An Investigation On The Impact Of Capacity Building Of Principals In Improving Students Academic Achievement In Secondary Schools

An Investigation On The Impact Of Capacity Building Of Principals In Improving Students Academic Achievement In Secondary Schools

Abstract

This study was carried out to examine the impact of capacity building of principals in improving students academic achievement in secondary schools using Choba, Port Harcourt as a case study. The study was specifically set to ascertain whether there is a significant relationship between capacity building and students academic achievement in secondary schools, ascertain the impact of capacity building of principals in enhancing quality of education in secondary schools in Choba, Port Harcourt, find out whether capacity building of principals stimulates students interest and participation in secondary education in secondary schools in Choba, Port Harcourt, and find out whether capacity building of principals improves students’ learning outcome in secondary schools in Choba, Port Harcourt. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of principals of selected secondary school in Choba, Port Harcourt. In determining the sample size, the researcher conveniently selected 57 respondents while 50 were received and validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables, while the hypotheses was tested using Peason correlation statistical tool, SPSS v23. The result of the findings reveals that there a significant relationship between capacity building and students academic achievement in secondary schools. Furthermore, the study showed that capacity building of principals improves students’ learning outcome in secondary schools in Choba, Port Harcourt. The study recommends that government of should place priority on capacity building of principals to enhance their skills, knowledge upgrade and competences for school improvement. 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 to the Study

Education in all countries of the world is seen as the corner stone of development. It forms the basis for literacy, skills acquisition, technological advancement as well as the ability to harness the natural resources of the environment for development (Adunola, 2012). However, in most cases, the societal expectations in terms of the achievement of these goals are hardly met and part of the explanation is linked to the absence of adequate student personnel services and academic environment of most secondary schools in Nigeria is not conducive to prepare students for effective teaching and learning. The absence of effective personnel services creates situations that constitute bottle necks to the achievement of goals and objectives of secondary school education. To achieve this objective, adequate provision of certain services to students should be made for effective teaching and learning to take place. Among these are effective student personnel services.

Student personnel services according to Bello(2008) refers to all the activities and services that are rendered to students by the school and its staff, outside the normal classroom instructions for the achievement of the educational objectives. Specifically student personnel services seek to provide orientation for students to facilitate adjustment to campus life, perform individual inventory and testing to aid towards self-knowledge and self-realization, perform individual and group counselling, provide placement and follow-up services, provide adequate assistance to students on finance, health, food, and housing, provide variety of co-curricular activities, approve and monitor activities of recognized student organizations, implement students code of conduct and recommend the appropriate disciplinary action to the proper school authorities (Egbo, 2011). It is aimed at the satisfaction of learners’ needs in the areas of provision of admission, registration, orientation, hostel accommodation, health services, orientation and other services to cater for the welfare and wellbeing of students. Student personnel services in this context, refers to all the non-academic services rendered to the students at the schools setting outside the formal classroom instruction, for the purpose of healthy, physical, emotional, social and moral development as part of their preparation for a responsible and productive adult life.

Unfortunately, many scholars have observed that principals were unable to effectively perform their student personnel responsibilities creditably. This is evident from the views of Egbo (2011) who stated that the provision of welfare services in secondary schools is inadequate and seemed to be responsible for learners’ low level of satisfaction and performance, incessant students’ unrest and other acts of indiscipline and poor motivation to learning. Ejiogu (2015) noted that student personnel services rendered to students by school principals appear not only inadequate, but appear neglected and in effective. He stated that hostel accommodations are deplorable and unconducive and this affects the students’ academic performance and their all-round development. Capacity building is one of the ways of equipping school principals with the capacities required for effective student personnel services job performance creditably. According to Miller and Dollard (1941), capacity building is the process of equipping individuals with the understanding, skills and access to information, knowledge and training to increase their abilities to:

• Perform core functions, solve problems, define and achieve objectives and
• Understand and deal with their job performance needs and in a sustainable manner.

Harvey (2001) stated that it focuses on efforts geared towards improving the level of knowledge, skills and attitudes possessed by individuals for proficiency in a given task or job. Capacity building, according to Harvey (2001) is the process of developing human capacities (knowledge, skills, attitudes, potentials and practice –KSAPP) through different methods (training, management development, organization development, career planning and development among others) and time bound organized learning experiences, to improve the productivity of the people in order to achieve organizational goals more effectively and efficiently. In the context of this study, capacity building refers to efforts (strategies and methodologies) taken towards improving the level of knowledge, skills and attitudes possessed by the school principals for proficiency in their student personnel responsibilities aimed at enhancing his/her capabilities to effectively handle responsibilities as the man/woman in charge of all that happens in the school. The effective provision of student personnel services requires that the capacities of school principals in student personnel management must be constantly improved through access to capacity building opportunities. According to Goldberg (1994), capacity building will equip principals with capacities in student personnel management to identify and address students’ welfare needs. It is the opinion of this researcher that principals need capacity to provide to students effective guidance and counselling services, management recreational facilities, classifications of students, adequate accommodation, among others to make students relax and prepare for teaching and learning in schools.

1.2 Statement of the Problem

Statistics from available JSSCE and WAEC results and research findings show that students have been performing poorly in these external examinations and the objectives of secondary education are far from been achieved. This unfortunate development has been a great concern amongst parents and the public who usually put the blame of poor performance and increasing incidence of students’ drop out, indiscipline and bad behaviors on poor and inadequate services rendered to students by the school principals. The academic climate and culture of most of our schools is not conducive for effective teaching and learning. There are incidences of lateness, absenteeism and general lack of direction in student personnel services’ tasks performance in secondary school in South East Nigeria. These problems result to poor academic climate and culture not conducive for effective teaching and learning and continued poor performance of students in certification examinations, poor learning outcomes and products quality.

Research efforts have shown that the problem was caused by poor training and appointment of principal into Nigeria secondary schools. It is obvious that principals who were appointed to manage the schools are incompetent and lacked the required capacities to effectively cope with the myriads of students’ personnel management roles, challenges and problems facing Nigerian secondary schools. They, therefore, require additional training to perform the expected student personnel services tasks. It is not clear if government agencies have developed and made available the required capacities necessary to render effective student personnel services to students and guide student personnel management in schools.

1.3 Objective of the Study

The overall aim of this study is to critically assess the impact of capacity building of principals in improving students academic achievement in secondary schools. Hence, the study will be channeled to the following specific objectives;

1. Ascertain whether there is a significant relationship between capacity building and students academic achievement in secondary schools
2. Ascertain the impact of capacity building of principals in enhancing quality of education in secondary schools in Choba, Port Harcourt.
3. Find out whether capacity building of principals stimulates students interest and participation in secondary education in secondary schools in Choba, Port Harcourt.
4. Find out whether capacity building of principals improves students’ learning outcome in secondary schools in Choba, Port Harcourt.

1.4 Research Question

The study will be guided by the following study;

1. Is there a significant relationship between capacity building and students academic achievement in secondary schools?
2. What is the impact of capacity building of principals in enhancing quality of education in secondary schools in Choba, Port Harcourt?
3. Does capacity building of principals stimulates students interest and participation in secondary education in secondary schools in Choba, Port Harcourt?
4. Does capacity building of principals improves students’ learning outcome in secondary schools in Choba, Port Harcourt?

1.5 Research Hypotheses

• Ho: There is no significant relationship between capacity building and students academic achievement in secondary schools.
• Ha: There is a significant relationship between capacity building and students academic achievement in secondary schools.

1.6 Significance of the Study

The findings of the study will be of great benefit to the following group of persons: educational planners, State Universal Basic Education Board (SUBEB) officials, school principals, teachers and students of basic schools, and society, at large, the research will expose each stakeholder to the capacity building or training needed or required for effective management of school settings.

This research will also serve as a guide or reference points for other researchers who will embark on the same research.

1.7 Scope of the Study

This study is structured to generally to investigate the impact of capacity building of principals in improving students academic achievement in secondary schools. However the study will be delimited to some selected secondary schools in Choba, 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 Definition of Terms

Capacity Building:

This generally refers to the process of acquiring skills needed to perform effectively and efficiently. In this study therefore, it refers to the in-service training specially organised by UBEC through SUBEB for principals on regular basis to re-energise their teaching ability and capability. It is meant to improve principals effectiveness in the discharge of their professional duties.

Principals:

Principals are the school heads in charge of the secondary schools administration.

1.10 Organizations of the Study

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 the impact of capacity building of principals in improving students academic achievement in secondary schools using Choba, Port Harcourt as a case study. 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 impact of capacity building of principals in improving students academic achievement in secondary schools using Choba, Port Harcourt as a case study. The study was specifically set to ascertain whether there is a significant relationship between capacity building and students academic achievement in secondary schools, ascertain the impact of capacity building of principals in enhancing quality of education in secondary schools in Choba, Port Harcourt, find out whether capacity building of principals stimulates students interest and participation in secondary education in secondary schools in Choba, Port Harcourt, and find out whether capacity building of principals improves students’ learning outcome in secondary schools in Choba, Port Harcourt.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 100 responses were validated from the enrolled participants where all respondent are principals of selected secondary school in Choba, Port Harcourt.

5.3 Conclusions

In the light of the analysis carried out, the following conclusions were drawn.

1. There a significant relationship between capacity building and students academic achievement in secondary schools.
2. Capacity building of principals has a positive impact in enhancing quality of education in secondary schools in Choba, Port Harcourt.
3. Capacity building of principals stimulates students interest and participation in secondary education in secondary schools in Choba, Port Harcourt.
4. Capacity building of principals improves students’ learning outcome in secondary schools in Choba, Port Harcourt.

5.4 Recommendation

Based on the findings the researcher recommends that;

1. Government of should place priority on capacity building of principals to enhance their skills, knowledge upgrade and competences for school improvement.
2. Training and re-training of principals should be made compulsory for all principals (old and new), through such, principals effectiveness will be enhanced through dissemination of innovative practical skills and quality of teaching and learning will be improved and this could influence students’ academic performance.
3. Government should encourage principals by giving award based on their job performance and other professional activities engaged in while in service so as to encourage other principals to update their knowledge which may positively influence the students’ academic performance.
4. Principals should be exposed to various capacity building programmes by the education stakeholders so as to enrich their knowledge on innovations in teaching profession which may improve students’ academic performance.

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