EVALUATION OF PRINCIPALS’ DUTIES IN THE ADMINISTRATION OF SECONDARY SCHOOLS IN FUNTUA AND MALUMFASHI EDUCATION REGIONS IN KATSINA STATE, NIGERIA
ABSTRACT
This study is on “Assessment of Principals‟ Roles in the Management of Secondary Schools in Funtua and Malumfashi Education Zones in Katsina State, Nigeria”. To achieve the aim of this research, seven objectives were set in line with the research questions and hypotheses. The objectives are to; examine the leadership role performance of principals on internal supervision, determine the role performances of principals on maintenance of school facilities, assess the role performance of principals on interpersonal relationship and ascertain the leadership role performance of principals on maintenance of discipline in Senior Secondary Schools in Funtua and Malumfashi Education Zones in Katsina State, Nigeria. The study used survey method that covered all public secondary schools within Funtua and Malumfashi Education Zones in Katsina State. The study used survey design. The population of the study comprises Principals, Teachers, PTA and MOE with total number of 824. A total of 250 respondents were used as sample for the study; i.e. 15 Principals, 175 Teachers, 12 Ministry of Education Officials and 48 Parent-Teachers‟ Association (PTA). The questionnaire was validated by the supervisors. The researcher conducted a pilot study to test the reliability of the instruments. The reliability of the instrument was obtained at reliability coefficient of 0.71. This means the instrument was considered reliable. Questionnaire was used to collect relevant data. Seven hypotheses were formulated and the testing was done by using Analysis of Variance. The findings of the study revealed that; there was low level of maintenance of facilities such as accommodation, teaching and learning, sports, light and transport. Principals did not permit free movement of members of the local community in the school premises and as such did not carry out management of discipline alone in the schools, principals ensured that teachers access and manage record of academic performance and conduct of the students by providing them with all necessary facilities in Secondary Schools in Funtua and Malumfashi Education Zones in Katsina State, Nigeria. From the findings, it will be concluded that, there was effective communication from principals to staff and students on matters that affect the school through circulars and bulletin board. Principals encouraged teachers to have good interpersonal relationship with students. Principals did not permit free movement of members of the local community in the school premises and as such did not carry out management of discipline alone in the schools. The study, therefore, recommended that; Principals should make sure that proper orientation is conducted for newly recruited teachers before they start work and in order to enhance higher productivity in schools, good and adequate facilities, accommodation, computers with internet facilities, constant water and electricity supply provided to Secondary Schools should be properly maintained in in Funtua and Malumfashi Education Zones in Katsina State, Nigeria.
TABLE OF CONTENTS
Title Page i
Declaration ii
Certification iii
Dedication iv
Acknowledgments v
Table of Contents vi
List of Table ix
Abbreviations xi
Operational Definition of Terms xii
Abstract xiii
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study 1
1.2 Statement of the Problem 3
1.3. Objectives of the Study 5
1.4 Research Questions 6
1.5 Research Hypotheses 6
1.6 Basic Assumptions 7
1.7 Significance of the Study 8
1.8 Scope of the Study 8
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Introduction 10
2.2 Conceptual Framework 10
2.11 Empirical Studies 10
2.2.1 Meaning of Education 11
2.2.2 Secondary Schools 11
2.2.3 Assessment 13
2.2.4 Role 14
2.3 Theoretical Framework 15
2.4 Principals‟ Role on Internal Supervision in Secondary Schools 18
2.4.1. Objectives of Supervision 19
2.4.2. Supervisory Role of the Principals 20
2.5 Principals‟ Role on Maintenance of School Facilities in Secondary Schools 21
2.5.1. Types and Nature of School Facilities 24
2.5.2. Maintenance of School Plant/Facilities 24
2.5.3. Strategies for Effective Maintenance of School Plant 24
2.5.4. Types of Maintenance 25
2.5.5. Purposes and Uses of School Facilities 26
2.5.6. Importance of School Facilities Maintenance 27
2.5.7. Objectives of School Facility Maintenance 28
2.5.8 Principals Role in Maintaining School Facilities 30
2.6 Principals‟ Role on Interpersonal Relationship 32
2.6.1 Importance of Interpersonal Relationships 33
2.6.2 Stages of Interpersonal Relationship 34
2.6.3 Interpersonal Skills 35
2.7 Principals‟ Role on Maintenance of Discipline in Secondary Schools 36
2.7.1. Forms of Indiscipline 37
2.7.2. Causes of Indiscipline Acts in Schools 38
2.7.3. Role of Principals on Discipline 39
2.8. Principals‟ Role on School Community Relationship in Secondary Schools 40
2.8.1 Role of School toward the Development of Education 41
2.8.2 Role of Community toward the Development of Education 42
2.8.3 Relationship between School and Community 43
2.8.4 Ways for Improving School Community 46
2.9 Principals‟ Role on Record Keeping 46
2.9.1 Classification of School Records 49
2.9.2 Importance of School Records 51
2.10 Principals‟ Role on Communication 52
2.10.1 Significance of Communication 53
2.10.2 Purpose of communication 53
2.10.3 Importance of Communication 54
2.10.4 Channels of Communication 54
2.10.5 Barriers to Effective Communication 56
2.10.6 Golden Rules for Effective Communication for Management of School Records 57
2.11 Empirical Studies 59
2.12. Summary 63
CHAPTER THREE: RESEARCH METHODOLOGY
3.1. Introduction 64
3.2. Research Design 64
3.3. Population of the Study 65
3.4. Sample and Sampling Procedure 65
3.5. Instrumentation 66
3.5.1 Validity of Research Instrument 67
3.5.2 Pilot Test 67
3.5.3 Reliability of the Instrument 68
3.6 Procedure for Data Collection 68
3.7 Methods of Data Analysis 69
CHAPTER FOUR: DATA ANALYSIS, RESULTS AND DISCUSSIONS
4.1 Introduction 70
4.2 Bio Data 70
4.3 Response to Research Questions 71
4.3.1: Principals‟ Role in the Management of Internal Supervision in Secondary Schools in
Funtua and Malumfashi Education zones in Katsina State, Nigeria 71
4.3.2: Principals‟ Role in Maintenance of School Facilities in Secondary Schools in Funtua
and Malumfashi Education Zones in Katsina State, Nigeria 74
4.3.3: Principals‟ Role in the Management of Interpersonal Relationship in Secondary
Schools in Funtua and Malumfashi Education Zones, Katsina State, Nigeria. 77
4.3.4: Principals‟ Role in Maintenance of Discipline in Secondary Schools in Funtua and
Malumfashi Education Zones in Katsina State, Nigeria 80
4.3.5: Principals‟ Role in the Management of School-Community Relationship in Secondary Schools in Funtua and Malumfashi Education Zones in Katsina State, Nigeria 82
4.3.6: Principals‟ Role in the Management of Record Keeping in Secondary Schools in Funtua and Malumfashi Education zones in Katsina State, Nigeria 84
- 7: Principals Role in the Management of Communication in Secondary Schools in
Funtua and Malumfashi Education Zones, Katsina State, Nigeria. 87
- Hypotheses Testing 90
- Summary of Major Findings 99
- Discussions of the Findings 100
CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction 104
5.2 Summary of the study 104
5.3 Conclusions 107
5.4 Recommendations 108
5.5 Suggestions for Further Studies 109
References 110
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Secondary education is the education children receive after primary education and before the tertiary stage. The aim of secondary education is to prepare the individuals for useful living within the society and higher education (National Policy on Education, 2004). Secondary education formulates policies for secondary education and practice in the country. It also prescribes method of testing the students and promotes researches. In some countries, only primary or basic education is compulsory, but secondary education is included in compulsory education in most countries. In post soviet countries it is also known as general education or general middle education.
Leadership in any organization implies the action and interaction with persons and things with a view to attain a specific objective. It is the ability to plan, control, direct and co ordinate the activities of school involving both human and material resources for the achievement of school goals (Aderounmu, 1986). It is a process through which persons or groups intentionally influence others in the attainment of group goals. Leadership is defined as the act or process of influencing people so that they will strive willingly toward the achievement of objective. It is the functional behaviors of a leader in relation with subordinates, to facilitate the accomplishment of group goals. In this regard, leadership is the ability to get thing done with the assistance and cooperation of other people within the institution. Effective leadership most be provided. If the objectives of secondary education are to be achieved, for as observed by Garland and O‟Reilly (1976:9), most theorists agree that organizations behave when leaders act.
The principal being the head of the school is responsible for determine the organization of the school and ensuring budget ongoing maintenance of the school building, administering the schools, budget admitting and placing students, ensuring that report cards are send to parents.
The school principal being the chief Executives of the school has the responsibility of attending meetings, acting as a resource person at those meetings, considering recommendations and reporting back on actions taken (or delegating those responsibilities to the vice Principal, developing a safe school environment with the help of parents and the community).
The Secondary school principals are responsible for demonstrating care and commitment to academic excellence and a safe teaching and learning environment, holding every one under their authority accountable for their behaviours and actions, and communicating regularly and meaningfully with all members of their school community. In addition, the role performance of principals is organizing and management of individual schools, including the budget assigned to the school by the district.
It is the responsible of the secondary school principals to have strong interpersonal and leadership skills. They must be seen to encourage Sharing of ideas between individuals and organizations. According to Follett (1964) in Peretomode (2006) state that it is not just the production and distribution of manufactured articles but to give opportunity for individual development and self- actualization through better organization of human relations. Communication serves as a lubricator fostering the smooth operation of the management process.
1.2 Statement of the Problem
The principals role in secondary schools in educational zones of Malumfashi and Funtua in Katsina State, cover many different areas which include planning, interpersonal relationship, record management, school community relationship, maintenance of school facilities, internal supervisions, communication, discipline that is process of achieving objectives stated ahead time, determining what is to be done in the school system; a number of decisions relating to the clarification of school objective should be considered to help in the realization of the goals.
The focus of this research is to provide a solution to the problems of internal supervisory roles of the principals that is meant to ensure the attainment of the educational objectives which has largely been ignored. The negligence of these supervisory roles such as checking class visitation, attendance of teachers, lesson plans, lesson note and many others may be one of the fundamental reasons for poor performance of students and teachers in our senior secondary schools.
Lack of proper maintenance of school facilities by the secondary schools in Malumfashi and Funtua educational zones in Katsina state has led to shortages in teaching and learning. In view of this Lessa (1999) stated that poor maintenance cultural has been the bone of Nigerian academic woes. Consequently, he affirms that shortages within a school system can be overcome by efficient maintenance practices such as preventive maintenance which consists of routine checks and regular servicing of equipment.
Indisciplinary acts in secondary schools have persisted over the years. Indiscipline is seen as a violation of school rules and regulation which is capable of obstructing the smooth and orderly functioning of the schools system and should be consequently avoided through perfect orientation of students and imposition of positive sanction in case of obvious violation of the order. It is observed that some principals appear to have failed their manageable roles or responsibilities towards their students. One of the objectives of education as spelt out in National Policy on Education (2013) is to inculcate right type of value and attitude for the survival of the individual and Nigerian society.
Also in some secondary schools in the zones there are wide gaps in school – community relation that need to be ridged in Nigerian educational system as a whole. The community sees school‟s properties as public properties, therefore, have little or no interest on them. Records are poorly kept and managed, accurate, reliable and trustworthy, records that fulfil evidential requirements are being created but not properly managed by the school principals. From observation, it became obvious that accurate, reliable and reliable and trustworthy records are not properly kept, while some and not kept at all. For instance, many public senior secondary schools do not have copies of educational law and national policy on education in their schools. It was in view of this that Eden (2010) stated that record should be seen as a tool for attainment of school objectives and as a reutilized ritual with no useful purpose in view. Also shortage of trained personnel, finds, material resources could possibly have serious can notations on management of secondary school record by principals in senior secondary schools in the Malumfashi, and Funtua education zones of Katsina State.
There are many roles that are need to be manage by the principals but they have been ignored such as interpersonal relationship, communication and several others are not being properly handled by the principals. Consequently, the effeteness and efficiency of the schools system in achieving educational goals are affected. In view of this Knapp (2009) stated that without effective leadership, most of the goals of educational improvement will be very difficult to achieve.
This research intends to find out the assessment of principals role in the management of secondary schools in Funtua and Malumfashi education zones in Katsina state, Nigeria. The research will targeted at providing solutions to the outline problems stated above.
1.3. Objectives of the Study
The Study was set to:
- examine the principals‟ role in the management of internal supervision in secondary schools in Funtua and Malumfashi Education Zones in Katsina State, Nigeria;
- determine the principals‟ role in the maintenance of facilities in secondary schools in
Funtua and Malumfashi Education Zones in Katsina state, Nigeria;
- assess the principals‟ role in the management of interpersonal relationship in secondary schools in Funtua and Malumfashi Education Zones in Katsina State, Nigeria;
- ascertain the principals‟ role in the maintenance of discipline in secondary schools in Funtua and Malumfashi Education Zones in Katsina State, Nigeria;
- assess the principals‟ role in the management of school-community relationship in secondary schools in Funtua and Malumfashi Education Zones in Katsina State, Nigeria;
- assess the principals‟ role in the management of record keeping in secondary schools in
Funtua and Malumfashi Education Zones in Katsina State, Nigeria; and
- find out the principals‟ role in the management of communication in Secondary schools in Funtua and Malumfashi Education Zones in Katsina State, Nigeria.
1.4 Research Questions
The following research questions will help to identify the principals role in the management of secondary schools in Funtua and Malumfashi education zones in Katsina
state.
- What is the principals‟ role in the management of internal supervision in secondary schools in Katsina state?
- what is the principals‟ role in maintenance of school facilities in secondary schools in Katsina state?
- what is the principals‟ role in managing interpersonal relationship in secondary schools in Katsina state?
- What is the principals‟ role in maintenance of discipline in secondary schools in
Katsina state?
- What is the principals‟ role in managing school-community relationship in
secondary schools in Katsina state?
- What is the principals‟ role in school record keeping in secondary schools in Katsina state?
- What is the principals‟ role in managing communication activities in secondary schools in Katsina state?
1.5 Research Hypotheses
The following hypotheses were formulated
Ho1. There is no significant difference in the opinions of Principals, Teachers, Ministry of
Education Officials (MOE) and Parents-Teachers Association (PTA) (stakeholders)
on Principals‟ role in the management of internal supervision in secondary schools in Funtua and Malumfashi education zones in Katsina state, Nigeria.
Ho2. There is no significant difference in the opinions of stakeholders on principals role in the maintenance of school facilities in secondary schools in Funtua and Malumfashi education zones in Katsina state, Nigeria.
Ho3. There is no significant difference in the opinions of stakeholders on principals‟ role in the management of interpersonal relationship in secondary schools in Funtua and Malumfashi education zones in Katsina State, Nigeria.
Ho4. There is no significant difference in the opinions of stakeholders on Principals‟ role in the maintenance of discipline in secondary schools in Funtua and Malumfashi education zones in Katsina State, Nigeria
Ho5. There is no significant difference in opinions of stakeholders on principals‟ role in the management of school-community relationship in secondary schools in Funtua and Malumfashi education zones in Katsina state, Nigeria.
Ho6. There is no significance difference in the opinions of stakeholders on principals‟ role in the management of record keeping in secondary schools in Funtua and Malumfashi education zones in Katsina state, Nigeria.
Ho7. There is no significant difference in the opinions of stakeholders on Principals‟ role in the management of communication activities in secondary schools in Funtua and
Malumfashi
1.6 Basic Assumptions
- It is assumed that there will be good understanding between the principals,
teachers and students.
- Better result will be realized at the end of the session if records are properly kept.
- It assumed that there will be maintenance of school facilities which will prevent wastage.
- Maintenance of discipline enables school to achieve the set goals and objective.
- Quality control will be enhancing through internal supervision in the schools on principal performance.
- Effective communication will enhances good management in secondary schools.
1.7 Significance of the Study
It will enable the principals to live up to their responsibilities in terms of school based supervision; it will also be a great importance to the parents and the stakeholder. It will help the government in providing a suitable way of maintaining the school facilities. It will help the principals to develop good strategies for developing a good interpersonal relationship between him, the teachers and the students.
Finally at the end of the study the government will able to provide adequate fund, so that there will be availability of resources in other to enhance teaching and learning.
1.8 Scope of the Study
This research focuses on the Principals Role in the Management of Secondary Schools in Funtua and Malumfashi Education Zones in Katsina State. The study was limited to two educational zones out of seven in Katsina State. The study was limited to senior secondary schools in other to avoid confusion because we have two sections in almost all the public secondary schools in Katsina State, that is the junior section and the senior section and they both have their principals separately. Katsina State was one out of the 36 states we have in Nigeria. Katsina state has the cultural and educational similarities with the other six states in the north –west geo political zones of Nigeria.
There are 22 public senior secondary schools in Funtua Educational zone and there are 15 public senior secondary schools in Malumfashi zone and there total number of teachers in senior secondary schools in Funtua educational zone is 267 while that of Malumfashi zone is 313. Therefore, 15 senior secondary schools was selected from both the two zones, that is 15 principals where involved in the study. 175 teachers, 12 ministry of education officials and 48 parents teachers associations members where all be involved in
the study.
EVALUATION OF PRINCIPALS’ DUTIES IN THE ADMINISTRATION OF SECONDARY SCHOOLS IN FUNTUA AND MALUMFASHI EDUCATION REGIONS IN KATSINA STATE, NIGERIA