The survey research design was adopted in this study which examined ICT competence and challenges to ICT usage among academic staff. Six research questions were posed to guide the study and a questionnaire was developed, validated and used for data collection from a sample size of 300 academic staff. The collected data were analysed using descriptive statistics (percentages). The results show that majority of the academic staff funded their ICT training; high number of them have laptops; access to internet was mainly at public cyber café; majority (53.3%) rated their ICT competence as low. Inadequate ICT facilities, excess work load and funding were identified as major challenges to ICT usage among academic staff. Recommendations made include funding of ICT training of academic staff by the university management and making ICT training mandatory for all academic staff.Keywords: ICT competence, Academic staff, Usage, Training, Challenges IntroductionTeachers play a crucial role in the development, adoption and Implementation of any educational curriculum or innovation. This role becomes even more critical in adoption and integration of information and communication technology (ICT) into the education programme of a country. It has been discovered that knowledge of (ICT) usage improves human capacity in every field of human endeavour, including business transaction, industrial operations, educational programmes and activities and life in general. Radloff (2001) highlights the opportunities that ICT presents for enhancing the quality of teaching and learning to include: Providing encouragement for staff and students to reflect on how they teach and learn. Applying theory and research on learning and principles of good instruction to designing online learning environments.  Making teaching (and learning) more visible and public. Encouraging collaboration and team work among staff (and students). Offering greater access to learning for more people. Increasing the skills and status of university teachers.Aware of the significance of ICT educational programmes, governments in the world have adopted several measures to facilitate acquisition of ICT education by enhancement of education and training programme, providing an enabling environment for the development of ICT, provision of incentives for computerisation and automation and creation of venture capital (Pelgrum, and law

This research is conducted to examine what is currently evaluated with respect to teaching in Nigerian public universities and to produce instruments that would be useful for examining the course and teaching effectiveness of course lecturers. Telephone interview of ten (10) professors in ten public Nigerian Universities is used to elicit information on the current state of evaluation of teaching while a document analysis reveals the concerns of National Universities Commission with lecturers during programme accreditation. Finding indicates that teaching effectiveness is grossly ignored in the lecturer appraisal process. An 18 item questionnaire and another 15 item questionnaire measuring teaching and course effectiveness respectively is constructed. After a test retest procedure using four lecturers and four courses, the instruments yielded a reliability coefficient ranging from -0.568 to 0.591 for lecturers and 0.548 to 0.944 for the courses. The correlation coefficient values clearly reveal that the course evaluation and lecturers’ evaluation forms were adequate to generate information on the course and lecturer effectiveness. It is therefore recommended, among other things that the National Universities Commission (NUC) as a regulatory body should make the evaluation of teaching a mandatory policy for all universities.

ABSTRACT

The study sought to find out the predictive effect of self-concept, self-efficacy, self-esteem and locus of control on the instructional and motivational leadership roles performance effectiveness of administrators of public secondary schools in Cross River State of Nigeria. The relative contribution of each of the independent variables to the prediction was also investigated. The survey design was adopted for the study. The study sample consisted of 400 school administrators. Two hypotheses were formulated to guide the study. Two sets of instruments namely, Personality Factor Questionnaire (PFQ) and Administrator Leadership Roles Performance Questionnaire (ALRPQ) with reliability indices of 0.75 and 0.72 respectively, were used for data collection. The data collected were analyzed using stepwise multiple regression analysis. The results of the study revealed that self-efficacy, locus of control and self-concept contributed significantly to the prediction of administrators' effectiveness in instructional leadership role performance while self-esteem did not. Also, self-concept, self-efficacy, and self-esteem relatively made significant contributions to the prediction of administrators' effectiveness in motivational leadership role performance while locus of control did not. Based on these findings, it was recommended among other things that personality test should be used as a tool for appointment of school administrators.