Influence Of Principal Administrative Functions On Teachers Performance In Public Senior Secondary School In Obio / Akpor LGA Port Harcourt.

Influence Of Principal Administrative Functions On Teachers Performance In Public Senior Secondary School In Obio / Akpor LGA Port Harcourt.

Abstract

This study was carried out to examine the influence of principal administrative functions on teachers performance in public senior secondary school in Obio/Akpor LGA Port Harcourt. The study is was specifically set tofind out the administrative style commonly adopted by principals in public secondary schools in Obio/Akpor LGA Port Harcourt, ascertain whether there is a significant relationship between principal administrative functions and teachers performance, determine the principals administrative functions which influences teachers performance in public senior secondary school in Obio/Akpor LGA Port Harcourt, and find out whether principals administrative functions influences teachers effectiveness and commitment in public senior secondary school in Obio/Akpor LGA Port Harcourt. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of principal administrators and teachers in public senior secondary school in Obio/Akpor LGA Port Harcourt. In determining the sample size, the researcher conveniently selected 200 respondents and 150 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables and mean scores. While the hypotheses were tested using Pearson Correlation statistical tool, SPSS v23. The result of the findings reveals that the administrative style commonly adopted by principals in public secondary schools in Obio/Akpor LGA Port Harcourt includes: Transformational Principal Administrator Style, Transactional Principal Administrative Style, Democratic Principal Administrative Style, and Laissez Faire Principal Administrative style. Furthermore the study also revealed that principals administrative functions influences teachers effectiveness and commitment in public senior secondary school in Obio/Akpor LGA Port Harcourt. Therefore, it is recommended that secondary Education Management Boards should organize seminars and workshop for principals to harmonize their administrative skills. School records should be properly kept to improve teachers’ punctuality and regularity. Teachers’ lesson notes should be marked and monitored effectively. To mention but a few.

Table of Content

• Title Page
• Certification
• Dedication
• Acknowledgement
• Table of Content
• List of Tables
• Abstract

Chapter One:

Introduction

• 1.1 Background of the Study
• 1.2 Statement of the Problem
• 1.3 Objective of the Study
• 1.4 Research Questions
• 1.5 Research Hypothesis
• 1.6 Significance of the Study
• 1.7 Scope of the Study
• 1.8 Limitation of the Study
• 1.9 Definition of Terms
• 1.10 Organisations of the Study

Chapter Two:

Review of Literature

• 2.1 Conceptual Framework
• 2.2 Theoretical Framework
• 2.3 Empirical Review

Chapter Three:

Research Methodology

• 3.1 Research Design
• 3.2 Population of the Study
• 3.3 Sample Size Determination
• 3.4 Sample Size Selection Technique and Procedure
• 3.5 Research Instrument and Administration
• 3.6 Method of Data Collection
• 3.7 Method of Data Analysis
• 3.8 Validity of the Study
• 3.9 Reliability of the Study
• 3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

• 4.1 Data Presentation
• 4.2 Analysis of Data
• 4.3 Answering Research Questions
• 4.4 Test of Hypotheses

Chapter Five:

Summary, Conclusion and Recommendation

• 5.1 Summary
• 5.2 Conclusion
• 5.3 Recommendation
• References
• APPENDIX
• QUESTIONNAIRE

Chapter One

Introduction

1.1 Background of 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 influence of principal administrative functions on teachers performance in public senior secondary school in Obio/Akpor LGA Port Harcourt.

1.2 Statement of the Problem

Principals’ administrative practices are an important management function concerned with obtaining, developing and motivating the human resources required by a school to achieve its objectives (Lunenburg, 2010). This pressurizes school principals as they are expected to provide an enabling working environment for teacher’s high productivity through administration support practices (Onuma, 2015). However, there are underlying issues with regard to how effectively principals execute their duties in provision of administrative services as the teacher job performance in most Nigeria secondary schools is below expectations (Atwala, 2011).The poor performance of students is a reflection of poor teacher job performance which implies that principals do not effectively provide administrative support practices to teachers in areas of supervision, motivation, professional development, and delegation of duties for maximum productivity (Pont, Nusche, & Moorman, 2018).

According to Ofoegbu (2001), avers stated that secondary school teachers are not given the attention they need, nor are school managers (principals) brought along as they fulfill their administrative tasks of inspiring, monitoring, and communicating. One of the key problems impacting teacher morale and work performance in Nigerian secondary schools, according to Ofoegbu, is principals’ inadequate participation of teachers in administrative operations.

1.3 Objectives of the Study

The overall aim of this study is to critically examine the influence of principal administrative functions on teachers performance in public senior secondary school in Obio/Akpor LGA Port Harcourt. Hence, the study will be channeled to the following specific objectives;

1. To find out the administrative style commonly adopted by principals in public secondary schools in Obio/Akpor LGA Port Harcourt.
2. Ascertain whether there is a significant relationship between principal administrative functions and teachers performance
3. Determine the principals administrative functions which influences teachers performance in public senior secondary school in Obio/Akpor LGA Port Harcourt.
4. Find out whether principals administrative functions influences teachers effectiveness and commitment in public senior secondary school in Obio/Akpor LGA Port Harcourt.

1.4 Research Question

The following questions are formulated inline with the study objectives;

1. What are the administrative style commonly adopted by principals in public secondary schools in Obio/Akpor LGA Port Harcourt?
2. Is there any significant relationship between principal administrative functions and teachers performance?
3. What are the principals administrative functions which influences teachers performance in public senior secondary school in Obio/Akpor LGA Port Harcourt?
4. Does principals administrative functions influences teachers effectiveness and commitment in public senior secondary school in Obio/Akpor LGA Port Harcourt?

1.5 Research Hypothesis

• Ho: There is no significant relationship between principal administrative functions and teachers performance.
• Ha: There is a significant relationship between principal administrative functions and teachers performance.

1.6 Significance of the Study

the study will help the principals to understand the impact of principal administrative practices on teacher job performance. Particularly, the study will help the principal understand the magnitude of effect of principal supervision practices, principal motivational practices, principal professional development practices and principal delegation of duties on teacher job performance. Hence, the principals will be informed on what carries more weightThrough the help of principals, the study will help the teachers to understand what they ought to do differently and what they need to improve so as to improve their performance which will translate to improved students’ performance. This may take the form of participating in in-service training to improve on their skills, attending conferences, cultivating better relationships with fellow teachers and the students as well as using the appropriate instructional materials.

Educational policy makers may also benefit from the study findings by realizing the importance of principals’ practices of supervision, motivation, professional development and delegation of duties to teachers. This would thus stimulate effective ways for school principals to supervise, motivate, and support teacher’s professional development and delegate duties responsibly. In addition, the decisive actions, behaviours and practices of school principals may also offer policy makers an opportunity to evaluate the administrative practices in context and determine the success of these practices in use.

1.7 Scope of the Study

The study focuses on the influence of principal administrative functions on teachers performance in public senior secondary school in Obio/Akpor LGA Port Harcourt. However the respondents for this will be delimited to principal administrators and teachers in some selected public senior secondary school in Obio/Akpor LGA Port Harcourt.

1.8 Limitation of the Study

Like in every human endeavour, the researcher encountered slight constraints while carrying out the study. Insufficient funds tend to impede the efficiency of the researcher in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size. More so, the researcher simultaneously engaged in this study with other academic work. As a result, the amount of time spent on research will be reduced.

Moreover, the case study method utilized in the study posed some challenges to the investigator including the possibility of biases and poor judgment of issues. However, the investigator relied on respect for the general principles of procedures, justice, fairness, objectivity in observation and recording, and weighing of evidence to overcome the challenges.

1.9 Definitions of Terms

Teacher:

A teacher particularly in schools is a trained person who manages the teaching/learning process efficiently.

Administrative Practices:

Refers to the factors and conditions put in place by the school administration to effectively provide leadership in the institution.

1.10 Organization of the Studies

The study is categorized into five chapters. The first chapter presents the background of the study, statement of the problem, objective of the study, research questions and hypothesis, the significance of the study, scope/limitations of the study, and definition of terms. The chapter two covers the review of literature with emphasis on conceptual framework, theoretical framework, and empirical review. Likewise, the chapter three which is the research methodology, specifically covers the research design, population of the study, sample size determination, sample size, and selection technique and procedure, research instrument and administration, method of data collection, method of data analysis, validity and reliability of the study, and ethical consideration. The second to last chapter being the chapter four presents the data presentation and analysis, while the last chapter(chapter five) contains the summary, conclusion and recommendation.

Chapter Five

Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings on examine the influence of principal administrative functions on teachers performance in public senior secondary school in Obio/Akpor LGA Port Harcourt.The chapter consists of summary of the study, conclusions, and recommendations.

5.2 Summary of the Study

In this study, our focus was to examine the influence of principal administrative functions on teachers performance in public senior secondary school in Obio/Akpor LGA Port Harcourt. The study is was specifically set to find out the administrative style commonly adopted by principals in public secondary schools in Obio/Akpor LGA Port Harcourt, ascertain whether there is a significant relationship between principal administrative functions and teachers performance, determine the principals administrative functions which influences teachers performance in public senior secondary school in Obio/Akpor LGA Port Harcourt, and find out whether principals administrative functions influences teachers effectiveness and commitment in public senior secondary school in Obio/Akpor LGA Port Harcourt.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 150 responses were validated from the enrolled participants where all respondent are principal administrators and teachers in public senior secondary school in Obio/Akpor LGA Port Harcourt

5.3 Conclusions

Based on the findings of this study, the researcher made the following conclusion.

1. The administrative style commonly adopted by principals in public secondary schools in Obio/Akpor LGA Port Harcourt includes: Transformational Principal Administrator Style , Transactional Principal Administrative Style, Democratic Principal Administrative Style, and Laissez Faire Principal Administrative style.
2. There is a significant relationship between principal administrative functions and teachers performance.
3. The principals administrative functions which influences teachers performance in public senior secondary school in Obio/Akpor LGA Port Harcourt includes: supervision of instructions, curriculum development, management of school finance, and initiation of training and development programmes.
4. Principals administrative functions influences teachers effectiveness and commitment in public senior secondary school in Obio/Akpor LGA Port Harcourt.

5.4 Recommendation

Based on the responses obtained, the researcher proffers the following recommendations:

1. The study recommends that to enhance job performance among teachers on continuous basis, principals need to develop series of supervisory strategies such as regular classroom visitation, coaching of newly employed teachers, guiding teachers with teaching deficiencies and so on. Such supervision strategies will make teachers to always remained focus and be committed in carrying their teaching responsibilities effectively.
2. Ministry of Education should train school administrators on how to assign duties to individuals teachers based on their qualification and competence
3. Secondary Education Management Boards should organize seminars and workshop for principals to harmonize their administrative skills. School records should be properly kept to improve teachers’ punctuality and regularity. Teachers’ lesson notes should be marked and monitored effectively.

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