Int'l Academic Research Journals of Education and Digital inclusion
FROM DEPENDENCY TO STRATEGIC TOOL: DEVELOPING EFFECTIVE INTERVENTIONS TO CURB CALCULATOR ABUSE IN NIGERIAN SECONDARY MATHEMATICS EDUCATION
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;
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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
Copyright (c) 2026 Int'l Academic Research Journals of Education and Digital inclusion https://creativecommons.org/licenses/by-nc-nd/4.0
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
Copyright (c) 2021 Copyright (c) Int'l Academic Research Journals of Education and Digital inclusion https://creativecommons.org/licenses/by-nc-nd/4.0
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.
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
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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.