AN EVALUATION OF PRINCIPAL'S ADMINISTRATIVE EFFECTIVENESS IN SECONDARY SCHOOLS IN NIGERIA
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AN EVALUATION OF
PRINCIPAL'S ADMINISTRATIVE EFFECTIVENESS IN SECONDARY SCHOOLS IN NIGERIA
CHAPTER ONE
INTRODUCTION
Background to the Study
Secondary education’s general goals of concocting people for
suitable living in the society and for higher education have made it imperious
that it should, among others, supply trained manpower in the applied science,
technology and commerce at sub-professional levels; inspire its students with
the desire for self-improvement and achievement of excellence; raise a
generation of people who can think for themselves, respect the views and
feelings of others; and respect the dignity of labour (Federal Republic of
Nigeria, 2004). One major step in the achievement of these goals is the
enrolment of students into secondary schools where they are exposed to
experiences necessary to achieve these objectives...
Statement of the Problem
It has been observed by some scholars that many principals in
Anambra State do not devote much time and effort in planning of school
activities as evidenced by hasty organization of programmes such as teachers’
forum and Parents Teachers Association meetings. Incidence of role conflicts,
duplication of functions and general lack of direction in task performance have
also been reported (Onuh, 2008; Egboka, 2008). With these problems, wastages in
the use of resources, poor academic performance of students and poor Parents
Teachers Association involvement in school administration are likely to
persist.
Incidentally, selection of principals based on teaching
experience and not on administrative qualification has been alleged to
contribute to the inefficiency and lapses found in the secondary schools. Some
scholars contend that several teachers that were promoted to principals were
later regarded as incompetent principals they lacked the required skills to
carry duties relevant to their post. Areas they were found have deficit in
skill were in working with high officials (State School Board or Ministry of
Education) and in dealing with student body. These result in administrative
problems (Obilade, 1986; Arikewuyo, 2009). The Nationwide diagnosis of Nigerian
education sector also showed that greater proportion of secondary school
principals do not have the necessary administrative strategies/tools such as
vision and mission
statement, code of conduct for students (rules and
regulations), year activity calendar, code of conduct for teachers, school
strategic plans, in-house teacher’s development activities and students’ target
setting (Federal Ministry of Education, 2005).
These situations could be as a result of the principals’ lack
of competencies needed to carry out administrative responsibilities, or that
they do not apply the acquired competencies. In view of these, this work is
interested in identifying competencies that are essential for administrative
effectiveness and examining the extent secondary school principals possess and
apply the identified essential competencies.
Purpose of the study
This study aimed at identifying essential competencies and
examining secondary school principals’ administrative effectiveness in Anambra
State. Specifically, the study was concerned with:
1. identifying the competencies considered to be essential
for principals’ administrative effectiveness examining the extent school
principals possess the identified essential competencies ascertaining the
extent school principals apply the identified essential competencies. identifying
likely factors that affect principals’ application of the competencies.Finding
out whether discrepancies exist between principals’ possession and application
of the identified competencies essential for administrative effectiveness.
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