Browsing by Author "AZEEZ, Nurudeen Oluwadare"

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    DIGITAL WORKLOAD, TEACHER BURNOUT, AND RETENTION STRATEGIES IN PUBLIC SECONDARY SCHOOLS, KAJOLA LOCAL GOVERNMENT, OYO STATE, NIGERIA
    (Kwasu International Journal of Educational Management and Leadership (KIJEMAL), 2025) AZEEZ, Nurudeen Oluwadare; KATIBI, Sekinat Olatinuke; OKORIE, Godson Sunday; DAUDA, Rafat Bukola
    Secondary school teachers in Kajola Local Government Area of Oyo State are increasingly burdened by digital workload, leading to emotional exhaustion, stress, and reduced job satisfaction. However, limited empirical research has explored how Human Resource Management (HRM) strategies can mitigate burnout and improve teacher retention. This study examined the relationship between digital workload and teacher burnout, assessed the effect of burnout on retention, and evaluated the effectiveness of HRM strategies in enhancing teacher well-being. A descriptive survey design was adopted. The study population comprised 1,250 teachers across 16 public secondary schools, from which 250 (120 males, 130 females) were selected using stratified random sampling. Data were collected using a structured questionnaire tagged “Digital Workload, Teacher Burnout, and Retention Strategies Questionnaire” (DWTBRSQ) validated by experts and yielding high reliability (α = 0.80–0.87). Pearson’s correlation, regression analysis, and ANOVA were used for data analysis. Findings revealed a significant positive relationship between digital workload and teacher burnout, with emotional exhaustion, depersonalization, and reduced accomplishment as major symptoms. Burnout negatively predicted teacher retention, while HRM strategies including mentorship, workload reduction, and professional development were found effective in reducing stress and enhancing retention. Although gender-based differences were minimal, female teachers reported slightly higher workload concerns. The study concludes that addressing digital workload and institutionalizing HRM interventions are critical for improving teacher retention and well-being. It recommended workload balancing, digital literacy training, and psychological support programs to enhance teacher job satisfaction and sustainability in the education sector.
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    UTILIZATION OF INFORMATION AND COMMUNICATION TECHNOLOGY IN THE MANAGEMENT OF SECONDARY SCHOOLS IN IWAJOWA LOCAL GOVERNMENT AREA OF OYO STATE, NIGERIA
    (Kwasu International Journal of Educational Management and Leadership (KIJEMAL), 2025) AZEEZ, Nurudeen Oluwadare; ADAM, Latifat; MOHAMMED, Abdulkadir Tunde
    The integration of Information and Communication Technology (ICT) in educational management has enhanced school administration and learning outcomes worldwide. However, in rural areas like Iwajowa Local Government, Oyo State, ICT adoption in secondary schools remains limited and underexplored. This study investigates the utilization of Information and Communication Technology in the management of secondary schools in Iwajowa local government area of Oyo State, Nigeria.The study employed a descriptive survey design. The population of the study comprised of 236 administrators and teachers in all the 9 public secondary schools in the local government area. A total of 200 secondary school administrators and teachers (87 male, 113 female) respondents were selected using stratified random sampling. Data were collected using a structured questionnaire and analyzed using descriptive statistics to analyze demographic information of the respondents, Pearson’s correlation, regression analysis, and ANOVA to analyze the research questions and the research hypotheses at 0.05 level of significance. Findings revealed that ICT is highly utilized for student record management, staff communication, and lesson planning (Mean = 3.00), a low level of ICT adoption, primarily due to poor infrastructure (3.01), lack of training (2.49), and inadequate funding (2.98). However, the correlation coefficient (r = 0.018) suggests a weak and non-significant relationship between ICT utilization and school management and this may be attributed to the unequal access to ICT resources in rural schools, which limits its potential impact. The study recommended, among others, that government should increase investment in ICT infrastructure, targeted teacher training programs, and provision of digital resources to enhance school management in rural areas.