PERCEIVED INFLUENCE OF PRINCIPALS’ PERSONAL VARIABLES ON ADMINISTRATIVE EFFECTIVENESS IN CROSS RIVER STATE

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ABSTRACT

The study was conducted to ascertain the influence of Principals’ Personal Variables on Administrative Effectiveness in Cross River State. The study was necessitated by the need to examine what could lead to effective administration of public secondary schools by principals. In an attempt to provide empirical solution to address this need, there was need to investigate principals’ personal variables. Five specific objectives of the study and five research questions guided the study with five hypotheses tested at .05 level of significance. The design of the study was descriptive survey research design. The population of the study was 3,691 while the sample size was 351 obtained using Krejcie and Morgan table for estimating sample size. A proportionate stratified random sampling technique using a sample fraction of .095 to select the respondents that was used for the study. The instrument for data collection was a structured questionnaire with 39 item statements. The instrument was face and content validated by three research experts. The reliability of the instrument was established using the Cronbach alpha statistic to determine the internal consistency which yielded a reliability coefficient of .76. Data collected from the respondents were answered using mean and standard deviation for all the research questions while the t-test statistic was used to test the hypotheses at .05 level of significance. The study revealed that professional qualification, years of experience, academic training and N.C.E. programme influence principals’ administrative effectiveness. The study also revealed that sex has no influence on principals’ administrative effectiveness. Based on the findings, the following recommendations were made; the government and Ministry of Education should ensure that teachers with professional qualification are sought after in the appointment of principals in the secondary schools since it has been found that professional qualification influences administrative effectiveness. Also, the government and Ministry of Education should ensure that teachers with higher years of teaching experience are given priority in the appointment of principals in the secondary schools since it has been found that years of experience significantly influence administrative effectiveness. The government and Ministry of Education should equally ensure that principals and teachers are being retrained regularly so as to equip them with the necessary skills for administrative effectiveness. This will help to improve their professional skills and fast-track the achievement of the objectives of secondary schools in Cross River State.




TABLE OF CONTENTS

Title Page                                                                                                                                i

Declaration                                                                                                                              ii

Certification                                                                                                                            iii

Dedication                                                                                                                              iv

Acknowledgements                                                                                                                v

Table of Content                                                                                                                     vi

List of Tables                                                                                                                          vii

Abstract                                                                                                                                  viii

 

CHAPTER 1: INTRODUCTION

1.1       Background to the Study                                                                                         1

1.2       Statement of the Problem                                                                                         8

1.3       Purpose of the Study                                                                                                10

1.4       Research Questions                                                                                                     10

1.5       Hypotheses                                                                                                                 11

1.6       Significance of the Study                                                                                           11

1.7       Scope of the Study                                                                                                     13

 

CHAPTER 2: REVIEW OF RELATED LITERATURE

2.1       Conceptual Framework                                                                                               14

2.1.1    Concept of administration                                                                                          14

2.1.2    The role of principals in school administration                                                           17

2.1.3    Professional qualification of principals and administration effectiveness                  21

2.1.4    Relevance of experience on principals’ administration effectiveness                         24

2.1.5    Relevance of training on principals’ administration effectiveness                             27

2.1.6    Principals’ administration effectiveness                                                                     29

2.1.7    Principals’ sex                                                                                                             34

2.2       Theoretical Framework                                                                                               36

2.2.1    The human relations theory by M. D. Doomsday 1956                                              36

2.2.2    The great man theory of leadership effectiveness 1920                                             37

2.3       Empirical Studies                                                                                                        38

2.4       Summary of Related Literature Review                                                                     46

 

CHAPTER 3: METHODOLOGY

3.1        Design of the Study                                                                                               48

3.2       Area of the Study                                                                                                   48

3.3       Population for the Study                                                                                        49

3.4       Sample and Sampling Techniques                                                                          49

3.5       Instrument for Data Collection                                                                               50

3.6       Validation of the Instrument                                                                                  50

3.7       Reliability of the Instrument                                                                                   51

3.8.      Method of Data Collection                                                                                     51

3.9       Method of Data Analysis                                                                                       52

 

CHAPTER 4: RESULTS AND DISCUSSION   

4.1        Result                                                                                                                      53

4.2       Summary of the Findings                                                                                       61

4.3       Discussion of the Findings                                                                                     62

                                                                          

CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1       Summary of the Study                                                                                             66

5.2       Conclusion                                                                                                               68

5.3       Educational Implications of the Study                                                                    68

5.4       Recommendations                                                                                                   69

5.5       Limitations of the Study                                                                                          70

5.6       Suggestions for Further Studies                                                                              70

            References                                                                                                              71

            Appendices                                                                                                             75

 

 

 

                                                LIST OF TABLES


4.1:      Mean and standard deviation of principals and teachers on the influence of           

            qualification on principals’ administrative effectiveness                                            53

 

4.2:      T-test analysis of significant difference between the mean responses of                               principals and teachers on the influence of professional qualification on                              administrative effectiveness                                                                                       54

 

4.3:      Mean and standard deviation of principals and teachers on the influence

of years of experience on principals’ administrative effectiveness                             55

 

4.4:      T-test analysis of significant difference between the mean responses of                               principals and teachers on the influence of years of experience on                                       administrative effectiveness                                                                                       56

 

4.5:      Mean and standard deviation of principals and teachers on the influence

of academic training on principals’ administrative effectiveness                               56

 

4.6:      T-test analysis of significant difference between the mean responses of                               principals and teachers on the influence of academic training on                                          administrative effectiveness                                                                                       57

           

4.7:      Mean and standard deviation of principals and teachers on the influence

of  N.C.E. programme on principals’ administrative effectiveness                            58

 

4:8:      T-test analysis of significant difference between the mean responses of                               principals and teachers on the influence of N.C.E. programme on                                        administrative effectiveness                                                                                       59

 

4.9:      Mean and standard deviation of principals and teachers on the influence

of sex on principals’ administrative effectiveness                                                      60

 

4.10:    T-test analysis of significant difference between the mean responses of                               principals and teachers on the influence of N.C.E. programme on                                        administrative effectiveness                                                                                      61

 

 

                                                                       

 

                                   

 

 

 

CHAPTER 1

INTRODUCTION


1.1  BACKGROUND TO THE STUDY

 

In any teaching and learning environment, it is believed that the essence of coming together in a classroom setting is to impart knowledge in the students or learners. This knowledge enables the students or learners to acquire the necessary skills that could make them to be self-reliant and independent, think logically, draw correct conclusions and adjust to changes in the human environment. Achieving this requires proper coordination, control and management of both human and material resources. These resources are often not sufficient and thus calls for prudent use of the available ones to achieve the intended goals. The art is called administration (Oko, 2014; Ubanatu, 2016).

 

In time and place, the term administration has been variously defined. Some scholars see administration from the perspective of goal expectation while others see it from that of role expectation. In other words, the first group defines administration based on the goals the administrators hope to achieve while the second group defines it based on the roles they are to play. For instance, Osben (2014) defined administration as having to do with getting things done with the accomplishment of the defined objectives. Eleje and Inya (2009) remarked that the above definition explains why the science of administration is concerned with the system of knowledge whereby man may understand relationships, predict results and influence outcomes in any situation. In the same vein, Ogbonna (2010) saw administration as a process which entails the utilization of human, financial and material resources in maximizing the realization of objectives. Administration is also the ability to make people, activities, and things function so that objectives are achieved. It involves using men, materials and funds in an organization to achieve the desired objectives.

 

Administration mainly concerns itself with decision-making as well as coordinating all human activities in an organization towards the achievement of its goals. It touches everything done within an organization or institution that contributes to the fulfillment of its set objectives. Its specific functions include planning, organizing, staffing, coordinating, directing, controlling, advising, mobilizing, counselling and evaluation (Ezeuwa, 2015). In the words of Ibiam (2015), educational administration means the arrangement of human and material resources and programmes available for education and carefully using them systematically for the attainment of educational objectives. Administration therefore, is a process whereby both human and material resources are utilized in such a way and manner that organizational goals can be achieved. Achieving organizational goals will require administrative efficiency and effectiveness.

 

Administrative efficiency is the quality of being able to do a task successfully without wasting time or resources. Administrative efficiency further has to do with the extent to which individuals demonstrate the use of best management practices in achieving organizational goals. Administrative effectiveness on the other hand, refers to the administrative skills possessed by an individual to run an organization in an easy and efficient manner. It is the positive response to administrative efforts and actions with the intention to accomplish stated goal (Akomolafe, 2012). Administrative effectiveness can also be seen as the product of a series of complex nested relations and an interaction pattern that enhances the performance of an individual. It is the administrative skills possessed by an individual to run an organization in an easy and effective manner (Poonam, 2017). Umeadi (2014) pointed out that administrative effectiveness may be measured in terms of discipline in the school, the absence of riots, the general attitude of students towards learning and that of teachers towards their job in the school. Administrative effectiveness is one of the key elements that determines how well an institution like school progresses. Poor administration has been figured to be the reason for poor achievement of educational goals in Nigeria. While some blame the school authorities, others see the process of selecting the administrators by the government as the cause of ineffectiveness among school principals (Uchendu, 2014). Effective school administration therefore, implies that each subordinate perceives the teaching-learning situation as part of administration.

 

Administration, be it educational or otherwise, is concerned with the management of both human and material resources. These resources are often limited in supply and are expected to match the demand of the organization. This then calls for prudence which is the ability to anticipate, calculate, utilize and control functions, services and resources cautiously and expeditiously. Unfortunately, often times, the personal variables of administrators such as professional training, qualification, experience and sex make the work of an administrator very difficult. These variables combine to influence the administrative effectiveness of school principals (Ibiam in Eleje & Inya, 2009).

 

The central purpose of administration in any organization is that of coordinating the efforts of people towards the achievement of its goals. As a household word, administration simply put is the universal process of getting things done with and through other people. It is an every minute affair affecting individuals and groups of individuals in their efforts to realize a common goal. This makes administration to involve the planning, organizing, staffing, coordinating, controlling, commanding, guiding, leading, directing, reporting and budgeting of the activities of people within an establishment towards the achievement of the set out goals (Ugama, 2015). The above definitions clearly show that administration is goal-oriented and focused and its effectiveness determines to a great extent the achievement of goals by principals.

 

The principal is the head of a secondary school or post primary institution, the chief administrator of a single school. His/her personality is the fulcrum around which the totality of the school image revolves. The school is established to provide a veritable formal platform where learners acquire skills and knowledge which enable them to be useful to themselves and to the society. It is no exaggeration that school administrators play key role in providing the best possible conditions for the learners and the teachers and possess personal variables such as qualification, experience and training which distinguish them from the ordinary teachers in the same institution (Esomonu, 2018; Adenuga, 2011).

 

In Nigeria, professional experience of school principals and teachers are regarded as important qualification in consideration of headship appointments. The selection process is predicted on the assumption that “old hand” have the “know how” required for maintaining cordial relationship, stability and achieving effectiveness and results. This suggests that experience prior to appointment provides basis for effective administration. This is why school administrators whether those operating in the ministries or as principals and head teachers are chosen from serving teachers with long years of experience with teaching qualifications (Ibiam in Uchendu, 2014).

 

Growing concern has also been raised over the years about the role of teaching qualification in administrative effectiveness of secondary schools in the Nigerian education system. There are also criticisms of lack of knowledge and experience among secondary school principals and their inability to apply administrative knowledge to real life situations or to communicate effectively in workplaces (Eleje & Inya, 2009). In support of the above, Uzodinma (2010) reported that in almost all the secondary schools in Nigeria, there are inadequate qualified school administrators and teachers. He maintained that where available, poor government policies, lack of fund and insubordination from staff frustrate the experience and skill of such administrator.

 

Furthermore, the issue of unqualified administrators poses a great threat to the education sector. In some Secondary Schools today, one sees a situation whereby teachers without certificate in education are appointed to serve as principals of schools. Buttressing this, Uwem (2013) stressed that the low quality of administration in public schools might hinder the development of the country if not tackled swiftly. He maintained that the phenomenon of mediocre administration in public schools is staging an obvious sabotage and coup against further growth of democratization of the education sector. Udosen (2014) equally observed that the poor quality of principals and their administration had contributed to the high level of poor management of educational resources.

 

Considering the critical function of public education in our society, there is no doubt that the principal in his capacity as an administrator and supervisor, is expected to achieve reasonable results with his teachers. The principal is endowed with authority to influence the actions, behaviours, beliefs and feelings of his staff and students and expect their co-operation. Besides, the behaviour of the principal is expected to be exemplary with positive approach at all times.

The school administrator is the pivot of instructional activities in his or her school. The degree of devotion and commitment exhibited by the staff and consequently level of productivity in the school depend on the ability of the school administrator to positively motivate the staff. The administrator should have a good knowledge of the principles and practice of educational administration as to be well guided in his or her leadership roles in the school. Also, for the administrator to enhance the attainment of the educational objectives of his school, he/she ought to have positive control over his staff (both teaching and non-teaching). This is because each of these staff has some vital roles to play in the school. The staff especially teachers, should be handled very carefully by the administrator since they possess the capacity to mar or make the beauty of the school (Ezeuwa, 2015). It therefore follows that the principal must be a person who thinks, plans and executes activities. He has to develop a well-established philosophy for the guidance of the entire institution for effective realization of its objectives.

 

More so, Studies have also revealed that school principals can have a profound impact on both teacher and student outcomes. With respect to teachers, Ugama (2015) observed that the administrative style of school principals affects teacher recruitment, retention, commitment and effort. On the part of the students, Ubanatu (2016) noted that principal’s administrative style affects learning and growth in academic achievement. Thus, researchers generally conclude that without good administrators, it will be extremely difficult, if not impossible, to serve large number of staff and children with complex needs.

 

Every school administrator is expected to be guided by the knowledge of the principles of educational administration, as this will enable him carryout his duties professionally. Knowledge of principles of educational administration will further help to make a good instructional leader whose interest is to raise the tone of his school academically, socially and morally. Agreeing with this, Anaobi (2016) remarked that though leadership experience could be acquired over some working years without certificate in administration, those who possess certificate in administration, when combined with experience perform better. In the same vein, Uzodinma (2010) observed that school administrators with certificates in education do make good relationship with their staff and the host community and easily identify possible areas of conflict and avoid them.

 

Myriads of studies have equally shown that administration can be influenced either by charisma, training, qualification, experience, sex or location. While some report that women administrators are more stern and autocratic, others argue that male administrators are more result-oriented, determined, focused and exhibit a higher level of staff discipline (Ubeku, 2009; Akpabio, 2012 & Eze, 2014). The fact remains that women especially in the African tradition, are left at the cutting edge of discrimination. The society does not really believe that women can be very productive. It is like a taboo for a man to be under a woman. Lending credence to this, Usanga (2014) reported that some decades gone by, the few secondary schools that existed in Nigeria were usually headed by men. According to her, women were never thought of as good principals. No agency ever thought or dreamt of employing women, no matter their qualifications or years of experience to head a secondary school. It was only assumed that a woman’s place was in the kitchen. She could only be accepted then as a good classroom teacher but not a good principal.

 

Administrative effectiveness can also be influenced by school location. Location refers to the place or position where someone or something is or where something happens at a particular time (Hopkins, 2013). School location may positively or negatively influence the administrative effectiveness of principals. For instance, in most remote or rural areas, secondary schools lack qualified principals, teachers and infrastructural facilities. In most cases, when qualified and competent teachers and principals are posted to rural schools, they find it difficult to stay and easily find their ways back to urban schools (Ubantu, 2016). Buttressing this, Umeadi (2014) observed that rural schools often suffer administratively due to lack of qualified principals, teachers and social amenities and this has resulted to better academic achievement in favour of students in urban schools.

Sequel to the above, Ubong (2011) maintained that a major factor that is capable of stimulating progress in the secondary education system is the selection process of head teachers or principals. According to him, the principal is a critical resource for effective implementation and realization of the educational policies and objectives at the practical level of the classroom. He maintained that it is the principal who ultimately supervises the implementation of policies as directed by the ministry of education and sends feedback. The selection process of school principals for secondary school should therefore not be politicized or treated with levity, because a good academic institution and policies can be marred at the implementation stage by principals who are not well informed. Having observed these administrative disparities among secondary school principals, the researcher focused the study on the perceived influence of principals’ personal variables on administrative effectiveness in Secondary Schools in Cross River State.

1.2 STATEMENT OF THE PROBLEM

The educational system in Nigeria is plagued with so many problems, one of such problems is the poor performance of school principals. An ideal school system is expected to have a disciplined administrator and staff who can show a high sense of duty, morals, subordination and competence. There is also the need for regular supervision of the school performance on the way teaching and learning take place and the state of the school facilities. Where the staff are disciplined and there is regular supervision of the teachers with regard to teaching and learning by the administrator, the required conducive environment for learning will be created for the achievement of the secondary school goals.

 

Over the years, emphasis regarding the quality of education has always been placed on the quality and quantity of teachers and availability and utilization of instructional materials in teaching and learning process. This approach to education (considered to be the bedrock of economic and social development of the nation) seems to be failing as the standard of education has continued to decline. While stakeholders blame the decline on the inability of government to provide adequate instructional resources to schools, others see teachers as being incompetent and unqualified to teach. As a matter of fact, little or no attention have actually been given to the quality of school administrators.

 

Besides, it is a practice in Nigeria to select teachers with long years of professional experience to head schools. The question is whether an experienced teacher who merely acquired the techniques of managing unruly children and irate parents can be considered adequately prepared for the duties of principalship. The argument for this selection process is based on the assumption that “old hands” have the “know how” required for maintaining cordial relations, stability and achieving effective results (Usanga, 2014).

From the foregoing, it is obvious that teaching experience alone cannot equip a principal with the necessary tools required to successfully manage present day school. Hence, this study intends to find out if effectiveness of some principals could be attributed to professional qualification, training, experience and whether the leadership abilities of principals depend on sex. The problem of the study therefore, is that there is poor administrative effectiveness among secondary school principals in Cross River state.

1.3 PURPOSE OF THE STUDY

 

The purpose of this study was to investigate the perceived influence of principals’ personal variables on administrative effectiveness in Secondary Schools in Cross River State. Specifically, the study sought to:

1.      ascertain the influence of professional qualification on principal’s administrative effectiveness in secondary schools;

2.      ascertain the influence of years of experience on the administrative effectiveness of principals in secondary schools;

3.      find out the influence of administrative training on principal’s administrative effectiveness in secondary schools;

4.      find out if participation in N.C.E. programme influences principals’ administrative effectiveness in schools;

5.      ascertain the influence of sex on principals’ administrative effectiveness.

1.4 RESEARCH QUESTIONS

The following research questions were posed to guide the study.

1.      What is the influence of professional qualification on principals’ administrative effectiveness as perceived by principals and teachers?

2.      What is the influence of years of experience on principals’ administrative effectiveness as perceived by principals and teachers?

3.      What is the influence of administrative training on principals’ administrative effectiveness as perceived by principals and teachers?

4.      What is the influence of N.C.E. programme on principals’ administrative effectiveness as perceived by principals and teachers?

5.      What is the influence of sex on principals’ administrative effectiveness as perceived by principals and teachers?

1.5 HYPOTHESES

The following hypotheses were formulated to guide the study and were tested at .05 level of significance.

H01: There is no significant difference between the mean rating scores of teachers and principals on the influence of professional qualification on the administrative effectiveness of the principals.

H02: There is no significant difference between the mean rating scores of teachers and principals on the influence of years of experience on the administrative effectiveness of the principals.

H03: There is no significant difference between the mean rating scores of teachers and principals on the influence of administrative training on the administrative effectiveness of the principals.

H04: There is no significant difference between the mean rating scores of teachers and principals on the influence of N.C.E. programme on the administrative effectiveness of the principals.

H05: There is no significant difference between the mean rating scores of teachers and principals on the influence of sex on the administrative effectiveness of the principals.

 

1.6 SIGNIFICANCE OF THE STUDY

The findings of this study will be useful to the government, Ministry of Education, principals, teachers, future researchers and the general public.

 

The findings of the study will be a guide to the government because it will reveal the personality variables of principals necessary for effective administration of secondary schools. This will assist the government in the determination of who should be made a principal. Furthermore, the government will be in a better position to liaise with the officials of the State Ministry of Education to make policies and guidelines for the selection and appointment of school principals. These will not only help in effective implementation of government policies and the curriculum but will also motivate the teachers to put in their best knowing that their efforts will lead to their appointment as principals.

 

The findings of the study will help Ministry of Education in determining the quality of secondary school principals by reviewing the selection process of appointing them. The study will further enable the Ministry of Education to understand the various sections in the management of the school system that needs professional teachers to handle and consequently make policies that will guide their appointment. The Ministry of Education will through the findings of this study, identify areas of priority for adequate funding and ensure that only principals who are prudent and have the experience and necessary qualifications will be recruited to manage it.

The findings of this study will be of help to the principals who are in charge of running the school to effectively manage the staff and funds allocated to their schools with respect to identifying areas of priority and addressing them immediately. In addition, the principals will from the findings of this study identify the problems and challenges associated with ineffective administration and recommend solutions to the Ministry of Education. More so, the principals through the findings of this study, will be exposed to some of the administrative strategies required for effective management of the school and thereby facilitate the implementation of government educational policies and the achievement of secondary school goals and objectives.

 

Teachers will equally benefit from the findings of this study because they will be better guided on government policies and at the same time, understand the requirements for appointing an administrator.  Equally, the finding of the study will enable the teachers to co-operate with the principal on how best to manage their academic institutions and the resources at their disposal to meet the essential needs of the school and to avoid wastage.

 

The findings of this study will equally be of great importance to future researchers as it will provide them with empirical evidence on principal’s personal variables that could enhance administrative effectiveness. This will help them to focus on other aspects of administrative effectiveness and come up with more reliable ways of improving administration in secondary schools.

 

Finally, the findings of this study will make available to the general public information on the challenges facing the administration of secondary schools. The general public will also understand the efforts being made by both the government, Ministry of Education and the teachers to curtail these challenges.

1.7 SCOPE OF THE STUDY

The study focused on perceived influence of principals’ personal variables on administrative effectiveness in public Secondary Schools in Cross River State. It covered the following personal variables: professional qualification, training, experience, N.C.E. programme and sex. The study also covered all the public Secondary Schools in Cross River State.


 

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