Principals’ Administrative Skills and Proper Conduct Of Examination among Students in Uyo Education Zone of Akwa Ibom State, Nigeria (Published)
The study was carried out to examine principals’ administrative skills and proper conduct of examination in Uyo Education Zone of Akwa Ibom State. In order to achieve this purpose, three research questions and three hypotheses were formulated to guide the study. The ex-post facto research design was used for the study. The population of the study comprised 86 principals and 2838 teachers in secondary schools in Uyo Education Zone of Akwa Ibom State. The sample of this study comprised 878 respondents comprising 26 principals and 852 teachers representing 30% of the population of principals and teachers. Multi-stage sampling technique was used for this selection. The two instruments namely “Principals’ Administrative Skills Questionnaire for Teachers (PASQT)”and “Examination Misconduct Questionnaire for Principals (EMQP)” were used for data collection. R-value and R2 value of simple linear regression were used for answering the research question while the F-ratio was used for testing the hypotheses. Each of the hypotheses was tested at 0.05 level of significance. The result of the analysis revealed that principals’ communication skills, school plant management skills as well as supervisory skills relate to proper conduct of examination among senior secondary school students. Based on the findings, it was recommended that Principals should be exposed to effective communication through seminars, workshops and conferences such that they can communicate to both staff and students in a way that they will understand what is expected of them, as well as the consequences of their involvement in examination misconduct among others.
Constraints Principals Face in Enhancing Democratic School Governance in Kenyan Public Secondary Schools (Published)
In Kenya, democratic school leadership is becoming increasingly important as elsewhere in the world as one way of fostering democracy in the society. The Ministry of Education has come up with policies on how to enhance democracy at the school level but school principals still face major challenges in fostering democracy in the daily running of their schools. This study set out to establish the challenges principals face in enhancing democratic school governance in Kenyan Public Secondary schools. The study utilized cross-sectional descriptive survey strategy that employed mixed methods approach. The target population of the study was all principals and senior teachers, of all the 122 public secondary school in Baringo County, Kenya. The study sample was selected using stratified sampling, simple random sampling and purposive sampling techniques. Data was collected by use of questionnaire and interview schedule and were analysed both qualitatively and quantitatively
The study examined the differences in teachers’ effectiveness based on principals’ instructional supervision in public secondary schools in Uyo Local Education Committee in Akwa Ibom State. Four objectives and their corresponding research questions and hypotheses were formulated to guide the study. The ex-post facto design was used in carrying out this study. Two hundred and one teachers and 14 principals were drawn from the population of 1,105 teachers and 14 principals respectively to participate in the study. Two researchers-developed instruments, “Principals’ Instructional Supervision Interview (PIS1)” and “Teachers’ Teaching Effectiveness Questionnaire (TTEQ)” were used to gather data. Data collected were analyzed using the mean and independent t-test statistics was used. The findings were that there is a significant difference in teachers’ effectiveness based on classroom observation, analysis/strategy, post-conference analysis and post-analysis conference. Teachers in schools where instructional supervision was adequate were more effective than those that had inadequate instructional supervision. It is, therefore, recommended among others that, the principals should carry out an adequate instructional supervision of teachers so as to enhance their teaching effectiveness.
The Challenges Facing Secondary School Principals as Human Resource Managers (HRMS) In Line of Duty: A Case of Nandi County, Kenya (Published)
UNESCO (1996) notes that education systems nearly everywhere are managed poorly and administered inefficiently. Despite the enormous expectations of school principals, many are not fully prepared for the task. The headship of secondary schools in Kenya is usually a product of the teaching force. Teachers, who have spent a minimum of ten years in service, are usually appointed as principals and deputy principals of secondary schools. Thus years of experience remain the major yardstick for appointment into the position of principal as opposed to relevant skills and qualifications. This paper seeks to identify the many challenges faced by Principals as HRMs in performing their roles. The target population was 140 secondary school principals drawn from Nandi County. Census sampling was used to select the study sample. Data collection was done using self-administered questionnaire. Coding of responses was done using Statistical Package for Social Scientists (SPSS). The paper points out that: empowerment of the staff, team management and career development among others, as challenges resulting from inadequate training. The study recommends introduction of HRM courses in Teacher Training Colleges.
Principals’ Supervisory Techniques and Teachers’ Job Performance in Secondary Schools in Ikom Education Zone, Cross River State, Nigeria (Published)
The study investigated the relationship between principals’ supervisory techniques and teachers’ job performance in Ikom Education Zone of Cross River State, Nigeria. Ex-post facto research design was adopted for the study. The sample was 86 principals, 344 teachers and 1,376 students drawn from a population of 86 principals, 1829 teachers and 35,359 students in public secondary schools in the study area. To achieve the purpose of the study, two null hypotheses were formulated. Data collection was carried out with the use of two research instruments titled “Principals’ Supervisory Technique Questionnaire (PSTQ)” and “Teachers’ Job Performance Questionnaire (TJPQ)”. The instruments were subjected to face validity and Cronbach Alpha reliability estimate. The reliability value obtained ranged between 0.73 and 0.78. These figures confirmed that the instruments were reliable in achieving the objective of the study. Pearson Product Moment Correlation Analysis (r) was used for data analysis at .05 level of significance. Results obtained revealed that a significant relationship exist between principals’ supervisory techniques in terms of classroom visitation, workshop techniques and teachers’ job performance. Based on the findings, it was concluded that job performances of teachers would be enhanced when they are properly supervised by principals using the various supervisory techniques.
The authors of this article promise of establishing a constructive conversation with the secondary schools board on issues of principal leadership position. This study investigated challenges to secondary school principals’ leadership in government own secondary schools in the areas of instructional supervision and provision of funds. The sample for the study was 133 principals of government own secondary schools, selected on the basis of 7 principals from each state of the 19 states that constitute northern region of Nigeria. The instrument for data collection was a 20 items questionnaire title: Challenges to Secondary School Principals Leadership Challenges Questionnaires (CSSPLQ). Two research questions were formulated, data collected were converted to mean, standard deviation and used to answer the research questions. It was recommended that, principals of government secondary schools should be re-train through attending conference and seminars for improvement in instructional supervision. The government should provide adequate fund directly to the state schools bank account for principals to execute their school activities effectively.
THE ROLE OF SCHOOL PRINCIPALS AS HUMAN RESOURCE MANAGERS IN SECONDARY SCHOOLS IN NANDI COUNTY, KENYA (Published)
Across the world, globalization has elevated the importance of human resource management development in organizations. These changes have led to the notion of the human resource system as a strategic asset. Many of the arguments about processes of globalization within the HR function rest on the assumption that there has and continues to be longitudinal change in the conduct of human resource. In order to effectively deal with all these changes, human resource professionals must develop competencies that will allow them to carry out their roles effectively, such competences like: flexibility, team work, communication, strategic planning, network building, client service, orientation, organizational awareness, self confidence, sharing of expertise, global and cultural understanding among others. This paper sought to identify the role played by school principals as Human Resource Managers in Secondary schools. The study was modeled on Burns and Stalk Contingency theory which focuses on how management systems might change in response to demands of rapidly changing environment. Survey research design was used. The target population was 140 secondary school principals drawn from Nandi County. Census sampling was used to select the study sample. Data collection was done using self-administered questionnaire. Coding of responses was done using Statistical Package for Social Scientists (SPSS) for windows Version 16. Analysis of the data was done through descriptive statistics. Data was presented in form of frequency tables and charts. The study findings clearly indicated that the primary roles identified included recruitment of staff in schools, encouraging team work among staff, empowering staff and encouraging them in developing their career. Therefore the principals should have a knowhow on, how to carry out the above roles to boost the performance and development of the institution.
The purpose of this study was to investigate how do principals of a sample of private schools (N= 60) utilize and manage their time on daily-basis. A survey consisting of three sections attempted to collect data pertaining to demographic characteristics of participants, how they spend time on organizational/management tasks versus time expenditure on instructional tasks. SPSS 18.0 was used to analyze data. Results indicate that principals lacked basic time management skills and that the time they spent on organizational/management was far more than that they consumed on instructional tasks. Implications and recommendations are provided at the end of the stud
Transformational leadership in colleges of education in Ghana: teachers’ perspectives (Review Completed - Accepted)
Leadership plays an important role in the success of schools and this success directly depends on the effectiveness of their heads. Over the past decades, debate over the most suitable leadership styles for heads of institutions and organizations has dominated the argument. This study looked at the leadership attributes of principals of the colleges of education in Ghana from the teachers or tutors (the terms are used hereafter interchangeably) perspective measured through a descriptive survey collected from teachers in selected public colleges of education in Ghana. The target population was made up of teachers and vice principals in the colleges of education.
The accessible population was made up of all the 1,528 teachers and vice principals in the colleges. Data on the principals’ leadership styles and effectiveness were composed from Avolio and Bass’ (2004) Multifactor Leadership Questionnaire (MLQ) which were completed by teachers in 15 public colleges of education. Simple random sampling techniques were used in selecting the single and mixed sex schools.
The study showed that generally principals in colleges of education demonstrated transformational leadership style. However, on the attribute of ‘idealized influence’ respondents indicated that their principals sometimes exhibited that attribute. It is recommended that responsible bodies(if any) in charge of training principals in Ghana should include in their training course an aspect on the ‘idealized influence’ attribute of transformational leadership