https://africanjournals.online/index.php/JOSSED <p><strong>WELCOME TO THE ONLINE VERSION OF THE JOURNAL OF SOCIAL SCIENCE EDUCATION (JOSSED).</strong></p> <p>The Journal of Social Science Education (JOSSED), ISSN: 1595-0255, is published by the Department of Social Science Education, Faculty of Education, Imo State University, Owerri, Nigeria.</p> <p>It accepts and publishes highly researched and original scholarly articles from the field of education and related disciplines.</p> <p>It is a peer-reviewed journal and indexed in the Google Scholar academic indexing engine.</p> <p>It accepts papers all year round and publishes twice every year, in May and November.</p> <p>All electronic submissions should be sent to <strong>okekechazdarl75@gmail.com</strong> or WhatsApp <strong>08037320300</strong>.</p> en-US okekechazdarl75@gmail.com (Dr. Charles Okeke (EDITOR)) myrasoftsystems@gmail.com (Engr. Dr. Fidelis C. Obodoeze MNSE, PhD (Myrasoft Systems Ltd.)) Tue, 20 May 2025 00:00:00 +0000 OJS 3.3.0.7 http://blogs.law.harvard.edu/tech/rss 60 https://africanjournals.online/index.php/JOSSED/article/view/33 JOURNAL OF SOCIAL SCIENCE EDUCATION (JOSSED) VOL. 4 NO.2, MARCH 2025 FULL ISSUE Click on the PDF link to download the complete issue JOURNAL OF SOCIAL SCIENCE EDUCATION (JOSSED) VOL. 4 NO.2 MARCH 2025 FULL ISSUE Copyright (c) 2025 JOURNAL OF SOCIAL SCIENCE EDUCATION (JOSSED) https://creativecommons.org/licenses/by-nc/4.0 https://africanjournals.online/index.php/JOSSED/article/view/33 Wed, 21 May 2025 00:00:00 +0000 https://africanjournals.online/index.php/JOSSED/article/view/2 In this study, the researcher investigated principals’ application of e-learning technologies and the management of secondary schools in Owerri Education Zones of Imo State. To achieve purpose of the study, two research questions were asked and two corresponding hypotheses were tested to guide the study. The study adopted the descriptive survey research design. The population of the study is 3,562 which comprise and 124 principals and 3,438 teachers in all the 124 public senior secondary schools in Owerri Education Zones of Imo State. The researcher drew a sample of 360 respondents from 25 selected secondary schools using Taro Yamane formula. Cluster random and proportionate sampling techniques were used to select the schools and respondents. A researcher-made rating scale served as the instrument for the collection of data for this study. The rating scale is titled: Principal’s Application of E-learning Technologies and Management of Secondary School Scale which contained 15 items. Three research specialists validated this instrument. A reliability coefficient of 0.80 was obtained using Pearson Product Moment Correlation Coefficients (PPMCC). The research questions were answered using mean scores and standard deviations while the hypotheses were tested using the t-test statistics at a 0.05 level of significance. The result found that there is a low extent of principals’ application of computer in managing secondary schools. The result also found that there is a high extent of principals’ application of smartphones in managing secondary schools in Owerri Education Zones, Imo State. Based on the results of the study, it was recommended among others that Government should make adequate funds for provision of computer and internet as well as other logistical support that would strengthen seamless application of e-learning technologies in the management of in public secondary schools in the state. Keywords: Computer, E-learning technologies, Management, Principals and Smartphones. Prof. Obianuju Osita OKU, Ugorji Vivian Chinasaokwu, Beke Nancy Ighedose, Nnabugwu Amarachi Joy Copyright (c) 2025 https://creativecommons.org/licenses/by-nc/4.0 https://africanjournals.online/index.php/JOSSED/article/view/2 Thu, 22 May 2025 00:00:00 +0000 https://africanjournals.online/index.php/JOSSED/article/view/3 The study examined the influence of social media language on business education students’ proficiency in business communication in Federal College of Education Abeokuta. Descriptive survey design was adopted for the study. The population consisted of 471 Business Education Students. The Sample comprises 164 Business Education Students respondents using simple random sampling techniques. A structured questionnaire tagged Influence of Social Media language on Business Education Students’ Proficiency in Business Communication Questionnaire (ISMLPQ) was used to collect data from the respondents. The instrument was subjected to face and content validation by two experts from Business Education Unit at Lead City University Ibadan. The instrument had a reliability coefficient of 0.87using the Cronbach Alpha formula. Mean and standard deviation were used to answer research questions. The findings revealed among others that social media usage ascertains a positive influence on business education students’ proficiency in business communication in colleges of education. The study found that the weighted SD =3.30/0.60 indicated that the responded were homogeneous. The study also found that, with weighted mean of 3.32 and weighted SD of 0.59 results in the table 2 revealed that the respondents agree that all items are constitute positive influence social media language. The study equally found that the weighted mean (SD) = 2.59 shows that items 11 and 13 are negative influences of social media language on business education students’ proficiency. It was concluded that social media language, if well utilized for academic purposes will improve business communication skills of Business Education students in colleges of education. It was recommended among others that students should be encouraged to use social media for academic purpose to acquire necessary information needed for academic performance. Seyi DAVID (PhD) , Ganiyat Folashade ENILOLOBO Copyright (c) 2025 JOURNAL OF SOCIAL SCIENCE EDUCATION (JOSSED) https://creativecommons.org/licenses/by-nc/4.0 https://africanjournals.online/index.php/JOSSED/article/view/3 Tue, 20 May 2025 00:00:00 +0000 https://africanjournals.online/index.php/JOSSED/article/view/5 This paper examined who controls the curriculum. The paper argued that the question of who should control the curriculum is a complicated one because individuals have different opinions on that. The term curriculum was defined as an activity that is deliberately planned and organized while on the one hand, curriculum control was thought of as the power to control the curriculum. The paper also argued that although learners, teachers, parents, policymakers, and experts, are critical stakeholders in education, they should not be allowed to completely control the curriculum. Thus, the Federal Government should be solely saddled with the responsibility of controlling the curriculum to check excesses and ensure uniformity, coherence, standards and compliance. This is because without the Federal Government controlling the curriculum, it will be difficult to implement the curriculum. The paper went further to highlight the need for experts to work in harmony with the critical stakeholders in education, particularly the teachers as is the case in the Netherlands and Great Britain. It was concluded that to achieve our educational goals as a country deliberate effort must be made towards giving teachers key roles in all aspects of the school curriculum and curriculum control is certainly one of such issues. Er Peter Luka, PhD , Hadiza Hussaini, PhD , Karfe Joachim Nyansenenso, PhD Copyright (c) 2025 JOURNAL OF SOCIAL SCIENCE EDUCATION (JOSSED) https://creativecommons.org/licenses/by-nc/4.0 https://africanjournals.online/index.php/JOSSED/article/view/5 Tue, 20 May 2025 00:00:00 +0000 https://africanjournals.online/index.php/JOSSED/article/view/6 Despite the projections of the United Nations Sustainable Development goals (2015), Nigeria still lags behind when assessed from different developmental parameters. It is not just appalling but very shameful that today the majority of Nigerian citizens are still impoverished and lacking the basic needs of life. Today in the wake of the terrible inflation the country is currently undergoing, access to food, housing, good education, accessible roads, electricity and security among others are issues the average Nigerian citizens have to contend with. When measured in strict human, technological and economic parameters, Nigeria seems to be retarding rather than improving. The increasing number of school drop-outs and the declining interest in education by Nigerian children and youths provoke another level of concern. The situation is so bad that one wonders if the country will meet 50% of the criteria before the target time-frame 2030 if the trend continues unchecked. In this piece, the authors explore the role of social science education in enhancing the process of sustainable development in Nigeria. This position is furnished by the belief in education as being a most important driving force of development. The purpose of this paper is to explore what ways Social Studies and Social Science Education can enhance the course of development, its various areas of application and what implications the logic of inquiry has for the stakeholders in the development agenda of the country. To achieve this aim, therefore, the work adopts the methods of textual and descriptive analyses to unravel the entailment as well as the praxis orientations of Social studies and Social Science Education. It is equally prescriptive as it addresses the roles of the social actors and agencies required to make the course of development achievable via robust Social Science Education in the country. The results of the study indicate clear connections between robust science education programme and sustainable development in organized social setting. Dr K. S. Jerry-Alagbaoso, Edih, Vernatius Onyema Copyright (c) 2025 JOURNAL OF SOCIAL SCIENCE EDUCATION (JOSSED) https://creativecommons.org/licenses/by-nc/4.0 https://africanjournals.online/index.php/JOSSED/article/view/6 Tue, 20 May 2025 00:00:00 +0000 https://africanjournals.online/index.php/JOSSED/article/view/7 Agricultural science students lack needed skills for basic agricultural practices and as such cannot solve problems requiring such skills. The study therefore investigated the effect of Agricultural Science Practical Activities and Alternative to Practical on students’ achievement in observing and measuring skills. Two research questions and two null hypotheses guided the study. A quasi-experimental research design was adopted. The population is 366,593 senior secondary students in Imo State with a sample of 87 students drawn from two schools out of 301 public Schools using purposive random sampling technique. One of the schools was assigned practical activities and to the other alternative to practical. Researcher made test instrument titled “Agricultural Practical Activity Achievement Test” containing 25 practical test items was used for data collection. The instrument was validated by three specialists. The reliability coefficient of 0.76 was obtained using Kuder-Richardson 21 (K-R21). Research questions were answered using mean and standard deviation while ANCOVA was used in testing the hypotheses. Findings include that students taught Agricultural Science (AS) with practical activities performed higher than their counterparts taught using alternative to practical. There is a significant difference in the mean scores of acquisitions of observing and measuring skills between students exposed to practical activities and those exposed to alternative to practical. It was recommended among others that teachers should encourage students to develop skills such as observing and measuring skills in agriculture by engaging them in real farm practicals that will inculcate such skills in them. Dr. Vivian N. Acholonu, Okere Sophia Ebere Copyright (c) 2025 JOURNAL OF SOCIAL SCIENCE EDUCATION (JOSSED) https://creativecommons.org/licenses/by-nc/4.0 https://africanjournals.online/index.php/JOSSED/article/view/7 Tue, 20 May 2025 00:00:00 +0000 https://africanjournals.online/index.php/JOSSED/article/view/8 This paper highlighted on the use of STM and Research resources to develop entrepreneurship skills for youth and a sustainable environment. Entrepreneurship is a task with struggle providing insight for profit and risk in setting up enterprise for self-reliance job. The STM and Research resources have to do with human and material resources of STM and Research enhancing the development of the entrepreneurship skills needed by today’s youths for sustainable development with a view as source of employment. The sample of the study consisted of 820 STM and Research (STMR) human resources from 150 sampled secondary schools in Owerri Educational Zone. A four-point likert scale Questionnaire was developed as instrument for data collection, comprising sections. A-personal data, section B for STMR human resources and section C for STMR material resources. The results of the findings showed that the column average score of 3.50 STMR human resources are resourceful, hence they attended conferences, workshops and seminars and are high levels in qualification. Research is useful because the product has sufficient local content which must consider the interest of the scientists in the Diaspora as benefit of the training. They are also computer literate and can provide improvise teaching materials. The average score is 3.35 STMR material resources, are adequate, and available for the development of entrepreneurship skills for the youth and sustainable environment in Nigeria. Based on the findings appropriate recommendations were made for more resourceful situation. Engr. Ugochukwu Dominic Asoegwu, Chika Pepertual Asoegwu, Prof. Mrs. Angelina Oyibo Asoegwu Copyright (c) 2025 JOURNAL OF SOCIAL SCIENCE EDUCATION (JOSSED) https://creativecommons.org/licenses/by-nc/4.0 https://africanjournals.online/index.php/JOSSED/article/view/8 Tue, 20 May 2025 00:00:00 +0000 https://africanjournals.online/index.php/JOSSED/article/view/9 In this study, the researcher investigated principals’ supervisory practices on teachers’ use of e-learning resources in the delivery of Social Studies instructions in junior secondary schools in Rivers South East Education Zones, Rivers State. To achieve purpose of the study, two research questions were asked and two corresponding hypotheses were tested to guide the study. The study adopted the survey research design. The population of this study was 2,529 teachers comprising 956 male and 1,573 females in all the 73 public junior secondary schools in the study area. The researcher drew a sample of 345 respondents in 14 selected public junior secondary schools in the study area through Taro Yamane formula. This sample was drawn using proportionate random sampling and stratified random sampling techniques. The instrument for this study is a researcher-constructed rating scale titled “Principals’ Supervisory Practices on Teachers’ Use of E-learning Resources Scale” (PSPTUERS) which contained 30 items. The instrument was validated by three research specialists. A reliability coefficient of 0.75 was obtained using Cronbach alpha. Research questions were answered using mean scores and standard deviation while the hypotheses were tested using the t-test statistics. The result found that there is a low level of principals’ application of classroom visitation and mentoring practices on teachers’ use of e-learning resources in the delivery of social studies instructions with no significant difference based on gender and school location. Based on the findings of the study, it was recommended among others that principals should improve more on their classroom visitation and monitoring supervisory practice as this will help stir up teachers’ ability to utilize the various e-learning resources available in schools for delivery of instructions. Classroom visitation, E-learning resources, Monitoring practice, Social studies and Supervisory practices P.S.C. Nzegbulem, Oyedokun Mary Ajibuwa, HUSSAINI Ibrahim Rabiu Copyright (c) 2025 JOURNAL OF SOCIAL SCIENCE EDUCATION (JOSSED) https://creativecommons.org/licenses/by-nc/4.0 https://africanjournals.online/index.php/JOSSED/article/view/9 Tue, 20 May 2025 00:00:00 +0000 https://africanjournals.online/index.php/JOSSED/article/view/10 The need to improve the teaching and learning of business studies in junior secondary schools necessitated this study to assess the competency needs of junior secondary school business studies teachers in Anambra State, Nigeria. Three research questions guided the study, and three null hypotheses were tested. The design of the study was descriptive survey. The population of 146 business subjects' heads in secondary schools in Anambra State was used with sampling. A structured observational guide containing 35 items was used to collect data for the study. The observational guide was validated by experts in the field of business education and measurement and evaluation. The reliability coefficient of the instrument was determined using trial-testing and analysis using Cronbach Alpha method yielded values of 0.76, 0.88 and 0.82 for clusters Bl to B3 respectively with an overall coefficient value of 0.82 obtained. Mean and standard deviation were used to analyze data to answer the research questions and determine the homogeneity or otherwise of respondents' mean ratings. The t-test and Analysis of Variance (ANOVA) were used to test the null hypotheses at 0.05 level of significance. The findings revealed that teachers of business studies lowly apply pedagogical, human relation and classroom management competencies for effective teaching of business studies. Gender and years of experience did not significantly influence the respondents' mean ratings on the extent teachers of business studies apply all the competencies covered for effective teaching of business studies. Based on these findings, it was recommended among others that; the three competency gaps identified in this study should be packaged into a training module for in-service training of business studies teachers in public junior secondary schools in Anambra State to build their capacity to apply pedagogical, human relations and classroom management for effective teaching of business studies. Okeke Kelechi Charles (PhD) Copyright (c) 2025 JOURNAL OF SOCIAL SCIENCE EDUCATION (JOSSED) https://creativecommons.org/licenses/by-nc/4.0 https://africanjournals.online/index.php/JOSSED/article/view/10 Tue, 20 May 2025 00:00:00 +0000 https://africanjournals.online/index.php/JOSSED/article/view/11 The researcher investigated quality assurance practices as correlates of teachers' job performance in secondary schools in Imo State. The study has four research questions and four hypotheses. The study adopted a correlation research design which involved simple linear method. The population of the study was made up of 3602 teachers in the 241 public senior secondary schools from the 17 LGAs in Imo State. The sample size for this study is made up of 360 subject-head teachers from 120 selected public senior secondary schools in Imo State. The sample was derived using proportionate and simple random sampling techniques. The instruments used for data collection are two rating scales titled: Quality Assurance Practice Scale (QAPS) and Teachers' Job Performance Scale (TIPS). The validity of the instruments was done by two specialists in Educational Measurement and Evaluation and three specialists in Education Management. The reliability coefficients of the instruments were derived using Cronbach alpha statistic. The result obtained yielded reliability indices of 0.82 and 0.72 for QAPS and TJP respectively, indicating high internal consistency reliability of the research instruments. Research questions were answered using Pearson (r) statistics while the hypotheses were tested with t-test of significance of simple linear correlation statistics at 0.05 level of significance. The findings of the study were that there is a moderate positive and significant relationship between instructional supervision practice and teachers' job performance; there is a very high positive and significant relationship between teacher motivation practice and teachers' job performance; there is a very high positive and significant relationship between monitoring practice and teachers' job performance; and there is a very high positive and significant relationship between evaluation practice and teachers' job performance. Based on the findings, it was recommended among others that since it was found out that instructional supervision practice moderately relates with teachers' job performance, quality assurance personnel from the secondary education management board must always work in synergy with the principals and teachers almost on a regular basis to bring about improved job performance. Cbibuikem Nneka Betty Copyright (c) 2025 JOURNAL OF SOCIAL SCIENCE EDUCATION (JOSSED) https://creativecommons.org/licenses/by-nc/4.0 https://africanjournals.online/index.php/JOSSED/article/view/11 Tue, 20 May 2025 00:00:00 +0000 https://africanjournals.online/index.php/JOSSED/article/view/12 This article identified the problem of unethical behaviors associated with poor qualitative education in Nigeria. In Nigeria’s educational sector where educational challenges such as inadequate infrastructure, low teacher motivation, and inconsistent curriculum delivery persist, transformational leadership offers a promising approach towards inspiring educators and administrators alike. This necessitates the integration of transformational leadership within the system as a pivotal strategy for fostering systemic change and improving educational outcomes. This article examines transformational leadership and how its implementation can cultivate a more engaged and effective educational environment. Through expository method and critical analysis, the ills of the Nigerian education system have been unveiled showing how transformational leadership style can fix its challenges. Ultimately, systematic policy reforms that will embrace transformational leadership principles is advocated for, to achieve sustainable improvements in the education system, ensuring that it meets the demands of the 21st century and fosters the holistic development of its learners. Obasi Samuel Ugochukwu, Ukata Emmanuel, Eze Victor Enyenwa Copyright (c) 2025 JOURNAL OF SOCIAL SCIENCE EDUCATION (JOSSED) https://creativecommons.org/licenses/by-nc/4.0 https://africanjournals.online/index.php/JOSSED/article/view/12 Tue, 20 May 2025 00:00:00 +0000 https://africanjournals.online/index.php/JOSSED/article/view/32 In this study the researcher investigated students’ personnel management practices as correlate to students' achievement in senior secondary schools in Owerri Education Zones of Imo State, Nigeria. To guide the study, two research questions were asked and two hypotheses were formulated. The study adopted a correlational research design involving simple linear method. The population of this study was 32,195 students from the 126 public senior secondary schools in Owerri Education Zones of Imo State. The researcher drew a sample of 395 respondents from 18 selected public senior secondary schools using Taro Yamane formula. Proportionate random sampling technique was used to select the respondents. The researcher used the rating scale titled Students’ Personnel Management Practices Scale (SPMPS) and Achievement Test titled: Mathematics and English Language Achievement Test (MELAT) which contained 35 items and 20 multiple choice questions. The instruments were validated by three research specialists. Reliability coefficients of 0.82 for SPMPS and 0.81 for MELAT were obtained using Pearson Product Moment Correlation Coefficient (PPMCC) and Kudder-Richardson (KR-20) respectively. The researcher used Pearson Product Moment Correlation Coefficient (PPMCC) to answer the research questions and t-test of the significance of Pearson “r” to test the hypotheses at a 0.05 level of significance. The result found that discipline, health services, library services and counseling services have low, positive and significant extent of relationship with students’ achievement in public senior secondary schools in Owerri Education Zones of Imo State. The study concluded that students’ academic success is dependent on students’ personnel management in areas such as library services and health services. The effective management of these practices guarantee conducive learning environment whereby improved academic achievement is possible. Based on the findings of the study, it was recommended among others that Government should as a matter of urgency make provision for sickbays in the various schools as well as revamp the already existing ones that have no facilities or have been abandoned in order to cater for the health challenges of students whenever the need arises. This will help to ensure that the students are conversant with the rules and regulations of the school and abide strictly to them. Kenneth Kelechi Onuoha, Rosemelda Ogechinyere Essomeonu, Osita Christopher Nduka Copyright (c) 2025 JOURNAL OF SOCIAL SCIENCE EDUCATION (JOSSED) https://creativecommons.org/licenses/by-nc/4.0 https://africanjournals.online/index.php/JOSSED/article/view/32 Tue, 20 May 2025 00:00:00 +0000 https://africanjournals.online/index.php/JOSSED/article/view/13 In this study, the researcher investigated students' assessment of the competency level of Economics teachers for quality instructional delivery in public senior secondary schools in Orlu Education Zones I & II of Imo State, Nigeria. To achieve the aims of the study, four research questions and four corresponding hypotheses guided the study. This study employed a descriptive survey research design. The population of the study is 30,206 students in all the 97 secondary schools in Orlu Education Zones, Imo State. The sample size was 395 students from 16 selected secondary schools in Orlu Education Zones, Imo State using purposive and cluster sampling techniques. The instrument for this study was a researcher-constructed rating scale titled “Students' Assessment of the Competency Level of Economics Teachers for Quality Instructional Delivery Scale” (SACLETQIDS) which contained 32 item rated as Very High Competency Level (VHCL), High Competency Level (HCL), Low Competency Level (LCL), and Very Low Competency Level (VLCL). The instrument was validated by three research specialists. A reliability coefficient of 0.82 was obtained using Cronbach alpha statistics. The researcher analyzed the data using mean scores and standard deviations to answer the research questions while the hypotheses were tested using the z-test statistics. The result found that the competency level of Economics teachers in the use of ICT for quality instructional delivery is low and not significant. It was also found that there is a high and significant competency level of Economics teachers in teaching methodologies, classroom management and classroom assessment for quality instructional delivery in public senior secondary schools in Orlu Education Zones of Imo State. Based on these findings, it was recommended among others that Government should organize frequent in-service trainings, seminars and workshops for teachers in the secondary schools in the state by computer professionals. This will enable the teachers to possess the required ICT competencies for delivery of instructions in schools. Onyeagoro Kelechi, Ph.D Copyright (c) 2025 JOURNAL OF SOCIAL SCIENCE EDUCATION (JOSSED) https://creativecommons.org/licenses/by-nc/4.0 https://africanjournals.online/index.php/JOSSED/article/view/13 Tue, 20 May 2025 00:00:00 +0000 https://africanjournals.online/index.php/JOSSED/article/view/14 The quest for quality education in Nigeria predates colonialism and its concomitant formal education. Organized and legally supported transformation in education which began from the 1920s down to the nascent educational package concocted in 2013 have just a common goal: that of achieving quality education that must meet with the prevailing global standard. The thrust of this submission is to appreciate how the current curriculum policy aligns to this all-time quest and x-rays how it has moved closer to this bid, especially in an era requiring paradigm shift skewed towards industrialism, entrepreneurship and self-sufficiency. On this basis, the paper offered some recommendations, among which is making manpower available to drive the system which would help sustain the psychology of the new basic education, the nucleus of human development. Ejiogu Charles Okey PhD, Udechukwu Anthony O. PhD, Umune Chinyere Hope , Ejiogu Cynthia Ihuoma PhD , Obiukwu Kingsley PhD Copyright (c) 2025 JOURNAL OF SOCIAL SCIENCE EDUCATION (JOSSED) https://creativecommons.org/licenses/by-nc/4.0 https://africanjournals.online/index.php/JOSSED/article/view/14 Tue, 20 May 2025 00:00:00 +0000 https://africanjournals.online/index.php/JOSSED/article/view/15 In this research, the investigator examined the relationship between teacher capacity building and students' academic performance in secondary schools located in the Awka South Education Zone of Anambra State. The study was guided by two research questions and two corresponding hypotheses. Employing a correlational research design, the study utilized a relational approach that involved a simple linear method. The population consisted of 32,195 students in Senior Secondary 1 to 3 from 71 public senior secondary schools across five Local Government Areas within the Awka South Education Zone. A sample of 369 Senior Secondary 2 students from 60 public secondary schools was selected using purposive and proportionate random sampling techniques. To gather data, a structured rating scale comprising 32 items, titled "Areas of Teacher Capacity Building Scale (ATCBS)," and a 30-item assessment known as the Economics Achievement Test (EAT) were validated by three experts—two specializing in educational management and planning, and one in educational measurement and evaluation from Peaceland University, Enugu (Awka Study Centre). The reliability coefficients for the ATCBS and EAT were determined to be 0.76 and 0.71, respectively, using Cronbach's alpha and Kuder Richardson (20) statistics. The data collected were analyzed using Pearson's correlation coefficient to address the research questions, while the hypotheses were tested through t-test significance of correlation at a 0.05 level of significance. The findings revealed a strong positive and significant correlation between teacher capacity building in subject knowledge and students' academic achievement, as well as a similar relationship between teacher capacity building in teaching skills and students' academic performance. In light of these results, the study recommended that teachers should continuously enhance their subject knowledge through ongoing training, including on-the-job supervision and various in-service training programs. Dara Jeniffer Chinenye Copyright (c) 2025 JOURNAL OF SOCIAL SCIENCE EDUCATION (JOSSED) https://creativecommons.org/licenses/by-nc/4.0 https://africanjournals.online/index.php/JOSSED/article/view/15 Tue, 20 May 2025 00:00:00 +0000 https://africanjournals.online/index.php/JOSSED/article/view/16 Education plays a crucial role in shaping Individuals and societies, providing them with knowledge, skills and values necessary for personal growth and societal progress. This abstract explores the strategic planning procedure as a Panacea for effective teaching of entrepreneurial education in all levels of education in Nigeria. It began with the definition of Education, Educational planning, the important of Strategic Planning for effective teaching of entrepreneurial Education and some procedures in strategic planning. The paper also provides the meaning of Entrepreneurial Education, the objectives and content of Entrepreneurial Education as well as the important of effective teaching of Entrepreneurial Education. It goes deep into effective teaching of Entrepreneurial Education through strategic planning and the methods. Moreover, a comprehensive table showing the distinctive aspects of focuses between methods required for Entrepreneurship teaching and the conventional teaching method was provided. The paper recommended among others that Entrepreneurship teachers should be retrained and there should be proper linkage with entrepreneurs and other stakeholders for effective teaching of Entrepreneurship Education through strategic planning procedure in all levels of education. Ileke Sabina Chinazom, Anyanwu Cynthia Amarachi Copyright (c) 2025 JOURNAL OF SOCIAL SCIENCE EDUCATION (JOSSED) https://creativecommons.org/licenses/by-nc/4.0 https://africanjournals.online/index.php/JOSSED/article/view/16 Tue, 20 May 2025 00:00:00 +0000 https://africanjournals.online/index.php/JOSSED/article/view/17 This study examines the effects of fuel subsidy removal on lecturers’ academic engagement in Imo State University, Owerri. A survey research design was adopted. The population comprising of 59 academic staff from the Faculty of Education in Imo State University, Owerri. Statistical data for about nine different seasons where fuel hike occurred in Nigeria was revealed and the instrument used to collect the data was interview and questionnaire. Data collected was dully analyzed with the help of chi-square. So, it was deduced from this study that increase in fuel pump price which resulted from fuel subsidy removal has an adverse effect on lecturers’ academic engagement, since fuel is essential for easy and prompt availability of the lecturers in their classroom engagement and also the transportation of agricultural produce and other market product in Nigeria. From the results of the interview conducted, the study concluded that lecturers’ attitudes towards academic engagements worsened after the removal of fuel subsidy irrespective of the financial status of the lecturers. Thus, the study recommends that the government and institution executives should provide viable means to motivate lecturers through service motivated incentives. Umezuruike Linda Ugochi, Dara Jenniffer Chinenye, Nwosu Amanda Amarachi Copyright (c) 2025 JOURNAL OF SOCIAL SCIENCE EDUCATION (JOSSED) https://creativecommons.org/licenses/by-nc/4.0 https://africanjournals.online/index.php/JOSSED/article/view/17 Tue, 20 May 2025 00:00:00 +0000 https://africanjournals.online/index.php/JOSSED/article/view/18 In this study, the researcher investigated impacts of teaching government subject on political awareness of senior secondary school students in Owerri Education Zones of Imo State. In order to achieve the aims of the study, four research questions were asked and four hypotheses were formulated. This study adopted the survey research design. The population of this study is 34,633 comprising 2,438 teachers and 32,195 students from the 124 public secondary schools in Owerri Education Zones, Imo State. The researcher drew a sample of 395 respondents (163 teachers and 232 students) from 15 selected secondary schools using multistage sampling technique. Rating scale was used as the instrument for the collection of data for this study and prepared by the researcher. The rating scale is titled: Impacts of Teaching Government Subject on Political Awareness of Senior Secondary School Students Scale (ITGSPASS) and contained 30 items. Three research specialists validated the instrument. Reliability coefficient of 0.84 was obtained using Pearson Product Moment Correlation Coefficient (PPMCC) statistics. The researcher analyzed the data using mean scores and standard deviations to answer the research questions while the hypotheses were tested using the t-test statistics at a 0.05 level of significance. The result found that there is no significant difference in the rating scores of teachers and students on the positive impacts of teaching government subject on students’ awareness of human right, rule of law, good governance and electoral processes in public senior secondary schools in Owerri Education Zones, Imo State. The study concluded that the teaching government helps students to be aware of their fundamental human rights, rule of law, good governance and electoral processes which create awareness and spark discussions about the importance of politics. This collective effort can lead to stronger, more resilient societies where citizens are not just passive recipients of policies, but active contributors to the democratic process. Based on the findings of the study, it was recommended among others that government should ensure that only the right caliber of teachers is recruited for teaching of government in schools in order to improve the teaching of government subject in schools towards fostering students’ awareness of the fundamental human rights. Nwadike Chioma Patty, Amaechi Chinenye Prisca Copyright (c) 2025 JOURNAL OF SOCIAL SCIENCE EDUCATION (JOSSED) https://creativecommons.org/licenses/by-nc/4.0 https://africanjournals.online/index.php/JOSSED/article/view/18 Tue, 20 May 2025 00:00:00 +0000 https://africanjournals.online/index.php/JOSSED/article/view/19 Artificial Intelligence (AI) has made a significant impact on employment globally, while AI has the potential to robotize repetitive tasks and improve efficiency and accuracy in various fields, there is no gain saying that many jobs can be replaced by intelligent machines on the employment landscape and work ethics within civil servants in Imo State. This can lead to job losses in some fields but can also create new employment opportunities in technology and AI-related sectors, such as software development and data engineering. The study looked into specific industries and sectors in Imo State to assess their susceptibility to AI driven changes. An empirical approach developed through interview and questionnaire was adopted in this study. The results show that AI has increased the need for skilled workers. The overall objective of this study is to examine the impacts of artificial intelligence on work ethics and employability in Imo State. In furtherance, the study highlights the need for policy makers, employers and educators to develop adequate strategies that will boost employability and promote continuous learning in the work force. Umezuruike Linda Ugochi , Nwakuche Confidence Akudo, Dike Angela Chidinma, Nwoko Chidinma Jennifer Copyright (c) 2025 JOURNAL OF SOCIAL SCIENCE EDUCATION (JOSSED) https://creativecommons.org/licenses/by-nc/4.0 https://africanjournals.online/index.php/JOSSED/article/view/19 Tue, 20 May 2025 00:00:00 +0000 https://africanjournals.online/index.php/JOSSED/article/view/20 In this study, the researcher investigated students’ self-concept and motivation as correlates of their academic achievement in economics in Owerri Educational Zone I of Imo, State, Nigeria. To achieve purpose of the study, five research questions were asked and five corresponding hypotheses were tested to guide the study. The design of the study was correlational survey. The population of the study consists of all 8,633senior secondary school students (SS 2) who offer economics in Owerri Educational Zone 1 of Imo State. The sample size consists of 382 students from public secondary schools. The sample was drawn using proportionate random sampling technique, while Taro Yamen formular was used to determine the minimum sample size. Three instruments (questionnaires and achievement test) were used for data collection for this study. These instruments were validated by three research specialists. Reliability coefficients of 0.86 for Self-Concept Questionnaire (SCQ), and 0.87 for Students’ Academic Motivation Questionnaire (SAMQ) were obtained using Cronbach alpha analysis.The research questions were answered using simple and multiple linear statistics while t-test of significance of simple linear statisticsand F-test of the significance of the coefficient of multiple correlationwere used to test the hypotheses. The result found that there is a high, positive and significant extent of relationship between students’ self-concept and their achievement irrespective of gender in economics. The result revealed that there is a high, positive and significant extent of relationship between students’ academic motivation and their achievement irrespective of gender in economics in public senior secondary schools in Owerri Education Zone I of Imo State. Based on the findings of the study, it was recommended among others that teachers should use some teaching strategies that would boast students’ academic self-concept will in turn promote academic achievement in Economics. The students also should be ready at all times to think positively about themselves in order to improve their achievement in Economics. Obasi Hope Onyinyechi Copyright (c) 2025 JOURNAL OF SOCIAL SCIENCE EDUCATION (JOSSED) https://creativecommons.org/licenses/by-nc/4.0 https://africanjournals.online/index.php/JOSSED/article/view/20 Tue, 20 May 2025 00:00:00 +0000 https://africanjournals.online/index.php/JOSSED/article/view/21 In this study, the researcher examined teachers' development programme as correlate of quality assurance in secondary schools in Awka Education Zone of Anambra State, The study presented a background that called for the importance of the study with five research questions and five hypotheses. The study was also designed using a linear correlation. The population of this study was made up of 4417 subjects (733 teachers and 3684 SS2 students) from the 24 public secondary schools of the 6 LGAs in Awka Education Zone of Anambra State. The sample for this study was made up of 1296 respondents (216 teachers and 1080 students). The researcher sampled the 1296 respondents using purposive, cluster and simple random sampling techniques. The instruments for the collection of data are two self-developed rating scales titled: Teachers' Development Programme Rating Scale (TDPRS) and Quality Assurance Rating Scale (QARS). The instruments passed through content validity and face validity by three specialists: two from the field of Educational Management and one from Educational Measurement and Evaluation from Pealand University, Enugu for Validation. The reliability co-efficient of the instruments were established at 0.72 and 0.81 for TDPRS and QARS respectively using Cronbach alpha statistic. Research questions were answered using Pearson "r" statistic while the hypotheses were tested using t-test significance of correlation at 0.05 level of significance. It was found in this study that; the index of relationship between teacher workshop, conference, seminar and induction/orientation for new staff programmes respectively and quality assurance in secondary schools is low and significant. It was also found that the level of relationship between teacher in-service training programme and quality assurance in secondary schools is low and significant. Based on these findings, the study recommended among others that; since it was found in this study that workshop minimally relate with quality assurance, ministry of Education and Anambra State Secondary Education Board should on annual basis organize workshop for teachers. Such programme should relate to the subject contents, use of teaching and lesson preparation and delivery, classroom management and students' evaluation. Njoku Oluchi Favour Copyright (c) 2025 JOURNAL OF SOCIAL SCIENCE EDUCATION (JOSSED) https://creativecommons.org/licenses/by-nc/4.0 https://africanjournals.online/index.php/JOSSED/article/view/21 Tue, 20 May 2025 00:00:00 +0000 https://africanjournals.online/index.php/JOSSED/article/view/22 The researchers investigated the role of education in the integration of artificial intelligence in curbing insecurity in Imo State University. Two research questions and two hypotheses guided the study. The study adopted a descriptive survey. The population of the study was made up of 1550 staff from Imo State university Owerri. Purposive sampling technique was used to sample 78 academic staff and 120 non-academic staff. A cluster random sampling technique was used to draw the sample. These represented 12% of academic and non-academic staff, given a total of one hundred and ninety- eight (198) respondents. The researchers utilized a self-constructed ordinal rating scale as the research instrument for the collection of data. The rating scale was titled, “Role of Education in Integrating of Artificial Intelligence in Curbing Insecurity Staff Scale (REIAICISS)”. One shot method of administration was applied to test for reliability on 10 staff from population who do not make up the sample. The reliability index obtained was 0.86. mean, and standard deviation was used to analyze the data related to the research questions and t-test statistical analysis was used to test the hypothesis. The findings revealed that education roles of AI in curbing insecurity in Imo State University to a high extent do not curbing insecurity in the university. The hypothesis also revealed that there is no significant difference between the mean rating academic staff and that non-academic staff on the extent of education roles of AI in curbing insecurity in Imo State University. Based on this finding, it was recommended that since the study found AI Face Detection Technology is not installed in our school, video surveillance cameras, physical access controls and paging and radio systems its necessary that such tools are installed within the schools. Anum Obinna Augsustine, Onuekwuesi Chisom Rosecolect Copyright (c) 2025 JOURNAL OF SOCIAL SCIENCE EDUCATION (JOSSED) https://creativecommons.org/licenses/by-nc/4.0 https://africanjournals.online/index.php/JOSSED/article/view/22 Thu, 22 May 2025 00:00:00 +0000 https://africanjournals.online/index.php/JOSSED/article/view/23 The researcher examined the implementation of Total Quality Management (TQM) strategies by principals in the administration of secondary schools within Anambra State. This study employed a descriptive survey design, guided by four research questions and four hypotheses. The study's population consisted of 3,464 teachers from 245 public secondary schools in Anambra State, with a sample comprising 286 teachers (129 males and 157 females), selected through a simple random sampling technique. Data were gathered using a rating scale entitled "Principals Application of Total Quality Management Strategies in the Administration of Secondary Schools Scale" (PATQMSASSS), which included 28 items. The reliability of this instrument was confirmed through Cronbach's alpha, yielding an index of 0.88. The analysis involved mean scores and standard deviations to address the research questions, while an independent sample t-test was utilized to evaluate the hypotheses at a 5% significance level. Key findings indicated that, in the context of administering instructional programs as a TQM strategy, principals primarily support teachers in enhancing teaching and learning activities, monitor classroom engagement, and facilitate opportunities for further skill development. However, they fall short in providing adequate teaching aids and ensuring the effective use of relevant ICT resources by both students and teachers during educational activities. In light of these findings, it is recommended that secondary school principals take measures to improve the provision of teaching aids and ensure the effective utilization of relevant ICT facilities in teaching and learning processes. Akpa Divine Anelechi Copyright (c) 2025 JOURNAL OF SOCIAL SCIENCE EDUCATION (JOSSED) https://creativecommons.org/licenses/by-nc/4.0 https://africanjournals.online/index.php/JOSSED/article/view/23 Tue, 20 May 2025 00:00:00 +0000 https://africanjournals.online/index.php/JOSSED/article/view/24 In this study, the researcher investigated management of school hazards as correlate of teachers’ job performance in public senior secondary schools in Owerri Education Zones of Imo State, Nigeria. In order to achieve the aims of the study, two research questions were asked and two hypotheses were formulated to guide the study. This study adopted the correlational design involving simple linear method. The population of the study was 3,438 teachers in all the 124 public senior secondary schools in Owerri Education Zones I & II of Imo State. The researcher drew a sample of 358 respondents from 15 selected secondary schools through Taro Yamane formula. Cluster random and proportionate sampling techniques were used to select the schools and respondents. Two rating scales served as the instruments used for the collection of data for this study which were prepared by the researcher and titled: Management of School Hazard Scale (MSHS) as well as Teachers’ Job Performance Scale (TJPS). These instruments were subject to face validity by three research specialists. Reliability coefficients of 0.83 for MSHS and 0.86 for TJPS were obtained using Pearson Product Moment Correlation Coefficients. Research questions were answered using Pearson “r” statistics while the hypotheses were tested using t-test of the significance of Pearson “r” statistics at a 0.05 significant level. The result found that management of psychosocial, and environmental hazards have low, positive and significant extent of relationship with teachers’ job performance in public senior secondary schools in Owerri Education Zones of Imo State. Based on the findings of the study, it was recommended that principals should reduce arbitrary allocation of subject; classes and responsibilities as it affects quality of teaching delivered and work output. Also, all teachers should be given commensurable work schedule as this will go a long way to reduce stress on teaching staff and subsequently enhanced their performance Onyeagam Joachim Ikechukwu Copyright (c) 2025 JOURNAL OF SOCIAL SCIENCE EDUCATION (JOSSED) https://creativecommons.org/licenses/by-nc/4.0 https://africanjournals.online/index.php/JOSSED/article/view/24 Tue, 20 May 2025 00:00:00 +0000 https://africanjournals.online/index.php/JOSSED/article/view/25 This study examines the innovative strategies on teacher job performance in secondary schools in Anambra State. Effective principalship is crucial for improving teacher productivity, student outcomes, and overall school performance. The study was specifically set to determine the impact of innovative Strategies role on teachers job performance in secondary schools in Awka local government area of Anambra State, establish the participatory decision making strategies on teachers job performance in secondary schools in Awka local government area of Anambra State, and establish the impact of principals demonstration role on teachers job performance in secondary schools in Awka local government area of Anambra State. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of 1518 teachers in Awka Education zone public secondary school of Anambra State. In determining the sample size, the researcher Stratified random sampling technique selected 338 respondents and 338 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables and mean scores, while the hypotheses were tested using Chi-square statistical tool. The result of the findings reveals that principals’ classroom visitation, workshops and demonstration roles significantly influence on teachers' job performance in public secondary schools. The study recommends that principals should endeavor to pay adequate attention to classroom visitation and provide professional assistance and guidance were necessary. Also, the educational administrators in collaboration with Teachers Service Board (TSB) should regularly organize workshops so as to enhance teachers’ job performance in schools. Principals should ensure that efforts are made to make the demonstration techniques genuine and natural so that artificiality could be avoided. Conclusion were made and implication of the findings drawn. Nwanjuobi Akubuodo Ogechi Copyright (c) 2025 JOURNAL OF SOCIAL SCIENCE EDUCATION (JOSSED) https://creativecommons.org/licenses/by-nc/4.0 https://africanjournals.online/index.php/JOSSED/article/view/25 Tue, 20 May 2025 00:00:00 +0000 https://africanjournals.online/index.php/JOSSED/article/view/26 This study examined the influence of principal’s staff personnel in the public secondary schools in Imo State. The descriptive survey design was employed in this study. Three research questions guided the study. The population of the study is made up of 5,047 teachers in Imo State Public Secondary School. The proportionate random sampling technique was adopted in the selection of this sample size of 250 respondents. A researcher – made rating scale was constructed to collect the data. The instrument was validated by three experts. Reliability of the instrument was established using Cronbach alpha method with alpha coefficients of 0.78. Data was analysed using mean. The findings showed that staff personnel administration of such as recruitment and selection of teachers, staff motivation and training of staff/teachers enhances academic performance of public secondary schools in Imo State. The study recommends among others that government should recruit qualified adequate members of teachers. The teachers should be promoted as at when due, this will aid the teachers to put in their best and increase the students' academic performance in the public secondary school in Imo State. Caroline Ijeoma Nnokwe (PhD) `` Copyright (c) 2025 JOURNAL OF SOCIAL SCIENCE EDUCATION (JOSSED) https://creativecommons.org/licenses/by-nc/4.0 https://africanjournals.online/index.php/JOSSED/article/view/26 Tue, 20 May 2025 00:00:00 +0000 https://africanjournals.online/index.php/JOSSED/article/view/27 This study investigated the relationship between teachers' disciplinary approaches and classroom management effectiveness in Owerri Education Zone I of Imo State. A descriptive survey design was employed, and a sample of 120 teachers from 20 public secondary schools in the zone participated in the study. Data were collected using a standardized questionnaire and analyzed using Pearson Product Moment Correlation coefficient. The results revealed a significant positive relationship between teachers' disciplinary approaches and classroom management effectiveness. Specifically, the findings showed that teachers who employed positive disciplinary approaches, such as praise and reward, had more effective classroom management. The study concluded that teachers' disciplinary approaches are crucial correlates of classroom management effectiveness. It recommended that teachers should be trained on effective disciplinary approaches to enhance classroom management. Ebonugwu Chiamaka Ozichi, Nwaoku Njideka M. Copyright (c) 2025 JOURNAL OF SOCIAL SCIENCE EDUCATION (JOSSED) https://creativecommons.org/licenses/by-nc/4.0 https://africanjournals.online/index.php/JOSSED/article/view/27 Tue, 20 May 2025 00:00:00 +0000 https://africanjournals.online/index.php/JOSSED/article/view/28 The study was carried out to investigate management of staff mentorship as correlate of teachers’ effectiveness in public secondary schools in Owerri education zone I, Imo state. two research questions were raised to guide the study and two null hypotheses formulated and tested at 0.05 level of significant. The researcher adopted a correlation research design. The population is 2,309 teachers and principals (which comprised 2165 teachers and 144 principals) in all the seventy-six public secondary schools for the study. The researcher sampled 231 respondents (which comprised 217 teachers and 14 principals) for the study. Proportionate random sampling technique was used to select the number of schools, teachers and principals for the study. The instruments that were used for data collection are: “Staff Mentorship Rating Scale” (SMRS) for Teachers and “Teachers Effectiveness Rating Scale” (TERS) for Principals. The instruments were validated by three specialists from faculty of education and found reliable at the indices of 0.75 and 0.72 respectively. The findings of the study revealed: There is a high significant relationship between offering of expertise advice on students' discipline and teachers’ effectiveness in public secondary schools in Owerri Education Zone I, Imo State; The relationship between sharing of knowledge on evaluation/report of students’ progress and teachers’ effectiveness in public secondary schools in Owerri Education Zone I, Imo State is highly significant. It was recommended that: School management should create atmosphere that encourage mentoring for the teachers so as to ensure longevity in the profession and improvement in productivity; Mentors should engage in psychological support and strive to always listen and show their subordinates that they care about their work-life demands for the improvement of job performance. Ohajianya Chinyere Ifesinachi, Nwachukwu Chinwe Ahunna , Agbo Chigozie Mirian Copyright (c) 2025 JOURNAL OF SOCIAL SCIENCE EDUCATION (JOSSED) https://creativecommons.org/licenses/by-nc/4.0 https://africanjournals.online/index.php/JOSSED/article/view/28 Tue, 20 May 2025 00:00:00 +0000 https://africanjournals.online/index.php/JOSSED/article/view/29 This article identified the problem of corruption, injustice, downward trajectory of education, terrorism, kidnappings and bad governance in Nigeria which are signs of a failed nation that needs reconstruction. Anchoring on Karl Deutsch’s Theory of Nation Building. it employed qualitative method (based on experience and written records/research) and critical analysis, discovering that the superstructure has been destroyed through bad leadership. A strong leadership style must be introduced in the country for rectification purposes. To rebuild the nation, it is recommended that transformational leadership style which is not about short-term gains but requires commitment from political leaders and prioritizes the nation’s interests over personal gains is ideal for handling the affairs of this country. To this effect, ethical leaders should be allowed into office and enabled to adopt a holistic and inclusive approach to development, for ensuring that nation-building efforts are guided by principles of morality environmental sustainability, social equity, and intergenerational justice. Obasi Samuel Ugochukwu, Nwagba Oluchi Marvelous, Ukata Emmanuel Copyright (c) 2025 JOURNAL OF SOCIAL SCIENCE EDUCATION (JOSSED) https://creativecommons.org/licenses/by-nc/4.0 https://africanjournals.online/index.php/JOSSED/article/view/29 Tue, 20 May 2025 00:00:00 +0000 https://africanjournals.online/index.php/JOSSED/article/view/30 The study examined the relationship between academic stress and academic performance of Secondary school students in Owerri West Imo state, Nigeria. Two objectives, two research questions and two hypotheses served as a guide to this study. The Descriptive survey research design and correlational research design were adopted for the study. The population of the study covered a total number of 1,895 students in 12 public secondary schools (mixed) in Owerri West. The sample size of this study covered a total number of 300 students drawn from 3 out of 12 public secondary schools using Systematic random sampling technique. Students’ achievement scores and a validated four-point Likerts scale questionnaire entitled: Academic Stress of secondary students’ questionnaire (ASSQ) were the instruments employed for data collection. The questionnaire after validation indicated a reliability index of 0.73 which is fairly adequate for the study. The findings showed that, the mean academic performance scores of secondary school students in Owerri West Imo State is average including English language and Mathematics; the study equally reviewed that among secondary school students in Owerri West Imo state, there was significant positive relationship between academic stress and academic performance. Based on the findings, the study recommended the need for school administrators in Imo state to provide the prerequisite academic environment to boost students’ academic performance particularly in English language and Mathematics; the study also recommended the need for schools to establish functional career units to orientate and sensitize students on the coping strategies for Stress in order to enhance their academic performance. Nwabekee Goddey Onyewuchi Copyright (c) 2025 JOURNAL OF SOCIAL SCIENCE EDUCATION (JOSSED) https://creativecommons.org/licenses/by-nc/4.0 https://africanjournals.online/index.php/JOSSED/article/view/30 Tue, 20 May 2025 00:00:00 +0000 https://africanjournals.online/index.php/JOSSED/article/view/31 This study examined principals’ application of conflict management techniques and teachers’ job satisfaction in secondary school in Orlu Education Zone 1 of Imo State. Two (2) hypotheses were formulated to guide the study. The study adopted the correlational survey design. Conflict Management Techniques Rating Scale (CMTRS) and Teachers Job Satisfaction Rating Scale (TJSRS) were the instrument used for data collection in this study. The reliability coefficients obtained were 0.86, and 0.85 for arbitration and dialogue conflict management techniques respectively and 0.82 was obtained for Teachers’ Job Satisfaction Rating Scale (TJSRS). A sample of 288 teachers was selected using Taro Yamane and proportionate random sampling technique from a total population of 1,029 teachers in 61 public secondary schools across the eight Local Government Areas of Orlu Education Zone I in Imo State. The hypotheses were tested using Pearson “r” statistics and t-test of the significance of Pearson “r” statistics at a 0.05 significant level. The result found that arbitration and dialogue techniques as conflict management technique have low, positive and significant extent of relationship with teachers’ job satisfaction in public secondary schools in Owerri Education Zones of Imo State. Based on these findings, it was recommended among others that; Secondary school principals should not limit themselves to a single conflict management strategy as the most suitable for all circumstances. Instead, they should seek to learn and master various conflict management techniques, applying them appropriately to the specific conflict situations that arise in their educational environments. Nwagba Oluchi Marvelous, Obasi Samuel Ugochukwu Copyright (c) 2025 JOURNAL OF SOCIAL SCIENCE EDUCATION (JOSSED) https://creativecommons.org/licenses/by-nc/4.0 https://africanjournals.online/index.php/JOSSED/article/view/31 Tue, 20 May 2025 00:00:00 +0000