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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