Institutional Emolument/Fringe Benefits and Job Effectiveness of Lecturers in Public Tertiary Institutions in Cross River State, Nigeria (Published)
The present study was aimed at examining the relationship between institutional emolument/fringe benefits and job effectiveness of lecturers in public tertiary institutions in Cross River State, Nigeria. The ex-post facto research design was adopted for the study. One hypothesis was formulated and tested using Pearson Product Moment Correlation Coefficient at 0.05 level of significance. The population of this study was 1744 lecturers from four public institutions in Cross River State (University of Calabar, Cross River University of Technology, Federal College of Education Obudu and Cross River State College of Education, Akamkpa). The sample was arrived at using the stratified random sampling technique. The sample size of the study stood at 610 lecturers, which represents 35% of the population. 1830 students from the four institutions were purposively selected to respond to items that measures lecturers’ job effectiveness. The questionnaire formed the major instruments used for data collection for the study. To ensure the reliability of the instruments, a split half method of reliability was adopted. The reliability produced the value of 0.75 and 0.83 respectively. The figures showed a high reliability of the instruments. Result of the study showed a significant relationship between emoluments/fringe benefits and job effectiveness of lecturers. The study recommended among other things that, lecturers deserve their wages/salaries, so managements should endeavor to pay lecturers wages equitable with their counterparts in the world, this would motive them to work.
Social Studies Pre- Service Teachers and their Lecturers Perception of Social Studies Apps in teaching Social Studies in the University of Port Harcourt, Nigeria (Published)
The aim of this descriptive study is to illustrate how University of Port Harcourt Social Studies Pre-Service teachers and their lecturers perceive the use of SOS App to enhance teaching and learning. The study made use of Social Studies Post National Certificate of Education (NCE), Master of Education (MEd) and Doctor of Philosophy (PhD) Students of the University of Port Harcourt Nigeria. The population of the study consisted of the five PhD students of 2015/2017 set, fifteen MEd students of 2015/2016 and two hundred and three Post NCE students of 2014/2015 set, five Social Studies Lecturers, and five lecturers that also teach Social Studies courses. Simple random sampling technique was used to select a sample of one hundred (101) post NCE students from the population, but the total population of PhD, MEd and lecturers were used. A questionnaire was used to collect data for the study. Information gathered from the field were decoded and tallied, and the frequency counts determined. Percentage scores were computed. Tables were constructed in respect of the demands of the respective research questions. The result of the study indicated the following among other thing; both students and teachers except the Post NCE students are aware of SOS Apps and its importance in enhancing Social Studies content, they have similar challenges of low level of knowledge and skill in technology. The researcher therefore recommended that both Social Studies teachers and preservice teachers should be encouraged to use technology in their classrooms through motivation, constant and consistent training.
The study investigated financial pre-retirement plans of lecturers in public universities in Rivers State, Nigeria. Two (2) research questions were formulated and answered while two (2) hypotheses were tested at 0.05alpha level. The study adopted a descriptive survey research design. The population of the study consisted of all the 2330 lecturers in the three public universities in Rivers State. As at the time of this study, each of the universities has the following population respectively: University of Port Harcourt (UNIPORT) 1500, Rivers State University (RSU) 556, Ignatius Ajuru University of Education (IAUOE) 274 making a total of 2330 lecturers from the three (3) public universities in Rivers State. (Source: Registry Department of the institutions 2017). A sample size of 932 lecturers was used. The sample size was drawn using simple random sampling technique. The instrument for the study was titled “Financial Pre-Retirement Plans of Lecturers Scale” (FPRPLS). Simple percentage was used to answer the research questions while Chi-Square statistics was used to test the null hypotheses at 0.05 alpha level. It was found among others that 46% of the lecturers agreed that they have financial plans while 54% disagreed. It was recommended among others that economists and finance managers should from time to time be invited to the universities in Rivers State to sensitize the lecturers on the possible ways to make savings out of their regular salaries.
Relationship between Category of University and Lecturers’ Job Satisfaction in Universities in Kenya (Published)
Lecturers’ job satisfaction is considered an all round unit of an institution’s human resource strategies. The category of University (public or private) in which the lecturers belong may have an effect on their levels of job satisfaction. This paper analyses the relationship between category of university and lecturers’ job satisfaction in Universities in Kenya. A mixed methods design was adopted for the study which targeted academic staff of chartered public and private universities in the Rift Valley Region of Kenya. The sampling method employed was census, and a total of eight chartered universities (six public and two private) participated in the study. The participating universities were labelled 1, 2, 3, 4, 5, 6, 7 and 8, in order to conceal their identities. Descriptive statistics, the one-way analysis of variance (ANOVA) and the independent-samples t-test was employed in the study. The study found out that chartered public universities’ staff were more satisfied compared to those in the private universities.
Determinants Affecting Lecturers’ Job Satisfaction at the Private Universities in Vietnam (Published)
Vietnam education system now has 60 the private universities (non-public universities), accounting for 25% of universities (235 universities) and has more than 20 years of development. The private universities have the number of student’s accounts for 13.6% of the total number of students (232.367 students). In 2015, the private universities have paid the tax nearly 111 billion of VND for the country development; this proves that despite many problems, non-public universities have made active contributions to the Vietnamese education system. Besides, the study results showed that there were 600 lecturers of the private universities who interviewed and answered about 27 questions. The Data collected from December 2015 to April 2017. This study had been analyzed Cronbach’s Alpha, KMO testing and the result of KMO testing used for the next research of the regression. Lecturers’ responses measured through an adapted questionnaire on a 5-point Likert scale (Conventions: 1: Completely disagree, 2: Disagree, 3: Normal; 4: Agree; 5: completely agree). Hard copy and online questionnaire distributed among 20.500 lecturers of the private universities. In addition, seven components affecting the affecting the lecturers’ job satisfaction at the private universities in Vietnam with significance level 5 percent and then the researchers have policies improving the lecturers’ job satisfaction of the private universities in the future.
Reliability Analysis of Determinants Affecting Lecturers’ Job Satisfaction at the Private Universities in Vietnam (Published)
The private university education system plays a particularly important role in determining the country’s socio-economic development in the context of the knowledge economy and globalization. Despite many achievements, providing millions of qualified personnel as the core serving the cause of national renewal, our current education also reveals many shortcomings. Training quality generally does not meet the increasing requirements of the cause of industrialization, modernization and international integration. Besides, Vietnam education system now has 60 the private universities (non-public universities), accounting for 25% of universities (235 universities) and has more than 20 years of development. The private universities have the number of student’s accounts for 13.6% of the total number of students (232.367 students). The study results showed that there were 600 lecturers of the private universities who interviewed and answered about 27 questions. The Data collected from December 2015 to April 2017. This study had been analyzed Cronbach’s Alpha testing used for the next research. Lecturers’ responses measured through an adapted questionnaire on a 5-point Likert scale (Conventions: 1: Completely disagree, 2: Disagree, 3: Normal; 4: Agree; 5: completely agree). Hard copy and online questionnaire distributed among 20.500 lecturers of the private universities. The Data processed by SPSS 20.0.
ICT Adoption Attitude of Lecturers (Published)
With ex post facto research method, this study investigated the attitude of lecturers towards the adoption of Information and Communication Technology, abbreviated as ICT, in teaching and research in federal and state-owned universities in Nigeria. Four research questions and null hypotheses were respectively, answered and tested. A stratified sample of 400 lecturers (251 males and 149 females) was randomly drawn from one federal university and one state university. A factor analyzed 55 items instrument with high construct validity and three-factor loadings was used for data collection. The reliability of the instrument, using the Cronbach alpha method, showed reliability coefficients of 0.67, 0.62, and 0.51 for attitude, competence, and accessibility factor loadings, respectively. Data analysis was done with the use of independent samples t-test and One-way ANOVA for testing the hypotheses. Results revealed that gender and area of specialization have no significant difference in the attitude of lecturers’ towards ICT adoption in teaching and research. On years of experience, moderately and less experienced lecturers are more competent in the use of ICTs than their highly experienced counterparts. ICT facilities are significantly more accessible the Federal university (University of Port Harcourt) than the State university (Rivers State University of Science and Technology). University management should motivate and encourage lecturers to participate in ICT training programs, lecturers especially highly experienced should be well motivated to develop their ICT competence.
Keywords: Area of specialization, Federal Universities, Gender, ICT, ICT competence, Information and Communication Technology, Lecturers, State universities, Years of experience, and ICT access; Adoption of ICT, attitude
Utilisation of Computer Technology for Academic Work by Lecturers of University Of Jos – Nigeria (Published)
This study which is on the utilization of computer technology for academic work has assessed the computer literacy skills possessed by academic staff members of University of Jos (UNIJOS). It sought to find out the areas they use the computer for academic work as well as the problems affecting them in their quest to utilise the computer. An evaluative design was used for the study with a population of 974 academic staff. A sample size of 97 (10%) of the population was used for the study. The instrument for data collection was questionnaire. In analyzing the data, percentages, mean and frequency tables were used. The findings revealed that lecturers have average level of computer literacy skills and use it only for typing/printing of lecture notes, computing of students’ results, surfing the Internet for information and sending e-mails. However, inadequate funds, inadequate power supply, lack of government sponsorship, time constraints, irregular organization of IT programmes, inadequate Internet cafes, too much work load for academic staff and inadequate computer training centres were discovered to be militating factors. Finally, possible suggestions to overcome the above problems are recommended.
There is growing interest in teacher induction and widespread support for the idea of assigning experienced teachers to work with newly recruited teachers. Still, we know relatively little about what mentors in the University of Cape Coast (UCC) do, how they think about their work, and what their mentees learn from their interactions with them. This article presents the perception of approximately 150 Lecturers/Assistant Lecturers who were recruited between 2008 to 2013 academic year. As the literature on mentorship indicates, mentorship plays an important role in a mentee’s life therefore, so to sustain and develop experience lecturers, mentorship programmes need to be relevant, personalized and unique. The methodology used in this study employed descriptive design (non-experimental). The target population was made up of lecturers in the University of Cape Coast. The accessible population was made up of all the 270 assistant/ lecturers in the university who were appointed between 2008 to 2013 academic year.The results showed that on the whole respondents acknowledged that mentors play some roles in the mentoring system. Concerning the perceptions of future mentoring, more than half of the mentees had some concerns about future mentoring. About two thirds of the respondents agreed that mentoring issues should be considered during promotions. It was recommended that UCC and administrators in particular should clearly articulate the goals of mentoring programmes and to highlight the ways in which they can directly impact mentee’s achievement.