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Assessment of Principals’ Administrative Effectiveness in Public Secondary Schools in Ilorin West Local Government Area, Kwara State, Nigeria
(African Journal of Curriculum and Instructional Technology , University of Benin, 2023) Kamaldeen Olohundare Sulyman, Sheu Muritala Adaramaja, Fatimoh Musa Aloba, Nasiru Olawale Mudasiru, FEMI Johnson Adedokun
The study assessed principals’ administrative effectiveness in public secondary schools in Ilorin West Local Government Area, Kwara State, Nigeria. It adopted the descriptive research design of correlation type. Two thousand one hundred and sixty-five teachers in all the 44 schools in the area formed the study population. Twenty-two schools were randomly selected while 20 teachers were also randomly selected from each of the sampled schools, to make a sample of 240. The measures of principals’ administrative effectiveness are discipline, supervision of instruction and school plant maintenance. The “Principals’ Administrative Effectiveness Questionnaire” was used to gather information from the respondents. The instrument was validated by experts and with the use of Cronbach’s Alpha, it found reliability coefficient of 0.79. Mean and Standard Deviation were used to answer the research questions. The findings of the study revealed among other things, that the level of principals’ administrative effectiveness was average. The study concluded that public secondary school principals should intensify efforts in carrying out supervision of instruction, ensuring school discipline and maintaining school plant in order to boost their administrative effectiveness
Nexus Between Teachers Job Performance and Public Secondary Schools Effectiveness in North-Central Nigeria
(Rima International Journal of Education, Sokoto State University, 2025-03-01) Muritala Adaramaja Sheu, Abubakar Abiola Yusuf, & Aminat Susade Ahmed
the nexus between teachers' job performance and public secondary schools’ effectiveness in North-central Nigeria. The study adopted the descriptive research design of correlational type. The population for this study comprised 1, 836 principals and 29,210 teachers in all public secondary schools in North-central, Nigeria. Multi-stage sampling technique was used to select 859 respondents, out of which 99 were principals and 760 were teachers. A validated research instrument tagged “Teachers” Job Performance and School Effectiveness Questionnaire (TJPSEQ) adapted from the works of Nelms (2005) and Sulyman (2021) were used for data collection in this study. Reliability coefficients of 0.68 and 0.75 were realised for the teachers’ job performance and school effectiveness questionnaire respectively, using Cronbach Alpha. Descriptive statistics of Mean, Standard Deviation, Minimum, Maximum, and Range were used to answer the research question, while Pearson Product-Moment Correlation statistics was used to test the research hypotheses formulated at 0.05 level of significance. The findings revealed that the level of teachers’ job performance (55.22) and public secondary schools’ effectiveness (46.74) in North-central Nigeria were moderate respectively, more so, there was a significant relationship between teachers' jobperformance and public secondary schools’ effectiveness in North-central Nigeria (r = .911; df = 826; P < 0.05). The study concluded that there was a nexus between teachers' job performance and public secondary schools’ effectiveness in North-central Nigeria. The study recommended among others, that the government should not relent in its efforts in providing enabling environments that would enhance job performance and school effectiveness.
Principals’ Budget Management Practices: A Predictor of Public Junior Secondary School Performance in Kwara State, Nigeria
(Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah,, 2025-04-30) Shittu, A. A., Adaramaja, M. S., Sunday, O. A., Faruq, Y. A., & Alao, M.I.
Effective and efficient school budgets determine the extent of attaining school objectives. This study investigated principals' budget management practices: a predictor of public junior secondary school performance in Kwara State, Nigeria. The objectives of this study were to examine the level of principals' budget management practices in Kwara State, find out the level of public junior secondary school performance in Kwara State, Nigeria, establish the relationship between principals' budget planning and public junior secondary school performance in Kwara State; investigate the relationship between principals' budget controlling and public junior secondary school performance in Kwara State and examine the relationship between principals' budget monitoring and public junior secondary school performance in Kwara State. The study adopted a descriptive survey of correlational type. One hundred and ninety respondents were used for the study. Principals' Budget Management Practices and Public Junior Secondary School Performance Questionnaire (PBMPPJSSPQ) were used for data collection. Two research questions were raised and answered to guide the study's conduct using descriptive statistics of frequency and percentages. Four research hypotheses were formulated and tested using inferential Pearson product-moment correlation statistics at a 0.05 significance level. Findings showed that principals' budget management practices in budget planning, budgeting monitoring, and controlling would tremendously enhance and improve public junior secondary school performance in school effectiveness, discipline, sports and recreation and students' academic achievement. It was recommended that the Kwara State government involve school principals and teachers in the budget management practices, planning, and implementation. This will enable the school staff and heads to understand the educational budget allocation and ensure funds are spent judiciously.
Challenges And Prospects in The Efficacy of Technologies in The Transformation of Education for Tertiary Institutions in Nigeria
(Afrotropic Discourse and Beyond, AMultidisciplinary journal of the Association of West African Universities, 2024-12-11) Abubakar Abiola YUSUF, Muritala Adaramaja SHEU
Around the world, the importance of integration of emerging technologies such as artificial intelligence, robotics, and blockchain cannot be underscored, as these technologies are presumed to play a pivotal role not only in revolutionizing traditional educational paradigms but also in enhancing various aspects of the academic experience, and thereby contributing to the overall growth and development of tertiary institutions. It is on this premise that this study explored the efficacy of emerging technologies, delving into considering the transformation of education for tertiary institutions in Nigeria. First, the study provides a brief literature review on emerging educational technologies such as artificial intelligence, robotics, and blockchain. Next, it presented Technology Acceptance model (TAM) as theoretical contribution. Thereafter, it demonstrated that fear of job disruption, inadequate technology infrastructures, insufficient allocation of funds, and shortage of trained technology professionals, privacy and security concerns, and resistance to change were identified as some of the challenges of most of the tertiary institutions as a result of the use of different technologies. Furthermore, the prospects for transformation of education for tertiary institutions includes: personalized learning experiences, enhanced teaching, transparency and accountability, collaborative research opportunities, and administrative efficiency and resource management. It was concluded that appropriate utilization of emerging technologies such as artificial intelligence, robotics, and blockchain would offer exciting opportunities for innovative learning experiences in the institutions. It was suggested that stakeholders in education sectors should collaborate with non-governmental organizations and technology developershrough continued research and development to ensure the transformation of education propelled by innovative technological advancements
Teacher Education and School Resource Management: Any Relevance in Sustainable National Development in Developing Countries Like Nigeria?
(American Journal of Education and Learning, 2019) Yusuf, A. A., & Fashiku, C. O. (2019)
The place of teachers in school resource management is so significant that it cannot be swept under the carpet. It is pertinent not only in Nigeria as a developing country but the entire countries of the world. More so that no quality of the nation’s education can rise above the quality of her teachers. The paper discussed the concept of teacher education, school resource management and school resources, national development as well as the difficulty faced by teachers in Nigeria in school resource management. It was concluded in the paper that governments in developing countries, Nigeria in particular pay very little attention to this and if the problems are not promptly attended to, it might bring a total crash in the standard of education in the country, and this will impede the desired development in Nigeria. It was, therefore, recommended in the paper amongst others that government should provide adequate resources for use in institutions of learning and should institute an all-embracing staff maintenance programme in Nigeria.

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