African Journal of Educational Management

Decolonising Educational Leadership

Joel B. Babalola, Abiodun Olumide Ayeni — Thu, 19 Feb 2026 00:00:00 +0000

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

B. R. Popoola, Ademola I. Atanda — Thu, 19 Jun 2025 00:00:00 +0000

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

Evelyn I. Aiyede — Thu, 19 Feb 2026 00:00:00 +0000

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

Victoria A. Oyekola, Titilola A. Adebowale — Thu, 19 Jun 2025 00:00:00 +0000

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

Thu, 19 Jun 2025 00:00:00 +0000

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

Ejuchegahi A. Angwaomaodoko — Thu, 19 Jun 2025 00:00:00 +0000

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

Yusuf Adisa Ayinde, Mashood Warrah Saleman, Sherifat Shola Adebayo — Thu, 19 Jun 2025 00:00:00 +0000

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.

Inclusive Education in Gombe State Public Primary and Secondary Schools

Thu, 19 Jun 2025 00:00:00 +0000

This study examined the children with special needs in basic and senior secondary schools as well as the pattern and parameter for learners with special needs in Gombe State public schools. Two research questions were raised and answered in this study. Descriptive survey research was used. The target population consisted of headteachers, principals of public schools and EMIS Staff in Gombe State. Multistage and simple random sampling techniques were used in selecting headteachers and principals across all the local governments in each of the schools sampled. A Checklist was designed and used to collect data. The instrument has a sound psychometric property of 0.82 respectively and reliability coefficient of 0.80. Descriptive statistics of frequency count and percentages was used to analyze the data collected. The study found that the enrolment for primary school pupils was 1,429 (818 males and 666 females); the enrolment for JSS was 183 (98 males and 84 females); the enrolment for SSS was 192 (30 males and 25 females); and the enrolment of special needs children was 1,804 (946 male and 775 females). Based on the findings of the study, the following recommendations were made that the enrolment of special needs children at both basic and secondary schools should be increased, that is, more children with special needs, especially females should be enrolled and accommodated into public schools and specialized teachers employed for them.

Emotional Stability, Gender and Academic Performance of Secondary School Students with Learning Disabilities

M. S. Eniola, Christianah Toyin Feyisetan — Thu, 19 Jun 2025 00:00:00 +0000

This study investigated emotional stability, gender and academic performance of secondary school students with Disabilities (SWLD’s). The multi-stage sampling procedure was used. The three Senatorial Districts in Oyo State were enumerated. Simple random sampling procedure was adopted to select Ten (10) Local government from the thirty-three local governments in Oyo State while Purposive sampling technique was also used to select Two hundred and eighty-seven (287) participants. All these participants were screening using Screening Checklist for suspected Students with Learning Disabilities. Questionnaires were adapted for Emotional stability (r=0.86), Gender and Academic Performance (r= 0.74. Data were analyses using Pearson product moment correlation, and t-test at 0.05 level of significance. The following recommendations were emerged; i. students with learning disabilities should be properly guided on their Emotion to make them control their negative emotion towards Academic. ii students with LD should be monitored by the teachers and the parents/guardian in order to face their academic activities, iii, both genders should be properly encouraged for academic achievement, iv. Repetition and recognition of words should be carefully taught to both genders. Therefore, schools and relevant government bodies should pay more attention to these factors in order to improve the academic performance of student with learning disabilities.

Managing Lecturers’ Academic Impropriety in An Era of Artificial Intelligence for University Education Goals Attainment in Rivers State

Doye Angela Igbinedion — Thu, 19 Jun 2025 00:00:00 +0000

The issue of academic impropriety is one of the menace bedeviling university administration and this is further aggravated by the emergence of artificial intelligence. This study focused on managing lecturers’ academic impropriety in an era of artificial intelligence for university education goals attainment in Rivers State. Three research questions were answered and three hypotheses tested in the study. The study adopted descriptive survey research design. The population of the study was 2,849 lecturers in the three public universities in Rivers State while 351 lecturers were sampled using stratified random sampling technique. The instrument adopted for gathering data was a 15 item questionnaire tagged “Managing Lecturers Academic Impropriety in an Era of Artificial Intelligence for University Education Goals Attainment in Rivers State Questionnaire” (MLAIEAIUEGAQ). The instrument was face and content validated by three Measurement and Evaluation experts from the Department of Educational Psychology, Guidance and Counselling in University of Port Harcourt. Reliability of the instrument was determined using Cronbach alpha statistics with a coefficient of 0.82 which showed that the instrument was reliable. Out of the 351 copies of questionnaire administered to the lecturers, 332 copies indicating a 94.6% retrieval rate was gotten from 203 male and 129 female lecturers. The research questions raised were answered using mean and standard deviation while the hypotheses were tested at 5% significance level using z-test statistics. The result of the study found that academic impropriety perpetrated by lecturers using artificial intelligence included plagiarism and manipulation of research data with mean values (x) of 2.79 and 2.78 respectively. The implications of lecturers’ academic impropriety using artificial intelligence included poor research outputs and negative institutional image. The ways of managing this menace included training of lecturers on AI professional use and rewarding professionalism. The study recommended that Universities need to make laws that will punish violation of acceptable academic standards.

Management of Students’ Personnel Services and Goal Attainment in Public Secondary Schools in Cross River State, Nigeria

Ikpi I. Okoi, Ebri G. Etowa — Thu, 19 Jun 2025 00:00:00 +0000

This study examined the relationship between management of student’s personnel services and school goal attainment in public secondary schools in Cross River State. Two research questions and hypotheses were stated to guide the study. Correlation design was adopted. The population of the study comprised 281 schools. The sample of the study comprised 239 schools selected through stratified sampling technique. Instrument titled; Management of Students Personnel Services and Goal attainment Questionnaire was used for data collection. The instrument was face validated and trial-tested using Cronbach Alpha method and reliability ranged from .75 to .87. Simple linear regression analysis was used. The results revealed that management of guidance and counselling services, enrolment services predict goal attainment. The result also showed that guidance and counselling services are essential component of a modern educational system and students are better placed in appropriate classes when enrollment services are provided. It was recommended that ministry of Education should design special guidance and counselling training programs for all principals, ensure schools are well equipped with modern sickbay and other health facilities, and ensure that students and teachers are safe and secure in schools.

Effectiveness of Discovery, Discussion and Lecture Methods of Teaching Social Studies in Delta State Primary Schools, Nigeria

Janet Tivere Otobo, Samuel Oroghenemudiake Ukutegbe — Thu, 19 Jun 2025 00:00:00 +0000

The study assessed and compared the effectiveness of three methods of teaching Social Studies (Discovery, Lecture and Discussion Methods) in Delta state primary schools. Quasi experimental design was adopted, a pretest and a post-test assessment test were designed for the study. Multistage sampling procedure was used to get samples of 150 primary school pupils offering Social Studies and three (3) primary schools in Ethiope west Local Government Area of Delta State, Nigeria. An instrument tagged Social Studies Achievement Test (SSAT) which consists of twenty (20) items was developed and used for the pretest and post-test assessment validated by experts and tested for reliability using the test re-test technique having a correlation index of 0.63 > 0.50.. The pupils were grouped in such a way that each selected school was subjected to teaching using these three methods of teaching. A pre-test was administered to the pupils in all the three schools before teaching commenced and after teaching, a post-test was administered. Data that were collected from these tests were analyzed using the Analysis of Variance (ANOVA) and Scheffe Post-Hoc Analysis. The results of the ANOVA of the differences in the scores of the pre-test and post-test were compared using the ANOVA Multiple Comparison for all the methods of teaching. The results revealed that there was a significant difference in the three methods of teaching with F-cal value of 4.070 and F-cri 2.06 at 0.05 level of significance. It also revealed that pupils taught with discovery method ( F-calculated value of 6.392) performed better in the SSAT than the pupils taught with lecture (F-calculated value of 2.726) and discussion methods with F-calculated value of 3.078. The study concluded that the discovery method enhanced better performance in Social Studies and recommended that the method that matches the needs of the pupils should be used to improve achievement level.

Influence of Students’ Time Management Practices on Academic Performance and Self-Efficacy in Kenyan Higher Education Institutions

JOHN NYAEGAH OURU — Thu, 19 Jun 2025 00:00:00 +0000

Students’ better performance, satisfaction and self-efficacy in academics depends on their time management in university settings. Poor study time management leads to poor examination results, prolonged course completion, and money wastage. Such students, engage in alcoholism, sexual-ism and misuse of drugs. The purpose of this study was to carry out a rigorous Meta-analysis on university students’ Time Management Strategy Frameworks and the impact this has on their satisfaction, self-efficacy and academic performance. The study which covered the years 2004 and 2025 extensively synthesized results obtained from a randomly and non-randomly controlled intervention studies. The main objective was to establish the academic performance of students, self-efficacy and satisfaction in their studies. Online databases such as Web of Science, ERIC, PsycINFO and Academic repositories were used in collecting data whose analyses revealed a significantly nuanced enhancements across students’ personal and academic developmental dimensions. The study confirms that time management interventions in universities are beneficial to students and therefore recommends that further research, for example, on goal setting and study strategies, be done on the synergy between time management and other academic skills so as to amplify their efficacy.

Knowledge and Perspective of Secondary School Students Towards Legalisation of Abortion

Bolanle M. Oyundoyin, Osemeiasoh A. Akinyele, Damilola R. Olanrewaju — Thu, 19 Jun 2025 00:00:00 +0000

Adolescence marks a critical developmental phase between childhood and adulthood, characterised by evolving autonomy and identity yet lacking full legal and social responsibilities. This study investigated knowledge, and perspectives on the legalisation of abortion among secondary school students in Abeokuta, Ogun State. Guided by two research objectives, a descriptive survey design was adopted, utilising a standardised questionnaire administered to a sample of 200 senior secondary school students. Findings revealed that while 32.0% of respondents had heard about abortion, a significant majority (68.0%) did not know existing abortion-related laws. Additionally, 56.5% of participants strongly agreed that restrictive abortion laws contribute to the prevalence of unsafe abortion practices. Based on these findings, the study recommended enhancing public education and awareness regarding abortion legislation, integrating comprehensive sexuality education into school curricula, improving access to safe abortion services and fostering parental involvement in adolescent reproductive health education.

Influence of Class Size and Teacher Classroom Behaviours on Secondary School Students’ Academic Achievements in Biology in Ibadan Metropolis, Oyo State, Nigeria

Toluwalase Glory Salako, Temisan Angela Ige — Thu, 19 Jun 2025 00:00:00 +0000

Despite the importance accorded to biology, several factors were attributed to poor students’ academic achievement. Guided by six research questions, this study investigates the influence of class size and teacher classroom behaviours on senior secondary school academic achievement in biology in Ibadan Metropolis, Oyo State. A descriptive survey design was adopted for this study. Teachers' Questionnaire on classroom behaviours (? = 0.92), Students' Questionnaire on teacher classroom behaviours (? = 0.82), and Biology Students Achievement Test (r=0.79) were the instruments used to collect data for the study. The results revealed a negative, moderate significant relationship between classroom size (r = -0.52; p<0.05) and students' achievement and weak, non-significant relationships between teacher classroom behaviours and students’ achievement: instructional methods (r = -0.02), teacher questioning (r = 0.03), classroom interaction (r = -0.07), and teaching effectiveness (r = -0.02). Based on these findings, for students’ achievement in biology to improve, class size needed to be reduced.

Transportation Challenges and Hostel Conditions as Determinants Of Undergraduates’ Academic Performance in Federal Universities in Nigeria

Olusogo Adelowokan, Olusiyi Ipingbemi — Thu, 19 Jun 2025 00:00:00 +0000

This paper examined how transport and students’ hostel conditions affected their university academic performance. A cross-sectional survey research design was used, while both primary and secondary data were sourced. A sample of 1207 students was drawn from three out of six Federal universities in southwestern Nigeria. UI: 257; Unilag: 495; and OAU: 455 students were sampled. A structured questionnaire was designed to obtain information on the socio-economic, transport and housing conditions. The collected data were analyzed using a Kruskal-Wallis rank sum test. The result revealed that the distance of the hostel's location to the class (?2=14.04) determined students' academic performance. Only 13.4% of the first-class students lived at distance 4km and above. Contrarily, 81.8% of the students who were advised to withdraw lived 4km or above. Also, the hostels were not in the best condition for reading, while 51.8% prefer reading in the faculty library. It was recommended that the frequency of campus shuttle service should be increased, and on-campus hostels nearer to the lecture halls should be provided.

Study Habit as A Predictor of Academic Motivation Among Senior Secondary School Students in Southwest Nigeria

Adewumi Adeoye Adepoju, Oluyomi Susan Pitan — Thu, 19 Jun 2025 00:00:00 +0000

Academic motivation is vital for students’ learning and achievement. However, many senior secondary school students in Southwest Nigeria exhibit low motivation, affecting their engagement and academic performance. This study investigated the predictive influence of study habits on academic motivation among public senior secondary school students in the region. A descriptive research design was adopted, involving 1,187 SS2 students selected through a multi-stage sampling procedure, with the final stage being simple random sampling. Data were collected using an adapted four-point Likert-scale instrument titled Secondary School Students Academic Motivation Questionnaire (SSAMQ) (? = 0.985). Findings revealed a high level of academic motivation (x? = 3.10), with "study planning" as the most commonly adopted habit. However, study habit negatively influenced academic motivation (? = -0.116, p < 0.05). The study highlights the need for student support systems that promote not just structured study routines but also autonomy, relevance, and interest in learning.

STEM Teachers' Disposition Toward Reflective Practice Training Programme and Its Effect on Their Professional Development

Aminat Aderonke Agoro, Akinloye Moses Oyediran, Olubunmi Omolara Adeboye — Thu, 19 Jun 2025 00:00:00 +0000

As Science, Technology, Engineering and Mathematics (STEM) fields continue to progress rapidly, the demand for effective STEM educators has never been greater. To ensure the growth and success of STEM education, investing in the professional development of STEM teachers is essential. Reflective practice has emerged as a promising approach to enhance the skills and expertise of STEM educators by encouraging self-assessment, critical thinking, and continuous improvement. This study focuses on the disposition of STEM Teachers to professional development training programmes on reflective practice and its impact on teaching. The study employed a pretest-posttest quasi-experimental design with 102 STEM teachers purposively selected from 52 schools in Oyo State. Data collected using two instruments were analyzed using simple percentages, means, standard deviations, and a paired samples t-test. Results show that STEM teachers have a positive disposition toward reflective practice, and the training significantly enhances their professional growth. Recommendations were made that all stakeholders should establish a supportive administrative framework that encourages and facilitates reflective practice as a form of professional development programme for STEM teachers.

Management of Co-Curricular Activities as Predictor of Students’ Academic Achievement in Secondary Schools In Cross River State, Nigeria

Patrick Ogar Ategwu, Daniel Slaa Emmanuel, Blessing Edet Isong — Thu, 19 Jun 2025 00:00:00 +0000

This study examined the management of co-curricular activities predictor of students’ academic achievement in secondary schools in Cross River State-Nigeria. It was guided by two research questions and two hypotheses. The study adopted correlational research design with population of 2002 participants. The sample of the study included 375 students that constituted 18% to represent the entire population using simple random sampling technique. Structured questionnaire tagged management of co-curricular activities (MCA) and students’ academic achievement (SAA) surveys were used to gather information from respondents. Experts in educational management and measurement and evaluation performed the instrument's validation. The internal consistency of the questionnaire items was determined using the Cronbach Alpha reliability test. The instruments were highly valid and reliable for the study, as indicated by reliability coefficients of.79 and.91 for the management of co-curricular activities and students' academic accomplishments in secondary school in Cross River State, respectively. The descriptive analysis was used to answer the research questions, and the Pearson Product Moment Correlation was used to test the hypotheses at the .05 level of significance using the data collected during instrument administration. The results of the findings revealed that there is a weak and non-significant relationship between management of sport activities and students’ academic achievement in public secondary schools in Bekwarra local government. In order to develop and enforce clear policies for organizing co-curricular activities, the study suggested, among other things, that school administrators should fully participate in sports and club activities.

Leveraging Artificial Intelligence for Personalized Learning and Academic Support in Higher Education in Selected Higher Education Institutions in South-West Nigeria

Segun Ojarotade — Thu, 19 Jun 2025 00:00:00 +0000

Artificial Intelligence (AI) is increasingly influencing the educational landscape, particularly in higher education, where it has the potential to transform both personalized learning and academic support systems. The integration of AI into academic support systems, including virtual assistants, intelligent tutoring systems (ITS), and learning management platforms, is shown to improve student engagement, retention, and academic performance. These AI tools can identify students who are at risk of falling behind and offer timely interventions and responsive learning environment. Institutions must also consider how to integrate AI in ways that complement and support traditional educational practices, rather than replace them entirely. The findings of this research indicated that, when thoughtfully integrated, AI technologies can significantly enhance educational outcomes, but they require careful consideration of ethical, social, and practical implications. The paper concluded with a set of recommendations for higher education institutions to successfully adopt AI technologies while minimizing potential risks.