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UNESWA Journal of Education, Volume 2, Number 1 2019 UNESWA Journal of Education, Volume 2, Number 1 2019 UNESWA JOURNAL OF EDUCATION (UJOE) An Online Journal of the Faculty of Education University of Eswatini Kwaluseni Campus ======================= VOLUME 2 NUMBER 1 JULY 2019 ISSN: 2616-3012 UNESWA Journal of Education, Volume 2, Number 1 2019 EDITOR-IN-CHIEF Prof. O. I. Oloyede Dean Education EDITOR Prof. C. I. O. Okeke MANAGING EDITORS Prof. I. Oloyede Prof. C. I. O. Okeke Dr. R. Mafumbate Dr. K. Ntinda Dr. S.S.K. Thwala EDITORIAL BOARD MEMBERS Prof. K.G. Karras (Education Studies), Faculty of Education, University of Crete, Gallos University Campus, Rethymno 74100, Crete, Greece. Prof. I. Oloyede (Science Education), Dept. of Curriculum & Teaching, Faculty of Education, University of Eswatini, Kwaluseni Campus, Eswatini. Prof. Z. Zhang (Teaching and Learning), College of Education and P-16 Integration, The University of Texas, Rio Grange Valley, Brownsville, United States of America. Prof. C. I. O. Okeke (Sociology of Education), Dept. of Educational Foundations & Management, Faculty of Education, University of Eswatini, Kwaluseni Campus, Eswatini. Prof. J.W. Badenhorst (Educational Psychology), Department of Postgraduate Studies, Central University of Technology, Welkom Campus, South Africa. Dr. T. Moodley (Child psychology), University of the West Cape, South Africa. Prof. B.D. Bantwini (Education Sciences), North-West University, Potchefstroom Campus, South Africa. Prof. M.M. van Wyk (Curriculum and Instructional Studies), School of Teacher Education, College of Education, University of South Africa. Prof. E. O. Adu (Curriculum & Teaching), School of General & Continuing Education, Faculty of Education, University of Fort Hare, East London Campus. Prof. M.T. Gumbo (Technology Education), Department of Science & Technology Education, College of Education, University of South Africa, South Africa. Prof. M.C.C. Musingafi (Zimbabwe Open University), Public Management and Governance, Masvingo Regional Campus, Zimbabwe. Prof. N.P. Mudzielwana (Early Childhood Education), University of Venda, Thohoyandou, South Africa. Prof. T.D. Mushoriwa (Educational Psychology), School of Further and Continuing Education, Faculty of Education, University of Fort Hare, Alice, South Africa. Dr. A.P. Ndofirepi (Philosophy of Education), Education & Curriculum Studies Dept., Faculty of Education, University of Johannesburg, Auckland Park Campus, South Africa. Dr M.J. Sethusha (Early Childhood Education & Teaching Practice), College of Education, Sunnyside, University of South Africa, Pretoria, South Africa. Prof. E. Ganga (Educational Psychology), Robert Mugabe School of Education, Great Zimbabwe University, Masvingo, Zimbabwe. i UNESWA Journal of Education, Volume 2, Number 1 2019 PRODUCTION EDITORS Prof. C. I. O. Okeke Dr. C.B. Silvane Dr. R. Mafumbate LANGUAGE EDITORS Dr. P. Mthethwa (English language Education), Department of Curriculum & Teaching, Faculty of Education, University of Eswatini, Kwaluseni Campus M201, Eswatini Dr. J. Mkhize (English language), Department of English, University of Fort Hare, South Africa, E-mail: [email protected] Copyright © Faculty of Education, University of Eswatini ISSN: 2616-3012 ii UNESWA Journal of Education, Volume 2, Number 1 2019 Articles School leaders’ self-assessment of their dominant leadership styles in Eswatini public high schools – Joel B. Babalola, Njabuliso Nsibande & Oluwatosin Babalola……………………………………………………………………………….246-263 Teacher trainees’ perception of the challenges of teaching practice at an Open and Distance Learning Institution in Nigeria - Fatimayin Foluke……………………………………………..………………………264-272 Teachers’ pedagogical content knowledge, curriculum designing, and Students’ comprehension of secondary school ordinary level physics in Lusaka, Zambia – Jacqueline Zulu & Innocent Mutale Mulenga……………………………………………………………………………………………………………273-288 Deaf education in Zambia: Lessons from the 2013 revised curriculum - Kenneth Kapalu Muzata & Dikeledi Mahlo……………………………………………………………………..……..289-305 Investigating the exclusionary dynamics of girls with disabilities in primary schools in Akwa Ibom State, Nigeria - Louis Okon Akpan……………………………………………………………………..…306-318 An appraisal of the nexus between education and national development strategies in Nigeria - Ihuoma Chinwe Patience…………………………………………………………………………………319-332 Exploiting the dividends of Nigeria’s cultural and ethnic diversities in National Development - Solomon Olanrewaju Makinde & Oluwatobi Pemede……………………………………….…………333-345 Barriers to Implementation of Research Findings in Mathematics Education among Secondary School Mathematics Teachers - Samson Sunday Afolabi..........................................346-355 Enhancing students’ learning experiences and development through facilitation approach in open and distance learning - Maryrose C. Mbanefo……………………………………………356-367 Effect of two cooperative learning strategies on secondary school students’ achievement in and attitude to English grammar - Francis O. Ezeokoli, Kehinde Pedro Amore & L. J. Orisadare…………………..………368-380 Effects of rational emotive behaviour therapy on reducing bullying behaviour among senior secondary school students and the counselling implications - Ezeribe Scholastica Ngozi……………………………………………………………………………………………………………………………………………381-391 The comparative effects of two electronic instructional media on students’ academic achievement in senior secondary economics – Christian A. Nwankwo & Bernedeth N. Ezegbe………………………………………………………………………………………………….……392-402 Child adoption and the reduction of juvenile delinquencies in Lagos State, Nigeria - Oyekunle Oyelami………………………………………………………………………………………………………………………………………………………….403-414 Gender variations in adolescents’ social and moral development via social networking sites: The more I surf, the less moral and social I become - Bibire, Abdulkareem Hussein, Suraju Adewale Ramoni, Oluwafemi, O. Odunayo & Igboanusi-Ossai Onyinye…………………………………………………………………………………………..……415-427 iii UNESWA Journal of Education, Volume 2, Number 1 2019 Assessment of the coping strategies of new economics teachers for instructional effectiveness - Maxwell O. Ede………………………………………………………………………………………………………………428-437 Confluence of Pornography, Peer Pressure and Home Environment on Senior Secondary School Students’ Sexual Behaviour: Counselling Implications - Hammed Adeoye & Kamilu Muraina………………………………………………………………………………………………………………………..…438-446 Impact of training and students industrial work experience scheme on students’ attitude and dressing in colleges in Lagos State - Adekemi Olasumbo Awojobi……………………………………………………………………………………….……447-454 Learning management systems at National Open University of Nigeria: Experience of postgraduate students – Ismail Adesina Raji, John Olayemi Okunlola & Mutahir Oluwafemi Abanikannda…………………………………...…………………..………455-465 Predictors of learning quality in the teaching and learning of fashion and fabrics - Dumisa Celumusa Mabuza………………..…466-478 iv UNESWA Journal of Education, Volume 2, Number 1 2019 School leaders’ self-assessment of their dominant leadership styles in Eswatini public high schools Joel B. Babalola & Njabuliso Nsibande Department of Educational Foundations and Management, University of Eswatini Kingdom of Eswatini Oluwatosin Babalola Department of Architecture Covenant University Otta Ogun State Nigeria Abstract The purpose of this study was to diagnose the dominant leadership styles of public high school leaders (principals and vice principals) in Eswatini with the aim of identifying their management and leadership training needs that have been ignored hitherto. The study adopted the Blake and Mouton‘s Self-Assessment Questionnaire and purposefully selected 20 high schools and 40 school leaders who served as respondents, comprising 20 principals and 20 vice principals, evenly distributed across the four regions of the country. Using a descriptive analysis and matrix tables, answers were provided to five questions that guided the study. The findings revealed that although the predominant styles of high school leaders in Eswatini were middle- of-the road and team approaches, they still exhibited the need for leadership improvement as evidenced by shortfalls on both the task-achievement and the relationship scales respectively. The findings further revealed that the need for leadership improvement was more pronounced for female leaders and those without prior management and leadership training. The study therefore, recommended that opportunities for leadership improvement be made possible by the Ministry of Education and Training in partnership with the University of Eswatini. Keywords: Eswatini. High school. Leadership behaviour. Leadership styles. Principals. School leaders. Secondary school. Self-assessment. Vice principals. Introduction Leaders generally exhibit either task-oriented behaviour, people-oriented governance or the combination of the two managerial dimensions to achieve industrial peace and productivity. The task-oriented behaviour deals with a general concern for production measured in terms of the degree to which a leader emphasises organization‘s objectives, efficiency, and productivity when deciding how best to accomplish a task. On the other hand, people-oriented behaviour, deals with a general concern for people measured in terms of the degree to which a leader considers the needs, interests and personal development of team members when deciding how best to accomplish a task. The type of behaviour that a leader displays at work is vital in building healthy work environments
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