MENTORSHIP CHARACTERISTICS OF PRINCIPALS AS CORRELATES OF EFFECTIVE ADMINISTRATION OF SECONDARY SCHOOLS IN SOUTH EAST, NIGERIA

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ABSTRACT


The study investigated the extent Mentorship Characteristics of Principals Correlates with Effective Administration of Secondary School Principals in South East, Nigeria. To guide the study, eight research questions and eight null hypotheses were raised. It adopted a correlational research design.  Population is made up of 1, 430 principals, 27, 431 teachers in Public Secondary Schools in South East, Nigeria. The study samples were 333 principals 385 teachers selected via simple random sampling techniques. Two instruments titled: “Mentorship Characteristics of Principals Questionnaire” (MCPQ) and “Effective Administration of Secondary Schools Questionnaire” (EASSQ) were developed by the researcher. The instruments were validated by three   experts in the College of Education, Michael Okpara University of Agriculture, Umudike, to ascertain their relevance in the study. Two from Department of Educational Management and one from Measurement and Evaluation. Test re-test method was to establish the stability and Internal consistency of the instrument via Cronbach alpha and the values of 0.81, 0.78, 0.79, 0.73, 0.71, 0.76, 0.74 and 0.72 for MCPQ and 0.79 for EASSQ were obtained respectively. The research instrument were administered by the researcher and research assistants, who were properly-briefed. They retrieved the duly filled instruments at a return rate of 97%, while a total of 3% were either not filled or discarded by some uncooperative respondents.  Data collected were analyzed using mean and standard deviation to answer question (1), and Pearson Product Moment Correlation (r) for questions 2- 8, while Simple Linear Regression was used to test the null hypotheses at 0.05 level of significance.   Findings of the study revealed that listening skill, experience, willingness  to share skills, human relation, empathy skills, motivation skills and others are the mentoring characteristics of principals that relates to effective administration and that there was very high significant  relationship between the extent of principals mentoring characteristics and effective administration of secondary schools in South East, Nigeria. Based on the findings, it was recommended amongst others that school principals should increase their number of mentorship characteristics skills to enhance effective administration in secondary schools. 





TABLE OF CONTENTS

                                                                                                            Pages

Title page                                                                                                        i

Declaration                                                                                                      ii

Certification                                                                                                    iii

Dedication                                                                                                      iv

Acknowledgments                                                                                          v

Table of Contents                                                                                           ii

List of Tables                                                                                                  iii

List of Figure                                                                                                  iv

Abstract                                                                                                          v

                                                                                                                                                                                                                                               

CHAPTER 1: INTRODUCTION                                                              1

1.1        Background to the Study                                                                   1         

1.2       Statement of the Problem                                                                   12

1.3       Purpose of Study                                                                                14

1.4       Research Questions                                                                             15

1.5      Hypotheses                                                                                          15

1.6       Significance of the Study                                                                   16

1.7       Scope of Study                                                                                   18

 

CHAPTER 2: REVIEW OF RELATED LITERATURE

2.1.      Conceptual Framework                                                                       19

2.1.1.   Concept of mentoring                                                                         19

2.1.2.   Characteristics of mentoring                                                               23

2.1.3.   Purposes of mentoring                                                                        28

2.1.4.   Types of mentoring                                                                             31

2.1.5.   Skills of mentors                                                                                 34

2.1.6.   Functions of mentoring                                                                       35

2.1.7.   Benefits of mentoring                                                                         39

2.1.8.   Problems of mentoring                                                                        40

2.1.9.   Concept of administration                                                                  41

2.1.10. Effective administration                                                                     45

2.1.11. The teacher?                                                                                        46

2.1.12. Concept of principal                                                                           48

2.1.13. Qualities of a principal                                                                        51

2.1.14. Administrative functions of the principal                                          51

2.1.15. Basis for the selection of a school principal                                        54

2.1.16. Concept of   education                                                                       57

2.1.17. Secondary education                                                                          59

2.2       Theoretical Framework                                                                       63

2.2.1   Transformational leadership theory by J. M. Burns (1978)                63

2.2.2   Skills theory by R. Katz (1955)                                                          63

2.2.3        Behavioural   leadership Theory (1961)                                              64

2.3       Empirical Studies                                                                                66

2.4       Summary of Review of Related Literature                                        76

 

CHAPTER 3: METHODOLOGY

3.1       Design of the Study                                                                            78

3.2       Area of the Study                                                                               78

3.3       Population of the Study                                                                      80

3.4       Sample and Sampling Techniques                                                      80

3.5       Instrument for Data Collection                                                           82

3.6       Validation of the Instrument                                                              83

3.7       Reliability of the Instrument                                                               83

3.8       Method of data Collection                                                                 84

3.9       Method of Data Analysis                                                                   85

 

CHAPTER 4: RESULTS AND DISCUSION

4.1        Results                                                                                                86

4.2       Summary of Findings of the Study                                                    101

4.3       Discussion of the Findings                                                                 103


CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1       Summary                                                                                             109

5.2       Conclusion                                                                                          112

5.3       Recommendations                                                                              113

5.4       Educational Implications of the Study                                               114

5.5       Limitation of the Study                                                                      115

5.6       Suggestions for Further Study                                                            116

REFERENCES

APPENDICES

 

 

 

 

  

 

 

 

 

LIST OF TABLES

Tables                                                                                                             Pages

 

4.1:      Mean and standard deviation of the respondents on the

mentoring characteristics of principals’ that relate to

effective administration of secondary schools                                   86


4.2:      Simple linear regression analysis for the extent of relationship

between principals’ mentoring characteristics and effective

administration of secondary schools.                                                  87

 

4.3:      Correlation matrix of extent of principals’ listening skill and

effective administration of secondary schools                                   88

 

4.4:      Simple linear regression analysis for the extent principals’

listening skills and effective administration of secondary

schools.                                                                                               89

 

4.5:      Correlation matrix of principals’ experience in mentoring

relate with effective administration of secondary schools.                90

 

4.6:      Simple linear regression analysis for the extent of principals’

experience in mentoring relate with effective administration

of secondary schools.                                                                          91

 

4.7:      Correlation matrix on extent principals’ willingness to share

skills in mentoring relates with effective administration of

secondary schools                                                                               92

 

4.8:      Simple linear regression analysis for the extent does principals’

willingness to share skills in mentoring relates with effective

 administration of secondary schools.                                                 93

 

4.9:      Correlation matrix on extent principals’ communication

skills relate with effective administration of secondary

schools                                                                                    94

 

4.10:    Simple linear regression analysis for the extent principals’

communication skills relate with effective administration of

secondary schools.                                                                              95

 

4.11:    Correlation matrix on extent principals’ human relations

correlate with effective administration of secondary schools            96

 

4.12:    Simple linear regression analysis for the extent principals’

human relations relate with effective administration of

secondary schools.                                                                              97

 

4.13:    Correlation matrix on extent principals’ empathy skills

 in mentoring correlate with effective administration of

 secondary schools                                                                              98

 

4.14:    Simple linear regression analysis for the extent principals’

empathy skill in mentoring relate with effective administration

of secondary schools.                                                      99

 

4.15:    Correlation matrix on extent principals’ motivation skill in

mentoring relate to effective administration of secondary schools    100

 

4.16:    Simple linear regression analysis for the extent principals’

of motivation skills in mentoring relate with effective

administration of secondary schools.                           101

 

 

 



 

LIST OF FIGURE

 

                                                                                                                        Page

2.1: Organizational structure of a secondary                                                  61

 

 

 

 

 

 

 

CHAPTER 1

 INTRODUCTION


1.1   BACKGROUND TO THE STUDY

Mentoring is a relationship between a less experienced person who work closely with a more experienced person so as to be useful personally and professionally. It is also seen as a process where an experienced senior colleague helps an inexperienced junior colleague to develop personally and professionally.  Gibbons (2013) sees mentoring as a supportive learning relationship between a caring individual who shares knowledge, experience and wisdom with another individual to enrich their professional journey. The individuals are referred to as the “mentor and mentee”, while the mentor is the more experienced, mentee is the less experienced individual.  The objectives of mentoring  are guideline  that will help the mentor and mentee to understand the need for mentoring. 

Thus, Personal Training and Education Group – PTEG (2011) listed the following as objectives of mentoring:.  

To help the individual to develop personally and or professionally.

To provide support for the development of an individual.

To help an individual to develop through the transfer of knowledge, understanding  and skills through  the experience of another.

To enhance the performance, learning and development of an individual.

To enable an individual learn through the knowledge and experience of others.

To help an individual to develop competences to manage their learning to fulfill their potentials and

To acquire skills, knowledge and understanding to help renew their abilities and maximize their impact

To facilitate their learning, development and performance to help others.

To develop an understanding, and to apply these understandings to new situations.

To help other colleagues learn and enhance their professional roles.

 

There are different types of mentoring the mentor can utilize to mentor the mentee.                                   

Mentoring encompasses coaching, sharing perspectives and transferring knowledge and wisdom to the mentee, thus we have different types of mentoring.

Traditional or formal traditional or formal and informal meeting which is often seen as one- to- one relationship between an older generation mentor and a less experienced younger mentee. Formal mentoring programs are structured in the sense that they have oversight, clear and specific organizational goals. For example, some institutions, as part of their formal  process  assign mentors or peer associates to new staff as an information source allowing new employees the opportunity to know more about the  work environment. Formal mentoring relationships develop within organizational structures that are specifically designed to facilitate the creation and maintenance of such relationships like we have in secondary schools.  A formal mentoring relationship has an acknowledged commitment of time and energy for the purpose of guiding and sharing. Both formal and informal types of mentoring can be for specific projects or for extended time periods.

Informal mentoring starts from the relationship between two people, so the actual mentoring is not structured, though both the mentor and mentee might have expectations of possible outcomes from the mentoring relationship.

Others include; Peer Mentoring is which is regarded as  one-on-one approach that focuses on an area of expertise and assigns the mentee to a more experienced peer who has a job at same level. It encourages reciprocal learning environment that promotes a sense of community as principals are expected to be adequately skilled in the use of the above types of mentoring. Mentoring of principals is needed more now than ever before especially with the large number of teachers who have graduated to the vice or deputy principal level. Mentoring is needed to prepare them for role of school administration as many of them will soon be appointed into the position of principalship. 

A lot of benefits accrue to the organization from mentoring whether mentoring is traditional or informal. Mentoring, is designed to enable mentees understand organizational culture and adjust to their new work roles, thereby enhancing the mentees career development. Beginning Principals Mentoring Profession-BPMP (2011) noted the following benefits: transforming organizational values and building staff cohesion, attracting and maintaining staff. Others include encouraging new ideas, maximizing potential staff, enhances professional competences, academic excellence and desirable work attitude.   Mentoring has become a very useful and cheap method of staff and professional development, it attracts better school climate, on the job training and better school relationship Mentoring programmes, among principals will lead to supportive behaviour that would result to positive co-operation in the organization. Fundamentally, it is observed that when principals are well mentored, they will be efficient in the administration of secondary schools.  For principals to mentor effectively there are certain qualities described as mentoring characteristics.

There are expected mentoring characteristics of principals that one must possess to do his/her job effectively in school administration. Each of these characteristics manifest themselves in the daily duties of a principal.  These basic characteristics include:  1.exhibition of administrative qualities, 2. adapt with people, 3. excellent listener, 4. good communication skills, 5. wealth of experience or teaching experience,  6 .empathy,  7. good interpersonal relations,  8. willingness to share skills and 9 motivation (Scarlet, 2015).  

The principal is the instructional administrator of the school. An effective administrator has to take responsibility both in the successes and the failures of the school. To buttress this, Ibiam (2015) opines that when administrators are effective they maintain positive influence that will help them achieve their objectives.  He/she must put the needs of others first before his own and will always work to improve the school, and how to make those improvements work out notwithstanding the problem it may pose.   It is in the light of this, that Odo (2011) posits that the success or failure of any organization depends on the quality of the administrator in such organization.

An administrator therefore, defines how successful any school is. A school without an effective administrator will likely fail, and a principal who is not effective will automatically face ineffectiveness.

Ogunu (2011) explains that to adapt with people involves integrating people into work situations, in a way that motivate  them to work together productively and co-operatively to achieve their aim and that of the organization. Since they believe in their leaders, you are expected to make their situation better.

A principal must be an excellent listener.  He/she should give a listening ear to the subordinates and always ready to listen both what is being said and how it is being said.  In difficult situations, may not want to listen but should try and listen to show them that you care enough.

There should be principals state of empathy, which is the understanding and entering into another persons feelings. This deals with putting oneself in the place of another person in terms of feelings, prejudices and values. This is not an easy attributes to develop because assumptions on the part of the leaders could be wrong. In spite of this shortcoming, an understanding of the feelings of a subordinate would allow the administrator to  work harmoniously with them.

It is required that a principal should have the ability to communicate eloquently and effectively to reduce distortion and misunderstanding. This will help to remove rumour peddling, an oral information must be associated with a written note.   The school principal is expected to communicate proficiently both verbally and in writing.  This is to be clear enough to read people and be read clearly, unnecessary problems that concerns staff, students and community could arise as a result of error in communication (Peretomode, 2012).  In the light of the above, Esobhawam (2016) posits that communication establishes effective leadership, promote cooperation and peace and increase in administrative effectiveness.

Wealth of experience according to Aderounmu and Ehiametalor in Peretomode (2012) is an important factor which is considered in the selection of school administrators for effective administration. The school as a formal organization ensures that the very senior teachers are appointed as school principals.    This is   because in climbing the seniority ladder, the teacher must have had knowledge as a form master/mistress, house master/mistress, games master/mistress or vice principal. After going through these positions, the individual would have acquired enough experience to be able to administer  other people  Adebayo in Modebelu  (2016) posits that no training programme will be enough to produce a finished administrator, it is an art that can be learned only in years of practical thus,  administrators  should be able to learn on daily basis and also be willing to share their skills.    

The administrator should be able and willing to transmit knowledge or experience to others and to identify employees goal and link them up with organizational reward so as to boost the moral of the employees for successful administration.

An administrator should be able to motivate his subordinates through appreciation, rewards and promotion to enable the worker to perform better than ever.  These sterling qualities helps the administrator to bring the three major groups of resources (men, money and materials) together for effective and functional teaching and learning process in the educational institution.

The above and more are the mentoring characteristics required by principals for effective administration of secondary schools. However, if principals have all these qualities and are not willing to share them to groom others, it means they are not mentors and cannot achieve effectiveness in their administration.

Education is the centre of development that uplifts individual, community and nation at large. It empowers an individual and improves his skills, his potentials and makes him/her more innovative.   Federal Republic of Nigeria (FRN), (2013) stated that Education is the instilling of right knowledge, feelings, value and skill to an individual to make him effective. In Nigeria, we have three levels of education namely primary, secondary and tertiary.  In this study, we are going to concentrate on secondary education.

Secondary education is an intermediary education between primary and tertiary education. It is very important in the development of individuals and nation building.   Based on this, World Bank (2009) posits that secondary education is recognized as the foundation of educational system in 21st century, and quality secondary education is necessary in creating a bright future for individuals and nation alike.  Hence, secondary education is all types of education generally grammar, technical, vocational, teacher training or others provided for young people between the ages of approximately 12 and 18 years. (United Nations Educational Scientific and Cultural Organization (UNESCO), 2013).    It is in the recognition of this fact, that   FRN (2013) outlines that the broad goals of secondary education are to prepare the individuals for useful living within the society and for higher educational grades.

This is headed by the principal, the attainment of the goals of secondary education depends to large extent on the principal. The principal is the instructional administrator responsible for the administration of secondary school.  He/she is the head of the secondary school who is appointed as a result of qualification and seniority (Peretomode, 2012).  To buttress this, Egu (2009) stated that principals in Nigeria are appointed from teachers who have risen from the classroom teacher to the rank of vice-principals.  The principal as an administrator has various duties to perform such as coordinating  the activities of teachers,  students and other staff in the school towards attaining school objectives.   This can be categorized into two, namely: supervision of school programmes which include curricular and extracurricular activities (school time table, the allocation of subjects, school organization, and so on) and interpersonal relation which involves school discipline, evaluation of teachers’ performance, mentoring of teachers, community support and involvement, solving staff and students personal problems, and so on.  The principal also works hand in hand with the teachers to achieve the educational goals in secondary schools.

The teacher according to Obunadike (2016) is relative in the sense that anybody that teaches is generally regarded as a teacher. In the actual sense, a teacher is a trained person who helps a learner to acquire necessary knowledge, skills and attitude through a variety of ways all of which are intertwined. These activities are carried out by the teacher in order to mould the mind and life of the learner.  Furthermore, a teacher is a male or female person who helps others to acquire knowledge, and values. On the other hand, Concordia University Portland-CUP (2018) defined a teacher as a person who fulfils many roles, they are people with educational leadership skills who must continue to grow and develop as  professionals.  Thus, anyone seeking to be a teacher should take advantage of any chance they get to grow as a person and as a teacher. Hence, the principal needs special training and preparation for the challenges of his new position.  Indeed, the attainment of secondary education goals depends on the level of school administration.

Administration is the ability to achieve set goals through the efforts of human and material resources in an organization.  Okoye  (2016)  defined administration as a social process concerned with identifying, maintaining, motivating, controlling and unifying formal and informal organized human and material resources within a system designed specifically to achieve desired objectives. Succinctly, National Open University of Nigeria -NOUN (2015) stated that administration has to do with getting things done with the achievement of defined objectives especially in education. Administration therefore, is the ability to harness the human and material resources in order to achieve organizational or educational objectives.   Essentially, a school administrator needs to have trained teachers, mentoring and evaluating staff performance in relation to goal achievement which leads to effective administration.

Effective administration as aptly put by Okorie (2009) is the ultimate goal of formal organization  to the extent of achieving their objectives with minimum expenditure of time and money.   Also, stated that the effectiveness of an educational institute is the extent to which students are achieving and the teachers are satisfied, the staff morale is high, the students performance in examination is high while, drop -out rate is low and so on.  In their own opinion, New Leaders for New Schools (2009) posit three main components of principals effectiveness to be student’s outcome, teachers effectiveness and leadership actions.

Therefore, the principal’s effectiveness is measured by the student’s achievement. This means that if the level of student’s achievement is high, it means that the principal is effective. Teacher quality is the most important in school factor relating to student’s achievement. Principal’s drive for effectiveness should resort to teacher evaluation, professional development, retention, leadership development and provision of instructional leadership. Furthermore, to increase student’s achievement, principals should be evaluated by the ability to drive increases in the number of teachers rated as effective or highly effective. Principals must take effective action to reach outcomes for student’s achievement and teachers’ effectiveness.  Therefore, the principal needs special training and preparation for the challenges of his  position and the most convenient and effective way of offering this  is on the job training through the older and experienced colleagues which is referred to as mentoring.

The study area which is South East, Nigeria is made up of Abia, Anambra, Ebonyi, Enugu and Imo. These states are blessed with many secondary schools as a means of preparing individuals for useful living in the nation and for higher education.  The goals of secondary education are not adequately being achieved because of poor secondary school administration.

In Abia State, Nwoko (2017) opined that principals lack mentoring and mentorship qualities; despite government efforts to ensure effective administration they still lag behind in effective administration. 

The level of administration in Anambra State is filled with complacency among teachers, poor communication and poor relations. Uzoechina and Nwankwo (2017) concur that there are poor staff relations in Anambra and that the absence of good relations and other qualities with staff is likely to end up in ineffective administration.

 Furthermore, Candy (2016), enumerated the problems in Ebonyi State as inadequate funding of public secondary schools, lack of commitment, lack of mentoring, principals and staff communication gap, poor relationship between principals and teachers and late payment of teachers salary. 

In  Enugu State, Chukwuma and Ugwuoke (2017) stated that school administrators were faced with “insufficient interest of the principals in arresting loitering behaviours of teachers and students, lack of time to visit and communicate with the staff,  principals not ready to listen and lack of mentoring young and inexperienced teachers” . Pg. 81 

In addition, Chukwu (2014), decried that Imo State schools system seems to have ignored “mentoring in school administration and the principals find it difficult to share skills to teachers through mentoring thus, beginning principals are thrown into the dilemma of frustration and end up not performing well in their administrative roles” Pg.67.

Such cases of mal-administration will definitely ensure since no effort was made to mentor the new principals into their new responsibilities. Thus, these tasks faced by principals have deemed it necessary to embark on training that will make them effective in administration.

 

The researcher intend to carry out a research to find out if the principals as the school administrators mentor themselves and their teachers as a means of enhancing administrative effectiveness. 

Some related empirical studies related to the study reviewed are as shown below. Otegbulu (2016) investigated the study on perceived challenges of effective administration of secondary schools in Imo State. Money (2017) investigated effectiveness of transformational leadership style in secondary schools in Nigeria. Egu (2009) examined the mentoring for beginning principals’ in Abia State.

Form the empirical studies reviewed, majority of researchers studied on challenges of effective administration of secondary schools, effectiveness of transformational leadership style in secondary schools and mentoring for beginning principal’s.  None of the empirical studies was carried out in South East, Nigeria. The study then, intends to fill the gap of location which is South East, Nigeria.

 

1.2       STATEMENT OF THE PROBLEM

Mentoring is very important in any organization as it promotes the individuals understanding in his/her new work roles and help him/her to adjust to it. According to literature, many of the newly assigned principals face many difficulties in the first year of their profession thus, they feel deserted and crushed with so many responsibilities.

 

However, the new principal who has an experienced mentor gets professional support easily to overcome the problem than the one who does not have a mentor. Mentoring is therefore very expedient to a principal as it enhances teaching and learning programmes which result to effective administration. But, when the principals are not willing to share these knowledge to their subordinates, it becomes difficult to achieve effectiveness.

 

Effectiveness is the ultimate goal of formal organization; that is the extent to which organizations achieve their objectives with minimum expenditure of time and money. Effective administration in secondary schools is the ability of the principal to achieve the objectives of education. Effectiveness is said to take place when the three main components are recognized namely; students outcome, leadership action and teacher effectiveness and teacher quality which is the brain behind students’ achievements. Effective secondary school administration is designed to achieve the two major goals of secondary education in Nigeria.

Contrary to the essence of effective administration of secondary schools,  the two goals for preparing students for useful living within the society and preparing them for  higher education seem to be illusionary and beginning principals find it difficult to cope.   The inability to achieve secondary school objectives appears to be due to ineffective administration. Therefore, the ineffective administration at secondary schools may be attributed to principals’ lack of mentoring characteristics.  This could be why the new principals and would be principals seem not mentored or adequately mentored.

The problem in question form is “Do principals’ mentoring characteristics has any relationship with effective administration of secondary schools in South East, Nigeria.

 

1.3       PURPOSE OF THE STUDY

The study examined the extent mentorship characteristics of principals correlate with effective administration of public secondary schools in South East, Nigeria. Specifically, the study sought to:

1.                  find out mentoring characteristics of principals that relate to effective administration of secondary schools. 

2.                  find out the extent principals’ listening skill relates to effective administration  of  secondary schools.

3.                  find out the extent to which mentoring experience of principals relates  to effective administration of secondary schools.

4.                  ascertain the extent to which  principals’ willingness to share skills in mentoring correlates with effective administration of secondary schools.

5.                  determine the extent to which principals’ communication skills correlate with effective administration of secondary schools.

6.         ascertain the extent to which  principals’ human relation correlates with effective administration of secondary schools

 

7.         find out the extent to which  principals’ empathy  skills correlate with effective  administration of secondary schools.

8.         determine the extent to which  principals’ motivation skills  relate to effective administration of secondary schools.

 

1.4       RESEARCH QUESTIONS

The following research questions guided the study:

1.                  What are the mentoring characteristics of principals that relate to effective administration of secondary schools? 

2.                  To what extent does principals’ listening skill relate with effective administration of secondary schools?

3.                  To what extent does principals’ mentoring experience relates with effective administration of secondary schools?

4.                  To what extent do principals’ willingness to share skills relate with effective administration of secondary schools?

5.                  To what extent do principals’ communication skills relate with effective administration of secondary schools?

6.                  To what extent does principals’ human relation correlate with effective administration of secondary schools?

7.         To what extent do principals’ empathy skills correlate with effective administration of secondary schools.

8.         To what extent does principals’ motivation skill relate to effective administration of secondary schools.

 

1.5       HYPOTHESES

The following hypotheses were formulated to guide the study and were tested at 0.05 level of significance:

1.                  There is no significant relationship between principals’ mentoring characteristics and effective administration of secondary schools.

2.                  There is no significant relationship between principals’ listening skill capacity and effective administration of secondary schools.

3.                  There is no significant relationship between principals’ experience in mentoring and effective administration of secondary schools.

4.                  There is no significant relationship between principals’ willingness to share skills and effective administration of secondary schools.

5.                  There is no significant relationship between principals’ communication skills and effective administration of secondary schools.

6.                  There is no significant relationship between principals’ human relations and effective administration of secondary schools.

7.         There is no significant relationship between principals’ empathy skill and effective administration of secondary schools.

8.        There is no significant relationship between principals’ motivation skills and effective administration of secondary schools.

 

1.6       SIGNIFICANCE OF THE STUDY

The findings of this study will hopefully be of immense benefit to a number of stakeholders in secondary schools administration like secondary educational policy makers, government, community, society, principals, teachers, future researchers and students.

 

The work will lead to successful implementation of secondary educational policies, while the policy makers will see it as a measure towards future policy making that will inculcate mentoring characteristics of principals in secondary schools.

The government efforts towards education will be enhanced if principals apply the characteristics of mentoring while the government will deem it necessary to provide funds and to pay teachers salary’s at when due and to  promote mentoring for the wellbeing of the administrators and the school.

 

On the other hand, community’s desire towards enlightenment and development will be spurred and it will facilitate the growth and development of students as future leaders in the community.

 

To the society, it will provide fulfillment and satisfaction of helping others and contributing to the development of colleagues if mentoring characteristics are applied.  It will foster better school climate, on the job training, better school relationship and special preparation after the pre-service education which will lead to supportive behavior that would result to positive co-peration in the society.

For the principals, the study may be an illumination to school principals on how to use mentorship characteristics to train the new principals and to administer their respective schools without impediments. It will also serve as a useful check- list for the principal to evaluate his mentee and help him for effective administration and also enrich their professional journey.

 

Again, for the teachers, the study may help to improve their knowledge, skills and competences in the administration of secondary schools as a result of principals’ proper administrative strategies also, enhance their experiences. They may also have a better understanding of school administration, and their professional practices and competency.

The study will prompt more researchers in the area to seek for more characteristics that principals need for effective administration, having contributed to literature related to mentorship characteristics of principals for effective administration of secondary schools.

 

On the issue of the students, it may go a long way to  promote the students academic performance, whereby the students will improve academically in both internal and external examinations and to become useful individual to Nigeria and South East in particular.

 

1.7       SCOPE OF STUDY

 

The study covered mentoring characteristics of principals as correlates of effective administration of secondary schools in South East, Nigeria. It examined   mentoring characteristics of principals (independent variable) such as:    listening skill, wealth of experience, willingness to share skills, communication skill, human relations, empathy, motivation and their relationship with effective administration in secondary schools (dependent variable).

 

The study is delimited to all male and female principals and teachers in public secondary schools in   the five (5) states in South East, Nigeria.                                                             

Geographically, the states covered were Abia, Anambra, Ebonyi, Enugu and Imo.



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ProjectShelve.com shall either provide the appropriate file within 48hrs or send refund excluding your bank transaction charges. Term and Conditions are applied.

Buyers are expected to confirm that the material you are paying for is available on our website ProjectShelve.com and you have selected the right material, you have also gone through the preliminary pages and it interests you before payment. DO NOT MAKE BANK PAYMENT IF YOUR TOPIC IS NOT ON THE WEBSITE.

In case of payment for a material not available on ProjectShelve.com, the management of ProjectShelve.com has the right to keep your money until you send a topic that is available on our website within 48 hours.

You cannot change topic after receiving material of the topic you ordered and paid for.

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