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.
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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