Journal of Adaptive Education

Workplace Happiness and Self-Efficacy as Correlates of Innovative Work Behaviour Among Mass Education Employees in Southwest Nigeria: A Mixed Method Approach

2026-05-17T10:33:08+00:00

The study explored workplace happiness and self-efficacy as correlates of innovative work behaviour (IWB) among mass education employees in southwest Nigeria using a mixed method approach. The study was motivated by the vital role of exhibiting IWB towards ensuring organisational resilience, effectiveness and sustainable performance. The study employed explanatory sequential mixed-method design, while multi-stage and purposive sampling procedures were used to select two-hundred and eight (208) mass education employees from five southwestern states, Nigeria. The study used Innovative Work Behaviour Questionnaire (α=0.86), Workplace Happiness Questionnaire (α=0.84), and Self-Efficacy Questionnaire (α=0.84), respectively, coulped with interview guide. Mean, standard deviation, regression and correlation analysis were used to analyse the generated data while responses from the interview were content analysed. The findings indicated that mass education employees maintained low level of workplcae happiness (x̄ = 2.33), and high self-efficacy (x̄ =4.05) towards organisation’s tasks. The results further revealed that workplace happiness (β = 0.255, t = 0.589, 0.005<.05) and self-efficacy (β = 1.597, t = 6.219, 0.000 <.05) had positive contributions to employees’ IWB. Results further revealed a significant positive moderately strong association between self-efficacy and IWB (r = .60, p < .001), but a significant positive weak association between workplace happiness and IWB (r = .30, p < .001). The study concluded that workplace happiness and self-efficacy determined mass education employees’ IWB. Employees should take ownership of their generated ideas, and be willing to promote them as well as recognise that workplace happiness is contagious in nature.

Teaching and Learning Styles as Predictors of Students’ Achievement in English Language in some Selected Secondary Schools

2026-05-31T05:09:30+00:00

The English language plays a leading role in academic success and advancement of students in Nigeria. Students’ low competence in English has led to unacceptable rate of failure in it and other content area subjects, especially at the secondary school level. Research in English language teaching has to a large extent, sought to enhance effective teaching and learners’ performance and communicative skills. Literature reveals a preponderance of studies in English language teaching and learning in relation to attitudes, interests, gender, approaches, methods, strategies and use of technology. However, teaching and learning styles as essential elements of the teaching-learning process have drawn the attention of few researchers and stakeholders. This study therefore, examined teaching and learning styles of teachers and students as predictors of students’ achievement in English. Correlational research design was adopted. Purposive and simple random sampling techniques were used to select 115 teachers and 446 students for this study. Instruments used were: Teaching Style Questionnaire (r=87), Learning Style questionnaire (r=0.77) and Achievement test in English Language (r=0.67). Results indicate that students most preferred learning styles are: kinesthetic (44.8%) and visual learning styles (28.7%) while teachers most preferred teaching styles include: Demonstrator (43%), facilitator (19%) and delegator (17%). Furthermore, there was a significant positive but weak relationship between learning style and achievement in English (r= 0.168). Additionally, learning style has a positive significant contribution to students’ achievement (B= 0.351,t=2.616; p<.05). This study therefore, recommend that teachers should be match teaching styles with learning styles and and should use teaching styles that are students centered.