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All Journal Humanika : Kajian Ilmiah Mata Kuliah Umum Jurnal Pendidikan Indonesia Gemilang International Journal of Universal Education
Onikoyi, Olawale Abayomi
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Principal Supervision Competence in Secondary School in Lagos Central Senatorial District Onikoyi, Olawale Abayomi
Jurnal Pendidikan Indonesia Gemilang Vol 5, No 1 (2025)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/jpig.v5i1.607

Abstract

The study investigated principal supervision competence in Lagos central senatorial district secondary schools. The research design used for the study was a descriptive survey. One hypothesis was developed, along with two research questions. There were 225 responses in the sample size. The teachers were chosen randomly, and fifteen items were used as the data gathering tool. The mean and standard deviation were used to analyze the data to answer the research questions, and the t-test was used to evaluate the hypotheses at 0.05. The research's findings showed how important it is to analyze the principal's supervision in secondary schools. As a result, suggestions were made that the Lagos State Ministry of Education constantly remind principals that their roles should be to support teachers rather than to criticize them. The Lagos state government should assign more qualified and capable principals to meet the burdens of principals' aiming at teachers. Additionally, the principal should always make helpful suggestions and respect the best advice teachers need. All of these things should be done to help teachers advance their teaching skills through collaboration with teachers. 
Growth of Educator Competence Onikoyi, Olawale Abayomi
Jurnal Pendidikan Indonesia Gemilang Vol 5, No 1 (2025)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/jpig.v5i1.608

Abstract

Educator competence is inextricably linked to educational excellence because the learning process at the heart of education will depend on professional educators. This study aims for researchers to assess the growth of educator competence through the following facets: 1. groundwork, 2. application, and 3. assessment of the ideal for improving primary school educators' competence. This study uses a descriptive qualitative approach with multiple settings and data collection through interviews, recording, and observation. The processes include performance and presumption sketch, with research carried out at Ifako Ijaiye Local Government area in a Primary School and a Primary School under Lagos State Universal Education Board. The outcomes exhibited that: 1. groundwork involves the programs from the Education Board and contribution from inspectors; 2. the application of growth entails the application of growth from the education ministry and in the school; 3. the growth assessment by the education ministry desires to be increased again on the growth occurrence program; the growth substance is focused on real abilities. 
Effect of teachers' variables on students' academic achievement in entrepreneurship education in technical and vocational colleges in Lagos State, Nigeria Onikoyi, Olawale Abayomi; Akinnubi, Olaolu Paul; Suleiman, Yusuf; Busari, Jamiu Muhammad; Adeoye, Moses Adeleke
Humanika: Kajian Ilmiah Mata Kuliah Umum Vol. 25 No. 1 (2025): Humanika: Kajian Ilmiah Mata Kuliah Umum
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hum.v25i1.77301

Abstract

This study investigated the effect of teachers' variables on students' academic achievement in entrepreneurship education in technical and vocational colleges in Lagos State, Nigeria. Two research questions and two hypotheses were tested at a 0.05 significance level. The ex-post facto research design was used for the study, and the population of the study was 223 students. The study sample was 85 final-year students from vocational and technical colleges in Ikotun and Ikorodu. No instrument was developed in this study. Rather, a letter was used to request data. Data was analysed using mean for the research questions and ANOVA (Analysis of variance) to test the hypotheses.  The collected data was analysed using the mean for the research questions and ANOVA to test the hypotheses. The finding revealed that the teachers' variables related to sex and certification do not significantly affect student's academic achievement in entrepreneurship education in technical and vocational colleges. The recommendation was made that the government should recruit competent teachers for technical and vocational college teaching; there should be no consideration in recruiting technical and vocational teachers because the students' academic achievement is unrelated to teachers' sex and certification.Penelitian ini menyelidiki pengaruh variabel guru terhadap prestasi akademik siswa dalam pendidikan kewirausahaan di perguruan tinggi teknik dan kejuruan di Negara Bagian Lagos, Nigeria. Dua pertanyaan penelitian dan dua hipotesis diuji pada tingkat signifikansi 0,05. Desain penelitian ex-post facto digunakan untuk penelitian ini, dan populasi penelitian ini adalah 223 mahasiswa. Sampel penelitian adalah 85 siswa tingkat akhir dari sekolah kejuruan dan teknik di Ikotun dan Ikorodu. Tidak ada instrumen yang dikembangkan dalam penelitian ini. Sebaliknya, surat digunakan untuk meminta data. Data dianalisis dengan menggunakan rata-rata untuk pertanyaan penelitian dan ANOVA (Analisis Varians) untuk menguji hipotesis. Data yang terkumpul dianalisis dengan menggunakan rata-rata untuk pertanyaan penelitian dan ANOVA untuk menguji hipotesis. Temuan menunjukkan bahwa variabel guru yang berkaitan dengan jenis kelamin dan sertifikasi tidak secara signifikan mempengaruhi prestasi akademik siswa dalam pendidikan kewirausahaan di perguruan tinggi teknik dan kejuruan. Rekomendasi yang diberikan adalah pemerintah harus merekrut guru yang kompeten untuk mengajar di perguruan tinggi teknik dan kejuruan; tidak perlu mempertimbangkan jenis kelamin dalam merekrut guru teknik dan kejuruan karena prestasi akademik siswa tidak terkait dengan jenis kelamin dan sertifikasi guru.
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 Adeoye, Moses Adeleke Akinnubi, Olaolu Paul Busari, Jamiu Muhammad Ciroma, Usman Abdul Olaifa, Adeseko Sunday Olaifa, Ebunlomo Oreoluwa Shittu, Adesina Afeez Suleiman, Yusuf