STRATEGIES FOR IMPROVING ADMINISTRATIVE DECISION MAKING OF SECONDARY SCHOOL PRINCIPALS IN UMUAHIA EDUCATION ZONE OF ABIA STATE

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ABSTRACT


This study investigates strategies for improving decision making of secondary school principals in Umuahia Education zone of Abia State. The purpose of this study is to find out strategies for improving administrative decision-making of secondary school principals in Umuahia Educational zone of Abia State.  Four research questions and four hypotheses were formulated to guide the study. The study adopted descriptive survey design. A sample size of 34 principals and 102 teachers was used for the study. The sample was drawn using multi stage sampling technique to select 34 principals and 102 teachers from Umuahia Education Zone.The researcher developed a structured questionnaire titled “strategies for improving decision-making of secondary school principals in Umuahia Education zone of AbiaState “Strategies for Improving Administrative Decision Making Questionnaire. (SIADMQ) which was used for data collection. The test re-test method was used to determine the reliability of the instrument which yielded a reliability coefficient of 0.87. Data collected was analyzed using mean and standard deviation to answer the research questions, while the t-test statistic was used to test the null hypotheses at 0.05 level of significance. The findings of the study revealed that the use of administrative strategies in the area of supervision of instruction, financial management and maintenance of discipline strategies to a high extent, improve the administrative decision making of principals in schools. Based on the findings, it was recommended that principals should be trained on the effective ways of using supervision of instruction and also show high sense of discipline in their daily actions. There is also the need to include prudency in the management of finance and government should organize regular workshops and seminars for principals on how to identify those task areas where they could effectively involve teachers in administrative decision making among others.







TABLE OF CONTENTS


Title                                                                  i

Declaration                                                                                                ii

Certification                                                                                                 iii

Dedication                                                                                                     iv

Acknowledgements                                                                      v

Table of Contents                                                                           vi

List of Tables                                                                                            ix

Abstract                                                                                  x                     

CHAPTERI: INTRODUCTION                                                       1

1.1 Background of the Study                                                               1

1.2 Statement of the Problem                                                                                                             8

1.3 Purpose of the Study                                                                                                        9

1.4 Research Questions                                                                                                           9

1.5 Hypotheses                                                                                                                       10

1.6 Significance of the Study                                                                                                 10

1.7 Scope of the Study                                                                                                           11

CHAPTER 2: REVIEW OF RELATED LITERATURE                                              12

2.1 Conceptual Framework                                                                                                     12

2.1.1 Concept of decision making                                                                                          12

2.1.2 Administrative strategies of school principals                                                               14       

2.1.3Principal and supervision of instructions                                                            18

2.1.4 Financial management and the school principal                                                            20

2.1.5 Maintenance of discipline in schools                                                                             21

2.2 Theoretical Framework

2.2.1 Ecological or Classical model                                                                                        23

2.2.2 Bounded rationality models                                                                                          24

2.2.3 Vroom-Yelton Normetic models                                                                                   25       

2.3 Empirical Studies                                                                                                              25

2.4 Summary of Literature Reviewed                                                                                    27

CHAPTER 3: METHODOLOGY                                                                                      29

3.1 Design of the Study                                                                                                          29

3.2 Area of the Study                                                                                                             29

3.3 Population of the Study                                                                                                    30       

3.4 Sample and Sampling Techniques                                                                        30

3.5 Instrument for Data Collection                                                                                         31

3.6 Validation of the Instrument                                                                                            31

3.7 Reliability of the Instrument                                                                                              31

3.8 Method of Data Collection                                                                                               32

3.9 Method of Data Analysis                                                                                                 32

CHAPTER 4: RESULTS AND DISCUSSION                                                                 33

4.1       Results                                                                                                                        33

4.2       Summary of Findings                                                                                                 35

4.3       Discussion of Findings                                                                                               42

 

CHAPTER 5: SUMMARY,CONCLUSION AND RECOMMENDATIONS

5.1       Summary of the Study                                                                                                45

5.2       Conclusion                                                                                                                  46

5.3       Recommendations                                                                                                      46

5.4       Educational Implications of the Study                                                                       47       

5.5       Limitation of the Study                                                                                              47

5.6       Suggestions for Further Study                                                                                    48

            REFERENCES                                                                                                          49

APPENDICES                                                                                                           55

                                                                                                           

 

 

 

 

 


LIST OF TABLES

Table 1:  Means and standard deviation on the administrative task areas principal involve teachers in decision making       34


Table 2: t-test analysis of mean responses of principals and teachers on administrative task areas principals involve teachers in decision making                                   35          

 

Table 3:  Mean and standard deviation on the extent use of supervision strategies improve administrative decision making of school principals                                     36

 

Table 4:  t-test analysis of responses of principals and teachers on the extent use of

                                supervision of instruction strategies to improve administrative decision making   37  

                                                                        

Table 5: Mean and standard deviation on the mean responses of principals and teachers on extent financial management strategies to improve administrative decision making                                             38

 

Table 6:  t-test analysis of responses of principals and teachers on extent financial management strategies improve principals’ administrative decision making          39

                                               

Table 7:  Mean and standard deviation on responses of principles and teachers on extent maintenance of discipline strategies to improve administrative decision making                            40

                                               

Table 8:  t-test analysis of responses of principals and teachers on extent maintenance of discipline strategies improves                         administrative decision making                         41

 

 

 

 

 




CHAPTER 1

INTRODUCTION


1.1       BACKGROUND TO THE STUDY

Excellent schools do not just come out to be in existence magically. They are manifestation of carefulness and effective decision-making. Decision making is the process of choosing from among alternatives ways of achieving an objective or providing a solution to a problem and a course of action that increases Organisational performance (Ibiam,2015). According to Hoy and Miskel (2004), “decision making is good intentions if it is translated into actions”. Decision makingis also the process in which decisions are not only reached but implemented (Hoy &Miskel,2004).

 

Decision making is a principal activity for managers or people occupying leadership positions, it pervades the whole administrative process (Ngoka, 2000). Peretomode(2001)defined decision making as a human process, involving both individual and social phenomenon which includes a choice of one’s behavioural activity from among two or more alternatives with the intentions of moving towards some desired state of affairs. Observable in the above definitions is the fact that decision makers have to choose from several alternatives in any decision making situation. Edited by Ben Francis 8thedition, defined decision making as the process of deciding about something. One can equally say that decision making is the process of identifying alternatives, evaluating alternatives and selectingalternatives.

 

Recently,empirical evidence has begun to emerge supporting participatoryapproach to decision making which means the involvement of teachers, students and the host communities including parents. Participatory decision making has been increasingly advocated as essential in bringing about significant change in educational practices. Brownand Milles(1998) defined participation as the process whereby workers have share in the reaching of managerial decision in the organisation. According to him, participation in this context connotes consultation, delegation of authority or group consensuses. They are derived to have participation in decision making.Participation is a social process where specific groups which share needs in a defined geographic area actively pursue identifications of their needs takes decision and establishes mechanisation to meet these needs.(Ndekha,2003).

 

Strategy is a method or plan chosen to bring about a desired future such as achievement of a goal or solutions to a problem, the art and science of planning and marshalling resources for their most efficient and effective use. Strategy is about success: it is important to individuals and organisations in achieving their goals. Strategy is about making choices on what an organization will seek to achieve and how it will deliver value.(Michael,2012). Strategy is not a detailed plan or programme of instruction; it is a unifying theme that gives coherence and direction to the actions and decisions of an individual or an organisation. Strategy according to Okereka (2008), strategy is the specific methods of approaching a problem or task the modes of operation for achieving a particular end and the planed designs for controlling and manipulating certain information. Strategy is what matters for the effectiveness of the organizations, the external point of view which stresses the relevance of the objectives against the environment in terms of internal stresses. It also balanced communications between members of the organizations and willingness to contribute towards activities and the achievement of common objectives (Ogbonnaya, 2002). He further explained that strategy is a role for making decision under conditions of partial ignorance whereas policy is a contingent decisions and the broad collection of decision rules and guidelines that defines the origination, Scope, growth and directions.

Furthermore, the components of strategy are,

            Mission:The mission represents the view that leaders of the origination have the future of the organization this is what they want to become or achieve.

            Goals: This defines the future positions of the organization .they are selected on the basis of the defined mission.

            Objectives: Here the goals are broad and timeless statement of the end results that the organizations considers well achieved in the mission.

 

Administration in general is the co-ordination of human and material resources towards the attainment of some pre-determined objectives.Educational administration means the arrangement of human,teachers and non-teachers, material resources and programmes available for education and carefully using them systematically for the attainment of educational objectives.Administration is a social process concerned with identifying maintaining, motivating, controlling and unifying formally and informally organized human and material resources within an integrate system designed specifically to achieve predetermined objectives. Administration has to do with objectives.

Administration according to Enchohwo and Eferakeya(2009), can be defined as the process by which goals are achieved through collective and cooperative human effort in a suitable environment. This definition specifies important points. Administration as a process, which involves the manipulationof certain operations,administration as goal oriented, a collective and cooperative human efforts required in administration and a suitable environment, where participants can maximise performance.Now the meaning of administration has been understood as it relates to administration in the context of education or school organisation. Education administration is defined as a means of achieving the goals of education through effective and efficient manipulation of available inputs.

 

Aderonmu and Ehiametelor  (2011) defined educational administration essentially as a service, activity or tool through which the fundamental objectives of the educational process may be more fully and efficiently realized. Educational administration is therefore concerned with the utilization of adequate resources, the harmonization of relationship and interaction in a suitable environment in order to foster the attainment of the goals of teaching and learning. Educational administration involves prudent management of resources and high degree of accountability on the part of organizational members. Educational administration broadly means running of educational institutions which involves guidance, leadership and controlling of the efforts of individuals in the achievement of goals of the institution (Ayannyi, 2000).

Educational administration also involves management that aimed at directing all activities towards the attainment of the goals of teaching and learning. All the people working in an educational institution will have to contribute towards the accomplishment of these goals. Teachers and other professional staff are involved such as parents, lay members of the community, members of school boards, local education Authorities, inspectors, ministries of education and so forth.

Peretomode(2001), defined administration ineducation as the process that concerned with the implementation of educational plans, programmes or policies in the education enterprise.

Administration has influenced the development of goal and policies for teaching and learning.Principals must need group support participation, co-operation and confidence of others to ensure that the overall goals of the system or Institutions are achieved. This when done will improve the administrative decision-making of such leaders.

 

Secondary school is a school that intermediate between elementary schools and colleges and usually offers general, technical, vocational, or college preparatory courses.(www.merriam-webster.com.)Some secondary school principals or administrators are selected or appointed from serving classroom teachers based on years of services or long teaching experience, some are appointed based on political appointment. Sequel to that, they hadn’t any experience administratively speaking. The principal may not know what principal’s theory or technical stand for in administration, how to apply any or why they have used a solution they used. They therefore rule or administer via; the rule of thumb. This inability accounts for why some behave the way they do,some are autocratic, and some are democratic while some are laissez-faire in style (Amiezeh 2003).

 

Charles (2008) developed a taxonomy for identifying classifying and interrelating teaching strategies. A multitude of authors in education have contributed articles and chapters to the topic of teaching strategies or as some prefers to call, instructional methods, Most authors offers similar definitions which suggest that teaching strategy is the means by which a providing sources delivers or transfers educationally structured content to the receiving source. Teaching strategy as an oragazational plan or set of systematic procedures designed to convey subject matter to teachers this definition suggest that a teachers spends most of his classroom time engaged in teaching strategies since they are pivotal and pervasive instruments for providing instruction. Autocratic processes consisted of leaders who made their decisions using whatever information available and leaders who secure necessary information from members of the group and then make decision, here the leaders may not tell the followers what the problem is.

However, consultative process involves leaders who share the problem with relevant members of the group on a one to one basis, getting their ideas and suggestions individually without bringing them together as a group, then the leader makes the decision and leader who share the problem with members as a group at a meeting and then decidesgroup process consisted of leader acting as a chair person at a meeting of the group, share the problem with the group and facilitate efforts of the group to reach consensus on a group decision. Leaders may give information and express opinion but does not try to “sell” a particular decision or manipulate the group through convert means. From “Vroom and Yettons” taxonomy, leaders whose decision-making exhibit autocratic leadership styles since they seldom involve their subordinate in decision-making. Those belonging to consultative leadership styles exhibit democratic nature of decision-making since they allow a degree of subordinate input in decision-making and they also encourage subordinates greater participation in decision making (Uwazuruike,1997). Furthermore, autocratic leaders were characterized as those who determine policies alone while democratic leaders are thosewho allow group discussion and decisions regarding all policies. The laissez-faire leaders allow complete freedom for group or individual with a minimum of leader participation.

 

In the democratic decision making, the leader uses the principle of human worth and ensures effective participation of all in decision making. Here,decision making is based on consultation, deliberation and participation among the group and this increases output. This method of leadership is considered the most acceptable because most practitioners have achieved great success in running their organizations with it. Employees are satisfied with it because their opinions, comments and suggestions are needed for decision making. This will give them sense of belonging and will increase-their effectiveness. Decisionreached through consultationreceived more loyalty and acceptability than those imposed. By involving the workers in the decision making process, the workers wealth of experience is exploited to the benefit of the organization (Obi,1998).

In educational system, which secondary education is part of, there are many areas by which the principal engages in administrative decision-making in other to see the success of the objectives of the school. According to Ocho (2000)school financial management, decision-making in the areas of supervision of instruction and maintenance of discipline. The strategy used by a school principal in making decision in the area of financial management affect the growth and success of the institution. According to (Ocho,2000) school financial management includes preparation in orderto see the success of the objectivesof the school. Suchareas of school budget, administrating capital outlay and services, administered school purchases accounting for school monies and property, providing for a system of internal accounting.

A principal is the head administrator of a school, especially a secondary school. According to (Udoh and Alpha 2001)the title principal is an appropriate designation for the chief administration of a school and also seen as the executive head of a secondary school. The principal is an administrative guide who controls and provides leadership in a way that supports the aims and objectives of secondary school education (Federal Republic of Nigeria.2013). The secondary education needs a lot of changes and the school principal is likely to be the key agent to introduce and sustain such change. He is responsible for the smooth running of the school. His challenges therefore are to ensure that all students reach the level of academic achievements. This is achieved by setting instructional methods for the attainment of school goals. The principal must possess certain qualities to reach the acme of success. An effective and efficient principal must be a learning officer, a coach, an architect and ideal persona leader of leaders and a teacher in general.

Most principals of secondary schools preparethe budget of their school all alone without involving the school bursar and other departments in the school. In essence, since budget preparation is for the entire school, it means that the responsibility for the preparation should be shared so that more stakeholders should be involved to make input. Each secondary school has an accounting officer known as the bursar who advices the principal on financial procedures and guidelines (Kanu, 1998).

 

Another area in which the school principal takes decision is in the area of supervision of instruction. According to Okonkwo(1995), supervision of instruction refers to all efforts of designated school officials directed towards providing leadership to teachers and other educational workers in the improvement of instruction. It also involves the stimulation of professional growth and development of teachers, the development and revision of educational objectives, materials of instruction and method of teaching and the evaluation of instruction. The strategy a principaluses in making decision in this vital aspect of school administration can either mar or make the school. Okonkwo(1995)referred to the following as constituting the scope of instructional supervision: Motivation of teachers, Improving teachers and learning and evaluation of outcome. He further stated that the school principals need to take critical decision inthis area for the development of the school.

 

In addition to crucial decision making in the area of supervision of instruction, another major area of principal decision making is school discipline. Discipline in any organization especially in secondary school is regarded as a dependable parameterfor the measurement of operational success of that system (Ebenezer1998).Any system without discipline is bound to fail and may eventually collapse completely. In our society and system, realization of the laudable objectives indicated in the National Policy on Education will remain elusive unless discipline behaviour characterizes all those concerned. It is only in a disciplined classroom and school that children have the opportunity for full development and teachers can fulfil proper function as facilitation of learning. However, the levels of discipline in our school exhibited by both teachers and students depend on the strategy the principal uses in making decisions.It is therefore against this background that the study on strategies for improving administrative decision–making of secondary school principals in Umuahia Educational zone ofAbia State is imperative.


1.2       STATEMENT OF THE PROBLEM

This study was undertaken as a result of complaints by members of the public including educationists regarding poor and ineffective implementation of administrative decision by principals in Umuahia Educational zone of Abia State. Also, during the researcher’s teaching practice in one of the secondary schools in Umuahia; it was observed that teachers including students murmured and whispered about the autocratic leadership style of the principal. The Executive secretary of Abia StateSecondary Education Management Board had in a curriculartitled. ABSG/SEMB/015 indicted secondary school principals about poor implementation of administrative decision in the school.

Also, thezonal secretary of Abia State Secondary Education Management Board in Umuahia had complained of the carelessness in the implementation of administrative decision by principals. All these indicate that secondary school principals in Umuahia Education zone of Abia State have challenges in the implementation of administrative decisions. The problem for this study therefore put in a question form is “what strategies can be adopted for improving administrative decision-making of principals in Umuahia Education zone of Abia State secondary schools?”

 

1.3 PURPOSE OF THE STUDY

The purpose of this study was to examine thestrategies for improving administrative decision-making of secondary school principals in Umuahia Educational zone of Abia State. Specifically, the study was sought to:

1.       find out the principal staff personnel strategy for the achievement of administrative decision making

2.      ascertain the use of supervision of instruction strategy to improve the administrative decision making in secondary school principals in Umuahia Education zone. 

3.      find out the use of financial management strategyto improve the administrative decision making of secondary school principals.

4.      determine the maintenance of discipline, in administrative decision making of secondary school principals in Umuahia Education zone of Abia State.

 

1.4 RESEARCH QUESTIONS

The following questions were posed in the study:

1.      What are the principal staff personal strategy for the achievement of decision making?

2.      To What extent does the use of supervision of instruction strategies improve the administrative decision making of secondary school principals in Umuahia Education zone?

3.      To what extent does the use of financial management strategies improve the administrative decision making of secondary school principals in Umuahia Education zone?

4.      What extent does the maintenance of discipline strategies improve the administrative decision making of secondary school principals in Umuahia Education zone of Abia State?

 

1.5       HYPOTHESES

The following null hypotheses were formulated and were tested at 0.05 level of significance.

HO1: There is no significant difference between the mean responses of principal staff personal strategies for the achievement of decision making.

HO2: There is no significant difference between the mean responses of principal and teachers on the extent of supervision of instruction strategy in administrative decision making in Secondary schools.

HO3: There is no significant difference between the mean responses of principal and teachers on the extent of the use of financial management strategy to improves-administrative decision making in Secondary school.

H04: There is no significant difference between the mean responses of principal and teachers to the extent principal maintains discipline and strategies as to improve administrative decision making in secondary schools.

 

1.6       SIGNIFICANCE OF THE STUDY

It is envisaged that the result of this study if adopted will be useful to the Secondary Education Management Board(SEMB), principals, teachers, students and researches.

The Secondary Education Management Board (SEMB) is responsible for the administration of secondary school in the state. The study will be useful to the Board in that it will help to organize seminars and workshops for principals of secondary schools in the state on better way and methods for improving administrative decision-making in schools.

 This study will be of importance to the principals of secondary schools, teachers and researches ingeneral because they are the actual facilitators of government policies and educational programmes or curriculum. The findings of the study will be ofimmense benefit to the secondary school principals in that they will be able to embrace better strategies in administrative decision-making in schools. When this is done it will bring about smooth running of the school thereby fulfilling the overall objectives of the school.

More so, this study is of significance to the students because they are the target recipients of the policies. Where there is an improved and better strategy of administrative decision-making, everybody including the students will have sense of belonging thereby promoting a level of discipline and academic excellence in the school.

Finally the findings of the study will add to the existing body of knowledge in educational administration and planning in Umuahia Education zone for researchers to use and to be used to maintain discipline in all area of education.


1.7       SCOPE OF THE STUDY

This study centred on the strategies for improving administrative decision-making of secondary school principals in Umuahia Education zone of Abia State public schools. The content scope include administrative decision making strategies like supervision of instructions, use of financial management and maintenance of discipline strategies.The study was futher delimited to the principal and teachers as the respondents used to answer the research instrument used for the study.

 

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