Principal’s Provision Of Incentive For Secondary School Improvement

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Introduction


This study ascertained the principals’ provision of incentive for secondary schools’ improvement in Oyo State. Two research questions guided the study and two null hypotheses were tested. The descriptive survey research design was adopted for the study. The population of the study was 8,701 which comprised 969 principals and 7,732 teachers in public secondary school principals in Oyo State.

Proportionate Stratified sampling technique was used to draw 871 respondents made up of 97 principals and 774 teachers. Two versions of a 19 item researchers’ developed instrument titled ‘‘Principals’ Incentive Practices for Schools’ Improvement Questionnaire (PIPSIQI)’’ and ‘‘Principals’ Incentives Practices for Schools Improvement Questionnaire (PIPSIQII)’’ were used for data collection.

Mean rates and standard deviation were used to answer the research questions, while t-test was used to test the null hypotheses at 0.05 level of significance. The findings of the study revealed among others that principals and teachers agreed that involving staff in decision making process to enhance their commitment in implementing the instructional programme, prompt attention to teachers on-the-job problems, praising teachers for excellent performance, assigning responsibility with commensurate authority to give teachers opportunity to demonstrate their skills and maintaining mutual relationship among others are teachers’ incentive practices provided by secondary school principals in Oyo State.

Based on the findings, it was recommended among others that there is need for State Ministry of Education to regularly organize interactive workshops that include both principals and teachers for working out modalities for improvement on provision of incentives for teachers. Conclusions were drawn and other recommendations were made.


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Frequently Asked Questions


What is the role of the principal in the improvement process?

Principals are the key players in the school improvement process. They play a wide variety of roles to ensure that the improvement plan and its implementation are successful. One of their most important responsibilities is to ensure that improvement plans reflect the characteristics of their own school and its community.

How can principals keep the community in charge of School Improvement?

In addition to providing regular status updates to staff and school councils, principals should use school newsletters, websites, open houses, and information nights to keep the broader community informed about the plan, the school’s progress in meeting the plan’s goals, and, when necessary, the challenges involved.

Who is responsible for improvement planning in a school?

The principal, as the person responsible for administering the school and for providing instructional leadership, is ultimately responsible for improvement planning. But the entire school community should be actively involved in all stages of the process: planning, implementing, monitoring, and evaluating progress.

What are the objectives of School Improvement?

The ultimate objective of the process is to improve student achievement levels by enhancing the way curriculum is delivered, by creating a positive environment for learning, and by increasing the degree to which parents5are involved in their children’s learning at school and in the home.

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