DEPARTMENT OF EDUCATIONAL MANAGEMENT

This study investigated the relationship between Information and Communication Technology (ICT)-based capacity building and the administrative competence of public senior secondary school principals in Edo South Senatorial District of Edo State. The study was motivated by the growing need for school administrators to possess adequate ICT competencies to effectively manage educational institutions in an increasingly technology-driven environment. Specifically, the study determined the level of ICT-based capacity building and administrative competence among principals, examined the relationship between ICT-based capacity building and administrative competence, and investigated whether the relationship varied based on principals’ sex, educational qualification, years of experience, and age. The study adopted a correlational descriptive survey research design. The population comprised 47 public senior secondary school principals in Edo South Senatorial District, while a sample of 24 principals were selected using a multistage sampling technique. Data were collected using a structured questionnaire that was validated by experts in Educational Management and Measurement and Evaluation. The reliability of the instrument was established using the Cronbach Alpha method. Mean and standard deviation were used to answer the research questions, while Pearson Product Moment Correlation and t-test statistics were employed to test the hypotheses at the 0.05 level of significance. The findings revealed that the level of ICT-based capacity building (grand mean = 2.69) and the level of administrative competence (grand mean = 2.61) among public senior secondary school principals were high. The study further established a significant positive relationship between ICT-based capacity building and principals’ administrative competence. Significant positive relationships were also found based on principals’ sex, educational qualification, years of experience, and age. The study concluded that ICT-based capacity building is a significant predictor of principals’ administrative competence. It therefore recommended that the Edo State Ministry of Education should strengthen continuous ICT training programmes, improve the provision of ICT facilities in schools, and institutionalize regular professional development initiatives to enhance principals’ administrative effectiveness and improve the overall quality of secondary school administration.

Teaching is a demanding profession that exposes educators to significant stress due to workload, poor working conditions, and inadequate support from educational authorities. This study investigates the level of stress among secondary school teachers in Oredo Local Government Area of Edo State, examining key stressors such as workload, poor remuneration, student behavior, administrative expectations, and inadequate teaching resources. Using a structured research design, the study aims to determine stress variations based on gender and experience while highlighting the predominant causes of stress among teachers. Findings from this study will provide valuable insights for policymakers, school administrators, and educators on effective strategies to mitigate stress and improve teachers’ well-being and job satisfaction. This study examines the levels of stress among secondary school teachers in Oredo Local Government Area of Edo State using a descriptive survey research design. The population comprised 483 teachers across 13 senior secondary schools, from which a sample of 60 teachers was randomly selected from six schools. Data was collected using a structured questionnaire covering demographic information and stress-related factors. The instrument was validated by experts, and its reliability was determined using Cronbach’s Alpha statistics. Data analysis was conducted using mean scores to address the research questions. Findings reveal that teaching responsibilities, workload, and emotional exhaustion are major stressors, with fatigue being the most dominant. Teachers also experience stress from colleaguerelated pressures, lack of social support, financial struggles, and poor working conditions. Gender and experience influence stress levels, with male teachers facing more fatigue and female teachers feeling more overwhelmed. Less experienced teachers report higher emotional exhaustion, while experienced teachers struggle with workload and fatigue. Despite these challenges, teaching has minimal impact on personal well-being.

This study investigated the impact of e-library and students’ academic performance in public senior secondary school in Egor Local Government Area of Edo State. The objectives were to assess the availability of e-library facilities, frequency and types of e-library resources used, challenges encountered by students, and the relationship between e-library usage and academic performance with five research questions. The study adopted a descriptive survey design. A sample of 200 students was drawn from five randomly selected public senior secondary schools in the area; however, only 100 properly completed questionnaires were retrieved and analysed. Data were analysed using a combination of mean ((x), standard deviation (SD), simple percentage, and Pearson Product Moment Correlation (PPMC). The findings revealed that the availability of e-library facilities in public schools was generally low, and student usage of existing e-library resources was infrequent. The types of e-library tools accessible were limited, with most students lacking access to academic databases, reference tools, and other digital learning platforms. Major challenges identified included power outages, limited ICT skills, and poor alignment of e-library content with the school curriculum. Despite these constraints, a low but statistically significant positive relationship was found between e-library usage and academic performance. Based on the findings, it was recommended that government and school authorities invest in digital infrastructure, provide relevant training, and integrate e-library usage into the curriculum to enhance educational outcomes.

This study examines the awareness and utilization of artificial intelligence (AI) in shelving and shelf-reading practices in the University of Benin Library. Using a descriptive research design, data were collected from professional and paraprofessional staff to determine their level of awareness of AI applications, the extent of AI adoption in routine collection- management tasks, and the factors influencing its use. The study highlights prevailing gaps in knowledge, infrastructural limitations, and staff readiness, while underscoring the potential of AI to enhance accuracy, efficiency, and decision-making in shelving operations. The findings aim to inform policy development and capacity-building initiatives that support effective AI integration in academic library workflows.

The supply of electricity is essential for supporting academic operations in universities, especially in a time when technology and digital education are indispensable to learning. This research investigates how electricity disruptions affect academic operations at the University of Benin, concentrating on students, faculty, and administrative personnel. Data were gathered through structured questionnaires. The results indicate that frequent power failures significantly disrupt lecture delivery, research efforts, access to online educational resources, and administrative activities. Students find it difficult to complete assignments and study efficiently, while instructors and researchers encounter difficulties in preparing course materials and conducting virtual learning. The research also underscores the coping strategies employed by stakeholders, such as dependence on generators, inverters, and alternative study options off-campus. Even with these adjustments, electricity interruptions continue to pose a significant challenge to academic productivity. The research suggests improving power infrastructure, investing in alternative energy resources, and strategic policies to reduce the adverse effects of electricity disconnections on academic activities.

This study examines the awareness and perception of librarians toward the adoption of artificial intelligence (AI) in academic libraries, with a specific focus on John Harris Library at the University of Benin. The research aims to assess the extent and variety of AI technologies utilized, best practices for AI integration, and practical ways to enhance information delivery through AI adoption. Using a survey research design, data were collected from 80 respondents through structured questionnaires and analyzed using frequency counts and simple percentages. The findings reveal that while AI adoption in John Harris Library is still at a developing stage, there is a growing awareness among librarians regarding its potential to enhance library services. However, challenges such as inadequate funding, insufficient technological infrastructure, and limited staff training hinder effective implementation. The study also highlights the need for a structured approach to AI integration, emphasizing user-centered strategies, staff capacity development, and improved technological investments. Based on these findings, the study recommends increased financial support for AI initiatives, enhanced technological infrastructure, continuous staff training, and regular policy updates to align with evolving user needs. Addressing these challenges through strategic funding and systematic policy evaluation will ensure that academic libraries effectively integrate AI, improving resource accessibility and enhancing user satisfaction.

This study examined the influence of work-life balance initiatives on employee performance in selected banking institutions in Benin City. Focusing on personal characteristics, family responsibilities, and leave policies as key work-life balance variables, the study aimed to assess their impact on employee performance. A total of 200 valid responses were collected from employees out of a potential sample size of 268. The study adopted a quantitative research methodology, utilizing descriptive statistics (frequency, mean, and percentage) and inferential statistics (regression analysis) for data analysis. The findings revealed that personal characteristics significantly influence employee performance (B = 0.362, p < 0.001), while family responsibilities showed no
significant effect (B = 0.024, p = 0.705). Additionally, leave policies were found to have a significant positive impact on employee performance (B = 0.204, p = 0.040). Based on these findings, the study recommends the implementation of tailored employee development programs that consider individual characteristics, the introduction of flexible work arrangements to support work-life balance, and the enhancement of leave policies to promote employee well-being and improve overall performance.

This study investigated the influence of school enrollment on teacher’s effectiveness in senior secondary school in Oredo local government area in Edo state. three research question were raised to guide the study. Descriptive survey research design was adopted to accomplish the purpose of the study. The population of the study consists of all 602 teachers from fourteen (14) public secondary school in Oredo LGA and the sample size of all fifty (50) accessible secondary school teachers were selected for the study. The instrument for data collection was questionnaire developed by the researcher and was validated by the researcher’s supervisor and two other experts from the Department of educational management the reliability coefficient was 0.81using Cronbach Alpha correlation coefficient method. The data collected were analyzed statistically using the statistical package of social sciences (SPSS) software.

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 ofschool 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 dealt on the investigation of the level of student centered learning in the university of Benin. To achieve the purpose of the study, four research questions were raised and examined. The sample size comprised of the 100 lecturers, which will be randomly selected from over 500 lecturers in the university of Benin North. The - questionnaire was the instrument for data collection. The descriptive survey research design was adopted for the study. With the aid of the stratified sampling technique, An analysis of data was done using mean score. Criterion mean score of 2.50 was used as selection criterion. The findings showed that lecturers at the University of Benin, implement student centered learning with a grand mean of 3.7 indicating a high level of interest and engagement of student-centered learning It was also concluded that science lecturers implement student centered learning more than humanities lecturers t was therefore recommended that lecturers should be more informed about the benefits of student centered" learning and engage it teaching more to help students get the most of their learning experience. The government and educational authorities should consider the findings of this study valuable to the point of informing other universities about student centered learning as well as providing necessary support for implementation.