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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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