This study examined adequacy of secondary education teachers' capacity building on safe school initiative in Katsina State. A sample size of 240 teachers was selected using multistage sampling techniques from all public secondary schools in the state. Descriptive survey design and structured questionnaire were adopted in collecting data on teachers’ participation, practice and adequacy of capacity building across state's three senatorial districts (SDs); Katsina North (KN), Katsina Central (KC), and Katsina South (KS). Frequency counts, percentages, means, Analysis of Variance (ANOVA) and multiple regression analysis were employed in data analysis. Findings revealed a relatively experienced teaching workforce with varied educational qualifications. Significant disparities in participation level were observed across districts, with KN and KC showing better engagement compared to KS. Practice levels varied, with strengths in students’ counseling and security collaboration, with weaknesses in intercultural competence and psychological first aid. ANOVA results indicated significant differences in practice and capacity building effectiveness across districts, with KS outperforming other SDs. Regression analysis identified participation in capacity building and practical application of learned skills as significant determinants of adequacy capacity building on safe school initiatives, while age and formal education were less influential.Though overall, adequacy of capacity building was low, significant disparities existed at SDs level with KS showing more positive perception than KN and KS. This highlights the need for equitable distribution of capacity building opportunities, targeted interventions in under performing districts.
{"title":"Adequacy of Rural Secondary Education Teachers’ Capacity Building on Safe School Measures in Katsina State, Nigeria","authors":"Okeke, O. C., I. O. T., Ibrahim, M.","doi":"10.52589/bjce-zaght9q5","DOIUrl":"https://doi.org/10.52589/bjce-zaght9q5","url":null,"abstract":"This study examined adequacy of secondary education teachers' capacity building on safe school initiative in Katsina State. A sample size of 240 teachers was selected using multistage sampling techniques from all public secondary schools in the state. Descriptive survey design and structured questionnaire were adopted in collecting data on teachers’ participation, practice and adequacy of capacity building across state's three senatorial districts (SDs); Katsina North (KN), Katsina Central (KC), and Katsina South (KS). Frequency counts, percentages, means, Analysis of Variance (ANOVA) and multiple regression analysis were employed in data analysis. Findings revealed a relatively experienced teaching workforce with varied educational qualifications. Significant disparities in participation level were observed across districts, with KN and KC showing better engagement compared to KS. Practice levels varied, with strengths in students’ counseling and security collaboration, with weaknesses in intercultural competence and psychological first aid. ANOVA results indicated significant differences in practice and capacity building effectiveness across districts, with KS outperforming other SDs. Regression analysis identified participation in capacity building and practical application of learned skills as significant determinants of adequacy capacity building on safe school initiatives, while age and formal education were less influential.Though overall, adequacy of capacity building was low, significant disparities existed at SDs level with KS showing more positive perception than KN and KS. This highlights the need for equitable distribution of capacity building opportunities, targeted interventions in under performing districts.","PeriodicalId":414127,"journal":{"name":"British Journal of Contemporary Education","volume":"41 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141919195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examined adequacy of secondary education teachers' capacity building on safe school initiative in Katsina State. A sample size of 240 teachers was selected using multistage sampling techniques from all public secondary schools in the state. Descriptive survey design and structured questionnaire were adopted in collecting data on teachers’ participation, practice and adequacy of capacity building across state's three senatorial districts (SDs); Katsina North (KN), Katsina Central (KC), and Katsina South (KS). Frequency counts, percentages, means, Analysis of Variance (ANOVA) and multiple regression analysis were employed in data analysis. Findings revealed a relatively experienced teaching workforce with varied educational qualifications. Significant disparities in participation level were observed across districts, with KN and KC showing better engagement compared to KS. Practice levels varied, with strengths in students’ counseling and security collaboration, with weaknesses in intercultural competence and psychological first aid. ANOVA results indicated significant differences in practice and capacity building effectiveness across districts, with KS outperforming other SDs. Regression analysis identified participation in capacity building and practical application of learned skills as significant determinants of adequacy capacity building on safe school initiatives, while age and formal education were less influential.Though overall, adequacy of capacity building was low, significant disparities existed at SDs level with KS showing more positive perception than KN and KS. This highlights the need for equitable distribution of capacity building opportunities, targeted interventions in under performing districts.
{"title":"Adequacy of Rural Secondary Education Teachers’ Capacity Building on Safe School Measures in Katsina State, Nigeria","authors":"Okeke, O. C., I. O. T., Ibrahim, M.","doi":"10.52589/bjce-zaght9q5","DOIUrl":"https://doi.org/10.52589/bjce-zaght9q5","url":null,"abstract":"This study examined adequacy of secondary education teachers' capacity building on safe school initiative in Katsina State. A sample size of 240 teachers was selected using multistage sampling techniques from all public secondary schools in the state. Descriptive survey design and structured questionnaire were adopted in collecting data on teachers’ participation, practice and adequacy of capacity building across state's three senatorial districts (SDs); Katsina North (KN), Katsina Central (KC), and Katsina South (KS). Frequency counts, percentages, means, Analysis of Variance (ANOVA) and multiple regression analysis were employed in data analysis. Findings revealed a relatively experienced teaching workforce with varied educational qualifications. Significant disparities in participation level were observed across districts, with KN and KC showing better engagement compared to KS. Practice levels varied, with strengths in students’ counseling and security collaboration, with weaknesses in intercultural competence and psychological first aid. ANOVA results indicated significant differences in practice and capacity building effectiveness across districts, with KS outperforming other SDs. Regression analysis identified participation in capacity building and practical application of learned skills as significant determinants of adequacy capacity building on safe school initiatives, while age and formal education were less influential.Though overall, adequacy of capacity building was low, significant disparities existed at SDs level with KS showing more positive perception than KN and KS. This highlights the need for equitable distribution of capacity building opportunities, targeted interventions in under performing districts.","PeriodicalId":414127,"journal":{"name":"British Journal of Contemporary Education","volume":"11 31","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141919660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The development of technology that altered how people carry out daily duties and find solutions to their problems informed this study, ‘’aapplication of modern instructional technologies by business education lecturers for teaching accounting courses in tertiary institutions in Rivers state.” One specific objective, research question and two null hypotheses guided the study. Descriptive survey research design was adopted. From the population of 99 lecturers, census survey sampling technique was adopted. A five-point response options questionnaire was used for data collection, and it was validated by three experts. The reliability of the instrument was established using Cronbach’s alpha which yielded alpha coefficient of 0.88. Mean was used to answer the research question, while one-way analysis of variance (ANOVA) and t-test were used to test the null hypotheses at 0.05 level of significance. Finding of the study shows that the application of multimedia technologies by business education lecturers for teaching accounting courses was at a very low extend. This implies that learners may not be able to acquire the needed multimedia skills to gain decent works and that the high rate of unemployment may continue. Among other things, it was recommended that accounting lecturers should embarked on personal short and long times certificates programme in the utilization of multimedia technologies to enable them acquire the needed skills in using multimedia technologies in teaching accounting courses.
{"title":"Application of Modern Instructional Technologies by Business Education Lecturers for Teaching Accounting Courses in Tertiary Institutions in Rivers State","authors":"Ukata P. F., Agburuga V.","doi":"10.52589/bjce-nwc6sqsf","DOIUrl":"https://doi.org/10.52589/bjce-nwc6sqsf","url":null,"abstract":"The development of technology that altered how people carry out daily duties and find solutions to their problems informed this study, ‘’aapplication of modern instructional technologies by business education lecturers for teaching accounting courses in tertiary institutions in Rivers state.” One specific objective, research question and two null hypotheses guided the study. Descriptive survey research design was adopted. From the population of 99 lecturers, census survey sampling technique was adopted. A five-point response options questionnaire was used for data collection, and it was validated by three experts. The reliability of the instrument was established using Cronbach’s alpha which yielded alpha coefficient of 0.88. Mean was used to answer the research question, while one-way analysis of variance (ANOVA) and t-test were used to test the null hypotheses at 0.05 level of significance. Finding of the study shows that the application of multimedia technologies by business education lecturers for teaching accounting courses was at a very low extend. This implies that learners may not be able to acquire the needed multimedia skills to gain decent works and that the high rate of unemployment may continue. Among other things, it was recommended that accounting lecturers should embarked on personal short and long times certificates programme in the utilization of multimedia technologies to enable them acquire the needed skills in using multimedia technologies in teaching accounting courses.","PeriodicalId":414127,"journal":{"name":"British Journal of Contemporary Education","volume":"46 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141343860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ethnic and religious disputes present Nigeria with more internal concerns than external ones at the moment. Socioeconomic, political, and governance deficiencies are frequently cited in the research on religious violence in Nigeria as the primary drivers of this violence. Insecurity and religious violence in Nigeria are examined in this paper. Assassinations, ritual killings, armed robberies, kidnappings, tribalism, avarice, corruption, ethno-religious violence, banditry, and insurgency are just a few of the security concerns the nation currently faces. The technique relies solely on textual sources, which include books, journals, records, monographs, manuscripts, and magazines. The paper's major argument is that, when combined with other circumstances, religious violence has raised the sense of insecurity in the nation. As a result, there have been losses in human life and property, an increase in armed conflict, fear and instability across the nation, and the need for more security personnel. The study suggests, among other things, electronic surveillance of the nation's borders to prevent the smuggling of illegal weapons into the country, correct religious teaching, de-radicalization of religious violence, and more. Such actions are thought to aid in halting the nation's unsightly tide of insecurity. In addition to ensuring the peaceful coexistence of Christians, Muslims, Traditionalists, and adherents of other faiths, this would also contribute to Nigeria's restoration of peace, security, progress, and prosperity.
{"title":"Religious Violence and Insecurity in Nigeria","authors":"Effiom V. N., Unimna F. A., Ele B. G.","doi":"10.52589/bjce-9xnknjxr","DOIUrl":"https://doi.org/10.52589/bjce-9xnknjxr","url":null,"abstract":"Ethnic and religious disputes present Nigeria with more internal concerns than external ones at the moment. Socioeconomic, political, and governance deficiencies are frequently cited in the research on religious violence in Nigeria as the primary drivers of this violence. Insecurity and religious violence in Nigeria are examined in this paper. Assassinations, ritual killings, armed robberies, kidnappings, tribalism, avarice, corruption, ethno-religious violence, banditry, and insurgency are just a few of the security concerns the nation currently faces. The technique relies solely on textual sources, which include books, journals, records, monographs, manuscripts, and magazines. The paper's major argument is that, when combined with other circumstances, religious violence has raised the sense of insecurity in the nation. As a result, there have been losses in human life and property, an increase in armed conflict, fear and instability across the nation, and the need for more security personnel. The study suggests, among other things, electronic surveillance of the nation's borders to prevent the smuggling of illegal weapons into the country, correct religious teaching, de-radicalization of religious violence, and more. Such actions are thought to aid in halting the nation's unsightly tide of insecurity. In addition to ensuring the peaceful coexistence of Christians, Muslims, Traditionalists, and adherents of other faiths, this would also contribute to Nigeria's restoration of peace, security, progress, and prosperity.","PeriodicalId":414127,"journal":{"name":"British Journal of Contemporary Education","volume":"56 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141349395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Quality technical and vocational education and training (TVET) is undoubtedly the fulcrum for national technological growth and development. It empowers individuals to be skillful, creative, employable and become responsible citizens. Accreditation has been regarded as an effective quality assurance instrument to assess quality of education including TVET globally. Accreditation ensures that institutions or programmes offered to the public have met the minimum prescribed standards and complied with the agreed minimum requirements. This paper examines the evolution of accreditation schemes especially among TVET institutions in Nigeria. The new development introduced into accreditation by NBTE over time and strategies that should be deployed to make accreditation a significant contributor to national development are examined in this study.
{"title":"Evolution of Accreditation Scheme in the Nigerian Technical and Vocational Education and Training Institutions and Strategies for Developing the Scheme","authors":"Oladipupo O. B., Halilu A., Ogugua E. O.","doi":"10.52589/bjce-hyjulssw","DOIUrl":"https://doi.org/10.52589/bjce-hyjulssw","url":null,"abstract":"Quality technical and vocational education and training (TVET) is undoubtedly the fulcrum for national technological growth and development. It empowers individuals to be skillful, creative, employable and become responsible citizens. Accreditation has been regarded as an effective quality assurance instrument to assess quality of education including TVET globally. Accreditation ensures that institutions or programmes offered to the public have met the minimum prescribed standards and complied with the agreed minimum requirements. This paper examines the evolution of accreditation schemes especially among TVET institutions in Nigeria. The new development introduced into accreditation by NBTE over time and strategies that should be deployed to make accreditation a significant contributor to national development are examined in this study.","PeriodicalId":414127,"journal":{"name":"British Journal of Contemporary Education","volume":"10 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140666270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The interplay of politics and education cannot be over emphasized, it is drawn from the development of human beings in the society. Various societies developed from the ancient era where people subject themselves to authorities for leadership and control. Based on the permissibility of the authorities, the agents of societal development as economic, cultural, social, and political are influenced directly or indirectly by the authorities. Based on these axioms, this paper is anchored on management of secondary school education and politics in Nigeria: its implication in a changing world. The interplay of these two variables were considered from various diversities of educational finance, curriculum design, educational development, student’s evaluation and teachers union. This paper however, suggested that appointment of educational leadership should be based on merit, policies should be made in line with the needs of the society. Student teaching and learning should be directed to the needs of the society and economy. Curriculum development should be designed to focus on the overall aims and objectives of Nigeria's education system to meet with other societies of the world no matter who is involved. Teachers’ unions should be allowed to function independently without political interference to strengthen the union and pursue its objectives vigorously. Finally, education in Nigeria should be adequately financed to effectively and efficiently meet contemporary societal demands in a changing world.
{"title":"Management of Secondary School Education and Politics in Nigerian: Its Implications in a Changing World","authors":"Nwanguma T. K., Destiny D.","doi":"10.52589/bjce-f0hvcaax","DOIUrl":"https://doi.org/10.52589/bjce-f0hvcaax","url":null,"abstract":"The interplay of politics and education cannot be over emphasized, it is drawn from the development of human beings in the society. Various societies developed from the ancient era where people subject themselves to authorities for leadership and control. Based on the permissibility of the authorities, the agents of societal development as economic, cultural, social, and political are influenced directly or indirectly by the authorities. Based on these axioms, this paper is anchored on management of secondary school education and politics in Nigeria: its implication in a changing world. The interplay of these two variables were considered from various diversities of educational finance, curriculum design, educational development, student’s evaluation and teachers union. This paper however, suggested that appointment of educational leadership should be based on merit, policies should be made in line with the needs of the society. Student teaching and learning should be directed to the needs of the society and economy. Curriculum development should be designed to focus on the overall aims and objectives of Nigeria's education system to meet with other societies of the world no matter who is involved. Teachers’ unions should be allowed to function independently without political interference to strengthen the union and pursue its objectives vigorously. Finally, education in Nigeria should be adequately financed to effectively and efficiently meet contemporary societal demands in a changing world.","PeriodicalId":414127,"journal":{"name":"British Journal of Contemporary Education","volume":"8 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140673916","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study investigated the management of higher education records and record keeping for sustainable quality delivery in Rivers State, Nigeria. The study discussed records and records keeping in educational institutions especially, higher education. The article enumerated the purposes or importance of record management in higher institutions; some related literature were reviewed accordingly, theoretical framework was looked into and the study was achieved on record continuum theory by Funke Upward in 1990. The study highlighted some qualities of a good educational record keeping. The study found that good records management contributes significantly to administrators’ work performance and institutional performance in conclusion records keeping in tertiary institutions improves management performance to a very high extent. It was recommended among others that training programmes in the form of workshops, seminars, conferences be provided for administrative staff with regard to good records management in higher education. It is therefore a known fact that when records are well managed, utilized adequately and appropriately in higher institutions execution of management functions are likely to be easy, effective and sustainable.
{"title":"Management of Higher Education Records and Record Keeping for Sustainable Quality Delivery in Captain Elechi Amadi Polytechnic, Rumuola, Rivers State, Nigeria","authors":"Gladys Ejimole Aleru","doi":"10.52589/bjce-qvejs7rl","DOIUrl":"https://doi.org/10.52589/bjce-qvejs7rl","url":null,"abstract":"The study investigated the management of higher education records and record keeping for sustainable quality delivery in Rivers State, Nigeria. The study discussed records and records keeping in educational institutions especially, higher education. The article enumerated the purposes or importance of record management in higher institutions; some related literature were reviewed accordingly, theoretical framework was looked into and the study was achieved on record continuum theory by Funke Upward in 1990. The study highlighted some qualities of a good educational record keeping. The study found that good records management contributes significantly to administrators’ work performance and institutional performance in conclusion records keeping in tertiary institutions improves management performance to a very high extent. It was recommended among others that training programmes in the form of workshops, seminars, conferences be provided for administrative staff with regard to good records management in higher education. It is therefore a known fact that when records are well managed, utilized adequately and appropriately in higher institutions execution of management functions are likely to be easy, effective and sustainable.","PeriodicalId":414127,"journal":{"name":"British Journal of Contemporary Education","volume":"39 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139389775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Universal financial and social systems have radically transformed the essence of social commerce in addition to the commission of higher education. Executive pedagogical initiatives, comparatively cultural fabrics and garments, are eventually accountable for assembling students to be production-primed and, consequently, divergent syllabi have been established to direct this contemporary demand of the production (Abbaspour & Zare, 2023). Specifically, social observational education has been depicted to be effective at student education; foreign observation education has become renowned in the social learning composition. While greatly prior social research has enrapt on the procedures and results of contemporary syllabus, the social research probed students bulletins from a short-term social inquiry on-deck syllabus to represent how students comprehend, theorize, re-cogitate on and inquire with contemporary social observations downward a pedagogical social education theory structure (Csok, 2022). However, eight social threads appeared; two from each of the four social education modes. The findings are deliberated and the social research is analyzed with presentations, ramifications and future social research chances.
{"title":"Sociology and Contemporary Education Social Observation in Cultural Fabric and Garment Oversight in Makeni, Bombali District, Northern Sierra Leone","authors":"Mohamed Bangura","doi":"10.52589/bjce-8znohcmt","DOIUrl":"https://doi.org/10.52589/bjce-8znohcmt","url":null,"abstract":"Universal financial and social systems have radically transformed the essence of social commerce in addition to the commission of higher education. Executive pedagogical initiatives, comparatively cultural fabrics and garments, are eventually accountable for assembling students to be production-primed and, consequently, divergent syllabi have been established to direct this contemporary demand of the production (Abbaspour & Zare, 2023). Specifically, social observational education has been depicted to be effective at student education; foreign observation education has become renowned in the social learning composition. While greatly prior social research has enrapt on the procedures and results of contemporary syllabus, the social research probed students bulletins from a short-term social inquiry on-deck syllabus to represent how students comprehend, theorize, re-cogitate on and inquire with contemporary social observations downward a pedagogical social education theory structure (Csok, 2022). However, eight social threads appeared; two from each of the four social education modes. The findings are deliberated and the social research is analyzed with presentations, ramifications and future social research chances.","PeriodicalId":414127,"journal":{"name":"British Journal of Contemporary Education","volume":"215 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139010078","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper x-rayed lecturers’ workload and productivity in universities in Rivers State. Lecturers’ productivity can be said to be useful results gotten from efforts made by the lecturers to attain educational goals in the university setting. Four research questions and four corresponding null hypotheses guided the study. The theory that guided the study was Multiple Resource Theory by Christopher Wickens in (1984). The study adopted the descriptive research design. The population of this study was drawn from the three public universities located in Rivers State. There are 2,849 lecturers from the three public universities in Rivers State. The sample size for this study was 852 respondents, which will be drawn from the 3 public universities in Rivers State. To achieve this, a proportionate stratified sampling technique was used to select 367 lecturers from the University of Port Harcourt, 243 from Rivers State University, and 262 lecturers from Ignatius Ajuru University of Education. Lecturers' workload and productivity in universities questionnaire was used for data collection (LWPUQ). This instrument was face validated by experts, and the overall internal consistency reliability co-efficient index obtained through the Cronbach Alpha method was 0.83. The researcher and two research assistants collected data through the direct delivery method. Means, standard deviation, and rank order were used to answer the four research questions, while Z-test was used to test the hypotheses at a 0.05 level of significance. The findings of this study indicated to a great extent that supervision of a large number of undergraduate projects and postgraduate theses influence lecturers’ productivity in universities in Rivers State. The study, therefore, among others, recommended that the management of universities in River State should delegate some administrative duties carried out by lecturers to non-academic staff to enable them to concentrate more on teaching and research.
{"title":"Lecturers’ Workload and Productivity in Public Universities in Rivers State","authors":"Stanley Elsie Anariochi","doi":"10.52589/bjce-1n8xnnkx","DOIUrl":"https://doi.org/10.52589/bjce-1n8xnnkx","url":null,"abstract":"This paper x-rayed lecturers’ workload and productivity in universities in Rivers State. Lecturers’ productivity can be said to be useful results gotten from efforts made by the lecturers to attain educational goals in the university setting. Four research questions and four corresponding null hypotheses guided the study. The theory that guided the study was Multiple Resource Theory by Christopher Wickens in (1984). The study adopted the descriptive research design. The population of this study was drawn from the three public universities located in Rivers State. There are 2,849 lecturers from the three public universities in Rivers State. The sample size for this study was 852 respondents, which will be drawn from the 3 public universities in Rivers State. To achieve this, a proportionate stratified sampling technique was used to select 367 lecturers from the University of Port Harcourt, 243 from Rivers State University, and 262 lecturers from Ignatius Ajuru University of Education. Lecturers' workload and productivity in universities questionnaire was used for data collection (LWPUQ). This instrument was face validated by experts, and the overall internal consistency reliability co-efficient index obtained through the Cronbach Alpha method was 0.83. The researcher and two research assistants collected data through the direct delivery method. Means, standard deviation, and rank order were used to answer the four research questions, while Z-test was used to test the hypotheses at a 0.05 level of significance. The findings of this study indicated to a great extent that supervision of a large number of undergraduate projects and postgraduate theses influence lecturers’ productivity in universities in Rivers State. The study, therefore, among others, recommended that the management of universities in River State should delegate some administrative duties carried out by lecturers to non-academic staff to enable them to concentrate more on teaching and research.","PeriodicalId":414127,"journal":{"name":"British Journal of Contemporary Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123702744","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examined reengineering supervisory practices for effective goal attainment in public senior secondary schools in Rivers State. The study was guided by three research questions. The research design employed in this study was a descriptive research design. The population of the study comprised all supervisors in the ministry of education and the Rivers State senior secondary school board. The total population of supervisors in the Ministry of Education is one hundred and ninety-one (191), and supervisors in the Rivers State Senior Secondary Schools Board are one hundred and thirty-one (131). Hence, the population for this study is three hundred and twenty-two (322). The sample of the study is composed of three hundred and twenty-two (322) supervisors in the Rivers State Ministry of Education and the Rivers Senior Secondary Schools Board. The census sampling technique was adopted. This technique is considered most appropriate because the population of the study is quite small and can be managed. However, out of 322 copies of the instrument distributed, 280 were correctly filled and returned, which represented an 87% return rate of the instrument distributed and used for data analysis. The instrument that was used for data collection was a self-constructed questionnaire titled Reengineering Supervisory Practices for Effective Goal Attainment Questionnaire (RSPEGAQ). Reliability for the study was determined using the Cronbach alpha coefficient statistics. The reliable index yielded a result of 0.892, which showed that the instrument was reliable and was adopted for the study. Mean and Standard Deviation Statistics were used to answer the research questions. Through the implementation of supportive supervision models that foster a culture of self-reflection, public schools can witness notable enhancements in the achievement of objectives, professional development, collaboration, accountability, and instructional leadership. The study recommends, among other things, that a systematic approach be implemented, involving administrators, teachers, and other relevant stakeholders, in order to establish goals. This approach should prioritise open communication and shared decision-making to ensure that these goals are in line with the school's vision and long-term objectives.
{"title":"Reengineering Supervisory Practices for Effective Goal Attainment in Public Senior Secondary Schools in Rivers State","authors":"Nwuke T.J., Soli R.","doi":"10.52589/bjce-pioambyd","DOIUrl":"https://doi.org/10.52589/bjce-pioambyd","url":null,"abstract":"This study examined reengineering supervisory practices for effective goal attainment in public senior secondary schools in Rivers State. The study was guided by three research questions. The research design employed in this study was a descriptive research design. The population of the study comprised all supervisors in the ministry of education and the Rivers State senior secondary school board. The total population of supervisors in the Ministry of Education is one hundred and ninety-one (191), and supervisors in the Rivers State Senior Secondary Schools Board are one hundred and thirty-one (131). Hence, the population for this study is three hundred and twenty-two (322). The sample of the study is composed of three hundred and twenty-two (322) supervisors in the Rivers State Ministry of Education and the Rivers Senior Secondary Schools Board. The census sampling technique was adopted. This technique is considered most appropriate because the population of the study is quite small and can be managed. However, out of 322 copies of the instrument distributed, 280 were correctly filled and returned, which represented an 87% return rate of the instrument distributed and used for data analysis. The instrument that was used for data collection was a self-constructed questionnaire titled Reengineering Supervisory Practices for Effective Goal Attainment Questionnaire (RSPEGAQ). Reliability for the study was determined using the Cronbach alpha coefficient statistics. The reliable index yielded a result of 0.892, which showed that the instrument was reliable and was adopted for the study. Mean and Standard Deviation Statistics were used to answer the research questions. Through the implementation of supportive supervision models that foster a culture of self-reflection, public schools can witness notable enhancements in the achievement of objectives, professional development, collaboration, accountability, and instructional leadership. The study recommends, among other things, that a systematic approach be implemented, involving administrators, teachers, and other relevant stakeholders, in order to establish goals. This approach should prioritise open communication and shared decision-making to ensure that these goals are in line with the school's vision and long-term objectives.","PeriodicalId":414127,"journal":{"name":"British Journal of Contemporary Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126694355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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