UNIZIK JOURNAL OF EDUCATIONAL LAWS AND LEADERSHIP STUDIES
UNILAWS UNIZIK JOURNAL OF EDUCATIONAL LAWS AND LEADERSHIP STUDIES Editorial Policy UNILAWS is based in the Faculty of Education, Nnamdi Azikiwe University, Awka, Anambra State, Nigeria. Authors are to visit the Journal website: https://unilaws.org/unilaws to register and submit their manuscripts. The Journal publications shall be 100% online for regular publications only. Publication shall be both regular and special. UNILAWS Regular Publication: This shall be published twice in a year: January-June and July-December. Unlike Special Publications, authors shall pay publication fees for Regular Publication. UNILAWS Special Publication: This shall be published once in a year or once in two years. Special Publications shall be sponsored publications. Unlike Regular Publications, authors shall not pay publication fees for Special Publication. Special Publication shall be both online and off-line. Authors are to visit https://unilaws.org/unilaws to register and submit their manuscripts. Alternatively, the manuscript can be E-mailed directly through: unilaws24@gmail.com UNILAWS PUBLICATION FEES USE THE UNIZIK JOURNAL ACCOUNT SERIES FOR PAYMENT Paper Publication Fee: N30, 000 (Comprising N5,000 Vetting Fee & N25,000 Publication Fee Account Number: 101 739 6647 Account Name: UNIJERPS (Unizik Journal of Educational Research and Policy Studies) Bank Name: Zenith Bank Plc Policy on Printing of Hard Copies There shall be no printing of hard copies of UNILAWS by UNILAWS Editorial Board. In order to assist contributors have printed or hard copies of the journal, all sufficient information about each volume of the journal such as the journal cover and table of contents and other preliminary information will be uploaded online for interested contributors to download and print accordingly.
UNDERSTANDING THE SOCIAL PROTECTION OF NIGERIAN WORKERS IN THE LABOUR STANDARDS
Despite the existence of internationally recognized labour standards and expanding social protection frameworks, significant gaps persist in their coverage, enforcement, and effectiveness, particularly in developing economies. This paper critically appraises the seeming gaps in labour standards and social protection, with a focus on their implications for workers’ welfare, economic stability, and social cohesion. Drawing on global, African, and national perspectives, the paper situates the discussion within the evolving realities of labour markets characterized by high informality, non-standard employment, and the rapid growth of the gig and digital economy. It examines how weak enforcement mechanisms, fragmented worker representation, and limited institutional capacity undermine the realization of decent work and inclusive social protection. The analysis further highlights persistent exclusions within social protection systems, including inadequate coverage, insufficient benefits, and the vulnerability of informal sector workers, despite policy commitments and reform efforts.
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ADOPTION OF OPEN-SOURCE OPTICAL CHARACTER RECOGNITION (OCR) IN DIGITIZATION AND DATABASE MANAGEMENT OF STUDENT PROJECTS IN FEDERAL POLYTECHNIC OKO, ANAMBRA STATE, NIGERIA
This study examined the adoption of open-source Optical Character Recognition (OCR) and relational database management for the digitization of student projects and theses at the Dr. Alex Ekwueme Library, Federal Polytechnic, Oko. The main objective was to convert physical documents into a searchable digital repository to improve preservation, accessibility, and retrieval efficiency. A total of 391 student projects were selected across various departments using stratified purposive sampling. The study employed a mixed-methods approach involving needs assessment, scanning, image preprocessing with OpenCV, Tesseract OCR application, MySQL/PostgreSQL database development, staff training, and system evaluation. Key findings revealed a 99.5% successful OCR conversion rate with an average Character Error Rate (CER) of 4.1%. The developed digital repository recorded an average retrieval time of 0.48 seconds and achieved 87.6% user satisfaction, with a 68% reduction in document access time. Library staff also demonstrated high competence in managing the system. The study concludes that open-source OCR and database technologies offer a cost-effective and sustainable solution for digitizing academic collections in Nigerian polytechnics.
EDUCATION ADVANCEMENT AND THE SIT-AT-HOME ORDERS: LEGAL AND ACADEMIC IMPACTS FOR POLICY ADVOCACY IN NIGERIA
Sit-at-home orders have emerged as a recurring form of protest in parts of Nigeria, often resulting in widespread closure of schools and restriction of movement. This opinion paper examines the legal and educational implications of these orders on the educational advancement of children. From an analytical standpoint, the paper argues that while such directives are often framed as instruments of political expression, their unintended consequences significantly disrupt the educational process and undermine the rights of children to uninterrupted learning. The paper interrogates the legal dimensions of these disruptions by considering the obligations of the state and society to protect children’s right to education as guaranteed under the Child Rights Act and international frameworks such as the United Nations Convention on the Rights of the Child. Educationally, repeated school closures, irregular attendance, and psychological insecurity among students are argued to contribute to declining academic performance, reduced curriculum coverage, and widening learning inequalities.
FIRMS AGE AND BOARD EXPERTISE EFFECT ON SUSTAINABILITY DISCLOSURE IN NIGERIA-LISTED MANUFACTURING FIRMS
This study examined board's expertise on the sustainability disclosure of listed Nigerian manufacturing firms. This study used an ex-post facto research design with a population of 34 consumer goods and industrial goods firms with a sample size of 16 firms selected using purposive sampling. This study utilized the annual reports of these firms from 2013 to 2023 to gather necessary data, employ multiple regression techniques, and analyze the data through STATA software 13. The result revealed that board expertise and firm age have a negative and significant effect on sustainability disclosure when used directly. The results also found that the interaction between board expertise and firm age reveals a significant positive moderating effect. This study concludes that board expertise and firm age have a negative influence on sustainability disclosure. However, the interaction between board expertise and firm age is positive and significant, suggesting that firm age has a moderating effect and strengthens the positive effect of board expertise on sustainability disclosure. This study recommends that it is better to maximize the use of boards' expertise to enhance sustainability reporting, especially in older firms where the benefit of experience can be of added value in enhancing structures of good governance. Furthermore, older firms should try to increase the degrees of sustainability disclosure since such firms have more experience and industry tenure compared to young firms.
ADMINISTRATORS FINANCIAL MANAGEMENT PRACTICES AND PUBLIC SECONDARY SCHOOL EFFECTIVENESS IN CROSS RIVER STATE, NIGERIA
This study examined administrators’ financial management practices and public secondary school effectiveness in Cross River State. Specifically, it investigated the relationship between financial planning practices, financial accountability practices, and the effectiveness of public secondary schools. The study adopted a correlational research design. The population consisted of all 303 public secondary school principals in the state, and a census technique was used to include the entire population. Data were collected using an 18-item structured questionnaire titled “Administrators’ Financial Management Practices and Secondary School Effectiveness Questionnaire (AFMPSSEQ),” which was designed on a four-point Likert scale. The instrument was validated by experts in measurement and evaluation, while reliability was established through a test-retest method, yielding coefficients of 0.75 and 0.79 using Cronbach Alpha, indicating acceptable internal consistency. Data were analyzed using scatter plot and Pearson Product Moment Correlation at 0.05 level of significance. The findings revealed that both financial planning and financial accountability practices have significant positive relationships with secondary school effectiveness. The study concluded that effective financial management practices by school administrators significantly enhance school effectiveness in terms of improved teaching and learning, administrative efficiency, and goal attainment. It was recommended that school administrators should adopt structured financial planning processes and strengthen accountability mechanisms to ensure efficient resource utilization and improved educational outcomes in public secondary schools.
IMPACT OF TECHNOLOGY INTEGRATION IN EDUCATIONAL PLANNING AND ADMINISTRATION OF HOPE HIGH SECONDARY SCHOOL ABAKALIKI
This study aims to explore the impact of technology integration in educational management and administration. The rapid advancement of technology in recent years has created a lot of new opportunities and challenges in educational field. Educational management and administration play a crucial role in ensuring effective and efficient operations of educational institutions. The integration of technology into these processes has the potential to transform how schools and universities operate to improve outcomes of all the stakeholders. On the other hand, education systems in the worldwide are continually evolving and adapting to meet the needs of the 21st century learners. Technology integration in educational management and administration refers to the well-coordinated incorporation and utilization of various digital devices, technological tools and resources in the realm of management and administration of educational institutions for better outcomes. Technology integration has the potential to enhance efficiency of work processes, improve communication among all the stakeholders and simplify administrative tasks. This study aims to analyze the benefits and challenges of technology integration in educational management and administration.
ETHICAL CHALLENGES IN THE MANAGEMENT OF HIGHER EDUCATION IN NIGERIA
ABSTRACT This paper critically examines contemporary practices while reflecting on the broader ethical implications for higher education institutions. It emphasizes the need for proactive policies and holistic approaches to mitigate ethical violations and promote an environment rooted in transparency, accountability, and integrity. Addressing these challenges is paramount for sustaining the credibility of academic institutions and fostering ethical development among future generations. Higher education plays a vital role in the development of individuals and society, university and other tertiary institution are expected to promote knowledge, research, innovation, and moral value. because of this important role, ethical behaviour is essential in ensuring that the academic environment remains credible fair, and productive.
DIAGNOSING POLICY AND PRACTICAL BARRIERS TO DIGITAL CURRICULUM INNOVATION IN SECONDARY SCHOOLS IN IMO STATE: AN INTERDISCIPLINARY ANALYSIS AND SOLUTION FRAMEWORK
The integration of digital technologies into secondary school curricula is essential for fostering 21st-century skills, improving learning outcomes, and preparing Nigerian youth for a digital economy. This interdisciplinary study diagnoses policy and practical barriers to digital curriculum innovation while proposing a comprehensive solution framework. Drawing on education policy, information and communication technology (ICT), and development studies, the research employed a descriptive survey design with 200 participants (120 teachers and 80 administrators) selected through stratified random sampling across the three senatorial zones of Imo State. Data were collected using a validated 30-item Likert-scale questionnaire (Cronbach’s α = 0.87) and analyzed with descriptive statistics (means, standard deviations) and inferential statistics (independent samples t-test and Pearson correlation) via SPSS version 26. Results indicated that practical barriers (M = 4.32, SD = 0.61) were perceived as significantly more severe than policy barriers (M = 3.85, SD = 0.72), t(198) = 4.67, p < .001. A moderate positive correlation existed between policy and practical barriers (r = .52, p < .01), underscoring their interdependence. The study contributes empirically grounded insights for stakeholders in Imo State and similar developing contexts, emphasizing that sustainable digital curriculum innovation requires aligned policy and practical interventions. Recommendations include immediate state-level digital curriculum guidelines and teacher professional development programs.
TEACHERS’ ATTITUDE AND TEST ANXIETY AMONG GYNECOLOGY STUDENTS IN NNAMDI AZIKIWE UNIVERSITY IN ANAMBRA STATE
This is qualitative research that descriptively discovered the relationship between teachers’ attitude and test anxiety among obstetrics and gynecology students in Nnamdi Azikiwe University in Anambra south-east Nigeria. Anxiety disorders are the most prevalent mental disorders experienced by adolescents. As the students spend a significant length of time within a school environment, it is not surprising that teachers’ attitude has been linked to students’ mental health. Positive teacher-student relationship in primary school children have been found to improve pupil mental health outcome, with supportive teachers’ student relationship associated with reduced poorer teachers’ student quality. The findings in secondary school are recorded but there are no findings among tertiary school students. However, this study aimed to examine the relationship between teachers’ attitude and test anxiety existing in tertiary school among obstetrics and gynecology students. 400 medical students served as the population of the study. Test anxiety inventory (TAI) by Spielberge 1977 was adapted and used for collection of data. The instruments were face and construct validated. Internal consistency co-efficient values of 0.081 and 0.84 were obtained for test anxiety and teachers’ attitude scale respectively using Cronbach Alpha statistical method. Data were analyzed using Pearson Product Moment Correlation Coefficient ‘r’ for ensuring research questions and to test hypothesis at 0.05 level of significance. The findings of this study revealed that teachers’ attitude had significantly positive relationship with gynaecology students’ test anxiety with no gender variation.
THE INFLUENCE OF ADMINISTRATORS’ LEADERSHIP COMPETENCE ON SECONDARY SCHOOLS TEACHERS’ JOB PERFORMANCE IN CROSS RIVER STATE
The study examined the influence of administrators’ leadership competence on secondary school teachers’ job performance in Cross River State, Nigeria. Specifically, the study investigated how administrators’ competence in decision-making and delegation of responsibilities influenced teachers’ classroom management, assessment practices, and disciplinary activities. Two research questions and two null hypotheses guided the study. An ex-post facto research design was adopted. The population comprised 259 principals from all public secondary schools in Cross River State, and a census sampling technique was employed due to the manageable population size. Data were collected using two researcher-developed instruments: the Administrators’ Leadership Competence Scale (ALCS) and the Teachers’ Job Performance Scale (TJPS). The instruments were validated by experts in Educational Management and Test and Measurement, while reliability was established using Cronbach Alpha. Data were analyzed using One-way Analysis of Variance at 0.05 level of significance. The findings revealed that administrators’ leadership competence in decision-making significantly influenced teachers’ classroom management, assessment procedures, and disciplinary activities. Similarly, leadership competence in delegation of responsibilities significantly influenced teachers’ job performance. The study concluded that administrators’ leadership competencies in decision-making and delegation of responsibilities are critical determinants of teachers’ job performance in secondary schools. Based on the findings, it was recommended that school administrators should actively involve teachers in important decision-making processes to improve their effectiveness and commitment to school goals.
ABSTRACT Sit-at-home orders have emerged as a recurring form of protest in parts of Nigeria, often resulting in widespread closure of schools and restriction of movement. This opinion paper examines the legal and educational implications of these orders on the educational advancement of children. From an analytical standpoint, the paper argues that while such directives are often framed as instruments of political expression, their unintended consequences significantly disrupt the educational process and undermine the rights of children to uninterrupted learning. The paper interrogates the legal dimensions of these disruptions by considering the obligations of the state and society to protect children’s right to education as guaranteed under the Child Rights Act and international frameworks such as the United Nations Convention on the Rights of the Child. Educationally, repeated school closures, irregular attendance, and psychological insecurity among students are argued to contribute to declining academic performance, reduced curriculum coverage, and widening learning inequalities.
INTEGRATING LOCAL KNOWLEDGE SYSTEMS INTO PUBLIC SECONDARY SCHOOL CURRICULUM: STUDENTS’ AWARENESS, ENGAGEMENT AND CULTURAL IDENTITY IN ANAMBRA STATE, NIGERIA
This study examined students’ awareness, engagement and perceptions of the integration of Local Knowledge Systems (LKS) into public secondary school curriculum in Anambra State, Nigeria. The study was anchored on a descriptive survey research design. The sample comprised 243 senior secondary school students drawn from three purposively selected education zones and twelve schools that offered culturally grounded learning opportunities and incorporated indigenous knowledge into subjects such as Social Studies, Cultural and Creative Arts and Civic Education. Data were collected using a structured questionnaire developed from a comprehensive review of related literature and validated by experts in Curriculum Education and Measurement and Evaluation. The instrument demonstrated high internal consistency, with a Cronbach’s alpha coefficient of 0.86. The questionnaire measured students’ awareness and understanding of LKS, their engagement in culturally grounded classroom and community-based activities, their sense of cultural identity and pride and their perceptions of the relevance of LKS integration to learning and motivation. Descriptive statistics, including mean and standard deviation, were used to answer the research questions. The findings revealed that students demonstrated moderate to high awareness and understanding of Local Knowledge Systems, actively participated in culturally grounded learning experiences and reported enhanced cultural identity and pride. Furthermore, students perceived that the integration of LKS into the curriculum improved the relevance of learning and motivated their active participation in classroom activities. The study accentuates the importance of systematically integrating Local Knowledge Systems into the curriculum to promote culturally responsive pedagogy, enhance students’ engagement and strengthen their appreciation of indigenous heritage. It was concluded that the integration of Local Knowledge Systems into the curriculum contributes meaningfully to improving students’ engagement, cultural identity and perceived relevance of learning in public schools. The study recommended that school administrators and policymakers should promote the systematic integration of Local Knowledge Systems into teaching and learning by providing teachers with adequate training and instructional resources.
PARENTAL MIGRATION AS A CORRELATE OF PUPILS’ SOCIO-EMOTIONAL DEVELOPMENT IN PUBLIC PRIMARY SCHOOLS IN ANAMBRA STATE
Contemporary discourse on socio-emotional development of pupils has increasingly centered on the phenomenon of parental migration and its impact on pupils’ socio-emotional development. Debate have intensified concerning the benefits and potential socio-emotional implications. This study examined parental migration as a correlate of pupils’ socio-emotional development in public primary schools in Anambra State. Five research questions guided the study while five null hypotheses were formulated. The study adopted a correlational survey research design. The population of the study consisted of 7151 teachers in the 992 primary schools in Anambra State. A sample of 500 primary school teachers was used in this study using a multi-stage sampling procedure and purposive sampling technique. Two instruments titled: Parental Migration Questionnaire (PMQ) and Socio-Emotional Development Questionnaire (SEDQ) were used to collect data for this study. Both instruments were researcher-developed and were subjected to face validity by three experts; two experts came from the Department of Early Childhood and Primary Education and one expert from the Department of Educational Foundations, Measurement and Evaluation unit all from the Faculty of Education Nnamdi Azikiwe University Awka, Anambra State. Cronbach Alpha was used to check the internal consistency of the instruments and an overall reliability coefficient of 0.76 was obtained. The finding revealed that there was a weak positive and significant relationship between parental migration and pupils’ emotional regulation; there was a strong positive and significant relationship between parental migration and pupils’ social interaction; and there was a moderate positive and significant relationship between parental migration and pupils’ self-concept. It was also found that there was a weak positive and non-significant relationship among parental migration and the combined dimensions of pupils’ emotional regulation, social interaction, self-concept and social adjustment in Anambra State. Based on these findings, it was recommended amongst others that teachers should be supported through training and counselling resources to help them recognize emotional distress linked to parental absence and provide consistent emotional guidance to pupils affected by migration.
UNDERSTANDING THE DYNAMIC RELATIONSHIP BETWEEN SCHOOL ENVIRONMENT AND DISCIPLINE
Discipline is a fundamental requirement for the effective functioning of any educational system. In Nigerian schools, the existence and enforcement of laws are essential for maintaining order, promoting moral values, and ensuring a conducive environment for teaching and learning. However, indiscipline among students has become an increasingly serious problem, manifesting in various forms such as truancy, examination malpractice, drug abuse, cultism, vandalism, and disrespect for school authority. These acts of indiscipline have negatively affected academic standards, school administration, student safety, and the overall image of the Nigerian educational system. This study examines the relationship between law and indiscipline in Nigerian schools, emphasizing the importance of school laws as instruments for controlling behavior and fostering responsible citizenship. The paper explores the meaning and purpose of law within the school system, the nature and causes of indiscipline, and the social, family, and institutional factors that contribute to students’ misconduct. It also discusses the challenges faced by school administrators and teachers in enforcing disciplinary measures, particularly in the face of weak policy implementation, limited parental support, societal influence, and concerns over students’ rights.
STRENGTHENING INSTITUTIONAL RESEARCH CAPACITY THROUGH DIGITAL INNOVATION: A SYSTEM-LEVEL ANALYSIS OF NIGERIAN PUBLIC TERTIARY INSTITUTIONS
This study examines the role of digital innovation in strengthening institutional research capacity within Nigerian public tertiary institutions through a system-level analysis. In recent years, the integration of digital technologies into higher education has emerged as a critical driver of research productivity, knowledge generation, and institutional competitiveness. Evidence suggests that digital transformation enhances administrative efficiency, supports data-driven decision-making, and improves teaching, learning, and research processes across universities and polytechnics. Adopting a qualitative and analytical approach, the study synthesizes existing literature, policy frameworks, and institutional practices to explore how digital infrastructure, digital literacy, and innovation ecosystems contribute to research capacity development. The findings reveal that digital tools such as research databases, collaborative platforms, and institutional management systems; facilitate knowledge sharing, interdisciplinary collaboration, and global research visibility. Additionally, national initiatives aimed at enhancing ICT competencies and innovation ecosystems are increasingly positioning tertiary institutions as hubs for research commercialization and technological advancement. However, the study identifies persistent systemic challenges, including inadequate digital infrastructure, limited funding, low digital competencies among staff, and fragmented policy implementation, which constrain the full realization of digital innovation benefits. The paper concludes that strengthening institutional research capacity in Nigeria requires a coordinated system-level strategy that prioritizes investment in digital infrastructure, continuous capacity building, policy coherence, and multi-stakeholder collaboration. Such an approach is essential for transforming public tertiary institutions into globally competitive knowledge hubs capable of driving sustainable development.
DEVELOPMENT OF A SCHOOL-BASED PSYCHO-BEHAVIOURAL SUPPORT PROGRAM FOR ENHANCING CLASSROOM ADJUSTMENT AMONG HYPERACTIVE PUPILS IN SOUTH-EAST NIGERIA
Hyperactivity, frequently linked to attention deficit hyperactivity disorder (ADHD), poses substantial challenges to classroom adjustment, academic performance, peer relationships, and teacher-pupil interactions in Nigerian primary schools. This study evaluated a 12-week school-based psycho-behavioural support program integrating behaviour modification techniques, teacher training in differentiated instruction, and parent counselling sessions. Employing a quasi-experimental mixed-methods design across 30 primary schools (six per state), the research involved 600 hyperactive pupils, 400 teachers, and 200 parents. Pre- and post-intervention assessments using validated tools showed that attention span increased by an average of 28%, disruptive behaviours decreased by 22%, and peer interaction scores rose notably. Teachers reported enhanced classroom management efficacy, while parents gained confidence in home reinforcement strategies. The program yielded a scalable framework, including a training manual and policy recommendations, that supports Nigeria’s inclusive education agenda and Sustainable Development Goal 4. Findings highlight the feasibility and effectiveness of contextually adapted interventions in resource-constrained settings.
RELATIONSHIP BETWEEN PRINCIPALS’ LEADERSHIP PRACTICES AND SCHOOL PERFORMANCE MANAGEMENT IN PRIVATE SECONDARY SCHOOLS IN DELTA STATE
The study examined the relationship between principals' leadership practices and school performance management in private secondary schools in Delta State. The study was guided by five research questions, and five null hypotheses were tested at the 0.05 alpha level. A correlational research design was adopted for this study. The population of the study comprised 15,612 teachers in 1,177 private secondary schools in Delta State. The sample for this study consisted of 390 principals drawn using the multistage sampling technique. Two questionnaires, titled "Principals' Leadership Practice Questionnaire (PLPQ)” and “School Performance Management Questionnaire (SPMQ)," were used for data collection. The instruments were face-validated by three experts. Cronbach's alpha was used to test the internal consistency of the instruments, yielding overall coefficient values of 0.847, 0.841, 0.830, 0.861, and 0.885, respectively. The instruments were administered by the researcher and five research assistants, and a 96% return rate was recorded. The findings of the study revealed, among others, that principals' communication practices, accountability practices, decision-making practices, motivation practices, and staff development practices are strong and significant predictors of school performance management in private secondary schools in Delta State. Based on the findings, it was recommended, among others, that principals should maintain open, transparent, and consistent communication with teachers, parents, and students to foster trust and enhance management in the school. Training programs are recommended for principals to strengthen their skills in accountability, decision-making, and staff development, as these were shown to directly influence school performance. Principals should implement both financial and non-financial reward systems to sustain teacher motivation, which is vital for improved student outcomes, and prioritize continuous professional development for teachers by organizing regular workshops, mentoring programs, and refresher courses.
PRINCIPALS’ EMOTIONAL REGULATION AND SOCIAL SUPPORT AS PREDICTORS OF ADMINISTRATIVE EFFECTIVENESS IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE, NIGERIA
The study examined principals’ emotional regulation and social support as predictors of their administrative effectiveness in public secondary schools in Anambra State, Nigeria. The study answered two research questions, and tested two hypotheses at 0.05 level of significance. The study adopted correlational research design. The population and sample comprised all the 267 principals in the 267 public secondary schools in Anambra State. Two researcher-structured questionnaires titled “Emotional Regulation and Social Support Questionnaire (ERSSQ) and Principals’ Administrative Effectiveness Questionnaire (PAEQ)” were used for data collection, after the face and content validation were determined. Cronbach Alpha was used to compute the collected data gotten through pilot test, and yielded reliability coefficients of 0.96 and 0.78 for clusters C and E were, respectively, while reliability coefficient of PAEQ was 0.88. The researcher administered copies of the questionnaires directly on the respondents with the help of five research assistants. Simple linear regression analysis ® was used to answer the research questions, while R was used to determine the extent of the prediction between the independent variables (principals’ emotional regulation and social support) and the dependent variable (principals’ administrative effectiveness) in the study. Findings, among others revealed that emotional regulation, and social support significantly predict their administrative effectiveness in public secondary schools in Anambra State. This implies that principals who actively apply emotional regulatory and social support strategies are more likely to maintain high levels of administrative effectiveness in public secondary schools in Anambra State. It was recommended that PPSSC should integrated emotional regulation skills in their leadership training modules for school administrators, as principals who can manage their emotions are better equipped to resolve conflicts, maintain positive staff relationships, and create a healthy school climate.
LAW AND INDUSTRIAL STRIKE ACTION IN NIGERIAN UNIVERSITIES
Industrial strike actions in Nigerian universities disrupt academic activities, impact students, and affect the overall quality of education. This discussion examines the law governing strike actions, common causes, challenges, and recommendations for managing disputes. Key issues include poor working conditions, salary disputes, and governance issues. Effective communication, dialogue, and conflict resolution mechanisms are crucial in preventing and resolving strike actions. By addressing these issues, Nigerian universities can promote a stable academic environment, benefiting students, staff, and society.
TEACHERS’ CLASSROOM BEHAVIOURS AS CORRELATES OF STUDENTS’ ACADEMIC PERFORMANCE IN ENGLISH LANGUAGE IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE
The study examined teachers’ classroom behaviours as correlates of students’ academic performance in English Language in public secondary schools in Anambra State. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. The study was a correlational research design. The population of the study consisted of 24,933 SS2 students comprising 11,359 males and 13,574 females in 267 public secondary schools in the six education zones in Anambra State. The sample of 1,247 SS2 students was used for the study. Multistage sampling procedure comprising proportionate stratified and simple random sampling techniques were used for the study. The instrument ‘Teachers’ Classroom Behaviour Questionnaire (TCBQ)’ was used for data collection while Students’ Academic Performance Scores (SAPS) in English language was used to measure students’ academic performance in English language. The instrument was subjected to face and construct validation. Face validation was done by three experts. The reliability of the instrument was done using Cronbach Alpha method and the average coefficient value was established at 0.80 for TCBQ. Pearson Product Moment Correlation statistical tool was used to answer the research questions and test the null hypotheses at 0.05 level of significance. The findings revealed that teachers’ class mentoring has a moderate positive and significant relationship with students’ academic performance in English Language while teachers’ instructional delivery has a high positive and significant relationship with students’ academic performance in English Language in public secondary schools in Anambra State. The study concluded that teachers’ classroom behaviours have positive and significant relationship with students’ academic performance in English Language in public secondary schools in Anambra State. Based on the findings, the study recommended that public secondary school teachers should focus on developing good instructional delivery for active students’ classroom engagement through the use of differentiated strategies tailored to individual students’ needs for improving students’ academic performance in English Language in public secondary schools in Anambra State.
COLLABORATIVE APPROACHES AND SCHOOL SECURITY MANAGEMENT IN SECONDARY SCHOOLS IN CALABAR EDUCATION ZONE, CROSS RIVER STATE, NIGERIA
This study investigated collaborative approaches and security management in public secondary schools in the Calabar Education Zone, Cross River State, Nigeria. Two null hypotheses were formulated to guide the study. A correlational research design was adopted. The population consisted of all 95 principals of public secondary schools in the study area, and a census sampling technique was used. Data were collected using a researcher-developed instrument titled “Collaborative Approaches and School Security Management Questionnaire (CASMQ).” The instrument was validated by experts in Educational Management, the Measurement and Evaluation Unit at the University of Calabar. The reliability of the instrument was established using the Cronbach Alpha method, which produced reliability coefficients of 0.77 and 0.80. The research hypotheses were tested using Pearson Product Moment Correlation Analysis (PPMCA) at the 0.05 level of significance. The findings revealed a significant positive relationship between parent–school collaboration, community participation, and security management in the study area. Based on these findings, the study concluded that collaborative approaches play a vital role in strengthening security management in secondary schools. It was therefore recommended that school administrators in public secondary schools should deliberately establish and sustain strong partnerships with parents through regular meetings and active involvement in school security planning. Such collaboration will promote shared responsibility and contribute to improved safety of students, staff, and school property.
ECONOMIC POLICY AND PUBLIC HEALTH OUTCOMES: ANALYZING THE IMPACT OF GOVERNMENT SUBSIDIES ON ACCESS TO AFFORDABLE HEALTHCARE SERVICES IN SOUTH EAST NIGERIA
Nigeria records one of the highest out-of-pocket (OOP) health expenditures globally, reaching approximately 71.9% of current health expenditure in 2023. This financing structure imposes a heavy burden on poor and informal-sector households. To address this challenge, the federal government activated the Basic Health Care Provision Fund (BHCPF) under the National Health Act 2014, while Anambra, Enugu, and Ebonyi States introduced complementary subsidy programmes, including health insurance schemes and free maternal and child health services. This study evaluated the impact of these government subsidies on access to affordable healthcare and selected public health outcomes in the three states from 2018 to 2025. Employing a mixed-methods sequential explanatory design, the research surveyed 1,200 households, assessed 110 health facilities, conducted 36 key informant interviews, and held 12 focus group discussions. Findings revealed modest but meaningful improvements in service utilisation, especially antenatal care and institutional deliveries in areas supported by insurance schemes. Propensity score matching estimates showed that access to subsidized facilities reduced catastrophic health expenditure by 12–18 percentage points among enrollees. However, overall health insurance coverage remained below 5% in most communities, while stock-outs, informal fees, and delayed fund releases continued to limit financial risk protection. Benefit incidence analysis indicated pro-rich bias in urban areas, with rural and poorest quintiles deriving fewer benefits from supply-side subsidies. The study concludes that government subsidies have produced positive, albeit limited, effects on healthcare access and financial protection. It recommends a hybrid framework that strengthens demand-side insurance, improves supply-side financing, and incorporates targeted equity mechanisms.
TOWARDS UNDERSTANDING THE IMPACT OF ASSAULT AND BATTERY ON THE SCHOOL SYSTEM
Assault and battery within the school system have emerged as significant challenges that threaten students’ safety, academic performance, and psychological well-being. Schools are expected to provide secure and supportive environments for learning and character development; however, incidents of physical, verbal, sexual, and psychological violence increasingly undermine these objectives. This study examines the concept of assault and battery in the school system, highlighting their various forms, causes, challenges, and effects on students and the overall learning environment. Factors such as bullying, poor home upbringing, academic stress, weak school discipline, and excessive corporal punishment are identified as major contributors to violent behavior in schools.
PEDAGOGICAL APPROACHES TO LANGUAGE AND ECONOMICS: BUILDING CROSS-DISCIPLINARY COMPETENCE FOR 21ST-CENTURY LEARNERS
The integration of language and economics education represents a promising pedagogical strategy for developing cross-disciplinary competence among 21st-century learners, particularly in linguistically diverse contexts like Nigeria. This study examined the effectiveness of integrated language-economics pedagogy on students’ economic literacy, language application skills, critical thinking, and problem-solving abilities. Two hundred senior secondary school students (SS2) from public schools participated in the study. Participants were assigned to either an experimental group (n = 100) that received 12 weeks of Content and Language Integrated Learning (CLIL) or a control group (n = 100) that followed conventional separate-subject instruction. Results indicated statistically significant gains in the experimental group, with post-test mean scores rising from 52.4 (SD = 8.7) to 78.6 (SD = 7.2), compared to a modest increase in the control group from 51.8 (SD = 9.1) to 58.3 (SD = 8.5). The between-group difference was highly significant, t(198) = 9.87, p < .001, with a large effect size (Cohen’s d = 1.40). Qualitative reflections further revealed enhanced student confidence in articulating economic ideas and applying knowledge to real-world scenarios. Findings demonstrate that deliberate integration of language and economics instruction substantially strengthens cross-disciplinary competence. The study recommends curriculum reforms and teacher training programs that embed interdisciplinary approaches to better prepare Nigerian learners for the demands of the global economy.
APPLICATION OF CHATGPT IN THE ADMINISTRATION OF SECONDARY EDUCATION IN NIGERIA: CONSTRAINTS AND MITIGATION STRATEGIES
Artificial Intelligence (AI) is increasingly transforming education by changing both school administration and classroom instructional practices. Among the various emerging AI tools, ChatGPT has attracted significant attention as a generative application with diverse educational applications. This study examined the application of ChatGPT in secondary education administration in Nigeria through a systematic review of existing literature, focusing on its applications, benefits, constraints, and management strategies for effective utilization. Findings reveal that secondary education remains vital for national development by equipping learners with cognitive, affective, and psychomotor skills necessary for productivity and societal progress. However, the sector faces challenges such as inadequate funding, poor infrastructure, low digital literacy, weak policy implementation, and resistance to technological adoption. ChatGPT offers significant opportunities for improving administrative efficiency, decision-making, communication, student support, and teacher productivity in schools. Despite these benefits, its effective adoption requires infrastructural improvement, capacity building, ethical safeguards, and continuous monitoring. The study concludes that ChatGPT can transform secondary education administration when guided by well-structured and ethical management strategies in Nigeria. The study recommends formulation of AI policies, continuous training of school administrators, improved infrastructure, strengthened cybersecurity measures, and responsible use of ChatGPT to ensure sustainable integration in secondary education administration in Nigeria.
APPLICATION OF ARTIFICIAL INTELLIGENCE IN THE MANAGEMENT OF EDUCATIONAL RESOURCES IN SECONDARY SCHOOLS IN CALABAR EDUCATION CROSS RIVER STATE, NIGERIA
The study examined the application of Artificial Intelligence (AI) in the management of educational resources in secondary schools in Calabar Education Zone, Cross River State. A descriptive survey research design was adopted, and all 95 public secondary schools and their principals were included using a census approach due to the manageable population size. Data were collected using a validated structured instrument titled Application of Artificial Intelligence and Management of Educational Resources Questionnaire (AAIMERQ), designed on a 4-point Likert scale. The instrument was validated by experts in Educational Management and Measurement and Evaluation at the University of Calabar, while reliability testing produced a Cronbach’s alpha coefficient ranging from 0.81 to 0.84. Data were analyzed using descriptive statistics. The findings revealed that AI is increasingly integrated into human resource management functions such as recruitment, staff deployment, performance monitoring, appraisal, training, and decision-making processes in secondary schools. Similarly, AI is applied to a moderate to high extent in financial management activities, particularly in budgeting, financial record keeping, fraud detection, and financial forecasting. These applications contribute to improved efficiency, transparency, accountability, and data-driven decision-making in school administration. However, the study also found that AI is less utilized in key financial areas such as fund allocation decision-making and tracking of school revenue sources, The study concludes that while AI significantly improves both human and financial resource management, its application is still evolving and not yet fully maximized across all administrative functions. It therefore recommends that educational authorities organize regular training and capacity-building programmes to enhance the digital literacy and AI competence of school administrators and teachers for effective and comprehensive utilization of AI in school management.
LEGAL EDUCATION OF EMPLOYEES IN THE GIG ECONOMY IN NIGERIA
The rise of the gig economy in Nigeria has created flexible employment opportunities but also exposed workers to significant legal vulnerabilities due to informality, precarious contracts, and limited awareness of labor rights. Legal education of gig workers is essential for safeguarding their rights, promoting fair labor practices, and enhancing dispute resolution mechanisms. This paper examines the state of legal education among employees in Nigeria’s gig economy, highlighting the gaps in knowledge, accessibility, and enforcement of labor laws. It explores the structural and technological challenges that hinder workers’ understanding of their rights, including limited access to information, the absence of formal labor representation, and the complex regulatory landscape governing digital work platforms. Despite these challenges, opportunities exist to strengthen legal literacy through digital platforms, targeted training programs, policy interventions, and collaborative efforts between government agencies, trade unions, and platform operators. The study underscores that empowering gig workers with legal knowledge not only protects individual rights but also contributes to industrial harmony, productivity, and inclusive economic growth. Recommendations focus on integrating legal education into labor policies, enhancing institutional support, and leveraging technology to reach workers across diverse sectors. By addressing these challenges and seizing available opportunities, Nigeria can build a more resilient, informed, and equitable workforce capable of navigating the evolving dynamics of the modern labor market.
LAND TENURE SYSTEMS AS A POLICY INSTRUMENT FOR LAND REGULATION IN SELECTED NIGERIAN URBAN AREAS; A COMPARATIVE STUDY OF NSUKKA (ENUGU), SABON GERI (KANO), AND ETCHE (RIVERS)
Land tenure systems significantly influence land use, investment, agricultural productivity and sustainable urban development in Nigeria. This study remains land tenure as a policy tool for effective land regulation in three diverse Nigerian urban centres: Nsukka in Enugu state (South-East) Sabon Geri in Kano State (North-west) and Etche in Rivers State (South-South). Using a survey research design, data were collected from 300 stakeholders (land owners and Local government officials) across the three locations via structured questionnaires. The Taro Yomane formula was applied to determine a sample size of 171, with a 90.6% response rate achieved. Data were analysed using descriptive statistics (frequencies and percentages). Findings reveal that customary/communal tenure dominates in Nsukka and Etche, while a mix of customary and Islamic (Sharia-influenced) tenure prevails in Sabon Geri. Major challenges identified include insecurity of tenure, bureaucratic bottlenecks in formal registration, rising land speculation and weak enforcement of land use regulations, the study shows a nexus between secure lane tenure, improved farm management practices and higher crop productivity, particularly in Nsukka and Etche. Respondents across all allocations expressed preference for a hybrid tenure system that blends customary rights with formal statutory protection. The paper recommends urgent reform of the Land Use Act 1978 to accommodate regional variations, strengthening of customary land administration institutions, and the establishment of a national digital land registry to reduce disputes and encourage investment. These measures would enhance land regulation effectiveness and support sustainable development across Nigeria’s diverse cultural landscapes.
THE ROLE OF LANGUAGE IN THE FIGHT AGAINST INSURGENCY IN NORTHERN NIGERIA
This study examined the role of language in the fight against insurgency in Northern Nigeria, focusing on how effective communication contributes to intelligence gathering, peacebuilding, public sensitization, and conflict resolution. The study adopted a descriptive survey research design, and data were collected from security personnel, community leaders, religious leaders, teachers, journalists, and residents in selected states of Northern Nigeria using structured questionnaires. Data were analyzed using frequency distribution, percentages, mean scores, and grand mean. The findings revealed that indigenous languages significantly improve communication between security agencies and local communities, enhance intelligence gathering, reduce misinformation, and encourage community participation in security matters. The study also found that language barriers such as inability to understand local dialects and poor communication negatively affect counter-insurgency operations and weaken trust between communities and security agencies. Furthermore, the study identified multilingual communication strategies, translation of security information into indigenous languages, language training for security personnel, and the involvement of traditional and religious leaders as effective measures for improving security and peacebuilding efforts. The study concluded that language is a vital tool for conflict resolution and national security, and recommended the recruitment of multilingual security personnel, promotion of indigenous language communication, and increased use of local media platforms for security awareness campaigns in Northern Nigeria.