Administrative Functions To Influence Teachers’ Work Performance In Secondary School

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Abstract

The purpose of this study was to establish the influence of administrative functions on teachers’ work performance in secondary school in Mainland L.G.A, Lagos state, Nigeria. The study was guided by five research objectives. Study was based on descriptive survey design. The sample for the study was 31 principals and 88 teachers. Data for the study was collected by use of questionnaires. Data was analysed by use of descriptive statistics. Findings also revealed that 62.6 percent of the teachers were highly motivated with the principals’ performance of organisational leadership task, 62.6 percent of the teachers were highly motivated with the principals’ performance of organisational leadership task. The study also revealed that 33.3 percent of the teachers were highly motivated with the principals’ practices of instructional supervision task, 43.2 percent were moderately motivated with 23.4 were lowly motivated. It was also revealed that teachers were motivated by with the principals’ practice on decision making. Based on the findings the study concluded teachers were motivated with the planning tasks. Teachers were motivated with the principals’ decision making task with which teachers were motivated. The study recommended that principals should perform their planning task always and not sometimes as indicated by the study. The study therefore recommends that principals should perform the organisational leadership always so that teachers’ work performance can be improved. The study therefore recommends that principals should practice the delegation task always rather than sometimes as this would increase teachers’ work performance. The study also recommends that the principals should perform instructional supervision and decision making tasks always rather than sometimes so as to improve teachers’ work performance. Taking the limitations and delimitations of the study the researcher suggested that since the study was carried out in administrative Mainland L.G.A, Lagos state, a similar study should be conducted in other arears so that to compare the results. Since the study focussed on selected administrative tasks the study suggests that a study on other administrative tasks should be carried out to establish whether the tasks would have an influence of teacher’s motivation.

Chapter One

Introduction

1.1 Background to the Study

The term ‘administration; is often used to mean ‘to execute; or ‘to enforce. However, the job of an administrator involves more than mere execution of plans and decisions made elsewhere. Accordingly, Onyene (2005) noted that where administrative function is reduced to execution, critical details are ignored. According to her, administration is a process of achieving organizational goals through frantic efforts directed towards putting to optimal use every available resource such as human, money, material and entrepreneurial skills. Perhaps it is in this operationally intricate sense that a school of thought reasoned that administration is more complex than management. This is because day-to-day school administration entails critical procedures through which one in a position of authority such as the head teacher or principal discharges his/her responsibilities using the combined efforts of other people.

Administration uses organized method to ensure the achievement of the aims and objectives of the school or any organization. Thus, the school administrator such as the principal combines his or her conceptual, technical, and human skills in “performing a garmot of management functions like planning, organizing, staffing, directing, controlling, instructing, communicating, supervising, etc (Onyene 2000). Besides, in a private school situation, Onyene (2005) noted that administration is most tasking because it has to sometimes commence with fundamental issues in structural designing, asking and answering essential questions on enrolment and patronage such as customer relations, customer values and satisfaction, learning and curriculum repackaging and many more. This workload explains why effective school administration is often at crisis level.

This is because investors in schools in a bid to break even in terms of cost-benefit employ unqualified persons to head their schools. Thus, the head teacher or principal may not possess those administrative skills which he or she can strategically use for achieving corporate excellence. In actual sense for a private school to attain organizational effectiveness, proper definition of tangible and non-tangible goals is expected. In order words, private school organizations must pursue in a very personal astute manner consciously defined goals and or purposes using the helm of affairs. Once these goals are attained both internal efficiency and “break-even”, normally follow using simple administrative maintenance tips.

Furthermore, the practice of administration is as old as humanity. It is the art and science of systematic and careful arrangement of resources (human, materials, funds) available to an organization for the achievement of its objectives (Onyene, 2000). Besides, industrial revolution heralded in a strong concern for how best to organize human and material resources to ensure maximum profits for the employers. But the Human Relations Movement (HRM) as a reaction to the scientific management of industrial revolution stressed how best to motivate persons to harness materials for maximum productivity and for individual worker’s satisfaction. This is a concern, earlier confined to business and industrial enterprise.

Thus, the theory and practice of administration were regarded as the monopoly of business, industrial enterprises, and later the public service. This explains the greater popularity of such terms as “business administration and “pupils administration”. According to Nwankwo (1982), Educational Administration when fully emerged was perceived as a translation of the principles and processes used in business and public administration. This impression is fast fading with the growing realization that all human organizations whether they are business, industries, public, religious, educational or military, have equivalent and transferable factors and challenges which demand identical theories and strategies coupled with the fact that all human problems emanates from administration (Onyene, 2005).

Administration is a determinant of the level of organizational efficiency and or successes and failures. Three key elements to an organization’s success according to Onyene (2005) include effective leadership; effective human resources recruitment and management; and effective development of persons, programmes and activities. The level of administrative efficiency goes to determine whether the organization will level off for growth; become stagnated and decline, or blossom forth to achieve new heights and grow through expansion. Educational administration therefore involves the use of fundamental procedures consisting of both administrative and operative management techniques to attain the goal of education. Thus, administrative manager of a school is constantly planning, organizing, and controlling. In operative management as in school administration, the task consists of mainly supervising, motivating, and communicating on day-to-day basis.

In the secondary schools, it is the principals that are saddled with administrative functions (supervising, motivating and communication). It is therefore expected that principals should use their offices to mobilize the school personnel, especially the academic personnel to perform their teaching jobs effectively. It is against this expectation that this study attempts to examine the extent to which teachers’ performance in staff secondary schools in Lagos Mainland Local Government Area is influenced by administrative functions of the principals.

1.2 Statement of Problem

This study attempts to examine the extent to which secondary school principals have used their administrative functions to influence teachers’ work performance. It is predicated on the words of Ofoegbu, (2001) who noted that teachers in secondary schools are neither given the desired attention nor carried along by the school managers (principals) as they perform their administrative functions of motivating, supervising and communicating. This inadequate involvement of teachers in administrative activities by the principals is noted by Ofoegbu to be one of the major factors affecting the morale and job performance of teachers in Nigerian secondary schools.

1.3 Purpose of the Study

To determine the influence of principal’ planning task on teachers’ work performance in secondary schools in Mainland L.G.A, Nigeria
To assess the influence of principals’ organizational leadership task on teachers’ work performance in secondary schools in Mainland L.G.A, Nigeria
To establish the influence of principals’ delegation task on teachers’ work performance in secondary schools in Mainland L.G.A, Nigeria
To establish the influence of principals’ instructional supervision task on teachers’ work performance in secondary schools in Mainland L.G.A, Nigeria
To find out the influence of principals’ decision making task on teachers’ work performance in secondary schools in Mainland L.G.A, Nigeria

1.4 Research Questions

For this study the following research questions were formulated

What is the influence of principals’ planning task on teachers’ work performance in secondary schools in Mainland L.G.A, Nigeria?
What is the influence of principals’ organizational leadership task on teachers’ work performance in secondary schools in Mainland L.G.A, Nigeria?
What is the influence of principals’ delegation task on teachers’ work performance in secondary schools in Mainland L.G.A, Nigeria?
What is the influence of principals’ instructional supervision task on teachers’ work performance in secondary schools in Mainland L.G.A, Nigeria?
What is the influence of principals’ decision making task on teachers’ work performance in secondary schools in Mainland L.G.A, Nigeria?

1.5 Significance of the Study

This study focused on examining the relationship between administrative functions of principals and teachers’ work performance in staff secondary schools in Lagos Mainland Local Government Area of Lagos State. It covered the three staff secondary schools (University of Lagos Staff School, Yaba College of Technology Staff School, and Federal College of Education (Tech) Staff School) in Mainland Local Government Area of Lagos State; involved only the teachers in these schools.

1.6 Scope of the Study

1.7 Limitations of the Study

Limitation is an aspect of research that may influence the results negatively but over which the researcher has no control (Mugenda & Mugenda, 2003). Firstly the study will on respondents perceptions and views hence the quality of the data depended on them. There may be a possibility of some principals giving minimal cooperation, fearing that the study would detect their administrative incompetence. It is also possible that some teachers will not give honest information for fear that they would be exposing negative qualities of their principals. To avoid this researcher will assure them of confidentiality of their identity and held a discussion with them before the exercise.

1.8 Definition of Significant Terms

The following were significant terms used in the study:

Decision making task refers to the principals thought process of selecting a logical choice from the available options
Delegation task refers to an act or process that the principal gives some tasks to the teachers do perform on his or her behalf
Instructional supervision task refers to the principles checking on the teaching and learning process in schools
Motivation refers to a cyclical process affecting the inner needs and drivers that energize channel and sustain behaviour.
Organizational leadership refers to a dual focused management approach that works towards what is best for individuals and what is best for a group as a whole simultaneously. It is also an attitude and a work ethic that empowers an individual in any role to lead from the top, middle, or bottom of an organization.
Planning task refers to the process through which the principals identifies the goals or objectives to be achieved, formulates strategies to achieve them, arranges or creates the means required, and implements, directs, and monitors all steps in their proper sequence.
Principal refers to the chief executive in secondary schools who spearheads all school programmes in order to achieve the desired goals in the schools.

1.9 Organization of the Study

The study will be organized into five chapters.

Chapter one comprises of background of the study, statement of the problem, purpose and objectives of the study, research questions, significance of the study, limitations and delimitations of the study, basic assumptions of the study and definitions of significant terms as used in the study.
Chapter two consists of literature review. The chapter covers principals’ planning task and teachers job motivation , principals’ organisational leadership tasks and teachers job motivation , principals’ delegation task and teachers job motivation , principals’ instructional supervisory tasks and teachers job motivation and principals decision making task and teachers’ work performance. The chapter also presents the theoretical and conceptual framework.
Chapter three consists of the research methodology divided into: research design, target population, sampling and sampling procedures, research instrument, reliability and validity of the instruments, data collection procedures and data analysis techniques.
Chapter four discusses data analysis and interpretation.
Chapter five comprise of the summary of the study, conclusions, recommendations and suggestions for further research.

Chapter Five

Summary Conclusions and Recommendations

5.1 Introduction

This chapter presents the summary of the study, conclusions, recommendations and suggestions for further research.

5.2 Summary of the Study

The purpose of this study was to establish the influence of administrative functions on teachers’ work performance in secondary school in Mainland L.G.A, Lagos state, Nigeria. The study was guided by five research objectives. The research objectives sought to determine the influence of principal’ planning task on teachers’ work performance in secondary schools; assess the influence of principals’ organizational leadership task on teachers’ work performance in secondary schools; establish the influence of principals’ delegation task on teachers’ work performance in secondary schools; establish the influence of principals’ instructional supervision task on teachers’ work performance in secondary schools and finally find out the influence of principals’ decision making task on teachers’ work performance in secondary schools in Mainland L.G.A, Nigeria

This study was guided by the Two Factor Theory advanced by Fredrick Herzberg.

Study was based on descriptive survey design. The target population of the study comprised of all the 62 secondary schools in the area which comprise of 62 principals, 438 teachers. The sample for the study was 31 principals and 88 teachers. Data for the study was collected by use of questionnaires. The questionnaires were validated and checked for reliability. The reliability test results were 0.721 for principals’ questionnaires and 0.732 for the teachers’ questionnaires. Data was analysed by use of descriptive statistics. Means were used to determine the extent to which the principals performed the administrative tasks and also to estimate the number of teachers who were satisfied with each of the administrative task carried out by the school principal.

5.3 Summary of findings

The summary of findings is presented according to the objectives of the study

5.3.1 To determine the influence of principal’ planning task on teachers’ work performance in secondary schools in Mainland L.G.A, Nigeria

Findings on the influence of principal’ planning task on teachers’ work performance in secondary schools revealed that The findings imply that the principals performed their planning task in the school. This is evidenced by the 47.7 percent of the principals who performed the planning task in the school always and 51.6 who did it sometimes. Data revealed that 70.7 percent of the teachers indicated that they were motivated with principals holding staff meetings and the beginning of the year sometimes 62.7 percent, 65.3% indicated that they were motivated with their principals always ensuring that teachers were aware of their roles at the beginning of the year while 60 percent indicated that they were motivated with their principals establishing objectives formulating vision statement set always. On average, 41.6 percent of the teachers were highly motivated by their principals’ performance on planning task while 55 percent were moderately motivated.

5.3.2 To assess the influence of principals’ organizational leadership task on teachers’ work performance in secondary schools in Mainland L.G.A, Nigeria

Findings of the influence of principals’ organizational leadership task on teachers’ work performance in secondary schools revealed that principals performed the leadership tasks sometimes as evidenced by the 52 percent who indicated that they performed the task sometimes and 45.8 percent who performed the leadership task always. In establishing the extent to which the teachers were motivated, it was established that 40 percent and 45.3 percent of the teachers were highly and moderately motivated respectively, majority 62.7 percent indicated that they were highly motivated with principals’ encouraging leadership emerge from teachers, 58.7 percent were moderately motivated with principals’ establishment of formal and informal channels of communication in the schools while majority 54.7 percent indicated that they were highly motivated with principals seeking important channels for conflict resolution. It is also observed that majority 66.7 percent teachers were highly motivated with the principals’ practice of democratic leadership in the school. On average, the data showed that 62.6 percent of the teachers were highly motivated with the principals’ performance of organisational leadership task, 46.9 percent were moderately motivated while 10.6 were lowly motivated.

5.3.3 To establish the influence of principals’ delegation task on teachers’ work performance in secondary schools in Mainland L.G.A, Nigeria

Findings on the influence of principals’ delegation task on teachers’ work performance in secondary schools revealed that majority of the principals performed delegation task sometimes as evidenced by 54.1 percent who indicated so and 41.9 percent who indicated that they performed the delegation task always. It was also revealed that On average, 38.9 percent of the teachers were motivated with the principals’ practice of delegation task, 44.3 percent were moderately motivated while only 16.5 were lowly motivated. For example, majority of the teachers 58.7 percent indicated that they were highly motivated by their principals practice of keeping staff informed about departmental policies, and regulations. While 45.3 percent of the teachers indicated that they were highly motivated by their principals’ getting feedback from teachers on delegated duties promptly, 46.7 percent of them indicated they were moderately motivated by the same practice. It was also reported by 58.7 percent of the teachers that they were moderately motivated by the principals’ involvement all staff members in school management. On the issue of principals practice of entrusting duties, responsibilities and authority to teachers, 44 percent were moderately motivated, 34.7 percent were lowly motivated.

5.3.4 To establish the influence of principals’ instructional supervision task on teachers’ work performance in secondary schools in Mainland L.G.A, Nigeria

Data on the influence of principals’ instructional supervision task on teachers’ work performance in secondary schools showed that principals practices instructional supervision task. This was evidenced by 47.7 percent of the principals who performed instructional supervision task always while 50.3 percent performed sometimes. In establishing the extent to which the teachers were motivated, 34.7 percent of the teachers were motivated by the principals practice of instructional supervision, 38.7 percent were lowly motivated similarly, while 37.3 percent were motivated by the principals’ checking of teachers professional documents, 42.7 were lowly motivated.

On the issue of principals’ making sure the syllabus is covered in time, 34.7 percent of teacher were highly motivated while 48.0 percent were moderately motivated. Half the number of teachers were moderately motivated by the principals’ practice of ensuring that schemes of work are prepared in time. A significant number of teachers (45.3%) were motivated by the principals’ practice of involvement of teachers in facilitating teaching and learning processes. The above findings indicate that teachers were motivated by the principals’ practices of instructional supervision task. On average, 33.3 percent of the teachers were highly motivated with the principals’ practices of instructional supervision task, 43.2 percent were moderately motivated with 23.4 were lowly motivated.

5.3.5 To find out the influence of principals’ decision making task on teachers’ work performance in secondary schools in Mainland L.G.A, Nigeria

Findings on the influence of principals’ decision making task on teachers’ work performance in secondary schools showed that majority of the principals performed the decision making task sometimes as shown by 61.2 percent who indicated so. On the other hand 34.1 percent indicated that they performed the task always. Teachers were motivated by with the principals’ practice on decision making. On average, almost half (48.5%) teachers were highly motivated with the principals’ practice of decision making task, 42.1 were moderately motivated while only 9.3 were lowly motivated. .Specifically 48 percent were highly motivated by the principal’ involvement of teachers in decision making, with 44 percent who were moderately motivated. While 45.3 percent were highly motivated by the principals’ consultations with teachers before in making decisions, 46.7 were moderately motivated with principals’ consultations with teachers before in making. It can also be observed that 53.3 percent of the teachers were moderately motivated with principals’ following all channels in decision making. Majority of the teachers (62.7%) were highly motivated with principals’ embracing cooperate decision making process while 48 percent were highly motivated with principals’ encouraging teachers opinions before making
decisions.

5.4 Conclusions

Based on the findings the study concluded that principals performed their planning task in the school. Teachers were motivated with the planning tasks such as principals holding staff meetings and the beginning of the year, principals ensuring that teachers were aware of their roles at the beginning of the year and principals establishing objectives formulating vision statement. The study and concluded that principals performed their organizational leadership task with which teachers were motivated. Teachers were motivated with principals’ encouraging leadership emerge from them, principals’ establishment of formal and informal channels of communication in the schools principals seeking important channels for conflict resolution and principals’ practice of democratic leadership in the school.

The study also concluded that teachers were motivated by principals’ delegation task. Teachers were for example motivated with principals practice of keeping staff informed about departmental policies, and regulations, principals’ getting feedback from teachers on delegated duties promptly and principals’ involvement all staff members in school management. It was also concluded that teachers were motivated with principals’ instructional supervision task. Specifically teachers were motivated principals’ checking of teachers professional documents, principals’ making sure the syllabus is covered in time, principals’ practice of ensuring that schemes of work are prepared in time and also by the principals’ practice of involvement of teachers in facilitating teaching and learning processes.

Teachers were motivated with the principals’ decision making task teachers were for example highly motivated with the principals’ practice of decision making task, principal’ involvement of teachers in decision making, principals’ consultations with teachers before in making decisions, principals’ consultations with teachers before in making, principals’ following all channels in decision making, embracing cooperate decision making process and encouraging teachers opinions before making decisions.

5.5 Recommendations

Based on the findings of the study the following were the recommendations:

The study recommended that principals should perform their planning task always and not sometimes as indicated by the study. This would increase teachers’ work performance. The study established that principals performed the organisational leadership tasks only sometimes. The study therefore recommends that principals should perform the organisational leadership always so that teachers’ work performance can be improved.
It was noted in the study that on average, majority of the principals performed delegation task sometimes. The study therefore recommends that principals should practice the delegation task always rather than sometimes as this would increase teachers’ work performance.
The study also recommends that the principals should perform instructional supervision and decision making tasks always rather than sometimes as shown by the study so as to improve teachers’ work performance.

5.6 Suggestions for Further Research

Taking the limitations and delimitations of the study, the following were the suggestions for further research.

This study was carried out in secondary schools in Mainland L.G.A, Lagos state to determine the selected administrative tasks on teachers motivate. The researcher therefore recommends that another study be done in other arears so that to compare the results
The study focussed on selected administrative tasks namely planning task, organizational leadership, delegation task, instructional supervision task and decision making task. The study suggests that a study on other administrative tasks should be carried out to establish whether the tasks would have an influence of teacher’s motivation.

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