Democratic Leadership and Students' Discipline in Public Secondary Schools in...ijtsrd
The Principal of a school plays a very important role in shaping and maintaining the students' discipline in the school. He she determines the behavioral pattern of the school community. The Principal influences the teachers, members of the support staff, parents and students. The purpose of the study was to determine the influence of the democratic leadership style on students' discipline in public secondary schools in Teso North Sub County, Kenya. The study adopted the descriptive survey research design. The target population consisted of 31 deputy principals administration and 216 teachers from the 31 public secondary schools in Teso North Sub County, Kenya. Stratified random sampling technique was used for the schools. Purposive sampling technique was employed for the deputy principals administration while simple random sampling was used to select the teachers. The total sample size was 139 respondents comprising 16 deputy principals administration and 123 teachers. The data was collected using interview schedules for Deputy Principals administration and questionnaires for the class teachers. The study showed that schools in which the Principals practiced democratic leadership style registered a high level of discipline. The study concluded that principals' use of democratic leadership styles has the effect of significantly minimizing chances of students' misbehaviour. Domitila Atitwa | Jane Barasa | Sarah Likoko "Democratic Leadership and Students' Discipline in Public Secondary Schools in Teso North Sub-County, Kenya" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-4, August 2023, URL: https://www.ijtsrd.com/papers/ijtsrd59773.pdf Paper Url:https://www.ijtsrd.com/humanities-and-the-arts/education/59773/democratic-leadership-and-students'-discipline-in-public-secondary-schools-in-teso-north-subcounty-kenya/domitila-atitwa
Exploring Factors Impacting Teachers' Performance and Commitment in Primary S...Turyamureeba Silaji
This research delves into the factors influencing teachers' performance and commitment in
primary schools within Ryeru Sub-County, Rubirizi District. Conducted through interviews
and self-administered questionnaires, the study gathered data from 120 respondents,
comprising school management committee members, PTA members, head teachers, and
teachers. It analyzes the demographic distribution, educational backgrounds, and viewpoints
regarding the causes of poor teacher performance, including motivations, facilities,
qualifications, absenteeism, and the school environment. Additionally, it investigates the
impact of leadership styles on teacher commitment, exploring aspects like motivation, work
recurrence, job opportunities, satisfaction, retention, rapport with leaders, and recognition.
Notably, the research unveils a significant relationship between leadership styles and teacher
commitment, providing insights into potential solutions to address teacher absenteeism.
Keywords: Teachers' Performance, Teacher Commitment, Leadership Styles, Primary Schools,
Ryeru Sub- Absenteeism, Motivation
Teachers’ perception of female principal leadership role in secondary schools...Alexander Decker
This study examined teachers' perceptions of female principal leadership roles in secondary schools in Calabar, Nigeria. The researchers surveyed 200 teachers from 20 schools, with 10 teachers selected from each school. The results showed there was no significant difference between male and female teachers' perceptions of female principals' leadership styles, decision-making, financial management, and administrative roles. Both male and female teachers viewed female principals similarly in these areas. It was recommended that female principals should continue to be encouraged as they were found to promote more discipline in schools.
A qualitative study of differentiated teacher supervisions impact on classroo...Amado M. Cadiong
This document summarizes three articles related to teacher supervision and principal leadership:
1) The first article discusses a study that found differentiated teacher supervision by principals, based on Charlotte Danielson's Four Domains of Instruction, improved classroom instruction and fostered collaboration and continuous improvement. Principals preferred this approach and felt cooperative professional development was most effective.
2) The second article proposes a framework where the principal acts as an agent of change, aided by an external coach, to guide school transformation through coaching practices involving stakeholders.
3) The third article discusses how some principals use harassing supervision tactics to encourage low-performing teachers to leave, due to limitations in teacher evaluation systems and principal training around hiring
Leadership style of Head teachers at secondary level in West Bengal. Internat...Ramakanta Mohalik
1) The study examined the leadership styles of head teachers in secondary schools in West Bengal, India as perceived by teachers.
2) A survey was conducted with 9 head teachers and 22 assistant teachers from 9 secondary schools in Coochbehar district.
3) The findings showed that the majority of teachers agreed that their head teachers had a deep understanding of school functioning, shared visions with teachers, acted as a guide for all staff, provided resources for school development, and worked according to school rules.
Management techniques of head teachers effectiveness in reducing behaviour pr...Alexander Decker
The document discusses a study that investigated management techniques used by primary school head teachers to reduce behavior problems. The study found that effective techniques included: explaining negative peer influences to parents during PTA meetings; exhibiting good leadership; providing teaching facilities; involving pupils in leadership; and encouraging effective communication. Out of 16 techniques studied, 12 were found to be effective in reducing behavior problems based on teacher responses. The implications are that creating a positive learning environment and strong school-home relationship can help reduce misbehavior.
Selected Head Teachers Leadership Styles and Their Influence on Pupils Academ...paperpublications3
Abstract: The Kenya Government has invested resources on Free Primary Education in order to improve on the pupil’s academic performance. Despite the high investment in training school heads, the performance in Kenya Certificate of Primary Education (KCPE) in many schools is still low especially in Tindiret Sub-County. This may be attributed to several influences of headteachers leadership styles among other factors. Poor academic performance in some schools has resulted to public outcry, protests by parents. This study investigated the extent to which selected headteachers’ leadership styles influences pupils’ academic performance. The study adopted descriptive research design. The target population comprised of 76 headteachers and 532 teachers in Tindiret Sub-County. Two-self-administered questionnaires were used to obtain data on headteachers’ and teachers’ perceptions on school leadership styles in relation to academic performance. Document analysis of KCPE results gathered information about the school KCPE performance from 2011 to 2014. The results of the study’s findings were that, the autocratic and laissez faire leadership styles had significant negative relationship with school performance in schools. Democratic and transformational leadership styles had significant positive relationship (p<0.05) with academic performance of schools. The study recommends that school head teachers to involve other stakeholders in decision making, they should involve teachers and pupils in setting school targets, they should hold regular meetings and champion the application of transformational leadership ideals.
This was a survey study aimed at finding out the perceptions of headteachers on the leadership styles of Junior High School (JHS) headteachers within the Ejisu-Juaben Municipality. The researchers selected 50 headteachers, purposively through census. A set of closed-ended questionnaire was used, and this comprised 67 items for the JHS headteacher respondents. The data was analyzed using descriptive statistics, independent t-test, and demographic analysis. The study found, among other things, that autocratic, situational and transactional leadership styles were perceived to be the predominant leadership styles practiced by the JHS heads. The study recommended, among other things, that headteachers should practice transformational and democratic leadership styles, and that the Ghana Education Service, policy makers and other stakeholders of education should strengthen the leadership component within the JHS system for effective realization of school objectives. In this respect, appointment of headship in the school setting, especially at the JHS, ought to be made in consideration of professional leadership training, aside other requirements.
Democratic Leadership and Students' Discipline in Public Secondary Schools in...ijtsrd
The Principal of a school plays a very important role in shaping and maintaining the students' discipline in the school. He she determines the behavioral pattern of the school community. The Principal influences the teachers, members of the support staff, parents and students. The purpose of the study was to determine the influence of the democratic leadership style on students' discipline in public secondary schools in Teso North Sub County, Kenya. The study adopted the descriptive survey research design. The target population consisted of 31 deputy principals administration and 216 teachers from the 31 public secondary schools in Teso North Sub County, Kenya. Stratified random sampling technique was used for the schools. Purposive sampling technique was employed for the deputy principals administration while simple random sampling was used to select the teachers. The total sample size was 139 respondents comprising 16 deputy principals administration and 123 teachers. The data was collected using interview schedules for Deputy Principals administration and questionnaires for the class teachers. The study showed that schools in which the Principals practiced democratic leadership style registered a high level of discipline. The study concluded that principals' use of democratic leadership styles has the effect of significantly minimizing chances of students' misbehaviour. Domitila Atitwa | Jane Barasa | Sarah Likoko "Democratic Leadership and Students' Discipline in Public Secondary Schools in Teso North Sub-County, Kenya" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-4, August 2023, URL: https://www.ijtsrd.com/papers/ijtsrd59773.pdf Paper Url:https://www.ijtsrd.com/humanities-and-the-arts/education/59773/democratic-leadership-and-students'-discipline-in-public-secondary-schools-in-teso-north-subcounty-kenya/domitila-atitwa
Exploring Factors Impacting Teachers' Performance and Commitment in Primary S...Turyamureeba Silaji
This research delves into the factors influencing teachers' performance and commitment in
primary schools within Ryeru Sub-County, Rubirizi District. Conducted through interviews
and self-administered questionnaires, the study gathered data from 120 respondents,
comprising school management committee members, PTA members, head teachers, and
teachers. It analyzes the demographic distribution, educational backgrounds, and viewpoints
regarding the causes of poor teacher performance, including motivations, facilities,
qualifications, absenteeism, and the school environment. Additionally, it investigates the
impact of leadership styles on teacher commitment, exploring aspects like motivation, work
recurrence, job opportunities, satisfaction, retention, rapport with leaders, and recognition.
Notably, the research unveils a significant relationship between leadership styles and teacher
commitment, providing insights into potential solutions to address teacher absenteeism.
Keywords: Teachers' Performance, Teacher Commitment, Leadership Styles, Primary Schools,
Ryeru Sub- Absenteeism, Motivation
Teachers’ perception of female principal leadership role in secondary schools...Alexander Decker
This study examined teachers' perceptions of female principal leadership roles in secondary schools in Calabar, Nigeria. The researchers surveyed 200 teachers from 20 schools, with 10 teachers selected from each school. The results showed there was no significant difference between male and female teachers' perceptions of female principals' leadership styles, decision-making, financial management, and administrative roles. Both male and female teachers viewed female principals similarly in these areas. It was recommended that female principals should continue to be encouraged as they were found to promote more discipline in schools.
A qualitative study of differentiated teacher supervisions impact on classroo...Amado M. Cadiong
This document summarizes three articles related to teacher supervision and principal leadership:
1) The first article discusses a study that found differentiated teacher supervision by principals, based on Charlotte Danielson's Four Domains of Instruction, improved classroom instruction and fostered collaboration and continuous improvement. Principals preferred this approach and felt cooperative professional development was most effective.
2) The second article proposes a framework where the principal acts as an agent of change, aided by an external coach, to guide school transformation through coaching practices involving stakeholders.
3) The third article discusses how some principals use harassing supervision tactics to encourage low-performing teachers to leave, due to limitations in teacher evaluation systems and principal training around hiring
Leadership style of Head teachers at secondary level in West Bengal. Internat...Ramakanta Mohalik
1) The study examined the leadership styles of head teachers in secondary schools in West Bengal, India as perceived by teachers.
2) A survey was conducted with 9 head teachers and 22 assistant teachers from 9 secondary schools in Coochbehar district.
3) The findings showed that the majority of teachers agreed that their head teachers had a deep understanding of school functioning, shared visions with teachers, acted as a guide for all staff, provided resources for school development, and worked according to school rules.
Management techniques of head teachers effectiveness in reducing behaviour pr...Alexander Decker
The document discusses a study that investigated management techniques used by primary school head teachers to reduce behavior problems. The study found that effective techniques included: explaining negative peer influences to parents during PTA meetings; exhibiting good leadership; providing teaching facilities; involving pupils in leadership; and encouraging effective communication. Out of 16 techniques studied, 12 were found to be effective in reducing behavior problems based on teacher responses. The implications are that creating a positive learning environment and strong school-home relationship can help reduce misbehavior.
Selected Head Teachers Leadership Styles and Their Influence on Pupils Academ...paperpublications3
Abstract: The Kenya Government has invested resources on Free Primary Education in order to improve on the pupil’s academic performance. Despite the high investment in training school heads, the performance in Kenya Certificate of Primary Education (KCPE) in many schools is still low especially in Tindiret Sub-County. This may be attributed to several influences of headteachers leadership styles among other factors. Poor academic performance in some schools has resulted to public outcry, protests by parents. This study investigated the extent to which selected headteachers’ leadership styles influences pupils’ academic performance. The study adopted descriptive research design. The target population comprised of 76 headteachers and 532 teachers in Tindiret Sub-County. Two-self-administered questionnaires were used to obtain data on headteachers’ and teachers’ perceptions on school leadership styles in relation to academic performance. Document analysis of KCPE results gathered information about the school KCPE performance from 2011 to 2014. The results of the study’s findings were that, the autocratic and laissez faire leadership styles had significant negative relationship with school performance in schools. Democratic and transformational leadership styles had significant positive relationship (p<0.05) with academic performance of schools. The study recommends that school head teachers to involve other stakeholders in decision making, they should involve teachers and pupils in setting school targets, they should hold regular meetings and champion the application of transformational leadership ideals.
This was a survey study aimed at finding out the perceptions of headteachers on the leadership styles of Junior High School (JHS) headteachers within the Ejisu-Juaben Municipality. The researchers selected 50 headteachers, purposively through census. A set of closed-ended questionnaire was used, and this comprised 67 items for the JHS headteacher respondents. The data was analyzed using descriptive statistics, independent t-test, and demographic analysis. The study found, among other things, that autocratic, situational and transactional leadership styles were perceived to be the predominant leadership styles practiced by the JHS heads. The study recommended, among other things, that headteachers should practice transformational and democratic leadership styles, and that the Ghana Education Service, policy makers and other stakeholders of education should strengthen the leadership component within the JHS system for effective realization of school objectives. In this respect, appointment of headship in the school setting, especially at the JHS, ought to be made in consideration of professional leadership training, aside other requirements.
Administrative Support and Teachers’ Performances in Private Secondary School...PUBLISHERJOURNAL
The aim of this research was to establish the roles of leadership skills and teachers performances by examining the role of motivation of teachers and analyzing the relationship between administrative support and teachers’ performances in private secondary schools in Mbarara City. This study was guided by a descriptive survey design using both qualitative and quantitative approaches. The target population comprised of teachers, head teachers and the LC3 chairperson and school founders from the selected private secondary schools. The researcher obtained responses from selected school founders, head teachers, teachers by using a structured questionnaires and interview guide documentary analysis and focus group discussions. It was revealed that most of the respondents, 119 accounting to 73% strongly agreed that leadership skills lead to improved concentration in class, 8 respondents disagreed while 1.8% strongly disagreed. On the other hand, it was revealed that most of the respondents, 122 (75%) strongly agreed that motivation of teachers leads to enough time dedicated to school, 29 (17.9%) agreed, 8 accounting to 5% disagreed while 3 (1.7%) strongly disagreed with the statement. Most of the respondents, 122 accounting to 75% strongly agreed that there is an interpersonal relationship between administrative support and teachers’ performances, 29 respondents accounting to 17.9% agreed, 8 accounting to 5% disagreed while 5 respondents accounting to 1.8% strongly disagreed. It was concluded that administrative support is a requirement for the performance of teachers. Such support as offering of free counselling services and good interpersonal relationships enhanced the performance of teachers. It was recommended that; school authorities should improve on leadership skills but not dwelling on them as the most important motivational practice required for the performance of teachers. This is because whereas the performance of teachers was good, some leadership skills were poor.
Keywords: Teachers, job, performance, administrative, support, secondary schools, Mbarara city and motivation.
Administrative Support and Teachers’ Performances in Private Secondary School...PUBLISHERJOURNAL
Self-medication particularly with analgesics and antibiotics have been reported by WHO as one of the major causes of antibiotic resistance. In country, like Uganda there is a wide range of drugs, coupled with inadequate health services have resulted to an increased number of drugs used as a self-medication compared to prescribed drugs. Assessment of knowledge and practice of self-medication is needed especially in rural settings. This was an anonymous, questionnaire-based, descriptive study. Questionnaires containing closed ended questions were administered to 288 second year undergraduate medical students. Data analysis was performed using STATA 14. Descriptive statistics were performed in terms of frequencies and percentages. Statistical significance was assessed at alpha of 0.05. The research results indicated that the mean age was (24) and the majority of the students who participated in the study were male (63%). The prevalence of self-medication in the study was found to be markedly high (83.4%). The most important reason for self-medication was that it is cheaper (91%) and the majority (92%) of the students reported that they self-medicated because of diarrhea/vomiting with antacids found to be the highly used class of drug (93%). Majority of the students got the information concerning the drugs through advertisements (98%) and (92%) of the students bought medicine from drug shops. In conclusion, most of the students feared having the side effects of the medications since they were self-prescribed without any experience.
Keywords: Knowledge, attitude, practice, self-medication, undergraduate medical students, Uganda
THE IMPACT OF SCHOOL LEADERSHIP ON STUDENTS’ ACADEMIC PERFORMANCE ON STUDENTS...om collins
This document is a research proposal examining the impact of school leadership on student academic performance in selected schools in Rwampala County, Mbarara District, Uganda. It begins with an introduction that outlines the background, problem statement, research purpose and objectives. The literature review then discusses different school leadership styles that exist, including instructional, emotional, transactional and transformational leadership. It also examines research on the impact of these various leadership styles on student outcomes. Studies have found leadership can indirectly influence academic performance through factors like teacher motivation and instructional practices. The proposal aims to contribute to understanding how school leadership influences academic achievement in the Ugandan secondary school context.
This document presents the background and introduction to a research proposal on examining the impact of school leadership on student academic performance in schools in Rwampala County, Mbarara District, Uganda. It discusses the importance of academic achievement and the government's priority of improving performance in science and mathematics. The study aims to explore the relationship between school leadership and student outcomes in Ugandan secondary schools using a mixed-methods approach. It will examine different leadership styles, their impact on academic performance, and measures to improve performance. The document provides context on leadership theory and the need to understand leadership practices in everyday school settings.
THE IMPACT OF SCHOOL LEADERSHIP ON STUDENTS’ ACADEMIC PERFORMANCE om collins
This document is a research proposal examining the impact of school leadership on student academic performance in selected schools in Rwampala County, Mbarara District, Uganda. It begins with an introduction that outlines the background, problem statement, research purpose and objectives. The literature review then examines different school leadership styles that exist, including instructional, emotional, transactional and transformational leadership. It also looks at research on the impact of these various styles on student outcomes. Studies have found leadership can indirectly influence performance through goals, teacher motivation and other mediating factors. The proposal aims to contribute to understanding how school leadership influences academic achievement in the Ugandan secondary school context.
Strategies applied by the board of management to enhance students academic pe...Alexander Decker
This document discusses strategies applied by Boards of Management (BoM) to enhance student academic performance in secondary schools in Mandera County, Kenya. It finds that most BoM members lack formal education and management skills, resulting in challenges like lack of monitoring, political interference, and mismanagement that negatively impact student performance. The document recommends that BoM members be appointed based on merit and receive management training, and that communication and resource utilization be improved to enhance student academic performance.
Relationship between Principals’ Leadership Styles and Teachers’ Indiscipline...paperpublications3
Abstract: This study aimed at determining the relationship between principals’ leadership styles and teachers’ indiscipline in Ebonyi State of Nigeria. Three research questions guided the study. Two sets of questionnaire, the Principals’ Leadership Style Descriptive Questionnaire (PLSDQ) and the Teachers’ Indiscipline Descriptive Questionnaire (TIDQ) were constructed by the researcher, and they were validated by three experts. Descriptive Survey design was adopted. A sample size of 120 teachers was used. Mean score and pearson product moment correlation were used to provide answers to the research questions. The findings indicated that there was a positive relationship between the principal leadership styles namely autocratic and democratic leadership style with teachers’ indiscipline. This relationship was significant for teachers of different years of experience. Recommendations were finally made for an improvement.
Competitive Edge of the School Heads in Bulusan District AJHSSR Journal
ABSTRACT:The study determined the competitive edge of the school heads in the Bulusan District relating
to their accomplishments, psychosocial attributes and personality, ICT skills, and research and innovation, their
competitive edge when grouped according to their profile, and identify the challenges encountered in
performing their duties and responsibilities. The researcher applied the quantitative method in this study. The 21
school heads in Bulusan District were selected using purposive sampling. The researcher used a questionnaire as
the main instrument in gathering data and unstructured interviews for the challenges met. Frequency count,
weighted mean, general weighted mean, and rank is used as a statistical tool to analyze the data. When the
competitive edge is grouped according to the profile, the psychosocial attributes and personality, and ICT skills
of school heads are highly competent based on age, sex, civil status, highest educational attainment, and length
of service. While in terms of accomplishment, it was observed that along the profiles, school heads are
moderately competent and in terms of research and innovation, school heads are less competent. In terms of
training, it is reflected that training attended by school heads was not related to achieving a competitive edge of
the school heads. The primary problems of the school heads are the problem in identifying one’s competence,
unequal access to training, lack of community support, funding issues, lack of confidence of school heads, and
difficulty in managing and facilitating teachers as beginner school heads. An action plan is proposed to address
the challenges met by school heads.
KEYWORDS :competitive edge, school heads, profile, challenges
School Based Factors Influencing Preschool Teachers Job Performance in Public...paperpublications3
Abstract: Majority of pre-school teachers are leaving their jobs for different professions in recent years. The problem of teacher migration is evident in both developed and developing countries. In Kenya, ECDE teaching profession has not been accorded the same status compared to primary, secondary and tertiary professions. This has led to many ECDE teachers seeking opportunities in other fields for better working environment, pay and even motivation. With this problem in mind, the study sought to establish whether pre-school management style and interpersonal relationships influenced teachers’ job performance in public ECDE centres in Kenya with focus on East Karachuonyo Division, Homa Bay County. All public ECDE centres in Kenya are under the county governments with teachers receiving their pay from the county coffers. The respondents for this study involved preschool teachers and head teachers. Data was collected through questionnaires and interview schedule. The analysis of data was conducted using qualitative and quantitative research methods. The study established that management styles practices in pre-schools affected teachers job performance to a great extent. The study also found out for effective learning to take place, inter-personal relationships need to be developed between teachers, parents, school administrators and pupils. The study recommends that there is need to develop positive interpersonal relationships at the work place to enhance emotional stability and facilitate maintenance of life-work balance and there is a need to sensitize the Schools Board of Management on the rationale of working closely with the pre- schools teachers to enhance their job performance.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Journal will bring together leading researchers, engineers and scientists in the domain of interest from around the world. Topics of interest for submission include, but are not limited to :
This document summarizes a study examining teachers' perspectives on effective instructional leadership. The study found that principals who were effective instructional leaders used two main approaches: 1) talking with teachers to promote reflection, which included making suggestions, giving feedback, modeling, using inquiry, and giving praise; and 2) promoting professional growth, such as emphasizing study of teaching/learning, supporting collaboration, developing coaching relationships, encouraging program redesign, and applying principles of adult learning. Teachers reported these approaches increased their motivation, self-esteem, efficacy, and reflective teaching practices like innovation, risk-taking, and instructional variety.
Administrative competencies of female principals in secondary schools in nsuk...Alexander Decker
This study investigated the administrative competencies of female principals in secondary schools in Nsukka Education zone of Enugu State, Nigeria. A questionnaire was used to collect data from 164 male and 103 female teachers regarding their perceptions of the administrative competencies of female principals. The results showed that both male and female teachers agreed that female principals possess skills in areas like planning, motivation, and establishing relationships. However, female teachers rated the competencies of female principals more highly. Additionally, a t-test showed a significant difference between the opinions of male and female teachers. The study concluded that female principals demonstrate effective administrative competencies.
INFLUENCE OF DELOCALIZATIONON WORK PERFORMANCE AMONG DELOCALIZED FEMALE PRINC...AJHSSR Journal
ABSTRACT: The purpose of this study was to investigate delocalization and its influence on work
performance among delocalized female principals in South Rift, Kenya. The study was guided by theory of
Psychological Well-Being. It was informed by positivism philosophy where positivist’s perspectives were used
to come up with research outcomes. The study adopted a descriptive survey research design. The target
population consisted of all delocalized female principals in south rift; there are 151 public secondary schools
headed by female principals. 80% of them have been delocalized since 2018. Therefore, the study targeted 121
delocalized female principals where Kericho had 50, Bomet 45 and Narok 26. The study employed census
sampling method to sample schools and all principals to participate in the study. Therefore, a total of 121
principals were sampled and included in the study. Data was collected by means of interview schedule and
questionnaire including Maslach Burnout Inventory (MBI) tool that measured the risk of burnout. However, all
the sampled population was administered with questionnaires while 30% (36) were administered with interview
schedules in order to enrich the study with qualitative information. A pilot study was carried out before the
actual data collection and a reliability coefficient of 0.9 was obtained therefore the research instruments was
deemed reliable. The collected data were subjected to statistical analysis using the Statistical Package for Social
Sciences (SPSS) computer programme version 23.0. Descriptive statistics were used in the data analysis and the
findings were presented in frequency tables, percentages and graphs.The study found out abrupt transfers made
by the TSC demoralizes the ability to perform better and delocalization drains finances thus causing stress. The
findings of this study may be of benefit to the government, school administrators and policymakers in coming
up with effective strategies that will improve emotional wellness of principals in schools. The study may also
benefit teachers’ service commission and the Ministry of Education in designing and monitoring intervention
strategies to address the challenges faced by female schools principals in mental build-up.
KEYWORDS: Delocalization, Delocalized and Work Performance
The study investigated principals’ administrative strategies as correlates of teachers’ job
performance in public secondary schools in Obollo-Afor Education Zone of Enugu State. Four
research questions and four null hypotheses guided the study. The study adopted a
correlational survey design. The population of the study was 1,854 principals and teachers in
48 secondary schools in the Zone. A sample of 605 teachers was drawn using proportionate
stratified random sampling technique. Questionnaire was used as the instrument for data
collection and was subjected to face-validation by three experts. The internal consistency of
the instrument was obtained using Cronbach Alpha, which yielded an index of 0.72. Data
collected were analyzed using regression analysis while regression ANOVA was used in testing
the formulated hypotheses at 0.05 level of significance. The result of the study revealed that,
open communication, carrying teachers’ along and providing for teachers’ welfare among
others are principals’ administrative strategies for enhancing teachers’ job performance in
secondary schools. The result also, revealed a high positive significant relationship existing
between principals’ administrative strategies in decision making, delegation of duties, open
communication and management of staff welfare and teachers’ job performance in secondary
schools. The study recommended among others that principals in public secondary schools
should adopt positive administrative strategies as identified in this study to promote
teachers’ job performance.
Principals’ Administrative Strategies as Correlates of Teachers’ Job Perform...PUBLISHERJOURNAL
Principals’ Administrative Strategies as Correlates of Teachers’ Job Performance in Public Secondary Shools in Obollo-Afor Education Zone of Enugu State, Nigeria
Eze, Chidinma Esther1,2; Eze, Val Hyginus Udoka1; Ifeyinwa Ogoegbunam Ezenwaji2; Nwabueze, Akachukwu I2
1Department of Publication and Extension, Kampala International University, Uganda
2Department of Educational Foundation, University of Nigeria, Nsukka
________________________________________
ABSTRACT
The study investigated principals’ administrative strategies as correlates of teachers’ job performance in public secondary schools in Obollo-Afor Education Zone of Enugu State. Four research questions and four null hypotheses guided the study. The study adopted a correlational survey design. The population of the study was 1,854 principals and teachers in 48 secondary schools in the Zone. A sample of 605 teachers was drawn using proportionate stratified random sampling technique. Questionnaire was used as the instrument for data collection and was subjected to face-validation by three experts. The internal consistency of the instrument was obtained using Cronbach Alpha, which yielded an index of 0.72. Data collected were analyzed using regression analysis while regression ANOVA was used in testing the formulated hypotheses at 0.05 level of significance. The result of the study revealed that, open communication, carrying teachers’ along and providing for teachers’ welfare among others are principals’ administrative strategies for enhancing teachers’ job performance in secondary schools. The result also, revealed a high positive significant relationship existing between principals’ administrative strategies in decision making, delegation of duties, open communication and management of staff welfare and teachers’ job performance in secondary schools. The study recommended among others that principals in public secondary schools should adopt positive administrative strategies as identified in this study to promote teachers’ job performance.
Keywords: Administrative Strategies, Teachers’ Job Performance, Decision Making, Open Communication, Teachers Welfare
Analysis of teachers motivation on the overall performance ofAlexander Decker
- The document analyzes how teacher motivation affects student performance in public basic schools in Wa Municipality, Ghana over the past 5 years.
- It reports that 100 teachers from 20 randomly selected schools were interviewed about how factors like job satisfaction, needs fulfillment, and motivation theories impact student achievement.
- While teachers felt motivation affected students, there were fluctuations in student performance over 5 years despite motivation, showing a need for more research on this topic in Wa Municipality.
Analysis of teachers motivation on the overall performance ofAlexander Decker
This document summarizes a study analyzing the impact of teacher motivation on student performance in public basic schools in Wa Municipality, Ghana. The study found that while teachers believed motivation affected student achievement, student performance fluctuated over the past five years despite teacher motivation efforts. The study used surveys and interviews with 100 teachers and education officials to understand how teacher motivation and needs satisfaction related to student performance. Key findings were that teacher motivation plays a role in student achievement but has not consistently improved performance in Wa Municipality schools.
This study investigated how secondary school principals in Imo State, Nigeria manage school funds for effective job productivity. A questionnaire was administered to 591 teachers, 60 principals, and 59 bursars across 60 randomly selected secondary schools. The findings showed that principals issue receipts for all money collected and render financial reports to the school management board. However, some principals were accused of mismanaging funds, imposing unauthorized levies, and diverting money. The study also found that improper budgeting, inability to account for funds, and inaccurate accounting affected financial management. Strategies used by principals included depositing all money in the school bank account, having bursars keep separate cash registers, and supervising receipts
Attitude of lecturers towards student’s evaluation of their teaching effectiv...Alexander Decker
This document discusses a study on lecturers' attitudes toward student evaluations of teaching effectiveness in Nigerian universities. The study surveyed 490 lecturers across disciplines and universities in southern Nigeria. Key findings include:
1) Most lecturers (66%) had a positive attitude toward student evaluations, while 34% had a negative attitude.
2) Gender and age significantly influenced attitudes, with differences found between male and female lecturers and younger and older lecturers.
3) Professional status and discipline did not significantly impact attitudes.
4) Teaching experience did significantly influence attitudes, with more experienced lecturers having more negative views of student evaluations.
The study concludes that while most Nigerian lecturers support the concept
Administrative Support and Teachers’ Performances in Private Secondary School...PUBLISHERJOURNAL
The aim of this research was to establish the roles of leadership skills and teachers performances by examining the role of motivation of teachers and analyzing the relationship between administrative support and teachers’ performances in private secondary schools in Mbarara City. This study was guided by a descriptive survey design using both qualitative and quantitative approaches. The target population comprised of teachers, head teachers and the LC3 chairperson and school founders from the selected private secondary schools. The researcher obtained responses from selected school founders, head teachers, teachers by using a structured questionnaires and interview guide documentary analysis and focus group discussions. It was revealed that most of the respondents, 119 accounting to 73% strongly agreed that leadership skills lead to improved concentration in class, 8 respondents disagreed while 1.8% strongly disagreed. On the other hand, it was revealed that most of the respondents, 122 (75%) strongly agreed that motivation of teachers leads to enough time dedicated to school, 29 (17.9%) agreed, 8 accounting to 5% disagreed while 3 (1.7%) strongly disagreed with the statement. Most of the respondents, 122 accounting to 75% strongly agreed that there is an interpersonal relationship between administrative support and teachers’ performances, 29 respondents accounting to 17.9% agreed, 8 accounting to 5% disagreed while 5 respondents accounting to 1.8% strongly disagreed. It was concluded that administrative support is a requirement for the performance of teachers. Such support as offering of free counselling services and good interpersonal relationships enhanced the performance of teachers. It was recommended that; school authorities should improve on leadership skills but not dwelling on them as the most important motivational practice required for the performance of teachers. This is because whereas the performance of teachers was good, some leadership skills were poor.
Keywords: Teachers, job, performance, administrative, support, secondary schools, Mbarara city and motivation.
Administrative Support and Teachers’ Performances in Private Secondary School...PUBLISHERJOURNAL
Self-medication particularly with analgesics and antibiotics have been reported by WHO as one of the major causes of antibiotic resistance. In country, like Uganda there is a wide range of drugs, coupled with inadequate health services have resulted to an increased number of drugs used as a self-medication compared to prescribed drugs. Assessment of knowledge and practice of self-medication is needed especially in rural settings. This was an anonymous, questionnaire-based, descriptive study. Questionnaires containing closed ended questions were administered to 288 second year undergraduate medical students. Data analysis was performed using STATA 14. Descriptive statistics were performed in terms of frequencies and percentages. Statistical significance was assessed at alpha of 0.05. The research results indicated that the mean age was (24) and the majority of the students who participated in the study were male (63%). The prevalence of self-medication in the study was found to be markedly high (83.4%). The most important reason for self-medication was that it is cheaper (91%) and the majority (92%) of the students reported that they self-medicated because of diarrhea/vomiting with antacids found to be the highly used class of drug (93%). Majority of the students got the information concerning the drugs through advertisements (98%) and (92%) of the students bought medicine from drug shops. In conclusion, most of the students feared having the side effects of the medications since they were self-prescribed without any experience.
Keywords: Knowledge, attitude, practice, self-medication, undergraduate medical students, Uganda
THE IMPACT OF SCHOOL LEADERSHIP ON STUDENTS’ ACADEMIC PERFORMANCE ON STUDENTS...om collins
This document is a research proposal examining the impact of school leadership on student academic performance in selected schools in Rwampala County, Mbarara District, Uganda. It begins with an introduction that outlines the background, problem statement, research purpose and objectives. The literature review then discusses different school leadership styles that exist, including instructional, emotional, transactional and transformational leadership. It also examines research on the impact of these various leadership styles on student outcomes. Studies have found leadership can indirectly influence academic performance through factors like teacher motivation and instructional practices. The proposal aims to contribute to understanding how school leadership influences academic achievement in the Ugandan secondary school context.
This document presents the background and introduction to a research proposal on examining the impact of school leadership on student academic performance in schools in Rwampala County, Mbarara District, Uganda. It discusses the importance of academic achievement and the government's priority of improving performance in science and mathematics. The study aims to explore the relationship between school leadership and student outcomes in Ugandan secondary schools using a mixed-methods approach. It will examine different leadership styles, their impact on academic performance, and measures to improve performance. The document provides context on leadership theory and the need to understand leadership practices in everyday school settings.
THE IMPACT OF SCHOOL LEADERSHIP ON STUDENTS’ ACADEMIC PERFORMANCE om collins
This document is a research proposal examining the impact of school leadership on student academic performance in selected schools in Rwampala County, Mbarara District, Uganda. It begins with an introduction that outlines the background, problem statement, research purpose and objectives. The literature review then examines different school leadership styles that exist, including instructional, emotional, transactional and transformational leadership. It also looks at research on the impact of these various styles on student outcomes. Studies have found leadership can indirectly influence performance through goals, teacher motivation and other mediating factors. The proposal aims to contribute to understanding how school leadership influences academic achievement in the Ugandan secondary school context.
Strategies applied by the board of management to enhance students academic pe...Alexander Decker
This document discusses strategies applied by Boards of Management (BoM) to enhance student academic performance in secondary schools in Mandera County, Kenya. It finds that most BoM members lack formal education and management skills, resulting in challenges like lack of monitoring, political interference, and mismanagement that negatively impact student performance. The document recommends that BoM members be appointed based on merit and receive management training, and that communication and resource utilization be improved to enhance student academic performance.
Relationship between Principals’ Leadership Styles and Teachers’ Indiscipline...paperpublications3
Abstract: This study aimed at determining the relationship between principals’ leadership styles and teachers’ indiscipline in Ebonyi State of Nigeria. Three research questions guided the study. Two sets of questionnaire, the Principals’ Leadership Style Descriptive Questionnaire (PLSDQ) and the Teachers’ Indiscipline Descriptive Questionnaire (TIDQ) were constructed by the researcher, and they were validated by three experts. Descriptive Survey design was adopted. A sample size of 120 teachers was used. Mean score and pearson product moment correlation were used to provide answers to the research questions. The findings indicated that there was a positive relationship between the principal leadership styles namely autocratic and democratic leadership style with teachers’ indiscipline. This relationship was significant for teachers of different years of experience. Recommendations were finally made for an improvement.
Competitive Edge of the School Heads in Bulusan District AJHSSR Journal
ABSTRACT:The study determined the competitive edge of the school heads in the Bulusan District relating
to their accomplishments, psychosocial attributes and personality, ICT skills, and research and innovation, their
competitive edge when grouped according to their profile, and identify the challenges encountered in
performing their duties and responsibilities. The researcher applied the quantitative method in this study. The 21
school heads in Bulusan District were selected using purposive sampling. The researcher used a questionnaire as
the main instrument in gathering data and unstructured interviews for the challenges met. Frequency count,
weighted mean, general weighted mean, and rank is used as a statistical tool to analyze the data. When the
competitive edge is grouped according to the profile, the psychosocial attributes and personality, and ICT skills
of school heads are highly competent based on age, sex, civil status, highest educational attainment, and length
of service. While in terms of accomplishment, it was observed that along the profiles, school heads are
moderately competent and in terms of research and innovation, school heads are less competent. In terms of
training, it is reflected that training attended by school heads was not related to achieving a competitive edge of
the school heads. The primary problems of the school heads are the problem in identifying one’s competence,
unequal access to training, lack of community support, funding issues, lack of confidence of school heads, and
difficulty in managing and facilitating teachers as beginner school heads. An action plan is proposed to address
the challenges met by school heads.
KEYWORDS :competitive edge, school heads, profile, challenges
School Based Factors Influencing Preschool Teachers Job Performance in Public...paperpublications3
Abstract: Majority of pre-school teachers are leaving their jobs for different professions in recent years. The problem of teacher migration is evident in both developed and developing countries. In Kenya, ECDE teaching profession has not been accorded the same status compared to primary, secondary and tertiary professions. This has led to many ECDE teachers seeking opportunities in other fields for better working environment, pay and even motivation. With this problem in mind, the study sought to establish whether pre-school management style and interpersonal relationships influenced teachers’ job performance in public ECDE centres in Kenya with focus on East Karachuonyo Division, Homa Bay County. All public ECDE centres in Kenya are under the county governments with teachers receiving their pay from the county coffers. The respondents for this study involved preschool teachers and head teachers. Data was collected through questionnaires and interview schedule. The analysis of data was conducted using qualitative and quantitative research methods. The study established that management styles practices in pre-schools affected teachers job performance to a great extent. The study also found out for effective learning to take place, inter-personal relationships need to be developed between teachers, parents, school administrators and pupils. The study recommends that there is need to develop positive interpersonal relationships at the work place to enhance emotional stability and facilitate maintenance of life-work balance and there is a need to sensitize the Schools Board of Management on the rationale of working closely with the pre- schools teachers to enhance their job performance.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Journal will bring together leading researchers, engineers and scientists in the domain of interest from around the world. Topics of interest for submission include, but are not limited to :
This document summarizes a study examining teachers' perspectives on effective instructional leadership. The study found that principals who were effective instructional leaders used two main approaches: 1) talking with teachers to promote reflection, which included making suggestions, giving feedback, modeling, using inquiry, and giving praise; and 2) promoting professional growth, such as emphasizing study of teaching/learning, supporting collaboration, developing coaching relationships, encouraging program redesign, and applying principles of adult learning. Teachers reported these approaches increased their motivation, self-esteem, efficacy, and reflective teaching practices like innovation, risk-taking, and instructional variety.
Administrative competencies of female principals in secondary schools in nsuk...Alexander Decker
This study investigated the administrative competencies of female principals in secondary schools in Nsukka Education zone of Enugu State, Nigeria. A questionnaire was used to collect data from 164 male and 103 female teachers regarding their perceptions of the administrative competencies of female principals. The results showed that both male and female teachers agreed that female principals possess skills in areas like planning, motivation, and establishing relationships. However, female teachers rated the competencies of female principals more highly. Additionally, a t-test showed a significant difference between the opinions of male and female teachers. The study concluded that female principals demonstrate effective administrative competencies.
INFLUENCE OF DELOCALIZATIONON WORK PERFORMANCE AMONG DELOCALIZED FEMALE PRINC...AJHSSR Journal
ABSTRACT: The purpose of this study was to investigate delocalization and its influence on work
performance among delocalized female principals in South Rift, Kenya. The study was guided by theory of
Psychological Well-Being. It was informed by positivism philosophy where positivist’s perspectives were used
to come up with research outcomes. The study adopted a descriptive survey research design. The target
population consisted of all delocalized female principals in south rift; there are 151 public secondary schools
headed by female principals. 80% of them have been delocalized since 2018. Therefore, the study targeted 121
delocalized female principals where Kericho had 50, Bomet 45 and Narok 26. The study employed census
sampling method to sample schools and all principals to participate in the study. Therefore, a total of 121
principals were sampled and included in the study. Data was collected by means of interview schedule and
questionnaire including Maslach Burnout Inventory (MBI) tool that measured the risk of burnout. However, all
the sampled population was administered with questionnaires while 30% (36) were administered with interview
schedules in order to enrich the study with qualitative information. A pilot study was carried out before the
actual data collection and a reliability coefficient of 0.9 was obtained therefore the research instruments was
deemed reliable. The collected data were subjected to statistical analysis using the Statistical Package for Social
Sciences (SPSS) computer programme version 23.0. Descriptive statistics were used in the data analysis and the
findings were presented in frequency tables, percentages and graphs.The study found out abrupt transfers made
by the TSC demoralizes the ability to perform better and delocalization drains finances thus causing stress. The
findings of this study may be of benefit to the government, school administrators and policymakers in coming
up with effective strategies that will improve emotional wellness of principals in schools. The study may also
benefit teachers’ service commission and the Ministry of Education in designing and monitoring intervention
strategies to address the challenges faced by female schools principals in mental build-up.
KEYWORDS: Delocalization, Delocalized and Work Performance
The study investigated principals’ administrative strategies as correlates of teachers’ job
performance in public secondary schools in Obollo-Afor Education Zone of Enugu State. Four
research questions and four null hypotheses guided the study. The study adopted a
correlational survey design. The population of the study was 1,854 principals and teachers in
48 secondary schools in the Zone. A sample of 605 teachers was drawn using proportionate
stratified random sampling technique. Questionnaire was used as the instrument for data
collection and was subjected to face-validation by three experts. The internal consistency of
the instrument was obtained using Cronbach Alpha, which yielded an index of 0.72. Data
collected were analyzed using regression analysis while regression ANOVA was used in testing
the formulated hypotheses at 0.05 level of significance. The result of the study revealed that,
open communication, carrying teachers’ along and providing for teachers’ welfare among
others are principals’ administrative strategies for enhancing teachers’ job performance in
secondary schools. The result also, revealed a high positive significant relationship existing
between principals’ administrative strategies in decision making, delegation of duties, open
communication and management of staff welfare and teachers’ job performance in secondary
schools. The study recommended among others that principals in public secondary schools
should adopt positive administrative strategies as identified in this study to promote
teachers’ job performance.
Principals’ Administrative Strategies as Correlates of Teachers’ Job Perform...PUBLISHERJOURNAL
Principals’ Administrative Strategies as Correlates of Teachers’ Job Performance in Public Secondary Shools in Obollo-Afor Education Zone of Enugu State, Nigeria
Eze, Chidinma Esther1,2; Eze, Val Hyginus Udoka1; Ifeyinwa Ogoegbunam Ezenwaji2; Nwabueze, Akachukwu I2
1Department of Publication and Extension, Kampala International University, Uganda
2Department of Educational Foundation, University of Nigeria, Nsukka
________________________________________
ABSTRACT
The study investigated principals’ administrative strategies as correlates of teachers’ job performance in public secondary schools in Obollo-Afor Education Zone of Enugu State. Four research questions and four null hypotheses guided the study. The study adopted a correlational survey design. The population of the study was 1,854 principals and teachers in 48 secondary schools in the Zone. A sample of 605 teachers was drawn using proportionate stratified random sampling technique. Questionnaire was used as the instrument for data collection and was subjected to face-validation by three experts. The internal consistency of the instrument was obtained using Cronbach Alpha, which yielded an index of 0.72. Data collected were analyzed using regression analysis while regression ANOVA was used in testing the formulated hypotheses at 0.05 level of significance. The result of the study revealed that, open communication, carrying teachers’ along and providing for teachers’ welfare among others are principals’ administrative strategies for enhancing teachers’ job performance in secondary schools. The result also, revealed a high positive significant relationship existing between principals’ administrative strategies in decision making, delegation of duties, open communication and management of staff welfare and teachers’ job performance in secondary schools. The study recommended among others that principals in public secondary schools should adopt positive administrative strategies as identified in this study to promote teachers’ job performance.
Keywords: Administrative Strategies, Teachers’ Job Performance, Decision Making, Open Communication, Teachers Welfare
Analysis of teachers motivation on the overall performance ofAlexander Decker
- The document analyzes how teacher motivation affects student performance in public basic schools in Wa Municipality, Ghana over the past 5 years.
- It reports that 100 teachers from 20 randomly selected schools were interviewed about how factors like job satisfaction, needs fulfillment, and motivation theories impact student achievement.
- While teachers felt motivation affected students, there were fluctuations in student performance over 5 years despite motivation, showing a need for more research on this topic in Wa Municipality.
Analysis of teachers motivation on the overall performance ofAlexander Decker
This document summarizes a study analyzing the impact of teacher motivation on student performance in public basic schools in Wa Municipality, Ghana. The study found that while teachers believed motivation affected student achievement, student performance fluctuated over the past five years despite teacher motivation efforts. The study used surveys and interviews with 100 teachers and education officials to understand how teacher motivation and needs satisfaction related to student performance. Key findings were that teacher motivation plays a role in student achievement but has not consistently improved performance in Wa Municipality schools.
This study investigated how secondary school principals in Imo State, Nigeria manage school funds for effective job productivity. A questionnaire was administered to 591 teachers, 60 principals, and 59 bursars across 60 randomly selected secondary schools. The findings showed that principals issue receipts for all money collected and render financial reports to the school management board. However, some principals were accused of mismanaging funds, imposing unauthorized levies, and diverting money. The study also found that improper budgeting, inability to account for funds, and inaccurate accounting affected financial management. Strategies used by principals included depositing all money in the school bank account, having bursars keep separate cash registers, and supervising receipts
Attitude of lecturers towards student’s evaluation of their teaching effectiv...Alexander Decker
This document discusses a study on lecturers' attitudes toward student evaluations of teaching effectiveness in Nigerian universities. The study surveyed 490 lecturers across disciplines and universities in southern Nigeria. Key findings include:
1) Most lecturers (66%) had a positive attitude toward student evaluations, while 34% had a negative attitude.
2) Gender and age significantly influenced attitudes, with differences found between male and female lecturers and younger and older lecturers.
3) Professional status and discipline did not significantly impact attitudes.
4) Teaching experience did significantly influence attitudes, with more experienced lecturers having more negative views of student evaluations.
The study concludes that while most Nigerian lecturers support the concept
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1. TITLE:
TRANSACTIONAL LEADERSHIP STYLE OF
PRINCIPALS IN THE ADMINISTRATION OF PUBLIC
SECONDARY SCHOOLS IN SOUTH EAST NIGERIA
Ph.D ORAL PRESENTATION
By:
ONYINYE, ANN UGWU
EBSU/PG/Ph.D/2019/10440
SUPERVISOR: Prof. Mrs. U. Aja-Okorie
2. Background to the Study
Quality leadership styles are crucial in modern school administration
because of increased school enrolment, technology application in
education, social conflict in school, availability and utilization of
resources among others
According to Lawal (2009), the style of leadership is a strategy employed
by the leader in governing his people to achieve organizational goal.
All leaders whether in formal or informal organization employ a method
in dealing with the people to achieve the aim and objective of such
organization; hence, the application of good leadership styles can bring
positive changes in secondary school administration.
Leadership types range from autocratic, democratic, laissez-faire,
transformational, transactional, pseudo-democratic leadership types
among others.
3. However this study is hinged on transactional leadership styles
because it has been tried by other researchers in other countries
education system (Northouse, 2016; Hoyt and Simon (2016)
and found to be significant in enhancing effective
administration.
Transactional leadership styles is a type of leadership where
the leaders transact all activities to the subordinates in order for
them to contribute their own quota in school activities.
Transactional leaders work in exchanges with followers to
bring out good results in them in relation to task performance
(Lawal, 2009).
The extent to which principals use this leadership style could
enhance the administration of secondary schools in South East
Nigeria.
4. With the increasing numbers and sizes of secondary schools in Nigeria, the
problems of leadership by school principals could obviously become more
complex
Some schools experience more conflicts than others in management of staff
and financial resources and this might be attributed to the differences in
principal’s leadership style.
For instance, many principals in secondary schools often conflict with the dean
of study or others with viable positions because of poor accountability which
could be directly linked to the leadership styles of principals
Among such cases are CSS Umuohara and CSS Umuogodoakpu Ngbo where
principals and their Dean of study fought because of poor financial accountability.
In addition, the researcher visited some schools and discovered that most
teachers and students were often absent in schools because of inactive or passive
nature of some school principals.
Although Many leadership styles have been tried in the administration of
secondary schools in Nigeria, the researchers’ interaction and observation showed
that most principals do not follow specific rules in school administration and this
often result in negative behaviours that affect performances of both the staff and
students. Hence, the need for the present study.
Statement of the Problem
5. The main purpose of this study was to determine the usage of transactional leadership
style of principals in the administration of public secondary schools in South East Nigeria.
Specifically, the study sought to;
Ascertain principals’ use of contingent reward approach of transactional leadership style
in the administration of public secondary schools in South-East, Nigeria base on gender.
Determine principals’ use of management by exception active of transactional leadership
style in the administration of public secondary schools in South-East, Nigeria base on
gender.
Find out principals’ use of management by exception passive of transactional leadership
style in the administration of public secondary schools in South-East, Nigeria base on
gender.
Ascertain principals’ use of Laissez Faire approach of transactional leadership style in the
administration of public secondary schools in South-East, Nigeria base on gender.
6. The findings would be beneficial to the theories used in the study
The principals would benefit from the study because the identification of how
to use the elements of transactional leadership style in school administration
might help them to relate well with teaching and non-teaching staff without
any form of conflict as a result of clash of interest which often manifest in
terms of sharing of responsibilities and benefits to staff.
The teaching and non-teaching staff of secondary schools would also benefit
from the findings, it might help them to understand the leadership styles of
principals irrespective of their individual ability or gender differences and
observe to do according to the principals directives as rewards or punishment
are attached to any behaviour or the staff.
The use of transactional leadership styles by could promote positive changes
in school administration that helps the learners to maximize their achievement
potentials in schools.
The finding would serve as resource material for researcher in educational
administration and planning, etc.
7. The study covered the transactional leadership style of principals in the
administration of public secondary schools in South East Nigeria.
The geographical scope of the study covered all public secondary
schools in the five States of South-East Nigeria.
The content scope of the study covered the contingent rewards,
Management-By-Exception Active, Management-By-Exception Passive
and Laissez Faire Approaches of transactional leadership style applied by
principals in secondary school administration.
The subject of the study were the male and female teachers in the public
secondary schools in South East of Nigeria focusing on the differences
between male and female teachers’ opinions on principals’ transactional
leadership style in secondary schools
10. Design of the Study
The design of this study was descriptive Survey design.
Area of the Study
The study was carried out in South East Nigeria Nigeria.
Population of the Study
The population of the study comprised all the seven thousand and seventy
three (7073) members of Academic Staff Unions and twenty one (21)
Provosts of Federal Colleges of Education in the six geo-political Zones in
Nigeria (Source: COEASU Office and NCCE, Abuja, 2018).
11.
12. The population for this study was twenty eight thousand sixty
hundred and ninety four (28694) teachers and principals from one
thousand three hundred and ten (1310) public secondary schools
scattered in twenty one (21) Education Zones in South East States of
Nigeria (Source: Federal Ministry of Education Archives and States’
School Directory, 2020-2021).
The population distribution based on States is: Ebonyi (2633
teachers); Abia (3970 teachers); Anambra (5737 teachers); Enugu
(8680 teachers) and Imo (7674 teachers).
The population distribution based on gender is: Ebonyi (1257 males
and 1373 females); Abia (2288 males and 1689 females); Anambra
(3071 males and 2666 females); Enugu (4793 males and 3887
females) and Imo (3928 males and 3746 females) (See Appendix B in
page 83).
13. The sample of this study was 395 teachers made up of 211males and 184 females
from two hundred and thirty two public secondary schools in South East Nigeria
(20% of school population).
Taro Yamane sampling formula was used to determine the sample size of 395
teachers from five (5) States from the population (See Appendix B in page 108).
First, purposive sampling technique was used to select the 5 States in the South
East Nigeria to ensure proper representation of all the states.
Second, simple random sampling technique without replacement was used to
drawn 36 teachers (17 males and 19 females) from Ebonyi; 55 teachers (32 males
and 23 females) from Abia; 79 teachers (42 males and 37 females) from Anambra;
119 teachers (66 males and 53 females) from Enugu and 106 teachers from Imo
(54 males and 53 females) making it a total of 395 teachers.
Finally, stratified random sampling technique was used to draw the sample size of
211 males and 184 females teachers based on the gender in the proportion of
50:48
14. The instrument for data collection was questionnaire titled,
“Transactional Leadership Style of Principals in the Administration
of Secondary School Questionnaire” (TLSPASSQ).
The questionnaire was self-developed from literature by the
researcher on the transactional leadership styles needed in school
administration.
The questionnaire is divided into two sections, A and B. Section A
contains items which was used to elicit information on personal
profile of the respondents.
Section B elicited information from the respondents on the gender
interaction of principals with transactional leadership style in
secondary schools’ administration in South East Nigeria.
15. The instrument was face validated by
three (3) experts-two in the Department
of Educational Foundations (Educational
Administration and Planning Option), and
one from Measurement and Evaluation of
the Department of Science Education, all
in Ebonyi State University Abakaliki.
Validation of the Instrument
16. In order to determine the reliability of the instrument, the researcher
administered thirty (30) copies of the instrument to thirty teachers
and principals from four public secondary schools in Benue State.
The responses of the teachers and principals were collected and
subjected to estimate of Internal Consistency using Cronbach Alpha
statistics with the aid of Statistical Package for Social Sciences (SPSS).
The reliability indices of 0.75, 0.67, 0.67 and 0.70 based on the
clusters. The general reliability index of the instrument was 0.67.
These reliability indices are considered reliable enough since the
indexes were up to 0.60 and above.
The choice of using Cronbach Alpha approach is because the
responses to the items are polytomously scored, that is, every
response in this type of analysis should attract a mark (Shona, 2019);
17. The researcher, with eight (8) research assistants (teachers) personally
administered the instrument directly to the respondents in the sampled
schools.
The researcher and the assistants stayed and collected back the filled copies
of questionnaire after completion.
Follow up visits was carried out to retrieve the instrument from those
respondents who did not complete them on the spot.
The researcher instructed the assistants on how to administer and retrieve the
instrument with the use of appeal method of approach to the respondents to
enable them respond to the instrument without bias mind
18. Mean and standard deviation were used to
analyse the data collected on the research
questions while t-test of independent sample
was used to test the hypotheses developed for
the study at 0.05 level of significance.
The following values were assigned to the
responses of the items:
Strongly Agree (SA) = 4 points
Agree (A) = 3 points
Disagree (D) =2 points
Strongly Disagree (SD) = 1 point
19. Principals do not apply the contingent reward approach of transactional
leadership style in the administration of public secondary schools in South-
East, Nigeria
Principals do not apply the management by exception active of
transactional leadership styles in the administration of public secondary
schools in South-East, Nigeria.
Principals do not apply the management by exception passive of
transactional leadership style in the administration of public secondary
schools in South-East, Nigeria.
Principals highly used Laissez Faire Approach of Transactional Leadership
Style in the administration of public secondary schools in South-East,
Nigeria.
20. There was no significant difference (P>0.05) in
principals’ use of contingent reward approach,
management by exception active and management by
exception passive approach of transactional leadership
style in the administration of public secondary schools
in South-East, Nigeria base on gender.
there was significant difference in (P<0.05) principals’
use of Laissez Faire of transactional leadership style in
the administration of public secondary schools in
South-East, Nigeria base on gender.
21. The discussion of the study were made based on the headings:
Principals Use of Contingent Reward Approach of Transactional Leadership Style in
the Administration of Public Secondary Schools in South-East, Nigeria base on gender
Principals Use of Management by Exception Active of Transactional Leadership Style
in the Administration of Public Secondary Schools in South-East, Nigeria base on
Gender
Principals Use of Management by Exception Passive of Transactional Leadership Style
in the Administration of Public Secondary Schools in South-East, Nigeria base on
Gender
Principals Use of Laissez Faire Approach of Transactional Leadership Style in the
Administration of Public Secondary Schools in South-East, Nigeria base on Gender
22. Discussion of the Findings
Conclusion
Educational Implications of the Study
Recommendations
Limitations of the Study
Suggestions for Further Studies
22