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All Journal Jurnal Pedagogi dan Pembelajaran Journal of Educational Management and Instruction (JEMIn) Indonesian Journal Of Educational Research and Review Chalim Journal of Teaching and Learning International Journal of Universal Education
Olaifa, Ebunlomo Oreoluwa
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Education Languange, Linguistic, Communication & Media Other

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Teacher recruitment strategies and job performance in public senior secondary schools of Nigeria Olaifa, Adeseko Sunday; Issa, Hammed Okiki; Niji-Olawepo, Olaide Abidemi; Adeoye, Moses Adeleke; Olaifa, Ebunlomo Oreoluwa
Journal of Educational Management and Instruction (JEMIN) Vol. 3 No. 1 (2023): June 2023
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v3i1.7886

Abstract

Teachers’ recruitment strategies are indispensable instruments for the selection of qualified and competent teachers. This study examined teachers’ recruitment strategies and job performance in public senior secondary schools in Kwara State, Nigeria. The study adopted a descriptive survey of correlational type. Two research questions and one hypothesis were raised to guide the study. The population of the study consisted of four hundred and two respondents in the 196 public secondary schools in Kwara State. The research instruments used were titled Teachers’ Recruitment Strategies Questionnaire” (TRSQ) and Job Performance Questionnaire (JPQ) were used to collect data for the study. Mean, Standard deviation and Pearson Product-Moment Correlation Statistics were used to analyze the data. The findings of the study revealed that there was a significant relationship between teachers’ recruitment strategies and job performance in public senior secondary schools in Kwara State (p-value .000 < significant level .05). It was recommended among others that Kwara State government through Kwara Teaching Service Commission (TESCOM), must endeavour to keep a high level of recruitment strategies to ensure and maintain the professional and competent spirit of teachers and good moral standard of the educational system in Kwara State.
Principals’ Fund Management Strategies and School Administrative Effectiveness Olaifa, Adeseko Sunday; Ajala, Sodiq; Olaifa, Ebunlomo Oreoluwa; Medupin, Abiodun Johnson; Adeoye, Moses Adeleke
Indonesian Journal of Educational Research and Review Vol. 7 No. 1: April 2024
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v7i1.69972

Abstract

A lack of prudence and mismanagement of school funds by the principals could give rise to poor student performance since it might slow down the acquisition of essential materials for teaching and learning. This study analyzes the relationship between principals’ fund management strategies and school administrative effectiveness. It assessed principals' budgetary practices, the perceived level of administrative effectiveness, and the relationship between fund management on secondary schools' effectiveness. Two research questions and one hypothesis were generated for the study. The research design was the descriptive survey type. The population of the study comprised all the one hundred and thirty-two (132) secondary schools. The total number of respondents included forty (40) principals representing 30% of the population, who were selected using the stratified random sampling technique. A self-designed questionnaire titled "Principals’ Fund Management Strategies and School Administrative Effectiveness in Secondary Schools Questionnaire (PFMSSAEQ)" was used for data collection, and Pearson's Product Moment Correlation Coefficient (r) yielded a reliability coefficient of 0.76. The results showed that principals kept accurate records of expenditure, had an average level of effectiveness, and had a significant influence on fund management in secondary schools. It was recommended that principals be strictly monitored by the Ministry of Education to ensure that they continue to maintain accurate record-keeping because of its role in effective fund management in secondary schools.
Principals’ Delegation of Functions and Teachers’ Job Performance Amidst Covid-19 Pandemic in Public Senior Secondary Schools Olaifa, Adeseko Sunday; Sani, Lauratu Haruna; Olaifa, Ebunlomo Oreoluwa; Adeoye, Moses Adeleke
Jurnal Pedagogi dan Pembelajaran Vol. 7 No. 1 (2024): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jp2.v7i1.70213

Abstract

There are a lot of impact of the COVID-19 pandemic on principals' delegation functions and teachers' job performance in a public Senior Secondary school. The study aimed to analyze the level at which principals delegate functions to teachers, the relationship between principals' delegation function techniques and teacher job performance, and the factors that hinder effective delegation practices. A descriptive survey research design was used with 1604 teachers and principals from 38 public secondary schools. Four research questions were raised to guide the study. Data collection was conducted using a self-structured questionnaire. The results showed that principals used various delegation functions and techniques during the pandemic, such as delegating departmental heads to monitor teachers' performance, assigning form masters to enforce school rules, directing heads of departments to mark lesson notes, cross-checking teachers' comments on student report cards, demanding reports from parent-teacher associations, and cross-checking departmental head teachers' classroom attendance books. These delegation functions and techniques were found to be effective in enhancing teachers' morale, meeting curriculum outlines, and achieving educational goals. The pandemic has driven the need for adaptable school leadership, and the efficiency of principals' delegation functions must be improved to boost teacher morale and ensure the achievement of educational goals.
Workload as Determinant of Teachers’ Job Satisfaction in Public Secondary Schools Olaifa, Adeseko Sunday; Abisoye, Fausat Motunrayo; Adeoye, Moses Adeleke; Ajewole, Idowu Philip; Olaifa, Ebunlomo Oreoluwa
Jurnal Pedagogi dan Pembelajaran Vol. 7 No. 2 (2024): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jp2.v7i2.70465

Abstract

It has been observed that several teachers are leaving the teaching profession not because of poor salaries but because of a lack of job satisfaction. This study aims to analyze workload as a determinant of teachers’ job satisfaction in public secondary schools in Oyo State, Nigeria. The descriptive survey research design was used. Three research questions were raised to guide the study. The study used a sample size determination to select 183 schools and 1,363 teachers. The research instrument used a self-designed questionnaire titled ‘Workload and Teachers’ Job Satisfaction Questionnaire was analyzed using frequency, counting, percentage, mean and standard deviation. The findings of the study provide valuable insights into the impact of workload on teachers' job satisfaction.  The study found that as workload increases, job satisfaction decreases. This suggests that high levels of workload negatively affect teachers' overall satisfaction with their jobs. The results also revealed that teachers in public secondary schools in Oyo State are facing a heavy workload. It can be concluded that there is a significant correlation between workload and job satisfaction among teachers in public secondary schools in Oyo State. It was recommended that the school workload of the teachers in terms of working time and class size should be well maximized in other to improve the teachers’ job satisfaction.
Principals' Facilities Maintenance Measures and Administrative Effectiveness in Private Secondary Schools in Kwara State, Nigeria Olaifa, Adeseko Sunday; Ali, Mariam Adetola Arogundade; OLAIFA, Ebunlomo Oreoluwa; OLADIMEJI, Rasheedat Modupe; AKPALA, Kingsley Chigozie
Chalim Journal of Teaching and Learning Vol. 4 No. 2 (2024): Teaching and Learning
Publisher : Program S3 Pendidikan Islam Institut Pesantren KH. Abdul Chalim Pacet Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/cjotl.v4i2.1745

Abstract

Maintaining physical infrastructure in private secondary schools is particularly critical because these institutions operate in a highly competitive environment where their reputation is tied to academic performance and the quality of their facilities. This study investigated the relationship between principals' facilities maintenance measures and administrative effectiveness in private secondary schools in Kwara State, Nigeria. The study was guided by two research questions and four research hypotheses. The descriptive survey of the correlational type was adopted for the study. The population of this study comprised 7,869 senior secondary school teachers. A sample of 250 teachers was selected using purposive and simple random sampling techniques. A researcher-designed instrument titled "Principals' Facilities Maintenance Measures and Administrative Effectiveness Questionnaire (PFMMAEQ) was utilised for data collection. The findings of this study revealed that principals in private secondary schools in Kwara State implement preventive, corrective, and emergency maintenance measures for their facilities. Similarly, the level of administrative effectiveness in private secondary schools in Kwara State is high. There is a significant relationship between principals' facilities maintenance measures and administrative effectiveness in private secondary schools in Kwara State. It was recommended that principals establish a comprehensive facilities maintenance framework that integrates preventive and emergency maintenance measures for consistent and effective management of school facilities. Principals should maintain a high level of administrative effectiveness by engaging in continuous professional development and fostering collaboration among school staff to enhance decision-making and operational efficiency.
Teachers Professional Development And Students' Academic Achievement In Public Senior Secondary School In Niger State, Nigeria Olaifa, Adeseko Sunday; Ciroma, Usman Abdul; Olaifa, Ebunlomo Oreoluwa; Onikoyi, Olawale Abayomi; Shittu, Adesina Afeez
International Journal of Universal Education Vol. 3 No. 1 (2025): International Journal of Universal Education
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/ijue.v3i1.9576

Abstract

This study investigated teacher's professional development and students' academic achievement in public senior secondary schools in Niger State, Nigeria. The descriptive survey of the correlational type was adopted for the study. The population of this study comprised 7,825 Public Senior Secondary School Teachers. A sample of 367 teachers was selected using purposive and simple random sampling techniques. A researcher-designed instrument titled "Teacher's Professional Development and Students' Academic Achievement Questionnaire (TPDSAAQ) was utilised for data collection. The findings of this study revealed that; teachers' professional development programmes engaged in senior secondary schools in Niger State include seminars, workshops, conferences, online courses and peer observation. Similarly, the level of students' academic achievement in public senior secondary schools in Niger State, Nigeria is high. There is a significant relationship between teacher's professional development and students' academic achievement in public senior secondary schools in Niger State, Nigeria. It was recommended, among others, that the government prioritise sustaining and expanding teachers' professional development programs. Policymakers should regularly assess the effectiveness of teachers' professional development initiatives in improving classroom practice and student performance. Teachers should be encouraged to apply the strategies learned from professional development programs in the classroom, and structured follow-ups should be provided to provide ongoing support. School authorities should encourage and formalise peer observation programs, where teachers regularly observe each other's lessons and provide constructive feedback.
Co-Authors Abisoye, Fausat Motunrayo Adeoye, Moses Adeleke Ajala, Sodiq Ajewole, Idowu Philip AKPALA, Kingsley Chigozie Ali, Mariam Adetola Arogundade Ciroma, Usman Abdul Issa, Hammed Okiki Medupin, Abiodun Johnson Niji-Olawepo, Olaide Abidemi Oladimeji, Rasheedat Modupe Olaifa, Adeseko Sunday Onikoyi, Olawale Abayomi Sani, Lauratu Haruna Shittu, Adesina Afeez