African Journal of Educational Management

Decolonising Educational Leadership

2026-02-19T08:01:47+00:00

This article offers a critical literature-based interrogation of educational leadership in postcolonial Africa, revealing the enduring entrenchment of colonial structures in both thought and practice. While political independence has been achieved, the bureaucratic, hierarchical, and technocratic leadership models inherited from colonial administrations continue to shape educational governance, often in ways that are alien to indigenous African epistemologies, cultural values, and governance systems. Grounded in Decolonial Theory (Mignolo, 2011) and African Indigenous Epistemologies (Odora Hoppers, 2002), this study constructs a conceptual model that deconstructs the colonial core of educational leadership while proposing a transformative re-engagement with indigenous knowledge systems (IKS). Through a critical synthesis of literature, the paper addresses five key concerns: the persistence of colonial paradigms in school leadership; the systematic exclusion of IKS from leadership frameworks; the impact of linguistic alienation on authority and legitimacy; the structural barriers that resist epistemic pluralism; and the practical pathways for reclaiming African agency in leadership practice. It argues that decolonising educational leadership involves not only critiquing Eurocentric dominance but also restoring relational, spiritual, and communal approaches rooted in African traditions. The paper concluded by advocating for curriculum reform, policy transformation, linguistic justice, epistemic inclusion, and community participation as interconnected strategies for achieving decolonial leadership. By centring African values and knowledges, this study positions decolonised leadership as essential to educational relevance, cultural dignity, and epistemic justice in Africa’s schooling systems.

Conditions of Service and Teacher Effectiveness in Public Secondary Schools in Oyo State, Nigeria

2024-04-17T11:08:55+00:00

The study investigated the influence of conditions of service and teacher effectiveness in public secondary schools in Oyo State, Nigeria. Two research questions and one hypothesis guided the study, functional theory of labour welfare served as the framework. The study adopted descriptive survey design. The population of the study comprised all secondary school teachers and principals in Oyo State Nigeria. There are 13,084 teachers as well as 686 principals in secondary schools in Oyo State. Purposive sampling technique was used to select 740 teachers being the teachers taking SS 2 students and 74 principals making 814 participants. Two self-developed instruments were used for the study. The instruments’ reliability co-efficient were 0.89 and 0.82. The data collected were analysed with mean, SD and PPMC while the hypothesis was tested at 0.05 level of significance. The findings of the study revealed that the teachers are not satisfied with their conditions of service in terms of salaries (x=2.47), while they are a bit satisfied with their professional development (x=2.94). It also revealed that there is significant high positive correlation between S, PD and TE r=(0.95), 0.000, P<.05 & r=(0.47), 0.000, P><.05. The study recommended that, the government should ensure the teachers are well paid and make them paid as and when due. The management as well as the government should ensure there is continuous seminars, workshops and conferences that will update the teachers’ knowledge in their various disciplines. ><.05. The study recommended that, the government should ensure the teachers are well paid and make them paid as and when due. The management as well as the government should ensure there is continuous seminars, workshops and conferences that will update the teachers’ knowledge in their various disciplines.

Class Size and Teaching Methodology as Correlates of Students’ Achievement in English Summary Writing in Ibadan North-East Local Government Area, Oyo State, Nigeria

2024-04-13T21:37:03+00:00

The study investigated class size and teaching methodology as correlates of students’ achievement in English summary writing in Ibadan North-East Local Government Area of Oyo State. It adopted the survey research design of the correlational type. Ten secondary schools were randomly selected from 34 existing public secondary schools in Ibadan North-East Local Government Area of Oyo State. Twenty SS II students and two teachers of English Language were randomly selected from each school making a total of 200 SSII students and 20 teachers of English Language. Three research instruments were used for data collection: Questionnaire on Class size (r=0.75), Questionnaire on Teaching Methodology (r=0.78) and English Summary Writing Achievement Test (r=0.76). Data collected were analysed using Pearson Product Moment Correlation and Multiple Regression Analysis. Findings of the study revealed that there was positive, non-significant relationship between class size (r=0.030; p>0.05) students’ achievement in English summary writing and between teaching methodology and students’ achievement in English summary writing (r=0.034; p>0.05). The result revealed that the two independent variables had no significant joint contribution to the prediction of students’ achievement in English summary writing (F (2, 238) = 0.221; p> 0.05). The relative contributions of class size (?= 0.026, t= 0.402), teaching methodology (?= 0.032, t= 0.484) were not significant to the prediction of students’ achievement in English summary writing. Based on the findings of this study, it was recommended that government should build more classrooms so as to reduce the number of students in a classroom.

Effects of Anxiety and Depression on the Psychosocial Wellbeing of Adolescents in Selected Secondary Schools in Ibadan North Local Government Area, Oyo State

2024-01-27T05:50:12+00:00

This study examined the effects of anxiety and depression on the psychosocial well-being of adolescents in selected secondary schools in Ibadan North Local Government Area, Oyo State. Anxiety and depression, though distinct, often coexist and, if left untreated, can impair adolescents' mental health and lead to maladaptive behaviours. A quantitative approach was used to collect data from 271 students across five schools through a self-report questionnaire. The data were analysed using Chi-square, Pearson’s product moment correlation, and ANOVA. Findings revealed that 143 students experienced average, 54 high and 74 low levels of anxiety and depression. A significant positive correlation was found between anxiety and depression (r=0.86, p < 0.05). The study also showed that anxiety and depression significantly affect psychosocial well-being, with poor family dynamics linked to higher symptoms. It was found that school-based mental health programmes effectively promote healthy coping mechanisms and enhance students’ psychosocial well-being. The study recommends the implementation of school policies and interventions to support adolescents’ mental health.

Relevance of Employability Skills to Undergraduate Career Path across Disciplines in Nigerian Institutions

2022-04-29T14:01:56+00:00

This study examined Nigerian undergraduates’ perceptions of the relevance of employability skills across academic disciplines. A comparative survey design was adopted, using a stratified random sampling technique to ensure representation across federal, state, and private universities. The study sample comprised 1,594 undergraduates drawn from diverse disciplines, including the humanities, social sciences, natural sciences, and engineering. Data were collected through a structured questionnaire and analysed using descriptive statistics and one-way ANOVA. Findings revealed significant differences in students’ perceptions of employability skills across disciplines. While undergraduates generally recognised the importance of employability skills such as resilience (64.1%), self-efficacy (60.4%), and commitment (64.0%) are especially relevant for students who want to work in science and technology-based firms; communication, teamwork, and problem solving are rated less relevant by engineering students compared to their peers in other disciplines. The study concluded that undergraduates’ perceptions of employability skills are discipline sensitive, highlighting the need for differentiated support mechanisms. It recommended that universities strengthen career counselling services and integrate both soft and technical skills into discipline-specific curricula. Policymakers and educators should also adopt a balanced educational model that values holistic competence development to enhance graduate employability in Nigeria’s competitive labour market.

The Impact of Accreditation in Maintaining Educational Standards in Higher Education

2023-10-14T03:59:34+00:00

Accreditation helps ensure strong educational standards in higher education. The article reviews the role accreditation plays in assuring quality, examining examples from both U.S. Middle States Commission based regions and the NAAC in India, as well as from the transnational Bologna Process. Although, accreditation helps ensure the curriculum, faculty experience, and good operation of institutions, there have also been challenges regarding bureaucratic inefficiencies, high expenses, and resistance to innovation—all these can diminish the effectiveness of accreditation. The study points out that accreditation is being altered by the spread of digital technology, the use of competency-based programs, and the addition of ESG criteria. Artificial intelligence is changing accreditation using prediction and review of compliance, yet concerns about data and bias still exist. Embracing new approaches, while staying open and including others, ensures accreditation maintains quality standards and helps higher education institutions grow around the world.

Quality Assurance in School System

2026-02-19T13:06:35+00:00

This paper explored the concept of quality assurance within the school system, highlighting its necessity for enhancing educational outcomes. Quality assurance in education involves implementing policies and processes to ensure that educational standards are met and continuously improved. It is a systematic approach that includes curriculum development, effective teaching practices, student support services, and strong school leadership. The study emphasizes that quality assurance is crucial for addressing challenges such as inequalities in educational access and administrative inefficiencies. By focusing on key components and addressing common gaps, schools can improve student performance, enhance their reputation, and foster stakeholder trust. In conclusion, effective quality assurance frameworks are essential for promoting accountability, transparency, and excellence in the educational industry.