. Eight research questions guided the study and four null hypotheses were tested at 0.05
level of significance. Descriptive survey research design was adopted for the study. The population of
the study consisted of 18,636 respondents (14,674 undergraduates, 3,767 postgraduates and 195
administrators) in public universities in Anambra State. The sample size for the study was 9,978
respondents (8,809 undergraduates, 1,087 postgraduates and 82 administrators) drawn using two-stage
sampling procedure involving purposive and simple random sampling techniques. Researcherdeveloped instrument titled ‘Inventory Proforma for Educational Wastage (IPEW)’ was used for data
collection. The instruments were face validated by three experts who were lecturers from the Faculty
of Education, Nnamdi Azikiwe University, Awka. The instrument was not subjected to test of internal
consistency due to the fact that it was just employed for gathering existing data. The researcher together
with four research assistants collected data for the study using the direct approach method and 100%
return was recorded. Percentage was used to answer research questions, whereas chisquare was used to
test hypotheses. The finding of the study revealed among others that students recorded low rate of
dropout and high completion rate of undergraduate programme in public universities in Anambra
State. It was also found that students recorded moderate rates of dropout and completion of postgraduate
programme in public universities in Anambra State. Based on the findings, it was recommended among
others that university management should inaugurate a committee to sensitize both undergraduates and
postgraduate students on the need to avoid dropping out from their programme

HUMAN RELATION PRACTICES ADOPTED BY PRINCIPALS FOR EFFECTIVE PERFORMANCE OF TEACHES IN PUBLIC AND PRIVATE SECONDARY SCHOOLS IN ANAMBRA STATE

2024-08-11T19:51:44+01:00

The study examined the human relation practices adopted by principals for effective performance of
teachers in the public and private secondary schools in Anambra State. The study was a descriptive
research design. The study was carried out in Anambra State. The population of the study comprised
27, 700 teachers in the 952 secondary schools in Anambra State. This is composed of 12,700 teachers
in the 266 public secondary schools. 15,000 teachers in the 686 private secondary schools in Anambra
state. The sample size was made up of 2500 (748 public and 1, 752 private) teachers from 95 secondary
schools in the six Education Zones in Anambra State, using multiple stage sampling procedure. The
instrument for data collection was a researchers’-structured questionnaire titled: Principals’ Human
Relations Practices for Effective Performance of Teachers’ Questionnaire (PHRPEPTQ). The validity
of the instrument was established by three experts, while the Cronbach Alpha method was adopted for
reliability testing and coefficient values of 0.88 for delegation of authority and 0.78 for conflict
resolution were obtained. The data was analyzed using mean and standard deviation to answer the
research questions and t-test to test the hypotheses. The study concluded that principals of public and
private secondary schools adopt delegation of authority and conflict resolution practices for effective
performance of teachers in Anambra State. Based on the findings, it was recommended that Ministry of
Education should organize symposium for principals of both public and private secondary schools on
the need to sustain their practice of conflict resolution so as to promote effective teachers’ performance

RELATIONSHIP BETWEEN HUMAN RESOURCE PLANNING AND ACCREDITATION OUTCOME IN TERTIARY INSTITUTION IN ANAMBRA STATES.

2024-08-11T20:01:18+01:00

The study which aimed at determining the relationship between human resource planning and
accreditation outcome in tertiary institution in Anambra State, Nigeria, adopted a co-relational study
design. The population of the study stood at 320 respondents which comprised all heads of academic
departments in tertiary institutions in Anambra State. A sample size of 135 heads of departments that
carried out accreditation in at least one programme in the year 2021, 2022 and 2023 were selected for
the study. The researcher used structured questionnaire titled Human Resource Planning Questionnaire
(HRPQ), with eleven items. The face validity of the questionnaires was determined by three experts.
The internal consistency of the instrument was determined using Cronbach’s Alpha reliability
coefficient, of which 0.95 was obtained. The researcher together with 18 research assistants that lectures
in the various institutions administered the instruments directly to the respondents. The data collected
were analyzed using Pearson’s Product Moment Correlation Coefficient to answer the research question
and multinomial logistic regression to test the null hypothesis at 0.05 level of significance. The decision
to reject or fail to reject the hypothesis was based on probability value (p-value). Where the p-value was
less than the stipulated level of significance (0.05), the null hypothesis was rejected, whereas the null
hypothesis was not rejected where the calculated p-value is greater than the stipulated level of
significance (0.05). The analysis was done using Statistical Package for Social Science (SPSS) version
21. The findings of the study show that there was negligible positive relationship between human
resource planning and accreditation outcome in tertiary institutions in Anambra state. It was therefore
concluded that there was non-significant relationship between human resource planning and
accreditation outcome in tertiary institutions in Anambra state.Among the recommendation is that the
federal, state and stakeholders should ensure that well qualified staff as stipulated in the accrediting
agency’s guidelines be to adapt to changes in school environment and acquire the necessary knowledge
for successful accreditation outcome.