This study inquired about parental engagement (PE) in schooling, focusing on secondary schoolstudents in Kwara State, Nigeria. The study also examined the existing differentials in parental engagements based on school type, geographic location, and students’ academic level. To accomplish the objectives, a descriptive survey design was adopted for the research. One thousand two hundred and ninety-six students were sampled from 72 secondary schools with multi-stage sampling procedures. A questionnaire titled “Parental Engagement Assessment Questionnaire” (PIAQ) was utilized as a data collection instrument. Mean scores, standard deviation, t-test and analysis of variance (ANOVA) were appropriate statistical tools used in analyzing the collected data. The key finding made known was that the general level of parental engagement in schooling among secondary school students in Kwara State was moderate. Explicitly, students in private schools experienced higher PE than those in public schools; students schooling within the Kwara Central senatorial district experienced higher PE than those in Kwara-South and Kwara-North respectively; even in grade 10 students received a higher level of PE compared to those in grade 11and grade 12 respectively. The study concluded that, despite the moderate level of PE in secondary school students schooling, significant disparitiesexistbased on school ownership, geographic/senatorial distribution, and students’ academic level. Thus, further studies are needed to investigate other students’ characteristics that determine PE.

As, information and communication technology (ICT) is sweeping through the global world, there is the need for Nigeria and her educational administrators to keep abreast of the innovations and applications of ICT for performance of their daily administrative task and duties. However, studies directed in this regard were constraint in content and geographical scope. This study therefore examined the impact of ICT on secondary schools' principals' administrative performance in Ilorin metropolis, Kwara State. This study was anchored on the Technology Acceptance Model. The study was a descriptive research of a survey type. Stratified random sampling technique was used to select 135 participants (45 principals and 90 vice-principals) from 45 sampled public secondary schools. Data were collected using a structured questionnaire. Data collected were statistically treated with percentages, mean and Pearson product moment correlation (PPMC) statistics. Result obtained revealed that, the extent of ICT usage by secondary school principals was moderate (grand mean value of 2.90), while the level of principals' performance in the discharge of their routine administrative duties was also moderate (grand mean value of 2.65). Finding also revealed a significant relationship between the usage of ICT facilities and administrative performance of secondary school principals (r-cal 0.631 > r-tab 0.195). The study concluded that, although ICT has significant influence on performance of principals' administrative duties, its level of availability and usage led the researcher to conclude that secondary school principals in Nigeria are not yet ready for technological advancement or development.

This study examined occupational-related stress among university faculty staff and its implications on goal attainment of universities in Kwara State, Nigeria.  The research design was a descriptive research of a cross-sectional survey. Multi-stage sampling technique was used for the selection of 458 faculty staff. Data were collected with the use of 57-item questionnaire. Data collected were analyzed with relevant statistics like percentage, mean, standard deviation, t-test statistics and analysis of variance (ANOVA). Findings revealed that the level of stress among faculty staff was high (3.25), while stress level differs based on gender (p<.05), age (p<.01), marital status (p<.01), work experience (p<.05) and ownership of workplace (p<.05). The prominent risk associated with occupational-related stress were the organizational-related (cluster mean 3.26) and role-related (CM 3.26) factors. Finding further indicated that the social support (CM 3.00) and individual-focused (CM 2.91) coping strategies were moderately adopted for managing occupational-related stress among university faculty, while the organizational support coping strategy was utilized to a low extent (CM 2.47). The findings implicate the attainment of university goals because of the negative effect high-stress level will have on the physiological and behavioural state of faculty staff adding to destructive work and health anomalies.

Background: Incidents of occupational stress among academicians globally is on the rise, despite its impending effects and prospects of coping strategies suggested in literature. Objective: This study examines occupational stress among university faculty staff and its outcomes on university goal achievements in Kwara State, Nigeria.  Methods: The study was a cross-sectional survey. A multi-stage sampling technique was used for the selection of 458 faculty staff. Data were collected with the use of a 57-item questionnaire. Results: Results reveal that the level of stress among faculty staff was high (3.25), while stress level differs based on gender (p<.05), age (p<.01), marital status (p<.01), work experience (p<.05) and ownership of workplace (p<.05). The prominent risk associated with occupational-related stress are organizational-related (cluster mean 3.26) and role-related (CM 3.26) factors. Findings further indicate that the social support (CM 3.00) and individual-focused (CM 2.91) coping strategies were moderately adopted for managing occupational-related stress among university faculty, while the organizational support coping strategy was utilized to a low extent (CM 2.47). Conclusion and Recommendation: The study findings implicate the attainment of university goals in terms of delivering quality teaching, research and promoting scholarship and community service. Thus, the mitigation of occupational-related stress requires individual, social and most especially workplace-level interventions. Implications: The research would enable university administrators in designing appropriate workplace policies and intervention strategies or programmes for minimizing high-stress level, risk factors and their attendant effects so that faculty staff can cope effectively with work demands for the enhanced achievements of university goals.