The impact of science teachers' motivation on science students' academic performance in Senior Secondary Schools in Ondo and Ekiti States of Nigeria was investigated in this study. This was a descriptive survey research which was questionnaire based and past WAEC O/L ((May/June 2008 and 2009) student results on the science subjects. The population of the study was all public Secondary Schools (science teachers and students) in Ekiti and Ondo States, Nigeria. A stratified random sampling was used to select a total of five hundred and ten (510) science teachers (male and female) from Ekiti and Ondo States from the selected schools for the study. And a total six thousand eight hundred (6,800) Science Students (male and female) from the selected schools was also considered in the study. In each of the school selected for the study, only teachers of Biology, Chemistry and Physics were involved in the sample and the students that registered and wrote Biology, Chemistry and Physics WAEC examination of May/June 2008 and 2009 in Ekiti and Ondo states of Nigeria. The data collected for the study were analyzed using descriptive analysis, Multiple Regression analysis and Pearson Product Moment Correlation. All the hypotheses were tested at 5 % level of significance. Among others, the study revealed that; there was significant relationship between regular payment of science teachers' allowance and academic performance of science students; there was significant relationship between regular teachers' participation in seminars/ workshops and academic performance of science students. Also, there exist statistical significant relationship between granting of study leave with pay to science teachers and academic performance of science students. As a result of the findings, it was recommended that the adequate science allowance should be regularly paid to the science teachers to enhance their excellent performance.

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This study compared the leadership styles of principals dominating in both public and private secondary schools in Ido Local Government Area of Ibadan, Oyo State, and also investigated the principals’ gender differences. Leadership styles examined include: autocratic, visionary, , democratic, coaching, servant, , , , bureaucratic and digital. A descriptive research design was adopted. The population of the study consists of 26 public secondary schools and 97 registered private secondary schools. The total population of teachers in the study were 1194. Using the Taro formula, a sample size of 306 respondents were sampled of which questionnaires were administered and 305 questionnaires were retrieved and used for analysis. A self-designed questionnaire that yielded reliability coefficients of r= 0.942, 0.911, 0.924 were used for data collection. A research question and two hypotheses were used to guide the study. The findings of the study showed a significant difference in the leadership style adopted by school principals of both school types with mean =92.5 and 1149, SD= 9.712 and 11.634, while (t = 0.719; = 301, p <0.05). There is also a significant gender difference in the leadership style adopted by principals of both schools with mean =125.14 and 120.97, SD= 14.195 and 9.318 and (t= 2.909; = 301; p< 0.05). The study concluded that though there are significant differences in the leadership styles adopted by the school principals, there are no leadership styles. It is therefore recommended that; principals of both school types should blend and adopt styles that best fit the situation at hand. Thus, leadership style should be applied based on contingency.

School climates indices as predictors of teacher job satisfaction and performance in Oyo State of Nigeria were investigated in this study. The school climate indices include; school laboratories, libraries, classrooms and instructional materials. This was a descriptive survey research which was questionnaire based. The population of the study was all public secondary school teachers in Oyo State, Nigeria. Multi-stage using cluster and simple random sampling techniques to select a total of one thousand and five hundred (1500) teachers (male and female) from the selected public secondary schools for the study. Three research questions and six hypotheses were postulated. Hypotheses were tested at 5% level of significance. The data collected for the study were analyzed using descriptive analysis, Multiple Regression analysis, MANOVA, Pearson Product Moment Correlation and t-test. Among others, the study revealed that the level of teachers' job satisfaction was lower than the performance with the overall weighted average of 2.380 and 2.702 respectively. Only 11.7% public secondary schools in Oyo State, Nigeria were able to meet up with the UNESCO recommended student-teacher ratio. Also, there exist a significant combined influence of school climate indices on the teachers' job satisfaction and performance (F=11.919; P<0.05). As a result of the findings, it was recommended that government should allocate sufficient fund in the budget for the provision of instructional materials, modern libraries, and well equipped laboratories to create a good school climate in public secondary schools. Also, the suggested UNESCO student-teacher ratio should be adhering to.