This paper examines the gender influence on school climate and organizational silence among teachers in secondary schools in Anambra State, Nigeria. Correlational research design is used for the study. The population of the study consisted of all the 5498 teachers in 259 secondary schools in Anambra State, comprising 775 male and 4723 female teachers. Two structured questionnaires were adapted as the instruments for data collection. The internal consistency of the instruments was established using Cronbach alpha which yielded 0.81 and 0.91. Four research questions and four hypotheses guided the study. The study reveals that there is no significant relationship between the perception of teachers who teach in an open school climate and their organizational silence. Secondly, there is no significant relationship between the perception of male and female teachers who teach in a closed school climate and their organizational silence. Based on this, recommendations were made.
COVID-19 is a threatening disease that has led to total lockdown of educational institutions in various countries, Nigeria inclusive. Presently, there is no vaccination for its cure yet; thus, the need for preventive mechanisms to reduce its spread in the schools. The primary school which this study is delimited is made of pupils whose ability to prevent this disease is minimal due to their level of physical and mental development, therefore they require proper attention. The headteachers and teachers who occupy administrative positions in primary schools need to manage these pupils, to prevent the spread of coronavirus in the schools. The main purpose of this study is to suggest how headteachers and teachers should practically discharge their administrative functions so as to reduce coronavirus spread among pupils in primary schools. This is expected to give an insight into healthy adaptive mechanism for the staff and pupils in primary schools in Nigeria. Finally, the following recommendations were made; which include: providing hygiene facilities, services of healthcare workers and isolation center in the school for pupils that may need extra care.
Emotional intelligence (EI) describes the ability to recognize, understand, and manage emotions, both in oneself and in others. It has strongly emerged as a game changer, playing crucial roles in various aspects of human development, including interpersonal relationships, academic and professional success, and overall well-being. Despite the unprecedented impact of emotional intelligence in human development, happiness and survival, it seems to have been given inadequate attention or ignored entirely by some people. Worse still, in some professional curricula, little or no attention has been given to it. This research paper explores the significance of emotional intelligence and presents strategies for enhancing emotional intelligence through strengthening self-management, self-awareness, relationship management and social awareness activities.
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