Principal Administrative Skills And Teachers Productivity
Principal Administrative Skills And Teachers Productivity
Abstract
This study was carried out to examine principal administrative skills and teachers productivity using some selected secondary schools in Ahoda-West Local Government, River State as a case study. The study was specifically set to ascertain whether there is a significant relationship between principal administrative skills and teachers productivity, determine the principal’s administrative skills which influences teachers productivity, determine whether principal’s administrative skills influences teachers commitment, and determine whether principal’s administrative skills influences teachers effectiveness. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of principals and teachers of some selected secondary schools in Ahoda-West Local Government, River State. In determining the sample size, the researcher conveniently selected 120 respondents while 110 were received and 100 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables and percentage, while the hypotheses was tested using Chi-square statistical tool. The result of the findings reveals that there is a significant relationship between principal administrative skills and teachers productivity. Furthermore, the study showed that the principal’s administrative skills which influences teachers productivity include; instructional skills, personnel skills, supervisory skills, communication skills, and motivational skills. The study recommends that the principals should be able to apply motivation techniques that will ignite the teachers to participate actively in the instructional activities. 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
- 4.5 Findings
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 success and development of the school system depends on the quality and nature of the principals’ administrative skills. This has made teachers’ productivity central to the attainment of modern technology and knowledge production (Ojudu, 2012). For instance, the rapid technological advancement in every sphere of human endeavor comes to the forefront through knowledge explosion and revolution. In this present scenario therefore, roles and functions of teachers as an agent of change has become more critical. In the context of rapid changes, it is imperative that teachers be given opportunities and encouraged to update their knowledge and skills through effective administrative skills in order to be conversant with the latest developments in their respective field. In the school system, the key stakeholders are: principals, teachers, and other supporting staff, who contribute honestly to school development. In general, the responsibility of teachers is associated with the commitment and efficiency of the principals who shoulder greater responsibilities also in planning, coordinating, supervising, organizing, disciplining and budgeting. Hence, it can be explained that their roles is pivotal in maintaining and raising the standard of creativity and potentialities of the teachers in the secondary education.
Principals’ administrative skills are concerned with the dimension of ideas and imagination that specifically has its root in the process consisting of four functions; acquisition, development, motivation and maintenance of human resources. Khan (2005) states principals’ administrative skills as effective mobilization of human resources based upon appropriate, training and placement of an appointed staff in order to achieve the set goals and objectives. Principals’ administrative skills as an important management function concerned with obtaining, developing and motivating the human resources required by an organization to achieve its objectives. Effective utilization of human resources in an organization through the management of people and related activities is essential for the productivity of the teachers. This implies that no educational system may rise above the quality of its teachers’ productivity.
Productivity is the relationship between total output and total input. This involves integration of both physical and human resources efficiently to increase output. It is used to describe how the various skills, talents and potentialities are utilized to cause changes or innovation in the learning environment. According to the researcher, productivity in organization is tied to academic staffs who are major contributors to the school system. Scholars have often argued that the challenge of productivity in the academic environment has become a challenge of measurement. Difficulty in measurement stems from the fact that inputs and outputs are not only difficult to define but are also difficult to quantify. However, Umo (2010) used the following variables to measure academic staff productivity: punctuality, submission of examination grades on time, extra lessons for students and participation in extra-curricular activities. Researchers like Jamil, Atta, Ali, Balochi, and Ayaz, (2011) have also argued that productivity of academic staff is acknowledged through efficient classroom management, lesson organization, recording and reporting students’ work achievement, quality and competency in teaching skills, lecturers’ behavior and attitude towards task responsibilities, material resource management and student management.
Consequently, principals’ administrative skills and teachers’ academic productivity always targets at improving capacities of academic staff to play their roles and fit in their academic assignments optimally. It aims at removing performance deficiencies as its target workplace safety and proficiency, to develop high level of management personnel and for further career development. It therefore follows that improvement of academic staff competence is crucial to high level of academic productivity. As revealed by Purcell, Kinnie, Hutchinson, Rayton and Swart (2003) evidence shows that productivity depended on having the right mix of the skills, abilities, motivation and potentialities in achieving the predetermined goal of the institutions. Thus, there is need for an enabling environment for collaborative efforts therefore very critical for the realization of the school instructional outcomes. This is because the more skillful the academic staff, the higher their level of productivity. Skilled labor not only can do things beyond the competence of unskilled labor, it is likely also to be able to work faster, with less supervision, fewer errors as well as producing goods and services of a higher substance and quality.
1.2 Statement of the Problem
Principals’ administrative skills are important management function concerned with obtaining, developing and motivating the human resources required by an organization to achieve its objectives. In addition, Olusanya, Awotungase and Ohadebere (2012) see it as effective utilization of human resources in an organization through the management of people and its related activities. This implies that no educational system may rise above the quality of its teachers’ productivity. In this case, principals used supervisory, motivation, mentoring and adequate planning skills for the enhancement of the instructional activities of the teachers.
The failure of achieving the objectives of high level of teachers’ productivity is attributed to certain factors like: lack of commitment, lack of motivation, improper leadership, lack of effective communication, inadequate supervision, teachers’ ineffectiveness, lack of orientation, seminars, workshops and conferences. Among the problems are also indiscipline, uncooperative behaviour of top management, senior managers and line managers, denial of or irregular promotion of staff, frustration from government inactions, poor management policies .this problems inform the researcher to examine on principal administrative skills and teachers productivity.
1.3 Objectives of the Study
The overall aim of this study is to examine principal administrative skills and teachers productivity. Hence, the study will be channeled to the following specific objectives;
- Ascertain whether there is a significant relationship between principal administrative skills and teachers productivity.
- Determine the principal’s administrative skills which influences teachers productivity.
- Determine whether principal’s administrative skills influences teachers commitment.
- Determine whether principal’s administrative skills influences teachers effectiveness.
1.4 Research Question
The following questions are formulated inline with the study objectives;
- Is there a significant relationship between principal administrative skills and teachers productivity?
- What are the principal’s administrative skills which influences teachers productivity?
- Does principal’s administrative skills influence teachers commitment in secondary schools?
- Does principal’s administrative skills influence teachers effectiveness in secondary schools?
1.5 Research Hypothesis
- Ho: There is no significant relationship between principal administrative skills and teachers productivity.
- Ha: There is a significant relationship between principal administrative skills and teachers productivity.
1.6 Significance of the Study
The study will show the need to enhance productivity of teachers through supervision, adequate planning, communication, mentoring and motivation. This is due to the fact that these are the instrument through which potentialities of the teachers is developed as well as utilized to generate certain degree of productivity in secondary schools. The findings of this study is paramount to scholars, educationists, students or other researchers who will involve themselves in conducting research on similar topic in Nigeria. Similarly, the study adds to the volume of literature on Influence of Principals’ Administrative skills on Teachers’ academic Productivity in Secondary Schools.
Finally, as formulation and implementation of policies and programme are usually informed by the available data, the findings of the study guides the educational policy-makers in formulating and implementing appropriate educational policies and programmes for teachers’ academic productivity using relevant principals’ administrative skills.
1.7 Scope of the Study
The study focuses on the principal administrative skills and teachers productivity. However the study will be delimited to some selected secondary schools in Ahoda-West Local Government, River State.
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.
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 principal administrative skills and teachers productivity using some selected secondary schools in Ahoda-West Local Government, River State as a case study. The chapter consists of summary of the study, conclusions, and recommendations.
5.2 Summary of the Study
In this study, our focus was on principal administrative skills and teachers productivity using some selected secondary schools in Ahoda-West Local Government, River State as a case study. The study was specifically set to ascertain whether there is a significant relationship between principal administrative skills and teachers productivity, determine the principal’s administrative skills which influences teachers productivity, determine whether principal’s administrative skills influences teachers commitment, and determine whether principal’s administrative skills influences teachers effectiveness.
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 were principals and teachers of some selected secondary schools in Ahoda-West Local Government, River State.
5.3 Conclusions
In the light of the analysis carried out, the following conclusions were drawn.
- There is a significant relationship between principal administrative skills and teachers productivity.
- The principal’s administrative skills which influences teachers productivity include; instructional skills, personnel skills, supervisory skills, communication skills, and motivational skills.
- Principal’s administrative skills influences teachers commitment, and effectiveness.
5.4 Recommendation
Based on the findings the researcher recommends that;
- There should be frequent supervision of the teachers for the enhancement of their capacity to carry on their respective academic responsibilities.
- The principals should be able to apply motivation techniques that will ignite the teachers to participate actively in the instructional activities.
- Principals are to progressively build on their creativity skills for optimum performance of the 21st century students.
- Principals should ensure an easy flow of communication in the working environment so as to encourage teachers contribution of ideas in the organisation.
- There should good intimacy between the principals and teachers for the purpose of realizing the objective of supervision in various areas of teaching and learning.
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