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All Journal Journal of Governance Risk Management Compliance and Sustainability Engagement: Jurnal Pengabdian Kepada Masyarakat
Habeeb Omoponle ADEWUYI
University of Johannesburg
Religion Arts Humanities Education Environmental Science Social Sciences Other

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Influence of School Resource Management Practices on Teacher Performance and Student Academic Achievement in Public Secondary Schools in Oyo State, Nigeria Muideen Oladeji SALAMI; Habeeb Omoponle ADEWUYI; Lawrence Adedayo ONI
Journal of Governance Risk Management Compliance and Sustainability Vol. 6 No. 1 (2026): April Volume
Publisher : Center for Risk Management & Sustainability and RSF Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jgrcs.v6i1.3432

Abstract

This study examines the influence of school resource management on teacher performance in public secondary schools in Oyo State, Nigeria. Inadequate resource allocation undermines teacher effectiveness, contributing to poor student outcomes in examinations. The research investigates four resource management practices, namely allocation of instructional materials, financial management, infrastructure maintenance, and professional development resources, using a quantitative descriptive survey design. Data were gathered from 906 teachers across 97 schools, selected through two-stage random sampling, using a resource management survey and a teacher performance questionnaire. Multiple regression analyses revealed that these practices collectively explain 69 percent of the variance in teacher performance, R2 equals 0.690, p less than 0.001, with professional development resources as the strongest predictor, beta equals 0.33, p less than 0.001. Allocation of instructional materials, beta equals 0.26, p less than 0.001, and financial management, beta equals 0.20, p equals 0.001, significantly enhance performance, while infrastructure maintenance shows a weaker, non-significant effect, beta equals 0.11, p equals 0.12. Teacher performance strongly predicts student academic achievement, beta equals 0.41, p less than 0.001, R2 equals 0.68, highlighting its role in improving examination results. These findings emphasise the need for effective resource management to support teachers. Recommendations include prioritising professional development funding, ensuring equitable material allocation, and strengthening financial oversight through transparent budgeting. The study provides evidence to guide policy reforms, addressing Oyo State’s educational challenges and supporting Nigeria’s universal basic education goals.      
Policy Implementation for Sustainable Development in Colleges of Education: A Case Study of South Western Nigeria Muideen Oladeji SALAMI; Habeeb Omoponle ADEWUYI
Journal of Governance Risk Management Compliance and Sustainability Vol. 6 No. 1 (2026): April Volume
Publisher : Center for Risk Management & Sustainability and RSF Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jgrcs.v6i1.3485

Abstract

This qualitative case study investigates the implementation of sustainable development policies in colleges of education in South Western Nigeria, focusing on curriculum integration, infrastructure development, and community engagement. Data were gathered through semi-structured interviews with 12 academic staff and policy document analysis across six institutions. Findings indicate partial policy implementation, hindered by inadequate funding, limited staff awareness, and weak governance structures. Key themes include fragmented policy execution and insufficient stakeholder collaboration. The study proposes a context-specific policy implementation framework aligned with Sustainable Development Goal 4 (Quality Education), emphasizing enhanced funding, mandatory staff training, and structured community partnerships. This framework contributes theoretically by refining the Advocacy Coalition Framework for resource-constrained settings and practically by offering actionable strategies for policymakers to strengthen institutional practices, ensuring sustainable teacher education that supports Nigeria’s socio-economic development
Addressing Risky Sexual Conduct Among Out-of-School Adolescents in Ibadan, Nigeria: An Intervention Framework Targeting Fatalistic Beliefs and Early Sexual Debut Habeeb Omoponle Adewuyi; Oluwaseyi Quadri Ganiyu
Engagement: Jurnal Pengabdian Kepada Masyarakat Vol. 10 No. 1 (2026): February 2026
Publisher : Asosiasi Dosen Pengembang Masyarajat (ADPEMAS) Forum Komunikasi Dosen Peneliti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29062/engagement.v10i1.2070

Abstract

Background: To combat the public health threat of risky sexual behavior, this initiative targets out-of-school adolescents in Ibadan. It leverages research findings to create targeted interventions addressing key predictors like Fatalistic Belief and early sexual initiation, aiming to reduce risks and strengthen coping skills. Purpose of the Study: This study examined the influence of Fatalistic Belief, Age of Sexual Initiation and Religiousity on risky sexual conduct among sexually active Out-of-school adolescents in Ibadan. Methods: A multistage sampling process and a descriptive survey of correlational design were used. Out-of-school adolescents (N = 287; 52.61% female, 47.39% male) aged 11 to 19 years old (M = 16.07, SD = 4.57) took part in the study. Participants completed self-report measures, including the Fatalistic Belief Questionnaire (α = 0.79), the General Religiosity Scale (α = 0.87), and the Sexual Risk Behaviour Scale (α = 0.81). Results: The results indicated a significant and positive link between the age of sexual initiation and risky sexual behaviour among teenagers who engaged in sexual activity outside of school. (r = .570; p.<05), Fatalistic Belief (r = .593; p.<05), and Religiousity (r = .378; p.<05); the multiple correlation coefficient of (R = 0.704, p<.05) and multiple regression adjusted coefficient (R2 = 0.490). Fatalistic Belief (β = .422; t = 9.122; p<0.05) made the most significant contribution, followed by Age of Sexual Initiation (β = .353; t = 7.133; p<0.05) and Religiousity (β = .116; t = 2.453; p<0.05). According to the study's findings, efforts should be made to curb risky sexual behaviour and address young people's capacity to handle romantic pressure, which is a defining characteristic of this developmental stage.
Education and Awareness of Sustainability in Colleges of Education: Fostering Cultural and Social Sustainability Muideen Oladeji SALAMI; Habeeb Omoponle ADEWUYI
Journal of Governance Risk Management Compliance and Sustainability Vol. 6 No. 2 (2026): October Volume
Publisher : Center for Risk Management & Sustainability and RSF Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jgrcs.v6i2.3486

Abstract

This mixed-methods study investigates sustainability education and awareness in colleges of education in South Western Nigeria, focusing on their impact on cultural and social sustainability to achieve Sustainable Development Goal 4 (SDG 4) for quality education. Data were collected from 120 academic staff through surveys (95% response rate, N = 114) and 12 staff via focus group discussions (FGDs) across six institutions. Regression analyses indicated that sustainability education practices, particularly staff training (beta = 0.412, p < 0.001), predict 48.7% of cultural sustainability outcomes (R-squared = 0.487, p < 0.001) and 52.1% of social sustainability outcomes (R-squared = 0.521, p < 0.001). ANOVA showed no significant differences between federal and state colleges (p > 0.05), highlighting systemic barriers. FGDs identified inadequate training, cultural resistance (e.g., viewing sustainability as a Western concept), and resource constraints as key challenges. The study proposes a localized sustainability education framework emphasizing mandatory staff training, streamlined governance, and formal community partnerships via Memoranda of Understanding to enhance teacher education. These policy-relevant strategies align with Nigeria's National Policy on Education (2013) and SDG 4, offering actionable solutions for governance reform and community-driven cultural preservation in resource-constrained settings.
Co-Authors Lawrence Adedayo ONI Muideen Oladeji SALAMI Oluwaseyi Quadri Ganiyu