INVESTIGATING THE ROLE OF TEACHER-LIBRARIANS IN CLASSROOM INSTRUCTIONAL MANAGEMENT IN ENUGU STATE, NIGERIA

This study was carried out to investigated the role of teacher-librarians in classroom instructional management in Enugu State, Nigeria. The descriptive survey design was adopted for the study. The sample size of the study is 1,196 teachers. The instrument used for data collection was the Classroom Management Instructional Skills for Teaching Questionnaire (CMISTQ). The reliability of the instrument was 0.79. The data collected in the study were analyzed using mean and standard deviation. The findings of the study show that the role of teacher-librarians in classroom instructional management include: working with other staff to ensure information literacy outcomes are a major school focus; being involved in curriculum planning and school curriculum committees; raising staff awareness of the need for pupils to acquire information skills and of the importance of resource-based learning in developing these skills; promoting the use of the information process as a framework for the development of information skills and as the basis for systematic monitoring of pupils\u27 development as information users; among others. Based on the findings, the researchers recommended that teacher-librarians should be given ample opportunity to participate in classroom instructional planning and management

Validation of coronavirus-2019 phobia scale using preschool practitioners in urban and rural communities in Nigeria Implication for educational sociologists

Coronavirus-2019 (COVID-19) emerged in December 2019, causing significant changes in people’s social lives and other human activities. The outbreak halted educational activities throughout the world. The Nigerian experience was unique in that most people were skeptical about the pandemic’s existence. This practice contributed to the Nigerian people’s fear of the COVID-19 outbreak. However, in Nigeria, there has never been a validated or established Covid-19 phobia scale, necessitating this study. This study was a pure validation study on COVID-19 phobia scale (C19PS). The study area was south-east states and a sample of 386 preschool practitioners in urban and rural communities of South East States, Nigeria participated in the study. The eligibility criteria include being a preschool teacher and demonstrating signs of COVID-19 phobia. The validation of the C19PS was done by subjecting the data gathered to principal axis factoring analysis with varimax rotation. The model fit for the data was tested using root mean square error of approximation and comparative fit index. It was found that the Kaiser-Meyer-Olkin value of .845 for the measure of the adequacy of the sample size. There was also a significant Bartlett’s test of sphericity (P<.05). This implies that the correlation matrix for the C19PS is not an identity matrix. It was revealed that C19PS had good overall reliability (a=.896) and model fit (Root mean square error of approximation=.042, comparative fit index=.943) in a sample of Nigerian preschool practitioners. As a result, C19PS was recommended as a trustworthy tool for identifying persons who suffer from COVID-19 phobia.https://www.journals.elsevier.com/medicineam2023Science, Mathematics and Technology Educatio