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All Journal Income: Innovation Of Economics And Management International Journal of Research in Education (IJRE) Eduvis : Jurnal Manajemen Pendidikan Islam
Rasheedat Modupe Oladimeji
AL-Hikmah University Ilorin
Economics, Econometrics & Finance Education

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Breaking Barriers in Higher Education Leadership: Empowering Educational Personnel with the 3M Management Model Moses Adeleke Adeoye; Rasheedat Modupe Oladimeji; Jamilla Yusuf
International Journal of Research in Education Vol. 4 No. 2 (2024): Issued in July 2024
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/ijre.v4i2.458

Abstract

This study aims to explore the potential of the 3M Management Model in empowering educational personnel to break barriers in higher education leadership. The objectives of the study seek to bridge the gap between theory and practice in higher education leadership by exploring the potential of the 3M Management Model and providing evidence-based insights that can inform decision-making and improve leadership development programs. The method used in this research is a Systematic Literature Review. The result found that educational leaders can develop their leadership abilities and encourage constructive change within their institutions by implementing this paradigm. The advantages of using the 3M Management Model are examined on how it can promote an innovative culture, enhance decision-making procedures and boost output. It also emphasizes how critical it is to cultivate a growth mentality, put successful procedures into place and use pertinent metrics to gauge performance. Higher education institutions can overcome obstacles and achieve sustainable growth and success by equipping their staff with this strategy
Principals’ Time Tabling Practices and School Effectiveness in Ilorin Metropolis Secondary Schools, Kwara State Adeseko Sunday Olaifa; Balikis Abdulsalam; Rasheedat Modupe Oladimeji; Ebunlomo Oreoluwa Olaifa; Afeez Adesina Shittu
INCOME: Innovation of Economics and Management Vol. 4 No. 3 (2025): February
Publisher : LPPM Universitas KH. A. Wahab Hasbullah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32764/income.v4i3.5618

Abstract

This study examined the correlation between principals' time-tabling practices and private secondary school effectiveness in Kwara State, Nigeria. Time-tabling practices, encompassing planning, allocation, implementation, and evaluation, are pivotal to optimizing school operations and achieving academic excellence. The study adopted a descriptive correlational research design, involving 276 teachers selected through multistage sampling from private secondary schools across Kwara State. Data were collected using a validated questionnaire, Principals’ Time-Tabling Practices and School Effectiveness Questionnaire (PTTPSEQ) and analyzed using Pearson’s Product-Moment Correlation at a 0.05 level of significance. Findings revealed that time-tabling planning and allocation practices were highly utilized by principals with implementation and evaluation practices moderately adopted. The level of school effectiveness in the sampled schools was found to be high, evidenced by strong academic outcomes, student engagement and positive teaching quality. However, areas such as resource allocation, infrastructure and extracurricular engagement showed room for improvement. Significant positive relationships were identified between time-tabling practices and school effectiveness, with planning practices exhibiting the strongest correlation (r = 0.779, p < 0.05). Allocation and implementation practices also significantly influenced school effectiveness (r = 0.539 and r = 0.276). These results underscore the critical role of well-structured time-tabling practices in enhancing school performance. The study recommends capacity-building programs for school administrators to optimize time-tabling processes and the integration of technology to streamline planning and scheduling. Continuous evaluation and stakeholder engagement in time-tabling decisions are also encouraged to ensure adaptability to evolving educational needs.
21st Century Leadership as a Catalyst for Sustainable Reform: Transformative Practices in Digital Education Moses Adeleke Adeoye; Rasheedat Modupe Oladimeji; Oyeronke Christiana Paramole
Eduvis : Jurnal Manajemen Pendidikan Islam Vol. 9 No. 2 (2024): Eduvis : Jurnal Manajemen Pendidikan Islam
Publisher : Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/eduvis.v9i2.3264

Abstract

In the rapidly evolving landscape of education, integrating digital technologies is essential for enhancing teaching and learning outcomes. However, successful implementation relies heavily on effective leadership. This research investigates the role of leadership, particularly transformational leadership, in facilitating digital integration within educational contexts. Employing a qualitative research approach, the study engaged school leaders—specifically principals and vice principals—from 30 institutions. The methodology utilised a thought experimental scenarios approach alongside a relevant literature review to gather insights into the experiences and perceptions of these leaders regarding leadership practices and change management processes. The findings reveal that transformational leadership significantly influences the successful adoption of digital technologies by fostering a culture of collaboration and innovation. Leaders who embody transformational qualities, such as inspiration and individualised support, effectively engage educators and promote a shared vision for digital integration. Additionally, the research highlights the importance of structured change management processes in guiding the implementation of digital initiatives, ensuring stakeholder engagement and continuous evaluation. In conclusion, this study underscores the critical role of leadership in navigating the complexities of digital integration in education. It contributes to the existing body of knowledge by providing a comprehensive theoretical framework that integrates transformational leadership, change management, and constructivist learning theories. The insights gained from this research offer practical recommendations for educational leaders, emphasising the need for ongoing professional development and stakeholder collaboration to sustain successful digital transformation in academic settings.
Head Teacher Leadership in Nigerian Basic Education: Responsibilities, Challenges, and Prospects Rasheedat Modupe Oladimeji; Lukman Shehu Akanbi; Risqot Abdullahi; Kamaldeen Olayinka Abdulrauf
Eduvis : Jurnal Manajemen Pendidikan Islam Vol. 9 No. 2 (2024): Eduvis : Jurnal Manajemen Pendidikan Islam
Publisher : Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/eduvis.v9i2.3290

Abstract

Head teachers' administrative capacity and leadership heavily influence the effectiveness of basic education in Nigeria. However, in many public basic schools, particularly in Kwara State, systemic challenges such as overpopulation, inadequate infrastructure, and insufficient funding hinder effective school leadership. This paper investigates head teachers' leadership responsibilities, challenges, and prospects within the Nigerian basic education framework. The paper is motivated by growing concerns over declining educational standards and the increasing complexity of school administration roles in the face of limited institutional support. Adopting a Systematic Literature Review (SLR) methodology, this paper synthesises findings from peer-reviewed journals, policy documents, and empirical studies to identify the core administrative duties of head teachers, assess the barriers they face, and propose strategic interventions. The analysis was guided by thematic synthesis and supported by critical appraisal tools to ensure the inclusion of high-quality literature. The paper reveals that head teachers are responsible for various functions, including instructional leadership, resource management, policy implementation, stakeholder engagement, and quality assurance. However, their effectiveness is undermined by student overpopulation, lack of professional development opportunities, indiscipline among staff and students, poor data systems, and inadequate funding. The paper concludes that empowering head teachers through improved training, inclusive leadership models, infrastructure development, and enhanced supervision mechanisms is crucial for educational reform. The paper contributes knowledge by offering a comprehensive framework for strengthening school leadership and guiding future policy decisions in Nigeria’s basic education sector
Co-Authors Adeseko Sunday Olaifa Afeez Adesina Shittu Balikis Abdulsalam Ebunlomo Oreoluwa Olaifa Jamilla Yusuf Kamaldeen Olayinka Abdulrauf Lukman Shehu Akanbi Moses Adeleke Adeoye Moses Adeleke ADEOYE Oyeronke Christiana Paramole Risqot Abdullahi