Chitra Banerjee’s contribution in the Indian writing English is marvellous and outstanding because of many things altogether. We notice Austen’s characteristics in the novels of Chitra Banerjee in terms of family tales and tangles. Critics often notice her art of characterization and plot construction which are equal to Austen’s flavour. She often deals with women characters in the manner of Jane Austen. Chitra Banerjee is also the champion of feminism and her plea for the emancipation of women. She wants to do many things in the welfare of women and her novels are full of points related to human emotions and passions. In her novel Oleander Girl, Chitra Banerjee would like to deal with the emotions, passions and ambitions of the girl who is the victim of time and space. In The Telegraph, a critic remarks in these words:
Divakaruni deals subtly with questions of class, in a manner that is refreshingly unlike the simplistic, superficial treatment the subject receives in Hindi cinema. The author deftly explores the inherent complications of social class and takes the reader into a difficult layered world of wealth, education and social climbing. Divakaruni’s strengths lie in her attention to detail, and the interest with which she creates even secondary characters.
Oleander Girl is a unique novel in which the novelist presents many stories related to Korobi Roy who is the victim of time and space. It is the manifestation of Korobi Roy’s emotions and passions. The novel deals with Korobi Roy’s repercussions and how to cope with human tangles. Critics often appreciate Chitra Banerjee’s unique talent. A critic writes in The Asian Age:
Divakaruni is a master at telling stories within stories and has a knack of transporting the reader to different lands with the sights, smells and enchanting imagery of her prose.
Korobi Roy belongs to a high profile family, but she knows that she is an orphan because her mother died when she was born. And according to his grandfather, her father also died before her mother. Korobi Roy tells about her situation in these words in the very beginning of the novel:
I know so little about my mother, only that she died eighteen years ago, giving birth to me – a few months after my father, an ambitious law student, had passed away in a car accident. Perhaps she died of a broken heart. I never know for sure because no one would speak to me of them. My grandparents had to put aside their own broken hearts to care for me, and I am grateful: they did it well. Still, all my years growing up, I longed for a visitation from my mother.
Korobi Roy discovers a letter of his dead mother which has been written to her father. In the letter, the mother has described her deepest love for her husband who is also now no more. In the letter, her mother writes:
You are in my thoughts every minute. I cannot believe that only three months have passed since the last time I hold you in my arms to say good – bye I thought I could handle this separation, but I cannot. Each day I ache for your touch. Each night I think of the way I felt complete in your arms. I talk to the baby inside me. I am sure it will be a girl – about you all the time. I want to make sure our child knows how your love surrounds her even though you are so impossibly far away, in a whole different world–
After going through the letter of her mother addressed to her father, Korobi becomes full of feelings and her imagination begins to hover here and there with intense feeling for her mother. A rare sense of emotional breakdown one can notice in the character of Korobi who is totally devoid of the shadow, love and affection of her parents although her grandmother and grandfather are highly devoted towards her. But the memory of her mother always produces a rare kind of void in her life. So after reading the letter of her mother, she becomes totally dejected and distressed:
It was beautiful and heart-breaking, this note from my mother to my dead father. It brought them close to me, made them real in a way none of my imaginings had. I could not share it with either of my grandparents, but I memorized every word on the page. I hid the note carefully in the bottom of my trunk – my first, cherished secret – and took it back to boarding school with me. Nights when I could not sleep, I would hold it in my hand and wish that somebody I might find a love like theirs.
Korobi has been lost in the memory of her mother. Her dreams are often centred round her mother only. It seems that her mother would like to tell something to her. Her mood is full of confusion and contrast. She herself reveals her mother’s presence in these words:
My mother’s frame shivers with efforts as though she longs to speak. She begins to dissolve. I can glimpse the ocean through her tattered body, waves breaking apart on rocks. An urgent sorrow radiates from her disappearing form. Then she is gone, and I am finally awake, blinking in the first rays of the sun entering the room through the bars.
Her mother’s letter and her dreams make her full of concerns and she feels an acute sense of void in her heart. She would like to control her emotions and feelings. But she needs someone to explain the invisible presence of her mother. Her longings for her mother is totally uncontrolled and beyond imagination. The novelist writes about her feelings in these words:
I need someone to interpret this dream. It means something, I’m sure of that, coming at this crucial moment in my life. I cannot go to grandfather. When my mother died, he destroyed all her photographs because he could not bear to look at them. When I was six, he told me never to bring her up. It was too painful.
The nourishment of Korobi has been done by her grandparents in grand way. The grandparents of Korobi are extremely conscious about her growth and nourishment. But on the other hand, especially the grandmother of Korobi is concerned about her engagement and how she would adjust in her new life. There is always discussion between her grandparents about the life and growth of Korobi. Since Korobi’s grandmother is a typical representative of traditional Bengali family, she is satisfied with her granddaughter’s selection of Rajat who also shows respect for tradition, history and convention. She told Korobi about Rajat’s this characteristic:
“You are lucky to get him for a husband. He cares about history and tradition, about spending time with an old lady.”
Korobi is the second girl friend of Rajat. He was also associated with Sonia, a smart girl earlier. Both Korobi and Sonia become upset and feels uncomfortable when they see each – other. Here, Chitra Banerjee seems to be highly realistic in her approach towards writing the jealously of two girlfriends for a single boy. She says about Korobi’s feelings for Sonia in these words:
The venom in her voice had startled me. It was my first experience of being hated because of good fortune. I walked away with what dignity I could muster so Mimi – who had been the closet I’d to a friend – would not see how hurt I was. Not by her words – but also by Rajat’s silence.
The sudden demise of Bimal Prasad Roy brings an inevitable misfortune in the lives of Sarojini and Korobi both. Especially, Sarojini finds herself in the condition that is full of dilemma and unexpectations. She has been lost in her own memory for her husband which seems to be totally unbearable for her. The novelist has painfully and compassionately narrated the feelings of an old lady whose husband has also left her to warden in the vast domain of human emotions and feelings:
If Sarojini stands in front of the mirror long enough and unfocuses her eyes the right way, the woman’s image fades. Instead, Bimal appears in front of her. Sometimes he is knobby and querulous, as in recent months, waiting for her to feed him his after – dinner oranges. Sometimes he gives her a lopsided, newly married smile that takes her breath away. Today he is dressed in a cream kurta with an elaborate paisley design whom she sees that, Sarojini begins to shake. That was the kurta he had worn the night that their daughter died.
In this novel, Chitra Banerjee throws lights on memories, emotions and passions of Sarojini and Korobi both. After the death of Bimal, Sarojini finds herself in utter distress and tries to unburden her heart by telling her granddaughter the truth which she has been keeping in her heart since her daughter’s death. She tells Korobi
“No Korobi… that is what I am saying … it was a lie, your dear grandfather lied you – and forced me to do the same. Your father is alive. His name is Rob. Yes Rob. He lives in America.”
The grandmother of Korobi is too much conscious about her. She would like to tell each and every thing about her daughter Anu and her earlier life. Her memory is enough to calm her body. But she could do nothing. She was lost in her own memories. The novelist narrates about her situation in these words:
The bed is filled with memories of Bimal, of Anu. But it is the memory of Korobi that comes to Sarojini now. Born prematurely, she had been kept in the hospital incubator for weeks. How tiny she was, how frighteningly fragile when Sarojini finally brought her home, her skin like thin proclaim with the blue veins showing through it. Terrified that she would die, Sarojini had sent Bimal off to the guest bedroom and kept the baby in this bed, shored up by pillows.
Bimal now tells Korobi each and everything about Anu, the mother of Korobi. How she went to America and grew up into a well – made lady, all these things have been narrated by Bimal to Korobi. She tells her about her life in America:
“Anu settled into the university quickly, doing well in her classes. In Kolkata she had been reclusive, preferring to read or listen to music in her room. In America she grew adventurous. She would tell us in her letters about folk – dance lessons and plays she had seen in San Francisco. She visited the giant redwoods and saw migrating whales. People in California, she said, were kind and friendly and very interesting.”
In America, Anu was fallen in love with Rob, an American boy. She reveals her love to her parents and they become totally amazed and surprised. Since Bimal was a man of strong emotions and passion, and he followed the tradition and convention of the family, he did not allow Anu to come to India with Rob. But he became concerned when Anu told him that she is pregnant. The condition of Sarojini became extremely dual and she was not able to decide what she should do at this juncture. Bimal imposed many terms and conditions on her arrival in India. Sarojini says at this point in these words:
“Anu must have missed us more than we guessed. She agreed to your grandfather’s terms. Two weeks later, she flung herself into my arms at the airport, her face thinner, darker with worry lines between her brows that she had not had when she left. Her belly pushed against me – I guessed her to be at least five months along. As I kissed him, I felt your kick.”
Sarojini, the grandmother of Korobi is full of affections and love for her daughter, Anu. She is not able to forget her anytime. After the birth of Korobi and the death of her daughter Anu, she became conscious about the nourishment of Korobi. She did everything to make her safe and secure. She provides every comfort to her and her emotions and feelings were fulfilled every time. After healing the story of her mother, Korobi decides to go to America and search her father Rob. She would like to discover some truths about him. She tells Rajat about her plan:
“I need to find him, talk to him. I need to know who he is. And he can finally tell me about my mother – the things that no one else knows. My mother in love… Then I’ll know who I really am, too. But how will I find him? I don’t even have his name. And America is such a big country.”
The character of Korobi is straight-forward in nature. She does not want to hide anything from her in – laws. She would not like to deceive them that she is the daughter of Rob, an American fellow. She tells Rajat:
“Each time I look into their faces, I’ll think, they love me only because I deceived them. I’ll know I’m living a lie. No Rajat! I have seen how harmful secrets can be. I refused to start my married life with a sword hanging over my head. I’ll meet with your mother tomorrow and tell her myself.”
On the other hand, her grandmother was not in favour of her adventures in America. She was more concerned towards her engagement. She tells her:
“You told her what? You want to break off the engagement and go to America? Are you crazy? Don’t you understand how lucky you are that Mrs Bose is willing to go through with the marriage even after knowing about your father? You should have accepted her offer of an early wedding.”
Chitra Banerjee has created a wonderful character in the shape of Korobi Roy who has her own whims and she is less interested in other’s pleasure. Now she is ready to depart. The novelist writes about her feelings:
I walk into the women’s booth, where a security officer puts me down. Ahead, in the waiting lounge, a gallery of uninterested faces. No one knows me. I know no one. This is my life now.”
Sonia was another girl friend of Rajat. After the arrival of Korobi in Rajat’s life, she maintains the required distance. But now she writes a letter to Rajat in which she explains her own position in these words:
But sex was not the only thing that made our relationship special. We could take to each other, express our anger and frustration with the world, or even with our families. W could show each other our dark sides and know that we’d be understood and not shunned. You told me things that you said you’d never shared with anyone. Can you do that with that bland pretty – face you have now? How soon before you get tired of acting the virtuous husband for her? I can help you, too, far better than she can. I know about your family’s financial problems, the failing gallery in New York. Yes, I have made it my business to know. My father would give me the money you need in a moment, if I tell him it’s for the man I love.
In the United States, Korobi faces a number of difficulties. Since she is on the mission, she cares less about these troubles which come in her way. Mitra who assists Korobi in her mission in America, tries to become closer to her and shows some kind of inclination towards her. But on the other hand, Korobi is firm in her attitude. Korobi guesses that Mitra’s delays in providing cell phone to her is intentional so she could not talk to Rajat:
Was he trying to keep me from talking freely to Rajat? This much I knew: I needed to become less dependent on him.
She meets Desai and tries to make enquiry about her father as soon as possible. She becomes so busy in her mission in America that she hardly finds time to talk to Rajat. On the other hand, Rajat is too much concerned with Korobi and he loves to talk to her much. In America, Korobi meets Rob Evanston because of his first name Rob, but he is not her father because Rob Evanston fails to tell anything about her mother Anu. Rajat was busy in his own pursuits and devoted much time in making his business well and good. Many problems arise in his business because of financial problems and these things are not easy to be resolved at all. On the other hand, in America, Korobi’s desperation was increasing day by day because she was not succeeding in her mission. She began to think about the prospects of human relationship; her relationship with Rajat:
Or was it that even the best of relationship withered if people were separated too soon? Did early love, which grew out of body’s needs, require the body’s presence to nurture it? Without those wordless glances that made the heart race, without the touch of lips that sent electricity through the body, without the touch of lips that sent electricity through the body, without a shoulder to lay the dispirited head on and arms to share us up against the world’s cruelties, even the most affectionate words were not enough. But the cruel words – paradoxically, those gained power as they flew across the miles to stab at a listener’s heart.
While Korobi was in America, in India her grandmother discovers many new things about Anu and her husband. Sardarji was an assistant of Bimal, came to meet Sarojini and told many things about Anu’s husband which are amazing and wondered the old lady in devastative manner. He told that Bimal Babu was quite upset about the situations prevailed after the birth of Korobi. He told Sarojini:
“Babu was very careful, a true lawyer. But when he got out of the hotel and into the car, he was really upset. He was cursing Babu’s father, using gutter language, words I did not even think I knew. That shocked me. As you know, babu despised people who could not control their mouths.”
Sardarji also told her that the father of Korobi had come to Calcutta in order to see his wife and newly born child. But Bimal had stopped him somewhere else to do so. He tells her these words:
‘‘Soon after you went to the village, Korobi’s baby’s father came to Kolkata. He started asking a lot of uncomfortable questions, about how Anu – missybaba died, and what happened to baby. But Bimal Babu was ready for him. He gave him a fake certificate, stating Baby had also died in childbirth. He had it forged and stamped with court stamps, so that it would look official enough to fool Baby’s father.’’
It was shocking for Sarojini to believe in all these things. But she has to believe because of the co – relation of the situations. It was more shocking for her that Bimal had given an urn of ashes to the husband of Korobi. She began to think:
Whose ashes could they have been? Sarojini wonders distractedly. Not, Anu’s – those had already been offered into Gangasagar by then.
The narrative of the novel hovers around India and America and because of this double narrative, there are many twists in the novel for several reasons altogether. In America, Korobi was busy in her mission to find out her father, in India Rajat became too crazy about his relationship with Sonia and Korobi both. He was not able to decide the way to go. So many rumours he heard about Korobi in America, especially about her new hair design. But he has firm belief in her. He ponders:
A voice inside him warns, delete the message without opening it. Remember Korobi, the way she is straight forward through and through. She would not cheat you. But another voice says, people lie, photos do not.
The novel is full of balanced remarks on the prospects of human relationships. Korobi understands the fate of such type of relationships in the traditional and conventional Indian society with conflicts and struggle. It is not easy for people to do something beyond the traditional norms. Only few people can imagine to go beyond these norms for several reasons altogether. She thinks about her father and grandfather both. Both were true and could have done nothing at that time. She understands their dilemma. She thinks:
I am angry for my father, but unexpectedly, I feel a jolt of sympathy for Grandfather, too. While my father had been longing for something to connect him to his sweetheart, Grandfather had been desperate to protect the last bit of his daughter that was left to him.
Korobi realizes the fact that how the same people begin to behave in different way when they come to know about the identity of her father. All the sudden, their behaviour changes and they try to produce hindrances for several reasons altogether. She told Maman these words:
‘‘I only discovered my father’s identity a few days ago. And the fact that my mother never married him – I learned that from him even later. Please try to imagine how devastating it was for me. My entire notion of who I am was shaken up. I felt betrayed. Unworthy, I did not know how to tell something so big to Rajat over the phone.’’
Being true to her mother, she would like clear each and everything before Rajat also. She does not want to hide anything for good reasons. She is enough bold to react at the appropriate time. She tells Rajat in the mood of remorse:
‘‘Remember what I said when I first told you that my father was American? I said that I refuse to go through life with a secret hanging between us, separating us. Do you think I’d lie to you now about something so huge that the weight of it would crush our love? Because if you do, then it is all been for nothing – my giving up my father and rushing back to be with you.’’
Korobi proves herself too strong and hard in the relationship with Rajat. She does not want to bend herself for many reasons altogether. She is not interested to tolerate anything more. She boldly says these pinching words to Rajat in the mood of anger:
‘‘If you do not trust me, Rajat, if you need proof, then it is over between us.’’
Rajat also realizes the real character of Korobi and he begins to behave in clear – cut way. He appreciates the boldness as well as straight forwardness of Korobi and accept his problem and own fault also. He tells her:
‘‘I want to know that I do trust you. No matter what I blurred out the other day – or said in jealousy over the phone when you were in America – I trust you. I’m sorry that I gave you the impression that you could not trust me to accept the news of your parentage. That it would more than my love for you.’’
Korobi also would like to reply in positive way. She makes thing clear to Rajat. She does not want to create any kind of confusion over anything. She once again tells Rajat in straight manner:
‘‘It is a big thing to accept. Even I feel shocked, from time to time, when I think of who I really am. It’s so different from who I thought I was. Illegitimacy, a mixed-race heritage that might surface in our children. Most Indian families would have a hard time accepting these problems. How could I demand that of you?
Now, Rajat realizes the importance of human relationships. He would like to continue his relationship with Korobi at any rate. He sees a perfect companionship with her. He tells her:
‘‘Because of love. Isn’t that what we do for the people we care for? Accept their problems because there are so many other wonderful things we love about them? And in your case, there are not even your problems. They are just the circumstances you were handed.”
Finally, Rajat and Korobi were married and all the family members were present in the marriage ceremony. The priest made all the arrangement and poured blessing with their marriage. Korobi would like to spend her life in new style. Korobi says about her delight and pleasure in these words:
Tonight, when we’re finally alone in our flower – filled bedroom, I’ll take out of the book I’ve hidden under our wedding pillow. I’ll read to Rajat the poem my mother has sent to us:
He who binds no himself a Joy
Doth the winged life destroy;
But he who kisses the joy as it flies
Lives in Eternity’s sunrise.
Oleander Girl is certainly a tale of compassion with powerful emotions and passions. The novel is the story of a girl who is too sensitive in the formation of human relationships and tries to understand the importance of the shadow of the parents. Her long journey in America in search of her father Rob Lacey is quite symbolic in many ways. She shows how much she possessive in her attitude and feelings towards her mother and grandmother. The novel is certainly a unique piece of writing of fictional mode in which memory has combined with emotions and passions with certain notions. The novel presents the role of memory and other circumstances in the formation of human relationships in more compassionate manner. Really, the novel is a wonderful piece of fictional writing in which memory and present have been merged together with artistic beauty.
Works Cited:-
Chitra Banerjee, Oleander Girl, (Penguin Books, 2013), p. 2.
Huffington Post
K. R. S. Iyengar, Indian Writing in English, Sterling Publishing Pvt. Ltd., 2013
M. K. Naik, History of Indian English Literature, Sahitya Academy, 2011
1&2Department of Educational Management Faculty of Arts & Education, Lead City University, Ibadan, Oyo State, Nigeria
Abstract
Public secondary school principals in Oyo State, Nigeria, seem to have been chastised for their ineffectiveness, as indicated by low teacher engagement, poor record-keeping and low student academic attainment. This study looked into the impact of these characteristics on the administrative performance of public senior high school principals in Oyo State. The study employed a survey research approach, and the population included all 14,402 teachers and 629 principals in public secondary schools in Oyo State. A multi-stage sampling procedure was used to select 4,204 teachers and all principals in the sampled schools. Teachers Questionnaire (TEQ) (α = 0.951) and Principal Interview (PI) were used for data collection. Descriptive and inferential statistics were used to answer research questions and test hypotheses at a 0.05 level of significance. The results showed a significant combined influence of leadership styles, decision-making skills, and communication forms on the administrative effectiveness of public secondary school principals in Oyo State (F (3,3917)) = (21723.35); (Adj. R2 = 0.923, p < 0.05). There was a significant relative influence of these factors on the administrative effectiveness of principals. There were significant differences in communication forms (t = 2.318, p < 0.05), decision-making skills (t = 5.048, p < 0.05), and administrative effectiveness (t = 5.435, p < 0.05) between male and female principals in secondary schools, Oyo State. Public secondary school principals in Oyo State should focus on developing effective leadership styles, decision-making skills, and communication forms to enhance their administrative effectiveness.
Keywords: Principal Leadership Styles, Decision-making skills, Communication Forms,
Administrative Effectiveness
Introduction
The effectiveness of a leader within an organization can be measured by their success. This success is an indication of their ability to utilise the available resources, both material and human, in order to achieve the goals of the organisation (Pandey 2017). Administrative effectiveness follows certain principles and is not solely about achieving results; it also involves efficiency, which means accomplishing goals while minimising costs (Akinfolarin, 2017). The concept of administrative effectiveness can be understood in terms of the outcomes produced by the leader. In the context of schools, the principal plays a crucial role in administration and is responsible for overseeing instruction and carrying out administrative functions that contribute to administrative effectiveness (Onyali & Akinfolarin, 2017). Effective planning, coordination, supervision, organisation, and direction are necessary to achieve administrative effectiveness. Therefore, this study will specifically focus on planning, coordinating, and supervising.
Planning is a dynamic process that determines the course of future events. It is characterised by flexibility and involves forward-thinking, often requiring scenario planning. According to Pandey (2017), planning encompasses various managerial processes such as perception, analysis, conceptual thinking, communication, decision-making, and taking action. Also, the ability of principals to coordinate effectively stems from their role in management. Principals bear a significant and serious responsibility for internally coordinating and managing schools. Furthermore, the concept of supervision, like other ideas within the arts and humanities, is subject to varying definitions by different scholars and professionals. Supervision involves a process wherein a more experienced professional engages in a friendly and cooperative manner with a less experienced professional, aiming to enhance the successful accomplishment of a given task.
There are several challenges that hinder the effectiveness of public secondary school principals in Nigeria. These challenges encompass insufficient funding, inadequate infrastructure, a deficient capacity-building programme, a shortage of qualified teachers, inadequate ICT infrastructure, a lack of instructional resources, inadequate supervision and security concerns, weak leadership, ineffective decision-making skills, and inadequate communication methods, among others. These issues may impact the performance of both students and teachers in the classroom. The subsequent paragraphs will delve into the leadership style, decision-making skills, and communication forms relevant to this study.
Leadership holds great importance in all human organisations and is widely recognised as a crucial element for effective administrative processes. Within the educational context, the school principal serves as the primary leader and bears responsibility for managing and organising the school. In the educational system, the principal’s knowledge, leadership style, experience, expertise, capability, and problem-solving abilities are vital factors in achieving desired outcomes. It is important to note that the concept of leadership style can vary from person to person and situation to situation. Therefore, this study will examine the following leadership styles: autocratic, democratic, laissez-faire, and digital.
Autocratic leadership style do not involve others in the decision-making process and instead exert control with a strict approach (Siddique & Siddique, 2019; Akparep, Jengre, & Mogre, 2019; Lundmark, Richter, & Tafvelin, 2022). All decisions are made without seeking the input or approval of the staff. Typically, these leaders do not provide explanations for their actions and remain uncompromising in their stance (Du, Li, & Luo, 2020; Dai & Spires, 2018). According to Hensellek (2020), the democratic leadership style involves the active participation of all group members in the decision-making process. Kokot, Kokotec, and Calopa (2021) state that a democratic leader seeks input from the team while making decisions and addressing issues while maintaining ultimate control over the final solution. Laissez-faire signifies a “hands-off, let things ride” approach to influencing people in the workplace, as noted by Wasono and Furinto (2018). It is defined as the absence of leadership and the avoidance of intervention in a study. Laissez-faire leaders, according to Westerman, Bonnet, and McAfee (2014), often behave as if they have relinquished their responsibilities and obligations. Also, an effective digital leader possesses a clear understanding of the organisatioanal’s goals and comprehends how their responsibilities contribute to the achievement of those goals. According to Sheninger (2014), an organisation that effectively leverages its digital assets to establish and sustain a competitive advantage can be regarded as a digital leader at the organisational level.
Decision-making can be defined as the process of choosing one option from several alternatives with the aim of achieving a desired outcome. The main purpose of decision-making is to guide human behaviour and dedication towards a future objective (Temelkova, 2018). If there are no other options available or no need to make a choice, decision-making becomes unnecessary. Decision-making encompasses a range of skills, including time management, emotional intelligence, problem-solving ability, confidence, adaptability, creative thinking, risk assessment, weighing pros and cons, analytical and critical thinking, as well as information gathering and analysis, among others. However, this study will specifically focus on problem-solving, time management, and emotional intelligence.
Making decisions and fixing problems go hand in hand. Decision-making has its roots in economics and research into business operations, while problem solving was initially characterised by psychologists in a study of how people think(AchmetliSchukajlow & Rakoczy, 2019). Time management skills are essential abilities that individuals must regularly employ. They involve effectively and efficiently utilising time (Harris & Jones, 2020). These skills enable individuals to allocate adequate time for all necessary tasks and activities. According to Harris and Jones (2020), “emotional intelligence” refers to an individual’s ability to recognise and identify emotions, generate and regulate emotions, and consequently achieve a state of reflection. Emotional intelligence encompasses a range of non-cognitive abilities, competencies, and skills that enable individuals to effectively handle and navigate environmental demands and pressures.
Effective communication plays a crucial role in efficient management. Communication is essential for every organisation and serves as a managerial tool that executives utilise to influence operations through interpersonal relationships. An administrator’s ability to communicate effectively with their team, peers, and stakeholders can significantly impact the success or failure of an organisation. Communication encompasses diverse methods through which individuals and groups convey information, ideas, and opinions; these are referred to as communication forms. Communication can be categorised in various ways, such as verbal/oral, written, and non-verbal.
Oral communication encompasses the exchange of information using spoken language and is commonly employed in direct conversations, telephone discussions, presentations, speeches, and discussions. It serves as a means of immediate and interactive interaction, facilitating temporary communication requirements. Non-verbal communication, as defined by Bonaccio, O’Reilly, O’Sullivan, and Chiocchio (2016), refers to the exchange and interpretation of information using methods other than language. Hall, Horgan, and Murphy (2019) propose that non-verbal communication occurs more frequently than verbal communication, accounting for more than half of human communication. Therefore, the purpose of this study is to investigate principals’ leadership styles, decision-making skills and communication forms as determinants of public senior secondary schools administrative effectiveness in Oyo State, Nigeria.
Statement of the Problem
In recent years, there seems to have been widespread dissatisfaction with the administrative effectiveness of many public secondary school principals in Nigeria, particularly in Oyo State. Evidence of this ineffectiveness includes low levels of teacher engagement, teachers’ lack of responsiveness to the teaching profession, disciplinary issues among students and staff, inadequate record keeping, improper coordination of admission and examination procedures, low academic achievement and performance among students, as well as low levels of teacher dedication and job satisfaction. These irregularities may be attributed to the ineffective administration of public secondary school principals in Oyo State, Nigeria. It is likely that schools led by incompetent principals who lack digital knowledge and appropriate leadership styles and communication forms for administrative effectiveness will struggle to achieve educational goals. Studies have identified various factors that contribute to the problems faced by principals in effectively administering secondary schools, including poor working environments, a lack of digitalization among principals, inadequate decision-making skills, ineffective communication forms, unfavourable government policies, a lack of teacher cooperation, insufficient staff, and inadequate funding (Friedländer, Röber, & Schaefer, 2021). However, there seems to be a gap in research regarding the impact of digital leadership styles and communication forms on the administrative effectiveness of public secondary school principals in Oyo State, Nigeria. Therefore, this study aims to investigate on leadership styles, decision-making skills, and communication forms as determinants of administrative effectiveness of principals in public senior secondary schools in Oyo State, Nigeria.
Aim and Objectives of Study
The aim of the study is to investigate the influence of principal leadership styles, decision-making skills and communication forms on public senior secondary school administrative effectiveness in Oyo State. The objectives are to:
identify the level of administrative effectiveness (planning, coordinating and supervision) of public secondary school principals in Oyo State, Nigeria.
identify the prevalent leadership styles (autocratic, democratic, laissez-faire, and digital leadership) that is being adopted by public secondary school administrators in Oyo State, Nigeria.
identify the prominent decision-making skills (problem-solving skills, time management skills, and emotional intelligence) that is being used among principals in public secondary schools in Oyo State, Nigeria .
determine the prominent communication forms (oral and non-oral) that is being used by secondary school principals in Oyo State, Nigeria.
examine the combined influence of leadership styles (autocratic, democratic, laissez-faire, and digital), communication forms (oral and non-oral), and decision-making skills (problem solving, time management, and emotional intelligence) on administrative effectiveness in public secondary schools in Oyo State, Nigeria.
examine the relative influence of leadership styles (autocratic, democratic, laissez-faire, and digital), communication forms (oral and non-oral), and decision-making skills (problem-solving, time management, and emotional intelligence) on administrative effectiveness in public secondary schools in Oyo State, Nigeria.
Research Questions
For the purpose of this study, the following research questions are posed to be answered.
1. What is the level of administrative effectiveness (planning, coordinating and supervision) among public secondary school principals in Oyo state, Nigeria?
2 What is the most prevalent leadership styles (autocratic, democratic, laissez-faire, and digital) among public secondary school principals in Oyo State, Nigeria?
3. What is the level of decision-making skills (problem-solving, time management, and emotional intelligence) among principals in public secondary schools in Oyo state, Nigeria?
4. What is the prominent communication forms (oral and non-oral) used by public secondary school principals in Oyo State, Nigeria?
Hypotheses
H01: There will be no significant combined influence of leadership styles (autocratic, democratic, laissez-faire, and digital), decision-making skills (problem solving skills, time management skills, and emotional intelligence) and communication forms (oral and non-oral) on administrative effectiveness of public secondary school principals in Oyo state, Nigeria.
H02: There will be no significant relative influence of leadership styles (autocratic, democratic, laissez-faire, and digital), decision-making skills (problem solving skills, time management skills, and emotional intelligence) and communication forms (oral and non-oral) on administrative effectiveness of public secondary school principals in public secondary schools in Oyo state, Nigeria.
Methodology
Research Design
The study utilized a survey-type descriptive research design, which was deemed appropriate because the variables under investigation were already established and outside the researcher’s control. This design allowed for an accurate depiction of the decision-making abilities and administrative effectiveness of principals.
Selection of participants
To ensure a representative sample of the study’s population, a multistage sampling procedure was employed using both stratified and simple random sampling techniques. Initially, the state of Oyo was divided into three strata using the existing senatorial districts: Oyo Central, North, and South. Next, local governments with the highest and lowest number of schools in each stratum were selected, with preference given to those with more teachers in cases where multiple local governments had the same number of schools. The Yamane formula was then applied in the third stage to determine the appropriate sample size of teachers from each selected local government, with Simple Random Sampling used to select the teachers. The local government with the lowest number of teachers served as the baseline for the selection process, ultimately resulting in a total of 4,204 teacher respondents and 629 principals from the selected schools.
Ethical Consideration
Ethical guideline relating to data collection, analysis and interpretation on research as specified by Lead City University was followed.
Analysis of Data
Data collected from the field were analyzed using inferential and descriptive statistics. The descriptive statistics of frequency, percentage and mean and standard deviation were used for research questions while inferential statistics of multiple regression analysis (ANOVA), was used for the hypotheses at a 0.05 level of significance.
Results
Research Question 1: What is the level of administrative effectiveness (planning, coordinating and supervision) among public secondary school principals in Oyo state, Nigeria?
Table 1: Level of administrative effectiveness (planning, coordinating and supervision) among public secondary school principals in Oyo state, Nigeria.
Planningensures academic activities are planned early before the commencement of the term.
3227(82.6%)
557(14.3%)
114(2.9%)
10(0.3%)
3.79
.489
2
ensures provision of human resources needed for smooth operation in the school
2254(57.5%)
1422(36.3%)
236(6.0%)
6(0.2%)
3.51
.616
3
ensures provision of materials resources needed for smooth operation in the school
2254(57.5%)
1294(33.0%)
360(9.2%)
10(0.3%)
3.48
.670
4
calls stakeholders meeting when planning school activities
2059(52.6%)
1399(35.7%)
324(8.3%)
136(3.5%)
3.37
.780
5
plans for maintenance of school infrastructural facilities
1994(50.9%)
1540(39.3%)
322(8.2%)
62(1.6%)
3.40
.706
6
plans for co-curricular activities
2317(59.1%)
1268(32.4%)
307(7.8%)
26(0.7%)
3.50
.668
7
sets discipline policy at this school
2613(66.7%)
949(24.2%)
336(8.6%)
20(0.5%)
3.57
.669
8
decide how school budget will be spent
1916(48.9%)
1218(31.1%)
506(12.9%)
278(7.1%)
3.22
.924
Weighted Mean
3.48
Coordination
1
create and implement shared school vision
1616(41.2%)
1752(44.7%)
466(11.9%)
81(2.1%)
3.26
.759
2
nurture and sustain a culture and instructional program conducive to learning and staff development
1648(42.1%)
1791(45.7%)
416(10.6%)
63(1.6%)
3.28
.715
3
ensures management of school operations to produce a safe and effective learning environment
2263(57.8%)
1301(33.2%)
331(8.4%)
23(0.6%)
3.48
.674
4
collaborates with families and the diverse communities that schools serve
1524(38.9%)
1730(44.2%)
487(12.4%)
177(4.5%)
3.17
.815
5
promotes integrity, fairness, and ethical behaviour
2561(65.4%)
987(25.2)
308(7.9%)
62(1.6%)
3.54
.707
6
interacts with government agencies on school matters
1928(49.2%)
1334(34.0%)
556(14.2%)
100(2.6%)
3.30
.804
7
coordinates all units or departments in the school to achieve synergy
2396(61.3%)
1123(28.7%)
288(7.4%)
101(2.6%)
3.49
.743
8
encourages team spirit among teachers and other school staff
2560(65.3%)
1066(27.2%)
239(6.1%)
53(1.4%)
3.57
.670
Weighted Mean
3.39
Supervision
1
ensures teachers write lesson plan/note
2823(72.1%)
839(21.4%)
186(4.7%)
70(1.8%)
3.64
.658
2
visits teachers in the classroom
1900(48.5%)
1429(36.5%)
523(13.3%)
66(1.7%)
3.32
.765
3
ensures resources in the school are used for the right purpose
2146(54.8%)
1465(37.4%)
301(7.7%)
6(0.2%)
3.47
.642
4
monitors teachers and other staffs punctuality
2658(67.8%)
968(24.7%)
226(5.8%)
66(1.7%)
3.59
.677
5
ensures teaching is in accordance with the curriculum
2674(68.2%)
1024(26.1%)
195(5.0%)
25(0.6%)
3.62
.611
6
ensures standard of examination in the school
2557(65.3%)
1145(29.2%)
198(5.1%)
18(0.5%)
3.59
.608
7
maintains student/staff discipline
2625(67.0%)
1000(25.5%)
254(6.5%)
39(1.0%)
3.59
.657
Weighted Mean
3.54
Overall Weighted Mean
3.47
Source: Fieldwork, 2023
Decision Rule: 0 – 1.49= Very Low, 1.50 – 2.49= Low, 2.5 – 3.49 = High, 3.50 – 4.0 = Very High
The study aimed to evaluate the effectiveness of public secondary school principals in Oyo State by assessing their skills in planning, coordinating, and supervising. Data from a survey completed by principals was analysed, revealing various findings. In terms of planning, the principals showed proficiency in planning school activities, with 82.6% of respondents consistently engaging in early planning of academic activities before each term. However, their ability to provide necessary human and material resources for smooth school operation received lower ratings, with 57.5% of respondents ensuring the provision of human resources and 57.5% ensuring the provision of material resources. Regarding coordination, the principals were reported to be effective in promoting integrity, fairness, and ethical behaviour (65.4%). They also demonstrated effectiveness in coordinating all school units or departments to achieve synergy (61.3%). However, areas that required improvement were identified, including creating and implementing a shared school vision (41.2%) and fostering a culture and instructional programme conducive to learning and staff development (42.1%).
Research Question Two: What is the most prevalent leadership style (Autocratic, Democratic, Laissez-faire, and Digital) among public secondary school principals in Oyo state?
Table 2: The most prevalent leadership styles (autocratic, democratic, laissez-faire, and digital) among public secondary school principals in Oyo state
Most of the Time
Some of the Times
Seldom
Never
Items
FreqPer(%)
FreqPer(%)
FreqPer(%)
FreqPer(%)
Mean
Autocratic
1746.25(44.575)
1507.75(38.475)
434.5(11.1)
229.5(5.85)
3.22
Digital
1350.5(34.45)
1568.5(40.05)
645.75(16.5)
353.25(9.025)
3.00
Democratic
1216.5(31.05)
1474(37.625)
479(12.2)
748.5(19.1)
2.81
Laissez-faire
767(19.575)
1543(39.375)
578(14.775)
1030(26.275)
2.52
Source: Fieldwork, 2023
The study examined the dominant leadership styles among public secondary school principals in Oyo State. The findings, presented in Table 2, indicate that the prevailing leadership style varies among the principals. Autocratic leadership emerged as the most common style, with 44.575% of respondents reporting its frequent use. Digital leadership was the second most prevalent style, employed by 34.45% of respondents most of the time, followed by democratic leadership, utilized frequently by 31.05% of respondents. In contrast, laissez-faire leadership was the least prevalent, with only 19.575% of respondents regularly implementing it. It is noteworthy that while autocratic leadership is dominant, a significant number of respondents reported utilising democratic and digital leadership styles to some extent, indicating flexibility in their leadership approaches. These findings provide valuable insights into the prevailing leadership styles among public secondary school principals in Oyo State, informing efforts to improve educational leadership and management in the region.
Research Question Three: What is the level of decision-making skills (problem-solving, time management, emotional intelligence) among public secondary school principals in Oyo state?
Table 3: Level of decision-making skills (Problem-solving, Time Management, Emotional Intelligence) among public secondary school principals in Oyo state
Problem-solving
At All Times
Sometime
Rarely
Never
S/N
Items
FreqPer(%)
FreqPer(%)
FreqPer(%)
FreqPer(%)
Mean
SD
1
identify and define the school’s problem
2708(69.3%)
1048(26.8%)
111(2.8%)
41(1.0%)
3.64
.591
2
come up with possible solutions to school’s problem
2429(62.2%)
1273(32.6%)
156(4.0%)
50(1.3%)
3.56
.635
3
evaluate the different options before making decisions
2193(56.1%)
1308(33.5%)
372(9.5%)
35(0.9%)
3.45
.701
4
implement solutions
2279(58.3%)
1290(33.0%)
212(5.4%)
127(3.2%)
3.46
.743
5
evaluate outcome of solutions
2158(55.3%)
1412(36.2%)
285(7.3%)
45(1.2%)
3.46
.681
Weighted Mean
3.51
Time Management
1
do a time audit
1473(37.7%)
1943(49.7%)
416(10.6%)
76(1.9%)
3.23
.713
2
make schedule and abide strictly
2030(51.9%)
1471(37.6%)
335(8.6%)
72(1.8%)
3.40
.722
3
avoid multitasking
1215(31.1%)
1719(44.1%)
663(17.0%)
304(7.8%)
2.99
.891
4
delegate and outsource tasks
1644(42.1%)
1820(46.7%)
333(8.5%)
104(2.7%)
3.28
.730
5
inculcate time management among staff
2322(59.4%)
1312(33.6%)
243(6.2%)
31(0.8%)
3.52
.649
Weighted Mean
3.28
Emotional Intelligence
1
creates awareness of him or herself
1720(44.0%)
1504(38.5%)
595(15.2%)
86(2.2%)
3.24
.788
2
controls his or her emotions
1888(48.3%)
1555(39.8%)
340(8.7%)
125(3.2%)
3.33
.767
3
is an achievement orientated individual
2298(58.8%)
1310(33.5%)
255(6.5%)
42(1.1%)
3.50
.667
4
listens actively to staff comments or reactions
2091(53.5%)
1493(38.2%)
263(6.7%)
61(1.6%)
3.44
.689
5
manage, and understand emotions staff’s emotions
1891(48.4%)
1509(38.6%)
347(8.9%)
161(4.1%)
3.31
.800
Weighted Mean
3.37
Overall Weighted Mean
3.39
Source: Fieldwork, 2023
Decision Rule: 0 – 1.49= Very Low, 1.50 – 2.49= Low, 2.5 – 3.49 = High, 3.50 – 4.0 = Very High
The table presents data on the proficiency of decision-making skills among principals in public secondary schools in Oyo State. The data was collected in 2023 through fieldwork. The weighted mean scores indicate high proficiency levels for problem-solving skills (3.51), time management skills (3.28), and emotional intelligence skills (3.37). Overall, the weighted mean score for decision-making skills was 3.39, suggesting a high proficiency level among the principals. These findings indicate that the principals possess strong decision-making skills, which are crucial for effective leadership. They demonstrate the ability to identify and define problems, generate solutions, assess alternatives, implement chosen solutions, and evaluate outcomes. Furthermore, the principals exhibit high levels of time management skills, enabling them to effectively manage resources and activities. They also demonstrate high levels of emotional intelligence skills, which are important for communication, relationship building, and team management.
Research Question four: What is the prominent communication forms (oral and non-oral) used by public secondary school principals in Oyo State, Nigeria?
Table 4.4a: Non-oral Communication
Always
Sometimes
Rarely
Never
S/N
Items
FreqPer(%)
FreqPer(%)
FreqPer(%)
FreqPer(%)
Mean
SD
1
Reports
2144(54.9%)
1211(31.0%)
410(10.5%)
143(3.7%)
3.37
.814
2
Manuals
1195(30.6%)
1812(46.4%)
571(14.6%)
330(8.4%)
2.99
.889
3
Memorandum
1250(32.1%)
1703(43.7%)
716(18.4%)
224(5.8%)
3.02
.857
4
Correspondence
1092(27.9%)
1563(40.0%)
893(22.9%)
360(9.2%)
2.87
.927
5
Suggestion boxes
863(22.1%)
1050(26.9%)
963(24.6%)
1032(26.4%)
2.45
1.103
Weighted Mean
2.94
Source: Fieldwork, 2023
Decision Rule: 0 – 1.49= Very Low, 1.50 – 2.49= Low, 2.5 – 3.49 = High, 3.50 – 4.0 = Very High
Table 4.4a provides information about the frequency of non-verbal communication. The table includes five categories of non-verbal communication: reports, manuals, memoranda, correspondence, and suggestion boxes. It presents the percentage of respondents who always, sometimes, rarely, or never use each type of communication. Regarding reports, the majority of respondents (54.9%) reported always using this form of communication. 31.0% said they sometimes use it, 10.5% rarely use it, and 3.7% never use it. On average, reports were used with a frequency of 3.37, and the standard deviation was 0.814.As for manuals, 30.6% of respondents reported always using them, 46.4% sometimes used them, 14.6% rarely used them, and 8.4% never used them. The mean frequency of use for manuals was 2.99, with a standard deviation of 0.889. In the case of memoranda, 32.1% of respondents reported always using them, 43.7% sometimes used them, 18.4% rarely used them, and 5.8% never used them. The mean frequency of use for memoranda was 3.02, with a standard deviation of 0.857. Concerning correspondence, 27.9% of respondents reported always using it, 40.0% sometimes using it, 22.9% rarely using it, and 9.2% never using it. The mean frequency of use for correspondence was 2.87, with a standard deviation of 0.927. As for suggestion boxes, 22.1% of respondents reported always using them, 26.9% sometimes used them, 24.6% rarely used them, and 26.4% never used them. The mean frequency of use for suggestion boxes was 2.45, with a standard deviation of 1.103. The overall weighted mean frequency of use for all types of non-verbal communication was 2.94. This suggests that there is a low level of non-verbal communication among public secondary school principals in Oyo State.
Table 4.4b: Oral Communication
Always
Sometimes
Rarely
Never
S/N
Items
FreqPer(%)
FreqPer(%)
FreqPer(%)
FreqPer(%)
Mean
SD
1
Staff meetings
2495(63.8%)
1244(31.8%)
155(4.0%)
14(0.4%)
3.59
.585
2
One-one communication
1787(45.7%)
1628(41.7%)
381(9.7%)
112(2.9%)
3.30
.760
Weighted Mean
3.45
Source: Fieldwork, 2023
Decision Rule: 0 – 1.49= Very Low, 1.50 – 2.49= Low, 2.5 – 3.49 = High, 3.50 – 4.0 = Very High
Table 4.4b provides information on the occurrence of oral communication among public secondary school principals in Oyo State. The table focuses on two scenarios: staff meetings and one-on-one interactions. For staff meetings, the majority of respondents (63.8%) reported always engaging in oral communication, while 31.8% said they do so sometimes. A smaller proportion indicated rare (4.0%) or no (0.4%) oral communication in these meetings. The mean value for staff meetings was 3.59, indicating a generally high level of oral communication in this context. In one-on-one communication, the most common response was sometimes (41.7%), followed by always (45.7%). A smaller percentage reported rare (9.7%) or no (2.9%) oral communication. The mean value for one-on-one communication was 3.30, suggesting a generally prevalent use of oral communication in this scenario as well. The weighted mean for both categories combined was 3.45, indicating a high level of oral communication among the principals.
Figure 1
Figure 13: Prominent Communication Form used by Public Secondary School Principals in Oyo State (Oral and Non-Oral)
Source: Fieldwork, 2023
Figure 1 highlights that oral communication is highly prevalent among principals in public secondary schools in Oyo State. This suggests that these principals heavily rely on face-to-face or verbal forms of communication, such as meetings and discussions, rather than written or non-verbal methods like memos, emails, or other written materials. This preference for oral communication can have implications for the communication channels used within school administration and may affect the effectiveness of communication and decision-making processes. The prominence of oral communication among principals in Oyo State’s public schools indicates a potential need for additional training or support in developing effective written or non-verbal communication skills. This would ensure that communication remains clear, accurate, and consistent. Moreover, cultural and contextual factors specific to Oyo State may contribute to the preference for oral communication. Nigeria, where Oyo State is located, has distinct cultural norms, values, and communication styles. Oral communication might be deeply ingrained in the local culture and perceived as more effective or appropriate in certain situations, such as interpersonal interactions or negotiations. This cultural influence could impact the administrative effectiveness of secondary school principals, as they may need to align their communication approach with local cultural norms to effectively engage with staff, students, and other stakeholders.
Testing of Hypotheses
H01: There will be no significant combined influence of leadership styles (autocratic, democratic, laissez-faire, and digital), decision-making skills (problem solving skills, time management skills, and emotional intelligence) and communication forms (oral and non-oral) on administrative effectiveness of public secondary schools principals in Oyo state.
Table 4.5: Summary of Regression Model Showing combined influence of leadership styles (autocratic, democratic, laissez-faire, and digital), decision-making skills (problem solving skills, time management skills, and emotional intelligence) and communication forms (oral and non-oral) on administrative effectiveness of public secondary schools principals in Oyo state.
Model Summary
Model
R
R Square
Adjusted R Square
Std. Error of the Estimate
1
.971a
.924
.943
2.58209
a. Predictors: (Constant), Communication strategies, Decision-making Skills, Leadership Styles
ANOVAa
Model
Sum of Squares
Df
Mean Square
F
Sig.
1
Regression
434501.180
3
144833.727
21723.355
.000b
Residual
26095.380
3914
6.667
Total
460596.559
3917
a. Dependent Variable: Administrative effectiveness
b. Predictors: (Constant), Communication strategies, Decision-making Skills, Leadership Styles
Source: Fieldwork, 2023
The table summarizes a regression analysis conducted on the combined impact of leadership styles, decision-making skills, and communication forms on the administrative effectiveness of principals in public secondary schools in Oyo State, Nigeria. The analysis reveals that the R-squared value of 0.924 indicates that 92.4% of the variation in administrative effectiveness can be explained by the independent variables included in the model. The Adjusted R-squared value of 0.943 suggests that the model fits the data well. The model’s F-statistic is 21723.355, and its associated p-value is less than 0.05, indicating that the model is statistically significant. The ANOVA table confirms that the regression model significantly explains the variation in administrative effectiveness. The coefficients of the independent variables are not provided in the table, but the ‘a’ superscript indicates that they are statistically significant. The standard error of the estimate is 2.58209, indicating that the model’s predictions are reasonably accurate. The regression analysis demonstrates that communication strategies, decision-making skills, and leadership styles have a significant influence on the administrative effectiveness of principals in public secondary schools in Oyo State. Overall, the analysis suggests that these factors play a crucial role in determining the effectiveness of principals in their administrative roles in public secondary schools in Oyo State.
H02: There will be no significant relative influence of leadership styles (autocratic, democratic, laissez-faire, and digital), decision-making skills (problem solving skills, time management skills, and emotional intelligence) and communication forms (oral and non-oral) on administrative effectiveness of public secondary schools principals in public secondary schools in Oyo state.
Table 4.6: Summary of Relative Influence of leadership styles (autocratic, democratic, laissez-faire, and digital), decision-making skills (problem solving skills, time management skills, and emotional intelligence) and communication forms (oral and non-oral) on administrative effectiveness of public secondary schools principals in public secondary schools in Oyo state
Coefficientsa
Model
Unstandardized Coefficients
Standardized Coefficients
T
Sig.
B
Std. Error
Beta
(Constant)
18.735
.450
41.622
0.000
Autocratic
1.431
.094
.378
15.172
.000
Democratic
-.042
.039
-.012
-1.067
.286
Laissez-faire
1.473
.106
.300
13.850
.000
Digital
-1.511
.107
-.403
-14.068
.000
Problem-solving
-.268
.080
-.085
-3.356
.001
Time Management
-.098
.110
-.028
-.894
.371
Emotional Intelligence
-.333
.120
-.104
-2.778
.005
Oral Communication
.120
.095
.048
1.260
.208
Non-oral Communication
-.223
.136
-.030
-1.639
.101
Leadership Styles
.388
.040
.341
9.808
.000
Decision-making Skills
1.010
.048
.852
21.013
.000
Communication strategies
-.528
.089
-.272
-5.930
.000
a. Dependent Variable: Administrative effectiveness
Source: Fieldwork, 2023
The table presents the coefficients for each predictor variable in the regression model, along with their standard errors, standardized coefficients, t-values, and associated p-values. The “Constant” coefficient indicates the expected value of the dependent variable (administrative effectiveness) when all predictor variables are zero. In this case, it is 18.735 with a standard error of 0.450. The t-value of 41.622 suggests that the constant term is statistically significant (p < 0.001). The coefficients for each predictor variable represent the expected change in the dependent variable for a one-unit increase in the predictor, while holding other predictors constant. The standardized coefficients (Beta) allow for a comparison of the relative importance of each predictor. The predictor variables “Autocratic,” “Laissez-faire,” “Digital,” “Problem-solving,” “Emotional Intelligence,” “Leadership Styles,” “Decision-making Skills,” and “Communication strategies” all have statistically significant coefficients (p < 0.05). The predictor variable “Democratic” does not appear to have a significant effect on administrative effectiveness, as its coefficient has a p-value of 0.286, which is greater than 0.05. The coefficients for “Oral Communication” and “Non-oral Communication” suggest that these variables have a relatively weak or negligible effect on administrative effectiveness, as their p-values are not statistically significant (greater than 0.05). Overall, the coefficients indicate that variables related to leadership styles (autocratic, laissez-faire, digital), decision-making skills (problem-solving, emotional intelligence), and communication strategies significantly influence administrative effectiveness. These results can help understand the specific impact of each predictor on the outcome variable and provide insights for improving administrative effectiveness in the context studied.
Discussion of Findings
The findings of the study aim to assess the level of administrative effectiveness among principals in public secondary schools in Oyo State. The table presents the results of the study, focusing on three aspects: planning, coordination, and supervision. According to the study conducted by Pardosi and Utari (2022), effective planning positively influences student achievement. The current study aligns with this finding, as the majority of respondents (82.6%) recognise the importance of early planning in academic activities. This suggests that educators understand the role of proactive planning in achieving successful academic outcomes. Coordination is identified as a crucial aspect of school management in the present study. Approximately 41.2% of the participants acknowledged the significance of establishing and implementing a shared school vision. This finding supports the research done by Zina (2017), emphasising the importance of a shared vision in promoting collaboration and alignment of goals among school stakeholders. However, the moderate level of agreement (mean score: 3.26) indicates that there is room for improvement in fostering a stronger shared vision among participants. Integrity, fairness, and ethical behaviour within the school community are also highlighted in the current study as important aspects of coordination. This finding aligns with the research by Neal, Justice, and Barron (2019), which suggests that promoting ethical behaviour has a positive impact on the school climate and student engagement. The relatively high agreement (65.4%) and mean score (3.54) indicate the significance placed on ethical values in school management. Regarding supervision, the study emphasises the importance of teachers writing lesson plans and notes (72.1%) and maintaining punctuality among school staff (67.8%). These findings are consistent with the research conducted by Pardosi and Utari (2022), which highlights the positive impact of effective supervision practices on teacher performance and student achievement. The high agreement percentages and mean scores for these items further emphasise their importance in creating conducive learning environment.
Research question two aimed to examine the prevalent leadership styles among public secondary school principals in Oyo State. The study focused on four leadership styles: Autocratic, Digital, Democratic, and Laissez-faire. The findings revealed that the Autocratic leadership style was the most commonly reported, with a frequency of 44.575%. This finding is consistent with previous research highlighting the prevalence of autocratic leadership in educational settings (Daniëls, Hondeghem, & Dochy, 2019). Autocratic leadership is characterised by centralised decision-making and limited input from subordinates, with the leader making decisions unilaterally. While autocratic leadership can offer quick decision-making and clarity, it may restrict participation, creativity, and ownership among staff members (Abdullatef, 2019). The digital leadership style, with a frequency of 34.45%, was reported to be somewhat prevalent. Digital leadership refers to leadership practises that embrace technology and digital tools to enhance communication, collaboration, and instructional practises (Gedifew, 2022). The emergence of digital leadership reflects the changing landscape of education and the need for leaders to effectively leverage technology. Digital leadership can facilitate connectivity, knowledge sharing, and innovation among staff and students, leading to enhanced learning experiences (Elrehail, 2018). The findings also indicated a moderate prevalence of the Democratic leadership style, with a frequency of 31.05%. Democratic leadership emphasises shared decision-making and the involvement of stakeholders in the decision-making processes (Mburuki & Thinguri, 2022). This finding aligns with previous research highlighting the positive impact of democratic leadership on school climate, teacher motivation, and student engagement (Wina Novita, Sulaiman, & Muhyani Rizalie, 2022). By involving teachers, staff, and other stakeholders in decision-making, democratic leadership fosters a sense of ownership, empowerment, and commitment to the school’s goals. Lastly, the laissez-faire leadership style, with a frequency of 19.575%, was reported to be relatively less prevalent. Laissez-faire leadership is characterised by a hands-off approach where leaders provide minimal guidance or direction to subordinates (Zhang, Wang, & Gao, 2023). This leadership style can result in ambiguity, a lack of accountability, and reduced organisational effectiveness (Mburuki & Thinguri, 2022). However, in contexts where there is a high level of expertise and self-motivation among staff members, a laissez-faire approach can foster autonomy and innovation (Zhang, 2023).
Research question three aimed to assess the decision-making skills (problem-solving, time management, emotional intelligence) of public secondary school principals in Oyo State. The study examined three specific skills: problem-solving, time management, and emotional intelligence. The findings revealed that school administrators generally utilize problem-solving skills, although the frequency of use varied across different stages. Most respondents reported consistently identifying and defining problems (69.3%), generating possible solutions (62.2%), evaluating options (56.1%), implementing solutions (58.3%), and assessing the outcomes (55.3%). These findings indicate active engagement in problem-solving processes by administrators. However, a small percentage of respondents reported infrequently (9.5%) or never (0.9%) evaluating different options, suggesting areas for improvement in decision-making. The weighted mean for problem-solving was 3.51, indicating a moderate level of engagement overall. A similar study by Özgenel (2018) on educational administrators’ problem-solving skills identified comparable patterns, where administrators generally engaged in problem-solving processes, with a majority actively identifying and defining problems. However, the current study reported a higher percentage of administrators involved in problem identification and definition (69.3%) compared to Özgenel’s findings, suggesting a relatively stronger emphasis on problem-solving in the current sample. Regarding time management, the results demonstrated that school administrators employ various strategies to effectively manage their time. The most commonly reported practice was creating and adhering strictly to a schedule (51.9%), followed by conducting time audits (37.7%), avoiding multitasking (31.1%), delegating and outsourcing tasks (42.1%), and promoting time management among staff (59.4%). However, a significant percentage of respondents reported engaging in multitasking (17.0%), which can potentially hinder effective time management. The weighted mean for time management was 3.28, indicating a moderate level of implementation overall. The current study aligns with research conducted by Manga (2019) in terms of the strategies employed by administrators. Creating and adhering strictly to a schedule was the most frequently reported practice in both studies. However, the current study reported a higher percentage of administrators engaging in this practice (51.9%) compared to Manga’s findings. Conversely, the current study found a higher percentage of administrators involved in multitasking (17.0%) compared to Manga’s study. This difference highlights the need for further investigation into the factors influencing multitasking behaviors among administrators. Regarding emotional intelligence, the findings suggested that school administrators generally exhibit self-awareness and emotional control. Over 40% of respondents reported creating self-awareness and controlling their emotions. Additionally, a substantial percentage agreed that they actively listen to staff comments or reactions (53.5%) and manage and understand staff’s emotions (48.4%). However, the achievement orientation aspect of emotional intelligence received relatively lower scores, with only 58.8% of respondents identifying as achievement-oriented individuals. The overall weighted mean for emotional intelligence was 3.37, indicating a moderate level of emotional intelligence among school administrators. The current study’s findings align with the research by Özgenel (2018) and Manga (2019) regarding self-awareness and emotional control. Similar proportions of administrators in all three studies reported creating self-awareness and controlling their emotions. However, the current study reported a relatively lower percentage of administrators identifying as achievement-oriented individuals (58.8%) compared to Özgenel’s findings. This difference suggests potential variations in achievement orientation across different samples of administrators. When considering the overall weighted mean across problem-solving, time management, and emotional intelligence, the study indicates a moderate level of proficiency in these areas among school administrators, with an overall weighted mean of 3.39. This suggests that while administrators generally demonstrate competence in these domains, there is room for improvement in certain aspects, such as evaluating different options before making decisions and multitasking avoidance. It is significant to acknowledge that this research has certain constraints, which involve depending on self-reported data and the possibility of response bias. To gain a more extensive comprehension of administrators’ problem-solving, time management, and emotional intelligence abilities, future studies could incorporate supplementary approaches like observations or objective performance assessments. Moreover, examining how these skills relate to organisational outcomes, such as school performance or staff satisfaction, could yield valuable insights into the influence of administrators’ competencies on the overall functioning of schools.
Research question four assesses the prominent communication forms (oral and non-oral) used among public secondary school principals in Oyo state. Table 4.4a presents the findings related to non-oral communication methods, while Table 4.4b focuses on oral communication methods. Table 4.4a presents the results of the non-oral communication frequency among the participants. The table includes various items of non-oral communication, along with the corresponding frequencies and percentages indicating how often each form of communication was used. The most frequently used form of non-oral communication reported by the participants was “Reports,” with a frequency of 2144 (54.9%) participants indicating that they always used this method. Additionally, 1211 participants (31.0%) reported using reports sometimes, 410 participants (10.5%) reported using it rarely, and 143 participants (3.7%) reported never using reports. The mean score for reports was 3.37, indicating a relatively high level of usage. “Manuals” were also frequently used, with 1195 participants (30.6%) indicating that they always used manuals. However, the usage of manuals varied more compared to reports, with 1812 participants (46.4%) using them sometimes, 571 participants (14.6%) using them rarely, and 330 participants (8.4%) never using manuals. The mean score for manuals was 2.99. “Memorandum” usage was reported by 1250 participants (32.1%) as always, with 1703 participants (43.7%) using them sometimes, 716 participants (18.4%) using them rarely, and 224 participants (5.8%) never using memorandums. The mean score for memorandums was 3.02. “Correspondence” had a similar pattern, with 1092 participants (27.9%) reporting always using it, 1563 participants (40.0%) sometimes using it, 893 participants (22.9%) using it rarely, and 360 participants (9.2%) never using correspondence. The mean score for correspondence was 2.87. Lastly, “Suggestion boxes” were used less frequently compared to the other non-oral communication methods. Only 863 participants (22.1%) reported always using suggestion boxes, while 1050 participants (26.9%) used them sometimes, 963 participants (24.6%) used them rarely, and 1032 participants (26.4%) never used suggestion boxes. The mean score for suggestion boxes was 2.45. The weighted mean for non-oral communication was calculated as 2.94, indicating that overall, the participants reported a moderate level of usage for non-oral communication methods. Moving on to Table 4.4b, which presents the findings for oral communication, the participants reported higher levels of usage compared to non-oral communication methods. The table includes items of oral communication, along with the corresponding frequencies and percentages. “Staff meetings” were the most frequently used form of oral communication, with 2495 participants (63.8%) reporting always participating in staff meetings. Additionally, 1244 participants (31.8%) reported participating sometimes, 155 participants (4.0%) reported participating rarely, and only 14 participants (0.4%) reported never participating in staff meetings. The mean score for staff meetings was 3.59, indicating a high level of usage. “One-on-one communication” was also commonly reported, with 1787 participants (45.7%) indicating always engaging in this form of communication. Furthermore, 1628 participants (41.7%) engaged in one-on-one communication sometimes, 381 participants (9.7%) engaged in it rarely, and 112 participants (2.9%) reported never engaging in one-on-one communication. The mean score for one-on-one communication was 3.30. The weighted mean for oral communication was calculated as 3.45, indicating that overall, the participants reported a relatively high level of usage for oral communication methods. In conclusion, the findings from Tables 4.4a and 4.4b suggest that the participants in the study reported using both non-oral and oral communication methods in their work. Non-oral communication methods, such as reports and manuals, were used moderately, while oral communication methods, such as staff meetings and one-on-one communication, were used more frequently. These findings highlight the importance of both non-oral and oral communication in the workplace and provide insights into the communication preferences and practices of the participants. The current study aligns with the research conducted by Anya and Ezekie (2019) in terms of the communication forms employed by administrators. Making use of oral and non-oral was mostly used in both studies. However, the current study reported a higher percentage of administrators engaging in the use of oral communication compared to the findings of Anya and Ezekie, (2019). On the other hand, some contrast was observed in the findings of Guffey and Loewy, (2018). This difference highlights the need for further investigation into the forms of communication used among administrators.
Test of hypothesis one showed a significant combined influence of leadership styles (autocratic, democratic, laissez-faire, and digital), decision-making skills (problem solving skills, time management skills, and emotional intelligence) and communication forms (oral and non-oral) on administrative effectiveness of public secondary schools principals in Oyo state. The result showed that there was a significant combined influence of leadership styles (autocratic, democratic, laissez-faire, and digital), decision-making skills (problem-solving skills, time management skills, and emotional intelligence), and communication forms (oral and non-oral) on administrative effectiveness of public secondary school principals, and can be compared and contrasted with findings from related studies in the field of educational administration and leadership. When comparing with related studies, similarities were found in the findings of different scholars. One of the scholars found out that leadership styles had a significant impact on administrative effectiveness, which aligns with the current study’s results (Khajeh, 2018). Similarly, it revealed that decision-making skills were positively correlated with leadership effectiveness, consistent with the current study’s findings (Schalk, Engen & Assen, 2018). On the other hand, some contrasts were observed in the findings of different scholars. A scholar found a negative correlation between autocratic leadership and administrative effectiveness, which contrasts with the current study’s result (Surucu & Sagbas, 2021). Also, another scholar did not find significant correlations between problem-solving skills, time management skills, and leadership effectiveness, in contrast to the current study’s findings (Gravili, Manuti & Meririnhos, 2022).
Test of hypothesis two revealedsignificant relative influence of leadership styles (autocratic, democratic, laissez-faire, and digital), decision-making skills (problem solving skills, time management skills, and emotional intelligence) and communication forms (oral and non-oral) on administrative effectiveness of public secondary schools principals in public secondary schools in Oyo state. Based on the test of hypothesis, the findings indicated that leadership styles, decision-making skills, and communication forms significantly influenced the administrative effectiveness of public secondary school principals in Oyo state. . Specifically, the study identified four leadership styles, namely autocratic, democratic, laissez-faire, and digital, that were found to have relative influence on administrative effectiveness. This result is consistent with previous related studies in the field. For example, a study conducted in a different state or country may have found similar results, indicating that leadership styles, decision-making skills, and communication forms are important factors influencing the administrative effectiveness of school principals. This consistency in findings suggests that these factors are likely to have a universal impact on administrative effectiveness in the context of public secondary schools. However, it’s also possible that there may be some differences in the findings when compared to related studies. For instance, some previous studies may have focused on specific leadership styles or decision-making skills, whereas the current study included a broader range of leadership styles and decision-making skills. Additionally, the context and setting of the current study, which is Oyo state in this case, may differ from that of related studies, which could result in variations in the findings.
Conclusion
In conclusion, the study concluded that leadership styles, communication forms, and decision-making skills are significant determinants of administrative effectiveness in public secondary schools in Oyo State, Nigeria. It was also concluded that leadership styles as explains a significant amount of the variance in administrative effectiveness, indicating a strong positive relationship between leadership styles and administrative effectiveness. The findings of the study on the level of decision-making skills (problem-solving, time management, emotional intelligence) show that the principals rated themselves high in problem-solving skills, followed by emotional intelligence and time management. Also, the findings highlight the importance of both non-oral and oral communication in the workplace and provide insights into the communication preferences and practices of the participants.
Recommendations
Based on the findings of the study, it is recommended that
Public secondary school principals in Oyo State, Nigeria should focus on developing effective leadership styles, decision-making skills, and communication strategies to enhance their administrative effectiveness. This may include providing leadership training programs, fostering problem-solving and time-management skills, and promoting effective oral and non-oral communication within the school environment.
Public secondary school principals should prioritize developing and promoting effective leadership styles, invest in training and development program for improving leadership skills, and create a positive leadership culture to enhance administrative effectiveness.
Decision-making skills should be recognized and prioritized as an important factor in enhancing administrative effectiveness of public secondary school principals in Oyo State, Nigeria. This should be incorporated into trainings and seminars and should form major criteria for appointing secondary school principals.
Public secondary schools should prioritize and invest in training principals in effective communication forms to enhance their administrative effectiveness. This may include developing clear and efficient communication channels, improving communication their skills, fostering open and transparent communication culture, and using various communication tools and techniques. By doing so, public schools are likely to see improvements in their administrative effectiveness, leading to more efficient and effective operations. It is important to keep in mind that effective communication is a continuous process and should be regularly monitored and evaluated for optimal results.
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1Department of Chemistry Education Federal college of Education (Tech.), Asaba, Delta State, Nigeria
2Department of Integrated Science Education, Federal college of Education (Tech.), Asaba, Delta State, Nigeria
Abstract
This study aimed to evaluate the efficacy of zinc oxide/plantain peelings nanoparticles for oil spill contaminated surface water remediation within Ogoni creek of Niger Delta, Nigeria. The nanoparticles were characterized using scanning electron microscope (SEM) and X-ray Powder diffraction (XRD), taking in cognizance of the physicochemical parameters prior and after analysis so as to ascertain efficacy of the remediation method. SEM revealed the image of an irregular morphology and a porous surface which can enable oil entrance into the internal parts of the nano materials for easy sorption purposes. The XRD revealed a hexagonal wurtzite structure with a particle size of 22nm. The synthesized nanoparticles exhibited adsorption properties when used on the surface water samples showing percentage remediation ranging between 2.38 – 8.56% (SWa); 2.16 – 8.83% (SWb); and 53.33-77.62% (SWc). The results showed that the plantain peelings/ZnONPs had good efficacy for oil spill removal in the contaminated surface water samples. Kinetics of remediation gave a linear graph and took a pseudo-first order reaction with R2 values close to 1. (R2 = 0.978, 0.985 and 0.963). ANOVA revealed that there is a significant difference (p<0.05) at 95% confidence limit in the diminishing trend of the surface water contaminated samples. It is therefore recommended that nano materials harnessed from biomass materials in conjunction with other green synthesis should be employed for water remediation.
Keywords: Adsorption, Nanoparticles, Physicochemical, Remediation, Surface water
Graphical Abstract 1
Plantain peels (b) Dried and ground plantain peels powder (c) Filtrate of plantain peel extract (d) Filtrate + Zinc acetate (e) Centrifuge and oven dry (f) SEM (g) XRD (h) Oil spill contaminated water site
1.0 Introduction.
Extensive oil spill contamination and degradation of surface water and its resulting detriment to green environmental actualization has remained a challenge since the discovery and exploration of crude oil in Niger-Delta, Nigeria. Oil spills often resulting from unforeseen disasters [1], accidental leakages [2] and youth restiveness [3] have been recorded over the years in the Niger Delta zone of Nigeria. Spill experts have estimated about 30-50% of oil spills to be caused either directly or indirectly by human error while 20-40% is caused by equipment failure or malfunction [4]. Natural conditions for degradation of petroleum and its related products are favourable with high temperatures and high rainfall, the recovery of contaminated areas proves difficult due to nature and extent of contamination [5].
Serious global health impacts ranging from physical and mental disorders, organ dysfunction, neurological disorder, respiratory problem cancer, reduced life expectancy, weakening of the body’s immune system, respiratory problems and death have often resulted from oil spill and related issues [6]; [7];[8] while other health related issues emanating from oil pollution may involve high levels of emotional stress and psychological distress resulting from living under such environmental adversity[9].
Remediation of oil spills is a serious issue due to contaminants adverse effects on the biosphere. Oil spreads on the top surface of water and form a horizontal smooth and slippery surface known as slick. This forms a thin coating on bird’s feathers and as such causes it to lose its insulating properties and subsequently results in its freezing and death. It may also reduce the amount of dissolved oxygen in water necessary for marine life sustainability. Oil spill has toxic impact on aquatic animals and damages their food resources and habitats. It may also result in devastation of land and vegetation and subsequently leads to poor yield in agricultural productivity Therefore, proper remediation must be done after oil spillage [10].
Methods employed in remediating water differs and often depends on factors such as adequate procedure, type of contaminants involved and nature of contaminated site. An eco-friendly and sustainable approach towards the environment has introduced many low-cost, non-toxic and biodegradable materials along with different biomasses to make micro-to nano-sized materials, membranes and aerogels for the sole purpose of oil contaminated water treatment and oil recovery [11].
Contaminated water may involve the use of economical and environmentally – friendly sorbent materials in oil spill treatment and may allow the recovery of the oil and reuse of these sorbents [12]. While conventional methods often applied for water clean-up may include physical, chemical, thermal and biological methods [13,14], these conventionalmethods have moved oil experts a step forward in remediation advancement, since they are not adequate enough to solve the problem of massive oil spills as most often, technical difficulties are encountered in the process [15].
The synthesis of Kapok fiber using Polybutylmethacrylate silica nanoparticles [16]; cotton/SiO2 nanoparticle modified with Octadecyltrichlorosilane [17] and Kapok fibre based on Fe3O4 nanoparticles with Dopamine modification [18] for oil sorption in water medium has been reported.
The sorption capacity of Plantain peels as low cost agricultural wastes is a promising need for oil spill remediation and agricultural waste management.
. Therefore the necessity to enhance the applicability of nanomaterials in remediating oil spilled surface water in the Niger Delta region of Nigeria is of paramount importance.
1.1 Statement of Problem
The Niger Delta region of Nigeria has faced unprecedented negative environmental impacts in recent times due to the menace caused by oil spill. This region which is situated on the Gulf of Guinea on the Atlantic Ocean in Nigeria [19], is made up of Abia, Akwa Ibom, Bayesa, Cross River, Delta, Edo, Imo, Ondo and Rivers State. The region consists of diverse ecosystems of mangrove swamps, fresh water swamps, rain forest and is the largest wetland in Africa and has been among the ten most important wetland and marine ecosystems in the world [9]. The Niger Delta region is noted with a remarkable history of oil and gas exploration dated back from 1956 but as a result of frequent oil spillage in both terrestrial and aquatic environment, poor vegetation, surface and ground water contamination, and land degradation has rendered the region a complete devastated wasteland. These have caused a substantial retrogression in agricultural activities off the coastal waters and vegetation. There is acute food shortage, malnutrition and death which has devastated the Nigerian economy.
2.0. Materials and Methods
2.1. Collection and preparation of plantain peel extract
Plantain peel extract, Musa Paradisiaca was obtained from Ogbogono market in Asaba metropolis. The peel was removed and washed with clean water and chopped into smaller sizes. This was air dried for two weeks, mascerated into fine powder with a high speed multipurpose blender.
2.2. Biosynthesis of Zinc oxide Nanoparticles (ZnNPs) using Plantain peel extracts
2.2.1 Synthesis of ZnO Nanoparticles
The synthesis was carried out according the method described by [21]. 1:1 ratio of the zinc oxide and the plantain extracts were mixed in a separate 250 ml Erlymeyer flask. The solution was subjected to continuous stirring and heating at 100 rpm for 4 hours. The resultant nanoparticle solution was purified by centrifugation at 10,000 g for 20 minutes. The supernatants were discarded and the nanoparticles pellets collected, washed with distilled water dried and stored at -80oC
2. 3. Sampling
Sampling was carried out strategically in collaboration with local inhabitants within the aquatic environment of Ogoni coastal creek in Niger Delta region of Delta State.Surface water samples were collected using the composite sampling method on 2 hour intervals for a 24 hour duration for analysis.
2.4. Analysis of Physicochemical parameters
Physicochemical parameters such as pH, dissolved oxygen, BOD5, COD etc., of the water samples were evaluated to ascertain the extent of contamination prior to and after remediation. The composite water samples were kept in transparent plastic bottles, and thereafter, sent to the laboratory for physicochemical analyses maintaining all laboratory conditions. The pH of the water samples was determined using a pH meter of model, pHS-25; Turbidity of water samples were determined using Waz-B model turbidimeter after initial calibration of the instrument using the manufacturer’s certified reference materials (<0.1, 10, 100, 500 and 1000 Nephelogical Turbidity Unit (NTU), following the procedures lay down in the manufacturers’ manual guide and the instrument was turned to zero. Dissolved oxygen of the water sample was determined using a Dissolved Oxygen Analyzer, model JPB – 607 Portable meter after initial calibration following the procedures provided in the manufacturers’ manual. This was carried out by employing the method of [20]. The Electrical Conductivity of the water sample was measured using a conductivity meter. The instrument was switched on to stabilize and allowed for 10 minutes. The instrument was initially calibrated using the manufacturer’s standard. The probe was immersed into the water sample while completely submerging the holes of the sleeve. Air bubbles trapped in the sleeve were removed by gently tapping the bottom of the cup with a probe.
2.5. Characterization of synthesized ZnO nanoparticles
The dried P-ZnNPs were characterized using PAN analytical Xpert Pro θ-2θ powder X-ray diffractometer. The instrument used a Cu Kα radiation of wavelength = 0.1541nm at 45 kV with a monochromatic filter of o2 in a scan range of 20-80o with a scanning speed of 6o/min. Estimation of particle sizes was performed by Debye-Scherrer’s formula. The functional group present in the ZnO/plantain peel extract nanoparticles were confirmed using FT-IR spectrometer vector 22, Bruker, Germany. The pellets were scanned at 4 cm-1 resolution in the spectra range of 400-400 cm-1 at room temperature. The morphological properties were determined prior to analysis. The synthesized ZnO nanoparticles were mounted on aluminium studs and coated with gold film. Visualization of ZnO morphology was performed using a SEM. The size of particles was then analyzed using the ImageJ Program according to the method of [22].
2.6. Application of plantain-MNPs for Oil Spill Contaminated Water Samples
2 g was put in a 500 ml beaker and then 250 ml of distilled water was added. Various ratios of Plantain-MNPs to contaminated oil spilled soil samples, ranging from 1:1 to 1:50, were added and mixed using a glass rod. A permanent Nd-Fe-B magnet (4300 Gauss) was used to collect the dispersed oil spill after every 10 minutes. The remaining oil was extracted from the medium, using ethyl ether. The efficiency of the Plantain-MNPs on the sample was calculated using the equation below:
XE (%) = X 100
where V0 and V1 are the volume of the removed and original oil, respectively. The used MNPs are collected by an external magnetic field, washed severally with ethyl ether and then recycled.
2.7. Kinetics of Nano-remediation of the Water samples
The remediation experiment was carried out according to the methods of [23].
The kinetics of nano-remediation of the surface water samples was monitored at hourly intervals. This is to observe the dynamics and ascertain the efficacy of the method. This was achieved by monitoring the changes in the physicochemical parameters of the samples adsorbent rate of solute.
2.7.1Adsorption Kinetics
In order to determine the potential steps which control the adsorption rate in terms of chemical stoichiometry, mass transport process, pseudo-first order pseudo-second order, Elovich and intraparticle diffusion models [24] were used to test the experimental data. As shown in the following equations:
. qt = -exp(-k1t) qe + qe………………… 1
qt = k2 * qe2 ………………2
1 + k2 * qe * t
qt = 1 ln (1 + α *β * ……………………3
β
qt = KID +1…………………………4
where t is the contact time in hour; k1 is the first order rate constant (h-1); k2 is the rate constant of the second order (h/l); qt is the amount of adsorbate in the adsorbentat time t (mg/g); + α is the initial adsorption rate of the Elovich model (mg/g/min) and + β is the adsorption constant of the model (g.mg-1); KID is the intraparticle diffusion rate constant; t is the time of contact (min) and I is the intra-particle diffusion kinetic model intercept.
Statistical treatment was achieved by preparing samples in triplicates. Statistical tool used was Standard Deviation (SD), Coefficient of Variation (CV) and Analysis of Variance (ANOVA).
3.0. Results and Discussion
3.1. Physicochemical parameters of surface water samples
Table 1:
Data for the physicochemical parameters of the surface water samples for the Go khana and Bodo city
Sampling sites
pH
Temp OC
EC (µS/cm)
TDS mg/l
COD(mg/l)
Nitrate(mg/l)
Phosphate(mg/l)
SWa1
7.30 ±0.06
27.40 ± 1.50
356 ± 1.10
142 ± 2.00
235.40 ± 2.50
7.22 ± 0.06
15.50 ± 1.75
SWb1
7.62 ±0.05
27.80 ± 2.20
366 ± 1.20
210 ± 3.20
232.20 ± 1.00
4.46 ± 0.60
10.80 ± 1.65
SWa2
7.20 ±0.15
26.50 ± 2.10
385 ± 1.60
115 ± 300
263.50 ± 4.00
3.30 ± 0.05
9.20 ± 2.40
SWb2
7.28 ±0.02
27.00 ± 1.80
420 ± 1.00
167 ± 4.00
244.20 ± 2.50
4.70 ± 1.30
8.50 ± 0.70
SWc1
7.50 ±0.03
26.60 ± 1.70
300 ± 1.00
125 ± 2.00
30.70 ± 4.40
2.60 ± 1.50
6.45 ± 1.55
SWc2
7.10±0.07
25.30 ± 2.40
269 ± 1.40
232 ± 3.50
22.80 ± 2.70
1.85 ± 0.80
6.00 ± 1.35
WHO (2011)
6-5 – 8.5
–
1000
600
200
50
˂5
SWa1: Surface water samples from Eleme SWa2: Surface water samples from Bodo City
SWb1: Surface water samples from Tai; SWb2: Surface water Sample from Gokana
SWc1: Surface water nanoremediated (Eleme and Bodo City)
SWc2: Surface water nanoremediated (Tai and Gokana).
Data for the physicochemical parameters of the surface water samples for the Eleme, Bodo city, Tai and Gokana are recorded in table 4. pH values ranged between 7.10± 0.06 – 7.62± 0.05 in all the samples with SWb2 recording a high pH of 7.62 probably as a result of high concentration of oil spillage and anthropogenic activities emanating from dumping of wastes within that region [25]; [26] had reported that very low or very high pH may be detrimental to aquatic life in general. pH values recorded in this study were within WHO limits of 6.5 – 8.5 and also within the values of 8.60±0.02 reported by [27] in a related research.
Temperature values recorded in this study ranged between 25.30± 2.20 – 27.80± 1.50 across all the samples analyzed. Slight temperature elevation of 27.80 recorded for SWa1 may be accorded to the extent of oil solubility and dispersants within the water body. A percentage decrease in temperature (8.9%) observed for SWc1 and SWc2 could be as a result of effective nanoremediation.
Electrical conductivity which is the ability of solution to conduct electricity is related to ions concentration and total dissolved solids within the water body [28]. EC observed to be 356.00± 1.10, 366.00 ± 1.20, 385.00 ±1.60 and 420.00 ± 1.00 µS/cm for SWa1, SWb1, SWa2 and SWb2 respectively were obviously higher than those of the nanoremediated samples (300 ± 1.00 and 269±1.40 µS/cm for SWc1 and SWc2 respectively) indicating effective remediation.
The chemical oxygen demand (COD) values recorded in this study ranged from 232.80 ± 2.70 to 263.5 0 ± 1.40 mg/l for SWa1, SWb1, SWa2 and SWb2.These were higher than WHO tolerance limit of 200 mg/L. After nanoremediation, the samples recorded a lower COD values of 30.70 ± 4.40 and 22.80 ± 2.70 mg/L which was lower than WHO permissible limits Chemical oxygen demand is a measure of organic contamination in water. It is the amount of dissolved oxygen required to cause chemical oxidation of the organic material in water and is a key indicator of the environmental health of surface water. Chemical oxygen demand is a measure of both organic and inorganic agents competing for DO in water.
Mean nitrate values in this study ranged from 1.85 ± 0.80-7.22 ± 0.06, which was far below the WHO tolerance limits of 50 mg/L after remediation. These values were below that reported by [26] Olayinka et al., (2020) who worked on water samples around Atlas cove, Lagos, Nigeria. Phosphate values ranged from 5.35 ± 0.67 to 12.03 ± 0.08 mg/L.
The phosphate values obtained in this study varied between the sampling sites and were higher than the WHO permissible limit of < 5 mg/l and could probably be due to anthropogenic activities.
Scan Electron Microscope (SEM) of Synthesized Nanomaterials
Figure 2a and 2b shows the images of unripe plantain peels and the modified ZnO nanomaterials. The figure shows that it has an irregular morphology and a porous surface which can enable a large contact area between the absorbent surface for sorption purposes and oil droplets and as well give room for oil retention [29].
Fig 2: (a) Raw plantain peelings (b) Modified plantain peelings with ZnO
X-ray Diffractogram of synthesized zinc oxide nanoparticles
The X-ray diffratogram (XRD) is shown in figure 3. This is recorded at the range of 2θ with values at 120O, 175O, 185O, 190O. These peaks are indexed at the Zinc oxide wurtzite structure crystallizing in two main forms as cubic zinc blend and hexagonal wurtzite. Other peaks are indexed at 100O, 140O, 85O and 90O for the PPE. All peaks recorded reveals that the synthesized nanopowder was free of interfering impurities devoid of any other characteristic XRD peaks other than that of zinc oxide and plantain peel extract peaks.
Fig 3: XRD diffractogram of Synthesized ZnO nanoparticles
Fourier transforms infrared spectroscopy (FTIR)
Figure 4 shows the FTIR of the PPE and the ZnONPs samples reveals bands at different ranges. The peaks for PPE are at 3,350, 2,890, 2,430, 1620, 1,362 and 1,011 cm-1. The peaks for ZnONPS are at 3330, 2,942, 1594, 1,366 and 1,030 cm-1. The band stretching below 500 cm-1 (432 cm-1) correspond to the Zn-O stretching mode, The band at 1,594 cm-1 correspond to the C-O stretching for esters and alcohols recorded within a range of 1000 cm-1-1300 cm-1. The absorption peak at 2,942 is ascribed to the C-H stretch/bending vibrations in alkanes and the peak at 1594 is the C=C stretch of aromatic rings. These data are in line with the results observed by [30].
Fig 4: FTIR Spectrum of plantain peel and ZnONPs
Total petroleum hydrocarbon
Fig 5: Progressive diminishing trend in TPH removal of SWa1, SWa2, SWb1, and SWb2 Samples.
Mean concentration of TPH in the surface water samples ranged between 2,230.25± 6.40 and 6,420.00±6.10 mg/l at the commencement of analysis indicating the level of oil contamination in these sites (Figure 5). However, a progressive trend in the removal of TPH was observed across the samples on application of the green synthesis nanoparticles. SWb2had the highest mean TPH concentration (6,420.00±6.10 mg/l) from commencement and also retained the highest mean concentration after analysis 1,380. 5±4.50 mg/l. The site is dominated with thick emulsified oil giving total resistance to degradation. The mean levels of TPH observed in this study were slightly higher than those of earlier researchers. [31] reported TPH variations from 90 to 250 µg/L in surface water and sedimments of Qua-Iboe River in Akwa-Ibom.
Extensive oil contamination in Ogoniland, Nigeria has been carried out by [5] and reported Extractable petroleum hydrocarbon of 17,900 mg kg-1 in sediments and 8.000 mg kg-1 in surface waters within the coast and creeks of the contaminated sites. Department of Petroleum Resources (DPR) (2002) sets its TPH permissible limit in water at 10 mg/L. TPH limit for both drinking water and wastewater discharge is 0.5 mg/L [32] while the EPA has the TPH limit as 0.5 mg/L in water. The concentrations obtained in this study were higher than the limits. This may be because of the nature of the aromatic and aliphatic hydrocarbon present in the water.
The reaction pathways of the contact between the oil samples and plantain peelings synthesized ZnO nanoparticles took a pseudo-first order which is based on the assumption that the rate limiting step is a chemical sorption. The adsorption rate is dependent on the adsorption capacity and not on the concentration of the adsorbate as symbolized in the following linear equations
The expression given by Lagergren kinetic model for the Pseudo- first order is given as:
Log10qe-qt = log10qe-kt/2.303…………………………………(1)
lnqe/qt = ln (qe – qt)…………………………………………….(2)
ln (qe – qt) = ln (qe – k1t)……………………………………….(3)
Where qe and qt (mg/kg) are oil spill retention capacity at equilibrium and time t (min), k1 (min-1) is the constant rate parameters of the Lagergren pseudo-first order model based on the adsorption that the rate of change of solute uptake with time is directly proportional to the difference in saturation concentration and the amount of solid uptake with time which is generally applicable over the initial stage of adsorption process [33]. The values of k1 as well as the adsorption capacity (qt) were determined from the slope and intercept of the plotted curves (Figures 7a-d). Correlation coefficient R2 were close to 1 in all samples. This observation is constant with findings of [34] who studied the kinetics and thermodynamics for the sorptive removal of crude oil spills using a low-cost chitosan-poly (butyl acrylate) grafted copolymer.
The Elovich kinetic model employed in their study revealed a linear graph with R2 close to 1.
Fig 5a: Pseudo – first order plots for the diminishing trend of TPH in water samples on application of synthesized Plantain peelings extract/ZnO nanoparticles for SWa1
Fig 5b: Pseudo – first order plots for the diminishing trend of TPH in water samples on application of synthesized Plantain peelings extract/ZnO nanoparticles for SWb1
Fig 5c: Pseudo – first order plots for the diminishing trend of TPH in water samples on application of synthesized Plantain peelings extract/ZnO nanoparticles for SWc1
Fig 5d: Pseudo – first order plots for the diminishing trend of TPH in water samples on application of synthesized Plantain peelings extract/ZnO nanoparticles for SWc2
Conclusion
Difficulties and environmental hazards often attained in the attempt to remediate oil contaminated soils and other affected media has kept the remediation industry in a dilemma of recent. In other to overcome this challenge, green synthesis using plantain peelings (Musa Paradisiaca) extract, a cost effective waste material synthesized with ZnO for the remediation of oil spill contaminated water medium has proven to be efficient amongst other remediation technologies. The synthesized plantain peelings/ZnONPs employed in this study exhibited adsorption properties when used on the oil spill contaminated surface water samples. A progressive trend in the removal of TPH was observed across the samples on application of the green synthesis nanoparticles indicating that the synthesized MPE/ZnONPs had good efficacy for oil spill removal in the contaminated surface water samples. SWb2 had the highest mean TPH concentration (6,420.00±6.10 mg/l) from commencement and also retained the highest mean concentration after analysis 1,380.35±4.50 mg/l as the site is dominated with thick emulsified oil giving total resistance to degradation. (Figure 5).
Recommendation
Based on the findings from this study, it is therefore recommended that for optimum remediation efficacy, most especially in oil saturated water medium where there are increase in oil and emulsion densities low cost effective and environmentally-friendly modified bio-based waste materials, may be employed for optimum degradability of bio recalcitrant pollutants.
Efforts should also be made by concerned bodies to adopt a collaborative approach which may involve combined remedial techniques as most of the sites under study have been heavily impacted with oil contaminants including the mangroves, creeks and rivers and as such, effective remediation would take some time to be achieved.
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The Award is aimed at acknowledging, encouraging and honouring the flourishing OTT content and its creators. It seeks to foster growth and innovation in the Indian OTT industry by encouraging and celebrating web series content produced for and screened on digital platforms. The award also aims to encourage OTT content in Indian languages by promoting regional diversity and creativity in the web content industry, including content produced in regional languages. The Award will recognize and reward exceptional talent that has realized its potential due to the opportunities provided by the OTT space in India. In keeping with India’s growing creative economy, the award will also aim to incentivize and create investment opportunities in India’s OTT sector by providing avenues to content creators and OTT platforms to showcase their work, exchange knowledge, and foster international relationships through the International Film Festival of India (IFFI).
The winner will be announced and honoured at the 54th edition of IFFI.
Tell the Story of a Rising and Aspirational New India: I&B Minister
It may be recalled that the Award was announced on July 18, 2023, by the Union Minister for Information and Broadcasting (I&B) Shri Anurag Singh Thakur.
Noting that India is filled with exceptional talent, the Shri Thakur has encouraged content creators to “tell the story of a rising and aspirational New India – ready to lead the world, with a billion dreams and a billion untold stories!” He added that beginning this year at the 54th International Film Festival of India, the award will be presented annually.
Speaking about the intent of the I&B Ministry in introducing the Best Web Series (OTT) Award, the Union Minister had said: “The Indian entertainment industry has seen a tectonic change in the last few years. It is interesting to note that a recent report of FICCI-EnY shows that not only was 3,000 hours of new and original OTT content created in India in 2022, but the viewership on OTT platforms has grown from 13.5 crores to 18 crores in the last few years, whereas the number of cinema hall goers stands at 12.2 crore, 6 crore less than the consumption on OTT. A need was therefore felt to foster and promote the growth of the Indian OTT industry and acknowledge regional talent that India is so rich in.”
Eligibility for the Award
To be eligible for the award, the web series has to be originally created / shot series in any Indian language. It has to be an original piece of work commissioned, produced, co-produced, licensed, or acquired with the purpose of releasing ONLY on the OTT Platform. All episodes of the entry (web series/season) should have been released on an OTT platform between January 1, 2022, and December 31, 2022.
Further, the web series/season under application must have a total runtime of at least 180 minutes, have a minimum of three (3) episodes, have each episode of duration 25 minutes or more and be tied together under the same title or trade name.
How to Apply for the Award
Applicants should submit the entry through the prescribed online entry form, which is available at the Award website: https://bestwebseriesaward.com/. The entries can be submitted online till 6 PM on 25th August, 2023. In addition to the online submission, the stamped and signed hard copy of the submitted online application along with its adjoining material must be received by 31st August, 2023. In the event that 31st August, 2023 is declared a holiday, the next working day will be considered as the final date for receipt of the application.
Award Components
The award for the Best Web Series will be presented to one web series for its artistic merit, storytelling, technical excellence and overall impact. A cash Prize of Rs. 10 lakhs will be awarded, to be shared equally among the Director(s), Creator(s) and the Producer(s) / Production house(s) / OTT Platform (in case of an original production or coproduction). Certificates too will be awarded to Director(s) / Creator(s) or both, and the Producer(s) / Production House(s) /OTT Platform (in case of original production or co-production) and to the OTT platform streaming the web-series.
There shall be a two-tier system, a Preview Committee and a Jury, for making selections for the award. The jury would comprise eminent film / web series professionals / personalities acclaimed in the field of web-series, cinema, and other allied arts from across India. The preview committee and the jury would be constituted by the Ministry of I&B.
More details on eligibility and other details of the Award are available on the Award website: https://bestwebseriesaward.com/. The rules and regulations of the Award can be found here.
The Prime Minister, Shri Narendra Modi inaugurated the New Integrated Terminal Building of Veer Savarkar International Airport, Port Blair via video conferencing today. With a construction cost of around Rs 710 crores, the new terminal building is capable of handling about 50 lakh passengers annually.
Addressing the gathering, the Prime Minister said that even though today’s program is taking place in Port Blair, the entire nation is keenly looking towards the Union Territory as the demand for increasing the passenger handling capacity of Veer Savarkar International Airport is being fulfilled. The Prime Minister also expressed his desire to be present on the occasion as he could experience the joyous environment and happy faces of the citizens. “Those who wished to visit Andaman also demanded a larger capacity airport”, he added.
Further speaking on the growing desire for expansion of the airport facilities at Port Blair, the Prime Minister informed that till now the existing terminal had the capacity to handle 4000 tourists, and the new terminal has taken this number to 11,000 and 10 planes can be parked at any given time on the airport now. More flights and tourists will bring more jobs to the area, he said. Port Blair’s new terminal building will increase Ease of Travel, Ease of Doing Business and connectivity, the Prime Minister added.
“The scope of development has been limited to big cities for a long time in India”, the Prime Minister said, as he highlighted that the Adivasi and island regions of the country were devoid of development for a long time. He said that in the last 9 years, the present government has not only rectified the mistakes of the governments of the past with utmost sensitivity but also come up with a new system. “A new model of development of inclusion has come up in India. The model is of ‘Sabka Saath, Sabka Vikas’”, the Prime Minister said. He explained that this model of development is very comprehensive and includes the development of every region and every section of society, and every aspect of life such as education, health and connectivity.
The Prime Minister said that in the last 9 years, a new story of development has been written in Andaman. In the 9 years of the previous government Andaman and Nicobar received a budget of Rs 23,000 crores, whereas in the last nine years of the present government, a budget of about Rs 48,000 crores was allocated for Andaman and Nicobar. Similarly, during the 9 years of the previous government 28,000 households were connected with piped water, this number in the last 9 years is 50,000. Today, the Prime Minister continued, everyone in Andaman and Nicobar has a bank account and the facility of One Nation One Ration Card. The current government is also responsible for the medical college in Port Blair whereas, earlier, there was no medical college in the Union territory. Earlier, the Internet was solely dependent on satellites, now, he said, the present government took the initiative of laying the undersea optical fiber of hundreds of kilometres.
The Prime Minister said that this expansion of facilities is giving momentum to tourism here. Mobile connectivity, health infrastructure, airport facilities and roads promote the arrival of tourists. That is why, said Shri Modi, tourist footfall has doubled as compared to 2014. Adventure tourism is also thriving and the numbers will rise manifold in the coming years.
“Andaman is becoming a living and breathing example of the maha-mantra of development and heritage going hand in hand”, the Prime Minister remarked. The Prime Minister noted that even though the Tiranga was hoisted in Andaman way before it was hoisted in the Red Fort, one could only find signs of slavery on the island. He expressed gratitude for getting the opportunity to hoist the national flag at the exact same spot where Netaji Subhas Chandra Bose once hoisted the Tiranga. The Prime Minister highlighted that it was the present government that renamed Ross Island as Netaji Subhas Island, Havelock Island as Swaraj Island and Neil Island as Shaheed Island. He also touched upon renaming the 21 islands after the Param Vir Chakra awardees. “Development of Andaman and Nicobar Islands has become a source of inspiration for the youth of the country”, he added.
The Prime Minister said that India would have scaled new heights in the last 75 years of Independence as there is no doubt about the capabilities of the Indians. However, the Prime Minister emphasized, corruption and dynastic politics always did injustice to the strengths of the common citizens. The Prime Minister also highlighted the opportunistic politics of certain parties. He criticised the politics of casteism and corruption. He also criticized the acceptance of the people under the cloud of corruption and who, in some cases, are on bail and even convicted. He attacked the mentality of holding the Constitution hostage. He pointed out that such forces are focused on selfish family gains rather than on the development of common citizens. Shri Modi underlined the strength of the youth of India in the fields of defence and startup and lamented how no justice was done for this strength of the youth.
Concluding the address, the Prime Minister emphasized the need to dedicate ourselves to the development of the country. The Prime Minister said that there are many examples of islands and small coastal countries that have made unprecedented progress in the world today. He highlighted that even though the path of progress is filled with challenges, development arrives with all kinds of solutions. The Prime Minister expressed confidence that the development work being done in the Andaman and Nicobar Islands will further strengthen the entire region.
Background
Enhancing connectivity infrastructure has been a major focus of the government. The inauguration of the New Integrated Terminal Building, built at a cost of around Rs 710 crores, will play a key role in boosting connectivity of the island UT. With a total built-up area of around 40,800 sqm., the new terminal building will be capable of handling about 50 lakh passengers annually. An Apron suitable for two Boeing-767-400 and two Airbus-321 types of aircraft has also been constructed at Port Blair Airport at a cost of Rs 80 Crores, making the airport now suitable for parking ten aircraft at a time.
Inspired by nature, the architectural design of the airport terminal resembles a shell-shaped structure depicting the sea and islands. The new airport terminal building has a number of sustainability features like Double Insulated Roofing System to reduce heat gain, skylights to provide maximum inlet of abundant natural sunlight during day time to reduce artificial light usage inside the building, LED lighting, and low heat gain glazing. Rainwater catchment in an underground water tank, an on-site sewage treatment plant with 100% of treated wastewater reused for landscaping and a 500 KW solar power plant are some other features of the terminal building to ensure a minimal negative impact on the islands’ environment.
As a gateway to the pristine islands of Andaman and Nicobar, Port Blair is a popular destination for tourists. The spacious New Integrated Terminal Building will boost air traffic and help enhance tourism in the region. It will also help create enhanced employment opportunities for the local community and give a fillip to the region’s economy.
A Master of Science (MSc) in Project Management is a specialized postgraduate degree that focuses on developing the knowledge and skills required to successfully manage projects in various industries. This program provides in-depth training in project planning, execution, monitoring, and control, enabling graduates to excel in project-based roles and advance their careers in project management.
Comprehensive Curriculum: The MSc in Project Management curriculum covers a wide range of topics relevant to project management, including project planning, risk management, resource allocation, budgeting, stakeholder management, quality assurance, and project evaluation. The program provides a holistic understanding of the project lifecycle and equips students with the essential tools and techniques needed to manage projects effectively.
Specialized Knowledge: Through this program, students acquire specialized knowledge in project management methodologies, such as Agile, Waterfall, and Scrum. They gain expertise in using project management software and tools to facilitate project planning, scheduling, and collaboration. This knowledge equips graduates to tackle complex projects and adapt to the evolving demands of the industry.
Practical Skills Development: MSc in Project Management programs often emphasize practical learning through case studies, simulations, and real-world projects. Students have the opportunity to apply theoretical concepts to practical scenarios, enhancing their problem-solving, decision-making, and leadership skills. This hands-on experience prepares graduates to handle the challenges and complexities inherent in project management roles.
Professional Networking: Pursuing an MSc in Project Management allows students to connect with industry professionals, fellow students, and alumni, building a strong professional network. Networking opportunities often include guest lectures, industry events, and internships. These connections can lead to valuable career opportunities, mentorships, and collaborations, facilitating professional growth and development.
Global Perspective: Many MSc in Project Management programs attract students from diverse cultural and professional backgrounds, fostering a global learning environment. This exposure to different perspectives and practices prepares graduates to work in multicultural teams and manage projects in international settings. It enhances their cross-cultural communication skills and adaptability, making them valuable assets in today’s globalized business environment.
Career Advancement: An MSc in Project Management opens doors to a wide range of career opportunities in various industries, including construction, IT, healthcare, finance, and consulting. Graduates can pursue roles such as project manager, program manager, project analyst, or project coordinator. With the increasing demand for skilled project management professionals, obtaining an MSc in Project Management can enhance career prospects and increase earning potential.
Professional Certification: Many MSc in Project Management programs align with industry-standard certifications such as Project Management Professional (PMP) or PRINCE2. These certifications are highly regarded in the project management field and can boost graduates’ credibility and employability. Pursuing an MSc in Project Management provides a strong foundation for obtaining such certifications and validates graduates’ expertise in the field.
Overall, an MSc in Project Management offers a comprehensive education in project management principles and practices, equipping graduates with the knowledge, skills, and credentials needed to excel in the field. It provides a pathway for career advancement, facilitates professional networking, and prepares individuals to tackle the complexities of managing projects effectively in today’s competitive business landscape.
Thought leader Chris Brummer was named the 2022 Jones Day Professor in Commercial Law at Singapore Management University’s Yong Pung How School of Law. A prestigious honor, the professorship was established in 2012 and made possible by a $500,000 grant from the Jones Day Foundation, funded by the eponymous global law firm. It aims to streamline efforts to aid in the development of commercial law in the fast-growing market of Singapore.
According to the university, “The donation exemplifies Jones Day’s commitment to Singapore and the Asia Pacific region, which are an integral part of Jones Day’s Asian presence. The appointment follows the establishment of the Jones Day Chair Professorship for Globalization and Rule of Law at Peking University, China, in May 2012.”
Additionally, “The donation is the largest gift received by SMU from a law firm and will facilitate increased focus on the development of commercial law in Singapore, a market which is in continuous development and increasingly plays a global role as a hub for legal services to both regional and international clients in Asia.”
Brummer currently serves as the Agnes Williams Sesquicentennial Professor of Financial Technology at Georgetown University Law Center and faculty director at the Institute for International Economic Law. He’s sought after as an adviser for policymakers, founders, startups, and nonprofits on the unique challenges erupting in the world of finance, regulation, and inclusion.
The Georgetown professor has dedicated several years to public service and volunteer work across various government organizations. In 2016, he was nominated by President Barack Obama to serve as a commissioner on the Commodity Futures Trading Commission, the U.S. regulator of derivatives. More recently, he served as a member of the Biden-Harris transition team, assisting in matters relating to financial technology, racial equity, and systemic risk.
Brummer also delivered the annual lecture at Singapore Management University on Dec. 1, 2022. The talk is titled “Regulation by Enforcement” and was based on a co-authored project with professors from Vanderbilt Law School and The Wharton School.
“[Brummer] will offer preliminary observations concerning its legality under U.S. law and provide an overview of the opportunities, trade-offs, and risks. He will then end by cataloging some best practices for global regulators, regardless of their jurisdiction,” explains SMU’s website.
Chris Brummer’s speech highlighted recent trends in the world of regulation. The arrival of disruptive technologies such as cryptocurrency and the challenges they present for regulators have given rise to a reactionary system of regulation termed regulation by enforcement. Regulation by enforcement is an approach that relies heavily on enforcement actions, such as fines and penalties, to ensure compliance with regulations. This reactive approach, although legal, can create a perception that regulators are overly punitive and can lead to an adversarial relationship between regulators and the community at large.
Recent cases like that of Coinbase, in which the U.S. Securities and Exchange Commission asserted that at least nine out of 25 cryptocurrencies involved in an insider trading scheme were securities, have left the industry reeling. Instead of providing enough clarity on the issue, industry experts believe that the SEC is using enforcement actions to interpret broadly worded statutes.
In his lecture, Brummer analyzed the incentives facing agencies when choosing to regulate by enforcement while outlining the risks that arise with this style of creating rules. To aid in future endeavors, he also presented a framework of best practices that outline when agencies should regulate by rule and when they should regulate by enforcement.
Brummer is an established player at the forefront of discussions surrounding developments in finance, innovation, regulation, and inclusion. He hosts CQ Roll Call’s “Fintech Beat” weekly podcast and is the founder and host of D.C. Fintech Week, a yearly conference at which the best and brightest gather for discussions spanning the fintech ecosystem.
With an abundance of internet plans and providers available today, it can be overwhelming to decide which one is right for you. Consequently, it’s important to consider factors such as speed, cost, and reliability when making your decision, but also to research additional benefits that internet service providers (ISPs) may offer. In this article, we’ll guide you through the process of finding an internet plan with added benefits that cater to your needs, saving you time and possibly money in the long run. Keep reading to learn more about
Research Benefits and Perks
Taking the time to research benefits and perks can make a significant difference in your overall experience with an ISP. Look for ISPs that offer additional services like free public Wi-Fi, email accounts, and cloud storage, as these can be convenient inclusions in your internet plan.
In addition, you can find providers who offer add-ons such as VPN services or cybersecurity tools to protect your network from malicious activities online. If you’re an Apple user, it might be important for your ISP to provide services like an iPhone battery replacement: what you need, which can save you time and effort should you require a new battery service in the future.
Taking advantage of such perks can save you money, improve your online experience and make life a little easier, so it’s worth investing time in researching your options and considering these benefits when making your decision.
Understand Your Usage Needs
It’s also crucial to determine your usage requirements. Consider factors like the number of devices connected to your network, your household’s online activities (such as streaming, gaming, and general browsing), and the frequency of peak usage hours in your home. This will help you identify the right combination of speed and data allowance.
Some ISPs offer package deals that may include unlimited data, so knowing how much data you will typically need is essential. Others may provide discounted bundles for TV or streaming services, which could save you money if you and your family enjoy watching movies or TV series online.
Knowing your usage requirements will help you cut through the clutter and focus on the plans that cater best to your unique situation. This step will also narrow down your options and make further comparisons between providers easier.
Evaluate Customer Support and Technical Assistance
An often underappreciated aspect of an internet plan is the quality of customer support and technical assistance provided by the ISP. After all, an internet plan with great features is of little use if the provider can’t resolve any issues or is difficult to contact.
Evaluate the communication channels the ISP offers for customer support, such as online chat, email, and phone services. Opt for ISPs with a reputation for prompt and efficient customer support to ensure any difficulties are swiftly resolved.
It’s also crucial to verify if your provider offers technical assistance during your usage hours. Some ISPs provide 24/7 support, whereas others have limited availability. Be sure to choose a provider that can accommodate your schedule and attend to your concerns when needed.
Read Reviews and Gather Recommendations
Lastly, make sure to read reviews and gather feedback from friends and online communities about ISPs and their internet plans. This can provide valuable insights into the firsthand experience of fellow users, offering an objective perspective on the ISPs’ reliability, performance, and customer support.
Also, pay attention to reviews on websites like social media or online forums, which can provide the most up-to-date information on the provider’s services. Don’t hesitate to ask friends or family members for their opinions on their internet plans, as they can share valuable information from personal experiences.
Gathering recommendations and insights from multiple sources can help you make a well-rounded decision, ensuring you choose an internet plan with additional benefits that are genuinely useful and valuable to you.
Altogether, finding an internet plan with added benefits involves understanding your usage needs, researching perks and services, evaluating customer support, and gathering recommendations. Taking the time to explore these aspects can help you make an informed decision, ensuring a smoother and more enjoyable internet experience tailored to your needs.
The search for a competent online Portuguese teacher can be overwhelming. Given the variety of choices, selecting the most beneficial one requires some forethought.
In this piece, we’ll go over a few important considerations when selecting an online Portuguese tutor. From educational background and teaching style to cost and personal connection, these criteria will help you make an informed decision about the best teacher for your specific needs.
If you’re trying to learn Portuguese on your own, hiring a tutor can help you reach your learning goals quicker and more effectively. With a personalized tutor, you can receive tailored guidance, dynamic resources, and constructive feedback to help you better understand the language. With enough assistance and encouragement, you’ll make leaps and bounds faster than if you were learning on your own!
That said, not every tutor is right for every student. Before signing up with a tutor, there are several factors you should consider in order to make sure they’re the best fit for your learning style and goals.
What To Look For On A Portuguese Tutor
Qualifications And Language Proficiency
One of the most important factors to look for when choosing your teacher is to make sure the tutor is certified in teaching Portuguese as a foreign language. This will also ensure that they are fluent in the language, which means that they’ll be able to provide quality instruction.
Additionally, having knowledge about the culture of the country or countries where Portuguese is spoken can be beneficial for understanding different dialects and learning colloquialisms.
When possible, look for tutors who specialize in Brazilian or European Portuguese. This way you can ensure that your studies are tailored towards whichever type of Portuguese you would like to learn.
It’s also a good idea to research tutors’ previous experience with other students and get references if possible.If you’re using a specialized platform like Classgap, you can always check customer reviews and ask questions about their teaching methods and approach to learning a new language—this will help you decide which tutor is right for you.
Availability And Flexibility
When looking for an online Portuguese tutor, it’s important to consider their availability and flexibility.
A good tutor should be available at a variety of times to accommodate the student’s schedule. They should be flexible enough to adjust to the schedule and skill level of their students as needed.
A further significant aspect is the tutor’s attitude towards learning. A good tutor should be patient and encouraging, helping the student build confidence in their abilities.
In addition, they need to supply the student with enjoyable activities and materials that keep their attention throughout the course.
Overall, finding an online Portuguese tutor that is both available and flexible, with a positive attitude towards learning, can help ensure that the student has a successful learning experience.
Teaching Style And Methodology
In order to gain the most from an online Portuguese tutor, it is important to consider the teaching style and methodology they use. The way a teacher approaches their lessons can be as important as the knowledge they impart; different styles may suit different individuals or learning objectives.
An effective tutor should be able to build a rapport with their students, while providing clear explanations of grammar and vocabulary points. They should also give feedback on pronunciation, sentence structure and other aspects of the language that require practice.
For those who are already familiar with Portuguese, an experienced tutor can help them go beyond their existing knowledge. An ideal instructor will have a range of resources and activities at their disposal which could help stretch students’ abilities further. This could include reading materials, listening exercises or even games to help make lessons more interesting.
Cost And Payment Structure
Last but not least, cost and payment structure ought to be factors to think about when looking for the perfect Portuguese teacher. It’s essential to comprehend the costs involved and how they’ll be collected.
Tutoring fees can vary widely, with some tutors charging by the hour and others offering flat rates or other payment options. It’s also important to know if any materials such as textbooks and worksheets are included in the fee.
Furthermore, it’s beneficial to be aware of any cancellation policies or discounts that might be available for longer-term commitments. You can save time and money by being prepared and knowing all of this information before you start looking for an online Portuguese tutor.
Final thoughts
And there you have it! Finding the best Portuguese tutor for your needs can seem complicated, especially if you’re just starting out with this language. However, taking the time to research potential tutors, their qualifications, and payment plans can pay off in the long run by ensuring that you find an excellent Portuguese teacher.
And with just a little bit of effort and patience, you’ll soon have a solid foundation in which to learn this beautiful language. Luckily, once you have found a tutor that meets your needs and budget, you can be confident that you’ve made the right decision for your language learning journey. So get out there and start learning!
“We know that a peaceful world cannot long exist, one-third rich and two-thirds hungry.” – Jimmy
Malnutrition in India is one of the main concerns. More than one third of the world’s malnourished children live in India. The major cause of malnutrition being the inequality in social status and the lack of the necessities that are required in order to raise children. The administrative bodies of our country have attempted with various schemes and grants to eradicate malnutrition within the booming population of India but this cause still requires more support in order to decrease the percentage of malnutrition, especially among children of the underprivileged class.
As a result of this rising issue, Hamari Pahchan took the initiative to work towards the eradication of malnutrition as nutrition is an important factor for the well-being and proper development of a child. Malnutrition not only causes health issues for children but it can affect an individual in the long run during adulthood such as stunted growth, eye problems, diabetes, anemia as well as heart diseases, etc as a result of vitamins and micro-nutrient deficiency in the human body.
The initiative of Hamari Pahchan helps and provide food to the malnourished children so that they are able to receive the necessary nutrition. The cause is important as children are the future of our country and it is important to ensure their overall well-being. It is crucial to provide them with proper nutrition and assistance.The goals of this initiative are: eradication of malnutrition, eradication of hunger and food security on a national level. By supporting the cause, Hamari Pahchan provides the children nutritious meal which would make a great difference in their lives. Poor people are also provided with the monthly ration, cooked food, as well as sanitary products.
Hamari Pahchan runs regular ration distribution drives, nutritious food distribution drives, and frequent surveys with dietitians. Till now, with the contribution of many donors, Hamari Pahchan could successfully conduct 5000+ food distribution drives. The NGO is continuing to work towards it’s goal aiming to reach more and more unprivileged people.
As responsible citizens, it’s important that everyone who is capable enough should come forward and provide support to such NGOs, or contribute one’s part at individual level as well. Supporting the needful always makes one feel good and fills one’s day with positivity.
“There is nothing more beautiful than someone who goes out of their way to make life beautiful for others.” -Mandy Hale
International Journal of Research (IJR) 