Annals of the University of Craiova for Journalism, Communication and Management

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Volume 12 · 2026

6 open-access articles with abstracts and APA citations. Titles link directly to full-text PDFs.

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  1. Volume 12 · 2026 · pp. 5-13

    POLICY IMPLEMENTATION FOR SUSTAINABLE DEVELOPMENT IN COLLEGES OF EDUCATION: A CASE STUDY OF SOUTH WESTERN NIGERIA

    • Muideen Oladeji SALAMI (Ph.D)
    • Habeeb Omoponle ADEWUYI (Ph.D)
    • Lawrence Adedayo ONI
    Keywords
    Policy Implementation; Sustainable Development; Colleges of Education; South Western Nigeria; Teacher Education; SDG 4

    Cite as

    SALAMI, M. O., ADEWUYI, H. O., & ONI, L. A. (2026). POLICY IMPLEMENTATION FOR SUSTAINABLE DEVELOPMENT IN COLLEGES OF EDUCATION: A CASE STUDY OF SOUTH WESTERN NIGERIA. Annals of the University of Craiova for Journalism, Communication and Management, 12, 5-13. https://doi.org/10.5281/zenodo.21032795

    Abstract

    This qualitative case study examines how sustainable development policies are implemented in colleges of education in South Western Nigeria, with particular attention to curriculum integration, infrastructure development, and community engagement. Semi-structured interviews were conducted with 12 purposively selected academic staff across six institutions, supplemented by policy document analysis. The findings reveal partial and fragmented policy implementation characterized by three interrelated deficits: inadequate funding (less than 5% of institutional budgets allocated to sustainability in four of the six colleges), limited staff awareness of Sustainable Development Goal 4 (SDG 4), and weak governance structures lacking dedicated oversight mechanisms. Building on the Advocacy Coalition Framework (Sabatier, 1988) and the Triple Bottom Line model (Elkington, 1997), the study proposes a context-specific policy implementation framework that integrates curriculum reform, mandatory staff training, governance restructuring, and formalized stakeholder partnerships. The framework is aligned with SDG 4 and Nigeria's National Policy on Education (FRN, 2013) and is intended to equip colleges of education to produce teachers capable of addressing Nigeria's complex socio-economic and environmental sustainability challenges.

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  2. Volume 12 · 2026 · pp. 14-22

    SERIAL MODEL OF MEDIATION OF ADMINISTRATIVE BURDEN AND BURNOUT IN LEADERSHIP RELATIONS AND RETENTION OF VOCATIONAL TEACHERS

    • Fuad Abdillah
    • Didik Rohmantoro
    • Dwi Jatmoko
    • Ari Aryadi
    • Hamid Nasrulloh
    Keywords
    Teacher retention; Teacher burnout; administrative burden; School leadership; Vocational education

    Cite as

    Abdillah, F., Rohmantoro, D., Jatmoko, D., Aryadi, A., & Nasrulloh, H. (2026). SERIAL MODEL OF MEDIATION OF ADMINISTRATIVE BURDEN AND BURNOUT IN LEADERSHIP RELATIONS AND RETENTION OF VOCATIONAL TEACHERS. Annals of the University of Craiova for Journalism, Communication and Management, 12, 14-22. https://doi.org/10.5281/zenodo.21032798

    Abstract

    Ineffective school leadership often results in unclear tasks and excessive administrative burdens for vocational school teachers. Consequently, teachers’ psychological resources are depleted, threatening their commitment to the organisation. This study aimed to examine how leadership skills affect teacher retention through repeated mediation pathways stemming from administrative burdens and boredom. In this quantitative study, 171 purposively selected vocational school teachers were used as respondents. After data were collected through a structured questionnaire, partial least squares structural equation analysis was used to assess structural validity, path coefficients, and to test specific mediation effects. The results show that burnout is the most dominant factor influencing retention, and administrative and leadership burdens have a significant impact through mediation mechanisms. Leadership determines retention through psychological mechanisms, ranging from role ambiguity to resource depletion. By identifying a neglected integrated causal pathway in school human resource management, this study contributes to the vocational education literature.

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  3. Volume 12 · 2026 · pp. 23-32

    PROMPTING AS METHOD: DISCLOSURE THRESHOLDS FOR AI-ASSISTED LITERATURE SYNTHESIS

    • Dan Valeriu Voinea
    Keywords
    AI-assisted literature synthesis; prompt disclosure; construct validity; audit trail; qualitative methods; large language models

    Cite as

    Voinea, D. V. (2026). PROMPTING AS METHOD: DISCLOSURE THRESHOLDS FOR AI-ASSISTED LITERATURE SYNTHESIS. Annals of the University of Craiova for Journalism, Communication and Management, 12, 23-32. https://doi.org/10.5281/zenodo.21032799

    Abstract

    Large language models are now used throughout literature review workflows, including summarization, extraction support, comparison across studies, and manuscript preparation. Existing disclosure norms have responded mainly by asking authors to identify whether generative AI was used, which tool was used, and for what general purpose. These requirements are necessary, but they are insufficient when prompts and iterative model interactions contribute to the interpretive work of literature synthesis. This article develops a threshold-based framework for prompt disclosure in qualitative and mixed-methods research. Drawing on construct validity, qualitative audit-trail traditions, qualitative evidence synthesis, review-reporting standards, and recent AI disclosure guidance, it argues that prompts should be treated as methodological traces when they shape cross-paper relationships, explanatory claims, causal hierarchies, typologies, metaphors, or adopted interpretive frames. In such cases, disclosure should extend beyond the prompt text itself to include the interaction path, supplied context, model and settings where available, decision points, human evaluation criteria, and the rationale by which model-generated interpretations were accepted, rejected, or revised. Lighter disclosure remains appropriate for grammar editing, formatting, translation used only for comprehension, unused brainstorming, and descriptive summary that does not enter synthesis. The proposed checklist links disclosure burden to interpretive consequence rather than to AI use as such. It treats prompt disclosure as an auditability practice that strengthens construct-validity warrants in AI-mediated knowledge production, without promising exact reproducibility.

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  4. Volume 12 · 2026 · pp. 33-40

    GENDER AND PARENTAL SUPPORT ON ATTITUDE TOWARDS STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION IN ENGLISH LANGUAGE AMONG SENIOR SECONDARY SCHOOL STUDENTS IN OGUN STATE.

    • Titilayo Iyabode Okanlawon
    • Nontobeko Prudence Khumalo
    • Sunday Paul Adegoke
    • Olaniran Nathaniel
    Keywords
    Gender; parental support; attitude; English comprehension; achievement.

    Cite as

    Okanlawon, T. I., Khumalo, N. P., Adegoke, S. P., & Nathaniel, O. (2026). GENDER AND PARENTAL SUPPORT ON ATTITUDE TOWARDS STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION IN ENGLISH LANGUAGE AMONG SENIOR SECONDARY SCHOOL STUDENTS IN OGUN STATE. Annals of the University of Craiova for Journalism, Communication and Management, 12, 33-40. https://doi.org/10.5281/zenodo.21032800

    Abstract

    This study probes the intricate interplay of gender and parental support in shaping students' attitudes and achievement in reading comprehension, an essential pillar of English language mastery. Employing a robust ex-post facto survey design, it harnessed a multistage sampling technique to draw a representative cohort of 499 students from Abeokuta North and South Local Government Areas. Data collection leaned on three rigorously validated instruments: The Parental Support Questionnaire (), Student Attitude Questionnaire (), and English Language Reading Comprehension Achievement Test (). Guiding the inquiry were three pivotal research questions, with responses derived from Pearson Product-Moment Correlation and Multiple Regression analyses at a 0.05 significance level. Key revelations illuminate transformative pathways: Age, as a proxy for personal factors, emerged with a significant positive correlation to students' achievement () and attitudes (). Collectively, these predictors explained 8% of the variance in achievement. The study posits that gender and student attitudes are indispensable levers in optimizing the English language comprehension teaching-learning ecosystem, urging educators to prioritize them for equitable outcomes.

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  5. Volume 12 · 2026 · pp. 41-48

    AN EVALUATION OF SCHOOL PRINCIPALS’ CHALLENGES IN ENSURING INCLUSIVE EDUCATION PRACTICES: A CASE OF SECONDARY SCHOOLS IN THE CAPRICORN SOUTH DISTRICT, LIMPOPO PROVINCE

    • Marubini Christinah Sadiki
    Keywords
    Evaluation; School; Principals; challenges; inclusive education

    Cite as

    Sadiki, M. C. (2026). AN EVALUATION OF SCHOOL PRINCIPALS’ CHALLENGES IN ENSURING INCLUSIVE EDUCATION PRACTICES: A CASE OF SECONDARY SCHOOLS IN THE CAPRICORN SOUTH DISTRICT, LIMPOPO PROVINCE. Annals of the University of Craiova for Journalism, Communication and Management, 12, 41-48. https://doi.org/10.5281/zenodo.21032801

    Abstract

    Inclusive education serves as a fundamental component in guaranteeing equal access to high-quality education for every student, particularly those with varying needs. The role of school principals is crucial in fostering and maintaining inclusive practices; nevertheless, they frequently encounter ongoing obstacles that impede successful execution. This research investigates the difficulties faced by secondary school principals in advancing inclusive education practices. Employing a qualitative research methodology, data were gathered through interviews and document analysis from principals at secondary schools. The results indicate that school principals struggle with a lack of inadequate professional development to inclusive education practices, resistance of the principal, and insufficient resources. Moreover, systemic challenges such as ambiguous policy guidelines and minimal support from educational authorities further hinder progress. The research underscores the critical necessity for focused professional development, enhanced resource distribution, and more robust policy enforcement to bolster inclusive education. The findings offer actionable recommendations for policymakers, school administrators, and educators, aimed at promoting the effective execution of inclusive practices within secondary schools.

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  6. Volume 12 · 2026 · pp. 49-57

    Serial Model of Mediation of Administrative Burden and Burnout in Leadership Relations and Retention of Vocational Teachers

    • Fuad Abdillah
    • Didik Rohmantoro
    • Dwi jatmoko
    • Ari Aryadi
    • Hamid Nasrulloh
    Keywords
    Teacher retention; Teacher burnout; administrative burden; School leadership; Vocational education

    Cite as

    Abdillah, F., Rohmantoro, D., jatmoko, D., Aryadi, A., & Nasrulloh, H. (2026). Serial Model of Mediation of Administrative Burden and Burnout in Leadership Relations and Retention of Vocational Teachers. Annals of the University of Craiova for Journalism, Communication and Management, 12, 49-57. https://doi.org/10.5281/zenodo.21268657

    Abstract

    Ineffective school leadership often leads to unclear tasks and excessive administrative burden for vocational schoolteachers. As a result, teachers’ psychological resources are depleted, threatening the organization’s commitment. The purpose of this study is to examine how leadership skills affect teacher retention through repeated mediation pathways stemming from administrative burden and boredom. In this quantitative study, 171 purposively selected vocational schoolteachers were used as respondents. After the data were collected through a structured questionnaire, partial least squares structural equation analysis was used to assess structural validity, path coefficients, and to test specific mediation effects. The results show that burnout is the most dominant factor influencing retention, and administrative and leadership burdens have a significant impact through such mediation mechanisms. Leadership determines retention through psychological mechanisms, ranging from role ambiguity to resource drainage. By identifying a neglected integrated causal pathway in school human resource management, this study contributes to the literature on vocational education.

    Read article PDF