Imo’s scientific contributions

This research on the institutionalization of peace education and peace culture at post primary school level was carried out in Calabar Education Zone of Cross River State, Nigeria. The study sample comprised 463 out of the 3088 teacher population. Two research questions and one hypothesis were evolved to guide the study. A 26-item questionnaire titled "Peace Education and Peace Culture Questionnaire" (PEPCQ) was utilized for data collection. The reliability coefficient of the instrument using Cronbach Alpha ranged from 0.76-0.86. Data obtained were analyzed using mean and independent t-test statistical tools. Findings showed that peace education has been institutionalized into the school curriculum, although peace culture activities were yet to be made a vital part of the school life. Results further revealed that public and private schools do not differ significantly in the institutionalization of peace education and peace culture at post primary school level in Calabar Education Zone. Arising from the findings, it was recommended that activities to enhance peace education and peace culture should be encouraged in the school system.

The study investigated the relationship between principals' supervisory techniques and teachers' job performance in Ikom Education Zone of Cross River State, Nigeria. Ex-post facto research design was adopted for the study. The sample was 86 principals, 344 teachers and 1,376 students drawn from a population of 86 principals, 1829 teachers and 35,359 students in public secondary schools in the study area. To achieve the purpose of the study, two null hypotheses were formulated. Data collection was carried out with the use of two research instruments titled "Principals' Supervisory Technique Questionnaire (PSTQ)" and "Teachers' Job Performance Questionnaire (TJPQ)". The instruments were subjected to face validity and Cronbach Alpha reliability estimate. The reliability value obtained ranged between 0.73 and 0.78. These figures confirmed that the instruments were reliable in achieving the objective of the study. Pearson Product Moment Correlation Analysis (r) was used for data analysis at .05 level of significance. Results obtained revealed that a significant relationship exist between principals' supervisory techniques in terms of classroom visitation, workshop techniques and teachers' job performance. Based on the findings, it was concluded that job performances of teachers would be enhanced when they are properly supervised by principals using the various supervisory techniques.

Staff development programmes act as a catalyst for teachers effectiveness. It is a potent means of updating teachers' skills and knowledge for improving instruction and learning. This study was carried out to investigate the influence of staff development programmes on secondary school teachers' job performance in Uyo Metropolis, Nigeria. A single hypothesis guided the study. Data were collected using two sets of questionnaires titled "Staff Development Programme Questionnaire" (SDPQ) and "Teachers' Job Performance Questionnaire" (TJPQ). SDPQ was administered on 450 teachers while TJPQ was administered on 1800 students to assess teachers' job performance. Data collected were analyzed using Independent t-test statistic at 0.05 level of significance. Findings showed that teachers who participated in staff development programmes were more effective in their job performance than those who did not, in terms of knowledge of subject matter, classroom management, teaching methods and evaluation of student's work. It was recommended among others, that the Ministry of Education and State Secondary Education Board in Akwa Ibom State should on a regular basis organize training programmes for teachers. Such programmes should relate to subject contents, use of teaching aids, lesson preparation and delivery, classroom management and student's evaluation.

Climate change is an area that is currently in dire need of a wide range of publicity and other measures in order to mitigate its effect on the society. This is more so in the sense that informed public will make wiser and more accurate decisions and response to climate change issues. This study examined the level of climate change awareness among secondary school teachers in Calabar Municipality. Three research hypotheses were postulated to guide the study. A self designed questionnaire titled "Climate Change Awareness Questionnaire (CCAQ)" was administered on a sample of 200 secondary school teachers. Population t-test and independent t-test were employed to analyze the data collected. Findings indicated that the level of climate change awareness was low generally among teachers and the awareness varied with sex. Also, teachers' access to sources of information on climate change was low. Implications for management effectiveness were discussed.