DEMOGRAPHIC AND PERSONALITY CORRELATES OF PRINCIPALS’ PERFORMANCE IN THE MANAGEMENT OF SECONDARY SCHOOLS IN SOUTH-SOUTH NIGERIA
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DEMOGRAPHIC
AND PERSONALITY CORRELATES OF PRINCIPALS’ PERFORMANCE IN THE MANAGEMENT OF
SECONDARY SCHOOLS IN SOUTH-SOUTH NIGERIA
Abstract
The study
examined the relationship between demographic and personality variables and
principals’
performance
in the management of secondary schools in South-South, Nigeria. The
corelational survey design
was adopted
for the study. 13 research questions and 10 hypotheses guided the study. The
population of the
study
comprised of 1,356 principals of public secondary schools. The sample for the
study consisted of 310
principals
obtained using Taro Yamen’s formula. Proportionate stratified random sampling
was used to select
the number
of principals per state while disproportionate stratified random sampling was
used to select the
number of
principals per senatorial zone for fair representation. Four instruments
namely: principals’
motivational
factors questionnaire (PMFQ), principals’ leadership style questionnaire
(PLSQ), principals’
performance
scale (PPS), and plant observation rating scale (PORS) were used for data
collection. These
instruments
were face validated by three experts: Two in educational administration and
planning, and one in
measurement
and evaluation, from University of Nigeria, Nsukka. The overall internal
consistency reliability
co-efficient
index of the instruments obtained through cronbach alpha method were 0.97 for
principals’
motivational
factors questionnaire, 0.60 for principals’ leadership style questionnaire,
0.93 for principals’
performance
scale, and 0.95 for plant observation rating scale. The data collected were
presented using means,
standard
deviations, and correlation co-efficient. The null hypotheses were tested using
multiple regressions and
associated
t-tests at 0.05 level of significance. It was found that most principals were
males, married, had first
degrees in
different aspects of education, and have served as principals and vice
principals for not more than 11
years.
Principals in South-South, Nigeria exhibited open leadership styles. The
factors that motivated principals
in the
performance of their duties were nature of work, recognition, responsibility,
achievement and prospects
for
advancement. Principals’ performance was high in instructional supervision,
communication, decisionmaking,
provision of
incentives, financial management, adherence to legal status, and conflict
management.
Their
performance was low in human resources development, public relations, and
school plant management.
Leadership
styles, educational qualification, and working experience had substantial
correlation coefficients
with
principals’ performance in some task areas of management of secondary schools.
Demographic and
personality
factors had joint significant relationship (P<0.05) with principals’
performance in all the task areas
of
management of secondary schools. These variables predicted 16.3%, 25%, 28.7%,
38.3%, 32.6%, 20.8%,
15.2%,
17.4%, 34%, and 6.8% of the variance in instructional supervision,
communication, decision making,
provision of
incentives, human resource development, public relations, financial management,
adherence to
legal status,
conflict management and resolution, and plant management respectively. The
following variables
predicted
performance in different task areas; Leadership style predicted in all the task
areas except plant
management;
location in instructional supervision, communication and plant management;
marital status in
decision
making and public relations; experience as principals in financial management;
and academic
qualification
in plant management. Age and gender did not predict principals’ performance in
any of the task
areas. Major
implications is that leadership style, experience, qualification and marital
status impacted
positively
on principals’ performance; and the performance of principals will not depend
whether the person is a
male. Based
on these findings and implications, it was recommended that appointment of
principals should not
be based on
age and gender since they have no substantial relationship with any of the task
areas while
educational
qualification, years of working experience, and marital status should be
considered since these
variables
have significant and substantial relationship with principals’ performance in
different task areas of
management.
Professional development and capacity building programmes in human resources
development,
public
relations, and school plant management should be constantly organized by
government for principals
since their
performance was low in these tasks areas. Besides, effort to improve the level
of motivation of
principals
should be made by the respective state governments on the provision and
maintenance of school
facilities,
and the involvement of principals in decision-making.
×vi
1
CHAPTER ONE
INTRODUCTION
Background
to the Study
Secondary
Education is a six-year form of education which children receive after primary
school
before proceeding to the tertiary level of education. According to the National
Policy of
Education
(Federal Republic of Nigeria, 2004), secondary education is the form of
education
attended by
children after primary education and before tertiary education with the aim of
preparing
individual for useful living within the society and for tertiary education.
Secondary
educations
exist within the ambits of the law and are supervised by the Ministry of
Education
and its
State agencies. For instance Section 18(3)b of the Constitution of the Federal
Republic
of Nigeria
2011 as amended provides for the existence of free secondary education while
the
Nigerian
Educational Edicts and laws promulgated in 1955 and 1965 covered the rights of
Secondary
Education. The education laws promulgated by the states in the Federation laid
down
rules and
regulations in respect of administration and management of Secondary Education.
The
principal is the administrative head of secondary schools who ensures the
effective
implementation
of policies and progammes for the achievement of the school goals. For the
attainment
of the objectives of secondary schools, the curriculum has been developed to
suit such
desires
which are to be implemented by the Principal with the coorporation of competent
teachers.
The
authority of the secondary school principal, according to Ogbonnaya (2009), is
viewed in
the position occupied as well as the functions performed. The Principal
implements
the
educational programmes of the school, ensured the provision of facilities and
equipment,
keeps
records both statutory and non-statutory in addition to creating a conducive
teaching and
learning
atmosphere in schools. These are summed up by Ogbonnaya cited in Mgbodile
(2004)
1
2
into five
areas, namely: Development and implementation of educational programmes,
Development
of teaching staff, Student relation function, Community relation function and
financial
function. Similarly, Ocho and Okeke (1997) classified these functions into five
namely:
management
of instructional programme, staff personnel administration, student personnel
administration,
financial and physical resource management. Stoner (2002) noted that
supervision
of the teaching and learning process, decision making, conflict resolution,
communication,
record keeping, fund management, plant management, public relations and
compliance
to legal stipulations are critical aspects of school management. In this study,
the
following
aspects namely: Instructional supervision, communication, decision making,
provision
of
incentives for teachers and students, human resource development, public
relations, funds
management,
plant management, adherence to statutory provisions, and conflict
management/resolution
are considered.
Instructional
supervision has to do with what the principal does to promote or direct
teaching and
learning in the school. This according to Mgbodile (2004) involves the task of
ensuring
that organized teaching and learning is effective in the school system. This is
done by
the
principal to see that meaningful learning takes place in all classes and that
teachers are
teaching
what they are supposed to teach and are undertaking the teaching in a manner
that the
students
understand and enjoy their lessons. The essence of instructional supervision is
to assist
teachers
with ideas and suggestions that will improve their instructional delivery, as
well as
identify
their needs and problems. Haruna (2008) noted that instructional supervision is
the first
and the most
important responsibility of a school principal. No wonder Carter (2008)
explained
that the
cardinal index of the performance evaluation of the school administrator rests
on the
leadership
ability in instructional supervision.
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