The purpose of this study is to describe the historical development of secondary education in Eastern Nigeria, taking into consideration the following periods: (1). before the coming of the British, (2) from 1842 to 1960 when Nigeria received her independence from Britain, and (3) from 1960 to 1986. The period between 1960 and 1986 is further subdivided into (a) 1960 to 1967 when the civil war began, (b) 1967 to 1970 when the civil war ended, and (c) the post-civil war era—1970 to 1986.

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The purposes of this study are to describe the past and the present system of secondary education in Western Nigeria; to examine the goals, achievements, and failures with special consideration for three distinct periods: (1) prior to the arrival of the British people in Western Nigeria, (2) between 1842 and 1960, and (3) between 1960 and 1976; to formulate generalizations about secondary schools, and to offer suggestions for the improvement of the secondary educational system in Western Nigeria. One recommendation that the study makes calls for mass secondary education, not education of the elite only. The recommendations call for programs that would lead to industrial and technological progress.

The main purpose of this study was to identify, describe, and explain the school effectiveness characteristics that might influence English language certification in selected secondary schools in a Third World country, Nigeria. Ethnographic methods of participant observation, interviews, questionnaires, camera and video recordings, and documentary analysis were used to study six secondary schools in urban, sub-urban, and rural settings. The study was conducted in response to the call for the contextualization of School Effectiveness Research (SER). One incontrovertible conclusion in School Effectiveness Research (SER) is that the accumulation of evidence on the characteristics of school effectiveness has not answered the perplexing question of why certain characteristics work in one school and not in others. Many researchers have suggested contextualizing SER as one way of dealing with this nagging problem. The contextualization of SER, argued these researchers, would ensure that local school and classroom cultures were taken into consideration in the design, implementation, and interpretation of School Effectiveness Research. Studying the nuances of local school cultures might illuminate the relationships between school effectiveness characteristics and the classroom instructional strategies employed by effective teachers to enhance student academic achievement. Results from the six case studies indicated support for many school effectiveness characteristics that have been attested to in the literature, such as strong and purposeful school leadership, clear and articulated goals, high expectations of student achievement, a safe and orderly environment conducive to learning, and frequent evaluation of students' progress. But some characteristics that might be peculiar to the Third World were also unraveled by the study. For instance, extramural lessons seemed to be an important feature in certain schools that achieved effective examination results but lacked effectiveness characteristics. There appears also to be a link between the identified school level effectiveness characteristics and the classroom level instructional strategies employed by effective teachers in English language classrooms. The study of the dimensions of effective instruction in Nigerian English language classrooms yielded some "language examination-oriented instructional strategies" that were different from the "mediational instructional strategies" used by effective language teachers in Californian classrooms in the United States of America. It was felt that these differences were a result of contextual differences in the two developed and developing world domains.

The main purpose of this study was to identify, describe, and explain the school effectiveness characteristics that might influence English language certification in selected secondary schools in a Third World country, Nigeria. Ethnographic methods of participant observation, interviews, questionnaires, camera and video recordings, and documentary analysis were used to study six secondary schools in urban, sub-urban, and rural settings. The study was conducted in response to the call for the contextualization of School Effectiveness Research (SER). One incontrovertible conclusion in School Effectiveness Research (SER) is that the accumulation of evidence on the characteristics of school effectiveness has not answered the perplexing question of why certain characteristics work in one school and not in others. Many researchers have suggested contextualizing SER as one way of dealing with this nagging problem. The contextualization of SER, argued these researchers, would ensure that local school and classroom cultures were taken into consideration in the design, implementation, and interpretation of School Effectiveness Research. Studying the nuances of local school cultures might illuminate the relationships between school effectiveness characteristics and the classroom instructional strategies employed by effective teachers to enhance student academic achievement. Results from the six case studies indicated support for many school effectiveness characteristics that have been attested to in the literature, such as strong and purposeful school leadership, clear and articulated goals, high expectations of student achievement, a safe and orderly environment conducive to learning, and frequent evaluation of students' progress. But some characteristics that might be peculiar to the Third World were also unraveled by the study. For instance, extramural lessons seemed to be an important feature in certain schools that achieved effective examination results but lacked effectiveness characteristics. There appears also to be a link between the identified school level effectiveness characteristics and the classroom level instructional strategies employed by effective teachers in English language classrooms. The study of the dimensions of effective instruction in Nigerian English language classrooms yielded some "language examination-oriented instructional strategies" that were different from the "mediational instructional strategies" used by effective language teachers in Californian classrooms in the United States of America. It was felt that these differences were a result of contextual differences in the two developed and developing world domains. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

The management of Nigeria high schools are noted for administrative practices in the management of their schools; hence the term administration is commonly used in their daily operations. This fact on ‘administration’ was emphasised by the Nigerian government in the National Policy on Education (Nigeria, 1981, p. 21). Therefor as a researcher from Nigeria, my rationale for embarking on this research study was to find out to what extent a public high school in Nigeria was still operating in a hierarchical, individualistic, authoritarian style of leadership or whether it has started embracing contemporary approaches such as distributed leadership. The main goal of this study was to explore leadership practices in the case study school with the main focus on how different people relate to each other in the various leadership practices of the school, such as staff and briefing meetings of the school. In addition, my research questions aimed at exploring the respondents’ perceptions of leadership and factors enabling or constraining the distribution of leadership in the school. The study is located within the interpretive paradigm. As a researcher in a wheelchair studying in South Africa I needed to find alternative ways of accessing the research site and gathering data. I was able to use electronic communication for the collection of my data. I used four different tools of data collection methods namely document analysis, observation, questionnaire and stimulated recall interviews. Findings from the study indicated that there was limited evidence of contemporary leadership approaches in the case study school. The school was still operating traditional leadership, while school activities were dominated by a hierarchical chain of command. What emerged from the leadership practices of the school could be termed authorised distributed leadership which was under the command of the school principal. Data also indicated that there were some forms of restricted teacher leadership in the management and administration of the school. In addition, findings revealed that the case study school was very good at the management and administrative functions. The school was very effective and efficient in the controlling and management of both human and material resources. Lastly, findings from the case study school indicated some enabling factors to the distribution of leadership in the case study school which include a culture of respect and cordial relations among the SMT and the teachers, Prominent among constraining factors to the distribution of leadership in the case study school were: cultural orientation of the people where the case school was located, exclusionary religious practices by the principal of the school and the inhibiting role played by the Ministry of Education. Finally, based on these findings, recommendations were made both for practice and for future research.

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

The purposes of this study are to describe the past and the present systems of secondary education in the Cross River State of Nigeria; to examine the goals, achievements, and failures of each with special consideration for the period from 1970 to 1981; and to make recommendations for improvement of the secondary educational system in the Cross River State of Nigeria.

Nigeria's educational environment has witnessed rapid and wide-spread changes within the last five years to the extent that enormous pressures are being put upon the practitioners. The introduction of universal free primary education in 1976 and the establishment of the national policy on education in 1977 are two of the major reasons for these changes. Educational critics have discussed issues affecting education in Nigeria generally and in Oyo State particularly. The practitioners have continuously come under severe attack for the apparent shortcomings brought by these changes. It was viewed that principals could speak out regarding the seriousness of such educational issues which the critics have repeatedly emphasized. The two purposes of this study were to determine the perceptions of secondary school principals regarding the seriousness of selected educational issues; and to determine whether there were significant differences in the perceptions that could be ascribed to zonal location of schools, age of principals, enrollment, and years of experience as principals.

This research examined the reasons for the differences in the academic performance of school learners, and makes reference to economic, social and cultural capital theory in explaining educational imbalances in society. Many researchers have conducted studies on the factors contributing to the academic performance of learners at various levels of schooling have been undertaken. These researchers have come to the conclusion that the academic performance of learners is affected by numerous factors, namely, gender, age, learners' schooling, family’s socio-economic status, residential area of learners, the medium of instruction in schools, tuition trends, hours spent on studying on a daily basis and accommodation in hostels (Petersen, 2010:15). There is a popular saying in south-western Nigeria, that “if the parents’ financial status is good, the reflection of it will show in the child”. This study is focused on the academic performance of learners at the secondary school level and investigates the influence of economic, social and cultural capital on their academic performance. This study aims to determine which factors contribute to the poor academic performance of rural secondary school learners in south-western Nigeria and then, based on the findings of the research undertaken to make recommendations regarding what could be done to improve the academic performance of these learners. The mixed-methods approach of combining both qualitative and quantitative approaches to accomplish the aims of the research were used. The population consisted of four secondary schools, four school principals, 16 teachers, 40 parents and 120 learners. According to the results of this research, we can see that the social, cultural and economic capital of parents is a powerful determinant with regard to motivating their children’s education. / Educational Studies / D. Ed. (Socio-Education)