GPH-International Journal of Educational Research <p><span style="color: #222222;"><span style="font-family: 'Book Antiqua', serif;"><span style="helvetica: Arial, serif;"><span style="font-size: medium; font-family: 'Book Antiqua', serif;"><span style="color: #000000;">GPH-INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH <strong>(E-ISSN 2795-3272 P-ISSN 2795-3264)</strong> publishes a wide range of high-quality research&nbsp; articles in the field (but not limited to) given below: <br>Academic Advising and Counselling, Adult Education, Art Education, Business Education, Counsellor Education, Cross-disciplinary Areas of Education, Curriculum, Research and Development, Distance Education, Early Childhood Education, etc</span></span></span></span></span>. <span style="font-size: medium;"><a title="Journal Impact Factor" href=""><span style="color: #222222;"><span style="font-family: 'Book Antiqua', serif;"><span style="helvetica: Arial, serif;"><span style="color: #000000;"><span style="font-size: 1.5em;"><strong><span style="text-shadow: #FF0000 0px 0px 2px;">Impact Factor: 1.124</span></strong></span></span></span></span></span></a></span></p> GLOBAL PUBLICATION HOUSE en-US GPH-International Journal of Educational Research <p>Author(s) and co-author(s)&nbsp;jointly&nbsp;and severally represent and warrant that the Article is original with the author(s) and does not infringe any&nbsp;copyright or violate any other right of any third parties, and that the Article has not been published&nbsp;elsewhere.&nbsp;Author(s) agree to the terms that the <strong>GPH Journal</strong> will have the full right to remove the published article on any misconduct found in the published article.</p> RELATIONSHIP BETWEEN SCHOOL ORGANIZATIONAL CULTURE AND TEACHERS’ TASK PERFORMANCE IN SECONDARY SCHOOLS IN ANAMBRA STATE, NIGERIA. <p>The study investigated the relationship between school organizational culture and teachers’ task performance in public secondary schools in Anambra State. It adopted a correlation survey research design. Three research questions guided the study and one hypothesis was tested. The population for the study is 6,396 teachers in the 261 state government-owned secondary schools in Anambra State. A sample of 1,280 teachers composed using proportionate stratified and simple random sampling techniques was involved in the study. Two researchers developed instruments namely School Organizational Culture Questionnaire (SOCQ) and the Teachers’ Task Performance Questionnaire (TTPQ) used for data collection. The instruments were validated by three experts. The internal consistency method was used to determine the reliability of the instruments and this yielded Cronbach Alpha coefficient values of 0.84 and 0.70 for the two instruments respectively. The researchers with the aid of three research assistants collected data. Out of 1,280 copies of each of the questionnaires administered to the respondents, 1256 copies representing 98% were successfully completed, retrieved, and used for data analysis. The research questions were answered using aggregate scores, while the hypothesis was tested using Pearson Product Moment Correlation at a 0.05 level of significance. The results of the findings include among others that the majority of the teachers in the State perceived their school organizational culture and their task performance as good and that there is a low positive relationship between teachers’ perceived school organizational culture and their task performance. Based on the findings, it was recommended among others that the State School Management Board should organize workshops, seminars, and conferences aimed at exposing teachers to the importance of good organizational culture in schools. This will enable both the principals and teachers to know what is expected of them and how to go about fostering positive types of cultures in their schools. Conclusions were made and implications of the findings were also drawn.</p> Thompson Chidinma Chinenye Unachukwu, Glad O. Prof Obiekwe, Kingsley K. Amonye, Chinenye Blessing ##submission.copyrightStatement## 2022-07-23 2022-07-23 5 07 01 09 10.5281/zenodo.6890834 PERCEIVED COMPETENCY NEEDS OF PRINCIPALS FOR MANAGING PRIVATE SECONDARY SCHOOLS IN ANAMBRA STATE <p>The study investigated perceived competency needs of principals for managing private secondary schools in Anambra state. The researchers outlined three purposes, three research questions and three null hypotheses tested at 0.05 level of significance. A descriptive survey research design was adopted for the study. The population of the study was 569 principals of government approved private secondary schools in Anambra state. The sample was made up of 227(91 males and 136 females) principals, using proportionate stratified sampling technique. Stratification was based on gender and educational zones. Data was collected using a questionnaire of 61 items titled “Competency Needs Questionnaire for Principals” (CNQP),which was validated by experts from the Faculty of Education, Nnamdi Azikiwe University Awka. A reliability index of .94 for the questionnaire was obtained using Cronbach alpha method. Data analysis was done using mean scores, t-test was used to test the null hypotheses. The findings revealed among others the competency need which are: sourcing fund for the development of the school, conducting teacher performance appraisal. It was also discovered that there is a significant difference in perception of male and female principals on their competency need. Based on the findings, it was recommended among others that Anambra State Ministry of Education, Post-Primary School Service Commission, as well as National Association of Proprietors of Private Schools (NAPPS), should use the identified competency need as basis for organizing workshops, conferences, seminars and in-service courses for their principals.</p> Ikedimma, Ifeanyi Francis Nwogbo Mercy Obianuju Oshia, Eucharia Chinwe Ferdinand Nwafor Okoye ##submission.copyrightStatement## 2022-07-26 2022-07-26 5 07 10 18 10.5281/zenodo.6907378 Bridging the Gap between Theory and Practice in the Nigerian Educational System: John Dewey’s Educational Idea as Paradigm <p>This study used John Dewey’s educational idea to address the chasm between theory and practice in the Nigerian educational system. In this work, the authors argue that the countries’ educational system is skewed towards theoretical knowledge over and above practice. This is informed by the inability of education graduates to apply their knowledge to real-life issues in and outside schools. Irked by this anomaly, the study examined Dewey’s educational idea in order to ascertain the extent to which it can bridge the gap between theory and practice in the Nigerian educational system. The work adopted the descriptive research method. Findings from the study revealed among others that education, which according to Dewey should be child-centered, should be systematically provided in such a way that it constantly challenges the intellectual ability of the learner through experiments (practice) as this will help in creating a functional balance between theory and practice. Based on the outcome of the study, it was recommended among others that the Nigerian educational system should be geared more to learner-centeredness and the programme be provided in such a way that the cognitive, affective, and psychomotor abilities of the learners would be constantly challenged through information search, individual and group projects, and experiments.</p> Yinkore, Ebinipere Blessing Emmanuel Mgbomo ##submission.copyrightStatement## 2022-08-02 2022-08-02 5 07 19 27 10.5281/zenodo.6954291 Managing schools in security challenged environment: implications for teachers’ professional pedagogical commitment in the 21st century <p>Security challenges hinder teachers’ professional-pedagogical, commitment, created by numerous treats to life and properties seen in kidnapping cases, rape, security lapses, uncertainties, lack of job stability, environmental hazards, crowdedness of classrooms, lack of infrastructures and equipment, breakdown of law and order, indiscipline, arm robbery, police brutality, cultism, hostage-taking, disruption of economic, social, political and educational programs and policies. This paper, therefore submits that teachers' commitment closely relates to teachers’ pedagogical performance and ability to innovate and integrate new ideas into practices. Teachers spend much time and effort on school achievement, with commitment seriously impeded by the numerous security challenges. Some recommendations were therefore offered like increasing security presence, and installing perimeter walls to discourage free and unsolicited access to the schools, these walls are to be monitored and visitors should be check-in and out of the gates. Visitors are also to be issued distinct identification required to be worn. The perimeter fences should contain barriers, alarm systems, and lighting mostly at night. The environment of the school should be improved upon to discourage truancy and absenteeism and provide a good drainage system, large classrooms, and functional facilities/equipment. Damage roofs, windows, floors, and nonfacilities be immediately put in order.</p> efe Joseph Anho ##submission.copyrightStatement## 2022-08-02 2022-08-02 5 07 28 37 10.5281/zenodo.6954370