Int'l Academic Research Journals of Education and Digital inclusion
PRINCIPALS’ FINANCIAL MANAGEMENT PRACTICES FOR EFFECTIVE SECONDARY SCHOOL ADMINISTRATION IN ANAMBRA STATE
This study examined principals’ financial management practices for effective administration of secondary schools in Anambra State. Two specific purposes and two research questions guided the study. Two null hypotheses were tested at 0.05 level of significance. A descriptive survey research design was adopted for the study. The population of the study comprised all the 534 respondents (267 principals and 267 bursars) in Public secondary schools in Anambra State. Census sampling technique was adopted for the study. A questionnaire structured by the researchers and titled “Financial Management Practices of Principals for Effective School Administration Questionnaire” (FMPPESAQ) was used for data collection. The instrument was face validated by three experts. Two experts from the Department of Educational Management and Policy and one expert from the Department of Educational Foundation (Measurement and Evaluation) all in the Faculty of Education, Nnamdi Azikiwe University. Internal consistency co-efficient for two clusters of the FMPPESAQ were 0.89 and 0.76 obtained using Cronbach’s Alpha method. Data were analyzed using mean and t-test. The findings of the study revealed that principals adopted all the budgetary control and inventory management practices for effective secondary school administration in Anambra State. Based on the findings, the study recommended among others that the Government of Anambra State and educational authorities, particularly the State Post Primary School Service Commission (PPSSC), should organize regular workshops, seminars, and in-service training programmes on modern financial management practices.
financial management, financial management practices, school administration, effective school administration.
Copyright (c) 2026 Int'l Academic Research Journals of Education and Digital inclusion https://creativecommons.org/licenses/by-nc-nd/4.0
APPLICATION OF ARTIFICIAL INTELLIGENCE (AI)ANDBUSINESS EDUCATION UNDERGRADUATES’ ACQUISITION OF COGNITIVE INNOVATIVE SKILLS FOR SELF-SUSTENANCE IN ANAMBRA STATE
This study investigated the application of AI andbusiness education undergraduates’ acquisition of cognitive innovation skills for self-sustenance in Anambra State. Two research questions and two null hypotheses guided the study. The study adopted a descriptive survey research design. The population of the study comprised 112 business educators in public tertiary institutions offering business education programme in the State.Structured questionnaire containing 18 items, and faced validated by three experts in Business Education and Measurement and Evaluation was used for data collection. The reliability of the instrument calculated using Cronbach alpha formula yielded correlation coefficients of .85 and .77 for clusters B1 to B2 respectively with an overall index of.81. Mean, standard deviation and t-test were used for data collection. Findings revealed that business educators lowly apply AI in instructional delivery to enhance undergraduates’ acquisition of information literacy and analytical thinking skills for self-sustenance in Anambra State. It was also revealed that years of experience was not a significant factor on respondents’mean ratings on level of application of AI in enhancing undergraduates’ of the two skills covered. The researcher concluded that the potential of AI to enhance undergraduates’ acquisition of information literacy and analytical thinking skills for self-sustenance is yet to be fully realized. It was recommended that tertiary institutions in Anambra State should organize continuous professional development programmes and hands-on workshops to build business educators’ competence and confidence in integrating AI tools into instructional delivery. Theseprogrammes should focus on practical applications of AI for developing students’ information literacy and analytical thinking skills required for self-sustenance in the digital economy.
Application, Artificial Intelligence (AI), Business Education, Cognitive Innovative Skills, Self-sustenance
INFLUENCE OF PRINCIPALS’ RESOURCE MANAGEMENT SKILLS ON TEACHERS’ JOB SATISFACTION IN SECONDARY SCHOOLS IN ENUGU STATE
The study was carried out to investigate the influence of principals’ resource management skills on teachers’ job satisfaction in secondary schools in Enugu State. The researcher adopted descriptive survey research design for this study. The research was conducted in Enugu State, one of the 36 states that make up Nigeria. The population of the study is 9,114 respondents, which consisted of 298 principals and 8,816 teachers from the 298 secondary schools located in Enugu State. The sample size for this study was 1,180 respondents, which consisted of 298 principals and 882 teachers. The instrument for data collection was a structured questionnaire developed by the researcher. The research instrument underwent a thorough face validation process conducted by three experts in the field. To evaluate the internal consistency of the instrument, the researcher employed the Cronbach alpha reliability method. The results of this analysis produced reliability coefficients of 0.82, 0.79, these values contributed to an overall reliability index of 0.80, indicating that the instrument is sufficiently reliable for research purposes. The research questions were answered using mean and standard deviation. The findings from the study showed that; Principals’ human resource management influences teachers’ job satisfaction when principals’ ensure transparency in the teacher participation in conferences, Principals’ physical resource management influences teachers’ job satisfaction when principals’ ensure the availability of basic utilities (water, electricity) in the school. It was recommended among others that; The Ministry of Education should organize regular capacity-building workshops for principals on effective human resource management. This will help improve staff relations, motivation, and job satisfaction among teachers.
Copyright (c) 2026 Copyright (c) Int'l Academic Research Journals of Education and Digital inclusion https://creativecommons.org/licenses/by-nc-nd/4.0
BANKING SECTOR FINANCING AND AGRICULTURAL SECTOR OUTPUT IN NIGERIA
Credit from the banking sector is essential for agricultural output since it allows for investment, innovation, and efficient operation, all of which are necessary for high agricultural output. The main objective of the study is to examine banking sector financing and agricultural sector output in Nigeria. Specifically, the study examined the effect of bank loans and advances, lending rate, loans guaranteed under the ACGSF and the interaction between the repayment compliance rate of ACGSF on agricultural sector output in Nigeria. The study employed ex-post factor research design. The secondary data was analyzed using Augmented Dicker Fuller Text for Unit Root and The Ordinary Least Square analysis. The findings of the study revealed that there is no significant positive effect of bank loans and advances on agricultural output in Nigeria. There is no significant positive effect of lending rate on agricultural output in Nigeria. There is significant positive effect of the value of loans guaranteed under the ACGSF on agricultural sector output. There is significant positive interaction between the repayment compliance rate of ACGSF and agricultural sector output in Nigeria. It is therefore recommended that low-interest rates should be maintained to increase access to bank loans for agricultural output.
Banking Sector Financing, Agricultural Sector Output, Nigeria
STRATEGIC PLANNING IN SCHOOL ADMINISTRATION AS A CORRELATE TO SUSTAINABLE GROWTH AND EXCELLENCE IN SECONDARY SCHOOLS IN AWKA SOUTH LOCAL GOV NIGERIAN EDUCATION
Strategic planning has emerged as a vital instrument in school administration, particularly in contexts where educational systems face challenges of underfunding, policy inconsistency, and weak monitoring. This study investigated strategic planning as a correlate to sustainable growth and excellence in secondary schools in Awka South Local Government Area of Anambra State, Nigeria. The objectives were to determine the extent to which strategic planning practices—such as goal setting, quality assurance, innovation, and leadership development—contribute to sustainable growth and excellence in secondary education. A descriptive survey research design was adopted for the study. The population comprised principals and teachers in public secondary schools within Awka South, while a stratified random sampling technique was used to select respondents to ensure representation across urban and rural schools. Data were collected using a structured questionnaire developed by the researcher, titled Strategic Planning and School Excellence Questionnaire (SPSEQ). The instrument was validated by experts in educational management and policy studies, and its reliability was established using Cronbach Alpha, yielding an overall coefficient above 0.70, indicating acceptable reliability. Data analysis involved both descriptive statistics (mean and standard deviation) to answer the research questions and inferential statistics (ANOVA and regression analysis) to test the hypotheses. Findings revealed that strategic planning significantly predicts academic performance, positively influences quality assurance practices, and enhances innovation and leadership development in secondary schools. Results further indicated that schools with robust strategic planning frameworks demonstrated higher levels of resilience, resource optimization, and accountability, thereby achieving sustainable growth and excellence. The study concludes that strategic planning is not merely an administrative tool but a sustainability mechanism that ensures continuity, resilience, and competitiveness in Nigerian secondary education. It recommends that school administrators institutionalize strategic planning practices, align them with national education goals, and strengthen monitoring systems to foster sustainable growth and excellence.
Strategic planning, school administration, sustainable growth, excellence and secondary schools
GOVERNMENT EDUCATION POLICIES AND THE QUALITY OF SECONDARY SCHOOL EDUCATION IN ENUGU NORTH LOCAL GOVERNMENT AREA, ENUGU STATE
This study was carried out to investigate the influence of government education policies on the quality of secondary school education in Enugu North Local Government Area, Enugu State. The research design adopted for this study was a survey design. The study covers all the secondary school in Enugu North Local Government Area of Enugu State. The population of the study is made up of 13512 students. A sample size of 388 was determined by the use of formula of Yaro Yamen. The instrument was structured questionnaire. The instrument was validated by three experts. The correlation co-efficient obtained using the Cronbach Alpha method of estimating reliability. Mean statistics were used for data analysis. The findings from the study revealed that; Results of the findings shows that government education policies on the quality of human resources development have influence on secondary school education. Government education policies on the quality of infrastructural development have influence on secondary school education. It was recommended among others that; Government education policies should be implemented with seriousness in the area of monitoring in order to maintain quality of human resources development in Enugu State. Government education policies should pay more attention on quality of infrastructural development in order to improve the standard living of students and the society in general.
Government, Education Policies, Quality, Secondary School , and Education
ASSESSING ADULT LITERACY PROGRAMME IMPLEMENTATION FOR SUSTAINABLE MASS LITERACY IN SOUTHEAST NIGERIA.
Adult literacy programmes remain a cornerstone for achieving sustainable mass literacy in Nigeria, particularly in the Southeast region where illiteracy continues to affect rural dwellers, women, and economically disadvantaged groups. This study assessed the level of implementation of adult literacy programme contents designed to foster lifelong learning and empowerment. The programme contents examined included Basic English Language skills, Civic Education, HIV/AIDS prevention, Basic hygiene and nutrition, Entrepreneurship, and Basic technology. A descriptive survey design was employed, with a sample of 250 respondents drawn from teachers working in both rural and urban literacy centres. Data were collected using structured questionnaires and analyzed through simple percentages to determine the extent of content delivery across contexts. Findings revealed that Basic English Language skills were relatively well implemented, with 30.8% of rural and 39.2% of urban teachers reporting active teaching of reading, writing, and speaking. Civic Education was moderately implemented, with 27.2% of rural and 36.4% of urban teachers including topics such as peace-building, democracy, and good governance. HIV/AIDS prevention and Basic hygiene and nutrition were also taught by a fair proportion of teachers, reflecting awareness of health-related literacy needs. However, Entrepreneurship and Basic technology contents were poorly implemented, with low agreement rates and significant levels of disagreement among respondents, indicating neglect of transformative skills essential for socio-economic empowerment. The study concludes that while foundational literacy and civic education are being delivered, adult literacy programmes in Southeast Nigeria must broaden their scope to include vocational and technological skills. Such expansion is critical for equipping learners with practical competencies that enhance employability, reduce poverty, and promote sustainable development. Strengthening programme implementation will not only foster mass literacy but also uphold human dignity and advance inclusive growth in the region.
Adult literacy, Programme implementation, Transformational Learning Theory, Sustainable, and Mass literacy
TEACHERS’ WELFARE PACKAGES AS CORRELATES OF TEACHERS’ TASK PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE
The study examined teachers’ welfare packages as correlates of teachers’ task performance 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 of the study consists of 8,187 teachers in 267 public secondary schools in the six education zones in Anambra State. The sample of 819 teachers was used for the study. Multistage sampling procedures comprising proportionate stratified and simple random sampling techniques were used for the study. Teachers’ Welfare Packages Questionnaire (TWPQ) and Teachers’ Task Performance Questionnaire (TTPQ) were the instruments for data collection. The instruments were subjected to face and construct validation. Face validation was done by three experts. The reliability of the instrument was done using Cronbach Alpha method and the average coefficient values were established at 0.84 for TWPQ and 0.87 for TTPQ. The findings revealed that there is moderate positive and significant relationship between annual leave allowance and teachers’ task performance while staff remuneration has a high positive and significant relationship with teachers’ task performance in public secondary schools in Anambra State. The study concluded that teachers’ welfare packages are positively and significantly correlated to teachers’ task performance in public secondary schools in Anambra State. Based on the findings, the study recommended that the State government through Post Primary Schools Service Commission should review the current teachers’ remuneration and make it more attractive in order to motivate teachers, thereby directly enhancing their effectiveness and improving their task performance in public secondary schools in Anambra State.
Staff Development Packages, Teachers’ Qualifications, Teachers’ Task Performance, Staff Remuneration Package, Annual Leave Allowance
IMPACT OF DATA ANALYTICS ADOPTION ON RESOURCE ALLOCATION AND OPERATIONAL EFFICIENCY IN TERTIARY INSTITUTIONS IN ENUGU STATE, NIGERIA
This study was carried out to investigate the Impact of Data Analytics Adoption on Resource Allocation and Operational Efficiency in Tertiary Institutions in Enugu State, Nigeria. The design of this study is a descriptive survey design. The research is carried out in five universities in Enugu State. The population of the study comprised 5,201 academic staff in the five universities in Enugu State, Nigeria while the sample size was 202 academic staff (Heads of Departments-HODs, lecturers and librarians) selected from two universities using multi-stage sampling technique. Simple random sampling technique was used to select two out of the five universities Enugu State. Purposive sampling technique was used in selecting four faculties and eight departments which offered same programmes. The simple random technique of cap and draw was used in selecting academic staff from the two universities used for the study. Data were generated with questionnaire. The data were analysed in tables using mean wherein nominal value was assigned to scaling items. The findings from the study revealed that; Data analytics helps administrators analyze institutional financial data to make informed budgeting decisions and the use of data analytics has enhanced decision-making efficiency among administrators in the institution. It was recommend among others that; Tertiary institutions should prioritize the provision of modern ICT infrastructure, including reliable internet connectivity, data management systems, and analytics software, to support effective data analytics implementation.
Data, Analytics, Adoption, Resource, Allocation and Operational Efficiency
WORK ENVIRONMENT AS CORRELATE OF TEACHERS’ COMMITMENT TO WORK IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE
The study examined work environment as correlate of teachers’ commitment to work 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 5,133 teachers in 266 public secondary schools in six Education Zones in Anambra State. A sample of 513 teachers was drawn using proportionate stratified and simple random sampling techniques. The instruments for data collection were a researchers-structured questionnaire titled: “Work Environment Questionnaire (WEQ), and Teachers’ Commitment to Work Questionnaire (TCWQ)”. The face and construct validity of the instruments were established by three experts; one from Measurement and Evaluation and two in Educational Management. The reliability of the instruments were determined using Cronbach Alpha Coefficient method which gave coefficient values of 0.85, 0.86, and 0.91 respectively. Pearson Product Moment Correlation Coefficient was used to analyze the data. The study revealed that social work environment (r = 0. 692; p < 0.000) and psychological work environment (r = 885; p < 0.000) positively and significantly relate to teachers’ commitment to work in public secondary schools in Anambra State. The study concluded that work environment positively and significantly relate to teachers’ commitment to work in public secondary schools in Anambra State. The study recommended that school administrators should continue to address specific elements within the psychological work environment, such as workload and recognition, to implement targeted strategies aimed at enhancing teachers' commitment in these schools.
Work Environment, Psychological Work Environment, Social Work Environment, Commitment to Work, Public Secondary Schools
TEACHERS SELF-LEADERSHIP AND PERCEIVED ORGANISATIONAL JUSTICE AS CORRELATES OF THEIR JOB PERFORMANCE IN SECONDARY SCHOOLS IN SOUTH EASTERN, NIGERIA.
The study investigated teachers’ self-leadership and perceived organizational justice as correlates of their job performance in Secondary Schools in South East, Nigeria. 0ne research question guided the study and one null hypothesis was tested at 0.05 level of significance. The study adopted correlational survey research design. The population of the study is comprised of all the 29,231 teachers in public secondary schools in South Eastern Nigeria. Out of the population a sample of 1,462 teachers were drawn by cluster sampling using proportionate stratified random sampling technique. The data for the study were collected using three different questionnaires developed by the researcher. The questionnaires include: Teachers’ Self-leadership Questionnaire (TSQ), Teachers’ Perceived Organizational Justice Questionnaire (TPOJQ) and Teachers’ Job Performance Questionnaire (TJPQ). The instruments were validated by three experts from faculty of education, Nnamdi Azikiwe University, Awka. Cronbach Alpha method of reliability was used to determine the reliability of the instruments which yielded reliability coefficient of .94, .92 and .76 respectively. The reliability indices were considered high enough thus, the instruments were deemed reliable. Data collection was done by the researcher with the help of nine research assistants. Regression analysis was used to answer the research question and the test of null hypothesis with P. value being used to take decision on the null hypothesis at 0.05 level of significance. The findings of the study revealed that: there is high positive correlation existing among teachers’ self-leadership, perceived organizational justice and teachers’ job performance in secondary schools in South East, Nigeria. Also, it was found that teachers’ self-leadership and perceived organizational justice significantly correlate their job performance in secondary schools in South East, Nigeria. Based on the findings of the study, it was recommended that: management of post primary school service authorities in the five eastern states of Nigeria should help in uphold or keep improving the tempo of teachers’ self-leadership through engaging their teachers in self-leadership training from time to time and also maintain the just and fair way of treating their teachers as perceived by the teachers since it has been revealed that teachers’ self-leadership and perceived organizational justice correlate teachers’ job performance in secondary schools in south east, Nigeria. Implication of the findings of the study was stated at the end.
Self-leadership, Organizational Justice, Correlates and Job Performance
EVIDENCE-BASED POLICY FRAMEWORK FOR STRATEGIC CALCULATOR INTEGRATION IN NIGERIAN SECONDARY MATHEMATICS
This study identifies and evaluates pedagogical and policy interventions to mitigate calculator dependency among secondary mathematics students in Nigeria. Building on research findings that demonstrate the negative impact of calculator abuse on teaching quality and student performance, this paper investigates teacher-endorsed measures for strategic calculator integration. Through questionnaire data from ten experienced mathematics teachers in Enugu South private secondary schools, we identify eight consensus-based interventions with strong agreement (overall mean = 3.53/4.00). Key recommendations include: delaying calculator introduction until senior secondary, developing whole-school calculator policies, restricting calculator use to specific topics, providing explicit student training on calculator functions, standardising calculator models within schools, and incorporating calculator education into the formal curriculum. Thematic analysis of teacher comments reveals three implementation principles: foundational mastery must precede technology integration, policy coherence across educational levels is essential, and teacher professional development on technology integration is urgently needed. We propose a tiered intervention framework that addresses policy, curriculum, and training dimensions simultaneously. This framework offers practical guidance for educational stakeholders seeking to transform calculators from cognitive crutches into strategic learning tools while preserving foundational mathematical competence in resource-constrained contexts.
calculator; integration; educational; interventions; pedagogical; policy; teacher; training; curriculum; design; strategic; technology; use; Nigeria; secondary; mathematics;
COMPROMISED PEDAGOGY: HOW CALCULATOR ABUSE UNDERMINES THE QUALITY OF MATHEMATICS INSTRUCTION IN NIGERIAN PRIVATE SECONDARY SCHOOLS
The indiscriminate use of scientific calculators in secondary mathematics classrooms threatens pedagogical quality and conceptual learning, yet teacher perspectives on this phenomenon remain underexamined in sub-Saharan African contexts. This study employed a mixed-methods approach to explore how experienced mathematics educators perceive calculator abuse and its impact on instructional quality in private secondary schools. Ten mathematics teachers (80% with 5+ years experience) from five selected schools in Enugu South, Nigeria, completed a validated Likert-scale questionnaire assessing seven dimensions of pedagogical quality reduction and participated in classroom observations. Findings revealed strong consensus (mean = 3.51/4.0, SD = 0.55) that calculator abuse significantly undermines teaching quality across multiple dimensions: preventing students from learning foundational skills (M = 3.20), failing to stimulate challenging mathematical thinking (M = 3.88), fostering unhealthy dependency (M = 3.16), promoting cognitive passivity and diminished critical thinking (M = 3.72), preventing conceptual mastery of core topics (M = 3.24), and creating obstacles for students who lack proficiency with the device (M = 3.53). Teachers emphasised that while calculators serve valid computational functions, they do not facilitate genuine mathematical learning without deliberate pedagogical integration. These findings align with Cognitive Load Theory and suggest that effective calculator integration requires threshold-based implementation—delaying introduction until junior secondary foundations are established, combined with explicit instruction on appropriate use contexts. The study contributes to limited African education literature on technology-pedagogy interfaces and provides an evidence base for curriculum policy in resource-constrained contexts.
Mathematics education, calculator abuse, pedagogical quality, teacher perceptions, Cognitive Load Theory, Nigeria, dependency, foundational skills
LEVERAGING EDUCATIONAL MANAGEMENT AND ARTIFICIAL INTELLIGENCE TO FOSTER SECURITY FOR SUSTAINABLE DEVELOPMENT IN PUBLIC UNIVERSITIES IN RIVERS STATE
The study investigated leveraging educational management and artificial intelligence to foster security for sustainable development in public universities in Rivers State. Three specific objectives and three research questions guided the study. The population of the study consisted of three thousand six hundred and twenty (3, 620) lecturers in the three public universities in Rivers State). Stratified random sampling technique was used to draw seven hundred and twenty-four (124) lecturers comprising of 68 male and 56 female lecturers. A structured questionnaire titled leveraging educational management and artificial intelligence to foster security for sustainable development questionnaire was used as instrument for data collection. 124 copies of the questionnaire were administered to the respondents, and all were retrieved and used for the study. Based on the results of question one of the study cyberattacks threats, examination malpractice, and academic fraud, lack of adequate security infrastructure some of the major security challenges faced by public universities in Rivers State in the digital age. Allocating sufficient budget for modern security infrastructure and personnel and enforcing strict disciplinary measures against criminal activities such as cultism, examination malpractice and harassment are some of the ways management contribute to improving security for sustainable development/ Also, Smart CCTV cameras, automated emergency alert systems and biometric access control systems are some of the key-driven technologies that can enhance security for sustainable development. Based on these findings the recommendations made include higher institutions should conduct regular security risk assessments to identify and address emerging threats, including cyberattacks, physical security breaches, and unauthorized access; institutional management should prioritize security in policymaking by integrating security considerations into their strategic planning and institutions should adopt AI-powered security tools, including facial recognition, AI-driven surveillance cameras, and predictive analytics, to enhance real-time threat detection and response.
Leveraging Educational Management, Artificial Intelligence, Foster Security, Sustainable Development
TEACHER RELATED VARIABLES ON STUDENTS’ ACADEMIC PERFORMANCE IN SENIOR SECONDARY SCHOOLS ENUGU SOUTH LOCAL GOVERNMENT AREA OF ENUGU STATE
This study focused on the Perceived Influence of Teacher Related Variables on Students’ Academic Performance in Senior Secondary Schools in Enugu South Local Government Area of Enugu State. Two specific purposes and two research questions guided the study. Related literature was reviewed which served as a guide to the research on what has already been studied by other researchers in the related areas of the study. Descriptive research design was adopted for the study. The population of the study comprised two hundred and six teachers in the selected senior secondary schools in Enugu South Local Government Area of Enugu State . The sample size for this study comprised two hundred and six senior secondary school teachers in Enugu South LGA of Enugu State. No sampling technique was used due to the manageable size of the population. The instrument for data collection was structured questionnaire tagged “Perceived Influence of Teachers Related Variables on Students’ Academic Performance Questionnaire (PITRVSPQ). The instrument was face validated by three experts, two from the Department of Educational Foundations and one expert from Measurement and Evaluation unit of Science Education, all of Enugu State University, Enugu South. The overall reliability coefficient of the instrument was 0.85. The internal consistency of each subscale of the instrument was computed separately. The data collected for the study were analyzed using mean(x) and standard deviation (SD) to answer the research questions while t-test was used to test the high hypotheses at 0.05 alpha level of significance. The findings of the study revealed that: teachers’ qualifications and teachers’ teaching experience influences secondary school students’ academic performance in Enugu South LGA Enugu State. Based on the findings the study recommended that: Secondary Education Board (SEB) should always recruit teachers based on subject qualifications for improvement in the area of subjects specialization and that Secondary Education Board (SEB) should always organize in-service training for teachers in order to enhance their teaching methods with the new trend in their field of study. Keyword: Teacher, Variables, Students, Qualification. Experience, Academic Performance, Secondary Schools
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FINANCIAL RESOURCES MANAGEMENT SKILLS REQUIRED BY SECONDARY SCHOOL PRINCIPALS IN ENUGUSTATE
This study focused on financial resources management skills required by secondary school principals in Enugu State. The study investigated the skills needs of secondary school principals in two specific areas namely budgeting process and auditing of school accounts,. Two corresponding research questions and null hypotheses were formulated to guide the study. Comprehensive related literature was reviewed not only to serve as a guide to the research but also to give insight into what has already been done by other researchers in the related areas of the study. A descriptive research design was adopted for the study. The population of the study consisted of two hundred and twenty-one (221) principals of secondary schools in EnuguState. The entire population was used in the study and as such there was no sampling. The researcher’s developed questionnaire tagged Financial Resources Management Skills Required by Secondary School Principals in EnuguState (FRMSRSSPQ) was used to elicit responses from the subjects. The instrument was validated by three experts, one expert from Science Education Department and two experts from Educational Foundations Department, EnuguState University, Abakaliki. The reliability of the instrument was determined using Cronbach Alpha technique which yielded a reliability coefficient of 0.78. Mean (x) and standard deviation (SD) were used to answer the research questions while t–test statistics was used to test the null hypotheses at 0.05 level of significance. The findings from the data analysis showed that principals of secondary schools highly needed skills in: budgeting process and auditing of school accounts. There was also no significant difference in the mean ratings of male and female principals on skills needs of principals in the two areas studied. Based on the findings of the study, the researcher recommended among others that the Enugu State government, under the State Ministry of Education, should regularly organize intensive workshops, seminars, and conferences on skills requirements of principals in financial resource management in secondary schools. Keywords: Financial, Management, Financial Management, Skills, Principals, Secondary school.
EXAMINING THE RELATIONSHIP BETWEEN HUMAN RESOURCE MANAGEMENT PRACTICES AND TEACHERS’ JOB PERFORMANCE IN SECONDARY SCHOOLS IN ANAMBRA STATE
This study focused on Examining the Relationship Between Human Resource Management Practices and Teachers’ Job Performance in Secondary Schools in Anambra State. Two specific purposes of the study corresponding with research questions were posed to guide the study. Correlational research design was utilized for the study. The sample of the study comprised 396 secondary school teachers in Anambra State. The instrument used for data collection was structured questionnaire on teachers assessment scale on human resource management practices and teachers job performance assessment scale which was developed by the researcher. The instrument was validated by three experts, two experts from the Department of Educational Management and Policy and one expert from Measure and Evaluation option of Science Education Department both in Nnamdi Azikiwe University Awka. The reliability coefficient yielded 0.88. Research questions and hypotheses were answered using linear regression. The study found among other things that; there is positive relationship between performance appraisal management practices and delegatory practices to teachers’ job performance in public secondary schools in Anambra State while the hypotheses revealed that there is a significant relationship between performance appraisal management practices and delegatory practices to teachers’ job performance in public secondary schools in Anambra State. Based on the findings, the study recommended that Principals should emulate various methods of appraisal/recruitment of qualified teachers to teach in their schools and that Government and Ministry of Education should give the principals of public secondary schools a free hand to operate in the management of personnel for better output through delegatory functions.
Human resource, management, practices, teachers, job performance, secondary schools
Copyright (c) 2020 Int'l Academic Research Journals of Education and Digital inclusion https://creativecommons.org/licenses/by-nc-nd/4.0
ENSURING QUALITY EDUCATION THROUGH QUALITY ASSURANCE MECHANISMS IN PUBLIC SECONDARY SCHOOLS IN EBONYI STATE
This study, investigated Quality Assurance Mechanisms for Quality Education in Public Secondary Schools in Ebonyi State. Two research questions and one null hypotheses guided the study. The population of the study comprised all the 221 principals and 5238 teachers totalling 5459 in 221 public secondary schools in Ebonyi State. The sample of the study comprised 117 principals and 468 teachers. The researchers developed a structured questionnaire titled ‘Quality Assurance Mechanisms for Quality Education (QAMQE)’ was used as instrument for data collection. Data collected were analyzed using mean (x) and standard deviation to answer the research questions and t-test statistic to test the hypothesis at 0.05 level of significance. The findings revealed that; adequate provision of infrastructural facilities, recruitment of quality teachers are necessary quality assurance mechanisms for quality education in public secondary schools in Ebonyi state and there was no significant difference between the mean ratings of the respondents (principals and teachers) on the quality assurance, mechanisms for quality education in public secondary schools. Based on the findings of the study, it was recommended among others that the state ministry of education and that school leaders should ensure that the mechanisms highlighted in this study are embraced and sustained to improves quality secondary school education in the state.
Quality, quality assurance, secondary education, infrastructural facilities and principals.
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
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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.
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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.