This research study aimed to investigate the motives of preservice students in choosing a teaching career in Nigeria. It also examined the beliefs underpinning their choice according to gender, age, and subject area. The study conducted a survey among 225 participants selected through purposive sampling from students at Delta State University Abraka, Nigeria. A 61-item questionnaire was adapted from Watt and Richardson's FIT-Choice scale, the descriptive and inferential statistics from which were analyzed. The results revealed that unlike subject area, gender and age played a significant role in relation to motivational factors. These findings are discussed and recommendations offered. Contribution/Originality:This study has shown that while age and sex were significant motivational factors, subject area was not. Female preservice teachers were also found to be intrinsically motivated unlike the males. This study will therefore be of help to the Nigerian policymakers in understanding the motivating factors between male and female preservice teachers and thus helping to meet the needs of teaching and learning in the country. INTRODUCTIONStudies have asserted that students across the world face problems choosing a career (MacGregor, 2007 and Watson, McMahon, Foxcroft, & Els, 2010, as cited in Shumba and Naong, 2012, including preservice students in many countries selecting teaching (Safdarian, Ghyasi, & Farsani, 2014), and Nigeria is no exception. Teachers are crucial to achieving quality in education, for which every country strives, but must be genuinely motivated and committed to their career and students (Heinz, 2015).UNESCO's Institute of Statistics (2013, (as cited in Heinz, 2018 identified teacher shortages as a global problem and that 1.6 million teaching posts would be needed by 2015, and 3.3 million by 2030, to attain universal primary education. This implies that the recruitment and retention of motivated teachers is a challenge worldwide: Glazer (2018) observed that teachers in the United States left the profession before retirement age. However, in Nigeria, trained teachers graduating from university remain unemployed, as most states have not recruited additional or replaced retired teachers since 2015, resulting in an acute shortage of schoolteachers: about 1,371,619 teachers are required by the national educational system (Federal Republic of Nigeria (FRN), 2014). Meanwhile, teachers complain of working in manual and other menial jobs to earn a living due to the poor remuneration in teaching. This raises the question of who would choose a teaching career, and this research study therefore

This study investigated the perceived impact of entrepreneurship education on career development among undergraduates in south-south universities in Nigeria. To guide the study four research questions were generated and one hypothesis formulated, which was tested at 0.05 level of significance. The study employed an expost facto research design. The population of the study consists of all undergraduates in south-south universities in Nigeria. Sample size consists of 150 students who were randomly drawn and who had undertaken entrepreneurship studies. The main instrument for the study was a questionnaire titled Entrepreneurship Education and career development scale (EECDS). Data was analyzed using descriptive statistics for the research questions and t-test for hypothesis. The result showed that there are inadequate facilities and effective teaching and learning of entrepreneurship education in Nigerian universities. Moreover, it was also found that the students were of the view that entrepreneurship education will provide training that would make undergraduates creative and innovative if the programme is properly implemented.

This study investigated

Peer group influence and media exposure were explored as predictors of bullying behaviour among students. Two research questions were posed and responded to, as well as two null hypotheses that were developed and tested. The study had a sample size of 1000 students chosen using the Multi-Stage Sampling Technique. A questionnaire was employed in the study as a tool. Expert opinion was used to validate the instrument. The Peer Group Influence Scale had an 82.50 per cent factor matrix, whereas the Mass Media Scale had a 73.3 per cent factor matrix and the Bullying Behaviour Scale had a 71.50 per cent factor matrix. Peer Group Influence Scale had internal consistency reliability of .87, the Mass Media Scale had internal consistency reliability of.81, and Bullying Behaviour had internal consistency reliability of .85. Multiple Regression was employed to analyse the data at a 0.05 level of significance. The finding revealed a significant relationship between peer group influence, mass media, and bullying behaviour among the students. Principals and teachers in secondary schools were advised, among other things, to limit the influence of domestic violence and to foster positive and encouraging interaction among students.   Received: 23 September 2021 / Accepted: 28 January 2022 / Published: 5 March 2022

The research investigated age, type of school and career decision-making difficulties. It used a purposeful drawn sample of 341 secondary school students in Delta State. To guide the study, two research questions were raised and two hypotheses were formulated. The Career Decision-Making Difficulties Questionnaire (CDDQ) by Gati, Krausz and Osipow (1996) was used for data collection. Data obtained were analysed by inferential statistics of mean, standard deviation and t-test analysis. The results revealed no significant differences in terms of age and type of school attended, but there was a significant difference between private and public schools in seven of the ten distinct categories. Discussion of the findings, conclusions and recommendations are provided.   Received: 24 September 2020 / Accepted: 13 December 2020 / Published: 17 January 2021