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- ItemSTAKEHOLDERS’ RELATIONSHIP AS A PREDICTOR OF PUBLICSECONDARY SCHOOLS’ EFFECTIVENESS IN OSUN STATE, NIGERIA(Faculty of Education, Sule Lamido University, Kefin Hausa, Jigawa, 2024-05-08) Nasiru Olawale Mudasiru and Adam Ishola MustaphaThis study examined stakeholders’ relationship as a predictor of public secondary schools’ effectiveness in Osun State, Nigeria. Descriptive research design of survey type was used. The population of the study consisted of 3,932 teachers in the entire 392 public secondary schools in Osun State, Nigeria. A total of 450 respondents made up the sample in the study. Stakeholders’ Relationship Questionnaire (SRQ) and “Students’ Academic Performance Proforma (SAPP) were used to collect data. Pearson Product-Moment Correlation Statistic was used to test the hypotheses. The findings of the study revealed that there was a significant relationship between stakeholders’ relationship and public secondary schools’ effectiveness in Osun State, Nigeria. The study concluded that stakeholders’ relationship plays a significant role in enhancing public secondary schools’ effectiveness in Osun State. It was recommended that stakeholders should always maintain friendly interaction among one another, in order to create mutual and enabling environment that would continually enhance school effectiveness.
- ItemPrincipals’ Leadership Practices and Instructional Effectiveness in Senior Secondary Schools in Ilorin South Local Government, Kwara State, Nigeria(Kwasu International Journal of Educational Management and Leadership, 2025-07) Alao, B. O., Abel, S. F., Azubike, D. D. & Adeyemo, T.R.This study investigated the principals’ leadership practices and instructional effectiveness in senior secondary schools in Ilorin South Local Government, Kwara State. The study was driven by the persistent concern over declining academic performance and the central role of school leadership in improving instructional quality. A descriptive survey design of correlational types was adopted for the study. The population comprised of 59 senior secondary schools and 20 schools were sampled purposively to ensure more detailed and maintaining quality of data analysis. Whereby, five teachers each were selected as samples for the study totaling 100 respondents. Data was collected and administered through a structured questionnaire titled Principals’ Leadership Practices and Instructional Effectiveness Questionnaire (PLPIEQ). The instrument, comprising 30 items, demonstrated a high reliability coefficient of 0.95. Descriptive statistics of mean and standard deviation were used to answer the research questions on the prevalence of leadership practices among principals while inferential statistics was used to test the hypothesis using the Pearson Product-Moment Correlation Coefficient (PPMC) to examine the relationship between leadership practices and instructional effectiveness. The results showed that there is a significant relationship between principals’ leadership practices and instructional effectiveness in senior secondary school in Ilorin-south, Kwara state (r = 0.68, p= 0.000 @ 0.05 level of significance). The findings revealed that principals’ leadership practices had a significant relationship with instructional effectiveness in senior secondary schools in Ilorin South Local Government of Kwara State. In conclusion, principals who adopt strong leadership practices positively influence teaching quality, teacher morale, and overall student academic performance which remains critical for driving better instructional outcomes in schools. It was recommended that Principals should prioritize regular professional development workshops for teachers, ensuring they remain updated with current pedagogical methods to boost instructional effectiveness in senior secondary schools, Ilorin south Local Government, Kwara state.
- ItemTime Management Strategies as Determinants of Lecturers' Job performance in Colleges of Education in Kwara State, Nigeria.(Department of Educational Management, Faculty of Education, University of Ilorin, 2021-10-17) Mustapha, Adam Ishola, Yusuf Suleiman, Yusuf, Laro Ibrahim and Aloba Musa FatimaTime is one of the basic resource crucial to academic success and lecturers are expected to prudently utilize it rather than wasting it on tricky events. Thus, the study examined time management strategies as determinant of lecturers' job performance in Colleges of Education in Kwara State, Nigeria. Descriptive research design was adopted for the study. The ]opulation of the study comprised all the 375 lecturers from the three Public Colleges of Education in Kwara State, Nigeria. Proportional sampling technique was used to select 120 lecturers from Colleges of Education, Ilorin, Lafiagi and Oro. Time Management Questionnaire “(TMQ) and Lecturers Job Performance Questionnaire (LJPA)” were used to elicit relevant information from the respondents. Three research hypotheses were postulated and tested using Pearson's product moment correlation statistic at 0.05 level of significance. The instruments were validated by experts with reliability coefficient of 0. 73 and 0.84 for TMSQ and JPQ respectively through the use of test re-test method. The findings of the study revealed that there was significant relationship between time management strategies and lecturers' job performance in Colleges of Education in Kwara State, Nigeria. It was recommended among others that lecturers' should ensure prudent management their limited time by attending there classes as and when due for effective job performance in schools. Also, the principles of time management should be adopted by lecturers' to perform their pedagogical tasks with efficacy and credibility. The management of the school should ensure that the institution's time table is strictly followed by all academic staff through proper monitoring and supervision.
- ItemCONFIRMATORY FACTOR ANALYSIS FOR INSTRUMENTS OF INNOVATIVE TEACHING PRACTICES FOR TEACHERS OF 21 CENTURY CLASSROOM: PRELIMINARY FINDINGS(Journal Plus Education, 2026-02-07) Warrah, S. L., Oladimeji, R. M., sallee, K. W., Adebayo, S. S., *Alao, B. O, &Yusuf, A. A.Nigeria schools have adopted changes and innovation in teaching and learning. With this changes, efforts have been put in place by the government so that teachers can engagement in the classroom. This study aimed to examine confirmatory factor analysis for instruments of innovative teaching practices for teachers of 21st century classroom: a preliminary finding. Quantitative research was adopted in the study. A purposive sampling technique was adopted to selected 200 teachers in Kwara State public schools. The instrument of innovative teaching practice had five dimensions (flipped classroom, google classroom-assisted learning; design-thinking process; project-based learning and blended learning) with 25 items. The Confirmatory factor analysis using maximum likelihood estimation technique (AMOS version 18) was performed to determine validity and reliability of the instrument. Confirmatory factor analysis had 16 items after removed the items with poor loadings. The findings of first order CFA analysis revealed that the model fit the data where fitness indexes were significant. Also, the finding further showed that second order analysis fitness indexes were satisfactory where the dimensions of ITP have significant value on main variable. The second order measurement model of innovative teaching practices was free from offending values with all fit statistics well above the set threshold. The innovative teaching practices questionnaire was proven to have a strong measurement model as well as reliable constructs. The study suggested that ITP instruments consider to be suitable for use by teachers of in the classroom. Keywords: confirmatory factor analysis; innovative teaching practices; Structural Equation Modeling.
- ItemAN ASSESSMENT OF PRIVATE SCHOOLS’ MANAGEMENT STRATEGIES AMIDST COVID-19 LOCKDOWN IN NIGERIA(Skyland businee school, 2021-08-30) Yusuf Suleiman, Rasaq Ramota Ajoke, Mustapha Adam Ishola and Olajide Olamide JemeelahThe sudden disruption of academic activities by Covid-19 in the year 2020, compelled government to introduce total lockdown in Nigeria. It is on this premise that this study examined private schools’ management strategies amidst lockdown. Four questions were generated to guide the study. The research resign of descriptive and correlation type were used for the study. The study population comprises of proprietors of nursery, primary and secondary schools across the six geo-political zones in Nigeria. An instrument tagged “Private School Management Strategies Questionnaire (PSMSQ)” was employed to collect comprehensive information from the respondents. Findings revealed different strategies employed for managing schools during the lockdown differs. While some perceived no significant difference on income and teaching strategies on the basis of gender, some perceived differences on the basis of population and communication. In the same vein, a significant difference exists on income generation and teaching strategies based on school type and geo-political zones. The study concluded that different strategies employed by proprietors for managing schools during lockdown helped to ensure seamless teaching and learning despite the lockdown. The study recommends that private schools should have uniform strategies that can be used to ensure continuous teaching if there is any pandemic in the future. Lastly, online teaching and learning should be integrated into the school curriculum