ABSTRACT
The study investigated the extent Mentorship Characteristics of Principals Correlates with Effective Administration of Secondary School Principals in South East, Nigeria. To guide the study, eight research questions and eight null hypotheses were raised. It adopted a correlational research design. Population is made up of 1, 430 principals, 27, 431 teachers in Public Secondary Schools in South East, Nigeria. The study samples were 333 principals 385 teachers selected via simple random sampling techniques. Two instruments titled: “Mentorship Characteristics of Principals Questionnaire” (MCPQ) and “Effective Administration of Secondary Schools Questionnaire” (EASSQ) were developed by the researcher. The instruments were validated by three experts in the College of Education, Michael Okpara University of Agriculture, Umudike, to ascertain their relevance in the study. Two from Department of Educational Management and one from Measurement and Evaluation. Test re-test method was to establish the stability and Internal consistency of the instrument via Cronbach alpha and the values of 0.81, 0.78, 0.79, 0.73, 0.71, 0.76, 0.74 and 0.72 for MCPQ and 0.79 for EASSQ were obtained respectively. The research instrument were administered by the researcher and research assistants, who were properly-briefed. They retrieved the duly filled instruments at a return rate of 97%, while a total of 3% were either not filled or discarded by some uncooperative respondents. Data collected were analyzed using mean and standard deviation to answer question (1), and Pearson Product Moment Correlation (r) for questions 2- 8, while Simple Linear Regression was used to test the null hypotheses at 0.05 level of significance. Findings of the study revealed that listening skill, experience, willingness to share skills, human relation, empathy skills, motivation skills and others are the mentoring characteristics of principals that relates to effective administration and that there was very high significant relationship between the extent of principals mentoring characteristics and effective administration of secondary schools in South East, Nigeria. Based on the findings, it was recommended amongst others that school principals should increase their number of mentorship characteristics skills to enhance effective administration in secondary schools.
TABLE OF CONTENTS
Pages
Title page
i
Declaration ii
Certification iii
Dedication iv
Acknowledgments v
Table of Contents ii
List of Tables iii
List of Figure iv
Abstract v
CHAPTER 1: INTRODUCTION 1
1.1 Background
to the Study 1
1.2 Statement of
the Problem 12
1.3 Purpose
of Study 14
1.4 Research
Questions 15
1.5
Hypotheses 15
1.6 Significance
of the Study 16
1.7 Scope
of Study 18
CHAPTER 2: REVIEW OF RELATED LITERATURE
2.1. Conceptual
Framework 19
2.1.1. Concept
of mentoring 19
2.1.2. Characteristics of mentoring 23
2.1.3. Purposes of mentoring 28
2.1.4. Types of mentoring 31
2.1.5. Skills of mentors 34
2.1.6. Functions of mentoring 35
2.1.7. Benefits of mentoring 39
2.1.8. Problems of mentoring 40
2.1.9. Concept
of administration 41
2.1.10. Effective administration 45
2.1.11. The
teacher? 46
2.1.12. Concept of principal 48
2.1.13. Qualities
of a principal 51
2.1.14.
Administrative functions of the principal 51
2.1.15. Basis
for the selection of a school principal 54
2.1.16. Concept of education 57
2.1.17.
Secondary education 59
2.2 Theoretical
Framework 63
2.2.1 Transformational leadership theory by J. M.
Burns (1978) 63
2.2.2 Skills theory by R. Katz (1955) 63
2.2.3
Behavioural leadership Theory (1961) 64
2.3 Empirical
Studies 66
2.4 Summary
of Review of Related Literature 76
CHAPTER 3: METHODOLOGY
3.1 Design
of the Study 78
3.2 Area
of the Study 78
3.3 Population
of the Study 80
3.4 Sample
and Sampling Techniques 80
3.5 Instrument for Data Collection 82
3.6 Validation
of the Instrument 83
3.7 Reliability
of the Instrument 83
3.8 Method
of data Collection 84
3.9 Method
of Data Analysis 85
CHAPTER 4: RESULTS
AND DISCUSION
4.1 Results 86
4.2 Summary of Findings of the Study 101
4.3 Discussion
of the Findings 103
CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 109
5.2 Conclusion 112
5.3 Recommendations 113
5.4 Educational Implications of the Study 114
5.5 Limitation of the Study 115
5.6 Suggestions for Further Study 116
REFERENCES
APPENDICES
LIST OF TABLES
Tables Pages
4.1: Mean and standard deviation of the respondents on the
mentoring characteristics of principals’ that
relate to
effective administration of secondary schools 86
4.2: Simple linear regression analysis for the
extent of relationship
between principals’ mentoring characteristics
and effective
administration of secondary schools. 87
4.3: Correlation
matrix of extent of principals’ listening skill and
effective administration of secondary schools 88
4.4: Simple linear regression analysis for the extent principals’
listening skills and effective administration of
secondary
schools. 89
4.5: Correlation
matrix of principals’ experience in mentoring
relate with effective administration of
secondary schools. 90
4.6: Simple linear regression analysis for the extent of principals’
experience in mentoring relate with effective
administration
of secondary schools. 91
4.7: Correlation
matrix on extent principals’ willingness to share
skills in mentoring relates with effective
administration of
secondary schools 92
4.8: Simple linear regression analysis for the extent does principals’
willingness to share skills in mentoring relates
with effective
administration of secondary schools. 93
4.9: Correlation
matrix on extent principals’ communication
skills relate with effective administration of
secondary
schools 94
4.10: Simple linear regression analysis for the extent principals’
communication skills relate with effective
administration of
secondary schools. 95
4.11: Correlation
matrix on extent principals’ human relations
correlate with effective administration of
secondary schools 96
4.12: Simple linear regression analysis for the extent principals’
human relations relate with effective
administration of
secondary schools. 97
4.13: Correlation
matrix on extent principals’ empathy skills
in
mentoring correlate with effective administration of
secondary
schools 98
4.14: Simple linear regression analysis for the extent principals’
empathy skill in mentoring relate with effective
administration
of secondary schools. 99
4.15: Correlation
matrix on extent principals’ motivation skill in
mentoring relate to effective administration of
secondary schools 100
4.16: Simple linear regression analysis for the extent principals’
of motivation skills in mentoring relate with
effective
administration of secondary schools. 101
LIST
OF FIGURE
Page
2.1:
Organizational structure of a secondary 61
CHAPTER
1
INTRODUCTION
1.1
BACKGROUND TO THE STUDY
Mentoring is a relationship between
a less experienced person who work closely with a more experienced person so as
to be useful personally and professionally. It is also seen as a process where
an experienced senior colleague helps an inexperienced junior colleague to
develop personally and professionally.
Gibbons (2013) sees mentoring as a supportive learning relationship
between a caring individual who shares knowledge, experience and wisdom with
another individual to enrich their professional journey. The individuals are
referred to as the “mentor and mentee”, while the mentor is the more
experienced, mentee is the less experienced individual. The
objectives of mentoring are
guideline that will help the mentor and
mentee to understand the need for mentoring.
Thus,
Personal Training and Education Group – PTEG (2011) listed the following as
objectives of mentoring:.
To help the individual to develop
personally and or professionally.
To provide support for the
development of an individual.
To help an individual to develop
through the transfer of knowledge, understanding and skills through the experience of another.
To enhance the performance,
learning and development of an individual.
To enable an individual learn through
the knowledge and experience of others.
To help an individual to develop
competences to manage their learning to fulfill their potentials and
To acquire skills, knowledge and
understanding to help renew their abilities and maximize their impact
To facilitate their learning,
development and performance to help others.
To develop an understanding, and to
apply these understandings to new situations.
To help other colleagues learn
and enhance their professional roles.
There are different types of
mentoring the mentor can utilize to mentor the mentee.
Mentoring
encompasses coaching, sharing perspectives and transferring knowledge and
wisdom to the mentee, thus we have different types of mentoring.
Traditional or formal traditional or
formal and informal meeting which is often seen as one- to- one relationship
between an older generation mentor and a less experienced younger mentee. Formal
mentoring programs are structured in the sense that they have oversight, clear
and specific organizational goals. For example, some institutions, as part of
their formal process assign mentors or peer associates to new
staff as an information source allowing new employees the opportunity to know
more about the work environment. Formal
mentoring relationships develop within organizational structures that are
specifically designed to facilitate the creation and maintenance of such
relationships like we have in secondary schools. A formal mentoring relationship has an
acknowledged commitment of time and energy for the purpose of guiding and
sharing. Both formal and informal types of mentoring can be for specific
projects or for extended time periods.
Informal mentoring starts from the
relationship between two people, so the actual mentoring is not structured,
though both the mentor and mentee might have expectations of possible outcomes
from the mentoring relationship.
Others include; Peer Mentoring is
which is regarded as one-on-one approach
that focuses on an area of expertise and assigns the mentee to a more
experienced peer who has a job at same level. It encourages reciprocal learning
environment that promotes a sense of community as principals are expected to be adequately skilled in the
use of the above types of mentoring. Mentoring of principals is needed more now
than ever before especially with the large number of teachers who have
graduated to the vice or deputy principal level. Mentoring is needed to prepare
them for role of school administration as many of them will soon be appointed
into the position of principalship.
A lot of benefits accrue to the organization from mentoring
whether mentoring is traditional or informal. Mentoring, is designed to enable
mentees understand organizational culture and adjust to their new work roles,
thereby enhancing the mentees career development. Beginning Principals
Mentoring Profession-BPMP (2011) noted the following benefits: transforming
organizational values and building staff cohesion, attracting and maintaining
staff. Others include encouraging new ideas, maximizing potential staff,
enhances professional competences, academic excellence and desirable work
attitude. Mentoring has become a very
useful and cheap method of staff and professional development, it attracts
better school climate, on the job training and better school relationship
Mentoring programmes, among principals will lead to supportive behaviour that
would result to positive co-operation in the organization. Fundamentally, it is
observed that when principals are well mentored, they will be efficient in the
administration of secondary schools. For
principals to mentor effectively there are certain qualities described as
mentoring characteristics.
There are expected mentoring
characteristics of principals that one must possess to do his/her job
effectively in school administration. Each of these characteristics manifest
themselves in the daily duties of a principal.
These basic characteristics include:
1.exhibition of administrative qualities, 2. adapt with people, 3.
excellent listener, 4. good communication skills, 5. wealth of experience or
teaching experience, 6 .empathy, 7. good interpersonal relations, 8. willingness to share skills and 9
motivation (Scarlet, 2015).
The principal is the instructional
administrator of the school. An effective administrator has to take
responsibility both in the successes and the failures of the school. To buttress
this, Ibiam (2015) opines that when administrators are effective they maintain
positive influence that will help them achieve their objectives. He/she must put the needs of others first
before his own and will always work to improve the school, and how to make those
improvements work out notwithstanding the problem it may pose. It is
in the light of this, that Odo (2011) posits that the success or failure of any
organization depends on the quality of the administrator in such organization.
An administrator therefore, defines
how successful any school is. A school without an effective administrator will
likely fail, and a principal who is not effective will automatically face
ineffectiveness.
Ogunu (2011) explains that to adapt
with people involves integrating people into work situations, in a way that
motivate them to work together
productively and co-operatively to achieve their aim and that of the organization.
Since they believe in their leaders, you are expected to make their situation
better.
A principal must
be an excellent listener. He/she should
give a listening ear to the subordinates and always ready to listen both what
is being said and how it is being said.
In difficult situations, may not want to listen but should try and
listen to show them that you care enough.
There should be
principals state of empathy, which is the understanding and entering into
another persons feelings. This deals with putting oneself in the place of
another person in terms of feelings, prejudices and values. This is not an easy
attributes to develop because assumptions on the part of the leaders could be
wrong. In spite of this shortcoming, an understanding of the feelings of a
subordinate would allow the administrator to work harmoniously with them.
It is required that a principal should have the
ability to communicate eloquently and effectively to reduce distortion and
misunderstanding. This will help to remove rumour peddling, an oral information
must be associated with a written note.
The school principal is expected to communicate proficiently both
verbally and in writing. This is to be
clear enough to read people and be read clearly, unnecessary problems that
concerns staff, students and community could arise as a result of error in
communication (Peretomode, 2012). In the
light of the above, Esobhawam (2016) posits that communication establishes effective
leadership, promote cooperation and peace and increase in administrative
effectiveness.
Wealth of experience according to
Aderounmu and Ehiametalor in Peretomode (2012) is an important factor which is
considered in the selection of school administrators for effective
administration. The school as a formal organization ensures that the very
senior teachers are appointed as school principals. This
is because in climbing the seniority
ladder, the teacher must have had knowledge as a form master/mistress, house
master/mistress, games master/mistress or vice principal. After going through
these positions, the individual would have acquired enough experience to be
able to administer other people Adebayo in Modebelu (2016) posits that no training programme will
be enough to produce a finished administrator, it is an art that can be learned
only in years of practical thus, administrators should be able to learn on daily basis and
also be willing to share their skills.
The administrator should be able and
willing to transmit knowledge or experience to others and to identify employees
goal and link them up with organizational reward so as to boost the moral of
the employees for successful administration.
An administrator should be able to
motivate his subordinates through appreciation, rewards and promotion to enable
the worker to perform better than ever.
These sterling qualities helps the administrator to bring the three
major groups of resources (men, money and materials) together for effective and
functional teaching and learning process in the educational institution.
The above and more are the mentoring
characteristics required by principals for effective administration of
secondary schools. However, if principals have all these qualities and are not
willing to share them to groom others, it means they are not mentors and cannot
achieve effectiveness in their administration.
Education is the centre of
development that uplifts individual, community and nation at large. It empowers
an individual and improves his skills, his potentials and makes him/her more
innovative. Federal Republic of Nigeria
(FRN), (2013) stated that Education is the instilling of right knowledge,
feelings, value and skill to an individual to make him effective. In Nigeria,
we have three levels of education namely primary, secondary and tertiary. In this study, we are going to concentrate on
secondary education.
Secondary education is an
intermediary education between primary and tertiary education. It is very
important in the development of individuals and nation building. Based on this, World Bank (2009) posits that
secondary education is recognized as the foundation of educational system in 21st
century, and quality secondary education is necessary in creating a bright
future for individuals and nation alike.
Hence, secondary education is all types of education generally grammar,
technical, vocational, teacher training or others provided for young people
between the ages of approximately 12 and 18 years. (United Nations Educational
Scientific and Cultural Organization (UNESCO), 2013). It is in the recognition of this fact, that FRN (2013) outlines that the broad goals of
secondary education are to prepare the individuals for useful living within the
society and for higher educational grades.
This is headed by the principal, the
attainment of the goals of secondary education depends to large extent on the
principal. The principal is the instructional administrator responsible for the
administration of secondary school.
He/she is the head of the secondary school who is appointed as a result
of qualification and seniority (Peretomode, 2012). To buttress this, Egu (2009) stated that
principals in Nigeria are appointed from teachers who have risen from the
classroom teacher to the rank of vice-principals. The principal as an administrator has various
duties to perform such as coordinating
the activities of teachers,
students and other staff in the school towards attaining school
objectives. This can be categorized
into two, namely: supervision of school programmes which include curricular and
extracurricular activities (school time table, the allocation of subjects,
school organization, and so on) and interpersonal relation which involves
school discipline, evaluation of teachers’ performance, mentoring of teachers,
community support and involvement, solving staff and students personal problems,
and so on. The principal also works hand
in hand with the teachers to achieve the educational goals in secondary
schools.
The teacher according to Obunadike
(2016) is relative in the sense that anybody that teaches is generally regarded
as a teacher. In the actual sense, a teacher is a trained person who helps a
learner to acquire necessary knowledge, skills and attitude through a variety
of ways all of which are intertwined. These activities are carried out by the
teacher in order to mould the mind and life of the learner. Furthermore, a teacher is a male or female
person who helps others to acquire knowledge, and values. On the other hand,
Concordia University Portland-CUP (2018) defined a teacher as a person who fulfils
many roles, they are people with educational leadership skills who must
continue to grow and develop as
professionals. Thus, anyone
seeking to be a teacher should take advantage of any chance they get to grow as
a person and as a teacher. Hence, the principal needs special training and
preparation for the challenges of his new position. Indeed, the attainment of secondary education
goals depends on the level of school administration.
Administration is the ability to
achieve set goals through the efforts of human and material resources in an
organization. Okoye (2016)
defined administration as a social process concerned with identifying,
maintaining, motivating, controlling and unifying formal and informal organized
human and material resources within a system designed specifically to achieve
desired objectives. Succinctly, National Open University of Nigeria -NOUN
(2015) stated that administration has to do with getting things done with the
achievement of defined objectives especially in education. Administration
therefore, is the ability to harness the human and material resources in order
to achieve organizational or educational objectives. Essentially, a school administrator needs to
have trained teachers, mentoring and evaluating staff performance in relation
to goal achievement which leads to effective administration.
Effective administration as aptly
put by Okorie (2009) is the ultimate goal of formal organization to the extent of achieving their objectives
with minimum expenditure of time and money. Also, stated that the effectiveness of an
educational institute is the extent to which students are achieving and the
teachers are satisfied, the staff morale is high, the students performance in
examination is high while, drop -out rate is low and so on. In their own opinion, New Leaders for New
Schools (2009) posit three main components of principals effectiveness to be
student’s outcome, teachers effectiveness and leadership actions.
Therefore, the principal’s
effectiveness is measured by the student’s achievement. This means that if the
level of student’s achievement is high, it means that the principal is
effective. Teacher quality is the most important in school factor relating to
student’s achievement. Principal’s drive for effectiveness should resort to
teacher evaluation, professional development, retention, leadership development
and provision of instructional leadership. Furthermore, to increase student’s
achievement, principals should be evaluated by the ability to drive increases
in the number of teachers rated as effective or highly effective. Principals
must take effective action to reach outcomes for student’s achievement and
teachers’ effectiveness. Therefore, the
principal needs special training and preparation for the challenges of his position and the most convenient and effective
way of offering this is on the job
training through the older and experienced colleagues which is referred to as
mentoring.
The study area which is South East,
Nigeria is made up of Abia, Anambra, Ebonyi, Enugu and Imo. These states are
blessed with many secondary schools as a means of preparing individuals for
useful living in the nation and for higher education. The goals of secondary education are not
adequately being achieved because of poor secondary school administration.
In Abia State, Nwoko (2017) opined
that principals lack mentoring and mentorship qualities; despite government efforts
to ensure effective administration they still lag behind in effective
administration.
The level of administration in Anambra
State is filled with complacency among teachers, poor communication and poor
relations. Uzoechina and Nwankwo (2017) concur that there are poor staff
relations in Anambra and that the absence of good relations and other qualities
with staff is likely to end up in ineffective administration.
Furthermore, Candy (2016), enumerated the
problems in Ebonyi State as inadequate funding of public secondary schools,
lack of commitment, lack of mentoring, principals and staff communication gap, poor
relationship between principals and teachers and late payment of teachers
salary.
In Enugu State, Chukwuma and Ugwuoke (2017)
stated that school administrators were faced with “insufficient interest of the
principals in arresting loitering behaviours of teachers and students, lack of
time to visit and communicate with the staff, principals not ready to listen and lack of
mentoring young and inexperienced teachers” . Pg. 81
In addition, Chukwu (2014), decried
that Imo State schools system seems to have ignored “mentoring in school
administration and the principals find it difficult to share skills to teachers
through mentoring thus, beginning principals are thrown into the dilemma of
frustration and end up not performing well in their administrative roles” Pg.67.
Such cases of mal-administration
will definitely ensure since no effort was made to mentor the new principals
into their new responsibilities. Thus, these tasks faced by principals have
deemed it necessary to embark on training that will make them effective in
administration.
The researcher intend to carry out a
research to find out if the principals as the school administrators mentor
themselves and their teachers as a means of enhancing administrative
effectiveness.
Some related empirical studies related to the study reviewed
are as shown below. Otegbulu (2016) investigated the study on perceived
challenges of effective administration of secondary schools in Imo State. Money
(2017) investigated effectiveness of transformational leadership style in secondary
schools in Nigeria. Egu (2009) examined the mentoring for beginning principals’
in Abia State.
Form the empirical studies reviewed, majority of
researchers studied on challenges of effective administration of secondary
schools, effectiveness of transformational leadership style in secondary
schools and mentoring for beginning principal’s. None of the empirical studies was carried out
in South East, Nigeria. The study then, intends to fill the gap of location
which is South East, Nigeria.
1.2 STATEMENT OF THE PROBLEM
Mentoring is very important in any organization
as it promotes the individuals understanding in his/her new work roles and help
him/her to adjust to it. According to literature, many of the newly assigned
principals face many difficulties in the first year of their profession thus,
they feel deserted and crushed with so many responsibilities.
However, the new principal who has an
experienced mentor gets professional support easily to overcome the problem
than the one who does not have a mentor. Mentoring is therefore very expedient
to a principal as it enhances teaching and learning programmes which result to
effective administration. But, when the principals are not willing to share
these knowledge to their subordinates, it becomes difficult to achieve effectiveness.
Effectiveness is the ultimate goal of formal
organization; that is the extent to which organizations achieve their
objectives with minimum expenditure of time and money. Effective administration
in secondary schools is the ability of the principal to achieve the objectives
of education. Effectiveness is said to take place when the three main
components are recognized namely; students outcome, leadership action and
teacher effectiveness and teacher quality which is the brain behind students’
achievements. Effective secondary school administration is designed to achieve
the two major goals of secondary education in Nigeria.
Contrary to the essence of effective
administration of secondary schools, the
two goals for preparing students for useful living within the society and
preparing them for higher education seem
to be illusionary and beginning principals find it difficult to cope. The inability
to achieve secondary school objectives appears to be due to ineffective
administration. Therefore, the ineffective administration at secondary schools
may be attributed to principals’ lack of mentoring characteristics. This could be why the new principals and
would be principals seem not mentored or adequately mentored.
The problem in question form is “Do principals’
mentoring characteristics has any relationship with effective administration of
secondary schools in South East, Nigeria.
1.3 PURPOSE OF THE STUDY
The study examined the extent mentorship characteristics
of principals correlate with effective administration of public secondary
schools in South East, Nigeria. Specifically, the study sought to:
1.
find out
mentoring characteristics of principals that relate to effective administration
of secondary schools.
2.
find out
the extent principals’ listening skill relates to effective administration of
secondary schools.
3.
find out
the extent to which mentoring experience of principals relates to effective administration of secondary
schools.
4.
ascertain
the extent to which principals’ willingness
to share skills in mentoring correlates with effective administration of
secondary schools.
5.
determine
the extent to which principals’ communication skills correlate with effective
administration of secondary schools.
6. ascertain the extent to which principals’ human relation correlates with
effective administration of secondary schools
7. find out the extent to which principals’ empathy skills correlate with effective administration of secondary schools.
8. determine the extent to which principals’ motivation skills relate to effective administration of
secondary schools.
1.4 RESEARCH QUESTIONS
The following research questions guided the
study:
1.
What are
the mentoring characteristics of principals that relate to effective
administration of secondary schools?
2.
To what
extent does principals’ listening skill relate with effective administration of
secondary schools?
3.
To what
extent does principals’ mentoring experience relates with effective
administration of secondary schools?
4.
To what extent
do principals’ willingness to share skills relate with effective administration
of secondary schools?
5.
To what
extent do principals’ communication skills relate with effective administration
of secondary schools?
6.
To what
extent does principals’ human relation correlate with effective administration
of secondary schools?
7. To what extent do principals’ empathy skills
correlate with effective administration of secondary schools.
8. To what
extent does principals’ motivation skill relate to effective administration of
secondary schools.
1.5 HYPOTHESES
The following hypotheses were formulated to
guide the study and were tested at 0.05 level of significance:
1.
There is no
significant relationship between principals’ mentoring characteristics and
effective administration of secondary schools.
2.
There is no
significant relationship between principals’ listening skill capacity and
effective administration of secondary schools.
3.
There is no
significant relationship between principals’ experience in mentoring and
effective administration of secondary schools.
4.
There is no
significant relationship between principals’ willingness to share skills and
effective administration of secondary schools.
5.
There is no
significant relationship between principals’ communication skills and effective
administration of secondary schools.
6.
There is no
significant relationship between principals’ human relations and effective
administration of secondary schools.
7. There is no significant
relationship between principals’ empathy skill and effective administration of
secondary schools.
8. There is no
significant relationship between principals’ motivation skills and effective
administration of secondary schools.
1.6 SIGNIFICANCE OF THE STUDY
The findings of this study will hopefully be of
immense benefit to a number of stakeholders in secondary schools administration
like secondary educational policy makers, government, community, society,
principals, teachers, future researchers and students.
The work will lead to successful implementation
of secondary educational policies, while the policy makers will see it as a
measure towards future policy making that will inculcate mentoring
characteristics of principals in secondary schools.
The government efforts towards education will be
enhanced if principals apply the characteristics of mentoring while the
government will deem it necessary to provide funds and to pay teachers salary’s
at when due and to promote mentoring for
the wellbeing of the administrators and the school.
On the other hand, community’s desire towards
enlightenment and development will be spurred and it will facilitate the growth
and development of students as future leaders in the community.
To the society, it will provide fulfillment and
satisfaction of helping others and contributing to the development of
colleagues if mentoring characteristics are applied. It will foster better school climate, on the
job training, better school relationship and special preparation after the
pre-service education which will lead to supportive behavior that would result
to positive co-peration in the society.
For the principals, the study may be an
illumination to school principals on how to use mentorship characteristics to
train the new principals and to administer their respective schools without
impediments. It will also serve as a useful check- list for the principal to
evaluate his mentee and help him for effective administration and also enrich
their professional journey.
Again, for the teachers, the study may help to
improve their knowledge, skills and competences in the administration of
secondary schools as a result of principals’ proper administrative strategies
also, enhance their experiences. They may also have a better understanding of
school administration, and their professional practices and competency.
The study will prompt more researchers in the
area to seek for more characteristics that principals need for effective
administration, having contributed to literature related to mentorship
characteristics of principals for effective administration of secondary
schools.
On the issue of the students, it may go a long
way to promote the students academic
performance, whereby the students will improve academically in both internal
and external examinations and to become useful individual to Nigeria and South
East in particular.
1.7 SCOPE OF STUDY
The study covered mentoring characteristics of
principals as correlates of effective administration of secondary schools in
South East, Nigeria. It examined
mentoring characteristics of principals (independent variable) such
as: listening skill, wealth of experience,
willingness to share skills, communication skill, human relations, empathy, motivation
and their relationship with effective administration in secondary schools
(dependent variable).
The study is delimited to all male and female
principals and teachers in public secondary schools in the five (5) states in South East,
Nigeria.
Geographically, the states covered were Abia,
Anambra, Ebonyi, Enugu and Imo.
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