EFFECTIVE PRINCIPALS’ LEADERSHIP MANAGERIAL SKILLS AND TEACHERS’ CLASSROOM MANAGEMENT FOR HIGH PRODUCTIVITY IN PUBLIC SECONDARY SCHOOLS IN CROSS RIVER STATE
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This abstract provides a concise overview of the research study focused on investigating the impact of effective principals’ leadership managerial skills and teachers’ classroom management on achieving high productivity in public secondary schools in Cross River State. The study aimed to explore the relationship between these variables and their influence on the overall educational outcomes within the context of the state.
The research employed a mixed-methods approach, incorporating both quantitative and qualitative data collection methods. A sample of public secondary schools in Cross River State was selected for the study, and data was gathered through surveys, interviews, and observations. The participants included principals, teachers, and students who provided insights into the leadership and classroom management practices within their schools.
Quantitative data was analyzed using statistical techniques such as correlation analysis and regression analysis to examine the relationship between effective principals’ leadership managerial skills, teachers’ classroom management, and student productivity. The qualitative data was subjected to thematic analysis to identify key themes and patterns.
The findings of this study revealed that effective principals’ leadership managerial skills significantly influenced teachers’ classroom management practices. Principals who demonstrated strong leadership skills, such as effective communication, instructional supervision, and support, created a conducive environment for teachers to implement effective classroom management strategies. Furthermore, teachers’ classroom management was found to be positively associated with student productivity, as it fostered a positive learning environment, increased student engagement, and reduced disruptive behavior.
Based on the study’s findings, it is recommended that educational policymakers and school administrators in Cross River State prioritize the development of principals’ leadership managerial skills through targeted training programs and professional development opportunities. Additionally, teachers should be provided with continuous support and training to enhance their classroom management skills and create a positive and productive learning environment.
This research contributes to the existing literature by emphasizing the critical role of effective principals’ leadership managerial skills and teachers’ classroom management in enhancing student productivity in public secondary schools. It provides valuable insights for educational stakeholders in Cross River State and beyond, enabling them to implement evidence-based practices that promote high educational outcomes.
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