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All Journal PrimaryEdu - Journal of Primary Education SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Research in Social Sciences and Technology Journal of Governance Risk Management Compliance and Sustainability
Adamu, Chidubem Deborah
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Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Contributions of Public Primary School Teachers Socio-Demographic Variables to Child Abuse Reporting Practices in Nigeria Adamu, Chidubem Deborah
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol 6 No 1 (2024): Geographical Coverage: Indonesia, Malaysia, Turkey, Iraq, and Nigeria
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v6i1.5355

Abstract

The study analyzed the contributions of public primary school teachers’ socio-demographic variables to child abuse reporting practices in Alimosho Local Government Area of Lagos State, Nigeria. These were to examine the contributions of the socio-demographic variables of public primary school teachers to child abuse reporting practices and determine the type of association existing between teachers’ socio-demographic characteristics and child abuse reporting practices in the study area. This research is quantitative and utilizes a cross-sectional research design. The population for the study was all the 1,105 public primary school teachers in Alimosho, Local Government Area of Lagos State, Nigeria. The study sample consisted of 314 public primary school teachers in the study area, using a multi-stage sampling technique in four stages. Data collection techniques using questionnaires. The data collected was analyzed using descriptive and inferential statistical analysis. Results showed that the mean age of respondents was 35.89 ± 7.95 years; 72(24.8%) of the respondents were primary five teachers; males were 51.7%; 50% of the respondents were Christians; 49.7% of the respondents had 5-9 years of teaching experience. Also, results showed that religion (X2 = 0.47, p = 0.007), years of teaching experience (X2 = 13.38; p = 0.001), and level of qualification (X2 = 11.21, p = 0.02) varied significantly with respondents’ child reporting practices while respondents age (X2 = 6.99, p = 0.13), gender (X2 = 0.001, p = 0.97), and primary school teachers’ class (X2 = 15.59, p = 0.79) were not significant to child abuse reporting practices.
Assessment of Item Parameter and Model-Data Fit of 4IR Teachers' Effectiveness Scale in Secondary Schools Adamu, Chidubem Deborah
Research in Social Sciences and Technology Vol 9 No 3 (2024): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2024.66

Abstract

In secondary schools in Southwest Nigeria, the Fourth Industrial Revolution Chemistry Teachers Effectiveness Scale (4IRCTES) items were evaluated for discrimination item parameter and model-data fit to the underlying construct. In this study, a descriptive survey research design was employed. The survey encompassed 4,986 Chemistry teachers in the southwestern region of Nigeria. 35 Chemistry teachers made up the study’s sample. 4IRCTES was the instrument utilised to collect the data. Research question two was based on the absolute overall model-data fit, or M2 statistic, whereas research question one used the Multidimensional Graded Response Model (MGRM) of the Item Response Theory (IRT) to analyse the item parameter (item discrimination). Result showed that items of 4IRCTES discriminated well between teachers with low effectiveness and teachers with high effectiveness. Finally, in the study, result showed that the MGRM of the IRT is the substantial model-data fit for the 4IRCTES. The study concluded that the 4IRCTES items effectively distinguished between teachers who were ineffective and those who were effective.
Public Primary School Teachers’ Perception Towards Child Abuse Reporting Practices in Nigeria Adamu, Chidubem Deborah
PrimaryEdu : Journal of Primary Education Vol. 9 No. 1 (2025): Vol. 9 No. 1 (2025): Volume 9, Number 1, February 2025
Publisher : Institut Keguruan dan Ilmu Pendidikan Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/pej.v9i1.5475

Abstract

At elementary schools, cases of child abuse are common among pupils, putting teachers in a challenging situation when it comes to reporting such cases. This study aimed to identify the child abuse reporting practices and perceptions of teachers regarding reporting practices in public elementary schools in the Alimosho Local Council Development Areas (LCDA) of Lagos State, Nigeria. A multi-stage sampling procedure was used to select a sample of 314 public primary school teachers in the study area through a cross-sectional survey research design. Data was collected using a self-structured questionnaire, and both descriptive and inferential statistics were used in the data analysis. The results showed that only 15.2% of teachers in the research area had a negative view of child abuse reporting practices, while the majority (84.8%) had a positive opinion. Additionally, a strong negative correlation (r = -0.254, p-value = 0.000) was found between teachers’ perceptions and child abuse reporting practices in public elementary schools in Alimosho LCDA. Based on the study’s findings, it is recommended that the government and school administration provide psychological training and a support system on child abuse to improve teachers’ attitudes toward reporting child abuse.
Insecurity in Secondary School Education: A Solution to Sustainable Development in Northern Nigeria Adamu, Chidubem Deborah; Uleanya, Chinaza
Journal of Governance Risk Management Compliance and Sustainability Vol. 5 No. 1 (2025): 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.v5i1.2727

Abstract

This study aimed to identify the causes of crime that exacerbate insecurity and hinder the sustainability of secondary education among teachers, parents and school administrators in Northern Nigeria. Three leading causes of insecurity challenges were examined, including school administrators' concerns about the safety of individuals and facilities, the need for well-trained and equipped security personnel to address security issues and the lack of employment opportunities for secondary school graduates in Northern Nigeria. The research questions were developed based on these causes. In order to facilitate questioning and observation of the phenomenon under investigation, a qualitative research approach grounded in the interpretative paradigm was used to collect data. A multi-stage sampling technique was adopted to purposively select three states in Northcentral, Northeastern, and Northwestern Nigeria and randomly select 36 parents, teachers, and school administrators. Unstructured in-depth interviews were conducted with the 36 participants. The interview questions were structured around the three research questions, and the responses were thematically analyzed. The study's findings highlight the importance of the government leveraging modern technology, such as electric-powered fences and CCTV cameras, to address security challenges and promote sustainable development in education. This paper suggests incorporating an "Education for Sustainability" subject into the Nigerian secondary education curriculum, in addition to the current emphasis on "security management" proposed by previous researchers.
Contributions of Public Primary School Teachers Socio-Demographic Variables to Child Abuse Reporting Practices in Nigeria Adamu, Chidubem Deborah
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 6 No. 1 (2024): Geographical Coverage: Indonesia, Malaysia, Turkey, Iraq, and Nigeria
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v6i1.5355

Abstract

The study analyzed the contributions of public primary school teachers’ socio-demographic variables to child abuse reporting practices in Alimosho Local Government Area of Lagos State, Nigeria. These were to examine the contributions of the socio-demographic variables of public primary school teachers to child abuse reporting practices and determine the type of association existing between teachers’ socio-demographic characteristics and child abuse reporting practices in the study area. This research is quantitative and utilizes a cross-sectional research design. The population for the study was all the 1,105 public primary school teachers in Alimosho, Local Government Area of Lagos State, Nigeria. The study sample consisted of 314 public primary school teachers in the study area, using a multi-stage sampling technique in four stages. Data collection techniques using questionnaires. The data collected was analyzed using descriptive and inferential statistical analysis. Results showed that the mean age of respondents was 35.89 ± 7.95 years; 72(24.8%) of the respondents were primary five teachers; males were 51.7%; 50% of the respondents were Christians; 49.7% of the respondents had 5-9 years of teaching experience. Also, results showed that religion (X2 = 0.47, p = 0.007), years of teaching experience (X2 = 13.38; p = 0.001), and level of qualification (X2 = 11.21, p = 0.02) varied significantly with respondents’ child reporting practices while respondents age (X2 = 6.99, p = 0.13), gender (X2 = 0.001, p = 0.97), and primary school teachers’ class (X2 = 15.59, p = 0.79) were not significant to child abuse reporting practices.
Co-Authors Uleanya, Chinaza