The impact of narcissism and self-esteem on academic achievement has long been an important issue in developmental research. The study aimed to explore the students' narcissism and self-esteem as correlates of academic achievement in Mathematics in Anambra State. Five research questions and five null hypotheses guided the study. The study adopted a correlational approach. The population of the study comprised of 21204 SS2 students from which a sample of 630 was drawn. Multi-stage procedure was used to select the sample. Two standardized research instruments namely; Narcissistic Personality Inventory (NPI), and Self-esteem Questionnaire (SQ), as well as score from students' promotional examination were used for data collection. Cronbach's alpha was used to determine the reliability of the items in the instruments. The overall reliability coefficient was 0.75 which shows that the instrument was reliable and good for the study. The Pearson Product Moment Correlation was used to answer research questions 1 to 4 and to test hypotheses 1 to 4, while the research question 5 and hypothesis 5 were answered and tested with multiple correlations. The findings showed that students' power narcissism recorded a very low positive relationship with academic achievement in mathematics. Findings also revealed that the multiple correlation of these variables is positively non significant with academic achievement in mathematics. Based on these findings, it was recommended that as narcissistic individuals believe strongly that they are better than others, teachers and counsellors should develop a strategy to enhance the confidence and ability in the students as these will help them to become life long learning individuals thereafter.

Investigated in this study is the attitude of secondary school teachers towards the teaching profession. Survey design was adopted for the study and three research questions guided the study. The sample of the study comprises of all the 55 secondary school teachers of Senior Secondary 2 (SS2) in urban and rural schools, in Awka South Local Government Area, Anambra State. The instrument for data collection was a 20 item questionnaire developed by the researchers. The data collected was analyzed by computing mean and standard deviation. The findings of the study revealed that the majority of the secondary school teachers possessed positive attitude towards the teaching profession. It was also found that the female secondary school teachers had more positive attitude towards the profession than the male secondary school teachers. Furthermore, the secondary school teachers in urban areas had higher positive attitude than the secondary school teachers in rural areas. Based on the findings of the study, it was recommended that both the government and teacher organization should see to the training, retraining and motivation of secondary school teachers. If they are well-trained and motivated, they will be more committed and learning will be enhanced.

This study investigated the capacity building of secondary school teachers’ of the English language in the Onitsha metropolis of Anambra State, Nigeria. A descriptive survey design was adopted for the study. The study population size was one hundred and fourteen (114) secondary school teachers’ of English language from the 22 public secondary schools in the Onitsha metropolis. There was no sampling because the population was manageable. The instrument for data collection was a structured questionnaire developed by the researchers with 34 items measured on a 4-point linker scale. Three research questions guided the study while the data collected were analyzed using mean and standard deviation. Two experts from the Measurement and Evaluation Unit, Faculty of Education Nnamdi Azikiwe, validated the instrument. The findings revealed that teachers of the English language need capacity building in teaching some aspects of the language as well as in innovative methods of teaching the subject and in the use of some instructional materials, especially ICT gadgets. It was therefore recommended that in-service teachers of the English language should undergo capacity building once every term to enable them to update their knowledge and skill in English Language and be relevant.

Our study determined the impact of emotional intelligence (EI) on teachers' attitudes, concerns and sentiments about inclusive education while controlling for teachers' professional‐related factors. This is predicated on the increasing influence of EI on teacher effectiveness. The sample size consisted of 508 regular classroom teachers. Using hierarchical regression analysis, our findings revealed that teacher EI was significantly associated with attitude and concerns about inclusive education after controlling teacher professional‐related factors. There was no significant relationship between EI and teachers' sentiments about inclusive education, and teachers' professional‐related factors did not account for individual contributions to the variances in teachers' sentiments. It was concluded that teachers' EI, may be a crucial factor that can impact aspects of teachers' perception of inclusive education such as attitude, and concerns about inclusive education but may not be able to erase teachers' deep‐seated beliefs on inclusion. Implications of the study were highlighted.

This study looked into the influence of the teacher-student relationship on secondary school economics students’ learning outcomes. The study population comprised of 678 senior secondary two (SS2) students from the Awka-south LGA in Anambra state, Nigeria who were studying economics. A total of 110 SS2 students from public secondary schools served as the study's sample. Five research questions led the study, which were examined using descriptive and inferential statistics. The SS2 students showed higher levels of teacher-student relationship in economics, and, both male and female students establish excellent relationships with their teachers. Learning outcome in economics was quite high, as 92 students scored between 69 and 100 percent. The teacher-student relationship and learning outcomes are found to be related. Based on their findings, the researchers suggested that only teachers with a valid teaching qualification in economics and have passion for teaching be hired to teach the subject in secondary schools.