Impact of Strategic Procurement Practices on Organizational Performance of Selected Manufacturing Companies in Lagos State, Nigeria
Year: 2025
Type: article
Abstract: This study addresses the significant influence of educational administration practices and policies on student academic performance in secondary schools. Despite various efforts to improve education, gaps in leadership, resources, and policy implementation continue to hinder student outcomes. The purpose of this study was to examine the impact of these practices and policies on student performance in secondary schools in Amuwo Odofin LGA, Lagos State. A quantitative research design was adopted, with a sample of 300 participants, including students, teachers, and principals from both public and private secondary schools. Stratified sampling was used to ensure representation from different subgroups. Data were collected using a self-designed questionnaire titled Educational Administration Practices and Policies Impact Scale (EAPPIS), which was divided into four sections: demographic information, educational administration practices, educational administration policies, and student academic performance. The instrument was validated through a pilot study with 30 participants from schools not included in the main study, and the reliability of the instrument was tested using Cronbach’s Alpha coefficient, yielding a high reliability index of 0.91. Findings revealed that educational administration practices, such as effective leadership, resource allocation, and teacher training, significantly influence student academic performance. Policy gaps, including inadequate funding, inconsistent curriculum implementation, and lack of teacher evaluation, hinder student success. A significant difference in administrative effectiveness was found between public and private schools, with private schools showing better outcomes. The study concludes that the need for consistent, well-funded educational policies, comprehensive teacher development programs, and effective leadership to enhance student achievement cannot be over-emphasized. The study recommends that enhancement of teacher training programmes and addressing policy gaps to ensure more effective school management and improved student performance.
Authors: Edewor, Oputa John, Ogbaini, Aliu Clement
Institution: Global Wealth University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W6930628809
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