DEPARTMENT OF EDUCATIONAL MANAGEMENT

This study investigated the responsibilities of school managers in implementing the national policy on education for school development in public senior secondary schools in Ovia North East Local Government Area, Benin City, Edo State. The study aimed at finding solutions to the challenges faced by school managers in the implementation of the National policy on education in public secondary schools of Ovia North East Local Government Area, Benin City, Edo State. To achieve the purpose of the study, three research questions and a null hypothesis were raised and tested. dopting the descriptive survey design, data for the study were collected using an instrument which is a Questionnaire. The reliability coefficient of the Questionnaire was 0.76. The random sampling techniques was employed in the selection of 100 teachers who were randomly chosen from 20 public senior secondary schools in Ovia North East Local Government Area, Benin City, Edo State. The collected data were analyzed using the descriptive statistics (mean) and Pearson’s product moment correlation formula for testing the hypotheses. It was revealed by the study that the school management experience the issue of finance which result to poor implementation of the national policy on education in public senior secondary schools in Ovia North East Local Government Area, Benin City, Edo State.

This study explores the influence of school climate on the academic performance of secondary school students in Ikpoba Okha Local Government Area of Edo State, Nigeria, with the primary aim of understanding how environmental and relational factors within schools impact student achievement. The research seeks to identify specific elements of school climate that contribute positively or negatively to students' academic success and to determine the differences in school climate between private and public schools, as well as their respective effects on performance. Ultimately, the purpose is to inform educational policies and interventions aimed at enhancing school environments to foster better academic outcomes for students. Employing a descriptive survey design, the study gathered data from a sample of 100 students selected through simple random sampling from five public and five private secondary schools. The primary instrument used was a structured questionnaire based on a modified Likert scale, which was validated through expert review and tested for reliability via a test-retest method. Data analysis involved descriptive statistics, including mean scores, with a predetermined criterion mean of 2.50 to determine the significance of responses. This approach allowed for an objective evaluation of students’ perceptions regarding various aspects of school climate and their impact on academic performance. The findings reveal that school climate has a significant effect on students' academic success, with positive climates fostering engagement, motivation, and higher achievement, whereas negative environments correlate with poor performance. Notably, private schools tend to have more conducive climates characterized by better safety, infrastructure, and motivated teachers, which translate into higher student performance compared to public schools. Based on these insights, the study recommends that educational authorities prioritize improving infrastructural facilities, safety measures, and teacher motivation within public schools, as well as promoting policies that cultivate supportive and psychologically safe learning environments. Such targeted interventions are essential to bridge performance gaps and enhance overall educational quality.

This study examines the relationship between teacher–student relationships and students’ academic performance in public secondary schools in Egor Local Government Area. The research is motivated by concerns over declining academic outcomes and the need to understand how interpersonal dynamics within the classroom influence learning. A descriptive survey design was adopted, with a sample of students and teachers selected from selected public secondary schools using stratified and random sampling techniques. Data were collected through structured questionnaires and academic performance records, and analyzed using descriptive statistics and inferential tools such as correlation and regression analysis.
Findings reveal that positive teacher–student relationships—characterized by mutual respect, effective communication, emotional support, and fairness—are significantly associated with improved academic performance among students. Conversely, strained or distant relationships were linked to low motivation, poor classroom participation, and weaker academic outcomes. The study also indicates that factors such as teacher attitude, classroom environment, and level of student engagement mediate this relationship.
The study concludes that the quality of teacher–student interaction plays a crucial role in shaping students’ academic success in public secondary schools. It recommends that teachers adopt more supportive and student-centered approaches, while school administrators should promote professional development programs that enhance interpersonal and classroom management skills. Strengthening teacher–student relationships is essential for improving academic performance and overall educational outcomes.

his study examined the relationship between principals' supervisory techniques
and teachers' job performance in public senior secondary schools in Ovia North East Local Government Area, Edo State, four research question were guide the study. The study adopted a descriptive survey design with 55 teachers and 5 principals as participants from the study population. Two research instruments were formulated for data collection; the first was the indices of principal supervisory technique (PST) and the second was the Indices of Teacher’s Job Performance (TJP). The research instrument was validated by the researcher’s supervisor. Data were collected using questionnaires and analyzed using percentages, regression, and Pearson correlation. The findings revealed that principals’ supervisory techniques, including instructional, clinical, developmental, collaborative, and summative supervision, significantly and positively influenced teachers' job performance. Teachers reported improved instructional competence, classroom management, lesson preparation, student assessment, and communication skills due to these supervisory practices. Regression analysis demonstrated a statistically significant relationship between supervisory techniques and teachers’ performance, while Pearson correlation revealed no significant differences based on principals’ years of experience or gender. The study highlights the importance of effective supervisory practices in fostering teacher development and achieving educational goals. Recommendations include continuous training for principals, fostering collaboration, and regular performance evaluations. This research underscores the critical role of supervision in enhancing teaching quality and improving educational outcomes.

Promoting the development of a knowledge society through open and
distance education is one of the tactics increasingly adopted in recent times
by governments around the world who want to encourage economic
development at the local, state and national levels. Researchers (Howell, Williams & Lindsay, 2003) have shown that distance education programs in
particular are growing in importance as centers for the development of
knowledge society, and this has led several countries, notably those in the
west to develop strategies to encourage this effort aimed at providing people
who do not have the opportunities to attend conventional institutions of higher learning. However, advances in information and communication technologies (ICTs) have posed complex problem for colleges and universities in Sub-Saharan Africa (Ololube, 2006, pp. 101-118), especially in their distance education programs to reaching the goal of promoting the development of a knowledge society

This study examined the influence of teachers quality and work environment, as a determinant of secondary school student academic performance In Ovia North East of Edo State. The study was a descriptive survey design ,five research question were raised and two was hypothesis formulatee to giide the study. The sample size comprised of 56 teachers from 3 public senior secondary School in Ovia North East of Edo State. The two major instrument used was an administered self -structured questionnaire tiled “Teachers quality and work environment questionnaire” and a checklist titled Academic performance of student checklist”. The questionnaire had a four Point Likert Scale questionnaire with response of strongly agree, agree, disagree and strongly disagree. The responses were analysed using weighted means and standard deviation, while Pearson moment correlation analysis was used to test the hypothesis for this study. Findings from the study indicated that the senior secondary school teachers in Ovia North East were of high quality. The academic performance of secondary school students in Ovia North East Local Government Area was exceptionally high. Teachers perceived their schools to maintain clean and organized physical environments conducive to teaching and learning. The study revealed a moderate positive correlation between teacher quality and student academic performance in secondary schools in Ovia North East Local Government Area. The study also found a strong positive correlation between the work environment and student academic performance. .Based on the findings thie study recommended that School administration should promote a supportive atmosphere by recognizing and appreciating teacher’s efforts ,facilitating teamwork and providing mechanisms for conflict resolution . School administration should also regularly monitor and evaluate student academic performance to identify areas needing improvement monitor and adjust teachers workloads to prevent burnout also to ensure that teachers have adequate time for professional development among others. Further studies can be carried out to explore long term effects of teacher professional development programs on student academic performance in senior secondary schools in Ovia North East.

This study investigated the responsibilities of school managers in implementing the National Policy on Education for school development in public senior secondary schools in Ovia North East Local Government Area, Benin City, Edo State. The study aimed at finding solutions to the challenges faced by school managers in the implementation of the National Policy on Education in public secondary schools of Ovia North East Local Government Area, Benin City, Edo State. To achieve the purpose of the study, three research questions and a null hypothesis were raised and tested. Adopting the descriptive survey design, data for the study were collected using a structured questionnaire. The reliability coefficient of the questionnaire was 0.76. The random sampling technique was employed in the selection of 100 teachers who were randomly chosen from 20 public senior secondary schools in Ovia North East Local Government Area, Benin City, Edo State. The collected data were analyzed using descriptive statistics (mean) and Pearson’s Product Moment Correlation formula for testing the hypothesis. It was revealed by the study that school management experiences the issue of finance, which results in poor implementation of the National Policy on Education in public senior secondary schools in Ovia North East Local Government Area, Benin City, Edo State. The study also revealed that management practices are not adequately aligned with the objectives of the National Policy on Education. It was recommended that government should ensure that effective supervisory functions and inspections are carried out to monitor the activities of schools. It was also recommended that experienced and qualified teachers should be employed and that training and development schemes should be provided for less qualified teachers.

This study investigated school facilities maintenance and principals' administrative effectiveness in public secondary schools in Edo State. Nine research questions were raised and seven hypotheses were formulated and tested at 0.05 level of significance. The design of the study was descriptive survey based on correlational method. The population of the study constituted the 308 principals in the 308 public secondary schools and 495 teachers who served as respondents in the three senatorial districts of Edo State. The sample size of the study was 64 principals in the 64 public secondary schools in the three senatorial districts of Edo State, constituting 20% of the population. Eight teachers per sampled school were purposefully selected to serve as respondents. The proportional random sampling technique, using the multi stage sampling procedure was used for the selection. Two validated research instruments titled “School Facilities Maintenance Questionnaire” (SFMQ) and “Principals’ Administrative Effectiveness Questionnaire” (PAEQ) with a reliability coefficient of 0.88 and 0.74 respectively were used for the study. The Mean and Standard Deviation, Pearson r and Fisher’s Z statistics were used to analyze the data. Findings from the study revealed that the level of facilities maintenance and principals’ administrative effectiveness in public secondary schools in Edo State was low. The study also revealed a significant relationship between school facilities maintenance and principals’ administrative effectiveness in public secondary schools in Edo State. The sex and experience of the principals were also found to be significant, in that male principals and more experienced principals carried out maintenance practices than female and less experienced principals. However, there was no significant relationship between facilities maintenance and principals’ administrative effectiveness based on school type, location and size. It was therefore recommended that the Ministry of Education should organize training workshops and seminars for principals on facilities maintenance and administrative effectiveness as well as provide all necessary tools and resources they require in a bid to improve their knowledge and skills in maintenance practices. Sex and experience should be considered when appointing principals. However, principals, irrespective of their qualification, school type, size and location should be encouraged to make maintenance of facilities a top priority to create a conducive atmosphere for teaching and learning.

The study investigated the relationship effects between class size and students'academic performance in Ovia North-East Local Government Area of Edo State. To achieve the purpose of
the study, four (4) research questions were raised to guide the study. The design adopted for this study is thedescriptive survey method. The population for the study comprised the 213 teachers in the 15 public secondary schools in Ovia North-East Local Government Area of Edo State. A total 50 teachers from six public secondary senior secondary schools in the LGA. A structured questionnaire was used to collect data from respondents. The research instrument was validated by lecturer of the Department of Educational Management. Data collected from the survey was statistically analyzed. After analysis, results were displayed on tables showing frequencies and percentages of responses, including the decision made. Based on the findings, there is large class size in the public senior secondary schools in Ovia North East of Edo State, large class size inhibits the Level of students' academic performance, large class sizes not only affect students in negative ways but the teachers also, and there is a significant relationship between class size and secondary school students' academic performance. It was recommended that increased funding for secondary school education in Nigeria should be a top priority for policymakers in the LGA, inspectors, and school principals should focus more on the number of students in each class, government should construct more classrooms in schools with large student populations, and the authorized teacher-to-school ratio of 1:40 should be appropriately applied when allocating teachers to schools, etc.

The focus of this study was to examine the information-seeking behavior of female
adolescents in selected Senior Secondary Schools in the Edo State. Six objectives and six research questions were stated to guide the study. The study adopted information pickup theory by Gibson (1974) for the dependent variable (information seeking behaviour) and the theory of health belief by Rosenstock et al., (1950) for the dependent variable (sexual health). A descriptive cross-sectional study design was adopted as the research design with a population of 2774 female adolescents students in the various selected secondary schools. A purposive sampling technique was employed as the sampling technique and the sample size of 150 female senior secondary pupils was used. Questionnaire was employed as the research instrument, and the questionnaire was face validated by the project supervisor. The results show that adolescents do selective search in order to satisfy an information need; adolescents mostly seek sexual health information from non-authoritative sources; most of the channels used by adolescents are not authenticated; adolescents have high level unmet information needs; information use among adolescent is adequate; and the knowledge exchange and transfer are poor among adolescents. It is hereby recommended that stakeholders and health practitioners should make provisions for more education and enlightenment on seeking information from evidence based authoritative sources. Keywords: Sexual health, information seeking behaviour, adolescents.