International Journal of Research in Social Science and Humanities (IJRSS) ISSN:2582-6220, DOI: 10.47505/IJRSS
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Importance of Electronic Banking Operations and Deposit Money Banks’ Performance: A Study of Polaris Bank Limited, Lagos
Full text linkThis paper investigates the importance of electronic banking technologies and their applications to enhance better delivery of banking services by the deposit money banks in Lagos State, Nigeria. All Nigerian banks have invested heavily in sophisticated computer soft and hardware facilities with the ultimate aim to deliver efficient and effective services to their numerous customers. The study investigates how various electronic channels and computer applications are being used to carry out different banking operations to render superior services to delight their customers.
The study employed survey research design and two hundred and forty-two (242) copies of research instruments were administered to the staff of Polaris Bank made up of senior, middle level and junior staff of the institution. The response rate was 214 which represents 88.4% of the instruments distributed. The Statistical Package for Social Sciences (SPSS) software was used to analyse the data.
The result of the multiple regression analysis showed that electronic banking has a significant effect on customer satisfaction (? = 0.665, t = 12.955, p<0.05), electronic payment has a significant effect on sales growth (? = 0.709, t = 7.125, p<0.05) and electronic marketing has a significant effect market share of Polaris bank (? = 0.156, t = 2.991, p<0.05).
The study concluded that electronic banking operations have a positive effect on deposit money banks performance.
It is recommended that for banks to enhance their performance, they need to invest in acquisition of modern technologies to drive their operations to enable them render seamless transactions processing on continuous basis. Such application of appropriate technologies wold also improve the quality of overall service and its positive multiplier effects on the overall development of financial institutions in the country.
The Role of Leadership of Kyai as the Caretaker of Islamic Boarding Schools in Building Social Piety : Study at Miftahul Ulum Bettet Islamic Boarding School, Pamekasan, Madura
Full text linkThis study examines in depth the role of Kiai leadership in shaping the social piety of students at the Miftahul Ulum Bettet Islamic Boarding School in Pamekasan, Madura. The background of this research is based on the importance of the position of Islamic boarding schools as Islamic educational institutions that focus not only on the transmission of religious knowledge but also on character formation and social piety. In the socio-cultural context of Madura, kiai are not only religious educators but also role models and cultural brokers who are able to bridge Islamic values ??with local traditions. However, modernization and globalization present new challenges, coupled with declining public trust due to cases involving certain clerics. This phenomenon demands further research on how kiai leadership remains relevant and contributes positively to society. This study uses a qualitative approach with a social definition paradigm, through in-depth interviews, observations, and documentation studies. Data analysis was conducted using the interactive model of Miles, Huberman, and Saldana, which includes data condensation, data presentation, and drawing conclusions. The research focused on the kiai leadership model, character education strategies, the kiai's role as a cultural intermediary, and the challenges and dynamics of Islamic boarding schools in responding to modern developments. The results showed that the kiai's leadership at the Miftahul Ulum Bettet Islamic Boarding School is centralistic and participatory. Centralism is evident in the kiai's full authority to maintain traditions, make strategic decisions, and serve as the primary moral reference. Meanwhile, participatory behavior is present through the involvement of students, ustadz, the Islamic boarding schooln family, and the community in educational and socio-religious activities. The kiai acts as a cultural broker who is able to bridge Islamic teachings with local Madurese culture, thus creating a moderate, tolerant, and inclusive social piety among the students. This social piety is reflected in the students' ability to live in harmony, respect each other, and contribute positively to society. However, the research also identified several obstacles faced by the Islamic boarding school. Excessive dependence on the kiai figure has the potential to create a leadership bottleneck that slows leadership regeneration. The hierarchical culture and seniority sometimes result in excessive disciplinary practices and even the potential for violence. Furthermore, the dominant learning methods of lectures and memorization limit the opportunities for students to actualize social values ??in real life. Other challenges include limited management and human resources within Islamic boarding schools, as well as the increasingly complex demands of modernization and globalization
The Role of the South Papua People's Assembly in Empowering Local Communities : Ethnographic Study: Traditional school teaching program in the Muyu tribe in Boven Digoel Regency, South Papua Province
Full text linkPapua’s Special Autonomy framework formally mandates the South Papua People’s Council (Majelis Rakyat Papua Selatan/MRPS) to act as a cultural representative of Indigenous Papuans, yet community empowerment programs often remain disconnected from the lived socio-cultural realities of adat communities. This paper investigates the institutional role of MRPS in empowering the Muyu indigenous community through the implementation of an indigenous school (sekolah adat) in Boven Digoel Regency, and analyzes the forms and mechanisms of collaboration among actors that sustain the school’s operation. The study employs a qualitative approach with institutional ethnography, drawing on participatory observation, in-depth interviews, and documentation with MRPS members, Muyu customary leaders, indigenous teachers, village government, the local Education Office, churches, NGOs, and community members. Data were analyzed through staged ethnographic procedures, including reduction, domain analysis, taxonomic analysis, componential analysis, and the formulation of cultural themes. The findings demonstrate that MRPS operates not merely as a symbolic representative body, but performs three integrated institutional functions: cultural representation, policy and budget advocacy, and cultural oversight of the Muyu indigenous school. Through these functions MRPS acts as an institutional entrepreneur that bridges the gap between the formal rules of Special Autonomy and the living rules of the adat community, thereby securing normative, cognitive, and regulative legitimacy for the indigenous school. The study also shows that the Muyu indigenous school is embedded in a relatively nonhierarchical, multi-actor collaborative ecosystem, with MRPS as a bridging institution, customary leaders as holders of cultural authority, indigenous teachers as daily pedagogical agents, and village government, churches, NGOs, and the Education Office as structural and social supporters. Adat-based deliberation that is formalized into modern procedures, together with dual channels of formal and customary communication, creates a collaborative governance regime that generates a strong capacity for joint action. This study concludes that the sustainability and effectiveness of the Muyu indigenous school as a space for identity transmission, local knowledge protection, and community empowerment depend on the synergy between MRPS’s institutional role and a culturally rooted collaborative governance arrangement
Community and parental involvement in the education of learners with disabilities in a Rwandan community
Full text linkCommunities and parents play pivotal roles in shaping educational settings and preparing students for the complexities of the modern world. Their involvement in education is crucial for enhancing educational outcomes and fostering the social development of learners with disabilities. This study examines the roles of community and parental involvement in educating learners with disabilities in the Mbuga community, Rwanda. A phenomenological approach was adopted, utilizing semi-structured, in-depth interviews and focus group discussions. The collected data was transcribed and analyzed thematically. A sample of 10 students with disabilities, 10 parents, 10 community members, and teachers was drawn through convenience sampling from the Mbuga community in Rwanda. Epstein’s parental involvement model guided this study with its dimensions. Effective community and parental involvement encompasses various dimensions, including academic achievement, participation in school activities, and advocacy for educational equity. The study findings revealed that the community and parents play a critical role in encouraging and supporting learners with disabilities, helping them improve their performance and reach their full potential. Through collaborative efforts among parents, communities, and educational institutions, a holistic approach to addressing the diverse needs of learners with disabilities is promoted. Parental involvement cultivates a supportive home environment conducive to learning that enhances academic performance and social-emotional development. The study recommends consistent, two-way communication between school authorities and parents to improve learning outcomes.
 
Youth Unemployment and Its Economic Implications: A Socio-economic Analysis
Full text linkThis research investigates the socioeconomic consequences of youth unemployment through an analysis of individual experiences and macroeconomic consequences. Data were gathered from 120 unemployed youth using a survey questionnaire. Key demographic trends, perceived reasons for unemployment, social and emotional consequences, and awareness of government policy are identified in findings. Targeted policy recommendations are suggested for addressing youth unemployment more effectively. The findings reveal that the majority were aged 22–26, predominantly female, single, and residing in urban areas. Most had attained college or vocational education, yet remained unemployed for over six months, reflecting the growing disconnection between educational attainment and labor market demands. The leading perceived causes of unemployment included lack of work experience, skills mismatch, limited job opportunities, and poor access to professional networks. Economically, unemployment resulted in significant hardship, with many respondents experiencing financial instability, dependency on family support, and difficulty meeting basic needs. Social and emotional effects were similarly severe, marked by high stress, low self-esteem, and isolation. Notably, awareness and participation in government employment programs were minimal, highlighting critical gaps in outreach and accessibility
Work-Related Stress among Public Elementary School Teachers
Full text linkTeacher stress is a prevalent global concern, affecting educators' well-being and instructional quality. This study aimed to identify factors influencing teachers' work-related stress, including job demand, job control, and social support within Tagum City Central District. The study utilized a quantitative approach employing regression analysis. The study focused on 200 novice teachers designated as Teacher I-III in Tagum City. Data was collected through validated and reliability tested researcher-made questionnaires. The findings showed a relationship between work-related stress of teachers and social support, job demand, and job control. Notably, job demand significantly influenced teachers' stress levels, with anxiety rising with more responsibilities and working hours. Teacher work-related stress is influenced by different factors, including workload, time pressure, job insecurity, and job control—such as autonomy and decision-making authority—as well as social support. While job control and social support can reduce stress, they do not alleviate teachers' work-related stress. Consequently, the study recommends enhancing and revisiting policies for future implementation, which is beneficial to teachers, and the allocation of resources for technology-related initiatives will be prioritized by the school heads to address teachers' work-related stress.
Skill Development as a Catalyst for Women's Empowerment in India: A Comprehensive Analysis
Full text linkThis paper offers a thorough analysis of the relationship between women's empowerment and skill development from an economic, social, and political standpoint. The review illustrates how skill development programs increase women's employability, earning potential, and entrepreneurial options, ultimately leading to economic empowerment. It does this by drawing on a broad range of empirical studies and theoretical frameworks. Learning new skills has been demonstrated to enhance women's social mobility, status, and the health and educational results that they and their families experience. Politically, skill development gives women the ability to take on leadership positions and actively engage in decision-making processes, which promotes more gender-sensitive governance. Notwithstanding these advantages, the research also finds enduring obstacles that prevent women from taking advantage of chances for skill development, including gender-based discrimination, restricted educational possibilities, and cultural norms
Implementation of Social Forestry Management in Forest Areas with Special Management: Relevant Policy of the Minister of Environment and Forestry Regulation Number 4 of 2023 at KTH Sendang Agung Rejo (SAR) 2, Sogo Village, Kedungtuban District, Blora Regency, Central Java Province
Full text linkSocial Forestry (SF) is fundamentally designed to enhance community welfare while promoting environmental sustainability. Ministerial Regulation of Environment and Forestry (MoEF) No. 4 of 2023 seeks to accelerate the governance of Social Forestry programs with the dual aim of advancing local livelihoods and preserving forest ecosystems. The regulation is envisioned as a mechanism for fostering economic equity and creating better livelihood opportunities for rural communities. This research specifically explores two core inquiries: first, how the aforementioned regulation is being implemented on the ground; and second, the extent to which local Forest Farmer Groups (Kelompok Tani Hutan or KTH) possess the institutional capacity to manage the policy effectively. Adopting a qualitative methodology, the study focuses on the administration of Social Forestry within Forest Areas with Special Management (KHDPK) located in Sogo Village, Kedungtuban Subdistrict, Blora Regency, Central Java. The findings reveal that the affirmative policy framework encompasses a range of components, including governance authorization, forest management activities, facilitation, asset utilization, capacity building, monitoring, and funding mechanisms. These elements have been enacted at the provincial level in Central Java. However, at the regency level—specifically in Blora—implementation remains at the facilitation stage, led by Forestry Branch Office 1 (Cabang Dinas Kehutanan or CDK 1). Current facilitation efforts emphasize the cultivation of teak, eucalyptus, mahogany, sengon, johar, maize, and banana. Despite constraints related to limited financial resources and weak institutional infrastructure, the facilitative efforts—driven largely by the commitment of CDK personnel—have succeeded in fostering a sense of community self-reliance. This grassroots initiative is manifested through community-driven contributions such as the provision of seedlings, fertilizers, land management funding, and maintenance efforts. In conclusion, Social Forestry as an affirmative policy holds significant promise for improving rural livelihoods and ensuring forest conservation. It provides a framework for achieving distributive justice and expanding local economic opportunities, offering renewed hope for marginalized communities engaged in forest management
Employability Characteristics of Teacher Education Graduates in Mindanao State University
Full text linkWith the end-goal of identifying the strength, areas of improvement, and employability of the graduates, this study is grounded by the literature gap tracing the graduate education students at Mindanao State University-College of Education and their employers’ feedback and satisfaction. Thus, this present paper focuses on two areas: investigating the employability characteristics of the graduate students of MSU-CED and examining employers’ feedback and level of satisfaction with regards to the teaching proficiencies of their employees. Utilizing survey questionnaire for the graduates and checklist-interview with the employers, a total of 216 graduates of Graduate Education Department served as respondents of the study and 18 employers participated in the interview. The findings disclosed that almost all of the respondents are already employed and have permanent employment status. These graduates noted a very adequate rating of the skills in communication, human relations, leadership, and problem-solving; and extremely adequate in research skills which they perceived to have contributed to their employment. They recommended that more masteral and doctorate programs be offered by the college to develop more specialists in Teacher Education. Conversely, the employers mostly shared positive feedback and high satisfaction of their employees’ teaching proficiency and services; indicating that MSU-CED sufficiently provided effective graduate education programs that meet the demands of the education industry. Nonetheless, the employers also noted some employees who still need some areas of improvement in their teaching performance
Community Workshops and Implementation of Road Maintenance Projects by Kenya National Highways Authority in South Rift Region, Kenya
Full text linkEffective engagement of the community in road maintenance projects promotes local needs and preferences, leading to more relevant and responsive initiatives. In particular, the community workshops cultivates a sense of ownership and collaboration among community members. This fosters trust between stakeholders and contributes significantly to the success and sustainability of road maintenance efforts. However, road maintenance projects in Kenya have continually demonstrated inadequate implementation with delays in repairs leading to extended road deterioration and increased safety risks. The present study examined the effect of community workshops, as a strategy of community engagement on the implementation of road maintenance projects in South Rift Region, Kenya. The study was grounded on stakeholder theory. A descriptive research design was adopted. The target population consisted of 28 road maintenance projects by KeNHA, South Rift Region. Both descriptive and inferential methods were applied in the analysis. In the descriptive analysis, means, percentages and standard deviations were employed. On the other hand, correlation and regression analysis were used in inferential analysis. The Statistical Packages for Social Sciences (SPSS) aided data analysis, and the findings were presented through tables. The descriptive findings indicated that community workshops play a vital role in the implementation of road maintenance projects by Kenya National Highways Authority. Correlation analysis revealed significant positive relationships between community workshops (r = 0.744**, p = 0.000) and implementation of road maintenance projects. Regression analysis further demonstrated a strong overall relationship between community workshops and implementation of road maintenance projects. The coefficient of determination R² value of 0.554, indicated that 55.4% of the variation in road maintenance project implementation is explained by community workshops. The study concludes that community workshops enhance collaboration and coordination. They improve communication, accountability, and sustained involvement, ultimately strengthening the implementation of road maintenance projects. The study recommends Kenya National Highways Authority embed community workshops into operational framework to boost stakeholder alignment, and improve implementation of road maintenance projects.