ABSTRACT
The study examined principals’ supervisory roles as correlates of teachers’ effective classroom management in public secondary schools in South East, Nigeria. The design of the study was a correlational design. Six research questions and six hypotheses guided the study. The population of the study was 28235. A sample of 1410 principals and teachers was selected using stratified sampling techniques. Two sets of questionnaires were developed by the researcher for data collection. The first questionnaire titled: Principals supervisory roles Questionnaire (PSRQ) with 48 items was designed to collect information on Principal’s supervisory roles while the second questionnaire titled: Teachers Effective Classroom Management Questionnaire (TECMQ) which contained 15 items was designed to collect information on teachers’ effective classroom management. The instruments were validated and cronbach Alpha reliability test was used to determine the consistency of the questionnaire items. Reliability coefficients of 0 .79and 0.91 were obtained for the supervisory roles and classroom management in public secondary schools respectively which indicated that the instruments are highly valid and reliable for the study. Data were analyzed using Pearson product moment correlation to answer the research questions and test of significance to test the hypotheses @ 0.05 level of significance. The findings indicated that, Principals instructional roles have significant relationship with teacher effective classroom management to a high extent and other variables of Principal supervisory roles. The research concluded that the only way teachers can effectively manage classroom activities is to adhere to principals’ supervisory roles; instructional, human relation, communication, motivation, leadership and staff developmental roles. Based on the findings the researcher recommended that principals should ensure that instructional facilities are regularly provided for the smooth effective instructional delivery at all time and that teacher are encourage to sustain the high level of effective classroom management.
TABLE OF CONTENTS
Title Page i
Declaration ii
Certification iii
Dedication iv
Acknowledgements v
Table of Contents vii
List of Figures viii
List of Tables ix
Abstract x
CHAPTER 1: INTRODUCTION
1.1
Background to the Study 1
1.2
Statement of the Problem 12
1.3
Purpose of the Study 14
1.4 Research Questions 14
1.5 Hypotheses 15
1.6 Significance of the Study 16
1.7 Scope of the Study 18
CHAPTER 2: REVIEW OF RELATED LITERATURE
2.1 Conceptual
Framework 20
2.1.1. Principals
supervisory roles 20
2.1.1.1
Instructional roles 22
2.1.1.2
Human relation roles 24
2.1.1.3
Communication roles 26
2.1.1.4 Motivational roles 29
2.1.1.5
Leadership roles 32
2.1.1.6
Staff development roles 35
2.1.2 Teachers’ effective classroom management 38
2.1.2.1 Classroom management 43
2.1.2.2
Components or approaches to effective classroom management. 46
2.1.2.2.1
Content approach 46
2.1.2.2.2
Conduct approach 48
2.1.2.2.3
Covenant/inter-relationship approach 50
2.1.3 Secondary school 52
2.2 Theoretical
Framework 55
2.2.1 System theory 55
2.2.2 Situational/contingency
theory 58
2.2.3 Douglas McGregor theory X and Y (1960) 60
2.3
Empirical Studies 65
2.4
Summary of Reviewed of Related
Literature 70
CHAPTER 3: METHODOLOGY
3.1 Design of the Study 73
3.2 Area of the Study 73
3.3 Population of the
Study 74
3.4 Sample and Sampling
Techniques 75
3.5 Instruments for
Data Collection 75
3.6 Validation of the
Instruments 76
3.7 Reliability
of the Instruments 77 Method of Data Collection 77
3.9 Method of Data
Analysis 77
CHAPTER 4: RESULTS AND DISCUSSION
4.1 Presentation of Results 79
4.2 Summary of the Findings 93
4.3 Discussion of the Findings 94
CHAPTER 5: SUMMARY,
CONCLUSION AND RECOMMENDATIONS
5.1 Summary
of the Study 99
5.2 Conclusion 101
5.3 Recommendations 102
5.4 Educational Implications of the Study 103
5.5 Limitations
of the Study 104
5.6 Suggestions for Further Study 104
References 105
Appendices 118
LIST OF TABLES
4.01: Correlation
of principals’ instructional roles and teachers’
Effective
classroom management in public secondary schools 79
4.02: Test
for significance of r-value between principals’ instructional roles
and
teachers’ effective classroom management in public sec. schs. 80
4.03: Correlation
of Principals’ human relation roles and teachers’
effective
classroom management 81
4.04: Test
for significance of r-value between principals’ human relation roles
and
teachers’ effective classroom management in public secondary
schools 82
4.05: Correlation
of Principals’ communication roles and teachers’
effective
classroom management. 83
4.06: Test
for significance of r-value between principals’ communication roles
and
teachers’ effective classroom management in public secondary
schools 84
4.07: Correlation
of Principals’ motivational roles and teachers’
effective
classroom management 85
4.08: Test
for significance of r-value between principals’ motivational roles
and
teachers’ effective classroom management in public secondary
schools 86
4.09: Correlation
of principals’ leadership roles and teachers’
effective
classroom management in public secondary schools 87
4.10: Test
for significance of r-value between principals’ leadership roles and
teachers’
effective classroom management in public secondary
schools 88
4.11: Correlation
of principals’ staff development roles and teachers’
effective
classroom management in public secondary schools 89
4
.12: Test
for significance of r-value between principals’ staff development
roles
and teachers’ effective classroom management in public sec . 90
4.13: Correlation
of principals’ supervisory
roles and teachers’
effective
classroom management in public secondary schools 91
4.14: Test
for significance of r-value between principals’ supervisory
roles
and teachers’ effective classroom management in public sec . 92
LIST
OF FIGURES
1: Sketch
diagram of principals’ supervisory roles 21
2: Three Basic Qualities of a Teacher 39
3: Sketch
diagram of classroom management 45
4: Sketched
of Supervisory Roles and Classroom Management Task 58
CHAPTER
1
INTRODUCTION
1.1 BACKGROUND
TO THE STUDY
The
teacher is the pivot on which the success of any education system revolves
since it is the teacher that manages the classroom, impacts knowledge and
skills to the students. By implication, the quality of any educational system depends
on the quality of output from the teacher in terms of their primary functions.
This connotes that the corner stone of good education at any level of education
system is the teacher. This is consistent with the saying that “No education
can rise above the quality of its teachers who operate the system” (Federal
Ministry of Education, 2012). The teacher is not only concerned with teaching a
particular subject but possesses adequate pedagogical, social and philosophical
knowledge of the learner and the subject. Generally, in exonerating teachers,
it is recognized that while a medical doctor hopes to see you sick, the lawyer
hopes to see you in trouble or incriminated, while a teacher is the only one
who wants to educate and liberate you from ignorance (Inekwe, 2019). This
underscores the importance of teachers in any nation, and why the Nigeria
government has made deliberate efforts to develop teacher education programme
in Colleges and Universities. Therefore, the goal of education according to the
National Educational Reform (2014) is to produce teachers of different
categories for all the levels of education in the Nigerian school system among
other things. Universally, education is acknowledged as an excellent instrument
for national development. The potentials of education as a means for rapid
development remain pivotal asset which drives the economy of every nation
largely by producing the much needed skill and manpower for its productive
sector.
Education is therefore an
essential means for personal, social and economic development. This has
necessitated the huge personal and public investment in education. Stakeholders
invest in education with the expectation that it will yield the required
quality of human resource for personal and national advancement, using the accurate
inputs. The pivotal role of education in the advancement of the wellbeing of
both individuals and society at large, underscores the reason why the Nigerian
Government prescribed education as a veritable tool for actualizing its strategic
goals of the national development plan which include among others; to build “a
free and democratic society, a fair and egalitarian society, a united, strong and self-reliant nation, a huge
and dynamic economy and a land full of promising opportunities for all its
citizens” and therefore, made its strategic goals the focal point of Nigeria’s
educational philosophy (NER, 2014).
One way of training an individual is
through formal education. Thus, formal education structure in Nigeria is in
three levels which are primary, secondary and tertiary. Secondary education is
defined as an education received after primary education and before tertiary
education. Secondary education can be public owned or private owned. In the
context of this study, public secondary schools will be the focus. The public
secondary schools are schools that are established and managed by the
government. To achieve the secondary Education goals, Mahar (2014) noted that
the principals and teachers are the principal instruments for the awakening and
preparing the child for its own future roles.
For secondary schools to fulfill their
educational objectives there is need to outline the supervisory roles of the
principals. One of the ways of achieving the secondary education goal is
through teacher effective classroom management. Teachers’ effective classroom
management according to Ihebereme (2015) is the techniques the teachers adopt
to organize students and materials for effective delivery of instructions. It
means that classroom management covers a lot of tasks in the classroom. Subsequently
Onyemerekeya (2014) maintained that teacher effective classroom management
covers teachers’ effectiveness in checking class attendance, keeping records of
class progress, controlling students conducts and activities, improving
learning environment, manipulating instructional resources and removal of any
distraction that may occur in the classroom.
Agabi and Okorie (2017) noted that teacher
effective classroom management has to do with the total process of conducting
the classroom processes in a manner that the basic objective of the
instructional procedures are optimally achieved in lieu of resources used and
the handling of classroom inhibitions. From the definitions, classroom
management is sometimes not effectively carried out by some teachers due to
certain factors like; school factors, teachers’ factors and students’ factors. Adequate
classroom management is a strategy adopted by the teacher for the actualization
of classroom goals free from classroom problems. No classroom will function
effectively without challenges but it is the duty of the teacher to effectively
adopt strategies to be used in actualizing effective classroom. Looking at a
particular situation, effective classroom management by teachers seems to be
the key in secondary school principals’ supervisory roles.
Ihebereme (2015) asserted that effective
classroom management has three approaches. They are content approach, conduct
approach and covenant approach. In support of the above, Izuagba (2018) further
explained the three approaches thus; content approach is the approach that
deals with all measure a teacher will adopt to make sure that classroom
activities are carried out. To achieve these, teacher ensures good classroom
structure, mastery of subject matter, appropriate learning materials,
manageable class size and adequate provision of instructional materials.
In another dimension, conduct approaches
deal with resolving disciplinary problems in the classroom. To achieve this,
the teacher manages students’ behaviour, provides rules and regulations, uses
appropriate method of instruction, and manages students’ punctuality and
anxiety in class. Finally covenant approach focuses on inter and intra
relationships that exist in the classroom and to achieve this, the teacher
should have conducive learning environment, positive relationship among
students, unique classroom culture, good knowledge of the learners and ability
to solve students problem where needed.
Effective classroom management is
considered an important aspect of the school success through well established
learning process in moulding learners, utilizing the available resources
wisely, and time management, encouraging good relationship of members in the
class, encouraging handwork and enforcing disciplinary measures when the need
arises. The relevance of secured classroom environment in secondary school
remains an issue than expected. In fact, it is the reason for efficiency and
effective classroom management in our public secondary school. Conversely,
South East region of Nigeria has a challenge of school, teachers and students.
The challenge of over crowdedness, indiscipline in school, poor infrastructural
facilities, recruitment of unqualified teachers that is those teaching without
teaching qualification or license and have not been called to the classroom,
hence are ineffective. This indicates that government owned secondary schools
in South East might have failed to meet the secondary educational goals as
anticipated. It is regrettable that if these problems are not looked into and
solved as early as possible, it might lead to other problems like increase in
drop-out rate, truancy and poor academic performance in some government owned secondary
schools in South East Nigeria.
Ogbonnaya (2016) argued that most
classroom management problems experienced in public secondary schools in
Nigeria today particularly in South East might be due to the fact that many
secondary school teachers are new in the system hence may not have wider
knowledge of the tasks involved in classroom management. Ihebereme (2015)
asserted that the problem is feasible most especially in South Eastern part of
Nigeria. Among the problems is the issue of lack of supervision. Supervision is
seen as a visible activity carried out in schools and in its absence invariably
might hinder the output of the school principals and teachers.
The importance of
supervising teaching activities at secondary school level cannot be
over-emphasized. Supervision is an essential and indispensible managerial
activity for the efficient and effective operation of the school which requires
a co-operation process. Supervision entails directing subordinate to perform
assigned task for the organizational goals in the case of school as an
organization. The principals are expected to supervise classroom teachers in instructional
delivery to improve student’s achievement. According to Ogunu (2011),
Educational supervision is defined as the act of overseeing the activities of
teachers to ensure that they conform to the set standards. Hence, in addition
to the school principal’s administrative responsibilities, he is also vested
with the statutory power of supervision of classroom teacher’s effectiveness
and productivity in the delivery of classroom instructions, Akubue(2013).
In recent past two to
three decades, the Nigerian public school system has been bedeviled with
challenges such as; dearth of instructional materials, teaching aids to
include; chalkboard/whiteboard, furniture, laboratory equipment, dilapidated
classroom structures with over-crowded classrooms making it impossible for
effective classroom management. This makes teaching and learning ineffective, near
collapse of the government owned schools in Nigeria and consequently the crash
of quality of education in Nigeria (Adesina, 2013). There is need to say that,
classroom environment encourages teacher efficiency and effectiveness in the
delivery of instructions in government owned secondary schools in South East,
Nigeria. Therefore, this prevailing circumstance enhances the achievement of
the aims of education, as teachers are ineffective and inefficient in the
delivery of classroom instructions.
Over the years, the
school system has witnessed growth in population (enrolment) resulting in the
need for more education resources. Important aspect of recruiting/hiring
teachers is the process of recruiting qualified and interested applicant into
the teacher training institutions such as the Colleges of Education and
Universities. The process is vital because the quality of entrants into the
teaching system determines the outcome, whether the graduates employed as
teachers have the prerequisite skills and knowledge to teach or not. This is vital
because there is virtually no educational system can rise above the quality of
its teacher (FRN, 2014).
Principals are head of administration in
the secondary education and as such are first among equals in the tutorial. One
of the administrative functions of a principal is supervision. Ogunu (2011)
added that principals are vested with statutory power of supervision.
Supervision is the act of improving teaching and learning for actualization of
educational objectives. Equally imperative is a constant, regular and
continuous process of personal guidance and advise/counsel to teachers for encouragement to improve. Odeh, Bua and
Agbe (2014) defined supervision as an essential and indispensible activity for
the efficient and effective operation of a good school system.
The Principal’s
effectiveness in performing his roles is a pivotal interest to many
stakeholders in education. There is need to know that secondary educational
system in Nigeria is for a period of six years and it is for students who have
successfully completed the primary education programme. Ihebereme (2015)
emphasized that the principal occupies a dominant position of authority among
teaching and non-teaching staff in organizational structure of secondary
school. The principal is an administrator who controls and manages school
resources to make sure that the administrative goals are achieved.
Principal’s supervisory
roles are roles performed by principals in order to achieve the educational
goals. Supervisory roles at the secondary school are being performed by the
principal; hence he is the internal supervisor and always available to aid
teachers in their challenges so as to provide immediate feedback. Afiamnagbon
(2014) noted that principal’s supervisory roles are instructional roles, human
relation roles, communication roles, motivation roles, leadership roles and staff
development roles. Izuagba (2017) agreed with Afiamnagbon (2014) that
principles’ supervisory roles are; instructional roles, human relation roles,
communication roles, motivation roles, leadership roles and staff development
roles.
Conversely, instructional roles according
to Izuagba (2017) refer to roles the principal used in utilizing the best
professional behaviour, which enables the principal to understand the school
programme, teachers and their method of teaching. This role is concerned with
teaching and learning processes, observation of facts, identification of
instructional issues and ways of solving the problems.
Nwagwu (2014) reinstated that classroom
visitation is an aspect of instructional roles which gives the principal
opportunity to see the teachers in action. Regular classroom visit will help to
identify problems and the principal will be able to assist in addressing such
problems. This role helps to identify physical conditions of classroom building
and other facilities including instructional aids used in teaching.
Instructional roles cover paying attention to lesson plan, lesson presentation,
introductions, entry behaviour and set induction, use of communication skills and
teachers personal traits. The relevance of instructional role cannot be
overemphasized as it leads to meaningful teaching and learning.
The human relation role refers to the
relationship that exists among individuals and employers. It involves integrating
people into work situation in a way that encourages them to work together. To
this end Ogun (2011) pointed out areas covered by human relation roles as
fostering cordial relationship, boosting up employers morale, counseling on the
areas of need, accommodating individual differences, keeping confidential
secrets, giving equal opportunities, fostering mutual respect and empathy when
needed. Etor (2010) opined that for principals to succeed they should see
teachers as human beings with feelings, responsibilities and commitments; which
they seek to fulfill in the process of working for the school. Igbineweka
(2006) advised principals to promote good human relations among teachers so as
to be effective and efficient. Similarly, another supervisory role is the
communication role. Communication depicts the exchange of information and
transmission of message. It is a viable tool in supervision and no organization
can thrive without effective communication. Eya (2014) submitted that
communication cannot take place if the information transmitted by the encoder
to the decoder did not elicit the desired reaction. However, Ihebereme (2015)
noted that communication role is performed in process of passing on or sharing,
exchange of message like thought, feeling, emotion and ideas. This will help
the principal to improve and come up with new ideas.
Iheonunekwu (2011) noted that paper,
telephone, email, face to face, whatsapp and so on can be used as channels to
transmit messages; in doing this, consideration should be given to language as
unambiguous words should be avoided in consulting others that are involved,
seek others’ opinion before taking decisions, keeping all secrets as secrets,
be prepared and have adequate mastery of the subject matter, select appropriate
place and know your target audience. Principals should be brief and bear acknowledge
that bringing social cohesion to school is important.
Motivational roles on the other hand are
referred to as that condition which makes us act in a certain way. Ofegbu
(2014), Izuagba (2018) noted that a motivated person is easy to be identified
by his//her dedication, enthusiasm, focus, zeal, general performance and
contributions. Edem (2017) supported this view by saying that motivation is a
propelling factor in workers’ productivity. Workers perform better when they
are motivated than when they are not motivated.
Principals’ motivational roles boast
teacher morale to work. One day off duty and improved welfare packages can
boast morale of workers. Open condemnation kills workers morale; therefore
principals should try as much as possible to avoid that. Mentor mentee approach
to teaching should be encouraged. Principals should make themselves available
when needed, often praise the teachers publicly, and leave some room in their
budget for little gift appreciations, encourage rewards by other teachers and permit
teachers to seek for their professional development opportunities in their area
of needs. Motivation is an important role of a principal as it encourages
worker to work more. Ifediatu (2015) is in agreement that the extents to which
workers are motivated determine their level of effectiveness.
In addition, leadership is an essential
element of life which calls for gifts of visioning, planning, empowering, and
evaluating for the service of the community. Duvie and Oleabhiele (2017) noted
that leadership is a process whereby a person influences others to accomplish
an objective and directs the organization in a way that makes it more cohesive
and coherent. Emenalo (2016) opined that leadership connotes the ability to get
things done with the support and co-operation of other people within the group.
Leadership role of the principal is the responsibility of a school principal to
successful implement daily activities of the school and actualize the school
goals. Based on this Mkpa (2017) concluded that principals emerge as one of the
most important educational leadership positions. Principals should know how to
influence people, bearing in mind their integrity, doing what is right, nurture
people, empower them, have faith in others, believe in them, listen to their
suggestions and ideas, understand them as they act, offer help when the need
arises, make use of appropriate communication skills and show exemplary life
for positive result. Thus the manner of authority exercised during leadership
can influence the subordinate positively or negatively. Edem (2015) identified
three leadership styles as autocratic, democratic and laissez-faire; but all
these styles will be effective depending on the prevailing scenario.
In addition, staff development role is
based on the upgrading of the staff. It is meant to encourage teachers to
enhance pedagogical skill and mastery of the subject matter through advanced
academic study at the graduate level providing funds for conference, seminars,
workshop and other training opportunities.
Principals are expected to expose new
ideas, methods, technologies through retraining programmes, attending seminars
and workshop, while well programmed mentoring will be effective where
experienced teachers will assist the new entrants to grow professionally. The
programme must be based on teachers’ needs and interest to reduce wastage of
resources. In providing for staff development, Ikwuegbu (2017) itemized
principals’ staff development to be relevant, timed, flexible, consistent,
supportive and encouraging. Modebelu (2016) opined that staff development
programmes need to be comprehensive, continuous and should be carefully designed
for personal and organizational growth, to enhance productivity and interest
on- the- job, promote skills and develop academic experiences. Teachers who
partake in, on-the-job training are better placed when it comes to knowledge,
skills and innovation. In support Aguba (2009) opined that workers without new
ideas have little or nothing to offer and suggested the need for annual
training and retraining of staff in new skills and areas for the staff to be
relevant. The programme will improve instructional delivery and increase
educational output.
Izuagba (2015) stated that principals can
use one or more supervisory roles that will yield good result in the
educational sector. To realize effective supervisory roles in government owned
secondary schools in South East Nigeria, the principals are advised to carry
out their supervisory roles diligently. Invariably these principals’
supervisory roles relate to teachers’ effective classroom management in government
owned secondary schools in South East Nigeria. This brings doubt in the minds
of stakeholders in education. One therefore wonders, if principals’ supervisory
roles relate teacher effective classroom in public secondary schools.
However, correlate as defined by Hornby
(2013) means having exact and discernible limit of form. It is further defined
as those factors that decisively affect productivity. Correlate synonyms are
considerations, factors, antecedents, causes, reasons, inspirations and stimulus.
In this study, correlate refers to those supervisory roles that relate to
teachers effective classroom management in government owned secondary schools
in South East Nigeria.
Subsequently, previous experimental
studies were carried out by some researchers. Ikegbusim and Ejiamaka (2016)
carried out a research on teacher’s effectiveness in government own edsecondary
school in Enugu State while Owezim and Isioma (2016) investigated principals’
style and job effectiveness among teachers in public secondary schools in Delta
State. Ekpoh and Eze (2015) investigated on, principals supervisory techniques
on teachers’ job effectiveness in public secondary schools in Cross River
State. Amadi (2015) examined the influence of principal supervisory role on
teachers’ work productivity in individuallyowned secondary schools in the South
East. Sule (2013) carried out a research on influence of principal supervisory
demonstration strategy on teachers’ job performance in public secondary schools
in Cross River State while, Etor (2010) investigated the influence of principal
supervisory effectiveness and teacher work productivity in government ownedsecondary
school in Cross River State. OtaborEvbas(2016) carried a study on principals’
leadership style and job satisfaction of teachers in government owned secondary
schools in Edo State.
However, from the review of previous
empirical studies, there are evidence of principals’ supervisory roles but not
as correlate to teachers’ effective classroom management in government owned
secondary schools in South East, Nigeria and thus creates a gap for the present
study. Therefore this present study intends to fill the gap in knowledge by
investigating the principals’ supervisory roles as correlate of teachers’
effective classroom management in public secondary schools in South East,
Nigeria.
1.2
STATEMENT OF THE PROBLEM
The quality of
educational system anchored largely on teachers’ effective classroom
management. Hence, teachers’ effective classroom management means the
instructional expertise a teacher uses in the classroom. Hence, teachers’
effective classroom management cannot be devoid of the principals’ supervisory
roles, which includes; instructional roles, human relation roles, communication
roles, motivation roles, leadership roles and staff developmental roles.
A situation where principals’
roles are carried out effectively implies that, the school and students outputs
will be better. The teachers will be satisfied as inputs are highly positive.
The principal will be fulfilled as he will be rated among the best. Parents will be motivated as their efforts
are not in vain. Community will be proud of the school as students will record
high in academic achievement. The community-school relationship will be
cordial. Unfortunately, teachers’ effective classroom management in public
secondary schools in South East is very poor. Currently, a lot of factors
contribute to teacher ineffective classroom management, especially as it has been
observed by the researcher in cause of her teaching practice supervision. Such
factors are teacher factor, which includes poor mastery of the subject, lack of
teacher authority, inability of the teacher to communicate effectively, poor
organization and poor utilization of instructional materials and inability to
appreciate individual differences. School factors include large class size,
lack of instructional materials, poor school environment, poor student and
staff administration. Students’ factors include lack of concentration,
disobedience to rules and regulations, absenteeism to class. These constraints
have been observed in much government owned secondary schools in South East
Nigeria. These have raised doubt in the mind of stakeholders as to know whether
the principals’ supervisory roles have impact on teachers’ effective classroom
management. The researcher therefore, deemed it necessary to investigate
principals’ supervisory roles as correlate of teachers’ effective classroom
management in government owned secondary schools in South East, Nigeria.
1.3
PURPOSE OF THE STUDY
The purpose of the study
is to investigate the extent principals’ supervisory roles relate to teachers’
effective classroom management in public secondary schools in South East,
Nigeria.
Specifically the study aimed
at:
1. ascertain
the extent to which principals’ instructional roles relate to teachers’
effective classroom management in public secondary schools.
2. examine
the extent to which principals’ human relation roles relate to teachers’
effective classroom management in public secondary schools.
3. ascertain
the extent to which principals’ communication roles relate to teachers’
effective classroom management in public secondary schools.
4. find
out the extent to which principals’ motivational roles relate to teachers’
effective classroom management in public secondary schools.
5. ascertain
the extent to which principals’ leadership roles relate to teachers’ effective
classroom management in public secondary schools.
6. examine
the extent to which principals’ staff development roles relate to teachers’
effective classroom management in public secondary schools.
7. find
out the components of teacher effective classroom management in public
secondary schools.
1.4 RESEARCH QUESTIONS
The
following research questions, guided the study:
1. What
is the extent to which principals’ instructional roles relate to teachers’
effective classroom management in public secondary schools?
2. To
what extent do principals’ human relation roles relate to teachers’ effective
classroom management in public secondary schools?
3. What
is the extent to which principals’ communication roles relate to teachers’
effective classroom management in public secondary schools?
4. To
what extent do principals’ motivational roles relate to teachers’ effective
classroom management in public secondary schools?
5. What
is the extent to which principals’ leadership roles relate to teachers’
effective classroom management in public secondary schools?
6.
To what extent do
principals’ staff development roles relate to teachers’ effective classroom
management in public secondary schools?
7.
What are the components
of teacher effective classroom management in public secondary schools?
1.5 HYPOTHESES
The
following null hypotheses were tested @0.05 level of significance.
HO1: Principals’ instructional roles do not
significantly relate to teachers’ effective classroom management.
HO2: Principals’
human relation roles do not significantly relate to teachers’ effective
classroom management.
HO3: Principals’
communication roles do not significantly relate to teachers’ effective
classroom management.
HO4: Principals’
motivational roles do not significantly relate to teachers’ effective classroom
management.
HO5: Principals’
leadership roles do not significantly relate to teachers’ effective classroom
management.
HO6: do not significantly relate to teachers’
effective classroom management.
HO7: Components of teachers’ effective classroom
management. do not significantly relate to Principals’ supervisory roles.
1.6 SIGNIFICANCE OF THE STUDY
The findings from the
study benefited the following; students, teachers, principals, Ministry of
Education, policy makers and future researchers. The relevance of a good
research work is highly dependent on its contribution to the advancement of
knowledge.
The students as end
product of education would benefit from the outcome of the study as input and
output will be compared to determine the level of effectiveness of teachers and
principals. The study will inculcate classroom discipline in the student for
instance; lateness to class, disobedience to rules and regulation, absenteeism,
refusal to do complete assignment in the class, lack of concentration and
truancy will be curbed.
The teachers could
benefit immensely from the study as the finding will help them adhere to
strategies in classroom management, while discharging their classroom duties
and also understand the relationships between sub variables of principal’s
roles and how each influences various sub variables of teacher effective
classroom management. The information will definitely promote the interest and
retention of teachers in their profession.
The principals of schools
being the internal supervisors will benefit from the outcome of the study, as
they will be better informed of the need to have good interpersonal
relationship with their teacher as this will motivate and encourage teachers to
put in their best. The study will expose them more on their roles and
expectations. Recommendations if adhered to will help in actualization of goals
to education. The principals will come to know the terms with the relationship
in supervisory roles sub variables and teacher effectiveness sub variables in
course of discharging /performing their duties. The study will also equip the
principals with vital supervisory roles needed for the improvement of teachers’
effective in classroom management in secondary school administration.
The finding may benefit
the Federal and state ministries of education and state, during policy making
and formulation as roles of principals will be emphasized, as relates to
effectiveness in schools to actualize the aims and objectives of education in
Nigeria. The policy makers will know the area of needs and solution to bridge
the gap of supervisory roles in public secondary schools in Nigeria.
The findings of the study
could be used to checkmate menace in the supervision of public secondary
schools in Nigeria if the planners or policy makers adhere to the
recommendations from the study. It will go a long way to minimize the
challenges faced by school supervisors. Principals will be better informed of
their supervisory roles and how best to equip them to facilitate the teacher
effective classroom management.
The commissioners of
education in South East who are policy makers at state level will benefit, as
it will help guide them in policy making process during planning. Also, it will
help to identify the sub-variables of principal’s roles as highlight of
principals’ strength and weaknesses are observed as they perform their roles.
The implementation of the findings will bring about significant changes in the
supervisory policies that affect educational sectors and the need to embark on
regular supervision of schools. The stakeholders in ministry of education will
design the principals’ supervisory roles that will aim at encouraging
principals to put in their best at the secondary school level of Nigeria
educational system.
The future researchers
would benefit more as there will be increase in the body of literature, for
both South East and beyond. The findings of the study will provide a platform
to direct teacher researcher on related area on principal supervisory role to
carry out a research. Theoretically, the finding would provide relevant
theories that will be beneficial to the researchers and other stake holders. It
could help to explain the fundamentality of the theoretical postulation of
system theory, situation/ contingence theory and theory X and Y.
It would also be
significant in providing empirical information in identifying and explaining
various sub-variables of supervisory roles and the sub variable for teachers’
effective classroom management.
1.7 SCOPE OF THE STUDY
The study focused on
examining the principals’ supervisory roles as correlates of teachers’
effective classroom management in South East, Nigeria. The study was delimited
to government owned secondary schools in South East, Nigeria. The choice of
public secondary schools is because the principals’ supervisory roles
considered in public secondary schools will not be the same with that of
mission and private secondary schools. The study was restricted to the
following principals’ supervisory roles: instructional, human relation,
communication, motivation, leadership and staff developmental roles.
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