TEACHERS

This study examined the influence of sound office and record management on school administration in public secondary schools in Ovia North-East Local Government Area of Edo State. The purpose of the study was to explore the significance and role of effective office and record management in the administration of secondary schools, with particular attention to teachers in the Ovia North East Local Government Area of Edo State. Four research questions were raised. A descriptive survey research design was adopted for the study. The population of the study was 400 teachers and a sample of 80 teachers was drawn using a multi-stage sampling technique. Data were collected using a researcher-developed instrument titled Office and Record Management Practices Questionnaire (ORMPQ), which was validated by experts in Educational Administration and Measurement and Evaluation. The findings revealed that sound office management positively influences administrative effectiveness through improved communication, information flow, and coordination of activities. School location was also found to influence record management practices, with urban schools demonstrating relatively better practices than rural schools. Major challenges identified included poor filing systems, inadequate office facilities, insufficient record-keeping materials, and inadequate staff training. Based on the findings of the analysis, the following recommendation were made: among other things, that government should provide adequate funding for record management facilities, that school administrators should enforce clear record management policies, and that regular training programmes should be organised for teachers on modern office and record management techniques.

This study investigated the influence of teachers’ characteristics on secondary school students’ learning of Biology in Egor Local Government Area of Edo State. To achieve the purpose of the study, four research questions were raised and answered. The descriptive survey research method was adopted for the study. The population of this study comprised all the 201 teachers in the 20 senior secondary schools in Egor Local Government Area of Edo State. The sample size for the study was made up of 100 teachers representing 50% of the population. The findings from the study include that there is a significant difference in the influence of teachers’ characteristics on secondary school students’ learning of Biology between large school and small school. It was concluded that teachers’ characteristics such as qualification, professionalism, experience and teachers’ sex significantly influence secondary school students’ learning of Biology in Egor Local Government Area of Edo State. The study recommended among others that the Ministry of Education and school authorities in Egor Local Government Area should prioritize continuous professional development and training programmes for Biology teachers.

The study investigated the influence of teachers’ qualifications and experience on students’ academic achievement in Biology in public secondary schools in Ovia North East Local Government Area of Edo State, Nigeria. It specifically determined the influence of teachers’ qualifications on students’ achievement, assessed the impact of teachers’ experience, examined teaching methods used by qualified Biology teachers to enhance performance, and identified challenges faced by teachers affecting student outcomes. The descriptive survey design targeted SS2 Biology students and teachers across public schools, with a population of 1120 students and 32 teachers. A sample of 120 students and 20 teachers from 6 schools (3 urban, 3 rural) was selected via stratified and simple random sampling. Data were gathered using a validated questionnaire (4 sections, 20 Likert-scale items, Cronbach Alpha 0.703) and an academic performance checklist, analyzed with mean scores, standard deviations, and t-tests (p<0.05) via SPSS. Findings revealed significant challenges like lab shortages, power outages, textbook deficits, large classes, and funding gaps, yet students showed improved Biology scores. Teachers’ qualifications positively correlated with achievement (p<0.05), rejecting the null hypothesis, as degree-holders enhanced content delivery. Experience (over 10 years) also significantly boosted performance (t-calculated > critical, p<0.05), with veterans adapting to constraints for 15-20% higher pass rates. Based on the findings of the study, recommendations urged principals to prioritize qualifications training, state governments to incentivize experienced teachers, local authorities to supply labs and textbooks, and stakeholders to fund motivation and smaller classes for sustained gai.

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.

This study investigates the Influence of Continuous Professional Development (CPD) on students' academic performance in Biology in Ovia North-East Local Government Area of Edo State, Nigeria. The purpose of this Study was to determine the extent to which Continuous Professional development programs attended by Biology teachers influence their instructional delivery and subsequently enhance their students’ academic achievement. The design adopted in this study was a quantitative descriptive survey research design was adopted for the study. The population comprised 50 Biology teachers in the 26 public secondary schools within Oviah North-East LGA, while a purposive sample of 50 teachers was randomly selected for data collection. The standard Instrument used to gather data was a structured questionnaire which assessed teachers’ participation in CPD, the effects on their students, the challenges that limit them and recommendations and suggestions to improve CPD for Teachers. The Questionnaires was validated by two lecturers in the faculty of Education. The reliability was establish using the Cronbach alpha’s method. Descriptive statistics such as frequency counts and percentages were employed to analyze the data. The Findings revealed that most Biology teachers regularly engaged in CPD activities, including workshops, online courses, and peer collaboration, and that these programs significantly improved their teaching competence. However, limited institutional support, inadequate funding, and lack of incentives were identified as challenges hindering CPD accessibility and effectiveness. Based on these findings, it is recommended that school administrators and Education policymakers invest more in CPD programmes by providing regular training opportunities, resources, and incentives to motivate teachers. Such efforts are essential in improving Biology teaching and learning experience, and fostering academic success among secondary school students.

Education has been seen as the primary tenet of both social and economic advancement. Globally, the educational landscape is continuously evolving, reforming, and changing. The education of the future generation takes place in vital institutions, and school administrators have a great deal of responsibility for these establishments. Parental excellence in their children's education is one of their main priorities. Indeed, parents are prepared to shell out cash for their kids' optimal education—paying for tuition, purchasing reference materials, and using computers and the internet for educational purposes (Ibrahim et al., 2017). The standard of leadership required to oversee and run the schools in order to produce a quality generation is extremely high (Diaz, 2018). A school's ability to advance is frequently correlated with its administrators, and the leadership of the teaching and learning environment is crucial to student learning.

This study was carried out to determine the influence of technical teacher training on the competencies teachers posses in teaching basic technology in Edo state. Five research questions were raised to guide the study and four null hypotheses were tested at 0.05 significant level for the study. Descriptive survey research design was used for the study. The population of the study was 400 basic technology teachers of Oredo local government area of Edo State. Simple random sampling technique was used to select 100 respondents for the sample. The instrument used was a structured questionnaire. The instrument was validated by three experts. Pearson’s Product-Moment Correlation Coefficient (PPMCC) was used to compute reliability of the instrument which gave a correlation coefficient of 0.72. The data collected was analyzed using descriptive statistics of mean and standard deviation and t-test was used to test the hypotheses. The result of the analysis shows that for a basic technology teacher to be considered competent such teacher must have, gone through teacher training, good knowledge of subject matter, proper usage of instructional aid and methods, good classroom and laboratory management skills and proper evaluation techniques. The t-test analysis showed that the four groups of teachers (male & female, rural & urban, experienced & inexperienced and public and private secondary school) did not differ significantly in their rating on the variables that is important for effective teaching of basic technology by teachers. It was recommended among others that Edo state Ministry of education should employ only qualified and trained technical teachers for basic technology, and the state government must also enforce the same strategies in the private sector. The performance of basic technology students is directly influenced by the qualification and quality of the teacher taking the subject.