INFLUENCE OF PRINCIPALS’ MANAGERIAL ETHICS ON TEACHERS’ EFFECTIVENESS IN SECONDARY SCHOOLS IN ABIA STATE, NIGERIA

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ABSTRACT


The study investigated the Influence of principals’ managerial ethics on teachers’ effectiveness in secondary schools. Descriptive survey design was used for the study.  Eight research questions and seven null hypotheses guided the study. The population of the study was 3,970 persons comprising 235 principals and 3,735 teachers from 235 public secondary schools in the three Education Zones of the State. The sample size of 349 respondents comprising of 20 principals and 329 teachers were used for the study and drawn from Morgan Table of Sample Size. Stratified proportionate sampling technique was first used to determine the population according to zones.A 4-point rating scale questionnaire with face and content validity was ascertained by three experts from Educational Management, Measurement and Evaluation in the College of Education, Michael Okpara University of Agriculture, Umudike. Reliability index value 0.76 was derived with Pearson Product Moment Correlation Coefficient (PPMCC) test. The 349 copies of questionnaire were administered with the help of three research assistants through direct delivery and recovery method. However, 340 copies of the instrument were returned and used for data analysis. Research questions were answered using mean scores and standard deviation, while the hypotheses were tested using t-test at 0.05 level of significance. The findings revealed that principals’ decision-making and principals’ interpersonal relationship to a high extent influence teachers' effectiveness in secondary schools in Abia state while principals’ integrity, principals’ communication, principals’ motivation, principals’delegation of duty and principals’ supervision of instruction to a low extent influence teachers’ effectiveness in secondary schools in Abia state. Based on the findings, recommendations were made; that the Ministry of Education should organize more leadership trainings for principals for improvement of administrative and managerial competence and for the enhancement of effective teaching and learning; Principals should delegate duties to teachers according to their area of specialization; Lesson notes and teaching activities of teachers should be supervised and monitored by principals to make for effective teaching and learning; Principals should endeavour to schedule regular staff meetings where meaningful opinions of teachers be considered and imbibed for the enhancement of effectiveness and harmonious environment; Teachers should be enlightened and motivated by principals by enrolling them into in-serving training, seminars and workshops for improvement of instructional outcome and achievement of educational goals. Limitations of the study; Implications of the findings and Suggestions for further studies were stated.





TABLE OF CONTENTS

 

Title Page                                                                                                                    i

Declaration                                                                                                                  ii

Certification                                                                                                                iii

Dedication                                                                                                                  iv

Acknowledgments                                                                                                      v

Table of Contents                                                                                                       vi

List of Tables                                                                                                              viii

Abstract                                                                                                                      ix

 

 

CHAPTER 1:  INTRODUCTION

1.1       Background to the Study                                                                               1

1.2       Statement of the Problem                                                                               6

1.3       Purpose of the Study                                                                                      7

1.4       Research Questions                                                                                         8

1.5       Hypotheses                                                                                                     9

1.6       Significance of the Study                                                                               10

1.7       Scope of the Study                                                                                         11

 

CHAPTER 2:  REVIEW OF RELATED LITERATURE

2.1       Conceptual Framework                                                                                   13

2.1.1    Concept of ethics                                                                                            13

2.1.2    Types of ethics                                                                                                14

2.1.3    The principal                                                                                                   15

2.1.4    Concept of managerial ethics                                                                          17

2.1.5    Components of managerial ethics                                                                   18

2.1.6   Concept of effectiveness                                                                                30

2.1.6.1 The teacher                                                                                                      31

2.1.6.2 Teacher effectiveness                                                                                      32

2.1.6.3 Components of teacher effectiveness                                                             33                                

2.2      Theoretical Framework                                                                                   41

2.2.1   Administrative Management Theory by Henri Fayol (1841)                          41

2.2.2    Behavioural Approach Theory by Douglas McGregor (1957)                        43                                                                                                     

2.2.3    Justice Approach Theory by John Stuart (1832)                                             45

2.3       Empirical Studies                                                                                            47

2.4       Summary of Review of Related Literature                                                    51

CHAPTER 3: METHODOLOGY

3.1    Design of the Study                                                                                           53

3.2     Area of Study                                                                                                   53

                                                                                                                                                                                                                                               

3.3              Population of the Study                                                                                  54

3.4       Sample and Sampling Techniques                                                                  54

3.5       Instrument for Data Collection                                                                       55

3.6              Validation of Instrument                                                                                55

3.7       Reliability of the Instrument                                                                           55

3.8        Method Of Data Collection                                                                            56

3.9       Method of Data Analysis                                                                               56

CHAPTER 4: RESULTS AND DISCUSION

4.1.1        Research question 1                                                                                        57

4.2.1     Hypothesis1                                                                                                   58

4.1.2    Research question 2                                                                                        58

4.2.2    Hypothesis 2                                                                                                   59

4.1.3    Research question 3                                                                                        60

4.2.3    Hypothesis 3                                                                                                   60

4.1.4    Research question 4                                                                                        61

4.2.4    Hypothesis 4                                                                                                   62

4.1.5    Research question 5                                                                                        62

4.2.5    Hypothesis 5                                                                                                   63

4.1.6    Research question 6                                                                                        64

4.2.6   Hypothesis 6                                                                                                    65

4.1.7    Research question 7                                                                                        65

4.2.7    Hypothesis 7                                                                                                   66

4.1.8    Research question 8                                                                                        67

4.3       Summary of the findings.                                                                               68

4.4       Discussion of Findings                                                                                   68

CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1       Summary                                                                                                         73

5.2       Conclusion                                                                                                      74

5.3       Recommendations                                                                                          74

5.4        Limitations of the Study                                                                                 75

5.5       Educational Implications of the Findings                                                       75

5.6       Suggestions For Further Studies                                                                     76

References

Appendices

 

 

 

 

 

 

LIST OF TABLES

 

 4.1:                 Mean ratings of respondents on the extent principals’ integrity   influence teachers’ effectiveness in secondary schools in

Abia state.                                                           57

 

4.2:                  T-test analysis of Principals and Teachers responses on the

                        extent principals’ integrity influence teachers' effectiveness

                        in secondary schools.                                        58


4.3:                  Mean ratings of respondents on the extent principals'

communication influence teachers’ effectiveness in secondary schools.                           59

 

4.4:                  T-test analysis of Principals and Teachers responses on the

extent principals' communication influence teachers'

effectiveness in secondary schools.                          59

 

 4.5:                 Mean ratings of respondents on the extent principals’

decision-making influence teachers' effectiveness in

secondary schools.                                      60

 

4.6:                  T-test analysis of Principals and Teachers responses on

the extent principals’ decision-making influence teachers'

effectiveness in secondary schools.                             61

 

4.7:                  Mean ratings of respondents on the extent principals'

motivation influence teachers’ effectiveness in secondary

schools.                                                                    61

 

4.8:                  T-test analysis of Principals and Teachers responses on

the extent principals' motivation influences teachers'

effectiveness in secondary schools.                               62

 

 4.9:                 Mean ratings of respondents on the extent principals’

delegation of duty influence teachers' effectiveness in

secondary schools.                                            63

 

4.10:                T-test analysis of Principals and Teachers responses on the extent principals’ delegation of duty influence teachers' effectiveness in secondary schools.                             63


 4.11:               Mean ratings of respondents on the extent principals’

interpersonal relationship influence teachers’ effectiveness

in secondary schools.                              64

 

4.12:               T-test analysis of Principals and Teachers response on the extent principals’ interpersonal relationship influence teachers'

effectiveness in secondary schools.                          65

 

4.13:               Mean ratings of respondents on the extent principals’

supervision of instruction influence teachers’ effectiveness

in secondary schools.                                             66

                

4.14:                T-test analysis of Principals and Teachers responses on the

extent principals’ supervision of instruction influence teachers’ effectiveness in secondary schools.                    66

 

 4.15:               Mean ratings of respondents on the extent organizational

climate and culture influences teachers' job performance

in public secondary schools.                                  67

 

 

 

 

 


  

 

CHAPTER 1

INTRODUCTION


1.1       BACKGROUND TO THE STUDY

Education is globally accepted as the most valuable tool for improving human sustenance and development. It is an indispensable tool for enhancing national economic growth and development. The .effectiveness of education sector in attaining national goals depends to a great extent on what happens in the classroom at various educational levels especially at the secondary school level, Ngerem (2016) viewed secondary education as an intermediary level of education that receives input from the primary and sends output to tertiary education. She added that it is for children who are aged between eleven and twelve (11+ 12) and seventeen plus / eighteen (17+/18) years .and the duration of the study is (6) years. The Federal Republic of Nigeria (2012) also described secondary education as the education children receive after primary education and before the tertiary stage where Students are expected to graduate as useful citizens and to attain higher education. The achievement of these two major secondary education goals in secondary schools is a function of the teacher. Modebelu (2007) defined the teacher as an individual trained specifically to impart knowledge and skills to children, youths and adults to enable them develop healthy attitudes and live in harmony with others. Obunadike (2016a) opined that 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. The key function of the teacher is teaching. He or She is somebody who deliberately engages in systematic activities designed to facilitate the learning of worthwhile knowledge, attitudes, values and skills. When a teacher is able to attain the expected goals or objectives of teaching, such teacher is described as an effective teacher.

 

Teacher effectiveness at secondary education level is a measure of ability of the teacher to deliver the expected goals of teaching. Evans (2006) defined teacher effectiveness as a measure of the extent of realization of the instructional objectives. According to him, it is a net growth in intellectual aptitude and skills as measured by students’ achievements. Education maxim according to Modebelu and Onyali (2009) had it that when the learner has learned what the teacher has taught, it is simply an indication of teacher effectiveness. Besong (2001) also added that Teacher effectiveness is equivalent to teacher achievement. Adeyemi (2006) defined teacher effectiveness as the ability of the teacher to combine relevant inputs for the enhancement of teaching and learning processes. These inputs according to him include lesson preparation and presentation, effective use of scheme of work, subject mastery, teaching method/ teaching skills, classroom management, communication skill, learning resources and so on. This implies therefore that teacher effectiveness is a plan proposed in advance and accomplished later within a stipulated time or duration of a school and which are enhanced by the teacher’s capability and ability to apply the relevant inputs to play.

 

There are many factors that can influence teacher effectiveness. Principals’ managerial ethics is one of the major factors which the study is interested in. Ethics is used in a variety of ways and is difficult to define in a precise way. Ikotun (2004) referred to ethics as obligation, right, wrong, responsibility, fairness measured or qualified. This implies that ethics deals with moral obligation, act, attitude or behaviour that is in tune with practices commonly applauded within a given society, organization or environment. Eya and Modebelu (2015) viewed ethics as a normative science of human conduct which describes the way things ought to be and also deals with the norms of right conduct. The study of ethics according to them helps to elevate one’s moral standard and can be likened to the study of logic which helps one to think more correctly and avoids fallacies. This means that ethics uplifts high moral standard for he who knows is more likely disposed to doing the right thing than he who does not know. Ethics was also seen by Obunadike (2016b) as the moral principles that govern a person’s behaviour or the conduct of an activity. It is moral code, moral standard, moral principles, moral values, rights and wrongs, rules of conduct and virtues. She added that ethics implies moral soundness where such rules and regulations have no legal authorities behind them instead, there are issues of morality or what is right or wrong in the discharge of professional duties. Professional duties, according to her are both philosophical and sociological. Philosophical as it concerns what is right or wrong and sociological as it concerns occupational self-control and self-regulation. Ethics sets standards as to what is good or bad in conduct and decision making. It deals with internal values that are part of corporate culture and shapes decisions concerning social responsibility with respect to the external environment. As a science of morality, it has to do with acceptable and unacceptable behaviour as a society without morals is anarchic. It is an integral and vital aspect of Human Resource Management since most of our actions and decisions have ethical manifestations in the Human Resource domain. Its effective application is the job of the management.

Management refers to the functional process of accomplishing the goals of the organization through the help of others. Modebelu (2011) defined management as the coordination of all the process of planning, organizing, directing and controlling in order to attain organizational objectives. Modebelu and Duvie (2013) also viewed management as the process and the art of getting things done with and through people. This stresses the fact that managers achieve the objectives of mini educational agencies, schools, colleges, universities, etc. through others. This explains that management is all about the manager or administrator and the people. Every manager from teacher to the chief executive of education (principal) has a wide range of roles to move the institution towards its declared objectives. At the secondary school, the principal is the manager or educational administrator. Modebelu (2016) viewed the principal as the administrative head; the chief executive and leader of the institution; an overseer of both curricular and extra-curricular activities of the school through planning, coordinating, organizing, controlling, communicating, decision making and implementation. Oyewole (2006), also viewed principal as the chief Executive Officer in the Nigerian secondary school system. He is the head teacher, administrator, manager, a supervisor, a financial controller and overseer of all the administrative and managerial procedures of the school for achievement of goals and objectives. For the effectiveness of these procedures, the principal is expected to employ managerial ethics to ensure that serene environment of teaching and learning is maintained.

Managerial ethics was therefore defined by Miner (2005) as a set of standards and guidelines that dictate the conduct of a manager and which define what is right and what is wrong in an organization or in a work place. Managerial ethics in this context refers to the manner in which a principal of a school handles the affairs of the school, the staff and students in order to ensure that teaching and learning processes are conducted under a favorable atmosphere for a positive educational outcome. Managerial ethics encompasses ethical behaviour. Ethical behaviour, according to Robbins and Coulter (2007) refers to that which is morally accepted as ‘good’ and ‘right’. These essential elements according to them include integrity, communication, and ethical decision-making, and motivation, delegation of duty, inter-personal relationship and supervision. Integrity is all about transparency, being principled, morally upright, honesty, consistent in all circumstances, trustworthy, reliant, whole and undivided for a smooth administrative and managerial procedures. Hornby (2006) defined integrity as the quality of being honest and having strong moral principles and the state of being whole. Communication is the life-blood of the school system and increases managerial efficiency. It is the essence of human interaction and learning. Canary (2011) viewed communication as the transfer of a message or information from one person to another or a group of people for common understanding.  Ethical decision-making is the act of making up one’s mind; a process of arriving at a course of action which deals with making of rational choices for effective management. Ogunsaju in Okorie (2016) defined decision making as the actual selection among several alternatives in taking a course of action.  Motivation is goal oriented and tend to facilitate achievement of organizational objectives. Flippo in Osuagwu (2005) stated that motivation is a managerial responsibility for bringing out desired behaviour from workers which results simultaneously to their achievement and attainment of organizational objectives.  Delegation of duty makes for ease of load of work; specialization of duty and encourages task performance and job satisfaction. Blair (2002) described delegation of duty as a management skill that underpins a style of management which allows the staff to use and develop their skills and knowledge to full potentials. Failing to delegate responsibilities to staff may tantamount to a crawling organization. .Interpersonal relationship is a social association between two or more people which vary in level of intimacy. It is an instrument for the accomplishment of organizational objectives through cooperative actions.  Supervision of instruction is an integral part of school administration that is designed to improve the effectiveness of teaching. Eya (2013) viewed it as an essential service rendered to the teacher for the purpose of professional growth and for the achievement of the overall instructional objectives.

In the present day educational administration and management, doubts are raised on the efficiency of principals’ ’behaviour irrespective of previous researches such as Principals’ Administrative Effectiveness and their managerial implications towards Staff  productivity (Besong2014); Impact of Principals’ Managerial Behaviour on Teachers’ job Performance and School Effectiveness (Kadir, 2014); Relationship among Principals’ Managerial Behaviour, Teachers’ Performance and School Effectiveness (Ogungbemi, 2012) to mention but a few seemed not to have much impact or improvement on the managerial behaviour of principals and teachers’ effectiveness in public secondary schools hence this study: Perceive influence of Principals’ Managerial Ethics on Teachers’ Effectiveness where emphasis is laid on ethics. This may enable to set things right in human conduct, elevation of high moral standard and application of the right managerial ethics by principals and which may enhance the effectiveness of teachers for a more improved positive educational outcome in the public secondary schools in Abia State for a society without ethical principle is anarchic.

 

 

1.2       STATEMENT OF THE PROBLEM

Education is regarded as the catalyst for development as well as a process for bringing positive change in the society. Teachers as core curriculum implementers are expected to be sound academically, to have undergone adequate educational training to enable them have theoretical knowledge, experience, content mastery, skills, good classroom management and commitment to duty to facilitate effective teaching and learning, excellent performance of students and achievement of educational goals.

Over the years, the state of affairs in our secondary school system especially Abia State according to Adetula (2005) have shown a total unwholesome and non professional behaviour of teachers such as absenteeism, lateness, malingering, conversion of lesson periods to storytelling, trading and other businesses and the general low level of commitment to duty which seemed to have contributed tremendously to poor academic performance of students in their internal and external examinations where exam malpractice, sorting and their likes have become the order of the day hence the standard of education becomes chaotic..

There is therefore a growing need to examine if principals’ managerial ethics such as integrity, communication, decision-making, motivation, delegation of duty, interpersonal relationship and supervision of instruction has any impact on teachers’ effectiveness. In providing answer to this statement, the researcher decided to investigate on the influence of principals’ managerial ethics on teachers’ effectiveness in public secondary schools in Abia State.

 

 

1.3       PURPOSE OF THE STUDY

The purpose of the study is to investigate on the influence of principals’ managerial ethics on teachers’ effectiveness in secondary schools in Abia State. Specifically, the study seeks to:

1.      examine the extent principals’ integrity influence teachers’ effectiveness in

Secondary schools in Abia State;

2.      find out the extent principals’ communication influence teachers’ effectiveness in secondary schools;

3.      ascertain the extent principals’ decision-making influence teachers’ effectiveness in secondary schools;

4.      determine the extent principals’ motivation influence teachers’ effectiveness in secondary schools;

5.      investigate the extent principals’ delegation of duty influence teachers’ effectiveness in secondary schools;

6.      ascertain the extent principals’ interpersonal relationship influence teachers’ effectiveness in secondary schools; and

7.      examine the extent principals’ supervision of instruction influence teachers’ effectiveness in secondary schools.

 


1.4.      RESEARCH QUESTIONS

            The following research questions were answered to guide the study:

1.      To what extent do principals’ integrity influence teachers’ effectiveness in secondary schools in Abia State?

2.      To what extent do principals’ communication influence teachers’ effectiveness in secondary schools?

3.      To what extent do principals’ decision-making influence teachers’ effectiveness in secondary schools?

4.      To what extent do principals’ motivation influence teachers’ effectiveness in secondary schools?

5.      To what extent do principals’ delegation of duty influence teachers’ effectiveness in secondary schools?

6.      To what extent do principals’ interpersonal relationship influence teachers’ effectiveness in secondary schools?

7.      To what extent do principals’ supervision of instruction influence teachers’ effectiveness in secondary schools?

8.      To what extent do principals’ managerial ethics influence teachers’ effectiveness in secondary schools?

8.                         


1.5       RESEARCH HYPOTHESES

Seven null hypotheses guided the study. They were tested at 0.05 level of significance.

HO1:    There is no significant difference in the mean ratings of principals and

teachers on the extent the principals’ integrity influence teachers’ effectiveness in secondary schools in Abia State.

HO2:    There is no significant difference in the mean ratings of principals and teachers on the extent the principals’ communication influence teachers’ effectiveness in secondary schools.

HO3:    There is no significant difference in the mean ratings of principals and teachers on the extent the principals’ decision making influence teachers’ effectiveness in secondary schools.

HO4:    There is no significant difference in the mean ratings of principals and teachers on the extent the principals’ motivation influence teachers’ effectiveness in secondary schools.

HO5:    There is no significant difference in the mean ratings of principals and teachers on the extent the principals’ delegation of duty influence teachers’ effectiveness in secondary schools.

HO6:    There is no significant difference in the mean ratings of principals and teachers on the extent the principals’ interpersonal relationship influence teachers’ effectiveness in secondary schools.

HO7:    There is no significant difference in the mean ratings of principals and teachers on the extent the principals’ supervision of instruction influence teachers’ effectiveness in secondary schools.

 

 

1.6       SIGNIFICANCE OF THE STUDY

 

The findings of the study will have immense significance for the enhancement of education especially in public secondary schools. Specifically, the Federal Government  of Nigeria, Ministry of Education, school principals, teachers, parents, students, philanthropic individuals, communities and other researchers will benefit from the study.

The findings of the study if made available to the Federal Government of Nigeria will provide information on the importance of integrity and professionalism in the school system and endeavor to enshrine them into the National Policy on Education as criteria for employment/appointment of principals and teachers in public secondary schools in order to enhance quality education.

The findings of the study if made available to the Ministry of Education will provide information to them on the effectiveness of supervision of instruction in secondary schools and which may ginger them to ensure effective supervision and monitoring of personneland adequate implementation of policies for improved sanity, commitment and positive educational outcome.

The findings of the study if made available to principals will provide information to them on ethics of management and their effectiveness in administrative processes and if implemented  will make for improved principal/teacher relationship and enhancement of effective teaching and learning.

The findings of the study if made available to teachers and implemented by principals will arouse their sense of belonging; their potentials willingly expressed and will be spurred to improve on their knowledge,skills and diligence toduties for the improvement of competence and effectiveness.

The findings of the study if made available to students and implemented, will help them have flare for academics by giving their studies utmost priority for excellent academic performance. The findings of the study will also help to inculcategood moral principles to the students and help them to recognize the dignity of labour for a positive behavioral and educational outcome.

Parents will be spurred to sponsor their children and support the school both financially and materially if the findings of the study are made known to them and implemented for the excellent performance of their children, growth,development and improvement of worthwhile education.

The findings of the study if made known to the community and implemented, will sensitize and inculcate tothem the need and gains of education as all efforts will be geared towards supporting the school financially, materially and otherwise for the promotion of literacy and academic excellence, good morals, virtues and spiritual growth for a society devoid of education and ethical principles is anarchic.

The Non-Governmental Organizations (NGOs) and philanthropic individuals having been informed of the findings of the study and implemented, may be spurred to assist and invest more on education by erecting requisite and equipped infrastructure for the enhancement of teaching and learning in our educational system.

Future Researchers will also benefit from the outcome of the study if the findings are made known to them as it may lay a sound basis for further research on the lapses of teaching and learning in the school system and way forward of improving the educational standard in the public secondary schools and the nation at large.


1.7         SCOPE OF THE STUDY

The study covered the influence of principals’ managerial ethics on teachers’ effectiveness in public secondary schools in Abia State. Principals’ Managerial Ethics as independent variable was delimited to principals’ integrity , ethical decision-making, communication, motivation, delegation of duty, inter-personal relationship and supervision of instruction; while Teachers’ effectiveness as the dependent variable covered lesson plan/lesson notes, teaching methods/skills, classroom management, instructional aids, communication skills, students’ assessment. The study was also delimited to all the 235 principals and 3735 teachers in the public secondary schools in Aba, Ohafia and Umuahia Education Zones of Abia State.  

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