Improving Educational Outcomes at Nigeria’s Government Owned Universities by Boosting Internal Quality Assurance (Published)
Rather than appearing out of thin air, high-quality education is the result of persistent work on the part of all those involved in the field. The purpose of this article is to have a conversation on how Nigerian public universities may better implement internal quality assurance processes. It begins with a discussion of what quality is and how it can be guaranteed. Next, we’ll talk about why it’s important to stress quality in public colleges. The report concludes with an analysis of key internal challenges that must be resolved to guarantee educational excellence.
Keywords: Education, Nigerian Universities, Quality, Quality Assurance, internal
Assessing the Assessors from the Student Angle: Implication for Quality Assurance in Public Secondary Schools in Lagos Mainland Local Government Area of Lagos State, Nigeria (Published)
Visionary teachers are needed to achieve quality teaching and learning in the school. It is now firmly believed that the effective functioning of an organization depends largely on employees’ efforts that extend beyond formal role requirements. This study therefore investigated the predictive power of some quality assurance indices (school climate, principals’ leadership role, instructional supervision, availability and utilization of instructional resources) on teachers’ job effectiveness in secondary schools. Five hundred and eighty-three (583) Senior Secondary School students comprising of 268 males and 315 females were sampled for this study. Self-developed instrument tagged “Quality Assurance in Education” was employed to obtain responses from the participants. Analyses of data were done using descriptive statistics and multiple regression analysis fixed at the .05 significant levels. Results revealed 16% of the variance in the teachers’ job effectiveness was accounted for by the combination of instructional supervision, instructional resources, school climate, and principal leadership ((R = .817; R2 = .667; R2 (adj) = .663; F(4,582) = 20.376; p < .05). This revealed that among others that school climate was the most potent predictor (β = .300; t = 7.354; p < .05), followed by principal leadership style; (β = .279; t = 5.897; p <. 05), instructional supervision (β = .151; t = 5.098; p > .05); and lastly by instructional resources (β = .093; t = 3.765; p > .05). The findings showed that students’ assessment based on the quality assurance indices were potent in the prediction of teachers’ job effectiveness. Based on the outcome of this study, it was recommended that Since the work environment is significantly related to job effectiveness of teachers, government should encourage the support of parents, students, philanthropists, and corporate institutions in improving secondary schools’ work environment in terms of physical facilities, information services, authority-staff relationship, and staff development in order to enhance better job performance of the teachers.
Keywords: Job Effectiveness, Principals’ Leadership Role, Quality Assurance, School climate, Secondary Schools, Teachers