This study was undertaken to assess the causal effects of the wastage of school material resources and school system effectiveness in secondary schools in Cross River State of Nigeria. A survey was conducted using a sample of 1,480 respondents (271 principals, 396 vice principals, and 813 teachers. Data were collected through two instruments Wastage of School Material Resources Questionnaire (WSMRQ) designed by the researchers, validated by three experts, and with Cronbach alpha reliability of .895; School System Effectiveness Scale (SSES) designed and validated psychometrically by Bassey, Owan, and Eze (2019) with Cronbach reliability values of .982, .983, and .930 for the three sub-scales, and a reliability coefficient of .941 for the overall instrument. Descriptive statistics and structural equation modelling were employed in analysing collected data. Findings of the study revealed that school material resources are wasted in different and numerous ways. Some of these ways are significant while others are not. Teaching equipment that are wasted in schools include manuals, desks, workbooks, charts, projectors, playgrounds, drawing books, chalks, textbooks, laboratories, chalkboard/whiteboards, markers, handbooks, and computers. It was discovered also that wastage of school farm resources, buildings, and teaching equipment have a direct significant but negative effect on the effectiveness of schools, accounting for 17% of the total variance in the effectiveness of the school. It was concluded, that increment in the wastage of school material resources will cause the effectiveness of schools to decline. The implication of the finding of this study is discussed for global best practices. Contribution/Originality:This study contributes to the existing literature by being the first to used a structural equation modelling (SEM) approach to analyse the direct and indirect effects of the wastage of school material resources on school system effectiveness.

This study assessed school management practices, teachers' effectiveness and students' academic performance in mathematics in Cross River State's secondary schools. The study was guided by two formulated null hypotheses. The study adopted the factorial research design. Simple and proportionate stratified random sampling techniques were adopted in selecting a sample of 2,145 (893 teachers and 1252 students) from a population of 6,356 teachers, and 39,468 senior secondary school students respectively. "School Management Practices Questionnaire" (SMPQ), "Teachers' Effectiveness Questionnaire" (TEQ), and Students' Mathematics Achievement Test (SMAT) were all used as instruments for data collection. The reliability of the instrument was established using the Gutman Split-Half (GSH) reliability technique, with coefficients of .919, .889, and .952 obtained for SMPQ, TEQ, and SMAT respectively. The null hypotheses were all tested at .05 alpha level using Pearson correlation matrix and multiple regression. Multiple regression was employed as a multivariate statistical tool due to its ability to examine the combined effect of several independent variables on a dependent variable. Findings revealed that principals' leadership techniques, conflict management, teachers' motivation, teachers' discipline, school supervision, students' records management, students' discipline, effective communication, teachers' effectiveness, and students' academic performance are significantly related. The eight independent variables jointly predicted teachers' effectiveness (F= 505.47, p<.05) and students' academic performance (F=728.16, p<.05) significantly. It was recommended that secondary school principals should perform their routine duties of school management regularly and consistently in order to boost teachers' effectiveness and improve students' academic performance in mathematics. Contribution/Originality:This study is one of few studies which have assessed inter-relationships among some school management practices, teachers' effectiveness and students' performance in Mathematics. The study also contributes to existing literature by determining the partial and cumulative effects of some school management practices on teachers' effectiveness and students' performance respectively.

Modern information and communication technologies (ICTs) are recognised as having enormous potential for improving quality in higher education delivery and, subsequently, contributing to production of graduates who are suited to the needs of the contemporary labour market. This recognition has formed the basis for investment in the development of ICT capacity in higher education institutions (HEIs) in Nigeria. After years of this investment, this study investigated the reach and utilisation of ICT facilities in HEIs .in the country. The findings were that availability of ICT facilities, notably mobile phones and the internet, is widespread. However, these have not been mainstreamed into teaching and learning processes. This is blamed on gaps in funding and training. Recommendations for the better deployment of ICT as an aid in teaching are made.

The study examined principals' management role effectiveness of secondary schools for youth leadership in Calabar Education Zone of Cross River State. The study employed survey research design. The target population comprised all 158 principals in both public and private secondary schools in the study area. The sample selected through random sampling technique consisted of 35 public and 35 private secondary schools principals, bringing it to a total of 70. Three research hypotheses were formulated to guide the study. Data were collected through questionnaire titled: Principals Management Role Effectiveness Questionnaire (PMREQ). They were tested at 0.05 level of significance using independent t-test and Pearson Product Moment Correlation Coefficient statistical technique. Result obtained indicated that there was no significant difference between the male and female principals as well as public and private schools principals in their role effectiveness for youth leadership. Hypothesis three revealed a significant relationship between principal's administrative competence and the development of effective leadership role among secondary school students in Calabar Education Zone of Cross River State. The study concluded that principals' management role effectiveness could be a veritable tool for transforming youth leadership capacities. It therefore suggested that induction courses for principals on management strategies should be organized regularly. Furthermore, funding of institutions should be practicalized to ease managerial stress from principals.

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