In this study, previous studies on effective school management were reviewed. An effective school administrator emphasizes success at school, creates a positive atmosphere at school, monitors students in terms of success and ethical values, and develops new strategies in teaching. Organizational culture in school encompasses rules, values, and beliefs. Acting in accordance with the mission and vision of the school contributes to the organizational culture. A positive relationship was found between organizational culture and motivation in effective schools. The main feature that distinguishes a school from other schools is the school culture. This culture is important in the formation of corporate identity. In a study on the future plans of school administrators regarding the solutions for existing problems in school management, it has been determined that the curriculum is renewed in schools, the number of theoretical lessons is reduced, the practical-skill lessons are increased, and innovative practices are included. Merit is important to give importance to career planning. One of the most important features of effective school management is the effective participation of teachers in school management. In order to ensure a high level of active participation, the effective school culture can be listed as valuing the ideas of teachers, justice, having competent managers, communication skills, sincerity, honesty, efficient working, and following the rules. In a study on effective school characteristics, the most important feature came to the fore as school success. The personality traits of the school principal have been another remarkable element of the effective school. Expertise and sense of duty are emphasized for teachers working in effective schools. Another feature of an effective school is that parents have strong school-family relations. The most important features of successful school culture are the selection of people who have managerial leadership qualities, constantly improve themselves and have high communication skills in effective school management.

All human activities are currently interconnected through many communication systems and technologies that are active in the global intensity of industry 4.0. Some technology-based disruptive companies will start and change the role of business in the context of the industrial revolution 4.0 by using social media such as Instagram or WhatsApp which do not require large funds as a scale of capital roles. This technological advancement emerged as a new communication system on information and engineering approaches that were oriented towards the future of the manufacturing industrial revolution 4.0 by involving Computer Information Technology (ICT). As the application of ICT to social life, for more than 10 years we have witnessed changes at all levels of society with new trends in consumer behavior and services accompanied by improvements in hardware and computer access. The ease of service and communication that is integrated by Industry 4.0 is based on mobile computing, cloud computing, and big data with the provision of services that can be accessed globally via the internet. The results show that as a development of the industrial 4.0 work concept, a positive image in this digital era can be concluded that media relations activities in the digital era are carried out by Public Relations practitioners by utilizing digital media such as the use of social media and the use of the organization's own website. The use of social media makes it easy for Public Relations practitioners to do public relations work, such as in disseminating and conveying information to the public. The role and activities of media relations itself in this digital era refers to information and communication technology that can integrate various applications, functions and content of digital media production by providing an efficient influence on interactivity between users. The technology group focuses more on those that have a significant impact on manufacturing, namely: (1) Data, computing power, and connectivity (wireless networks), (2) Analytics and Intelligence (artificial intelligence in objects (AI)), (3) Human-machine interaction (augmented reality (AR) solutions), (4) Digital to physical conversion.

The study examined ICT competencies needed by teachers for effective teaching of English language in Nigeria. Two research questions guided the study. Descriptive survey design was adopted. Researchers’ constructed 23 items questionnaire was used to collect data from 54 English language teachers. The reliability coefficient of the instrument stood at 0.80. The data collected were analyzed using mean. Findings revealed among others that English language teachers in secondary schools in Awka South possess the basic computer operational skills which are usually for official use not basically for classroom. They do not have enough competence in the use of power-point which is the appropriate skill needed for classroom teaching and learning. The findings also revealed that English language teachers possess Interactive white board competence but their competence is inadequate for effective teaching and learning of English language and could not competently teach speaking skills of English language because they cannot draw English sounds with Interactive white board. It was recommended that State Ministry of Education should make it compulsory for teachers to teach with computers in all secondary schools.

The study examined integration of psychosocial and transport safety considerations in the management of early childhood care and development education in Rivers State. The study used the descriptive survey design. Two research questions as well as two corresponding hypotheses guided the study. The population of the study comprised of all the 620 approved private early childhood care and development education centres in Rivers State, Nigeria. The stratified random sampling technique was used to draw up a sample of 347 head teachers, representing 56% of the population (110 head teachers in urban and 237 rural areas as well as 215 experienced and 132 inexperienced head teachers. One instrument was used for collection of data for this study titled ‘Integration of Safety Considerations Management of Early Childhood Care and Development Education Questionnaire. The face and content validity of the questionnaire was ensured, the reliability of the questionnaire was determined using Cronbach alpha statistics. The reliability co-efficients of 0.86 and 0.92 were obtained. Weighted criterion mean, weighted mean and standard deviation scores were used to answer the research questions while z-test was used to test hypotheses at 0.05 level of significance. The finding of the study shows that to a high extent psychosocial and transport safety considerations are integrated in the management of early childhood care and development education in Rivers State. Further findings showed that there was no significant difference between means scores of the responses of teachers on the extent of integration of psychosocial and transport safety considerations in the management of early childhood care and development education in Rivers State. Based on the findings, it was recommended among others that private school managers should endeavour to provide safety facilities like close circuit television cameras in the schools for management of early childhood care and development education.

The study examined talent acquisition and retention as predictors of teachers’ job commitment in secondary schools in Bayelsa State. Two research questions were raised and two hypotheses tested in the study. Correlation survey design was adopted for the study. Population of the study consisted of 3,477 respondents while 490 respondents were drawn as sample for the study using random sampling technique. Instrument adopted for collection of data was questionnaire titled “Talent Acquisition and Retention Scale” (TARS) for the dependent variables and “Teachers Job Commitment Scale” (TJCS) for the independent variable. The two questionnaires titled TARS and TJCS were face and content validated by two experts in Measurement and Evaluation. Cronbach alpha statistics was used to determine the reliability of the instrument. The index of Talent Acquisition (TA) and Talent Retention (TR) were 0.91 and 0.92 respectively while TJCS was 0.90. There were 490 copies of questionnaire administered while 472 copies which were 96.3% were retrieved. Research questions were answered using simple regression analysis while the hypotheses were tested using t-test associated with simple regression at 0.05 level of significance. The relationship of talent acquisition and talent retention with teachers’ job commitment were high and positive as well as moderate and positive with values of r=0.61 and r=0.47 respectively. It was recommended that merit and competence should be considered above nepotism in the process of talent acquisition in secondary schools in Bayelsa State.

The development of corpus technology has a profound effect on foreign language teaching. This paper explores application of corpus tools to writing class designing in order to improve the efficiency of College English writing instruction and promote students’ writing competence and autonomous learning abilities.