African Journal of Educational Management

LEADERSHIP TYPOLOGIES FOR SCHOOL MANAGERS

2026-05-22T17:19:35+00:00

This paper examined various leadership typologies—architect, philosopher, gardener, surgeon, and soldier—and their application to secondary school management, particularly in the context of human and financial resource management. By aligning these leadership styles with key managerial functions—planning, organizing, leading, and controlling—school managers can improve institutional performance and staff development. The architect leader excels in long-term vision and strategic planning, while philosopher leaders foster strong ethical cultures and trust within schools. Gardener leaders focus on nurturing talent and innovation, which is vital in dynamic educational environments, whereas surgeon leaders demonstrate effectiveness in handling crises and making decisive corrective actions. Soldier leaders, known for their discipline and efficiency, thrive in maintaining operational order in structured settings. Drawing on both empirical studies and examples from African educational leadership, the paper highlighted the critical role of context in determining the effectiveness of each leadership type. By aligning leadership approaches with appropriate managerial functions, school managers can enhance their leadership effectiveness, promote academic success, and create a supportive learning environment. The review concludes that adaptive leadership, informed by these typologies, is crucial in navigating the complexities of school administration and driving long-term educational success.

SCHOOL PHYSICAL FACILITIES AS CORRELATES OF TEACHER EFFECTIVENESS IN PUBLIC SECONDARY SCHOOLS IN OSUN STATE, NIGERIA

2026-05-22T17:24:05+00:00

This study focused on the physical facilities of schools and teacher effectiveness in public secondary schools in Osun State, Nigeria. Teacher effectiveness shapes learning outcomes through their instruction, engagement and classroom leadership. Despite the recognised importance of teacher effectiveness in achieving quality education, many schools face challenges that hinder optimal teacher performance, particularly in terms of inadequate infrastructure. Three research objectives, one research question was raised and two hypotheses were formulated to guide the study. The study employed the descriptive survey research design. The population for the study consisted of 3,228 public secondary school teachers, while the sample for this study was drawn using a multi-stage sampling procedure to select 300 respondents. The sampling procedure involved a four-stage process in which Osun State was purposively selected, ten (10) Local Governments were stratified and chosen from the thirty (30) Local Governments and one (1) Area Office, fifty (50) public senior secondary schools were randomly selected from the two hundred and thirty-four (234) schools within the chosen Local Governments, and finally, eight (8) teachers were randomly selected from each school to participate in the study. A self-structured questionnaire tagged “School Physical Facilities Questionnaire (SPFQ) with a reliability coefficient of 0.86. A simple percentage was used to answer the research question and Pearson Product-Moment Correlation was used to analyse hypotheses 1 & 2 at 0.05 level of significance. Findings revealed that there was a moderate level of teacher effectiveness in public secondary schools in Osun State. The result of hypothesis 1 revealed that there was a significant and positive relationship between adequacy of physical school facilities and teacher effectiveness (r = 0.744, p < 0.05) and also result of hypothesis 2 revealed that there was a significant and positive correlation between utilisation of school physical facilities and teacher effectiveness in Osun State public school (r = 0.96, p < 0.05). The study established that well-equipped classrooms, libraries, laboratories, and staff offices contributed significantly to teachers’ motivation, instructional competence, and classroom control. It was concluded that the provision and utilisation of school physical facilities are vital for enhancing teachers’ effectiveness and sustaining quality education in public secondary schools in Osun State. It was therefore recommended that the Osun State Government, in collaboration with non-governmental organisations and community stakeholders, should invest more in the provision, maintenance, and equitable distribution of school facilities. School administrators should also encourage effective utilisation of available resources and organise regular training to strengthen teachers’ instructional capacity.

EARLY CHILDHOOD IN-SERVICE TEACHERS’ KNOWLEDGE OF THE USE OF DIGITAL LEARNING TECHNOLOGY IN IBADAN METROPOLIS, OYO STATE, NIGERIA

2026-05-22T17:31:26+00:00

Digital technology has progressively become an important feature of the 21st century early childhood classroom instructional strategy. Sadly, most Nigerian teachers especially those teaching at the early childhood levels are not that digitally literate. This shows that early childhood teachers need the knowledge pertinent for the effective use of digital technology. It is against this background that this study explored early childhood teacher's knowledge of the use of digital technology in the classroom. The study adopted descriptive survey research design. The study covers ten (10) public schools and 10 private schools which were randomly selected from Ibadan North Local Government Area. From of each of the schools, Five (5) teachers were purposively selected as the primary teachers available. One (1) research instrument was used: Early childhood teacher’s knowledge of the use of digital learning technologies questionnaire. Data was analyzed using frequency count, percentage, mean, standard deviation. Findings revealed that teachers’ knowledge of the use of digital technology was high (Mean Average =3.43). Findings also shown that teachers are familiar and often use digital technology such as computer, laptop, learning management system (LMS), multimedia lessons to teach in the class. Struggling to adapt to modern and innovative (x? =2.66), smart board (x? =2.45), government policies (x? =3.16), Culture (x? =3.39), Insufficient funds (x? =3.58), self-efficacy and proficiency (x? =2.86), rapid changes in technology tools (x? =2.65), access to relevant technology tools (x? =2.61) were the challenges to the use of digital technology. Teacher’s knowledge of digital technology affected their usage of digital learning technologies in the classroom. It was recommended that teachers should continue to update their knowledge about the usage of various digital learning technologies. Also, school administrations should make provisions for effective use of digital learning technologies.

INFLUENCE OF PRINCIPAL SUPERVISION AND RESOURCE AVAILABILITY ON TEACHER PERFORMANCE IN OYO STATE SECONDARY SCHOOLS

2026-05-22T17:38:59+00:00

This study investigated the influence of principal supervision and resource availability on teacher performance in public secondary schools in Oyo State, Nigeria, using a quantitative correlational design. The sample comprised 150 principals, 750 teachers, and 1,500 Senior Secondary 2 students across nine educational zones. Data were collected via structured questionnaires with high reliability (Cronbach alpha: 0.79–0.85). Hypotheses were tested with multiple regression and ANOVA. Principal supervision significantly predicted teacher performance (? = 0.38, p < 0.01, R² = 0.24). Resource availability also emerged as a significant predictor (? = 0.35, p < 0.01, R² = 0.21). Their interaction further enhanced performance (? = 0.22, p < 0.05, R² = 0.32). Significant zone-level differences existed (F (8, 741) = 6.74, p < 0.01), with urban zones outperforming rural ones. Recommendations included principal training, targeted rural resource allocation, and integrated supervision-resource strategies to reduce disparities and boost performance. The findings underscored equitable policies for improved educational outcomes in Oyo State.

TEACHER-STUDENT RELATIONSHIP AND ACADEMIC PERFORMANCE OF PUBLIC SECONDARY SCHOOL STUDENTS IN AKINYELE LOCAL GOVERNMENT, OYO STATE

2026-05-22T17:44:40+00:00

The study examined teacher-student relationship and the academic performance of public secondary school students in Akinyele Local Government, Oyo State. The study adopted the descriptive survey research design. The target population for the study was 29 public secondary schools with a total number of 19,025 students in senior secondary school two. The sample size for the study was 100 students using multistage sampling technique. 60% of the students passed the achievement test by scoring above the benchmark, while 40% of the students scored below the benchmark. The adjusted R² of 0.2846 confirmed the stability of this prediction when applied to the wider population of public secondary school students. Teacher-student relationship f_{(1, 98)} = 29.2 p < 0.000) significantly influenced academic performance of students. The study recommended that teachers should cultivate friendliness, and tolerance in daily interactions with students. School authorities should provide regular workshops on emotional intelligence and relationship-building for teachers.

TEACHERS’ SELF-EFFICACY, IDENTITY AND SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN QUANTITATIVE ANALYSIS IN CHEMISTRY IN DIFFERENT LOCAL GOVERNMENT AREAS IN OYO STATE, NIGERIA

2026-05-22T17:54:14+00:00

This study investigated the correlation between teacher self-efficacy, identity, and chemistry students’ achievement in quantitative analysis. The study employed a correlational survey research design. The sample consisted of 40 chemistry teachers and 400 students from 40 randomly selected public schools in four local government areas in the Ibadan metropolis. Data were collected using well-validated instruments and analyzed using descriptive statistics (frequency, average, and standard deviation) and inferential statistics (Pearson Product Moment Correlation and Multiple regression). The results showed that the level of performance of students in quantitative analysis was low (38.55). In addition, teachers' self-efficacy was linked to the performance of students in quantitative analysis (r = 0.87; p?0.05). There was a positive and moderately significant relationship between teacher identity and student performance (r = 0.54; p?0.05). In conclusion, chemistry students’ performance in quantitative analysis was somewhat influenced by the teachers’ self-efficacy and identity. Therefore, efforts should be made to improve the teachers’ professional development programme aimed at fostering their capacity to teach quantitative analysis effectively.