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All Journal International Journal of Evaluation and Research in Education (IJERE) EDUCATIO : Journal of Education
Oloba, Peter Babajide
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Education Environmental Science Social Sciences

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Exploring the Causes and Physical Manifestations of Glossophobia among University Students Oloba, Peter Babajide; Tshidzumba, Andani; Nkabane-Sekopo, Lineo
EDUCATIO : Journal of Education Vol 9 No 1 (2025): May 2025
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29138/educatio.v9i1.1689

Abstract

This study investigates the causes and physical manifestations of glossophobia among university students, with a focus on the University of Johannesburg. The aim is to identify the underlying causes of glossophobia and explore its physical symptoms in students. Adopting a qualitative research design within a constructivist paradigm, the study uses a phenomenological approach to capture the lived experiences of students. Ten participants with self-reported glossophobia were selected through purposive sampling, and data were collected via semi-structured interviews. The data were analyzed using qualitative content analysis. The results indicate that glossophobia is primarily triggered by factors such as inadequate preparation, fear of judgment, fear of failure, perfectionism, and xenoglossophobia. These factors lead to physical symptoms, including hand shaking, voice trembling, increased heart rate, sweating, and shortness of breath, which significantly impair students' public speaking abilities. Based on these findings, the study recommends several interventions to mitigate glossophobia, such as organizing public speaking workshops, creating peer support networks, promoting relaxation and mindfulness techniques, encouraging gradual exposure to public speaking, offering professional counseling, and raising awareness about glossophobia and mental health. These measures aim to alleviate anxiety, boost confidence, and create a supportive environment for students. Addressing glossophobia can enhance students' academic experiences, improve communication skills, and promote overall well-being.
Adopting the principal instructional management rating scale for enhancing instructional delivery in Nigerian schools Bada, Hafsat Aliyu; Yusuf, Habibat Abubakar; Oladele, Jumoke Iyabode; Oloba, Peter Babajide
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.34958

Abstract

This study explores the validation and application of the principal instructional management rating scale (PIMRS) for enhancing instructional leadership in Nigerian secondary schools. This was achieved by checking its content, face, construct, and reliability, with a focus on how clear the language was and how it related to culture. A sample of 100 secondary school teachers from four schools in North-Central Nigeria participated in this research. Expert reviews ensured content validity, while the instrument demonstrated high reliability, with an overall Cronbach’s alpha coefficient of 0.95. The subscales for the three dimensions achieved acceptable reliability: 0.83 for defining the school mission (DSM), 0.87 for managing the instructional program (MIP), and 0.91 for shaping the school learning climate (SLC). The results also showed strong positive relationships between the PIMRS dimensions, which supports the tool’s usefulness for evaluating how Nigerian schools handle instructional leadership. This study provides a robust foundation for further research on instructional leadership in Nigeria and offers a validated tool to improve school leadership practices, enhance instructional delivery, and ultimately foster student achievement. The adoption of the PIMRS in Nigerian secondary schools has the potential to drive systemic improvements in school effectiveness and instructional leadership. The findings suggest refining the sub-scales of monitoring halls, venues, and instructional feedback to teachers (IFT) for enhanced reliability. Additionally, capacity-building workshops for principals and integration of PIMRS into leadership training programs, as well as policy adoption for standardized evaluation, are essential for successful implementation and improved instructional leadership.
Co-Authors Bada, Hafsat Aliyu Nkabane-Sekopo, Lineo Oladele, Jumoke Iyabode Tshidzumba, Andani Yusuf, Habibat Abubakar