UNIZIK Journal of Educational Management and Policy
UNIZIK Journal of Educational Management and Policy (UJOEMP) is a Journal of the Department of Educational Management and Policy, Faculty of Education, Nnamdi Azikiwe University, Awka. It is an on-line, peer reviewed inter disciplinary Journal with high reputation and excellence. It publishes original and well researched empirical and theoretical studies in education and allied disciplines with a view to promoting education in Nigeria. The Editorial Board wishes to state that the opinions expressed in the articles are those of the respective authors and not that of the Department nor the Editors. Thus only the author(s) shall be liable for any copyright violation including plagiarism. Authors are to send their articles through ujoemp@journals.unizik.edu.ng
IMPACTS OF MARITAL CONFLICTS ON THE ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN OYO TOWNSHIP
This research investigated the impact of marital conflicts on the academic performance of secondary school students. The population for the study comprised all secondary school teachers in Oyo township. The the sample for the study consisted of 200 secondary school students which was composed in multi-stages. Two hypotheses were formulated and tested at 0.05 alpha level of significance. Questionnaire was the instrument used for data collection. The result revealed among others that the marital conflicts has significant influence on the academic performance of secondary school students based on gender (r =3.11 ., p<.05) and a significant difference was also found between marital conflicts and academic performance based on class-levels (r=2.45, p <.05). Based on the findings, it was recommended among others that the government and non governmental organisations should organize workshops ,seminars on the influence of marital conflicts on the academic performance of their children.
ARTIFICIAL INTELLIGENCE IN SCHOOL SECURITY: OPPORTUNITY AND CHALLENGES
This study investigates artificial intelligence in school security: opportunity and challenges. Drawing insights from a comprehensive review of existing literature and framed within the context of Self-determination Theory (SDT), the research explores the multifaceted contributions of AI across various stages of curriculum development and execution. The study reveals that AI technologies, including machine learning and natural language processing, play a pivotal role in enhancing educational practices. Notably, AI facilitates personalized learning experiences, automates assessments, and optimizes curriculum design by analyzing extensive datasets on student performance. The findings underscore the potential of AI to address scalability issues in education, offering a dynamic approach to curriculum development that considers individual learner needs and ensures the delivery of high-quality educational content. Moreover, the study identifies future prospects for AI in education, envisioning advancements in adaptive learning systems, intelligent tutoring, and expanded applications of AI-driven virtual assistants. Despite the positive impacts, the research acknowledges challenges, such as ethical concerns and the imperative for workforce re-skilling.
RELATIONSHIP BETWEEN SCHOOL PHYSICAL ENVIRONMENT AND STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ONITSHA SOUTH LOCAL GOVERNMENT AREA OF ANAMBRA STATE
The purpose of the study was to investigate the relationship between school physical environment and students’ academic performance in public secondary schools in Onitsha South Local Government Area of Anambra State. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. The correlational survey research design was adopted for the study. The population for the study comprised all the 641 Senior Secondary School (SSS II) students in the six public secondary schools in Onitsha South Local Government Area of Anambra State. The sample size comprised of 160 respondents drawn using proportionate stratified random sampling technique. The instrument for data collection was a researcher-structured rating scale titled: “School Physical Environment Rating Scale (SPERS) and Academic Performance Test (APT). The SPERS was validated by three experts. The experts made adjustments to the item statements in terms of statements clarity. The instrument was subjected to a pilot test on 20 students in Onitsha North LGA. The reliability coefficients values of 0.81 for school site and 0.84 school infrastructural facilities were obtained respectively. Pearson Product Moment correlation was used to answer the research questions and in testing the hypotheses. Findings of the study revealed among others that school site has a moderate positive and significant relationship with students’ academic performance in public secondary schools in Onitsha South LGA. Findings of the study further revealed that school site has a high positive and significant relationship with students’ academic performance in public secondary schools in Onitsha South LGA. It was therefore recommended among others that policy makers should prioritize funding for school infrastructure improvements to enhance student performance, particularly in underserved areas with suboptimal school sites.
PRINCIPALS’ SCHOOL PLANT MANAGEMENT PRACTICES AS PREDICTORS OF TEACHERS’ JOB COMMITMENT IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE, NIGERIA
The study investigated principals’ school plant management practices as predictors of teachers’ job commitment in public secondary schools in Anambra State, Nigeria. Three research questions guided the study and three null hypotheses were tested at 0.05 level of significance. Correlational research design was adopted for the study. The population of the study comprised 8,187 teachers in the 269 public secondary schools in Anambra State. The sample for this study was 819 teachers drawn using proportionate stratified random sampling technique. Two sets of instruments developed by the researcher and titled "Principals' School Plant Management Practices Questionnaire (PSPMPQ) and "Teachers' Job Commitment Questionnaire (TJCQ) were used for data collection. The face validation of the instruments was determined 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 to determine the internal consistencies of the instruments which yielded reliability indices of 0.81, 0.78, 0.80 and 0.82 for the clusters A,D of PSPMPQ, with an overall coefficient of 0.80, whereas the coefficient value obtained for TJCQ was 0.86. The researcher together with five research assistants collected data for the study using the direct approach method and 97% return was recorded. Simple regression was used to answer the research questions 1,2 and test hypotheses 1, 2, while multiple regression was used to answer research question 3 and test hypothesis 3. The findings of the study revealed among others that principals’ school plant planning and procurement practices are strong and significant predictors of teachers’ job commitment in public secondary schools in Anambra State. It was also found that principals’ school plant management practices (planning and procurement practices) jointly and significantly predicted teachers’ job commitment in public secondary schools in Anambra State. Based on the findings, it was recommended among others that principals should constitute a committee involving vice principals, teachers, parents, and community members to strengthen school plant management practices for fostering teachers’ job commitment in secondary schools.
Training Practices Adopted by Principals for Improved Teacher’s Job Performance in Public Secondary Schools in Otuocha Education Zone, Anambra State.
The study investigated training practices adopted by principals for teachers' job performance in public secondary schools in Otuocha Education zone in Anambra State. One research question guided the study. The study adopted descriptive survey research design. The population of the study comprised 519 teachers in 26 secondary schools in the study area. A sample size of 140 teachers was drawn from the population using proportionate stratified random sampling technique. The instrument used for data collection was a questionnaire titled Principals' Training Practices Questionnaire (PTPQ). The instrument was validated by three experts and the reliability determined using Cronbach alpha which yielded a coefficient index of 0.71. Arithmetic mean was used to answer the research question. The findings revealed that principals adopt training practices for improved teachers’ job performance in secondary schools in Otuocha Education zone of Anambra State. Based on the findings of the study, it was recommended among others that principals should always encourage and support teachers to attend training and development programmes such as workshops, seminars among others as a way of solving their training needs as it will improve their job performance.
Staff Welfare Practices Adopted by Principals for Improved Teacher’s Job Performance in Public Secondary Schools in Otuocha Education Zone, Anambra State.
The study investigated the staff welfare practices adopted by principals for improved teachers’ job performance in public secondary schools in Otuocha Education Zone, Anambra State. One research question guided the study. The study adopted a descriptive survey research design. The population of the study comprised 545 respondents made up of 26 principals and 519 teachers from 26 public secondary schools in the study area. A sample size of 140 respondents was selected using simple random sampling technique. The instrument used for data collection was a structured questionnaire titled “Principals’ Staff Welfare Practices Questionnaire (PSWPQ).” The instrument was validated by three experts in Educational Management and Measurement and Evaluation, while the reliability of the instrument was established using Cronbach Alpha method which yielded a reliability coefficient of 0.81, indicating that the instrument was reliable. Data collected were analyzed using mean and standard deviation. The findings revealed among others that principals adopted several staff welfare practices such as encouraging teachers, involving them in decision-making and goal-setting.. Based on the findings, the study recommended among others that principals should continue to promote staff welfare through motivation, participation in school administration, and support for teachers’ professional development programmes such as workshops and seminars to improve teachers’ job performance.
School Size as Predictor of Teachers’ Classroom Utilisation Level in Public Primary Schools in Edo South Senatorial District
This study was carried out to ascertain whether there is a relationship between school size and teachers’ classroom utilisation level in public primary schools in Edo South Senatorial district. Five research questions were raised to guide the study. The study is a descriptive survey research, using the correlation design for the purpose of investigation. The population of the study comprised all 476 public primary schools, and 1009 teachers in the seven Local Government Areas that make up Edo South Senatorial district. A stratified random sampling technique was used to select the sample of the study. Data was collected using a structured questionnaire titled School Size and Teachers’ Utilization Scale (SSTUS). The instrument had an r-co-efficient of 0.996, which exceeds the commonly accepted benchmark of 0.70 for internal consistency. The instrument was administered to 100 teachers in 48 public primary schools. Data were analysed using descriptive and inferential statistics. Mean Score and Standard Deviation were used to answer research questions 1,2,3 while One-Way ANOVA was used to test research question 4, and Regression was used to analyse research question 5. Pearson r was used to test for relationship. Findings of the study indicates that school size is a powerful predictor of teachers’ classroom utilization. The study recommended that posting of teachers to schools should be based on subject teacher demand.
AIGUOBARUEGHIAN,Gloria Oizuanjeme (Ph..D)
PRINCIPALS' ETHICAL LEADERSHIP PRACTICES AS PREDICTOR OF TEACHERS' JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN DELTA STATE
The study investigated principals’ ethical leadership practices as predictor of teachers’ job performance in public secondary schools in Delta State. Two research questions guided the study and two null hypotheses were tested at the 0.05 level of significance. A correlational research design was adopted for the study. The population of the study comprised 11,083 secondary school teachers in 489 public secondary schools in the 11 education zones of Delta State. The sample size for this study consisted of 918 teachers drawn using a multistage sampling procedure. Two sets of instruments titled “Principals’ Ethical Leadership Practices Questionnaire (PELPQ)” and “Teachers’ Job Performance Questionnaire (TJPQ)” 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 in the Measurement and Evaluation Unit, Faculty of Education, Nnamdi Azikiwe University. Cronbach's alpha was used for a test of internal consistency of the instruments, which yielded overall coefficients of 0.80 for PELPQ and 0.86 for TJPQ respectively. The researcher, together with ten 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. The findings of the study revealed, among others, that principals’ ethical role clarification practices is a strong and significant predictor of teachers’ job performance in public secondary schools in Delta State. It was also found out that principals’ ethical guidance practices is a moderate and significant predictor of teachers’ job performance in public secondary schools in Delta State. Based on the findings, it was recommended, among others, that Delta State Post Primary Education Board should organize annual seminar to enlighten and update the knowledge of principals regarding the engagement in ethical guidance practices to enhance teachers’ job performance.
Components of Professional Development as Predictors of Academic Research Productivity in Universities in Anambra State
This study examined components of professional development as predictors of academic staff research productivity in universities in Anambra State, Nigeria. Anchored on Human Capital Theory, the study adopted a correlational research design. The population comprised 3,276 academic staff from Nnamdi Azikiwe University and Chukwuemeka Odumegwu Ojukwu University, with a sample of 356 selected through multi-stage sampling. Data were collected using the Professional Development Questionnaire (PDQ) and Academic Staff Research Productivity Questionnaire (ASRPQ), and analysed using multiple regression and ANOVA. Findings revealed that professional development components research grants, fellowship programmes, sabbatical leave, workshops, and conference attendance jointly have a strong and significant predictive value (R = 0.846; R² = 0.715) on research productivity. Workshops and conferences were the strongest predictors. The study concluded that effective professional development programmes significantly enhance research productivity and recommended increased funding, strengthened fellowships, and greater participation in research-focused activities.
Digital Pedagogical Approach for Effective Teaching and Learning Process in Tertiary Education System in Nigeria
Education system is continually witnessing pedagogical transformation in recent time. This paper thus delves into some concepts relating to effective adaptation of digital tools in teaching learning process in the ever-evolving landscape of tertiary education in Nigeria. It posits that digital pedagogical skills are characterized by the ability to use and learn through ICTs in an academic environment and highlights key ways in which digital tools enhance pedagogical practices in tertiary education. Obstacles to effective implementation of digital tools in educational institutions such as inadequate funding, poor curriculum development, rapid pace of technological change, reluctance to change, insufficient professional development opportunities, among others, were identified. It concludes that effective application of digital tools in teaching has the capacity to eliminate some barriers that lead to poor achievement and ineffective teaching-learning process. Adequate funding of tertiary institutions and investment in the latest technological tools are thus recommended, among others, to facilitate effective digital teaching learning process in tertiary institutions in Nigeria.
OPPORTUNITIES AND CHALLENGES OF INTEGRATING ARTIFICIAL INTELLIGENCE IN THE MANAGEMENT OF SECURITY IN SECONDARY SCHOOLS IN ANAMBRA STATE
The study investigated the opportunities and challenges of integrating artificial intelligence (AI) in managing security in secondary schools in Anambra State. Two research questions guided the study while two hypotheses were tested at the 0.05 significance level. A descriptive survey design was adopted. The population comprised 267 principals of public secondary schools in Anambra State, consisting of 159 males and 108 females. The entire population was studied. Data were collected using a validated self-structured questionnaire. Reliability was determined using Cronbach Alpha, yielding coefficients of 0.88 and 0.89 for Clusters 1 and 2, with an overall coefficient of 0.89. Mean, standard deviation and t-test were employed for data analysis. Findings revealed that AI integration offers opportunities such as real-time monitoring, predictive analysis and minimised human error in surveillance. Major challenges identified include high implementation costs, inadequate technical expertise, resistance to technology adoption, poor infrastructure and insufficient personnel training. Results further indicated a significant gender difference in principals’ views on AI opportunities. The study concluded that AI provides substantial prospects for improving security management in secondary schools in Anambra State. It recommended increased government investment in security infrastructure to support AI-driven surveillance and protection systems.
RELATIONSHIPS BETWEEN PRINCIPALS’ COMMUNICATION STYLES AND ADMINISTRATIVE EFFECTIVENESS IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE
The need for administrative effectiveness in secondary school systems in Anambra State to ensure quality and prompt delivery of educational services cannot be over-emphasized. This prompted the researchers to determine the relationship between principals’ communication styles and administrative effectiveness in public secondary schools in Anambra State. Two research questions guided the study and two hypotheses were tested at. 05 level of significance. Correlation research design was adopted for the study. The population was 5,214 participants comprising 264 principals and 4,950 teachers in public secondary schools in Anambra State. Proportionate stratified random sampling technique was used to draw the sample for study. Structured questionnaires were used for data collection. The instruments were face and construct validated. The researcher administered 285 copies of the instruments were administered to the respondents with the help of two research assistants using direct method and retrieval and 280 copies were retrieved. Data were analyzed using Pearson Product Moment Correlation Coefficient while the p-value was used to determine the significance of relationship at 0.05 significant levels for all hypotheses. The results among others revealed that principals agreed that there is very high positive relationship between result-driven communication style and administrative effectiveness in public secondary schools in Anambra. Accordingly, it was recommended among others that efforts should be made to encourage principals to adopt result driven communication style so as to improve on their administrative effectiveness.
CLASSROOM MANAGEMENT PRACTICES ADOPTED BY TEACHERS FOR PROMOTING ACADEMIC ENGAGEMENT IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE
The study examined teacher’s use of appropriate teaching methods and effective communication skills as classroom management practices for promoting student’s academic engagement in Anambra State. Two research questions guided the study while two hypotheses were tested at 0.05 alpha level. A descriptive survey research design was adopted for the study. The population of the study comprised of 1072 male and 6176 female teachers making 7,248 in the 267 schools in the six education zones of Anambra State. A sample size of 487 made up of 64 male and 423 female teachers in government owned secondary schools in the selected Education Zones was drawn using multistage sampling procedure. A researcher-developed questionnaire title Teachers’ Classroom Management Practices for Promoting Students’ Academic Engagement in Secondary School (TCMPPSAESS) was used for data collection. The instrument was validated by three experts. The reliability of the instruments was established using Cronbach alpha method. The reliability of instrument coefficients obtained was an overall index of 0.986. In answering the research questions and testing the hypotheses, descriptive (mean and standard deviation) and inferential (t-test) statistics were used. The findings revealed among others that teachers' use of appropriate teaching methods, and effective use of communication skills promote students’ academic engagement. The study concluded that both female and male teachers' use of appropriate teaching methods, and effective use of communication skills as classroom management practices promote students' academic engagement in Anambra State and thus recommended among others that curriculum planners should propose more effective strategies that would continue to enhance teachers’ classroom management practices for better engagement of students academically in Anambra State.
RELATIONSHIP BETWEEN STAFF DEVELOPMENT PRACTICES AND TEACHERS’ TASK PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE
Exploring available opportunities to acquire more skills and advance in knowledge and experience help the teachers to function effectively. Thus, this study examined the relationship between staff development practices and teachers’ task performance in public secondary schools in Anambra State. The study achieved two purposes. The study was guided by two research questions while two hypotheses were tested at 0.05 level of significance. Correlation research design was adopted for the study. The population of the study consisted of 7,989 teachers in the 268 Public Secondary Schools in the six education zones in Anambra State. A sample of 799 teachers were drawn using proportionate stratified sampling technique. A well-structured Staff Development Practices Questionnaire (SDPQ) and Teachers Task Performance Questionnaire (TTPQ) were the instruments used to collect data for the study. Pearson Product Moment Correlation and Multiple Regressions Statics were used to answer the research questions and test the hypotheses. The test of reliability of the instrument yielded reliability coefficient of 0.76 and 0.81 for SDPQ and TTPQ respectively. The findings of the study revealed among others that mentorship practices have a high positive relationship with teachers' task performance while job rotation has a moderate positive relationship with teachers' task performance in public secondary schools in Anambra State. The study recommended among others that the government and principals should encourage the teachers to embrace the available practices of staff development practices to acquire new skills, experiences and knowledge for professional development and enhanced task performances.
INSTITUTIONAL CHALLENGES AND LECTURERS’ JOB SATISFACTION IN PUBLIC UNIVERSITIES IN ANAMBRA STATE
This study examined the institutional challenges and lecturers’ level of job satisfaction in public universities in Anambra State. Four research questions guided the study. A descriptive survey research design was employed in the study. Population for the study comprised 3,247 lecturers from two public universities in Anambra State. Sample size of the study constituted 1,624 lecturers from the total population selected using proportionate stratified random sampling technique. A researcher-developed 36-item questionnaire titled: “Institutional Challenges and Level of Lecturers Job Satisfaction Questionnaire (ICLLJSQ)” and structured on a 4-point rating scale, served as instrument for data collection. Both validity and reliability of questionnaire was established. Data collated were analyzed using mean statistics rated at 2.50 and standard deviation statistics. Findings indicated a generally low level of lecturers’ job satisfaction arising from all the identified institutional challenges as regards to the working conditions, research and academic support, administrative leadership, and remuneration challenges. The study recommended among others that the University managements in collaboration with government (both federal and state) and relevant stakeholders, should prioritize the improvement of lecturers’ working conditions to curb certain relative challenges through the provision and maintenance of adequate office spaces, modern teaching facilities, functional laboratories, reliable internet services, and stable power supply, in order to increase lecturers’ high level of job satisfaction.
DIGITAL LEARNING UTILIZATION AND ENTREPRENEURS SKILLS DEVELOPMENT AMONG UNIVERSITY STUDENTS IN IMO STATE
The study investigated digital learning facility utilization and entrepreneurs’ skills development among university students in Imo State. The study adopted the correlational research design. Three research questions guided the study. The population of the study was 20,163 respondents comprising of 300 level students of the two selected public universities in Imo State, Nigeria. The sample for the study was 472 respondents representing 2.34% of the entire population. The sampling was composed in multi-stage which included: purposive, simple random and cluster sampling techniques. Rating scale was the instrument used for data collection. The instrument was validated by five specialists, and reliability of the instrument determined using test re-test method. The research questions were answered, using Pearson product moment correlation coefficient. Findings revealed among others that there is a high and positive relationship between digital learning facility utilization and opportunity recognition entrepreneurs’ skills development among the university students. It was recommended among others that students should endeavour to enhance their level of utilization of digital learning facilities in the universities, in order to improve their opportunity recognition entrepreneurs’ skill development
Extent of Digital Library Usage among Undergraduates: A case study of the Department of Educational Management and Policy of Nnamdi Azikiwe University Awk
This study investigated the extent of utilization of digital library for improved academic performance among final year students of the Department of Educational Management and Policy, Nnamdi Azikiwe University Awka. Two research questions guided the study. A descriptive survey research design was adopted for the study. The population of study comprised 148 final year students in the area of study. A sample of 100 final year students was drawn from the population using simple random sampling technique. Researchers’ developed questionnaire titled, “Digital Library Usage Questionnaire (DLUQ) which was validated by three experts was the instrument used for data collection. The internal consistency of the instrument was ascertained using Cronbach’s Alpha and this yielded the reliability co-efficient index of 0.75. Mean was used to answer the research questions. The result of the study among others indicated that the extent to which final year students of the department of Educational Management and Policy, Faculty of Education, Nnamdi Azikiwe University, Awka, Anambra State to a moderate extent utilize the departmental library e-books and University digital textbooks was high. Based on the findings, it was recommended among others that the school management should motivate students to utilize digital libraries by ensuring that adequate technological infrastructure and hardware, such as reliable servers, modern computers, smart classrooms, and uninterrupted power supply
ACCOUNTABLE LEADERSHIP AND PROFESSIONAL INTEGRITY IN NIGERIAN SCHOOLS: ADVANCING GLOBAL STANDARDS IN EDUCATIONAL ADMINISTRATION FOR SUSTAINABILITY
Accountable leadership and professional integrity constitute essential foundations for effective educational administration in Nigerian schools and are critical for alignment with global education standards. This conceptual paper explored accountable leadership and professional integrity in Nigerian schools: advancing global standards in educational administration for sustainability. Anchored in Transformational Leadership Theory, the study elucidates how leaders who exemplify transparency, fairness, and ethical decision-making inspire educators and students alike to internalize similar values, thereby cultivating a culture of responsibility and academic excellence. The paper identifies key impediments to the realization of accountable leadership and integrity, including corruption, insufficient professional development, inadequate monitoring structures, political interference, and limited stakeholder involvement. In response, strategic recommendations are advanced, including the reinforcement of evaluative and auditing mechanisms, the provision of ongoing professional training, enhanced stakeholder engagement, minimization of political interference, and the establishment of comprehensive reward and sanction systems. These strategies seek to institutionalize accountability and ethical standards across school leadership and governance. The study concludes that the integration of accountable leadership and professional integrity is paramount for elevating governance quality, enhancing educational standards, and positioning Nigerian schools to meet evolving global educational demands. The recommendations presented offer actionable guidance for policymakers, school leaders, and educational stakeholders committed to the sustainable advancement of high-quality education in Nigeria.
COMPARATIVE ANALYSIS OF PRINCIPALS APPLICATION OF BUDGETING PRACTICES FOR EFFECTIVE FINNANCIL MANAGEMENT IN PUBLIC AND PRIVATE SECONDARY SCHOOLS IN ANAMBRA STATE.
The study compared comparative analysis of principals’ application of budgeting practices for effective financial management in public and private secondary schools in Anambra state. Two research questions guided the study and two null hypotheses were tested at 0.05 alpha level. Descriptive Survey research design was adopted for this study. The population of the study comprised 1127 principals, 268 public and 859 private secondary schools in Anambra State. Through a multistage sampling procedure, procedure sample a total of 295 (70 public and 225 private) principals were selected. A questionnaire titled " Comparative Analysis of Principals’ Application of Budgeting Practices for Effective Financial Management Questionnaire (CAPABPEFMQ)" was the instrument used for data collection. The instruments were face validated by three experts who were lecturers in the department of educational management and policy and measurement and evaluation in the department of Educational Foundation in Faculty of Education all in Nnamdi Azikiwe University Awka. Reliability of the instrument was establish using Cronbach alpha method which yielded the overall coefficient was 0.89. Mean and Standard deviation was used to answer research questions, while t-test was use to test the hypotheses. The findings of the study revealed among others that principals in both public and private secondary schools agreed that incremental budgeting practices are applied in managing school finances. Based on the findings, it was recommended among others that the principals in both public and private secondary schools in Anambra State should embark on regular and continuous training such as seminars, workshops, conference on budgeting and financial management for continuous improvement on budget application.
Level of Awareness and Participation in Scientific Ethical Practices among Science Education Teachers in Secondary Schools in Okigwe Education Zone of Imo State, Nigeria
This research investigated the science education teachers’ level of awareness and participation in ethical practices in secondary schools in Okigwe education zone of Imo state, Nigeria. Survey research design was used for the study . Two research questions guided the study. A researcher developed instrument titled “Science education teacher’s participation in ethical practices questionnaire” (SETPEPQ) was used for data collection. 407 science teachers, which was the total number of secondary school science teachers in Okigwe Education zone of Imo state, Nigeria, serves as the population of the study. 150 science teachers (Physics, Chemistry, Biology and Basic Science) were used in this study through a purposeful sampling technique. Mean and standard deviation were used to answer the research questions. The study, discovered among others that majority of science subject teachers in secondary schools in Ekigwe Education zone of Imo State, Nigeria are aware of the ethical practices expected of them.. Based on the findings of the study, it was recommended among others that, all the relevant stakeholders in education sector should as a matter of urgency enforce the ethical practices among science education secondary school teachers in Okigwe education zone of Imo State, Nigeria.
Inclusive Mentorship Support Provided by Primary School Teachers to Early Childhood and Primary Education Student-Teachers during Teaching Practice
The challenges in the implementation of inclusive education in developing nations reflect teachers’ insufficient skills in teaching children with special education in regular schools. Professional exposure and practical experience of teachers have been noted to be significant in inclusive education. To hone these skills, mentorship in inclusive education has become essential for developing inclusive teaching competence, particularly among student-teachers who are novice practitioners. There is dearth of studies that are devoted to understanding specific mentoring support for inclusive education given to student-teachers. Consequently, this qualitative research design was employed, involving 20 student-teachers to explore inclusive mentorship support provided by primary school teachers during the teaching practice exercise. Using thematic content analysis, themes that emerged include variability in the provisions of mentorship during teaching practice, structural concerns in the provisions of mentorship during teaching practice, true inclusive mentorship programmes, development of professional confidence and attitudinal change, practical pedagogical guidance, support for learners with special education needs (SENs) and use of inclusive teaching strategies. The findings indicate that mentorship provision varied significantly across student-teachers, underscoring the need for more structured, intentional, and policy-driven mentorship frameworks within teaching practice programmes. Implications were highlighted.
TIME MANAGEMENT AND TASK DELEGATION AS PREDICTORS OF PRINCIPALS’ ADMINISTRATIVE EFFECTIVENESS IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE, NIGERIA
The study investigated time management and task delegation as predictors of principals’ administrative effectiveness 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 comprised all the 267 principals in the 267 public secondary schools in Anambra State. Due to the manageable size of the population, census sampling technique was employed. Two researcher-structured questionnaires titled "Principals’ Time Management and Task Delegation Strategies Questionnaire (PTMTDSQ) and Principals’ Administrative Effectiveness Questionnaire (PAEQ)" were used for data collection, after the face and content validation were determined. Cronbach Alpha was used to compute the collected data gotten through pilot test. PTMTDSQ yielded reliability coefficients of 0.98 and 0.80 for clusters A and B were, respectively, while PAEQ yielded reliability coefficient of 0.88. The researcher administered copies of the questionnaires directly on the respondents with the help of five research assistants. Simple linear regression analysis (R) was used to answer the research questions, while R was used to determine the extent of the prediction between the independent variables (Principals’ time management and task delegation Strategies) and the dependent variable (principals’ administrative effectiveness) in the study. Findings, among others revealed that time management, and delegation of tasks significantly predict principals’ administrative effectiveness in public secondary schools in Anambra State. This implies that principals who actively adopt time management and tasks delegation are more likely to maintain high levels of administrative effectiveness in public secondary schools in Anambra State. The study recommends that the Anambra State Ministry of Education should encourage principals to adopt effective time management strategies since this has been shown to enhance their administrative effectiveness and improve the smooth running of school activities.
STRATEGIC PLANNING FOR SELF RELIANCE USING ARTIFICIAL INTELLIGENCE AND SECURITY MANAGEMENT IN MODERN EDUCATIONAL SYSTEMS,
In the evolving landscape of global education, strategic planning is essential for fostering self reliance and resilience in academic institutions. This paper explores how artificial intelligence (AI) and advanced security management systems can be leveraged to promote strategic self-sufficiency in modern educational environments. AI-driven tools such as predictive analytics, personalized learning platforms, intelligent tutoring systems, and administrative automation are reshaping teaching, learning, and institutional operations. These innovations not only enhance educational quality and efficiency but also reduce dependence on external resources and traditional manual processes. Furthermore, the paper addresses the integration of AI with security management frameworks to protect data, ensure cybersecurity, and support safe digital learning environments. Emphasis is placed on risk assessment, proactive threat detection, identity management, and the ethical use of AI technologies. By aligning AI capabilities with strategic institutional goals, educational systems can build a future-ready infrastructure that empowers learners, educators, and administrators alike. The study provides a conceptual framework and practical strategies for deploying AI and security solutions in a sustainable, scalable, and secure manner. The paper concludes with policy recommendations and implementation guidelines to help institutions transition towards AI-enabled self-reliance and strategic autonomy in education.
SUSTAINABLE DIGITAL INCLUSION THROUGH AI-BASED LEARNING SYSTEMS IN EDUCATION: A SOUTHEAST NIGERIA PERSPECTIVE
This study examines the potential and challenges of implementing AI-driven learning platform systems in Nigeria’s education sector to promote sustainable digital inclusion. Despite Nigeria’s rapidly growing population and the urgent need for scalable educational solutions, the sector continues to grapple with significant disparities in access, quality, and infrastructure. Artificial intelligence (AI) offers promising avenues for personalized learning, automated assessments, and expanding educational reach to underserved communities, thereby aligning with Nigeria’s national development goals and global sustainable development targets. This research explores the landscape of AI adoption in Nigerian education, highlighting successful pilot initiatives, infrastructural limitations, policy gaps, and socio-cultural considerations that influence implementation. Through a correlattonal approach, including surveys, the study assesses the effectiveness of AI-based platforms in improving learning outcomes and promoting inclusivity. The study adopted a correlational design. The population was 634 lecturers from six colleges and faculties of education in the studied universities. The sample size was 317 lecturers which represented 50% of the population. This consisted of 80 lecturers’ from Michael Okpra University of Agriculture, Umudike (MOUAU), 75 lecturers from University of Nigeria, Nsukka (UNN), 53 lecturers’ from Alex Ekwueme Federal University Ndufo Alike Ikwo (AE-FUNAI), 28 lecturers from Abia State University, Uturu (ABSU), 48 lecturers from Imo State University, Owerri (IMSU) and 33 lecturers from Ebonyi State University Abakaliki (EBSU). The sample was arrived at using four-staged sampling technique. Data for the study was collected using researchers’ self developed questionnaires The instruments were validated by two experts from the Department of Educational Management and one expert from the Department of Science Education specialized in Measurement and Evaluation, all from MOUAU. The reliability of the instruments was determined using Cronbach Alpha Method which yielded an alpha of.70 and .80 respectively which were considered reliable. Data were analyzed using Pearson Product Moment Correlation Coefficient (PPMCC) to answer the research questions while linear regression analysis was used to test the null hypotheses at .05 level of significance. It identifies critical barriers such as inadequate internet connectivity, limited technical capacity, data privacy concerns, and linguistic diversity, which impede widespread adoption. The study also underscores opportunities for sustainable integration of AI through targeted policy formulation, capacity building, infrastructural investments, and public-private partnerships. The findings aim to inform policymakers, educators, and technology developers on strategies to leverage AI for equitable access to quality education, fostering lifelong learning and socio-economic development. Ultimately, this research contributes to bridging the digital divide in Nigeria’s education system and advancing the nation’s vision of inclusive and sustainable development.
INTEGRATING AI CHATBOTS FOR EMERGENCY COMMUNICATION IN TEACHING AND LEARNING IN UNIVERSITIES IN ANAMBRA STATE: A CASE STUDY OF CHUKWUEMEKA ODUMEGWU OJUKWU UNIVERSITY, IGBOARIAM
The integration of Artificial Intelligence (AI) chatbots into emergency communication systems in higher education holds significant promise for enhancing safety and responsiveness in universities. This study investigates the application of AI chatbots for emergency communication within Chukwuemeka Odumegwu Ojukwu University (COOU) in Igboariam, Anambra State, Nigeria. As universities face various emergencies—including natural disasters, health crises, and security threats—the effectiveness of communication is critical. Traditional communication methods often fail to provide the immediate and clear information needed during such critical times. This research explores how AI chatbots can bridge this communication gap by offering real-time responses, disseminating important safety information, and guiding students and staff through emergencies. The study employs a mixed-methods approach, combining quantitative surveys and qualitative interviews with university stakeholders, including students, faculty, and administrative staff. Initial findings indicate that AI chatbots can significantly enhance emergency communication efficiency, improve stakeholder engagement, and foster a proactive culture of safety on campus. Additionally, insights into the potential challenges and barriers to chatbot implementation in the Nigerian educational context are discussed. Overall, this research contributes to the growing body of literature on AI applications in education and highlights the need for innovative communication strategies that support effective crisis management. The findings underscore the potential of AI chatbots to transform emergency communication practices in universities, ensuring that educational institutions can maintain safety and a conducive learning environment even during unforeseen crises. Future recommendations for implementing AI chatbots in emergency communication systems are also provided.
CYBER SECURITY ISSUES CONFRONTING SCHOOL ADMINISTRATORS IN THE MANAGEMENT OF INFORMATION SYSTEM IN SECONDARY SCHOOLS IN ANAMBRA STATE
Digital information management systems have impacted critical technical infrastructure development around the world but cyber security management issues are constantly at the fore, therefore, the need to strengthen and protect these systems against the ever-evolving cyber threats is pertinent. The study therefore, analyzed cyber security issues confronting administrators in management information systems in the secondary schools in Anambra State. The study adopted descriptive survey design and two research questions guided the study. The population of the study is made 265 principals of the public secondary school in Anambra state. A researcher developed instrument titled ‘Cyber security Issues confronting secondary school administrators in management information system questionnaire” (CSICSSAMISQ) was use to collect data. The questionnaire containing 20 items, structured on 4 point liket structure of Strongly Agreed (SA), Agreed (A), Strongly Disagreed (SD), and Disagreed (D). It was validated by three experts who are lecturers in the department of Educational Management and policy and Measurement and Evaluation all in the Faculty of Education, Nnamdi Azikiwe University, Awka. Cronbach-alpha was used to test reliability of the instrument which yielded a coefficient value of 0.85. Data were analyzed using mean and standard deviation. The findings of the study showed that there are constant cyber threats on school information systems and cyber security measures have been applied minimally. Therefore, the study concluded that cyber-attack and threats are the bane of information technology and to mitigate this challenge, Administrators of school organizations have to be ahead of these attackers in making sure that all kinds of vulnerabilities and gaps are constantly closed in by applying multiple security measures. It was recommended that; the Administrators should organize periodic capacity building seminars and workshops for their Administrative Staff on digital information management and cyber security. Also Government should be proactive in prosecuting internet fraudsters. If all these are done, they will ensure a sustainable school information management system.
EXPLORING THE RELATIONSHIP BETWEEN AI-POWERED PERSONALIZED LEARNING SYSTEMS AND STUDENTS’ ACADEMIC MOTIVATION IN SECONDARY SCHOOLS IN ANAMBRA STATE.
This study investigated the relationship between AI-powered personalized learning systems and students’ academic motivation in secondary schools in Anambra State. The study was guided by three research questions and three hypotheses were tested at 0.05 level of significance. The study adopted a correlational research design. The population of the study comprised all the 12,189 SSS two students in 269 public secondary schools in Anambra State. Multistage sampling procedure was used to draw 234 SSS two students for the study. A researcher developed instruments titled “AI-Powered Personalized Learning Systems Questionnaire (APPLSQ) and “Students’ Academic Motivation Questionnaire (SAMQ)” 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 consistencies of the instruments which yielded coefficient values of 0.82 for APPLSQ and 0.82 for SAMQ respectively. The researchers together with three research assistants collected data for the study using the direct delivery method which yielded 99% return. Pearson Product Moment Correlation Coefficient was used to answer research questions and test hypotheses. The results of the study revealed among others that there is a strong and significant relationship between AI-powered adaptive content and students’ academic motivation in secondary schools in Anambra State. It was also found that there is a moderate and significant relationship between AI-powered learning analytics and students’ academic motivation in secondary schools in Anambra State. Based on the findings, it was recommended among others that Ministry of Education should organize an annual training programme for teachers to enrich their knowledge in the use of AI-powered learning analytics to motivate students in the classroom.
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Measures adopted by Principals in Public and Private Secondary Schools in Enugu State for Effective Evaluation of Students’ Learning Experience.
The seeming decline in the quality of education in Nigeria necessitated this study on evaluation of students’ learning experience measures in public and private secondary schools in Enugu State: implications for quality assurance. The study adopted the descriptive survey research design. One research question guided the study while one hypothesis was tested at 0.05 level of significance. The population of the study comprised 25,579 respondents made up of 8,362 teachers in public secondary schools in Enugu State and 17, 217 private secondary school teachers in Enugu State. The sample for the study comprised of 773 (382 public and 391 private) teachers. A researcher developed questionnaire was the instrument used for data collection. The instrument was validated by three experts, one in Educational measurement and evaluation, Department of Educational Foundation and the others in Educational planning and management, Educational Management and Policy Department all in the Faculty of Education Nnamdi Azikiwe University, Awka. The Cronbach’s alpha method was used to determine the internal consistency of the items and it yielded a reliability coefficient of 0.76. The researchers with the help of eight research assistants distributed and successfully collected 773 copies of the questionnaire administered. The research question was answered using the mean, while the hypothesis was tested using z-test at 0.05 level of significance. It was found out among others that principals in public and private secondary school principals in Enugu State adopt adequate measures in the evaluation of students’ learning experience. Based on the findings of the study, it was recommended among others secondary school principals should introduce a special wear for the students during examination to make sure they don’t bring in materials related to the examination.
Modes of Admission and differential Academic Achievement between Male and Female Students in South-West University, Nigeria.
This study investigated admission policies and academic achievement among male and female students of public universities in South-West Nigeria (2008-2012). The design encompasses descriptive, ex post facto and correlational types. The sample of the study consisted of 3000 males and 3000 females (400 level) students who graduated from both state and federal public universities, purposively selected for sampling.The only instrument consisted of record observation format to collect secondary data. Three research questions were raised and answered. The three hypotheses formulated were tested using t-test. The dependent variable was indicated by the academic achievement, moderating variable by gender, while the independent variable was indicated by the modes of admission. Findings show that the percentage academic achievement of male students admitted through post-UTME, ELDS and direct entry that had first class and second class upper was higher than their female counterparts whereas the percentage academic achievement of students admitted through merit that had first class was higher in female students than in male students. However, inferential analysis of the data indicated the differences are not statistically significant. The findings conclude that there was no consistent research evidence of the effects of gender difference on students’ academic achievement. What the universities need are resources for teaching and learning and conducive environment that will guarantee effective learning rather than differential admission process. Hence, efforts should be made by university authorities to ensure no student is discriminated against based on gender for admission but all students be treated the same way so as to produce good quality graduates.
OGUNSAKIN AYODELE AUGUSTINE BARNES (Ph.D.
PROFESSOR AYODEJI OLASUKANMI ABARI (Ph.D.)
ARTIFICIAL INTELLIGENCE AND ITS ROLE IN MODERN EDUCATIONAL MANAGEMENT AND PLANNING
The integration of Artificial Intelligence (AI) into educational management and planning has fundamentally altered how institutions optimize operations, formulate policies, and enhance learning experiences. This study critically examines AI’s transformative potential, practical applications, and ethical implications in educational settings. By synthesizing recent research, the paper explores how AI driven tools—such as predictive analytics, automation, and intelligent decision-support frameworks—are streamlining administrative workflows, improving resource allocation, and enabling evidence-based strategies. Additionally, the study addresses key challenges, including infrastructure limitations, ethical concerns, and resistance to change, while proposing actionable recommendations for responsible AI adoption. The findings underscore AI’s capacity to revolutionize educational systems while emphasizing the need for thoughtful implementation and oversight.