Int'l Academic Research Journals of Education and Digital inclusion
TEACHERS’ MOTIVATION AS PREDICTOR OF QUALITY ASSURANCE OF TEACHERS IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE
The study examined teachers’ motivation as predictor of quality assurance of teachers in public secondary schools in Anambra State. Two research questions guided the study and two null hypotheses were tested at 0.05 level significance. The study adopted correlational research design. The study was a correlational research design. The population of the study comprised 5133 teachers in 267 public secondary schools in six Education Zones in Anambra State. A sample of 513 teachers was used for the study. Multi-stage sampling technique was used for the study. The instruments for data collection were Teachers’ Motivation Questionnaire (TMQ) and Teachers’ Quality Assurance Questionnaire (TQAQ). The instruments were validated by three expert. The reliability was ascertained through a pilot test. The data collected were analyzed with Cronbach Alpha method and coefficient values of 0.82 for conducive work environment, 0.78 for continuous professional development opportunities and 0.81 for teacher quality assurance. Simple regression analysis was used for data analysis. The study revealed that revealed that work environment and continuous professional development opportunities positively and significantly predict quality assurance of teachers in public secondary schools in Anambra State. The study concluded that teachers’ motivation positively and significantly predict quality assurance of teachers in public secondary schools in Anambra State. The study recommended that the Ministry of Education, in collaboration with teacher training institutes, should institutionalize regular and structured continuous professional development programmes that address both subject-specific content and innovative pedagogical skills.
Teachers’ Motivation, Quality Assurance, Work Environment, Continuous Professional Development Opportunities
Copyright (c) 2025 Copyright (c) Int'l Academic Research Journals of Education and Digital inclusion https://creativecommons.org/licenses/by-nc-nd/4.0
AI-DRIVEN TOOLS IN OPTIMIZING SCHOOL TIMETABLING AS A CORRELATE TO TEACHER ASSIGNMENT WHILE ADDRESSING POTENTIAL BIASES IN FEDERAL UNIVERSITIES IN THE SOUTHEAST NIGERIA
Artificial Intelligence (AI)-driven tools are increasingly being adopted to optimize school timetabling, offering solutions to complex scheduling challenges in educational institutions. In federal universities located in Southeast Nigeria, these tools present a promising avenue for enhancing the efficiency of teacher assignment and course allocation. AI timetabling systems utilize algorithms to balance multiple constraints—such as course requirements, faculty availability, and room capacity—while minimizing scheduling conflicts. However, the implementation of such systems in the Southeast region must contend with contextual challenges, including infrastructural limitations, human resource deficits, and cultural resistance to automation. This study explores the correlation between AI-optimized timetabling and equitable teacher assignment, emphasizing the need to address potential biases embedded in algorithmic decision-making. Biases may arise from historical data patterns, unequal resource distribution, or opaque system logic, potentially leading to unfair workload distribution or marginalization of certain departments. By incorporating fairness constraints and stakeholder input, AI systems can be tailored to reflect local values and institutional goals. The study advocates for localized implementation strategies that include pilot testing, capacity building, and participatory design. It also highlights the importance of transparency and explainability in AI systems to foster trust among faculty and administrators. Ultimately, the integration of AI in timetabling within Southeast Nigerian federal universities must be context-sensitive, ethically grounded, and inclusive to ensure both operational efficiency and fairness in teacher assignment.
Artificial Intelligence (AI), Timetabling optimization, Teacher assignment, Federal universities and Institutional challenges
TRANSFORMING HIGHER EDUCATION THROUGH INTERDISCIPLINARY INNOVATION: BUILDING SKILLS FOR A SUSTAINABLE SOCIETY
This paper examines how interdisciplinary innovation in higher education can equip students with the knowledge, skills, and values necessary to address sustainability challenges. By integrating diverse disciplines such as technology, social sciences, environmental studies, and policy, universities can foster holistic problem-solving approaches. The article highlights strategies for curriculum transformation, collaborative research, and experiential learning as pathways to build resilience and prepare graduates for a sustainable society. The researchers made the following recommendations that the Nigerian Universities Commission (NUC) should embed sustainability competencies and interdisciplinary requirements into accreditation frameworks. and universities should create hubs for research and teaching that cut across faculties, focusing on Nigeria’s pressing challenges such as energy transitions, urban development, and food security amongst others.
Transforming, Higher Education, Interdisciplinary Innovation, Sustainable Society
CUTANEOUS ASPERGILLOSIS AND CANDIDIASIS ASSOCIATED WITH RICE FARMING IN PARTS OF EBONYI STATE, NIGERIA
Cutaneous aspergillosis and candidiasis associated with agricultural practices in Nigeria have a major health impact on rice farmers and other associated people. This leads to reduced productivity through decreased human resources, famine and places an additional burden on health care requirements, hence, the study on the distribution of cutaneous aspergillosis and candidiasis among rice farmers in Ebonyi State. A total of 2130 rice farmers were randomly selected and screened for cutaneous fungal infections. Hair fragments, skin and nail scrapings were collected using sterile scissors and scalpels from 182 rice farmers that presented with lesions suggestive of the infection. The samples were examined by direct microscopy using 5% potassium hydroxide (KOH) and cultured on Sabouraud dextrose agar supplemented with 0.05mg/ml chloramphenicol and incubated at 28°C ± 2°C for 2 days. The fungal isolates were identified by macroscopic and microscopic methods, and confirmed by molecular analysis. Demographic data and factors influencing the infection were obtained through questionnaires and analyzed using analysis of variance (ANOVA) at p<0.05 significant level with SPSS version 22. A total of 143 fungal isolates were recovered and included Aspergillus flavus 64 (44.76%), A. tamarii 41 (28.67%), A. nomius 30 (20.98%) and Candida albicans 8 (5.59%). Age, gender, educational status and family size of the farmers and their interactions with domestic animals/pets influenced the distribution of the fungal species. Out of the 182 rice farmers screened, 16-26 years age-group [71 (39.01%)] were most infected with the infection, followed by 27-37 years age-group [39 (21.43%)] and a decline between the age-group 49-59 years [15 (8.24%)]. The females were more infected 144 (79.12%) than the males 38 (20.88%). The infection among the females was found to be significant (P<0.05). In-depth knowledge of the etiologic agents of the infections and potential risk factors associated with rice farming in Ebonyi State could provide insights on control measures. In addition, effective reporting of the infections, risk awareness and appropriate intervention measures will assist in tackling the infections amongst rice farmers in Ebonyi State and the country at large.
cutaneous aspergillosis, candidiasis, rice farmers, agricultural practices, health impact, intervention
DIGITAL WORKPLACE SKILLS FOR ENHANCING JOB PERFORMANCE OF BUSINESS EDUCATION GRADUATES IN THE 21ST CENTURY WORK ENVIRONMENT
The digital workplace encompasses a virtual equivalent of the physical workplace, emphasizing strong planning and management strategies that influence productivity, engagement, and working lifestyle performance. To thrive in this digital era, business education especially Office Technology Management (OTM) graduates require a comprehensive set of skills that go beyond traditional office management competencies. Digital workplace skills encompass technical proficiency in utilizing digital tools and technologies, such as software applications, communication platforms, and collaboration tools. Additionally, information management skills enable graduates to effectively gather, analyze, and utilize data and information to make informed decisions. Communication and collaboration skills play a pivotal role in fostering effective teamwork, knowledge sharing, and efficient communication within and outside the organization. Moreover, problem-solving and critical thinking skills are crucial for graduates to analyze complex issues, devise innovative solutions, and adapt to changing circumstances in digital environments. Ethical and professional skills are essential for business education graduates to uphold ethical standards, maintain data privacy, and navigate the ethical dilemmas arising from digital technologies. To enhance the acquisition of digital workplace skills, various strategies can be employed. These include integrating digital tools and technologies into the curriculum, providing practical work experience through internships or industry partnerships, promoting continuous learning and professional development, and implementing project-based learning approaches. Furthermore, mentoring and guidance, collaboration and networking opportunities, and the incorporation of industry-relevant projects and case studies contribute to the holistic development of digital workplace skills. Assessments and feedback mechanisms also play a vital role in evaluating and improving graduates' digital competencies. Business education programmes must adapt their curricula to encompass digital workplace skills, preparing graduates to excel in the modern work environment. Equipping OIM graduates with the necessary digital skills, they can enhance their job performance, contribute to organizational growth, and adapt to the ever-changing demands of the digital age.
Digital, Business Education, Graduates, Office Technology and Management (OTM)
ANALYZING THE INFLUENCE OF EDUCATIONAL POLICY AND ADMINISTRATIVE DECISIONS ON TEACHERS’ MENTAL HEALTH, STRESS LEVELS, AND ACADEMIC ENGAGEMENT IN COLLEGES OF EDUCATION IN ENUGU STATE
This study critically examines the influence of educational policy and administrative decisions on teachers’ mental health, stress levels, and academic engagement within Colleges of Education in Enugu State, Nigeria. With increasing demands placed on educators, the intersection of policy frameworks and institutional leadership has become a pivotal factor in shaping the professional well-being and performance of teachers. The research explores how policy neglect of mental health, frequent curriculum changes without adequate training, and inequitable workload distribution contribute to heightened stress and diminished academic engagement. It also investigates the role of administrative practices—particularly leadership styles and participatory governance—in either exacerbating or alleviating these challenges. Using a mixed-methods approach, the study gathers data through surveys, interviews, and institutional records to assess the psychological and professional impact of current educational structures. Findings reveal that teachers operating under inclusive leadership models and supported by mental health initiatives, such as counseling units and peer wellness programs, report lower stress levels and higher engagement. Conversely, rigid administrative systems and policy gaps correlate with burnout and disengagement. The study concludes by recommending policy reforms that integrate mental health into educational planning, alongside administrative improvements that foster equity and collaboration. These measures are essential for cultivating a resilient, motivated teaching workforce capable of driving quality education in Enugu State and beyond.
Educational policy, administrative decisions, Teacher, mental health and Stress levels
ADVOCACY, AWARENESS, AND SENSITIZATION PROGRAMS FOR AI INCLUSION OF PERSONS WITH DISABILITIES IN NIGERIA
SOCIO-PSYCHOLOGICAL FACTORS AS PREDICTORS OF CAREER DECISION MAKING AMONG SECONDARY SCHOOL STUDENTS IN ANAMBRA STATE
This study investigated the predictive value of socio-psychological factors: peer group attachment and personality traits, on career decision-making among secondary school students in Anambra State, Nigeria. The study was guided by two research questions and two null hypotheses tested at 0.05 level of significant. The study adopted correlational research design. Using Taro Yamane a sample of 339 students were drawn from public secondary schools, data was collected through a structured questionnaire and analyzed using simple and multiple regression analyses. Findings revealed that Peer group exhibited a weaker positive predictive value (β = 0.28) but was still significant. Among personality traits, extraversion (β = 0.23) and openness (β = 0.18) showed weak positive contributions, while neuroticism (β = 0.004) was not a significant predictor. The implications of these findings suggest the need for school-based interventions, such as career counseling, self-efficacy-building activities, and enhanced parental engagement to strengthen students’ career decision-making confidence. Recommendations include the engagement of guidance counselors, parental involvement programs, and personality development activities within the school curriculum.
Career Decision-Making, Socio-Psychological Factors, Peer Group, Personality Traits
SCHOOL LOCATION AS CORRELATES OF ACADEMIC ENGAGEMENT IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE
The main purpose of the study was to investigate the relationship between school location and academic engagement among students in public secondary schools in Anambra State. Two research questions and two hypotheses guided the study. The study adopted the correlational research design. The population of the study comprised 267 principals in the six Education Zones of 267 public secondary schools in Anambra State. Census sampling was adopted for this study. Two structured questionnaires developed by the researcher was used for data collection. The instrument are titled “School Location Questionnaire (SLQ)” and ‘Academic Engagement Questionnaire (AEQ)’.The instruments were structured on a four-point rating scale of Strongly Agree (SA), Agree (A), Disagree (D) and Strongly Disagree (SD). The instruments were validated by three experts. The reliability of the instruments were established using Cronbach Alpha with an average reliability co-efficient value of 0.84. The Pearson Product Moment Correlation Coefficient was used to answer research questions and test the hypotheses. The hypotheses were tested at 0.05 level of significance. The findings of the study revealed that there is a high negative relationship between schools located in rural areas and academic engagement of students in public secondary schools in Anambra State. The findings also revealed that there is a very high positive relationship between schools located in urban areas and academic engagement of students in public secondary schools in Anambra State. Based on the findings of the study the researcher recommended among others that Government at all levels should through the ministries of education and its supervising agencies develop outreach programs to increase parental involvement and community engagement in the educational process.
Copyright (c) 2025 Copyright (c) Int'l Academic Research Journals of Education and Digital inclusion https://creativecommons.org/licenses/by-nc/4.0
REIMAGINING MORALITY: NIETZSCHE’S TRANSFORMATIVE ETHICAL VISION
Friedrich Nietzsche’s moral philosophy, though widely critiqued for its perceived relativism, nihilism, and elitism, has been reinterpreted by many scholars as a transformative vision for ethical life. Rather than rejecting morality outright, Nietzsche challenges traditional moral systems rooted in religious dogma and universal truths, advocating instead for a dynamic revaluation of values. His concepts of master morality, slave morality, and the Übermensch emphasize strength, creativity, and self-overcoming as ethical ideals. Critics argue that Nietzsche’s denial of objective morality leads to ethical chaos and exclusion, yet thinkers like Walter Kaufmann, Alexander Nehamas, and Gilles Deleuze have reframed his philosophy as a call to authenticity, pluralism, and existential responsibility. Kaufmann portrays Nietzsche as a life-affirming moral innovator, while Nehamas interprets his ethics as an aesthetic project of self-creation. Deleuze emphasizes Nietzsche’s celebration of difference and transformation. These reinterpretations position Nietzsche not as a destroyer of values but as a catalyst for ethical renewal. In a contemporary context marked by moral uncertainty and cultural pluralism, Nietzsche’s philosophy offers a compelling framework for reimagining morality beyond conformity and dogma. His legacy invites individuals to craft meaningful lives through critical reflection, creative expression, and courageous engagement with ethical complexity.
PERCEIVED IMPACT OF PROFESSIONAL LEARNING COMMUNITIES ON TEACHERS' PRACTICE IN SECONDARY SCHOOLS IN ANAMBRA STATE.
This study examined the perceived impact of professional learning communities on teachers’ practice in secondary schools in Anambra State. The study was guided by three research questions and three hypotheses. Descriptive survey research design was adopted for this study. The population of the study comprised 7248 teachers in the 268 public secondary schools in Anambra State. The sample size for the study was 362 teachers. Proportionate sampling technique was used to determine the sample size. This sampling technique was used to select 5% of the population as the sample size. The instrument used for data collection was a self-structured questionnaire. The instrument was subjected to trial test with 20 teachers in public secondary schools in Enugu State. Cronbach Alpha was used to determine the internal consistency of the instrument. The instrument yielded an average reliability coefficient of 0.803. The researcher was able to administer 322(91.7%) and retrieved 311 correctly filled copies of the questionnaire which is 85.9% return rate. Mean ratings and standard deviation were used to analyze the questionnaire items. One sample T-test was used to test the hypotheses at 0.05 level of significance. The study found that through peer coaching, teachers have improved instructional delivery, received constructive feedback, and adopted new teaching strategies, while also managing classroom challenges more effectively. Subject-based clusters have strengthened content knowledge, encouraged collaboration, and supported alignment with curriculum trends. Lesson study teams have enhanced lesson planning, reflective practice, and identification of student learning needs. Based on the findings of this study, the study recommended that schools management should institutionalize peer coaching groups, subject-based clusters, and lesson study teams as part of ongoing professional development to enhance instructional delivery, reflective practice, and pedagogical innovation among teachers.
Professional Learning Communities, Teachers’ Practice, Peer Coaching Groups, Subject-Based Professional Clusters
EFFECTIVENESS OF PROJECT-BASED LEARNING ON STUDENTS’ ACADEMIC ENGAGEMENT IN HIGHER INSTITUTIONS IN ANAMBRA STATE.
The study examined the effectiveness of project-based learning on students’ academic engagement in higher institutions in Anambra State. The study was guided by three research questions and three hypotheses. Descriptive survey research design was adopted for this study. Population of the study comprised 15,552 students. The sample for the study was 778 students. Stratified random sampling technique was used for sample size selection. The instrument used for data collection was a self-structured questionnaire. Reliability of the instrument was determined by a means of trial test. In this case the same questionnaire was administered to 20 students from Enugu State. Cronbach Alpha was used to test the reliability of instrument. The Cronbach Alpha coefficients of the three clusters were 0.804, 0.780 and 0.803. These scores were high enough and considered reliable for the study. Face-to-face method of collection was used in collecting data from the respondents. Mean ratings and standard deviation were used to analyze the research questions. One sample T-test was used to test the hypotheses at 0.05 level of significance. The study found that inquiry-based, challenge-based and role-playing-based projects serve as dynamic and student-centered pedagogical approaches that significantly enhance academic engagement in higher institutions. These methods promote deeper understanding of course content, stimulate curiosity and foster critical thinking, collaboration and independent learning. Inquiry-based projects encourage learners to ask questions, investigate concepts and take ownership of knowledge acquisition, while challenge-based learning connects academic content to real-life problems, thereby increasing motivation and application of skills. Similarly, role-playing projects enrich classroom interaction by making abstract concepts relatable and by improving communication and confidence. Collectively, these active learning strategies not only drive student participation but also develop the cognitive, analytical and social competencies necessary for academic success in a competitive and evolving educational environment. The study recommended that higher institutions should integrate inquiry-based, challenge-based and role-playing projects into course curricula across disciplines to foster active student engagement, critical thinking and deeper comprehension of academic content.
Problem-Based Learning Projects, Inquiry-Based Projects, Challenge-Based Projects, Role-Playing Projects.
DATA-DRIVEN DECISION-MAKING IN HIGHER EDUCATION GOVERNANCE
This study investigated the role of Data-Driven Decision-Making (DDDM) in enhancing governance outcomes in public and private universities in South Eastern Nigeria. The focus was on institutional policy development, student success initiatives, and financial sustainability, while addressing privacy and implementation challenges. Guided by three research questions and three hypotheses, the study adopted a mixed-methods design involving 300 participants—comprising administrators, faculty, and IT staff—from 10 universities (5 public and 5 private) selected via stratified random sampling. A 30-item structured questionnaire and an interview guide with open-ended questions were used for data collection. Quantitative data were analyzed using descriptive statistics and independent samples t-tests, while qualitative data were analyzed thematically. Findings revealed that DDDM significantly improves institutional policy formulation by promoting transparency, responsiveness, and data-aligned strategies. It enhances student success through predictive analytics, curriculum adaptations, and intervention programs. Financial sustainability is also strengthened through data-informed budgeting, monitoring, and grant strategies. All three null hypotheses were rejected, showing statistically significant relationships between data analytics and each governance domain. Thematic analysis of interview data further validated these results and revealed implementation barriers such as infrastructure gaps, resistance to change, and data privacy concerns. The study concluded that effective DDDM integration can transform governance systems across Nigerian universities. It recommends investment in analytics infrastructure, training for stakeholders, and the establishment of data governance units. The study contributes to the theoretical understanding of DDDM by validating the Data-Driven Leadership Theory and the Technology Acceptance Model (TAM) within the Nigerian higher education context. These findings provide actionable insights for policy makers, administrators, and educators seeking to improve educational governance through data
Data-Driven Decision-Making, Higher Education Governance, Student Success, Financial Sustainability, Institutional Policy, Nigeria, Data Analytics.
EQUITY-FOCUSED RESOURCE ALLOCATION MODELS IN PUBLIC SCHOOLS
The study investigated the effectiveness of equity-focused resource allocation models in reducing educational disparities across diverse student populations in Nigerian public schools. The study was guided by four research questions and three hypotheses. A concurrent embedded mixed-methods design was adopted. The population of the study comprised 9,324 public secondary school stakeholders in six states across the six geopolitical zones of Nigeria. A stratified multistage sampling technique was used to draw 540 respondents, including school administrators, teachers, education board officials, and budget officers. The instruments for data collection were a structured questionnaire titled "Resource Allocation Equity Survey" (RAES), interview guides, and documentary analysis checklists. The instruments were face-validated by experts in education economics, policy, and evaluation. Reliability was established through a pilot test using Cronbach’s alpha, yielding a coefficient of 0.88. Quantitative data were collected through questionnaire administration and analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (t-tests and ANOVA). Qualitative data from interviews and case studies were analyzed thematically. Findings revealed that while Nigeria has adopted funding formulas intended to reduce disparities, their implementation suffers from inconsistencies and political interference. Disparities persist across geopolitical zones, urban-rural divides, and gender categories. The study concludes that existing models do not adequately serve equity objectives. It recommends a national realignment of funding formulas using equity weights, transparency frameworks, and performance-based disbursements. The implications include the need for data-driven, context-sensitive planning in educational financing. One major limitation was the exclusion of private schools, and a suggestion for future research is to conduct a comparative analysis between public and private institutions using equity metrics.
educational equity, resource allocation, funding formulas, public schools, Nigeria, disparities, case study
ASSESSMENT OF SCHOOL MANAGERS' IMPLEMENTATION OF ETHICAL AND VALUES EDUCATION IN BASIC SCHOOLS IN IMO STATE, FOR SUSTAINABLE NATIONAL DEVELOPMENT
This study empirically investigates the implementation of ethical and values education by school managers in basic schools in Imo state for sustainable national development in Nigeria. The aim of the study was to ascertain the level at which head-teachers implement ethical and value education that will lay the positive foundation to guide the pupils, in order to become useful citizens in adulthood. The general outlook shows a decadence of integrity, a corrupt and negatively bred crop of a nation that depicts a generally poor upbringing, which seems to start from the basic schooling stage. There is therefore the need to examine the basic school features. Two research questions were posed. The descriptive survey research design was adopted. A population of 1,380 pupils were used while a sample of 138 was drawn. The rating scales were used for data collection while the mean and standard deviation were used for data analyses. Findings revealed among others that head-teachers do not highly implement ethical education at the basic schools. It was therefore recommended among other that the Government should make efforts to revive the ethical education curriculum.
Assessment, School Managers, Implementation, Ethical and Value Education, Basic Schools.
RELATIONSHIP BETWEEN PRINCIPALS' ADAPTABILITY AND TEACHERS' JOB INVOLVEMENT
This study examined the relationship between principals’ adaptability and teachers’ job involvement in secondary schools across Abia State. Principals' adaptability, a key component of emotional intelligence, plays a vital role in how effectively they respond to dynamic educational environments and manage staff relationships. Guided by a research question and a hypothesis tested at the 0.05 level of significance, the study adopted a correlational research design. The population comprised 16,650 secondary school teachers, from which a multi-stage sampling technique was used to select a representative sample of 639 teachers (approximately 4% of the population). Data were collected using two instruments: the Principals’ Emotional Intelligence Questionnaire (PEIQ) and the Teachers’ Job Involvement Questionnaire (TJIQ), both of which were validated by experts in the Faculty of Education, Nnamdi Azikiwe University, Awka. Reliability was established using Cronbach’s alpha, yielding coefficients of 0.80 and 0.84 for the PEIQ and TJIQ respectively. Analysis using the Pearson Product Moment Correlation revealed a strong positive and statistically significant relationship between principals’ adaptability and teachers’ job involvement. The study concludes that when principals are adaptable in managing challenges and interpersonal relationships, it positively influences teachers’ commitment, engagement, and productivity. The study recommends continuous professional development for school leaders focused on emotional adaptability and people-centered leadership skills to enhance teacher effectiveness and overall school performance.
Emotional Intelligence, Principals’ Adaptability, Teachers’ Job Involvement, Secondary Schools, Principals etc
Copyright (c) 2025 Copyright (c) International Nexus Multidisciplinary Research Journal https://creativecommons.org/licenses/by-nc-nd/4.0
LEARNING OUTCOMES IN SENIOR SECONDARY SCHOOLS IN ANAMBRA SOUTH SENATORIAL ZONE: AN ASSESSMENT OF CHALLENGES AND STRATEGIC INTERVENTIONS
The centrality of secondary education in the overall development agenda of any nation cannot be overemphasized. In Nigeria, and specifically in Anambra State, senior secondary education remains a critical stage for the formation of future leaders, professionals, and informed citizens. However, the persistently uneven performance of students in external examinations such as the West African Senior School Certificate Examination (WASSCE) and the National Examinations Council (NECO) suggests that there are significant gaps in the realization of intended learning outcomes. This study adopts a theoretical research design to interrogate the state of learning outcomes in Anambra South Senatorial Zone, focusing on institutional, curricular, infrastructural, and pedagogical dynamics. Relying on documentary evidence, including WAEC performance data (2018–2023), policy documents, and extant literature, the paper critically assesses the contextual variables influencing student achievement across the six Local Government Areas in the zone. Anchored on Bronfenbrenner’s Ecological Systems Theory and the Human Capital framework, the study uncovers disparities in teacher deployment, instructional quality, school governance, and infrastructural provision as key determinants of poor outcomes, particularly in Orumba South and Ihiala LGAs. The paper concludes that sustainable reform must be anchored on community-responsive planning, strategic investment in school infrastructure, and enhanced teacher development. Keywords: Learning Outcomes, Senior Secondary Education, Educational Disparities, Human Capital Theory, Curriculum Implementation
QUANTUM COMPUTING AND POST-QUANTUM CRYPTOGRAPHY: EXPLORING IMPLEMENTATION FEASIBILITY INDUSTRIES IN AFRICA.
Quantum computing represents a seismic shift in computational power, posing significant threats to classical cryptographic systems like RSA and ECC, which rely on mathematical problems that quantum algorithms can solve exponentially faster. This paper explores the emergence of post-quantum cryptography (PQC) as a necessary response, focusing on the feasibility of implementation across industries such as finance, healthcare, manufacturing, and government. Key considerations include algorithm performance, infrastructure compatibility, regulatory frameworks, and industry-specific vulnerabilities. The study concludes that while PQC is technically viable and strategically essential, its implementation depends heavily on tailored integration strategies and collaborative global standards. Keywords: Quantum Computing, Post-Quantum Cryptography and Feasibility Industries
INDUSTRIAL ACTION AND ORGANIZATIONAL PRODUCTIVITY AMONG ACADEMIC STAFF OF FEDERAL UNIVERSITIES IN SOUTH EAST, NIGERIA
The study examined the effect of industrial action on organizational productivity among academic staff of federal universities in South East, Nigeria. The specific objectives were to determine the effect of down-tooling on incidence of student dropout, ascertain the effect of picketing on the ability of academic staff to cover course content, and examine the effect of temporary schools’ closure on students’ performance judging from the students’ scripts graded by the lecturers. Three The study adopted descriptive survey research design. The population of the study is 4,525 academic staff of federal universities in South East, Nigeria. The sample size was 350 academic staff determined using Freund and Williams’s statistical formula. The study also adopted stratified sampling technique to arrive at the sample size. The instrument for data collection was titled: “Effect of industrial action on organizational productivity questionnaire (EIAOPQ)” validated by experts. Test-re-test analysis was used to test the reliability of the instrument, of which the results were more than 70%. The primary data collected were subjected to statistical test using ordinal logistic regression analysis. Findings revealed that down-tooling has a significant effect on incidences of student dropout, picketing significantly affected the ability of academic staff to cover course content, and temporary schools’ closure had a significant effect on students’ performance judging from the students’ scripts graded by the lecturers. The study therefore concluded that industrial action had a significant effect on organizational productivity of federal universities in South East Nigeria. It was recommended, among others, that university management should implement proactive measures such as improved communication and timely payment of staff benefits to reduce instances of down-tooling.
Academic Staff, Federal University, Industrial Action, Organisation, Organisational Productivity, Productivity.
IN-SERVICE TRAINING AS CORRELATE OF TEACHERS’ JOB COMMITMENT IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE
The study examined in-service training 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 significance. The study adopted correlational research design. The population of the study comprised 6598 teachers in 267 public secondary schools in the six Education Zones of Anambra State. A sample of 660 teachers was used for the study. Proportionate stratified random sampling technique was used for the study. The instruments for data collection were a researcher-structured questionnaire titled: Teachers’ In-service Training Questionnaire (TISTQ) and Teachers’ Job Commitment Questionnaire (TJCQ). The instruments were content validated while the construct validation was ascertained using Principle Component Analysis Approach. The reliability of the instruments were determined using Cronbach Alpha Coefficient method which gave coefficient values of 0.87 for teachers’ part-time academic programme and 0.86 for teachers’ seminar programme and 0.899 for teachers’ job commitment. Pearson Product Moment Correlation Coefficient was used to answer the research questions and hypotheses. The study revealed that teachers’ part-time academic programme and teachers’ seminar programme have strong positive and significant correlation with teachers’ job commitment in public secondary schools in Anambra State. Based on the findings, the study recommended that the government should encourage and fund teachers’ participation in part-time academic programmes, seminars, and workshops that enhance their teaching skills and knowledge.
Part-Time Academic Programme, Seminar Programme, In-Service Training, Teacher Job Commitment
TEACHERS’ WORK RELATED FACTORS AS PREDICTORS OF THEIR JOB COMMITMENT IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE
The study examined teachers’ work related factors as predictors of teachers’ job commitment in public secondary schools in Anambra State. Two research questions and two null hypotheses guided the study. The study was a correlational research design. The population of 6,598 teachers in the 267 public secondary schools from the six education zones in Anambra State was used for the study. The sample of 330 teachers was used for the study. Multistage sampling techniques comprising of proportionate stratified and simple random sampling techniques were used for the study. Two structured instruments were used for data collection titled ‘Teachers’ Work-Related Factors Questionnaire (TWRFQ) and Teachers’ Job Commitment Questionnaire (TJCQ).’ The instruments were subjected to content and construct validation. Content validation was done by three experts while construct validation was carried out by Principal Component Analysis (PCA) with the help SPSS v.26. The reliability of the instrument was done using Cronbach Alpha technique and the average coefficient values of 0.82 for TWRFQ and 0.86 for TJCQ were obtained and considered highly reliable and suitable for the study. Simple linear regression analysis was used for the study. The findings of the study revealed that that work environment and teamwork exhibit a positive and significant predictive value on teachers’ job commitment in public secondary schools in Anambra State. The study concluded that a positive and significant prediction exists between teachers’ work-related factors and teachers’ job commitment in public secondary schools in Anambra State. Based on the findings, the study recommended among others that school principals in public secondary schools should consider and put in practice the vital teachers’ work-related variables because they are positive and significant predictors of teachers’ job commitment in public secondary schools in Anambra State.
Teachers’ Work Related Factors, Teachers’ Job Commitment, Secondary Schools
EXTENT OF PRINCIPALS’ TECHNOLOGICAL SECURITY MANAGEMENT STRATEGIES FOR ENHANCING SECONDARY SCHOOLS’ ADMINISTRATION IN AWKA EDUCATION ZONE, ANAMBRA STATE
The study was to investigate the extent of principals' technological security management strategies for enhancing secondary schools’ administration in Awka Education Zone, Anambra State. Descriptive survey research design was adopted for this study. Two research questions and two null hypotheses guided the study. Principals' population was 54 while teachers' population was 621, the researcher purposively sampled 124 teachers' and made use of the 54 principals. The researcher made use of instrument for data collection. The instrument consisted of 15 items. The reliability of the instrument was determined using Cronbach Alpha with an overall reliability index of 0.80 which made the instrument highly reliable. The data were analyzed using mean and standard deviation while t-test statistics was used to test the hypotheses. The findings of the study showed that the respondents were of the views that, principals' technological security management strategies relating to the provision of security devices have an impact in enhancement of secondary school administration in Awka Education Zone to a low extent. It was recommended among others that the government should take the issue of technological security as a matter of priority as well as allocating money for the purchasing of such safety and security building equipment as video surveillance (CCTv) among others.
Technology, Security, School Administration, Principals and Management Strategies
AN EMPIRICAL ANALYSIS OF PRINCIPALS’ EMOTIONAL INTELLIGENCE AND TEACHERS’ JOB SATISFACTION IN SECONDARY SCHOOLS IN CALABAR EDUCATION ZONE, CROSS RIVER STATE, NIGERIA.
This study examined the relationship between principals’ emotional intelligence and teachers’ job satisfaction in public secondary schools within the Calabar Education Zone of Cross River State, Nigeria. Employing a correlational research design, the study targeted a population of 1,777 teachers across 95 schools in seven local government areas. A stratified proportionate sampling technique was used to select the schools, while purposive sampling yielded a sample of 335 teachers. Data were gathered using a structured instrument titled Principals’ Emotional Intelligence and Teachers’ Job Satisfaction Questionnaire (PEITJSQ), which consisted of 18 items across three sections: demographic data, principals’ emotional intelligence dimensions (self-awareness and relationship management), and teachers’ job satisfaction. The questionnaire employed a 4-point modified Likert scale. Content and face validity were ensured through expert review by three professionals in Research, Measurement, and Evaluation. Reliability was established via a pilot study in Ikom Education Zone, resulting in a Cronbach Alpha coefficient ranging from .87 to .89, indicating strong internal consistency. Data analysis involved simple regression to address the research questions and ANOVA/t-tests to test hypotheses at a 0.05 level of significance using SPSS version 26. Findings revealed a significant positive relationship between principals’ emotional intelligence (self-awareness and relationship management) and teachers’ job satisfaction. This outcome suggests that emotionally intelligent principals contribute to a supportive and motivating school environment, which enhances teacher satisfaction. The study concluded that principals’ emotional intelligence is a strong predictor of job satisfaction. It recommended that emotional intelligence be emphasized as a key criterion in recruiting, assessing, and promoting school principals to ensure school leaders possess the interpersonal skills essential for teacher support and retention.
TEACHERS' PERSPECTIVES ON THE USE OF AI CHATBOTS FOR PROVIDING EMOTIONAL SUPPORT TO SECONDARY SCHOOL STUDENTS IN AWKA EDUCATION ZONE, ANAMBRA STATE
This study explores the potential role and integration of AI chatbots in providing emotional support within the secondary school system in Awka, Anambra State. Recognizing the increasing need for accessible mental health resources for students, the research investigates perceptions, benefits, and challenges associated with implementing AI-driven support tools in educational settings. This study employed a descriptive survey design to gather and analyze data regarding teachers' perspectives on the use of AI chatbots for providing emotional support to secondary school students. According to the latest records from the Anambra State Education Office, there are approximately 300 secondary school teachers in the zone. A stratified random sampling technique will be used to ensure representation across different school types (public, private) and subject areas. A sample size of 150 teachers was selected using Krejcie and Morgan’s (1970) table for finite population sampling, which provides an adequate representation while considering logistical constraints. Instrument used was structured questionnaire. The validity of the instrument was determined by threeexperts. Two from Test Measure and Through surveys and interviews with students, teachers, and school administrators, the study aims to assess the acceptability and effectiveness of AI chatbots in enhancing student well-being. The findings will offer practical recommendations for integrating AI technology into existing mental health frameworks, ultimately contributing to improved emotional support services and fostering a healthier, more supportive learning environment.
AI Chatbots, Emotional Support and Teachers’ Perspectives
EVALUATING THE SUCCESSFUL APPROACHES OF STUDENT ORGANIZATIONS IN RAISING AWARENESS AND PROMOTING SUSTAINABILITY ON CAMPUS AND NEARBY COMMUNITIES
This study analyzes the successful strategies employed by student organizations in raising awareness and promoting sustainable practices within their campuses and surrounding communities. Using a qualitative descriptive approach, data was collected through interviews, focus group discussions, and document reviews with active student leaders and organizations known for their impactful campaigns. The findings identify key strategies such as effective communication through social media, community engagement, strategic partnerships, innovative campaign design, and contextual customization. These approaches have significantly contributed to increasing awareness and fostering sustainable behaviors among students and community members. The study also highlights factors that influence success, including strong leadership, resource mobilization, and institutional support. The results underscore the importance of collaborative efforts and creative outreach methods in achieving sustainable development goals at the grassroots level. Based on the insights gathered, the study recommends strengthening collaborations, enhancing digital outreach, adopting context-specific strategies, and providing capacity-building opportunities for student leaders to sustain and expand their impact. Ultimately, this research emphasizes the pivotal role that student organizations play in environmental and social advocacy, serving as catalysts for positive change within educational institutions and their communities.
Student organizations, sustainability, awareness campaigns, and community engagement
INFLUENCE OF INSECURITY ON PUBLIC SECONDARY SCHOOLS ADMINISTRATION IN ENUGU STATE
The study dwelt on influence of insecurity on public secondary school administration in Enugu State. The content scope of the study focused on internal and external insecurities as well as ways for curbing insecurities in school administration. Two specific purposes, two research questions and four hypotheses based on location guided this study. Descriptive survey research design was adopted to carry out this study in Enugu State. Population for the study consisted of 8,116 teachers in 295 public secondary schools in Enugu State. The sample size for this study 381 was determined using Taro Yamane formula while multistage sampling procedure comprising of proportionate, purposive and simple random sampling technique were adopted. Valid and reliable questionnaire was the instrument for data collection. Data was collected through direct distribution and collection of questionnaire with the help of three research assistants. Data collected were analyzed using mean, standard deviation and t-test. The analysis revealed that respondents agreed that internal insecurities (3.87) and external insecurity (3.30) influence the school administration in secondary schools and there was no significant difference in the mean responses of the respondents in rural and urban location. Nevertheless, respondents identified numerous ways of curbing internal (3.73) and external (3.35) insecurities in the administration of public secondary schools in Enugu State and there was no significant difference in the responses based on location. The study concluded that insecurity poses a significant challenge to school administration in Enugu State, Nigeria, affecting both internal and external factors in secondary schools. The findings of this study indicate that teachers uniformly acknowledge the negative impact of insecurity on their administrative functions, irrespective of whether they work in rural or urban settings. This consensus highlights the urgent need for collaborative and adaptive strategies to effectively address these challenges. Teachers have identified key approaches for curbing insecurities, underscoring their active role in safeguarding the educational environment. The shared responses of educators from varied contexts suggest that a broad-based, inclusive strategy could effectively mitigate insecurity. The study recommended that there is need to tailor security strategies to the unique challenges faced by rural and urban secondary schools, ensuring that all school stakeholders are involved in the conversation. As well as organize workshops and training sessions focusing on best practices in crisis management, conflict resolution, and risk assessment to equip teachers with the skills necessary to handle security threats among others.