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  1. 2 The New Educational Review

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  1. 2 Avcı G.

  2. 2 Oni A. A.

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  1. 1 2025

  2. 1 2024

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Brainpower in the Classroom: The Impact of Knowledge Management on Secondary School Teachers

100%
Oni A. A., Avcı G.
The New Educational Review
|
2024
|
vol. 77
181-194
EN
This study examined knowledge management and teacher job performance in public secondary schools. The study adopted a descriptive survey research design. A multi-stage sampling procedure was used to select 400 respondents for the study. The data obtained through the instrument were analysed using percentage and Pearson Moment Correlation Coefficient statistical tools. The study’s findings showed that knowledge support, knowledge competency, knowledge sharing, knowledge mapping, and knowledge infrastructure are related to teachers’ job performance. The study’s findings recommended that school principals should encourage knowledge sharing by organising strategies for teachers to share knowledge among themselves; promote collaborative teaching and supervise its effectiveness; cultivate a good practice of accurate record keeping as this will enhance organisational knowledge mapping.
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From Home to School: How Family and Location Shape Academic Outcomes

100%
Avcı G., Oni A. A.
The New Educational Review
|
2025
|
vol. 80
70-85
EN
This study investigates the impact of family background and school location on students’ academic achievement in Lagos, Nigeria, a city characterized by significant socio-economic disparities. Education plays a pivotal role in shaping individual and societal futures, making it crucial to understand the factors influencing academic performance. The research examines how different family structures (intact vs. separated, monogamous vs. polygamous) and school locations (urban vs. rural) affect students’ academic outcomes. Employing a descriptive survey design, the study surveyed 120 senior secondary school students from Yaba Local Government Area, Lagos, with equal representation from urban and rural schools. Data were collected through a structured questionnaire and students’ Junior Secondary Certificate Examination results. The analysis utilized t-tests to compare academic performance across different family backgrounds and school locations. Findings reveal that students from intact and monogamous families outperform those from separated and polygamous backgrounds. Additionally, students in urban areas achieve higher academic results than their rural peers, reflecting disparities in resources and infrastructure. These results underscore the need for educational policies that address both family-related and location-based disparities. Recommendations include enhancing family engagement in education, improving educational resources in rural areas, and implementing targeted support systems for disadvantaged students. This research aims to inform policy and practice, contributing to a more equitable educational system in Lagos.
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