Sexual harassment like any negative job antecedents is one of the workplace vices which organizations attempt to checkmate in order to create conducive atmosphere for employees to thrive. In Nigeria, lack of legislative efforts and enforcement of extant laws have increased vulnerability. This study therefore attempts to evaluate the incidence and the impacts it may have on the workers which most likely affect organizational efficiency and effectiveness. Using a descriptive design, the study evaluated patterns of sexual harassment, prevalence and consequences in higher institutions in Anambra State, Nigeria. The sample comprised 312 female workers from three higher institutions in Anambra State whose ages ranged from 23yrs and mean age of 37.50yrs and standard deviation of 2.40. Data were collected with the aid of 31-item questionnaire. Reliability of the instrument was ascertained at determined Cronbach alpha coefficient of 0.71. The result of descriptive analysis revealed the prevalence of sexual harassment is high among female workers at 69.4% (X = 3.9) with verbal sexual harassment being the most common type at 73.7% prevalence. Job insecurity was identified as the leading consequences of sexual harassment in the views of the female workers at 67.2% (X = 3.4) among other consequences. Considering the job outcomes of sexual harassment of female workers in the workplace, it is recommended that organizational climate in education sector be protected by legislative enablement to create a gender free working environment for thriving of both males and females especially females who are the common victims of sexual harassment in this part of the world while prosecuting reported cases.

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The study was conducted to ascertain the influence of social media addiction on time management skills of university students in Uyo Senatorial District. The population of the study comprised all the second year 2018/2019 students in the University of Uyo. This consisted of a total of 5854 students. The simple random sampling technique was used to select 650 students from the 13 Faculties in the University of Uyo. Two instruments -Social Media Addiction Scale and Time Management Inventory -were adopted for the study and piloted on 80 year two students in the institution. The pilot test yielded a Chronbach alpha reliability coefficient of .78 which was deemed appropriate for the study. The data generated were analyzed using Mean and Standard deviation, while the hypotheses formulated were tested using the t-test statistics. The findings revealed that Facebook and Twitter addiction had significant influence on students' time management skills. Instagram addiction, however, was not found to have significant influence on students' time management skills. The recommendations made were that social networking sites should develop features that would help integrate learning contents into social media platforms and that virtual learning should be explored to enhance student engagement, among others.

We examined the association between regular teachers' distress tolerance (tolerance of frustration, ambiguity and discomfort) and their willingness to include children with special educational needs (SENs) in their classes, as well as the mediating function of teacher job satisfaction. We sampled 502 teachers in Anambra State, Nigeria. Our findings revealed that while teachers' tolerance of frustration had significant positive effects on job satisfaction and inclusive education willingness for children with SENs, tolerance of ambiguity did not. Tolerance of emotional discomfort was significantly related to inclusive willingness of teachers. Furthermore, teacher job satisfaction mediated the relationship between tolerance of frustration and their inclusive education willingness but could not mediate that between tolerance of ambiguity and willingness to include SENs. We concluded that tolerance of frustration and discomfort can positively impact teachers' willing efforts for inclusion, highlighting the need to foster the emotional capacity of teachers, and provide supportive structures to enhance teachers' job satisfaction.

Aims: This study examined the perception of students and teachers on cyber-bullying and the influence of cyber bullying on students’ academic grit. Design: A mixed method research design was adopted for the study. Place and Duration of Study: The study was carried out in Onitsha South Local Government Area, Anambra State, Nigeria. The research was conducted between 2021 and early 2022. Methodology: A sample of 280 senior secondary school students and 120 teachers from secondary schools students were selected using purposive and simple random sampling respectively. Three instruments titled; Students Cyberbullying Awareness Questionnaire (SCAQ); Teachers’ Perception of Cyberbullying Questionnaire (TPCQ); School Cyberbullying Eradication Questionnaire (SCEQ), were developed by the researchers to elicit responses from the respondents (students and teachers), while the School Grit Scale developed by Duckworth and Quinn (2009) was also adapted to measure students’ academic grit. Reliability of the instrument was computed using the Cronbach Alpha technique. Questionnaires were distributed to 50 students and 30 teachers outside the study area. Reliability coefficient scores of 0.81, 0.79, 0.78, and 0.83 were realized for the SCAQ, TPCQ, SCEQ and the adapted version of the Short Grit Scale, respectively. Data collected were analyzed using mean and standard deviation, and dependent t-test statistics. Results: It was found among others that students and teachers are aware of the incidence of cyberbullying in our schools. Also, the researchers found that cyberbullying had significant influence on academic grit of students.