ANEKE, MARY CHIOMA (REV. SR.)
PG/Ph.D/12/64711
TRANSFORMATIONAL LEADERSHIP STYLE OF PRINCIPALS AND HUMAN RESOURCE MANAGEMENT IN PUBLIC SECONDARY
DEPARTMENT OF EDUCATIONAL FOUNDATIONS FAC UL TY OF EDUCATION
Digitally Signed by: Content manager’s Name Ebere Omeje DN : CN = Webmaster’s name
O= University of Nigeria, Nsukka
OU = Innovation Centre
COVER PAGE
TRANSFORMATIONAL LEADERSHIP STYLE OF PRINCIPALS AND HUMAN RESOURCE MANAGEMENT IN PUBLIC SECONDARY SCHOOLS IN SOUTH EAST NIGERIA
BY
ANEKE, MARY CHIOMA (REV. SR.)
PG/Ph.D/12/64711
DEPARTMENT OF EDUCATIONAL FOUNDATIONS
UNIVERSITY OF NIGERIA, NSUKKA
DECEMBER, 2015.
TITLE PAGE
TRANSFORMATIONAL LEADERSHIP STYLE OF PRINCIPALS IN HUMAN RESOURCE MANAGEMENT IN PUBLIC SECONDARY SCHOOLS IN SOUTH EAST NIGERIA
A THESIS PRESENTED TO THE DEPARTMENT OF EDUCATIONAL FOUNDATIONS, FACULTY OF EDUCATION, UNIVERSITY OF NIGERIA, NSUKKA, IN FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF THE DEGREE OF DOCTOR OF PHILOSOPHY IN EDUCATIONAL ADMINISTRATION AND PLANNING
BY
ANEKE, MARY CHIOMA (REV. SR.)
PG/Ph.D/12/64711
DEPARTMENT OF EDUCATIONAL FOUNDATIONS
UNIVERSITY OF NIGERIA, NSUKKA
ASSOCIATE PROF. A. I. OBOEGBULEM
SUPERVISOR
DECEMBER, 2015.
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APPROVAL PAGE
THIS THESIS HAS BEEN APPROVED FOR THE DEPARTMENT OF EDUCATIONAL FOUNDATIONS, UNIVERSITY OF NIGERIA, NSUKKA
BY
Associate Prof. A. I. Oboegbulem Supervisor Internal Examiner
Prof. C.J.A. Onwuka
External Examiner Head of Department
Prof. Uju Umo
Dean, Faculty of Education
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CERTIFICATION
Aneke, Mary Chioma (Rev. Sr.), a postgraduate student in the department of Educational
Foundations with registration number PG/Ph.D/12/64711 has satisfactorily completed the requirements for research work for the award of the degree of Doctor of Philosophy in
Educational Administration and Planning. The work embodied in this thesis is original and has not been submitted in part or full for any other degree or diploma of this or any other university.
––––––––––––––––––––––––––– –––––––––––––––––––– Associate Prof. A. I.Oboegbulem Aneke, Mary Chioma (Rev. Sr) Supervisor Student
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DEDICATION
To the Holy Trinity who have immeasurable love for me and to the Blessed Virgin Mary for her motherly influence in my life.
.
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ACKNOWLEDGEMENTS
The researcher thanks the Almighty God for His guidiance and protection throughout the course of this study. This study would not have been successfully carried out without the assistance of some individuals at one point or the other, during the course of the study.
First and foremost, the researcher`s deep appreciation goes to her supervisor Associate Prof.
(Mrs.) A. I.Oboegbulem whose ability, dexterity, skills, availability and good reading culture gave this work a good foundation. She painstakingly guided her throughout the course of this work. May God always be with her.
The researcher’s immense gratitude goes to the following experts for their impact on the work;
Associate Prof. J. C. Omeje, Dr. S. C. Ugwoke, Dr. Mrs. Oforka, Dr.Mrs A.N. Okolo. The researcher is also indebted to the following Prof. N. O. Ogbonnaya, Dr. J. J. O. Ezeugwu for making an expertise impute in the validation of the instrument for this study. The researcher appreciates Rev. Fr. Dr. L.K Ejionueme , Dr. V. Nwachukwu, Prof. Uche Eze and Dr Mrs. E.N
Aye for their advice and useful suggestions during this study. Worthy to be acknowledged are all those who assisted the researcher in the course of her data collection from the vast study area; they are; Dr. U. O. Igbokwe Mrs Ogada Monica, Mrs Nworieke Catherine, Emeagha Chijioke and a host of others among others, who may not be noted here for want of space. May the
Almighty God reward them abundantly.
Furthermore the researcher is highly grateful to her religious family Daughter’s of Divine Love
Congregation, especially the Superior General, Rev. Mother Maria Chilota Elochukwu for her motherly care, and interest in developing individual members of the congregation. The research is also grateful to members of her biological family for their availability and moral support. May almighty God continue to bless them.
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TABLE OF CONTENTS
TITLE PAGE i APPROVAL PAGE ii CERTIFICATION iii DEDICATION iv ACKNOWLEDGMENTS v TABLE OF CONENTS vi
LIST OF TABLES ix LIST FIGURE x ABSTRACT xi CHAPTER ONE: INTRODUCTION 1 Background of the Study 1 Statement of the Problem 13 Purpose of the Study 14 Significance of the Study 0 15 Scope of the Study 17 Research Questions 17 Hypotheses 17 CHAPTER TWO: REVIEW OF LITERATURE 19 Conceptual framework 20 Concept of leadership 20 Concept of transformational leadership 32 Concept of human resources 41 Concept of management 44 Concept of human resource management 48 Concept of secondary education 51 Schematic representations of the concepts 94 Theoretical framework 95 Human Relations theory 95 Herzberg’s two factor theory of motivation 96
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Maslow’s Needs Hierarchy theory 97 Contingency theory of leadership 99 Review of empirical studies 101 Studies related to leadership 101 Studies related to transformational leadership style 107 Studies related to human resource management 112 Studies related to staff development programmes 113 Studies related to staff motivation 117
Studies related to staff discipline 121 Summary of literature review 124 CHAPTER THREE: RESEARCH METHOD 126 Design of the Study 126 Area of the Study 126 Population of the Study 127 Sample and Sampling Technique 128 Instrument for Data collection 129 Validation of Instrument 130 Reliability of the Instrument 131 Method of Data collection 131 Method of Data Analysis 131 CHAPTER FOUR: RESULTS 133 CHAPTER FIVE: DISCUSSION OF RESULTS, CONCLUSIONS, IMPLICATIONS, RECOMMENDATIONS AND SUMMARY OF THE STUDY 157
Discussion of findings 157 Conclusions 163 Implications of the Study 164 Recommendations 165 Limitations of the Study 166 Suggestions for further Study 167 Summary of the Study 167
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REFERENCES 170 Appendix A: Letter to the Respondent 186 Appendix B: Transformational Leadership and Human Resource Management Questionnaire (TLHRMQ) 187
Appendix C: Reliability of Instrument 193 Appendix D: Population Distribution of Principals and Teachers by States in the South East 198 Appendix E: Proportionate Stratified Random Sampling by States 199 Appendix F: Public Secondary Schools in South East States Nigeria 200
Appendix G: Organizational structure of Federal Ministry of Education 260 Appendix H: Fielder’s contingency model 261 Appendix I: Teachers’ application for Annual/Casual Leave 262 Appendix J: Nigerian Geo-political Zones 264 Appendix K: Result Analysis 265
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LIST OF TABLES
1 Mean ratings of principals and teachers on leadership style adopted by 134 principals. 2 Mean ratings of principals and teachers on extent principals adopt 139 transformational leadership style and staff development. 3 Mean ratings of principals and teachers on extent principals adopt 142 transformational leadership style and staff motivation. 4 Mean ratings of principals and teachers on extent principals adopt 144 transformational leadership style and staff discipline. 5 t-test analysis on the mean ratings of principals and teachers on 146 leadership styles adopted by principals. 6 t-test analysis on the mean ratings of principals and teachers on extent 150 transformational leadership style is adopted by principals and staff development. 7 t-test analysis on the mean ratings of principals and teachers on extent 152 transformational leadership style is adopted by principals and staff motivation. 8 t-test analysis on the mean ratings of principals and teachers on extent 154 transformational leadership style is adopted by principals and staff discipline.
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LIST OF FIGURE
Figure
Schematic representations of the concepts 94
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ABSTRACT
This study was conducted to investigate transformational leadership style of principals in human resource management in public secondary schools in South East Nigeria. The study was guided by four research questions with four corresponding null hypotheses formulated. Literature relevant to the study was reviewed. Descriptive survey research design was adopted for the study. The population of the study consisted of 25, 220 principals and teachers in 1,244 public secondary schools in the five South East states of Nigeria, out of which 1, 250 comprising 1000 teachers and 250 principals, were sampled using proportionate stratified random sampling technique. A structured questionnaire titled Transformational Leadership Style of Principals and Human Resource Management Questionnaire. (TLSPHRMQ) with reliability of 0.95 was used for data collection. 1,250 copies of the questionnaire were distributed and 1,233 were returned. Data collected were analyzed using mean and standard deviations to answer the research questions, while t-test statistics was used to test the null hypothesis at .05 level of significance. The results indicated that principals of public secondary schools in South East Nigeria fairly (great extent) adopt transformational leadership style, sometimes (little extent) adopt transactional leadership style and once in a while (very little extent) adopt laizzez faire leadership style. It was also found that the principals adopt transformational leadership style and staff development, staff motivation and staff discipline to a great extent. The null hypotheses tested showed that there is no significant difference between the mean ratings of principals and teachers on leadership styles of principals, there is no significant difference between the mean ratings of principals and teachers on the extent principals adopt transformational leadership in staff discipline. Other findings include; there is significant difference between the mean ratings of principals and teachers on the extent principals adopt transformational leaderships style in staff development and that there is significant difference between the mean rating of principals and teachers on the extent principals adopt transformational leadership style in staff motivation. Based on the findings, the researcher recommended among others that school board of different states in South East Nigeria who are responsible for appointing new principals should make it a point of duty to train them in transformational leadership style, and that educational policy makers on their part should make a policy for in-service training of principals in transformational leadership practices, so that those principals who are already making use of transformational leadership style in their different schools will be encouraged.
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1
CHAPTER ONE
INTRODUCTION
Background of the Study
Nigeria as a nation is faced with the challenges of a developing nation which are; domestic and external constraints to growth among which include; lack of employment generation, policy implementation and lack of follow-up of the policy among others. To confront these challenges of the 21 st century, the Nigerian government under former president Goodluck
Jonathan came up with the Transformational Agenda, which is geared towards bringing Nigeria to the league of world’s 20 leading economies by the year 2020. One of the focuses of the
Transformational Agenda is investing in human resources to transform the Nigerian people into active agents for growth and national development. Human resources are one of the resources utilized in achieving the goals and objectives of an organization. Human resources are the workers, in an organization. Hence as educational organizations are critical to the success of any national agenda, (Balarabe 2012), their human resources really need to be influenced and directed towards its strategic objectives. This could be attained through an effective leadership that is proactive, encourages followers to do what is required to help them attain unexpected goals. This influence could be achieved through transformational leadership style.
Leadership is the central process of an organization. Oboegbulem and Onwurah (2011) defined leadership as a process of influencing, directing, acquiring normative personal characteristics and power, and coordinating group activities to make individuals in an organization strive willingly towards the attainment of organizational goals. Ade (2003) defined leadership as a social influence process in which the leader seeks the voluntary participation of subordinate in an effort to reach organizational objectives. Hoy and Miskel (2013) noted that
1 2 leadership is a social process in which an individual or a group influences behaviour towards, a shared goal. Ibukun (2008) remarked that without leadership, an organization can best be described as a scene of confusion and chaos. This means that a good organizational structure alone may not solve the problem of school organization or any educational enterprise as whole.
This is why Nwankwo (2007), argues that good organizational structure requires effective leadership to achieve set objectives. Leadership influences, coordinates, energizes and directs the subordinates to achieve set objectives among others. It is a social process, which seeks ways to use the subordinates to achieve the organizational objectives. When leadership is in action, the leader succeeds in using the subordinates under him/her to achieve the organizational objectives
For the purpose of this study, leadership can therefore be defined as a social process, used to influence the behaviour of subordinates in order to achieve the objectives of an organization.
Leadership visualizes what needs to be achieved, and goes all the way choosing appropriate activities, skills as the case may be to achieve them. By implication, the leader persuades, influences and co-ordinates the members in the group, so that they can willingly strive with maximum energy to discharge their allocated duties and responsibilities for high level of productivity in the organization.
Leadership theories can be featured generally as being concerned with who leads (i.e. characteristics of leaders) how they lead (i.e., leader behaviours) under what circumstances they lead (i.e., situational theories, contingency theories), or who follows the leader (i.e. relational theories) Cleveland, Stockdale and Murphy,2000). Examples of all four approaches to leadership are trait approaches which is a conventional vision that great leaders possess special, traits that distinguish them from other people, behavioural approaches; which focuses on what leaders do rather than what traits they possess, contingency theories; which contend that there is not one 3 best way of leadership and that one leadership style which is effective in some situations may not be successful in others, situational theories; which try to explain leaders, style, behavior, or effectiveness by understanding how aspects of the situation shape leaders’ behaviours and relation based approach; which are the more recent development of leadership theories. The present situation seems to move away from traits, behaviours, and situational characteristics that determine leadership; instead, according to Xiaoxia Xiaoxia and Jing 2006, there is recent focus on the relationship between leaders and followers. In other words, the theories are based on social exchange theory, which states that both the leader and the followers commit to working together (i.e., the followers are willing to be led and the leader is wiling to provide direction and support, as long as members find the relationship mutually satisfying (Cleveland, Stockdale and
Murphy, 2000).
Therefore, a simple and single approach, based on traits, behaviours, situation, contingency is insufficient for understanding all the attributes leaders must posses and all the strategies they must adopt in order to thrive. There are then two influential modern approaches to leadership, which are relational-based. They are transformational and transactional leadership.
Transformational leadership is all about leadership that creates positive change in the followers whereby they take care of each other’s interests and act in the interest of the group as a whole
(Warrilow, 2012). Robbins and Coulter, (2007) noted that a transformational leader is a person who stimulates and inspires (transform) followers to achieve extraordinary outcome. The leader recognizes and exploits an existing need or demand of a potential follower and looks for potential motive in followers, seek to satisfy higher needs and to engage the full person of the follower. 4
Transformational leadership style has four basic leadership characteristics (Bass &
Riggio 2004). These include; idealized influence, which is the behaviour of the leader that reflects the charisma of the leader and the pride and respect, faith and admiration that the leader instills in the followers. Inspirational motivation, which is emphasized in the leadership behaviour where the leader articulates a clear appealing and inspiring vision for the followers.
Intellectual simulation, which is that leadership behaviour where the leader solicits new and novel approaches for the performances of tasks and creative solutions from followers for problem solving, and lastly, Individualized consideration, which emphasizes leaders’ respect for each follower as a person and gives special concern to their growth, support and developmental needs.
In contrast, according to Leithwood (1992), transactional leadership is based on an exchange of services (from a teacher, for example) for various kinds of rewards (recognition, extrinsic and intrinsic reward), that a leader controls at least in part. It is a monitoring leadership based on rewards and compliance. The focus is on maintaining efficient management and complying with organizational rules and polices (Avolio and Bass 2004). Leaders who maintain tight logistical control by emphasizing compliance with rules and procedures, by checking on the progress and quality of work and by evaluating the performance of individuals and of the organizational unit would rate high for monitoring behavior (Spreittzer, De Janasz and Quinn,
1999) thus, subordinates of transactional leaders are not necessarily expected to think innovatively (Eyal and Kark, 2004) and may be monitored on the basis of predetermined criteria.
Transformational leadership is a collective action generated by transforming leadership, which empowers those who participate in the process. In essence, transformational leadership is a leadership style that facilitates the redefinition of a people’s mission and vision, a renewal of 5 their commitment, and the restructuring of their systems for goal accomplishment. The leader is expected to promote the articulation and sharing of a vision as well as fostering group goals. The integral part of the transforming process according to Leithwood (1999), consist of the following terms; collective, empowerment and trust, participation, optimism, vision and commitment. For the purpose of this study, translational leadership is the activities of the school principal to build an innovative, creative vision, effective situation in a school environment, where the teachers could have the opportunities to exercise their abilities to a very high level.
The study sought to find out other leadership styles of public secondary school principals in South East Nigeria because, Avolio and Bass (2004) developed the “full range of leadership” model which comprises the three styles of leadership: transformational, transactional and laissez- faire leadership. The researchers noted that laissez-faire leadership is a”hands off” style in which the person in charge “abdicates responsibility, delays decisions, gives no feedback, and makes little effort to help followers satisfy their needs”. Laissez-faire leaders permit followers to direct themselves. The full range leadership was reviewed in this study to find out the extent principals adopt each of them in the study area. This study is focused on transformational leadership because it is more fully developed than the other leaderships and it receive more attention than the others. It has positive relationship towards the followers, while transactional leadership is after eliciting an immediate action from the follower’s laissez-faire leadership make little effort to help the followers, but transformational leadership is formative and can lead members to new horizons, it is enthusiastic about the future of the organization (school) encourages learning through mentoring, the leader is a role (Dinham, 2005) model who can be emulated by others, and develops relationship rooted in integrity and respect. Moreover, Lunenburg and Ornstein
(2012) observed that transformational leadership style creates an environment were people 6
(human resources) strive to do their best, were opportunities are equally distributed, where initiatives are encouraged and conditions for development of human resources to succeed created.
Human resources consist of all employees; both workers and manager of an organization. Out (2010, 23) stated that:
Human resources are people who work in organizations, endowed with range of ability, talents and attitudes, influence productivity, quality and profitability. It is the people in organization who set overall strategies and goal, design work systems, produce goods and services, monitor quality, allocate financial resources, and market the products and services. Individuals therefore become human resources by virtue of the roles they assume in an organization. Employment roles are defined and described in a manner designed to maximize particular employees` contributions to achieving organizational objectives. Similarly, Ekala (2006) stated that without people, organizational goals and objectives may not be achieved. It therefore implies that it is with the human resources that the goals of an organization are realized. The policies, programmes, projects among others can only be hopefully accomplished with effective use of the human resources who are the people working in the organization. Accordingly, scholar and Werner (2009), stated that human resources are assets that need to be managed conscientiously and in tune with the organization’s needs. Education as a system with its numerous programmes depends to a considerable extent on the availability and utilization of skilled manpower who are the human resources to achieve stated objectives. It is these human resources in the education system that could be utilized to take care of the programmes, projects, procedures, among others, in the system.
For the purpose of this study, human resources refer to the teachers of a school because according to Out (2010), every educational system at every level depends heavily on teachers for the execution of its programmes. So maintaining and improving educational standards is only 7 possible through teachers. Teachers therefore are the most indispensable entity in the school.
They are the greatest asset to teaching and learning. Thus as far as possible, they should be thoroughly trained and supported in their work. Teachers are the implementers of all the educational objectives, and by this, Mkpa (2001) stated that the teacher is the heart and soul of the educational enterprise, indeed the life wire of the school system. In the same light, Aduke
(2007) defined the teacher as an individual that nurtures, moulds and forms human beings to become useful members of the society. Moreover, according to Uvah (2005) in any educational system, what the teacher knows and what he/she does not know and cannot do can be a serious problem, hence, education is therefore not possible without quality teachers.
It is however pertinent to point out that the extent to which human resources contribute effectively towards the attainment of the goals of a school depends largely on how well they are managed, and the general managerial ability of the school leader. Management is the coordination and integration of human and material resources to achieve stated objectives.
According to Osuala and Okeke (2006), management is the process of planning, organizing, staffing, directing and controlling activities and personnel within an organization, in order that its objectives may be accomplished. Management is also referred to as the process of getting things done with and through the efforts of others. School leaders are therefore most likely to be judged not on their own performances alone, but also on the results achieved by their subordinates, which mostly count for their effectiveness. Management in this study is therefore the effective coordination, directing, planning organizing among others of the activities of the teachers by the school leader to achieve innovatively the set school goals.
Reasoning from the above, the essence of the human factor in organizations then results in a mechanism designed to ensure that the well being of the human resources is assured and 8 maintained. This technique Oboegbulam (2011) described as human resource management, which its focus is to maximize return on investment from the organization’s human resources.
Human resource management therefore encompasses those activities designed to provide for and coordinate the human resources of an organization. Byars and Rue (2011) opined that human resource management is the creation of an environment where people strive to do their best, where opportunities are equally distributed, where initiatives are encouraged and the conditions for success are created. Human resource management is basically responsible for galvanizing, harnessing and harmonization of the operations of an organization for effective and efficient performance of its tasks through positive behaviour modification of employees.
The major problems militating against the achievement of schools’ objectives, according to Nnadozie (2007) is poor condition of service which has negatively affected the management of human resources in secondary schools in South east Nigeria. Okorie (2008) also noted that the school management is expected to examine the state of affair of the management of human resources in relation to staff recruitment, welfare, appraisal, development, in-service training and discipline with a view to improving them. Similary Obi (2004) noted that human resource management in the school encompasses those activities which must take into consideration the recruitment, development, security, compensation, motivation and the general satisfaction of all employees in the school system. In this study, human resource management means all those activities geared towards creating conducive environment for teachers to perform their duties actively, creatively, innovatively and having regard for the wellbeing of the teachers to enable them make their best contributions to the success of the school. The following human resource activities will be considered in this study: staff development, staff motivation and staff discipline. 9
It is necessary that in every profession the practitioner must always be on continuous training and development in order to be relevant in the profession. Uyanga (2008) defined staff development as the process that focuses on the professional growth of teachers. Becta (2004) defined staff development as the process by which teachers acquire and develop the skills and technical know-how to become effective in the classroom. Uyanga (2008) further noted that the role of the school principal is to identify areas of needs and to facilitate the maximum teacher participation in self development. Based on a principal’s training and experience, a professional principal is in a better position to identify current educational problems, information and the demands of the society. Implicit to the above, Garuba (2004) observed that there appears to be paucity of information on staff development needs in public secondary school teachers in
Nigeria. This implies that teaching profession requires adequate information on current issues in staff development, and this information appears not to be within the reach of the teachers, hence it is very necessary that their development needs be identified. In this study then, staff development programme is concerned with continuous activities and professional training process through which teachers’ knowledge, competence and understanding are improved to allow more effective performance in the school system.
Experts widely agree that motivation is a critical determinant of performance in organizations and firmly believe in its importance for organizational effectiveness. Lunenburg and Ornstein (2012) defined motivation as those processes within an individual that stimulate behaviour and channel it in ways that should benefit the organization as a whole. Motivation then means three things: getting the person to work hard, getting the person to keep at his/her work, and getting the person to direct his/her behaviour towards appropriate goals. Oboegbulam (2013) opined that motivation could be described as inducement, incentive, inspiration and 10 encouragement in order to incite an individual to action. The author further explained that with motivation, there is maintenance of staff morale, reduction of friction and dissatisfaction among staff in school. There is then general good relationship between the principal and the staff tutorial and non-tutorial and students in general.
Staff discipline is another essential component of human resource management.
Nwangwu (2007) stated that staff discipline involves such traits as self sacrifice, diligence, cooperation, integrity, truthfulness, patriotism, consideration for others and empathy in an organization such as a school. Therefore teachers are expected to strive to be aware of rules and regulations, especially as regards their duties to students, principal and other members of staff.
Oboegulem (2013) opined that it is the responsibility of the school head to maintain disciplinary standards in the school. The author further noted that while the administrator must try to maintain good relationship with his/her staff, he/she should not be afraid to take disciplinary action against any staff who is failing in his/her duty or who is guilty of professional misconduct or some act of immorality. This is because; no academic work grows where indiscipline thrives.
The above attributes of human resource management as noted, rest on the principal as the school head to evolve proper leadership that could help him/her achieve them, as seen in transformational leadership style. He/she could employ those attributes that lend to creativity, innovations, staff empowerment, strategic vision, among others. The school principal may not be a human resource management specialist, but he/she can act on the level of a generalist, as he/she could draw a programme which will ensure the training and motivation of his/her teachers, for the job that best suits their abilities, and motivate them to realize and show their maximum efforts so as to attain their maximum efforts so as to attain the organizational objectives (Abba &
Anazodo, 2004) 11
A principal is regarded as the executive head of secondary school (Ogbonnaya, 2013). In order to build strong commitment towards the realization of school goals and promote quality education, the principal is expected to provide strong leadership in setting, developing and achieving the goals of the school, through creating unity of purpose, facilitating all round development of both staff and students and managing instruction. Babayemi (2006) noted that the principal is an executive head of school, because of the way he/she makes decisions and implements them. He/she is a coordinator, who activates work to proceed smoothly, quickly and efficiently. Basically principalship is about shared leadership. Consequently, Bath (2001) stated that the model of principal who unilaterally ‘runs’ a school no longer works very well. This is in line with the principle of executive leadership which is one of the principles of educational administration, which postulates according to Afianmagbon (2009) that equal task and activities should be shared among members of an organization which is what leadership is all about.
A principal is in a unique position to influence the activities which affect policies, procedures, practices and individuals in the school. Without the school leadership therefore, the school activities can neither grow nor last. There is then no doubt for the need of the key characteristics in administrative leadership, but the core values of the person as the principal must be considered if effective leadership would be achieved in secondary schools. The school principal who adopts transformational leadership style as a style of leading his/her subordinates, makes his/her workforce become aware of the importance of their own jobs and how necessary it is, and motivates them to perform those jobs as best as they could, so that the school can attain set goals. These in effect will also make subordinates (teachers) become aware of their needs for personal growth. This is because as earlier mentioned, transformational leadership has inbuilt characteristics for developing the human resources of an organization. 12
Currently, school environments have become more complex and diverse where all children are expected to learn (Universal Basic Education) and where high learning standards set the vision of educational success for all students. In a rapidly changing and more technologically oriented society, students will need to acquire the knowledge and skills that will help them, achieve success in school and in life. The evolving nature of school environments has placed high demands on educational leaders. Where knowledge of school management, finance, legal issues and sate mandates was once the primary focus for the preparation of school leaders education reform has created an urgent need for a strong emphasis on development of both the teacher and students in their personal, social, emotional and physical development.
According to Singh and Lokotsch (2005), the conservative approach of maintenance of clear lines of authority, maintenance of leadership team, communication gap between management and staff and a lack of shared vision, decision making largely resting with management, teacher development not being encouraged and power relationships still existing, among others are some of the stumbling blocks which hamper rapid strides in the achievement of school vision. In this age of increasing turbulence which definitely effects student outcome as
Studies have shown cases of negative student outcome in public secondary school in South East
Nigeria. Chinawa, Manyike and Obu (2014) found out that behavioural disorder among adolescents in public secondary schools in South East Nigeria to range from using tobacco, having premarital sex, attempting suicide, committing suicide among others. Moreover, according to Olatubosun (2009), in 2006, the federal ministry of education (FME) blacklisted and derecognized 324 secondary schools across the nation as centres for conducting public examination from 2007 to 2010, of which 48 schools in South East Nigeria were included. The trend increase as the former minister of education, Prof. Ruggayatu Ahmed Rufai, at her keynote 13 address delivered at the national examination summit held in Abuja on the 24 th May, 2010
presented and increasing trend in cases of examination malpractice in WAEC SSCE between
2005-2009. In addition, she reported that NECO in its 2009 Nov. Dec. Examination recorded
malpractice cases of over 263,000 and over one million cases in the 2009 June/July schools
Examination.
Many scholars suggest that transformational leadership should be more suitable for
organizational effectiveness. It is during these challenging times that leadership becomes the key
factor in maintaining trust hope and belief for improvement at the school level. A leadership that
is formative and can help teaches develop and maintain a collaborative, professional school
culture, foster teacher development and help them solve problems together more effectively, to
better achieve educational objectives.
Statement of the Problem
Transformational leadership is a model of values and keeps transforming those values of
an organization in order to bring about the realization of the vision. Transformational leadership
has formative and dramatic effect on the subordinates (human resources) and on the
organizational outcomes. And has the capacity to form, inspire teachers and get them focused for
organizational effectiveness. It has been observed by education stakeholders in Nigeria that
secondary school system is riddled with series of problems, which include poor education, poor
performance of students, cheating in examination, and poor attitude of teachers to teaching.
Unfortunately leadership problems go on unabated in schools most of the time. The school
principals are blamed for non-performance of their duties and their failure to exhibit appropriate
leadership behaviours. To solve these perennial problem besieging secondary school system. 14
Adetona (2003) noted that the task of the principal is to produce well educated boys and girls through making clearer vision of the school mission and objectives.
Apparently, the above scenario of ineffectiveness in the secondary school system could be one of the reasons why some state governments opt for privatization of public secondary school in Nigeria, just like the recent situation in Oyo State (Punch, 2016) where the state governor called for privatization of 31 public secondary school. It is clear that the expected conducive environment for teaching is absent such as a shared technical culture built on norms of collegiality, collaborative planning and continuous improvement, and there is no cohesion and a strong sense of community. The implication of this situation is that it infringes on student outcomes. This situation is central to continuous call for reform in school system in Nigeria. A proactive leadership by the school principals towards teacher development motivation and discipline is needed as the principal remains the central source of leadership influence. The problem of this study therefore is do principals adopt transformational leadership style to achieve human resource management in South East Nigeria
Purpose of the Study
The main purpose of this study is to investigate the transformational leadership style of principals in human resource management in public secondary schools in South East Nigeria.
Specifically, this study seeks to:
1. Find out the leadership styles of secondary school principals in South East Nigeria.
2. Determine the extent principals adopt transformational leadership style and staff
development in South East Nigeria.
3. Determine the extent principals adopt transformational leadership style and staff
motivation in South East Nigeria. 15
4. Determine the extent principals adopt transformational leadership style and staff
discipline in South East Nigeria.
Significance of the Study
This study has both theoritical and pratical significance.The theoretical significance of
this study hinges on the human relations theory, developed by Elton Mayo (1880-1949). The
theory fundamentally holds that the human factor is important in the achievement of
organizational goals. The theory emphasizes that the achievement of workers depends
significantly on how best their needs and aspirations are taken care of. This study will either
agree or disagree with this claim against the backdrop of the transformational leadership style of
principals for human resource management.
Practically, those to benefit from the findings of this study include the principals, the
policy makers, state and federal governments, teachers, students and future researchers.
It is expected that the principals will be equiped with reliable information on the effective
leadership and management of human resources in their schools. It will also enable them to deal
with problems associated with leadership and human resource management and also identify
training needs for members of their staff. This they can achieve by organizing or sponsoring
conferences, workshops among others, for better insight on the concepts and ideas raised in this
study. It will then enable them to acquire the skills, knowledge and abilities required to carryout
their duties effectively.
Through the findings of this study, educational policy makers e.g state and federal
ministries of education, will know the extent to which school principals achieve the educational
objectives through adequate use of leadership for human resource management. This knowledge
will guide the educational policy makers in formulating relevant policies aimed at improving 16 human resource management practices, which becomes a guide for the school boards, other relevant agencies, and stake holders. This will be achieved, if the ministry of education through the educational planners organize workshops and seminars for the policy makers or recommend the educational policy makers for trainng programmmes, and to organize conferences, seminars and in-service programmes for secondary school principals.
The result of this study will help both state and fedral government and their appropriate agencies to appreciate the need for innovations, creativity, shared goals in the course of achieving the educational objectives. It would also be used as a tool for manpower planning in educational industry. The costs, which are likely to be incurred, would be determined in relation to the likely gain from the training, thereby assisting them in addressing the educational challenges of the twenty-first century. This could be achieved by increasing the burgetary allocatinon to edcuaition at the state and federal levels, as leadership and management is synonymous to finantial management, by implication then, for educational objectives to be achieved adequate fund has to be allocated for its use.
Students will also benefit from the findings of this study because when the principals and teachers are better positioned through the knowledge, skills, competencies, among others, achieved from this study, they will be in a better position to direct instructional programmes, which will in turn, help students to achieve better. In this way, some disciplinary problems commonly associated with students, for example, examination malpractices may be eliminated.
Finally researchers who are working on a related topic will find the concepts and theories reviewed useful. They will also gain from the findings of this study.
17
Scope of the Study
This study is delimited to the public secondary schools in the five South Eastern states of
Nigeria, viz; Abia, Anambra, Ebonyi, Enugu and Imo States. The content area focuses on the following; leadership styles of principals, and extent transformational leadership style is adopted in human resource management, which include: staff development, staff motivation and staff discipline.
Research Questions
The following research questions guided the study
1) What are the leadership styles of secondary school principals in South East Nigeria?
2) To what extent do principals adopt transformational leadership style and staff
development in South East Nigeria?
3) To what extent do principals adopt transformational leadership style in staff motivation
and South East Nigeria?
4) To what extent do principals adopt transformational leadership style in staff discipline
and South East Nigeria?
Hypotheses
The following null hypotheses guided the study, and were tested at 0.05 level of
significance.
HO 1: There is no significant difference between the mean ratings of teachers and principals on
the leadership styles of principals in public secondary schools in South East Nigeria.
HO 2: There is no significant difference between the mean ratings of teachers and principals on
the extent principals adopt transformational leadership style and staff development
programmes in public secondary schools in South East Nigeria. 18
HO 3: There is no significant difference between the mean ratings of teachers and principals on
the extent principals adopt transformational leadership style and staff motivation in
public secondary schools in South East Nigeria.
HO 4: There is no significant difference between the mean ratings of teachers and principals on
the extent principals adopt transformational leadership style and staff discipline in public
secondary schools in South East Nigeria.
19
CHAPTER TWO
REVIEW OF LITERATURE
This chapter reviewed literature related to the study under the following sub-headings: conceptual framework, theorietical framework, review of empirical studies and summary of literature review.
Conceptual framework
Concept of leadership
Concept of transformational leadership
Concept of human resource
Concept of management
Concept of human resource management
Concept of secondary Education
Schematic representation of the concepts
Theoretical framework
Human Relations theory
Herzberg’s two factor theory of motivation
Maslow`s Need`s Hierarchy theory
Contingency theory of leadership
Review of empirical studies
Studies related to leadership
Studies related to transformational leadership style
Studies related to human resource management
Studies related to staff development programmes
Studies related to staff motivation
Studies related to staff discipline
Summary of literature review
19 20
Conceptual Framework
Concept of Leadership
There are as many different definitions of leadership as there are persons who have attempted to define the concept. This is because leaders and leadership situations differ.
However, many scholars define leadership as a way of influencing followers or subordinates to achieve organizational goals. Ezeani (2006), defined leadership as the art or process of influencing people so that they will strive willingly towards the achievement of group goals.
Leadership is a process through which leaders influence their followers to act for the achievement of certain goals that represent the values, needs, aspirations and expectation of both leaders and followers. Also Ivancevich, Konopaske and Matteson (2008), defined leadership as the process of influencing others to facilitate the attainment of organizational goals. According to
Bass (1999), leadership is an interaction between two or more members of a group that often involves a structuring or restructuring of the situation and the perceptions and expectations of members. Leadership is defined as the ability to get things done with the support and cooperation of other people within the institution, organization, or system (Adesina, 2011). Leadership occurs when one group member modifies the motivation or competencies of others in the group.
Leadership can also be explained as a development of a clear and complete system of expectations in order to identify, evoke and use the potentials of all resources in the organization, the most important of which is people (Ololube, 2004).
Every leader must deal with three important variables, the people who are being led, the task that the people are performing, and the environment in which the people and the task exist.
As such, Ekhator (2009) opined that leadership is usually regarded as the important modifier of organization’s behavior. Getting the right person in the leadership job would definitely solve all 21 the problems of the organization. Croft, (1996), stated that leadership entails some degree of compliance by followers, that leadership is about transformation of people and social organization and not just about motivating employees to exchange work for pay.
The above definitions of leadership consist of the following proposition;
Leadership influences organizational behavior, leadership facilitates the attainment of organizational goals, leadership modifies and transforms organizational behavior and brings them into compliance. The differences in definitions, leadership expectations and the three significant variables that are part of all leadership situations (people, task, environment) notwithstanding, there are some leadership commonalities that need to be noted. For example
Bennie (2007), who devoted decades to researching on leadership issues, concludes that virtually all leaders of effective groups share four characteristics; they provide direction and meaning to the people they are leading. This means that they remind people what is important and why what they are doing makes an important difference; they generate trust, they favor action and risk taking. That is, they are proactive and willing to risk failing in order to succeed, they are purveyors of hope. In both tangible and symbolic ways, they reinforce the notion that success will be attained.
To sum up the definition of leadership in relation to school leadership, it could be concluded that leadership sets directions, which includes identifying and articulating a vision, fostering the acceptance of group goals, and creating high performance expectations. Leadership develops people, which involves offering intellectual stimulation, providing individualized support, and providing, an appropriate model. Leadership redesigns the organization, which includes, strengthening school cultures, modifying organizational structures, and building collaborative processes. Therefore leadership is the kind of influence under which followers 22 accept willingly the direction and control of another person. In other words leaders have the task of influencing followers so that they are willing to perform willingly beyond the confines dictated by the formal authority. Therefore, as Sisungo, (2002) stated, these definitions of school leadership can be summed up as the principal’s ability to influence teachers, students and other stakeholders so that they can enthusiastically and willingly make every effort towards the achievement of school goals. A cursory examination of the literature on school effectiveness reveals that while there are some differences in approach, the leadership of the principal is regarded as essential to school improvement in general and the most essential ingredient of educational reform (Atanda & Jaiyeoba, 2011).
To be regarded as effective, the principal being the educational leader must ensure that other effective factors are put in place. Several factors have been attributed to ineffectiveness of the secondary schools among which are teacher factor and principals’ leadership behavior, as behavior of leaders has been identified as one to the major factors influencing the productivity of subordinates in any organization of which the school system is not an exemption (Babayemi,
2006). Ibukun, as cited in Ekundayo (2010) remarked that without leadership, an organization can best be described as a scene of confusion and chaos. According to the author, when leadership in an organization is effective, there is progress; but when the leadership is defective the organization declines and decays.
Much strategic development has not been attained in some management activities, like
planning, and human resource management, due to the fact that they have not received much
leadership attention both at the zonal and secondary school level. This is confirmed by Federal
Ministry of Education (2005), which stated that human resource activities are still associated
with old practices of punishment and revenge upon schools and teachers. The FRN (2004) made 23 a shift from supervision towards development but the stigma remained prevalent. Leadership is expected to bring the change. Osuala and Okeke (2006) posits that leadership plays an important role in the human resource activities and an examination of that role is necessary. All have to do with managing human resources in the school system.
Leadership as an important ingredient to achieving educational objectives is not well and alive in our educational system. This is one of the issues this study seeks to solve. Different dimensions of organizational leadership have evolved over the years (Leithwood, Tantzi and
Steinbach, 1999). It is then very important to effectively seek the best way to influence surbodinates or followers in an organization in order to elicit the best behaviour from them to achieve the organizational goals.
Leaders need to have a scholarly view of the issues that organizations face. Having a scholarly view means applying critical thinking when making decisions. Critical thinking is defined as skilful, responsible thinking that facilitates good judgement (Lipman, 2002). By using critical thinking, leaders are able to critically analyze theories, models, skills, methods and styles that could be useful to address a problem in their organisations, and beyond so that they will have the ability to think about their own thinking process and self-correct it, in order to develop effective criteria for their decisions.
Leadership styles, models and skills are approaches that leaders can use to predict and be guided to practice (Hopkins, 1993). In essence, they are approaches that leaders utilize to pursue organizational goals and could be adopted and implemented to attain those goals to satisfy the organizations’ expectations. Principals need this schorlarly view for effective leadership direction. Leadership styles, according to Oboegbulam and Onwurah (2011), refer to the underlying need-structure of the individual that determines his behaviour in various leadership 24 situations, i.e. the consistency of the leader’s goals or needs as he/she functions in different situations. Unlike the leader’s behaviour which might change from one situation to another, his style is constant. The choice of leadership style is determined by the character of the lead, the personality of the leader and nature of the environment. The four principal leadership styles are:
Autocratic or authoritarian or leader centred, Democratic or participative or group centred,
Laissez faire or free rein, and Charistmatic leadership.
Autocratic style is also known as the authoritarian or directive style of leadership. The entire authority is centred on the leader, he decides policies, projects, and procedures; gives orders and demands complete obedience. He withholds rewards or gives punishment accordingly
(Ikeanyibe, 2009). He structures the complete work situation for his employees. He takes full authority and assumes full responsibility (Osuala &Okeke, 2006). This implies that an autocratic leader maintains most of the authority by issuing orders and telling group members what to do without consulting them. The autocratic leaders may have a few favourite subordinates but they usually regard close interpersonal relationships with group members superfluous. The autocratic style of leadership is generally in disfavour in modern organizations, as expressed by the consensus of several current leadership theorists (Aldag, 2001).
On the other hand, transformational leaders carry their subordinates along, plan for their development and get them involved in the activities of the organization. As with any leadership style, there are some situations in which an autocratic style is appropriate. One example is a high-accident work where the employees are not particularly knowledgeable about the potential risks. However, principals who belief mostly in authocracy have always failed as they regularly fallout and quarrel with their teachers thereby making teachers to be less interested and less committed to the goals of the school. 25
Democratic style is also known as participative leadership style or group centred style.
The leader allows the subordinates to participate in decision-making process. Communication flows freely and is multi-dimensional. Participative aspect of democratic leadership style, occupies enough space on the continuum to warrant dividing it into three subtypes; consultative, consensual, and democratic (Mbwiria, 2010). A consultative leader solicits opinions from the group before making a decision, yet does not feel obliged to accept the group thinking. A standard way to practice consultative leadership would be to call a group meeting to discuss an issue before making a decision.
A consensual leader encourages group discussion about an issue and then makes a decision
that reflects the consensus (general agreement) of group members. Consensual leaders thus turn
out more authority to the group than consultative leaders. The consensus leadership style results
in long delays in decision making because every party involved provides input yet consensus
often leads to commitment to the decision.
A democratic leader confers final authority on the group. He or she functions as a collator of opinions and takes a vote before making a decision. Democratic leaders turn over so much authority to the group that they are sometimes classified as free – rein leaders. Ikeanyibe (2009), stated that in the democratic leadership approach, the leader is connected to the subordinates by a two – way arrow, while the same two – way pointed arrows also connect subordinates to each other. The leader at the centre is only the coordinator and hub of activities while each of the subordinates is capable of initiating influence, policy and action. Many organizations today are achieving good results with participative management. As some organizations have learned, democratic leadership does not create many problems. However some managers feel a loss of power when democratic management is implemented. Another problem is that democratic 26 leadership requires employees who want to participate and who have worthwhile input.This leasership style fosters group cohesion, use of initiatives of employees, increased output and performance and the achievement of organization’s goals and objectives. For instance, in the secondary school system if the principal gets the teachers involved in decision making, planning, and setting of goals, it gives the teachers sense of belonging and they put in their best towards the pursuing of the target or objectives set for which they are part of. The transformational leader not only gets the followers involved in decision making but goes extra mile to stimulate them to become more innovative and creative as well as encourages them to try new ways of doing things.
Laissez faire or free-Rein style is also referred to as detached leadership style. Newstorm and Keith (2002) stated that a laissez faire leader turns over almost all authority to group members and does as little leading as possible. This is why Ikeanyibe (2009) noted that Laissez faire in French language literally means allowing one to act on his own. Such leaders maintain hands-off policy. They make few attempts to increase the productivity of their employees. At times the Laissez faire leader cares very little for achieving productivity, goals or developing subordinates. The leader’s only job is to supply various materials and information asked.
Mgbodie (2013) stated that this leadership style is considered unsatisfactory because it signifies the absence of visible leadership which often leads to a number of undesirable behaviours among workers leading to poor work performance. Discipline might become a problem among the staff and a prevailing atmosphere of chaos might ensue. Some workers might pay less attention to their work while others might completely abandon their work or perform below expectation.
Mgbodile (2013) further noted that in school organizations such leadership might lead to poor performance of students as teachers might exploit the situation and engage in unproductive 27 activities detrimental to the welfare of the school. They may come late to school or leave the school at will. Work operations depend entirely on the conscience level of the individual. A prevailing atmosphere of chaos might ensue as some influential members of the organization may struggle to fill the leadership vacuum. The Laissez-faire leader is sometimes said to be afraid of people or afraid of displeasing them through his use of authority.
Contrary to the above however, Mbwiria (2010) noted that at other times, the Laissez faire leadership style is appropriate and leads to high productivity. Such leadership situations include directing the work of highly skilled advertising companies, research scientist or stock analysts. These individuals may neither require technical direction nor encouragement yet in the long run even self-sufficient professionals require some feedback and recognition from their manager in order to sustain high performance. There is weak interrelation between the leader and the subordinates.
Contrary to the laissez faire leadership style, the transformational leadership style makes sure there is continous improvement of their followers cares much about achieving goals and developing the subordinates’ capacities to high level which stimulates them to become more innovative and creative. As laissez faire leadership style signifies absence of visible leadership, this implies that it should be used sparingly and only when necessary by the principal as the human resources, programmes, procedures, activities in the school system require effective leadership as seen in transformational leadership style.
In charistmatic leadership style, followers trust the correctness of the leader. Followers also obey their leader willingly. A charismatic leader is one who possesses natural traits, physical attributes and general ability. According to Hoy and Miskel (2013), Charistmatic leadership tends to be non-rational, affective, or emotional and rests heavily on the leader’s personal 28 qualities and characteristics. They further noted that the authority of the charistmatic leader results primarily from the leader’s overwhelming personal appeal, and typically a common value orientation emerges within the group to produce an intense normative commitment to and identification with the person. E.g of such situations is the principal`s directives being obeyed because of the principal’s special personality. Transformational leadership could be learnt and adopted by any individual irrespective of the quality of the person’s natural endowement. The transformational leader could also transfer his attribute to his followers to make them effective leaders too.
Another way of examining the role of leadership is to consider the skills the leaders use.
Lunenburg (2010) stated that another approach to examining what principals do is in terms of the types of skills required to perform their job. The necessary skills for planning, organizing, leading and monitoring have been placed in three categories that are especially important if principals are to perform their functions and roles adequately: Conceptual, human, and technical skills. All school leaders must have these skills to be effective but the amount differs by hierarchical level.
Conceptual skill is the ability to oversee all relationships and to do creative thinking.
Conceptual skills enables a leader to deal successfully with abstractions in order to setup models, and to devise plans (Osuala & Okeke, 2006). It helps him to see relationships between groups, both within and outside the organization, and thus to use his human skill more wisely. A leader who sees relationships inadequately or improperly will find that he uses his human skill on the wrong group or to motivate toward the wrong ends. Conceptual skills are thus a prerequisite to a leader’s optimum use of human skills. 29
All good school leaders have the ability to view the organization as a whole and solve problems to the benefit of everyone concerned. This according to Lunenburg (2010), is a conceptual skill that draws on one’s mental abilities to acquire, analyze, and interpret information received from various sources and to make complex decisions that achieve the school’s goals. In essence, it concerns the ability to see how the different parts of the school fit together and depend on each other, and how a change in any given part can cause a change in another part.
Conceptual skills are needed by all school leaders, but they are especially important for those at the top of the organization such as school principals, supervisors or directors (Bork &
Kowaiski, 2005; Kowalski, 2005). They must perceive the significant elements in a situation and make decisions relevant to broad, conceptual patterns. Because top – level administrators or leaders or school principals devote a large portion of their time to planning, they draw on conceptual skills to think in terms of relative tendencies, probabilities, patterns, and associations.
Conceptual skills provide upper-level administrators e.g principals, with the ability to anticipate changes or to estimate the value of school leadership strategies. Many of the responsibilities of principals, such as decision making, resource allocation, and change, require a broad perspective.
In an era of school-based management, principals need to further develop their conceptual skills, to think “strategically”,-to take a broad long-term view (Patrinos, 2010). This will enable principals to see what goes on in their work environment and help them to react appropriately and reflectively to situations as they arise (Sergiovanni, 2009). Principals must then consider environmental forces, resource flows, staff and administrative talent, board of education policies, reform mandates, parent complaints and organizational change as significant inputs into the internal environment of the school. 30
Human skills, according to Osuala and Okeke (2006), refer to the ability to interact effectively with people and to build team work. No manager in any type of work or at any organizational level escapes the requirements for effective human skill. It is a day-to-day part of every manger’s job, but he should not depend wholly upon it because conceptual skill is also important. Principals spend considerable time interacting with people in scheduled and unscheduled meetings, through telephone calls, at hallway/classroom, during tours, and other face-to-face contacts. All these activities involve other people. For obvious reasons, the principal therefore needs human skills: the ability to motivate, facilitate, coordinate, lead, communicate, manage conflict, and get along with others in his or her work as a leader. This gives the principal greater confidence in him/her self and more prepared to communicate with people in the course of the school leadership (Arnett, 2010). Human skills are important to school leaders at all levels;
Upper – Level administrators must use these skills to deal effectively with school board, with groups outside the school district and with subordinate administrators. Middle – Level administrators (Principals) need human skills to manage individuals from a wide variety of departments or subject matter areas, other technical experts (such as counselors, social workers, school psychologists, and department heads), and to interact productively with upper-level administrators. First-level supervisors (departmental heads, team leaders) must use human skills to challenge, to motivate, and to coordinate the work of teachers who are responsible for the education of the school district’s clients – the students. In recent years, the awareness of human skills has increased. The phenomenal appeal of such best – selling books as expressed in search of Excellence (Peters & Waterman, 2006), the fifth Discipline (Senge, 2006), and reforming
Organizations (Bolman & Deal, 2008), urge administrators at all levels to take care of the human side of the enterprise, as in school organization, excellent schools and excellent leaders provide 31 warm, nurturing, caring, trusting, and challenging environments. In this view, effective principals are cheer leaders, facilitators, coaches, and nurturers of champions. They build their organizations through people. Effective human skills enable principals to unleash the energy within staff members and help them grow, ultimately resulting in maximum performance and goal attainment. This is also the bane of transformational leadership.
Technical skills refer to a leader’s knowledge of and proficiency in, any type of process or technique. Examples are the skills learned by accountants, engineers and typists. These skills are the distinguishing features of their job performance at the operating level. However, as they move up the lader to leadership jobs, their technical skills become proportionately less important in their over-all job performance (Osuala & Okeke 2006). The ability to use the knowledge, methods, and techniques of a specific discipline or field is referred to as a technical skill (Locke,
2010). Departmental heads and team leaders in schools are examples of people with technical skills – they are recognized as experts in their disciplines and are presumed to have the ability to supervise others for the department head or team leader. The nature of technical skills is twofold.
First, the supervisor has usually developed some expertise in a discipline or field of study. The departmental head in a high school, for example, has probably taught the subject he is supervising in an exemplary manner for a number of years. Second, the supervisor uses skills in the work being done. To successfully run an academic department the chairperson must know how to teach the subject, how to organize the group, how to acquire resources, how to evaluate performance and the like.
All school administrators need some knowledge of the technical functions of staff they are supervising, although the amount of time they spend performing technical activities decreases as they move up the organizational hierarchy. The first-line supervisor in a school 32
(departmental head, team leader) will need greater knowledge of the technical parts of the job than will either superintendent of the school or the vice principals. This is because first-line supervisors are closer to the actual work being performed; they often must train and develop teachers and answer questions about work-related problems. Every school, and job has its special technical requirements.
Each approach to examining what a principal does looks at the job from a different perspective. Each has its merits. But in the final analysis, a successful principal must: understand the work that is to be performed (leadership functions), understand the behaviour needed to perform the job (administrative roles) and master the skills involved in performing their role
(management skills). These three approaches to what a principal does are not mutually exclusive; they are complementary perspectives. Hence it is very important for the school principal to have a scolarly view and understanding of the work set before him in every situation.
The conceptual, human and technical skills are all interwoven in the mesh of his daily activities.
Being conscious of all these skills and knowing how to take care of them will go a long way in getting the principal through his complex daily activities. The transformational leader with a high level of consiousness for both his duties and that of his followers will, find the skills useful.
Concept of Transformational Leadership
Transformational leadership is defined by Leithwood et al. (1999), as the type of leadership that is concerned with the development of the leader and the led. A leadership that brings about changes in the resources and purposes of the parties (leader and the led) involved, promoting the growth of leaders and followers alike. Transformational leadership is the type that fosters development and a high level of personal commitment to organizational goals (Leithwood
& Jantzi, 2006). This tally with the views of Stone, Russel and Patterson (2004), describing 33 transformational leadership as the type of leadership that could foster the engagement of employees or followers in organizational objectives. Transformational leaders emphasize the goals and objectives of the organization and then attract or build up followers` commitment
(Stone, Russel & Patterson, 2004).
Most researchers on transformational leadership have found out the natural goodness embeded in transformational leadership, especially in developing and carrying followers along, empowering followers, building vision and goals of the organization together with the followers or subordinates. Bass and Avolio (1990) posited that for transformational leadership, follower development as well as follower performance are the targeted outcome of such leadership.
Leaders that adopt this style of leadership exert additional influence by broadening and elevating followers’ goals and providing them with confidence to perform beyond the expectations specified in the implicit exchange agreement. Transformational leadership theory, in contrast to early charismatic theories, has consistently emphasized followers’ development towards autonomy and empowerment over automatic followership.
A transformational leader, while still responding to needs among followers, looks for motives to satisfy these needs by enhancing opportunities, empowering people, giving more freedom and the full support of the leader in initiatives of the followers. This kind of leader, according to Preedy (1993), secures substantial commitment of time and energy from teachers, in case of secondary schools, in a drive to change attitudes of students, teachers and parents of the school community where previously there were low levels of achievement and commitment.
A transformational leader attempts to achieve a common vision. In so doing the staff are empowered to such an extent that they are prepared to take chance and to experiment accordingly. Singh and Lokotsch (2005) stated that such a leader changes the beliefs of teachers 34 so that previously dependent teachers can operate independently in decision making and accept responsibility for these decisions. Carl and Franken (1996) believe that transformational leadership develops collegiality of teachers in the execution of their duties which creates harmonious working environment and have teachers working well as a team emphasizing co- operation. Transformational leaders attempt to build relationships and support staff themselves, formulate, aim and plan strategies.
It is worthy to note that researchers in this field have some remarkable findings as far as
transformational leadership is concerned. Singh and Lokotsch (2005) worked on effect of
transformational leadership on human resource managements in primary schools, and found out
that the head of school still have, as the leader of the school, a vital role to play in changing past
autocratic structures to a more democratic transformational type of leadership in South Africa.
Likewise, Ere, Ojah, and Unyime (2013) found out that leadership practice of demonstrating
high performance expectation is utilized in Cross River state, but to a low extent. They also
noted that there exists a significant relationship between transformational leadership practice of
high performance expectation and excellence in the management of personnel by principals in
Cross River state of Nigeria.
Oboegbulam and Onwurah (2011) argued that leadership is about transforming people
and social organization and not just motivating people. Burns in 1970 introduced a leadership
style he called transactional leadership. It is then worthy of note that researchers on leadership
styles, such as Hoy and Miskel (2013), have noted and presented that a full range leadership
continuum is made up of laizzez faire, transactional and transformational leadership styles.
Transactional leadership seeks to motivate followers by appealing to their own self-interest. As
Oboegbulam and Onwarah (2011) explained, it operates on the following assumptions; people 35 are motivated by reward and punishment; social systems work best with a clear chain of command; when people have agreed to do a job, a part of the deal is that they cede all authority to their manager; and that the prime purpose of subordinates is to do what their manager tells them to do.
On the other hand, transformational leadership exhibits; shared vision, celebration, informal friendship, shared beliefs, values, attitudes, participation, empowerment, communication, care and concern. In the process of exihibiting these attributes, transactional leadership is changed to transformational leadership, implying power transformed to empowerment to the followers, tunnel vision transformed to shared vision, and then there is also communication and institution of vision. The effect on the human resources is that there is high morale, commitment, motivation, harmonious work place, continous learning, actions properly directed, responsibility and sense of ownership. On the organization also there is clarity of purpose, staff commitment, institutionalization of effective planning/implementation, collaborative culture and team work. (Singh & Lokotsch 2005). However, the main focus of this study is on transformational leadership style.
A leader should not exclusively or primarily practise transactional leadership behavior to influence others. Those who do so have some problems, because some use transactional leadership behavior as a tool to manipulate others for selfish personal gain. In fact West–
Burnham, Bush, O’Neill, and Glover (1995), believe that introduction of change, as in the case of school improvement cannot be guaranteed by transactional leadership, but rather by what is termed transformational, leadership which ensures commitment of followers. This approach impacts on the management of human resources by focusing on the needs of all employees.
Transformational leadership occurs when one or more persons engage with others in such a way 36 that leaders and followers raise one another to higher levels of motivation or morality (Geijsel et al; 2003).
According to Geijsel et al. (2003), and Hoy and Miskel (2013) transformational leadership has four specific dimensions. They are; idealized influence, inspirational motivation, intellectual stimulation, and individualized concideration.
Idealized influence entails putting followers` needs first, being the model for followers, doing the right thing, demonstrating high moral standards, and avoiding the use of power unnecessarily or for personal gain. It builds trust and respect on followers and provides the basis for accepting radical and fundamental changes in the ways individuals and organizations do their work. These leaders display conviction about important issues, exhibit high standards of ethical and moral conduct, sharing risks with followers in setting and attaining goals, consider the needs of others over their own, and use power to move individuals or groups towards accomplishing their mission, vision, and course, but never for personal gain. As a result, transformational leaders are admired respected and trusted. Followers then identify with their leaders and want to emulate them. Without such trust and commitment to the leaders, attempts to change and redirect the organization’s mission are likely to be met with extreme resistance. Idealized influence results from transformational leaders behaving as role models for their followers.
Inspirational motivation describes the ways by which leaders motivate and inspire those around them, including practices aimed at creating attractive visions of future states, boosting followers’ goals, and inspiring enthusiasm and optimism. This changes the expectations of group members to believe that the organization’s problems can be solved. It is also a central role in developing an appealing vision that guides the development of organizational goals and operating procedures. Inspirational motivation comes primarily from leader behaviours that 37 provide meaning and challenge to followers. Transformational leaders energize people by projecting an attractive and optimistic future, emphasizing ambitious goals, creating idealized visions for the organization, and clearly communicating to followers that the vision is attainable.
Hence, team spirit, enthusiasm, optimism, goal commitment, and shared vision arise and coalesce within work group or organization.
Intellectual stimulation aims at developing followers’ capacities to higher levels, and the
practice of this process stimulates effort to become more innovative and creative. It addresses the
problem of creativity. Transformational leaders stimulate followers to be innovative and creative
by questioning old assumptions, traditions, and beliefs, refraiming problems, and approaching
old situations in new ways. Transformational leaders challenge followers to think creatively,
design new procedures and programs, and solve difficult problems; foster positive change and
eliminate the fixation on old ways of doing things; and refrain from publicly criticizing
individual members for mistakes. Leaders insist on constant open examination of every thing and
total receptivity to change. In turn followers stimulate their leaders to reconsider their own
perspectives and assumptions. Nothing is too good, too fixed, too political or too bureaucratic
that it cannot be contested, changed or cleared out.
Individualized consideration implies paying attention to the needs and interest of the
organization`s members. This means that transformational leaders pay particular attention to
each individual’s needs for achievement and growth. The purpose of individualized
consideration is to determine the needs and strengths of others. Using this knowledge and acting
as mentors, transformational leaders help followers and colleagues develop to successfully
higher levels of potential, and take responsibility for their own development. Creating new
learning opportunities in a supportive climate, recognizing and accepting individual differences 38 in needs and values, using two-way communication, and interacting with others in a personalized fashion and necessary behaviours to accomplish individualized consideration. The individually- considerate leader listens actively and effectively.
Transformational leadership has in-built characteristics with which to achieve development of the employees, achieve organizational outcomes and improvement. Looking at the situation of education in the country, where teachers seem not to feel satisfied with their career, the expected educational outcomes are not coming forward, when the three domains of learning are not impressive as it concerns the students` behavior (cognitive, affective & psychomotor domain), a transformational leader seems to be the answer to the situation . It appears that no work has been carried out on secondary schools principals’ transformational leadership as against human resources management in South Eastern states of Nigeria. This is also one of the gaps that this study seeks to feel.
School principals are faced with the challenge of delivering quality leadership and management, because, according to Kader (2007), the quality of teaching and learning at any school is closely linked to the quality of the principal’s leadership approach and style. In the same vein, Akomolafe (2011) stated that the capacity of school leadership to wield immense influence in both professional and administrative functions depends on the leadership style, which goes a long way in accomplishing the goal of the school organization. School leadership desires greater attention in this age of globalization, which is a manifestation of high traffic of people, ideas, and information across the world, and therefore desires leaders that could meet the challenges of this age.
Transformational leadership is being advocated for school leadership because principals are expected to bring about a positive change in school administration. In this light, Oboegbalam 39 and Onwurah (2011) opined that by acting as transformational leaders, the principals inspire employees to put the goals of the whole organization above self interest and stimulate them to be more innovative and take personal risk. They went further to state that transformational leadership practices pursue the following fundamental goals:
Building school vision and goals
Developing intellectual stimulation
Symbolizing professional practices and values
Demonstrating high performance and values
Demonstrating high performance expectations
Developing structures to foster participation in school decision-making process.
School principals with transformational leadership behaviours create a supportive environment that fosters teacher-student relationships, teacher-principal relationship, teacher morale or teacher efficacy in the classroom (Huang, 2001). A school environment of this nature could form a strong supportive bond between teachers and their principals, and among teachers themselves.
It could foster job satisfaction and commitment to duty, resulting to increased learning and achievement. In analyzing the relationship between principals` transformational leadership and staff job satisfaction, development and student achievement progress, Griffith (2004), concluded that transformational leadership was significantly related to teacher’s job satisfaction, development and students’ achievement progress. Furthermore, school principals with transformational leadership skills articulate, inspire and furnish teachers with the vision of the future, and foster commitment of teachers to school affairs (Yu, Leithwood & Jantzi 2002). This idea is similar to the statement of Marshall, Pritchard and Gunderson (2001) when they asserted that school leadership that was transformative involved principals and teachers who jointly 40 established means and priorities to achieve school vision. From the perspective of Northouse
(2004), leadership that has a clear vision of the future paves way for effective transformation of the organisation in which it operates.
According to the results of the research carried out by Harris et al (2003), when transformational leadership is taken at face value it is strongly related to positive perceptions of the principal’s effectiveness, organization’s level of efficacy and student performance such as:
Core leadership activities
Setting directions
Developing people
Organizing (culture buildings); and
Building relationships with the school’s community (Leithwood, 1999)
Teachers are encouraged by the above behaviours to collaborate with the leader because they increase teacher motivation and improve teacher self efficacy. In Leithwood’s research study, findings show that transformational leadership approaches bring about school improvement; it involves the building of school culture or promotes culture behaviours that contribute directly to school improvement. Culture building by transformational leadership is a relationship of mutual stimulation and evaluation that converts followers into leaders and converts leader into moral agents (Owens, 1998).
The principal’s role is to change, the culture of teaching and learning if the school’s quality of education is poor. He/she must identify the needs and goals for transformation.
Members of staff must be encouraged to participate in the process of change, to learn more about changes and new developments. They must contribute by involving them in decision-making, and in establishing the vision and mission of the school, to improve the quality of teaching and 41 learning and to think creatively about how to manage change. When the change concerning the culture of the teaching and learning is to be implemented, the principal must disseminate the process to alleviate fear and uncertainty. They must be ready to be transformed and take responsibility and have clear vision about the school’s future. A transformational leader must have a development experience to create, nurture and upgrade the teachers’ skills.
Concept of Human Resource
Human resources are the employees in an organization. They are very important assets to various organizations; business, school, military, religions and other organization. Armstrong
(2002), asserts that all organizations exist to achieve a purpose and they must ensure that they have human resources required to do so and they use them effectively. Hence an organization has to align it`s human resources with its overall strategic goals and objectives.
Human resources consist of all employees, both workers and manager, of an organization
(Osuala & Okeke, 2006). According to Oyewole and Alonge (2012), the human resource in an
educational system includes all the personnel in the system including principals and the teachers.
The human resource is a living and active input that operates the other factors of production.
Gilley, Eggland and Giller (2002) saw human resources as the people who carry out business or
work for an organization. They are the people employed by an organization to operate as ‘’up-
doors and under–doors (super-ordinate and sub-ordinate).
The success of every educational system depends on the quality and quantity of its factors
of production; human and material resources, of these factors, the human resources appear to be
the most important because without human efforts, all other factors are inept. This is why it is
necessary to train and re-train the staff of any organization for better production. According to
Peretomode (2001), training is a planned organizational effort concerned with helping an 42 employee (teacher) acquire specific skills, knowledge, concepts, aptitudes and behaviours to enable him/her perform more efficiently on his/her present job, that is, to improve on the performance.
Teacher as Human Resource
A teacher in this perspective is one who has undergone a professional training, specialized in a field of study, and is employed to bring up and teach the learner for self development and development of the soceity and the nation. Teachers are the bedrock of human resoruce in education process, since, according to FRN (2004) no education system can rise above the quality of the teachers who operate the system. They are the principal determinant of change and progress in the education industry. Ilechukwu (2011), in support, opined that the teacher is a critical resource for effective implementation and realization of the educational policies and objectives at the practical level of the classroom. According to Omojunwa (2007), it is the teacher who ultimately interprets and implements the policy as represented in school curriculum, which is designed to actualize educational gaols. The obvious implication of this situation is the fact that the quality of a nation’s education can only be as high as the quality of her teachers. Musa (2004), writing to the preface on Taechers Registration Council of Nigeria,
(TRCN) (2004) asserts that, the teacher holds the key to nation-building, and that the aspiration of any nation to transform into a great country can only be possible if there are competent and dedicated teachers to impact the appropriate knowledge, attitude and skill.
It is not just enough to have adequate supply of teachers to schools without putting their quality into consideration, as the teacher is the pivot of the educational process. This is because in any educational process, there always stands the teacher, what he knows and does not can make a difference and what he does not know and cannot do can be a serious problem. Hence 43 education cannot be achieved without quality and well motivated teachers. According to
Braimah (2006) teachers make the school successful. Education depends on teachers with sound training, correct judgment, job competence and professional pride. This is why Mahmood in
Manan (2014) argues that the success of the school lies in the hands of teachers. This means that teachers must have a range of abilities, apart from having the ability to teach. Teachers should also be able to interpret the changes in the school. This implies that skilled use of leadership style is able to motivate teachers to be more interested and committed to the affair and activities in the school. The need for teachers to be self actualized and motivated is then paramount. Santrock
(2006) states that self-actualized, motivated teacher organizes his work and presentation in a way that makes sense to students. Again, such a teacher works tirelessly in committees and gives in more time to teaching. Without teachers then, the educational objectives as specified in the
National Policy on education would not be realized (Okoro, 1998).
Leadership plays an important role in the success of schools and this success directly depends on the effectiveness of their heads. Empirical evidence from studies indicates that principals’ behavior significantly influences teachers’ experiences in many directions, including their on-the-job experiences, efforts, and commitment to change (Yu, Leithwood & Tantzi,
2002). In addition, principals’ or head’s leadership style has been shown to be strongly correlated with teachers autonomy, support, professional growth, role conflict and overall satisfaction all of which have been strongly linked to personal teaching efficacy (Nir & Kranot, 2006). It is then imperative that an effective leadership is needed to help direct teachers in their different endeavours for achievement of educational objectives which could be found in transformational leadership style, as Hall, Johnson, Wysocki and Kepner (2008) claim that this approach can help school administrators become exceptional leaders.Moreover, Leithwood and Jantzi (2000) assert 44 that transformational leadership has seven dimensions in the school setting, which are: building school vision and establishing school goals, providing intellectual stimulation, providing individualized support, modeling best practices and organizational values, setting high academic standard expectations, creating a productive school culture and fostering participation in decisions. Thus, Lewis, Goodman and Fandt (1998) are also of the view that school administrators are expected to cope with a rapidly changing world of work if they want to be effective at their schools. For this reason, they require abilities such as being team oriented, strong communicators, team players, problem solvers, change makers and transformational leaders. It is then petinent for teachers as human resources in the school system to be properly managed by the principal’s through appropropriate style of leadership.
Concept of Management The nature of organizations require that a lot of activities be taken care of. Every organization needs to be controlled, ruled or governed. Management is an essential ingredient in an organization responsible for controlling, ruling or governing, of which in its absence the word organization becomes an abstract term. According to NOUN (2008), the absence of management in any organization may not only lead to derailment of the objectives of the organization alone, it may also lead to breakdown of law and order. Management is then very crucial and important in school as an organization. Conceptually, management can be seen as process concerned with creating maintaining, stimulating, controlling and unifying formally and informally within a united system designed to accomplish predetermined objectives (Udeozor, 2007). Sapre (2002), opined that management relates to all those activities directed towards effective utilization for organizational resources in order to achieve organizational goals. Peretomode (2001) also defines management as the performance of executive duties, the carrying out of policies or decisions to 45 fulfill a purpose, and the controlling of the day-to-day running of an organization. Management to Drucker (1999) is an organ of institutions, the organ, that converts a mob into an organization and human efforts into performance. Nwadiani and Sofekun (1999), conceived management as a process concerned with creating, maintaining, stimulating, controlling and unifying (formally and informally), organizing human and material, energies within a unified system, designed to accomplish pre-determined objective of the organization. It is a social interactional and economic process involving a sequence of coordinated events-planning, organizing, coordinating and controlling or leading, in order to use available resources to achieve a desired outcome in the fastest and most efficient way.
The definition of management above has the following implications:
1. Function: Management implies that managers have functions to perform within
organizations. Even though such functions may vary from one organization to another,
the process involved is likely to be the same.
2. Productivity: The essence of management is to produce. It is interesting to note that most
of the enterprises whether private companies, government agencies, or educational
institutions (either profit or non profit oriented) are set up to produce goods, product,
people or services. The ultimate objective of a manger is to create surplus/raw economic
term; this is referred to as profit maximization. Management therefore would want to use
people and materials very efficiently to achieve this goal.
3. General Application: Management applies to all kinds of organizations owing to the wide
distribution of the enterprise which of course includes all kinds of organizations. Goals
might vary, materials used could be different and people within the organization may
differ in age, sex, qualifications. Whatever the differences, the essence of management is 46
to put them into efficient and effective use. Therefore, management as an organized body
of knowledge provides clear insight as to how to apply management techniques to
achieve organizational goals.
4. Applicable to all levels: Managements applies to all levels of organizational life. It is
pertinent to observe that within each organization, there is a mapped out structure. The
structure so to say depicts the organizational hierarchy. Both the structure and the
hierarchy therefore depend on individual responsibilities and authorities to perform. The
performance of these therefore at any level requires management. NOUN, (2008).
The fundamental goal of managing the educational system effectively as Nweke (2012), opined, is to make the recipients of the education relevant to the country and conform to the norms and values of the society. In Nigeria, the educational problems confronting the country at independence such as inadequate high-level manpower, low level capacity of secondary education, fragmented education management (FME, 2005) were manifold and as such, Nigerian educational system put into place tremendous changes occasioned by the need to develop human and institutional capacities to meet local and global challenges, promote national integration and self-reliance and forge international co-operation. This is one of the efforts to manage education in order to achieve the national educational objectives. Educational management according to
Udeozor (2007) refers to an executive function for carrying out agreed policy. Similarly
Ogbonnaya (2013) stated that education management is concerned with planning and formulation of educational policies. It implies that educational management involves planning, organizing, controlling, coordinating and evaluating of human and material resources to achieve educational objectives. Managing schools for efficient productivity and higher staff output is now paramount in our generation when government relies very much on education as a means of 47 national development. It is designed and carried out so that the goals of teaching and learning are effectively and efficiently met in relation to the dynamic needs of society. Babalola (2006), in the same vein stated that educational management is synonymous with the strategizing, planning, organizing, running, governance and supervision of the entire process of teaching and learning that takes place at all levels of the formal education system. Oboegbulam and Onwarah (2011)
& Nweke (2013), deduced the following as the functions educational mangers fulfill;
Setting objectives using available resources, formulating plans for achieving these objectives, identifying activities to be performed, organizing the activities into groups, grouping the tasks into jobs, staffing the job with people, initiating work activities, supplying incentives to stimulate productivity, setting up control to measure the achievement of objectives and taking remedial action if the objectives are not being met.
The above discussion points to the fact that principals especially those in public secondary schools, who have to deal with different stakeholders with diverse interest, must have basic knowledge of management and its functions. These will also help the principal on how to use human and material resources to achieve educational objectives.
Management usually evokes the connotation of being a process that involves the head instead of the heart. It is associated with words like efficiency, planning, paperwork, procedures, regulations, control and consistency. It also includes aspects, such as, the budget, maintaining the school buildings and grounds, and complying with educational policies and acts (Portin, Shen &
Williams 1998). In the school context, the management activities of the principal are scheduling, reporting, handling relations with parents and the community and dealing with the multiple crises and special situations that are inevitable and unexpected on a formal school day (Fink & Resnick
2001). Therefore, management is an educational concept, that has become important because of 48 the increasing demand on the principals’ role and because the school is becoming a complex organization, especially on the management of human resources.
Concept of Human Resource Management
Human resource management is a function performed in an organization that facilitates the most effective use of people (employees) for organizational and individual goals. Cole (1997) referred to the collective activities undertaken by all those who manage people in the organization as human resource management. He went further to highlight the consequences of not caring for the employee as unsatisfied customers, and stressed and unhappy workforce and emphasized the need to balance the respective needs of customers and those of employees.
Harrison (2002) asserted that when employees are well managed through human resource management, they would take care of customers’ needs. Thus many of today`s organizations are re-evaluating their human resource practices, in an attempt to tap workers` discretionary efforts, and improve organizational performance. (Parker, 2011).
Human resource management comprises of the effective use of human resources in the organization through the management of people related activities. Nakpodia (2011), stated that the personnel and industrial relations defined human resource management as the process of developing, applying and evaluating policies, procedures, methods and programmes relating to the individual in an organization. This invariably highlighted the process of human resource management as that of human development and process design. Moreover at the golden jubilee of the London Institute of Personnel Management, human resource management was described as the responsibility of those who manage people as well as the description of specialists in management. This recognition acknowledges that human resource management is a distinctive function of management in any public or private organization (Nakpodia, 2011). Generally, 49 human resource management is that part of management, which is concerned with people at work and with their relationship within the organization. Its operations are not restricted to industry and commerce but to all field of human endeavours, including education. Specifically, the human resource in education is of mixed grid (student and workers) whose management seems to be difficult because of the nature of the membership. For the purpose of this study, teachers are regarded as the human resources. It is proposed that we take human resource management to be that part of management concerned with; all decisions, strategies, principles, operations, practices, functions, activities and methods related to the management of people as employees in any type of organization (including small micro enterprises and various organizations), all the dimensions related to people in their employment relations, and all the dynamics that flow from it (including the realization of the potential of individual employees in terms of their aspirations).Well-planned human resource management improves a firm`s performance. This approach emphasizes the importance of congruence between human resource activities and organizational objectives. Recent research has focused on the links between human resource management and performance (Guest, 2003; 2004; Purcell, 2004), and much of the growing body of international literature in the field is built upon the premise that human resource management is linked closely to the emergent strategies.
Human resource management in education implies effectively coordinating the activities of staff, students and parents so as to achieve educational aims and objectives (Adeniyi, 2004).
FRN (2004) clearly spells out the broad responsibilities of manging schools as employment, promotion, deployment and discipline of teachers, among others. Current research by Nakpodia,
(2010) shows that there is a significant difference between the performance of human resources in relation to students’ academic performance. 50
The principal is the head of a secondary school or a college as the case may be. He/she sits at the helm of affairs, administering, leading and managing both human and material resources, towards the attainment of educational objectives. Hornby (1995), defines principal- ship as the highest in the order of importance, the chief person in authority; the most important leader of a school or college. Uketui (2008) adds precision to the definition by stating that the title of principal is an appropriate designation for the chief administrator of a single school. In the Nigerian context, principal usually refers to the head of a secondary school or a post primary institution.
The principal is in-charge of the day-to-day activities and programmes of the school.
Nweke (2013) explains that the principal deals with teaching and non teaching staff, students and members of the public. He is concerned with the quality of instruction, students’ welfare, moral and spiritual tone of the school and maintenance of discipline. He is expected to be an effective organizer, coordinator and supervisor. He administers the school, assigns duties to the staff and supervises what they do. He plans, organizes, directs, controls and evaluates the various activities of the school for the year. He attends all the management meetings and other such important meetings when the need arises and reviews the performance of staff as they perform their duties. He is in charge of admitting students into the school and also approves promotion to different classes. He is in-charge of appointing various committees in the school. He organizes healthy school-community relations in order that the community will assist in the development of the school. He takes a whole school focus, working with others in a democratic way, to achieve a shared vision, valuing and representing others opinion, frequent communication and sharing of information. Robbins and Singh (2005) noted that these actions of the principal will impact significantly on the human resources in the school. The day-to-day running of the school 51 rests on him. His responsibility is to delegate duties to the vice principals, deans, teachers and various committees. Sergiovanni (2001) sees principls as being responsible for ministering to the needs of the school they serve; they minister by assisting teachers, by encouraging others to be leaders in their own rights, and by devoting themselves to a cause, mission, set of ideas and accepting the duty and obligation to serve this cause. Thus, the principal`s leadership task is to focus on a vision, commitment, risk-taking and communication. Leaders lead not from the top of the school organization pyramid, but from the nexus of a web of interpersonal relationships, with people rather than through people.
In general, there is need for the principals to “lead from the center”, that is, be more democratic, delegate responsibilities, share decision-making powers, and develop collaborative efforts that bond students, teachers, and parents. In an era of reform and restructuring of schools, with increased legal consideration and government regulations, the principal’s duties and tasks have increased to an overload level. Principals are almost forced to share responsibilities with and empower others, especially the teachers in order to manage schools on a day-to-day basis.
But if they give away power selectively to individuals and groups, they can retain and enhance their span of control and subsequent influence. The principal by his position and responcibilities is then expected to influence the activities in the school to attain the school goals
Concept of Secondary Education
Secondary education is the education given to children after primary education and before the tertiary stage FRN (2004). It is the bridge between primary and tertiary education. FRN (2004) further stated that the broad goals of secondary education shall be to prepare the individual for; useful living within the society; and higher education. The objectives of secondary education among others are; provide all primary school leavers with the opportunity for education of a 52 higher level, irrespective of sex, social status, religious or ethnic background, offer diversified curriculum to the later for the differences in talents, opportunities and future roles, inspire students with a desire for self improvement and achievement of excellence; and raise a generation of people who can think for themselves, respect the views and feelings of others, respect the dignity of labour, appreciate those values specified under the nation’s broad national goals and live as good citizens. According to Mgbodile (2004), educational administrators at all levels of our educational system-primary, secondary and tertiary have the onerous responsibility of seeing to the achievement of educational goals through informed and effective manipulation of human and material resources available in the education sector. The author further stated that they cannot execute the difficult task of achieving these goals through men and women in the organization (school) without being equipped with the requisite professional and specialized skills of educational management. The human resources who are to pilot the affairs of the secondary education need to acquire the necessary skills and competence and be effectively lead in order to achieve the above laid down objectives.
The Nigerian secondary school system has evolved through a series of reforms since independence. These reforms were designed to provide a good organizational structure that could enable the nation to achieve her national goals of social, political, economic and technological advancement. Two notable developments, the 1969 National curriculum conference and Simeon
Adebo’s report of the seminar on a National policy on Education in 1973, led to the publication of the National policy on education in 1977 (FME, 2005). Management of education in Nigeria stems from the Federal Ministry of Education (FME) for effective and efficient discharge of its statutory functions. FME is structured into 8 departments. Of these, 5 are common services departments, namely Planning, Research and Statistics, Administration, Finance, and Accounts, 53 while 3 are operational departments – Primary and Secondary Education, Higher Education,
Technology and Science Education. Educational support services and the federal inspectorate services operational foci are defined by the statutory mandate of the ministry. There are also three statutory units. Press Unit, Legal Unit and the Internal Audit. The State Ministries of
Education have similar structures to those of the Federal Ministry of Education, for example having the three services departments, although the operational departments vary according to the needs of the various states.
The responsibility of planning, policy making, control and programme implementation and supervision rests with the federal ministry, headed by the Minister of Education, (Emetarom,
1998). To support this view, Osegbo and Ifeakor (2008), maintained that the honorable minister of education is the chief accounting officer of the ministry. This is followed by the federal permanent secretary who is the chief advisor to the honourable minister. The ministry has eight departments, as earlier mentioned, each of which is headed by a director. There are deputy directors and assistant directors who head various divisions and branches of these departments, while the various sections are headed by chiefs (Osegbo & Ifeakor 2008).
The functions of the federal ministry of education according to Osegbo and Ifeakor,
(2008), includes these: Formulation of national policy on education, collection and collation of data for purpose of planning and financing education in the country, controlling quality of education through the supervising role of the inspectorate department, harmonizing the education policies of all the states of the federation, developing the curricular and syllabuses at the national level in conjunction with other agencies, maintaining minimum standards of education throughout the country and establishing links with other international bodies on matters concerning education. 54
In the same vein, the state ministries of education are responsible for educational planning of policy in their various states. The state ministry of education is headed by the
Honourable Commissioner for education assisted by the permanent secretary. The organizational structure and nomenclature may vary from one state to another, but the principles remain the same in each state of the federation. There is the Post Primary Schools Management Board
(PPSMB), Teaching Service Commission (TSC), and State Education Board (SEB) as the case may be. The naming of the school board or commission depends on the state involved. The school board or commission is headed by the chairman or the secretary with three other members appointed by the governor. The board is charged with the management of secondary education.
The school board is in-charge of recruitment, posting, promotion, transfer, retirement and general well-being of teachers. In conjunction with the ministry, they pay the salaries and allowances and other fringe benefits of human resources. The school board also takes care of other issues such as inspection and supervision, human resource development and discipline of erring workers, (Abia
State Ministry of Education, 2011).
Each school board has education zones. The zones are off-shoots of the state school boards or PPSMB that takes responsibility of secondary education in the state. And so, its function replicates that of state PPSMB in a grassroot setting. The zones are closer to the schools and easily accessible for the principals and teachers. Therefore, it is the first port of call for the schools when any issue arises. The zonal post primary schools management board is headed by a chief supervising principal or a director as the case maybe, assisted by a deputy. There are heads of departments as in the board (commission) and the ministry. These are the people who are working directly with the principals of schools.
55
Functions of Human Resource Management
In the past employers forced employees to work by causing them to fear physical and psychological abuses or the loss of their jobs. Today, managers must rely upon the use of persuasion rather than physical and psychological force or threat of force. The modern manager, whether he likes it or not, must recognize his employees as individuals who seek through their jobs to fill certain physical, psychological and social needs and who demand to be treated with respect. With human resource functions the nature of work is defined and employment relationship regulated. In their view, Byars and Rue (2011), defined human resource functions as those tasks and duties performed by both large and small organizations to provide for and coordinate human resources. Human resource functions encompass a variety of activities that significantly influence all areas of an organisation. They stated that Society for Human Resource
Management (SHRM) identified six major functions of human resource management; human resource planning, recruitment and selection, compensation and benefits, safety and health, employee and labour relations, and human resource research.They are tasks and duties human resource managers perform e.g., determining the organizations human resource need; recruiting, selecting, developing, counseling and rewarding employees; acting as liason with unions and government organisations and handling other matters of employee well-being. Similarly, Preffer
(1998) suggested a number of human resource management practices, termed as best practices, which he believed could improve organizational performance. These are namely; selective hiring, extensive training, employment security, diffusion of information, team working, reduction of status differences, performance, related and incentive pay. Osuala and Okeke (2006) stated that human resources functions are; Procurement, development, utilization and 56 maintenance of workers for the performance of the functions that are a part of the management process.
In a clearer view, Ochai (2012), identifies two major activities within the human resource area as: human resource utilization and human resource development. The later is concerned with compensation and appraisal of the human resource. The former is group of activities designed to enable employees of the organisation assume new roles and function and improve their efficiency and effectiveness. Further to the classification by Ochai (2012) Ezeani (2006) identified three major activities commonly cited under human resource management as personnel utilization, personnel motivation and personnel protection. These constitute the functions of a human resource officer in an organisation. Personnel utilization, he stated consists of activities such as recruitment, selection, development, promotion, appraisal, training and staff development. The activities under personnel motivation function include job design, job satisfaction, remuneration, fringe benefits, consultations and negotiation. Finally, the activities grouped under personnel protection are; working conditions, welfare services and safety. He emphasized that the three broad functional categories are closely related. It is the arrangement of conditions which make possible greater self direction for staff in the performance of their duties.
It is therefore an important function in the general context of all administrative responsibility of managing staff. Also, Jackson, Schuler, & Steve, (2009) observed that an organization can gain and sustain a competitive advantage over other organizations by managing their people in ways that add value to the organization but that are difficult for other organizations to duplicate.
Because managing human resource effectively is complex and difficult, only a few organizations gain and sustain a competitive advantage through people. From the foregoing discussion, one can deduce that some elements of human resource function in education include the following; 57 recruitment and selection, human resource development, work environment and employees` well being, morale, motivation and job satisfaction, human relations, promotion transfer and retirement, job analysis, job evaluation and performance appraisal, reward management
/compensation, staff conducts and discipline, keeping personnel records and induction of personnel
In Nigeria, the ministries of education and civil (public) service commission are very
much involved in a number of policies affecting teachers. Areas of such involvement, for
example, include recruitment, staff development, transfers and promotions, staff evaluation,
dismissal and general discipline, salaries and pensions. Thus the school teacher is affected by
the activities of officials in the ministries of education or their agencies. Consequently, the
interaction of the two becomes essential if teaching is to become effective. It should also be
remembered that the major premise of staff or human resource management in schools is that
the end results of the education process will be determined by the effectiveness of the school
teachers. However the present study focuses on teaching staff as directly under the school
principal which is a major component of human resource in the education system starting from
recruitment and selection. For the purpose of this study, the following human resources
functions will be studied, human resources management, staff development, staff motivation
and staff discipline.
Staff Development
After the education board must have recruited teaching staff and deployed them to different schools for their teaching assignment, it is then the responsibility of the principals of their respective schools to identify their training needs for further staff development and for the tasks they are to perform. This is as okonkwo (2006) noted that professional development can no 58 longer be viewed as an event that occur in a particular day of school year rather, it must become part of the daily work of educators, teachers, and administrators. The writer further noted that school employees need time to work in study groups, conduct action research, participate in seminars, conferences, workshops, coach one another, plan lessons together, and meet for the purpose of intellectual interactions. Staff development programmes according to Lunenburg and
Ornstein (2012) refers to the skills needed for both the present and future positions. School administrators need to help all human resources to fulfill their abilities to the fullest. The three basic steps or phases in any professional development program are: assessment of staff training need, training and evaluation of the training. However, only assessment of staff training needs and training will be discussed for the purpose of this study.
Regarding the assessment of staff development needs, Nwachukwu (2007) noted that there are certain conditions that will serve as pointers to the need for training. Some of these symptoms are: lack of interest in one’s job, negative attitude to work, low productivity, tardiness, excessive complaints, high incidence of accidents, and insurbodination. When an organization starts experiencing some of these warning signs as stated above, it should consider training. An employee will not complain to management that he requires training, instead he would hide his frustration and use money, for example, as a scape goat by demanding more wages. He may complain of lack of fringe benefits and use one or more isolated examples to justify his complaints. In the same vein, Lunenburg and Ornstein (2012) suggested that a need assessment should proceed the planning and execution of a staff development programme, that in needs analysis, the school administrator or personnel department determines exactly what the staff development needs are before designing a programme to meet them. A-needs analysis typically has threefold focuses: Organizational analysis; analyzing the needs of the entire school district 59 now and in the future, Operational analysis; analyzing the needs of a specific group of jobs or positions and individual analysis; analyzing the needs of the specific individuals. A-needs analysis helps specify professional development objectives, the criteria for professional development activities, and the criteria against which the programs will be evaluated.
There are several methods of determining which needs to focus on in the professional development programs. The first method is to evaluate the school district’s output variables.
Such variables include: Performance levels and growth level of students and employees, student dropout rates, employee turnover, student and employee absenteeism, school-community relations, employee management relations, students’ attitudes toward school and employee job satisfaction and the like. Another method of determining professional development needs is direct feed back from school employees regarding what they feel are the school’s development needs. A final method of determining staff development needs involves projecting. If new programs, procedures, or equipment are predicted, some type of corresponding professional development will be needed (Out, 2010)
Staff Development Techniques (Training); The success of every educational system depends on the quality and quantity of its factors of production- human and material resources; and of all the factors, the human resource appears to be the most important because without human efforts, all other factors are inept (Nakpodia , 2010). This is why it is necessary to train and re-train the staff of any organization for better productivity. This explains why the FRN (2004) in her national policy on education stressed the need to accord teacher education a prominent place in
Educational Planning.The policy document maintains that among other things, the goal of administration should be to produce highly motivated, conscientious and efficient classroom teachers with intellectual and professional backgrounds, adequate for their assignment and to 60 make them adaptable to any challenging situations, not only in the country, but in the wider world. FRN (2004), stipulates the objectives of secondary education, calibre of staff to teach the students and their qualifications, as well as the curriculum content and methodology to be employed. The secondary education in Nigeria operates within the guide lines provided in this document.
In the same vein Okeke (2008) stated that there is need for recruited staff to be trained or
given orientation to familiarize them with their job specification. The author further defined
training as the process of developing qualities in human resources that will enable them be more
productive and thus contributes more to organizational goal achievement. Ikeanyibe (2009),
stated that training and development are concerned with identifying, assessing, and through
planned learning, help to develop the key competencies which enable individuals to perform
current or future jobs. Even though employees are likely to be recruited based on their
knowledge and competencies, it is important to realize that education is not a once-and-for-all
thing. It is an on going process, especially in the context of the constancy of change.
Employee training and development are at the heart of employee utilization, productivity,
commitment, motivation and growth. Many employees have failed in organizations because their
need for training was not identified and provided for as an indispensable part of management
function (Nwachukwu, 2007). In this study, staff development, (training), among others, is
defined as activities geared toward improving on the skills of teachers to better achieve the
school goals, which can also improve their self awareness, esteem, and motivate them to seek for
more improvement for the school goals achievement. The aim is to enable them to reach the top
or achieve their best in their teaching profession. Training is also referred to as an organized,
coordinated development of knowledge, skills and attitudes needed by teachers to master 61 teaching and learning situations in order to enable them perform teaching and learning tasks in school.
In-service training is often referred to as an organized, coordinated development of knowledge, skills and attitudes needed by teachers to master teaching and learning situations in order to enable them perform teaching and learning tasks in school. In-service training is often referred to as where an employee trains intermittently, while in service. It is any activity or process intended to improve skills, attitudes, understanding or performance of teachers in their present or future teaching function in schools. In-service training is organizational effort aimed at helping teachers to acquire basic skills for the efficient execution of the teaching functions for which they are employed. No mater the efficiency of performance on his job, no matter the effectiveness of pre-service education received by any teacher, there will necessarily be areas of inadequacies. In-service education not only addresses these areas of inadequacies but also imparts new skills and technologies that were yet to come into existence during the teachers pre- service training programmes. It upgrades the teachers in areas of special needs and improve his knowledge, skills, attitudes, competence and innovative potentials (Bosah, 2005). Staff development deals with the activities undertaken to expose teachers to make additional performance in the school hierarchy (Odo, 2006).
Teacher productivity is a function of ability, will and situation factors. An organization such as school may have teachers of ability and determination, with appropriate equipment and managerial support yet productivity fails below expected standards (Nwachukwu, 2001). The missing factor in many cases, according to the writer, is the lack of adequate skills and knowledge which are acquired through training and development. Improving the competence of the workforce is one of the ways that training and development can create a competitive 62 advantage for an organization. Training and development activities also contribute to organizational success. For example, according to Jackson et al (2009) they can provide shared experiences that promote understanding among employees with many different histories and so help speed, the development of organizational cohesiveness and employee commitment. Training and development activities also are a means for employers to address employees needs. By offering training and development opportunities, employers help employees to develop their own personal competitive advantage and ensure their long-term employability.
The first major step in carrying out the training programme is to identify the training needs of the organization (Onah, 2005). Training needs may involve the acquisition of a new skill, information, new orientation, or attitude. Similarly, Nwachukwu (1988), stated that the need for training increases as a result of new technology, new products, variety of new customers and other factors such as competitive strategy of competitors. Also Osuji (2000) stated that whether the emphasis will be on one or a combination of these areas of needs will depend on the status of the employee and the nature of the operations involved. Numerous types of training programmes have been adopted by organizations and these include: on-the-job training, job rotation, job instruction, seminars, workshops and conferences (Nweke, 2012). In addition, Out
(2010) suggested that training needs or objectives are usually derived from the current man power situation in an organization, state or country. The existing manpower situation determines the training objectives. To be able to identify training needs will entail a comprehensive manpower survey, which will expose the type of skills of personnel that need to be trained or developed. The types of training that can be readily available for a school organization according to Noun (2010) includes: 63
Staff Seminar: Sometimes seminars on selected topics for staff members can be organized as part of school progammes; such seminar can contribute to staff professional development. There may be the very knowledgeable and experienced teachers among the staff, or in the community who may be willing to lead discussions on such topics which are organized not only as a means of promoting staff professional growth but also as a way of improving staff relations.
Induction Courses : These are conducted to introduce the newly employed personnel to their new jobs, since most of them are not likely to possess previous experience. It is designed to bring the knowledge and skills of the new employees to a satisfactory level. Tunde (2009) opined that it is to make the new personnel familiar with the total corporate requirements like norms, ethics values, rules and regulations.
On-the-jobTraining: This is similar to induction course. The major objectives of the two types of training are similar in the sense that they entail acquiring new skills to be able to handle new jobs. Induction course is basically meant for new employers. However, on the job training can be extended to include old employees, if a new skill is introduced in the organization. In school organizations, this is usually done by the supervisors, principals or an experienced teacher, instructors, or the evaluators during evaluation. They can instruct the teachers on how to write lesson notes, use instructional material for teaching and learning. It relates to formal training on the job. A worker becomes experienced in the job over time due to modification of the job behaviours at the point of training or acquisition of skills. (Odo, 2012).
Off-the-Job Training : This is the type of training that can be conducted outside the working environment. It is usually conducted in classrooms where trainees are given theoretical knowledge on how to handle a particular operation. The only practical aspect of this type of 64 training is the use of films or charts or diagram for illustration. E.g conferences, seminars, workshops among others.
On-and-Off-the-Job Training : It combines classrooms instructions with practical instruction in the working environment. This has almost the same major objective with
“Industrial Attachment” progammes for technicians or teaching practice for teacher trainees.
One-to-One Training: This is useful in teaching a person how to operate equipment like machine or computer. This affects the person’s attitude greatly. One-to-one training has three basic areas; the preparation, the briefing and the training session itself (Out, 2012).
Vestibule Training: This is similar to “on-the-job-training. Here the trainees are given instructions using the types of machines or materials they will operate in the working environment. In most cases, similar model machines are used for vestibule training. It is very costly and has the advantage of not interrupting the flow of work in operating departments. It is therefore achieved through placement of an individual within another area of relevant work or organization. The purpose is the acquisition of practical and specialized skills. Example of such is the Business Apprentice Training Centre (BATC) in operation in Kaduna state and a few other states in Nigeria.
Refresher Courses: It is used mainly to update knowledge and skills internally or externally or both. It is very useful and necessary with innovations through changes of ideas. It serves as a motivating factor where the employee feels satisfied for being given the opportunity for learning.
Conference Training: Training is sometimes conducted through conference or workshops.
This is not highly formalized since the trainees are treated as participants and not just as passive recipients. The theme chosen for conference must be relevant to the organization’s objectives. 65
Role Playing: This is another training device that can be used in organizations. It can be used for executive development. The participants assume the roles or positions they are expected to occupy after the training and their performance are simultaneously evaluated and corrected where necessary by the training instructors.
Sensitivity Training : This is used for development of awareness to behavioural pattern of oneself and one’s colleagues. It is used to encourage mutual understanding among working group. It is highly recommended for leadership training and executive development.
Formal Training : This is a practical and theoretical teaching process which could be done within or outside an organization. When training is carried out inside an organization, it is called an in-house training. Off-house training is carried out-in professionalized training areas like; university, colleges of education, polytechnics and professional institutes.
Job-Rotation: This is a process of training where all workers are expected to move or rotate from one schedule of job to the other within the same organization. It allows for competence on all spheres of work.
Self-development/staff assessment : This means a personal desire to improve through an individual’s attempt to embark on study and practice explorations that are independent of an organization’s role and contribution. Self assessment enhances the identification of personnel strengthens, opportunities, weaknesses and challenges, and creates an enabling environment to improve and build on current efforts for a more fulfilling corporate self development.
Supplementary Training : Though many organizations may utilize quite a good number of the
training methods discussed above, it may still be inevitable for them to seek supplementary
training methods from independent institutions. Public or private organizations use the 66 supplementary training method by sponsoring the employees in different institutions of learning.(Odo 2012)
B In-service Training for Teachers
One of the important concerns and duties of the school is the professional development of
its staff through in-service-training (Out 2010). Tunde (2009) defined in-service-training as any
planned and unplanned programme for learning opportunity provided for staff in active service
in order to improve their performance. The FRN (2004) laid emphasis on in-service teacher
education as an avenue of up-dating the teacher’s knowledge, skills and attitudes in the task of
assisting students to learn better, more and quicker. It makes teachers remain focused, current
and relevant in education system.Whenever possible and necessary, the staff should be given
opportunities to attend relevant useful courses, which will update their knowledge in their subject
areas and help some teachers, and even the school heads, update their qualifications and thereby
improve their conditions of service and prospects of advancement in the service. Apart from the
benefit to the individual members of staff who participate in in-service courses, other members
of staff could benefit as well through discussion and implementation of some of the ideas and
techniques gained in the course. Thus, all the staff members would be grounded in their
knowledge and techniques of current development and problems in their respective area of
discipline. The schools therefore, stand to benefit from a well planned and coordinated staff
training programmed as it would contribute to qualitative improvement in education.
There are several methods of in-service-training from where teachers can derive a lot of
benefits. Eresimadu (1997), identified the following as some of the method of in-service training
for teachers. 67
Teacher assignment and re-assignment : When a teacher is selected and posted or transferred to a school, the principal of the school assigns work load to the teacher and this should cover the subjects he/she should teach. Such a teacher should also be assigned some co- curricular activities in the school such as sports, headship of clubs, hostel administration, among others. For the teacher to grow; he should be re-assigned to teach other classes other than the ones he/she taught before and other clubs, hostels and activities other than the one he/she did before. The re-assignment enables the teacher to gain new experience, meet new problems and new students and learn to deal with the new problem in entirely different ways.
Conferences: Conferences give participants the opportunity to deal with a theme by
breaking it into sub-themes and assigning knowledgeable people to discuss the sub-themes and
present the solution to the general body. Conferences enable the participants to be up to date and
current in the issues being discussed as many people bring ideas depending on their respective
background. At the end of a conference, a communiqué is issued which reflects the highlights of
the conference proceedings. Some conferences take the form of workshop.
Seminar: This involves a group of supervised students or teachers doing advanced
research on a problem. Eresimadu (1997) defined seminar as a method of instruction that
involves the students in researching, analyzing, reporting, debating, evaluating and concluding
and which leads to problem solving. During a seminar, the role of the teacher is to act as a
discussion leader, moderator, questioner, organizer and observer.
He further stated that seminars enable the participants to dig deeper into an issue and become very knowledgeable in what they were originally ignorant of. Seminar trains its participants in the art of speaking and articulation. A seminar affords a mini teaching practice 68 session to the students in that it affords them the opportunity to inform other students. A seminar provides a good opportunity for formulating a thesis and antithesis about ideas.
Class Courses: In-service teachers are expected to be exposed to take course in classes in higher institutions from time to time so as to remain current. Some teachers who gave lecture notes to their students years ago have not found it worth while to change the notes to reflect current facts on issues. Universities, polytechnics and colleges of education organize short course and extra-mural classes to help employed people during the day as such people cannot attend regular classes while at work. Such classes could be organized also during the long vacation period, short holiday period, among others. Many tertiary institutions are involved in sandwich programmes for workers during the long holidays, according to both the academic and professional areas needed by the teachers.
Sit-in and observation : One of the ways of producing competent teachers is to encourage new teachers to go into the classes taught by very competent and exemplary teachers. By mentoring these teachers those with less experience will improve upon styles of teaching. But this method requires the teachers being observed to be ready with the cognitive, affective and psychomotor requirements of the lessons so as to justify their being regarded as model teachers.
Committee work: Committee work enables educational administrators to involve their teachers in finding solutions to many of the problems of the school. There are occasions where students go on rampage, fight, steal, come late to school, organize themselves for sports, clubs, end of year parties, among others. Committee involving members of teaching staff are expected to be constituted to look into such problems and make recommendations to the school administration on how to deal with these problems. Such committees are beneficial to the school committee members. The advantage of committee work is that small number of people spend 69 less time to look into problems that would have taken much longer time if the whole staff had been involved in discussion to deal with them. Committee work makes for the commitment of staff during the implementation stage of the committee recommendations as some members who served in such committee may be involved in the implementation.
Brainstorming: Some management and disciplinary problem require staff to meet and brain storms them to identify problems. When the problems are identified, the meeting breaks into smaller groups. Each group sits to tackle a particular problem and finds solution to it. When the groups finish their deliberations on the issues, a general meeting of all the groups is summoned back where the various deliberations and solutions of each group are discussed and general decisions taken on each problem after necessary modifications.
Visits and field trips: Visits and field trips provide the teacher and the group the opportunity to study a personality, particular teaching of instruction or to see things in their natural form. The visit or field trip has to be arranged in advance. The group should be informed by the field organizer, what they would look for. The experiences gained during field trips are not easily provided in the classroom. Maduabum in Eresimadu (1997) outlined the advantages of field trips as follows; it provides first hand observation of biological phenomena and so extends classroom learning through reality, field trips add to the students` stock of knowledge of plant and animals, through field trip, the student develops his aesthetic appreciation of nature and the attitudes he adopts towards natural events and phenomena, field trips provide students opportunity to identify ways of spending leisure time profitably, field trips offer opportunity for the development of skills such as identifying, observing, recording, collecting and classifying.
Demonstration: Teaching by example, where by the skilled worker performs the job and the unskilled closely observes so as to understand the job. This may be a display by the teacher 70 or resource person before the on lookers or students. A demonstration may involve showing students how to apply fertilizer to crops, how to paint any work of art or how to perform an experimentation science. The demonstration method makes for quicker understanding of the lesson by the students. It is not expensive as the demonstrator is the only one who needs to have the material used for demonstration. The demonstration wraps the student’s attention and the demonstration wastes no extra time in class management and control.
Exchange Progamme: Exchange programmes, whether inter-school, inter-local
government area, inter-intra state or international, are very rewarding methods of improving the
teachers’ effectiveness and efficiency. When a teacher has taught for sometime, it is good for
him to go out for a period of time to see and learn how other people tackle with or without
success in the past in their schools. Such exchange visits or programmes may be arranged
between one school and the other in a locality or between one local government area and another
or even between one state and another. Through such a programme, the teachers as well as the
schools benefit from each other. While the teacher provides new experiences and shares with the
host school, the returning teacher goes back home with plenty of new ideas for himself and his
parent school, the sabbatical leave programme in higher institutions comes under this category.
Professional Association work: There are some teaching professional organizations such
as Nigeria Union of Teachers (NUT), Science Teachers Association of Nigeria (STAN) and All
Nigeria Conference of School Principals (ANCOPS). From time to time, individual teachers are
expected to get involved in the activities of such teachers professional organizations. The
participation improves the personal and professional growth of the teacher. The activities of
professional organizations are diverse. Teachers are expected to make themselves available to
their service. By serving, they will help themselves as well as other teachers to grow. 71
Training Processes: Before the training process commences, the training objectives must have been identified, the participants or trainees selected, qualified instructors also selected, and the training facilities adequately provided. NOUN (2010) posits that the training method to be used by instructors will depend largely on the training content and the extent of physical and mental maturity of the trainees. Throughout the training process, the instructors are expected to help to create exciting illustrations. Training by periods or hours should not be unnecessarily too long. Instructors should not do the talking or demonstration all alone. Training lessons must be prepared ahead of time. Both preparation and presentation of the lesson must be based on the level, qualifications, skills or experience of the trainees. By the disposition of a transformational leader, he/she is ever ready to take his/her subordinates to the next level and then willing to give them the opportunity to experience some necessary staff development packages for their growth.
Transformational leadership is based on leaders shifting the values, beliefs and needs of their followers, and, according to Lunenburg and Orstein (2012), one of the ways of doing this is by making followers aware of their needs for personal growth, development, and accomplishment of the four dimensions of transformational leadership, earlier mentioned in this study. One of them, which is individualized consideration, involves the transformational leader behaving in ways that help followers (teachers) achieve their potentials through coaching, professional development, and mentoring. For example, the school principal in talking to a teacher or a group of teachers can make comments which reinforce their feeling of personal worth and importance in the organization. They encourage teachers and staff to achieve goals that provide qualitative academic standards. A leader with the above attributes no doubt, is set to take his/her school to higher hights. This is why this study, gears towards finding out human 72 resources effectiveness of secondary school principals who are applying transformational leadership as a style of leadership in their schools.
Staff Motivation
The word motivation is derived from the Latin word movere (which means “to move”).
Motivation is an internal state that stimulates, directs, and maintains behaviour. (Hoy &Miskel,
2013). Motivation also refers to those processes within an individual that stimulate behaviour and channel it in ways that should benefit the organization as a whole (Lunenburg & Ornstein
(2012). Human beings are unpredictable because their moods are changeable in accordance with their needs and desires. Onah (2005) opined that just as the employees have certain wants that organization is expected to supply, the organization has certain types of behaviour that it wishes to elicit from the employees for the good of the organization. Similarly, Ikeanyibe (2009) stated that the need to get people in an organization to act towards achieving the goals of the organization requires understanding the kind of motives that will prompt them to do so. He further stated that motivation is based on the premise that by understanding and satisfying peoples’ personal needs, their contributions can be harnessed towards achieving the organizational objectives.
Motivation is a driving force within an individual that pushes them to attain higher hights. Ezeani (2006), as such defined motivation as impulses that stem from within a person and lead him to act in ways that will satisfy those impulses. In other words, the concept motivation implies that there is some driving force within individuals, which drives them to attempt to achieve a goal or objective in order to satisfy their need or needs. Ivancevich, Konopaske and
Matteson (2008) rightly stated that job performance may be viewed as a function of the capacity to perform, the opportunity to perform, and the willingness to perform, which they referred to as 73 implying motivation. They further stated that no combination of capacity and opportunity will result in high performance in the absence of some level of motivation or willingness to perform.
The necessity for leaders, administrators and managers to motivate their employees cannot be over-emphasized. Administrators must motivate at diverse and in many respects, unpredictable group of people. The diversity results in different behavioral patterns that are in some manner related to needs and goals. This type of diversity makes the manager’s motivational work very challenging. A major task of a leader (school principal) is therefore to elicit the behaviour, which often requires an employee (teacher) to perform at high levels. To obtain this high level performance, according to Morehead and Griffin cited in Onah (2005), an employee (teacher) must want to do the job (motivation), be able to do the job (ability), and have the materials to do the job (environment). The authors further explained that of the three factors mentioned above, motivation takes priority since even if a worker is able to perform a task and the environment is most condusive, the task can only be performed if he is willing. There is then the need for improvement of relationship between the principal and the staff (tutorial and non- tutorial), and students in general. Unfortunately, this is not always the case in practice, because as Duvie and okorie (2012) clearly stated that, teachers` salaries are low compared with the importance of their services, also the working environment of the teachers is not conducive for serious academic exercise, which results in the society not having not having much regard for teachers in general. They are not motivated in terms of regular payment of their entitlements such as salaries, allowances, fringe benefits, promotions among others (Okeke, 2004). In line with the above expressions, Fafunwa in Alagbu (2008), expressed that teachers must be carefully selected, trained, effectively inducted, professionally encouraged through in-service training and 74 adequately remunerated for his/her service to the nation’s objectives. Trained, qualified, efficient, satisfied, and dedicated teachers are absolutely essential .
Several authors suggested some specific activities that could help in motivating teachers in secondary schools. Uyanga (2008) noted that it is the responsibility of the school principal to motivate his staff so that they put in their best at work. This is done by securing a means of recruiting and retaining them; seeing to it that they are adequately catered for in terms of facilities, workload, promotion, participation in decision making, delegation of authority and caring for their general welfare. Ogbonnaya (2013) opined that staff welfare function is the responsibility of the school principal. He is also responsible for the collection of his/her school’s financial allocation and the level of remuneration paid to various categories of staff. He is also responsible for the provision of staff accommodation, transportation, health services and other essential amenities. As Ochai (2012) noted, activities under personnel motivation function include job design, job satisfaction, remuneration, fringe benefits, consutations and negotiation.
But for the purpose of this study, the following motivation activites which are important in public secondary school under a principal’s effective leadership will be reviewed. They are; job design, job satisfaction, fringe benfits and reward.
Job is the composition of tasks, roles, responsibilities, interactions, incentives and rewards. The concept of job satisfactions has generated a great deal of comments and controversy from many writers. Mathis and Jackson (2003) perceived that job is a group of tasks, duties and responsibilities that constitutes the total work assignment for employees. These tasks, duties and responsibilities they further noted may change overtime and thus the Job may also change. Etonyeaku and Igbo (2013) expressed Job satisfaction as a positive feeling about one’s
Job resulting from an evaluation of its characteristics. A person with high level of Job 75 satisfaction holds positive feelings about the Job and the attitude to the Job also shapes the person’s behaviour. In other words, Jobsatisfaction has to do with emotions or feelings experienced after a task or duty is accomplished, or an activity has taken place positively or negatively depending on how individuals perceive whether their needs are satisfied or not. In the same light, Locke and Lathan (1999) see Job satisfaction as pleasurable or positive emotional state resulting from the appraisal of one’s Job or Job experience. Job satisfaction is as a result of employees’ perception of how well their job provides those things that can be viewed as important. It is an employees’ observation of how well their work presents those things which are important to them, which might cause an employee to have a strong desire to remain a member of a particular organization and exert a high level of efforts on behalf of the organization.
In the educational sector, teachers generally cherish welfare packages, motivation as well as positive environment. Collectively, these strengthen organizational commitment. This is why
Roznowski and Hulin (1992) discovered that the most important information regarding an employee in an organization is validated by the measure of his/ her level of job satisfaction. It is for the same reason that Bowran and Todd (1999) indicated that job satisfaction and job performance are positively correlated because the factors associated with it help leaders in their organization to guide their employees’ activities in a desired direction to achieve the organizational objectives. Therefore job satisfaction is a deciding factor in the organization’s efficiency because it is an effective reaction to an individual`s work situation which is the overall feeling about an individual`s job or career which can be related to specific outcomes, such as productivity, ownership of school goals and increase in self esteem (syptak, marsland
&ulmer, 1999). 76
Studies by Sisungo 2002 found that teachers with high job satisfaction will exhibit the following characteristics. High efficiency and effectiveness, friendy to administration low turnover and always present in the school. They also found out that teachers with low
Satisfaction lead to; absenteeism, apathy, reduced performance, frequent requests for transfers to other schools, value material rewards, hostile to school officials and quitting altogether resulting to high teacher education costs.
Principals of public secondary schools do not get involved in payment of teachers salaries, promotions, among others, but they can within their means provide a good and conducive environment that can boost their teachers psychologically which can result to a better job performance and then job satisfaction. This he/she could achieve through and effective leadership style. Hoy and Miskel (1996) described an effective school leader as one who is capable of continuously giving meaningful personal and emotional support to his/her teachers , promoting self- confidence and holding teachers in high esteem. It is in such as relationship that teachers feel satisfied with their job to improve school performance.
Staff Reward: Reward is very necessary in an organization especially in the school as an
incentive to members of staff. It is mainly the staff performance appraisal that decides the staff
reward. According to Bryars and Rue (2011), rewards include all types of rewards, both intrinsic
and extrinsic, that are received as a result of employment by the organization. Intrinsic rewards
are internal to the employee and are normally derived from involvement in certain activities or
tasks. Extrinsic rewards are directly controlled and distributed by the organization and are more
tangible than intrinsic rewards. 77
Reward power is the administrator’s ability to influence subordinates by rewarding their desirable behaviour. The strength of this kind of power depends on the attractiveness of the rewards and the extent of certainty that a person can control the rewards (Hoy & Miskel, 2013).
For example, the principal who controls the allocation of teaching assignments or developmental grants for teaching innovation, or who can release teachers from routine house keeping duties, has reward power over teachers in that school. Teachers may comply with the principal’s requests because they expect to be rewarded for compliance. It is important however that the reward be linked to compliance and that the influence attempts are proper and ethical. The principal could award a department chairperson with a free period, a favorite class, a double lunch period, an honors section, or support of a new activity. Lunenberg and Orstein (2012) noted noted that administrators can also use standard rewards such as recognition, increased responsibility, praise, and status symbols. Thus, building in rewards may help reduce subordinates` resistance to change. Reward management also entails payment systems, contingent pay, and non financial rewards (Ikeanyibe, 2009).
The effect of reward system on workers productivity cannot be over-emphasized.
Inadequate reward system has been identified as a productivity problem. It is crucial to recognize and reward hardwork. Consequently, promotions, fringe benefits and other financial incentives are expected to be based on worker’s performance established through close supervision and objective annual performance appraisal. (Onah, 2005). Organizations should therefore pay meticulous attention to measuring operational results and to rewarding individual performance.
Reward systems are comprehensive, consistent and focused on those aspects of the organization that are tied to the values of the culture. For example, a school principal will specify the factors that are considered important for success. Operational measures are used to assess these factors, 78 and performance appraisals of employees are tied to the accomplishment of these factors.
Promotions and merit pay are determined by success on each type of the predetermined critical factors.
Lunenburg and Orstein (2012), highlight that an organizational memory is essential, that some key persons must remember who has gone the extra mile, who is committed, and who has put in extra time; this person must ensure that those efforts are recognized and rewarded. If there is that kind of organizational memory, then people will have confidence that as long as they do what is right, there will be equity in the end.
Ivancevich, Konopaske and Matteson (2011), identified some five points that determine whether individuals will be satisfied with rewards. They are: satisfaction with reward, feeling of an individual, how satisfied employees are, people`s difference in reward, and satisfaction of extrinsic reward.
Satisfaction with a reward is a function both of how much is received and of how much the individual feel should be received. This conclusion is based on the comparison that, people make. When individuals received less than they feel they should, they are dissatisfied.
An individual`s feelings of satisfaction are influenced by comparisons with what happens to others. People tend to compare their efforts, skills, seniority and job performance with those of others. They then attempt to compare their own inputs with the inputs of others relative to the rewards received.
Satisfaction is influenced by how satisfied employees are by both intrinsic and extrinsic rewards. Intrinsic rewards are valued in and of themselves. They are related to performing the job. Examples would be feelings of accomplishment and achievement. Extrinsic rewards are external to the work itself; they are administered externally. Examples would be salary and wage, 79 fringe benefits, and promotions.
One important point is that extrinsic and intrinsic rewards satisfy different needs. People differ in the rewards they desire and in how important different rewards are to them. Individuals differ on what rewards they prefer. In fact, preferred rewards vary at different points in a person’s career, at different ages, and in various situations.
Some extrinsic rewards are satisfying because they lead to other rewards. For example, a large office or an office that has carpeting or drapes is often considered a reward because it indicates the individual’s status and power. Money is a reward that leads to such things as prestige, autonomy and independence, security, and shelter.
The relationship between rewards and satisfaction is not perfectly understood, nor is it static. It changes because people and the environment change. However, any reward package should be sufficient to satisfy basic needs (e.g. food, shelter, clothing,), be considered equitable, and be individually oriented. Employees receive income from the organization for work performed, but much work constitutes a “fair day’s work” or the effort that management can reasonably expect. Work measurement techniques can be employed, but these do not provide precise incontrovertible results. If equitable standards can be set, however, incentives plans can be designed to provide financial rewards commensurate with employee performance.
Although principals of public secondary schools may not be in a position to decide wage and salary of teachers, they can use other means to reward teachers for their good performance. It could be praises, recognizing the teacher in a way that the teacher will be highly satisfied, especially before other teachers. Also a principal can use whatever financial or material award available to him/her to reward the staff. This adds to the principal’s human resource management effectiveness. 80
Transformational principals always dream of ways to take their organization to the next level through specific leadership techniques. They instill a high level of commitment in their teachers, reduce teachers` stress and increase teachers` well being. They always seek ways to motivate their teachers in order for them to demonstrate high performance. They know that they need to motivate their teachers enough in order to elicit high performance from them, as, according to Oboegbulam and Onwurah (2011), an unsatisfied need creates tension which sets off a drive to satisfy that need. They went further to state that the greater the tension, the greater the drive to reduce the tension.
Effective leadership is also measured by the extent to which it contributes to teaching and learning. A school leader makes his great contribution by providing and retaining staff and by furnishing them with efficient and sufficient working tools and creating a condusive environment in which they can work (Hoy &Miskel 2013). The writers further stated that a school leader must subject periodic shots of enthusiasm in his teachers by respecting their views, recognizing their worth, confiding in them on policy issues and trusting their abilities and disabilities, having informal interaction, removing elements of fear, opposition and suspicion while at the same time enhancing good rapport between the school head and staff. The principals, who are the school leaders, must be flexible and willing to effect the necessary possible and practicable changes in their administration.
Okeke (2008) stated that there are several forms of reward system at the disposal of the school principal that can contribute towards the maintenance of high morale among staff
(teachers). These include praises, assigning posts of responsibility, recommending effective staff for promotion and facilitating professional and academic growth or advancement. Money is 81 indeed important for motivational purposes, but it is not a substitute for effective administrative leadership.
Oboegbulam and Onwurah (2011), suggested the following ways that principals can motivate their staff.
Prompt and adequate payment of staff salaries and allowances should be facilitated even
though principals are not directly responsible for these, staff can be helped to offset some of their
financial problems with small loans from internally generated revenue. The staff should
participate in decision making, formulate and share the school vision with the staff. This gives
them a sense of belonging. They readily associate with decisions and promote goals they
participate in setting. The principal should also assign subjects and duties to staff according to
their areas of specialization and experience, assign considerable work load to each staff, avoid
overloading anybody as to demoralize and render the person ineffective, organize orientation
programme for new staff to acquaint them with their new tasks and duties. This can feature
lectures and discussions on working with Colleagues.
The writers further stated that the principals should promote staff development by
organizing staff seminars at school to help less experienced and less knowledgeable staff to learn
and develop more effective skills, encourage job satisfaction by developing and applying
motivational skills in relating with staff, boost staff morale using material and psychological
rewards, praise and a show of appreciation from the principal. Staff initiatives are quite
encouraging. The principal should present gifts and awards to staff during re-openning day for
outstanding performance, in other words celebrate their achievements, establish a good
communication network with staff, using members who are well informed about happenings in
the school. They tend to be more cooperative in ensuring the success of school policies and 82 programmes. Endeavour to provide adequate facilities for teaching and other staff operations.
Promote staff welfare through the following ways; listening to their problems, visiting sick ones, attending their social functions on invitation, sponsoring their end of year/Christmas party, facilitate their fringe benefits, provide recreational facilities. These will go a long way to motivate staff and increase their loyalty.
Likewise, Enyi (2013) suggested the following ways that teachers can be motivated.
Encouraging sense of achievement by ensuring that teachers who perform certain feats are duly
rewarded, for example, a teacher whose students excel in his subject in public examinations
could be rewarded with a prize similarly; teacher who makes a successful outing with students
on inter-school quiz competition deserves a prize. Recognizing teachers’ personal value by
delegating functions to them according to levels of competence. Teachers who are neglected in
the distribution of functions are often pathetic to the achievements of school goals, making
teaching job less challenging. In order to make teaching job challenging and less boring, school
administrators should not allow teachers to stay too long in one assignment. The implication is
that functions should be rotated. For example, a form master could rotate functions with house-
master, and vice-versa. Administrators should avoid saddling a willing staff with too many
responsibilities since a heavy work-load has been identified as a major source of stress and job-
dissatisfaction, improving and regularizing conditions of service. Hitherto, poor salary and
inadequate working conditions have been the main source of teaching frustration in schools.
However, with periodic upward salary reviews and harmonization of conditions of
service, teachers now appear to be motivated by these improved conditions, but the incidence of
poor salaries has now shifted to irregular payment of salaries, and as long as this condition
persists, teachers will be less motivated in their work. Ensuring that school policies in place are 83 not frustrating; obnoxious school policies can be an obstacle to teacher’s competence at work.
For example, there are schools where teachers fill form or wait for “visiting hours” before seeing their principals. Some matter needing urgent attention, are hardly treated under such circumstances. Unless such rigid bureaucratic arrangements are dismantled by adopting more open system of administration, teachers will continue to face frustration at work.
Staff motivation is an important determinant of the efficiency and effectiveness of any school administration. As earlier noted, human motives are generally based on needs, which when unsatisfied, create tension. Any principal properly equipped with motivation as a tool will surely achieve the goals (objectives) of the school. Other ways that a school principal can motivate his/her staff is by helping them facilitate the following from the ministry of education the school board or any government agency; salary/salary increment, fringe benefits, (e.g. pension and gratuity, transport allowance, mileage allowance, housing allowance, teaching practice allowance, examination invigilation allowance, annual leave allowance), teachers’ leaves, (e.g. leave of absence, annual leave, study leave, sick leave, maternity leave, leave for personal business, professional – service leaves), security, job satisfaction. Others are socialization of new staff, encouraging staff informal relationship, considerable work-load, adequate supply of working material, individual differences recognition, encouraging participation in decision making.(Odo,2012)
School heads have their handicaps in motivating their teachers to some extent, for example, it is difficult to provide housing accommodation for teachers without grant from the government or school proprietor. Though teachers enjoy rent subsidy, they report late to school and or forfeit some vital school activities owing to immobility. Out (2010) opined that it is the responsibility of the Ministry of Education or school board to advance vehicle and housing loans 84 to teachers. The Ministry of Education has a great role to play in motivation of staff. Lack of effective coordination by the ministry leaves the teachers with a bizarre situation in the schools.
The ministry is in a better position to improve conditions of service, to boost the image of the teachers, help in the effectiveness of the school principals.
STAFF DISCIPLINE
Man’s life in the society in general requires that he/she submits him/herself to a body of rules and regulations. There is need for obedience to laws, whether in the society at large or in organizations. Obedience to rules and regulations in society at large or in any organization implies discipline. Discipline has been observed as a crucial issue in education, especially at the secondary level from which a child makes it to the tertiary level, so the importance of discipline cannot be over emphasized in Nigerian education. This is because it is very essential for the smooth running of educational institutions. The principal, who is the head of school as an organization should always strive to get his staff conform to the rules and regulations of the school, in order to get them disciplined to achieve the educational objectives. Obidike (2007) stated that more often than not school administrators do not provide clear-cut policies on discipline for the guidance of staff and students. They fail to understand that disciplinary policies should be in harmony with the total goals of education and should represent sound education.
However, Aneke (1997) and Obi (2004), revealed staff disciplinary problems in public secondary schools as laziness, failure to teach with commitment, not keeping school records on schedule, absenteeism, truancy, indecent relationship with students, aiding and abating examination malpractices, misappropriation of school funds, fighting, incitement of students against the 85 school authority, refusal to participate in co-curricular activities, hiding necessary information from staff to deter them from progress, among others.
The word “discipline” is derived from Latin word dicere, which means to learn (Obi,
2004). Lingre in Obi (2004) stated that discipline has three basic meanings; punishment, control
and training. Akubue (1991) stated that discipline is the functional product of orderliness, self
control, self restrain, respect for self, perseverance, tolerance and recognition of human dignity.
Echezona (2006) and Nwankwo (2007) lamented the disciplinary problems in our schools. Obi
(2004) observed patterns of discipline in Nigerian Educational Institutions and concluded that
they fall into three discernible levels. These levels include primary, post-primary and tertiary
conforming to identified periods of developments. According to Oboegbulam (2013) discipline
means training that produces self control, orderliness and efficiency, training that perfects the
mental facilities or moral character. She further explained discipline as the training or experience
that moulds, corrects and strengthens behaviours. It means the maintenance of authority that may
involve punishment in order to enable the school authorities achieve the objectives of the school.
It implies self control, restraint and respect for self and for others.
From the above ideas on discipline, and for the purpose of this study, staff discipline could be defined as directing or shaping the behaviour of employees of an organization towards self control, self awareness, self restraint, awareness of the rules and regulations of the organization, and keeping them in order to achieve the educational objectives of the school organization. Members of the staff (teachers) have to exercise enough self control, and be fully aware of what could tantamount to indiscipline in the school as an organization and be able to avoid it. Onah (2008) defined staff discipline as a process which has to do with the level to which the employees of an organization are able to conform and submit themselves to the rules 86 and regulations guiding their conduct in the work place. This also includes conduct outside the immediate workplace, but which has implications that border on the status of the employee as a member of the organization. These rules may cover general terms of employment, hours of work, communication channels, performance standards, organizational expectations and general employees conduct. These rules and regulations are made by the organizations as an extension of it`s broad policies and goals and are meant to guarantee the cooperation of it`s employees in the pursuit of organizational goals (Onah, 2008). Echezona in Obidike (2007) noted the importance of discipline to a school when he stated that the school’s morale could be high or low depending on the tone of discipline of the school.
No academic work grows where indiscipline exists. The policies which a school practices about discipline and how they are implemented have far reaching effects on the discipline situation in the school. More often than not, school administrators do not provide clear
– cut policies on discipline for the guidance of staff and even students (Obidike, 2007). They fail to understand that disciplinary policies should be in harmony with the total goals of education and should represent sound education practices. They should be in harmony with the principles of democracy. Disciplinary policies should stress the responsibilities as well as the rights of an individual. They should be positive and directed towards the goal of self discipline. Above all, they should be primarily preventive, and secondarily corrective, and never retributive. In those schools where clear-cut policies and serious efforts are made by administrative and teaching staff to implement them fairly but firmly, disciplinary problems are kept to the barest minimum.
According to Bryars and Rue (2011), the first step in the disciplinary process is the establishment of performance requirements and work rules which are more easily enforced when employees perceive them as being fair and relevant to the job. The second step in the process is 87 to communicate the performance requirements and work rules to employees. This is normally handled through orientation and performance appraisal. An individual who is hired receives a manual that describes the work rules and policies of the organization. The principal who is the human resource administrator of a school or any other person he/she may delegate explains these work rules and policies to the new employees (teachers) during orientation. The final step in the disciplinary process is the application of corrective action (discipline) when necessary.
Corrective action is needed when an employee’s work performance is below expectations or when violations of work rules have occurred.
Ikeanyibe (2009) highlighted some of what constitutes a good disciplinary procedure thus:
There is need to set out in writing the nature of disciplinary matters in the organization and ensure that employees are aware of it. Identify the categories of employees to whom it applies. Offer provision for matters to be dealt with quickly. Indicate the disciplinary actions to be taken, or what type of offences attracts immediate dismissal or other major punishments. Specify the level of management which has the authority to invoke particular penalties. Provide for individuals to be informed of complaints against them, and be given opportunity to state their defence before decisions are reached. In a unionized work environment, it is necessary to give individuals right to be accompanied by their union representative or fellow employee of their choice when stating their case. Ensure that it is only for cases of gross misconduct that employees can be dismissed for the first breach of discipline, and such things that constitute gross misconduct should be clearly specified preferably in the rule book or contract of employment. Ensure that disciplinary action in not taken until the case has been fully investigated. Ensure that the individual is given an explanation for any penalty imposed, and provide a right of appeal and specify the procedure to be followed (p.143).
The author further stated that very many actions of employees constitute displinary problems, which are categorized into four classes of offence, namely; attendance offences, on-the-job behaviours, Dishonesty and outside activities. 88
Attendance offences: include unacceptable behaviours regarding the attendance of employee to his job. It has to do with infractions such as absentecism, tardiness, abuse of leave, truancy or leaving the work-place without permission, among others.
On-the-job disciplinary: are offences regarding the performance or attitude of the employee concerning his/her job. It includes such offences as insubordination, horseplay, non- performance, carelessness, neglect of duty, failure to use safety devices, among others.
Dishonesty offences: usually attract the severest attention in most organizations. They refer to offences that have to do with the integrity and trust of an employee such as fraud, theft, embezzlement, forgery, lying, among others.
Outside activities: refer to such activities that have effect on the employee’s on-the-job performance or that generally reflect negatively on the organization’s image. Such activities may include certain criminal activities, bad-mouthing the organization, working for a competing organization or actions that jeopardize or detract from the organization’s key values. They are; staff conduct and discipline, personal conducts and professional conduct
Bryars and Rue (2011) suggested three ways of administering discipline to be: immediacy, advance warning and consistency.
Immediacy, refers to the length of time between the misconduct and the discipline. For discipline to be most effective, it must be taken as soon as possible but without involving an emotional, irrational decision.
Advance Warning: Keeping record: of rules infractions in an employee’s (teacher’s) record does not constitute advance warning and is not sufficient to support disciplinary action.
An employee must be advised of the infraction for it to be considered a warning. Noting that the employee was warned about the infraction and having the employee sign a form acknowledging 89 the warning are both good practices. Failure to warn an employee of the consequences of repeated violation of a rule is one reason often cited for overturning a disciplinary action.
Consistency is another element in administering discipline. Inconsistency lowers morale, diminishes respect for management, and leads to grievances. Striving for consistency does not mean that past infractions, length of service, work record, and other mitigating factors should not be considered when applying discipline. However, an employee should believe that any other employee under essentially the same circumstances would receive the same penalty. Similarly, management should take steps to ensure that personalities are not a factor when applying discipline. The employee should understand that the disciplinary actions are a consequence of what was done and not caused by his or her personality. A manager should avoid arguing with the employee and should administer the discipline in a straight – forward, and calm manner.
Administering discipline without anger or apology and then resuming a pleasant relationship aids in reducing the negative effects of discipline. A manger should also administer discipline in private. The only exception would be in the case of gross insubordination or flagrant and serious rule violations, where a public reprimand would help the manger regain control of the situation.
Even in this type of situation, the objective should be to gain control and not to embarrass the employee. When the school principal applies discipline in the manner explained above, he or she can have a good control of the school.
Odo (2012) noted that in order to ensure proper staff discipline and control in any school system, there are five disciplinary actions which school principals are empowered to take:
Oral caution: Which implies warning or repreminding a teacher verbally to desist from a proven act of indiscipline. This type of disciplinary action is actually taken on minor offence. 90
Written caution recorded in the log Book is another action for maintaining discipline. The logbook, according to Odo (2012), is an official record of major events concerned with the school’s confidential record(s). For a teacher`s professional misconduct to be recorded in the logbook, such a misconduct must be serious or worthy of official documentation.
Surcharging is another way of ensuring discipline of staff in the school system. For absenteeism or such dereliction of duty unbecoming of a teacher, the principal may decide to calculate pro rata, the number of days a staff reported to school for normal duty or estimate how much services a teacher has put in for the month and use either of them as a yardstick for calculating and paying the teacher’s salary for the month. This measure is used to discourage chronic absentee teachers and those who come to work but derelict in the performance of duties assigned to them.
Adverse Annual report is another disciplinary action that could be applied by a principal.
One of the functions of the school principal is to make a written annual report on the work of every teacher posted to that school in that school year or make other written report on teachers as may be required by the school board or the Ministry of Education. (Odo, 2012). The written annual report is usually taken into consideration in matters like staff promotion. However, the open report system currently in use, demands that such annual appraisal should be made available to the appraised teacher for his/her acceptance or rejection of the comments on him/her with reasons. This makes for fair hearing.
Suspension from class is a disciplinary action open to a principal to maintain discipline. A teacher may be suspended from entering the classroom for his normal duties for actions or inactions considered to be serious misconduct. When such disciplinary action is taken, the principal immediately reports his action to the higher appropriate authority requesting the 91 ratification of the teacher on half salary pending the determination of guilt or innocence of the teacher concerned.
In the education system, effective control will be achieved in a school with good planning and organization, which include: providing healthy physical structures like buildings, furniture and well equipped science laboratories and necessary teacher aids in every school. To ensure effective control or discipline in schools, the provision of adequate number of academically, morally and professionally qualified staff is very imperative. This is because healthy staff that is academically and morally sound will ensures that the students they are bringing up are brought up as disciplined students. The above view is supported by Omeje (2006), who asserted that no matter how efficient and well intentioned one may be as a school administratior, one can hardly achieve success without the support and co-operation of well qualified, dedicated and adequate number of staff. He regards high quality staff as the school administrators’ best resource and asset. Discipline will also be enhanced in schools when all activities such as prayer time, time for classes, recreation, and manual labour are planned and publicized for both staff and students to adhere to. Discipline in any organizational set up, according to Akubue (1991) has been recognized by many eminent professional administrators as a most dependable parameter for the measurement of the operational success of that system. He further stated that good discipline is the life blood of any system. It is the responsibility of the school principal to maintain disciplinary standards in the school. While the administratior must try to maintain good relationship with his staff, he/she should not be afraid to take disciplinary actions (s) against any staff who is failing in his/her duty or who is guilty of professional misconduct or some act of immorality 92
One of the attributes of transformational leaders is inspirational motivation. This describes a leader who motivates teachers and staff to be committed to the vision of the school.
Leaders with inspirational motivation encourage team spirit to reach goals of providing quality education and increased academic achievement for all students. With this attitude of the principal as a good leader, there will be little or no cause for indiscipline from the teachers, students, and other members of staff, because they will feel and see reasons to get committed to the vision of the school.The actions to be taken by the principal in matters of staff discipline depends on the nature and circumstances of the case. However, staff discipline requires careful handling. It calls for the exercise of leadership tact, firmness, sound judgment, understanding, courage, among others. (Belle, 2007).
School principals or administrators are to recognize and adopt peaceful rather than harsh tactics in enforcing discipline. The observation made by Uyanga (2008) on principal and school staff is clear on this point. He maintained that while the principal is the final authority in the school, it rests on him to be asserting that authority on few occasions and with little ostentation.
The principal, they pointed, out is to exert influence through his acceptance of members of his staff as full partners in the enterprise by the depth of his general knowledge and expertness of his professional skill. There is no doubt that discipline or control in any school will be effective if the school administrator is guided by some staff personnel policies such as having high regard for the individual members of staff and having faith in group decisions.
In conceiving disciplinary philosophy, the primary question that comes to mind is: why are employees punished? Rather than being seen as an end in itself staff, discipline should be regarded as a learning opportunity for the employee and as a tool to improve productivity and human relations at the work place (Ujo, 2008). Those organizations that view discipline as an 93 end in itself, generally tend to have a constructive philosophy towards it. In the authoritarian philosophy, discipline is viewed souly as a punitive measure for improper conduct by instilling fear in them through the example of disobedient employee. Organizations that have the constructive disciplinary philosophy see discipline as a method to change the behaviour of the offending employee. Hence discipline is needed in any organization that wants to stabilize itself, in terms of effectiveness and efficiency.
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PRINCIPAL’S EFFECT ON TRANSFORMATI HUMAN OUTCOME ONAL RESOURCE LEADERSHIP MANAGEMENT
STYLE TRANSFORMATIONAL LEADERSHIP PROCESS • Personal • Increased intrinsic commitment to
• Establishes a motivation, leader and vision • Self-Sacrificial vision achievement, • Establishes high orientation and goal behaviour performance pursuit • Organizational expectation • Increased commitment. • Displays identification with • Task confidence in leader and the meaningfulness
self and collective interest of • Increased followers school members individual group • Intellectual • Increased cohesion and organizational stimulation of among members performance. followers. • Increased self esteem,
self efficiency • Increased role modeling.
Fig. 1
Schematic Representation of the Concepts Transformational Leadership Style and Human Resource Management.
The above diagram summarises the basic components of the concept transformational
leadership and human resource management. It shows that a principal (leader) who is endowned
with these transformational leadership components, produces effective human resources for
organizational achievment. When a principal is armed with the above component of
transformational leadership such as establishing a vision, establishing high performance,
displaying confidence in self and followers, intellectual stimulation of followers among others.
The effect on the human resource is increased intrinsic motivation, achievement orientation and 95 goal pursuit, increased identification with leader and the collective interest of school members, increased cohesion among members, increased self esteem, self efficiency and increased role modeling. Through transformational leadership process, the outcome on the human resource is personal commitment to leader and vision, self-sacrificial behaviour, organizational commitment, task meaningfulness, increased individual group and organizational performance.
This is because the principal exudes the flavour of transformational leadership which attracts the teachers under him/her by curiosity or interest, and will there by subject themselves to the principal’s leadership and the principal will use the opportunity to transform them and take them to next level of development and then makes them potential leaders while the principal becomes a moral leader.
THEORETICAL FRAMEWORK
The Theoretical Framework consists of theories which are reviewed and can be adopted as guide for this study. These theories include, human relation theory, contingency theory of leadership, and motivational theories.
Human Relation Theory
Elton Mayo (1880-1949) in his Hawthorne studies, believed that workers are not just concerned with money but could be better motivated by having their social need met whilst at work. The human relations theory has its central idea on the notion that the human factor is very important in the achievement of organizational goals. According to the theory, it is only when individuals are treated humanly that they can have the motivation to participate actively in the achievement of the organizational goals. It is these considerations that laid the foundations for the study of Human resource (Personnel) management. 96
The human relations approach tempered the scientific managers’ concentration on organizational structure with an emphasis on employee motivation and satisfaction and group morale. The idea of human relations then is based on the fact that friendliness begets friendliness. This fact emphasizes that since nearly seventy-five percent of the school administrator’s (Principal) time is spent with and for human beings, who have individual needs, expectations, feelings, emotions and interests, the school administrator must learn how best to relate to the individuals so as to make the best out of them.
The relevance of this theory to this study is that the theory perceives that when workers in an organization are properly recognized as being important for the achievement of the organizational goals, the expected outcome of management is easily and surely achieved in secondary schools where the teachers, chiefly used to achieve the educational resources by the principals, are expected to work effectively. It is implicit then on the principal to actively use a suitable leadership style to pilot their affairs, recognize them as the human aspect of the school and also look into their different needs to be achieved. When the principal effectively utilizes transformation leadership style, the ideas as stated in the above theory will be realized; teachers will work in a happy environment where they know they are appreciated and work output will be high.
Motivational Theories
Herzberg’s Two-Factor Theory
Herzberg (1959) constructed a two-dimensional paradigm of factors which affect people’s attitudes towards their job. One set of factors relate to intrinsic aspects of the work, that is, the actual execution of the work or the job content. They produce high level of satisfaction and increased productivity. While absence of motivators will not cause a worker to be 97 necessarily unhappy, their presence is a powerful force indeed. Herzberg called them “motivators or satisfiers” These motivational factors include: achievement, recognition, the work itself, growth and advancement, responsibility and feedback. The other set of factors relates to the extrinsic aspects of the job, that is the work environment or the job context. Herzberg called them hygiene or maintenance factors or dissatisfiers. They are usually present within the environment rather than within the work itself. Attention to these factors will prevent a worker from feeling unhappy but they will not make him feel happy. They include: salary, status, security, working conditions, policies and administrative practices and interpersonal relationship.
Herzberg noted that the opposite of satisfaction is not dissatisfaction as was traditionally believed.
The relevance of the above theory to this study lies in the principal’s responsibility to the teachers as the human resources. With effective leadership style, the principal can effectively influence the teachers to the schools goals and objectives. He/she can as far as it is within his/her means, create enabling environment for the teachers to work and at the same time present them with situations, responsibilities that can make them feel as part of the system, and be in touch with their personal abilities. Things like involving them in decision making, encouraging shared vision and team spirit, praising hardworking teachers can go a long way to present an enabling environment, satisfy and motivate them to higher productivity.
Maslow’s Needs Hierarchy Theory
Abraham Maslow in 1954 in his need theory believed that human beings are wanting beings. They always want, and when they get what they want, they will continue to struggle to ensure that they still get other things needed. Maslow noted that a satisfied need is not a motivation of behaviour, one’s unsatisfied needs are arranged in a series of levels, a hierarchy of 98 importance. As soon as needs on lower levels are fulfilled, those on the next higher level will emerge and demand satisfaction. He then postulated five basic needs, arranged into successive levels of importance in an ascending order beginning from the lowest to the highest as follows.
Physiological Needs: The physiological needs are the most basic in the hierarchy. They are the basic biological functions of the human as an organism. They include hunger, thirst, sex, shelter and other bodily needs. The fulfillment of these needs is essential for survival
Safety needs: The fulfillment of physiological needs gives rise to the emergence of another set of needs that are “safety needs”. These include security and protection from physical and emotional harm. They also include freedom from threat, danger, deprivation and they involve self- preservation too.
Social Needs: As soon as the physiological and safety needs are satisfied, social needs will emerge and dominate the behaviour. Social needs include affection belongingness, love and friendship. These are concerned with an individual’s ability to exist in harmony with other people.
Esteem Needs: These are the needs for power, achievement, competence, recognition and status.
Here an individual aspires for self respect, self-esteem and esteem of others.
Self Actualization Needs: At this level, one becomes what one is capable of becoming. In other words, what one can be one must be. These needs according to Maslow refer to man’s desire to be self-fulfilled.
This theory is relevant to the present study in the way it has clearly noted some needs that human beings need to function and perform very well. Despite the growing criticisms that this theory lacks enough research support, it continues to enjoy wide acceptance in educational research and practice, as it presents some tangible ideas to help organizations to motivate their 99 workers. With the ideas it has exposed, the principal as a leader can use these ideas to seek for the welfare of teachers to motivate them. They are basically very simple needs that when they are used to satisfy teachers, they will be better positioned to do their work.
Contingency Theory of Leadership
Fiedler’s Contingency Theory
Fiedler in 1967 postulated that the effectiveness of a leader in achieving high group
performance is contingent on the leader’s motivational system and the degree to which the leader
controls and influences the situation. The three situational factors include leader-member
relations, task structure, and the leader position power. These three factors determine how
favorable a leader’s environment is, or what is designated the degree of situational
favourableness.
Leader-Member Relations: This refers to the degree of confidence, trust, and respect
the followers have in their leader. This is the most important factor.
Task structure: This is the second most important factor and refers to the extent to which the
tasks the followers are engaged in are structured. That is, it is clearly specified and known what
followers are supposed to do, how thy are to do it, when and in what sequence it is to be done,
and what decision options they have (high structure)? Or are these factors unclear ambiguous,
unverifiable (low structure)?. It refers to the nature of the subordinate’s task whether it is routine
(structured) or complex (unstructured). Task structure can be operationally defined by (1) The
extent of goal clarity (i.e, the degree to which the task requirements are known by subordinates),
(2) The multiplicity of goal paths (i.e, whether there are many or few procedures for solving the
problem), (3) The extent of decision verifiability (i.e, whether performance can be easily
evaluated) and (4) The solution specificity (i.e, whether there are one or many correct solutions). 100
When the task to be performed is highly structured, the leader should be able to exert considerable influence on subordinates. Clear goals, clear procedures to achieve goals, and objective performance measures, enable the leader to set performance standards and hold subordinates accountable (for example, “Type ten-error-free manuscript pages per hour”). On the other hand, when the task is unstructured, the leader may be in a poor position to evaluate subordinate performances` because the goals are unclear, there are multiple paths to achieve them, and the leader may possess no more knowledge about the task than the subordinates (for example, “Devise a plan to improve the quality of life in our school”)..
Position Power: This is the final factor and refers to the power inherent in the leadership position. Generally greater authority equals greater position power. Position power refers to the extent to which the leader possesses the ability to influence the behaviour of subordinates through legitimate, reward, and coercive powers. Examples are the power to hire and fire, to give pay rise and promotions, and to direct subordinates to task completion. The more position power held by the leader, the more favourable the leading situation. In general, committee chair persons and leaders of voluntary organizations, have weak position power. Principals of schools have strong position power.
Together, these three factors determine how favourable the situation is for the high task structure and strong position power constitute the most favourable situation. Poor relations, good-leader member relations, high leader, low degree of structure, and weak position power represent the least favorable situation.
Fieldler contends that a permissive, more lenient (relationship-oriented) style is best when the situation is moderately favorable or moderately unfavourable. Thus, if a leader is moderately liked and possesses some power, and the job tasks for subordinates are some-what 101 vague, the leadership style needed to achieve the best result is relationship-oriented. In contrast when the situation is highly favourable or highly unfavorable, a task-oriented approach generally produces the desired performance. Fiedler based his conclusions regarding the relationship between leadership style and situational favorableness on more than two decades of research in business, educational, and military settings.
The theory is related to the present study in bringing out the leaders` likely situation as it concerns leader-member relationship, structure of the task facing the leader and the amount and extent of power the leader is able to wield. This implies that a leader chooses his/her leadership style depending on the condition of the task at hand i.e whether it is clear or complex and the power available to the leader.
REVIEW OF EMPIRICAL STUDIES
This section reviews some studies that are related to the work
Studies Related to leadership.
Eboka (2009) examined the influence of principals’ leadership styles and organizational climate on teacher morale in secondary schools in Delta State Nigeria. The central focus of the study is to find out the crucial role of teacher morale on meaningful teaching and learning and the possible influence of principals’ leadership styles and organizational climate on the morale of teachers. Six research questions and four hypotheses guided the study. The design of the study was ex-post facto research design. The population of the study consists of 367 principals and
11,402 teachers in 367 public secondary schools in Delta State. Simple random sampling technique was used to select 72 public secondary schools where all the teachers in the schools were part of the sample giving 72 principals and 2,506 teachers, which is a total of 2,578 respondents. The instruments for data collection were three standardized questionnaires, the 102 multifactor leadership questionnaire (MLQ), the Revised Organizational Climate Description
Questionnaire (OCDQ-RS) and the Purdue Teacher Questionnaire (PTQ). The data were analyzed using descriptive statistics of mean, standard deviation and percentage to answer the research questions. Step wise multiple regression was the statistical tool used to test the research hypotheses posed for the study at 0.05 level of significance. The findings of this study show that more principals (51.39%) in public secondary schools in Delta State displayed transactional leadership style while (48.61%) of them displayed transformational leadership style; more secondary school principals were transactional in their leadership style, and that both transformational leadership and transactional leadership styles influence teacher morale. Though the study was carried out in a different study area from the present study, it is related to this study which sought to find out the leadership styles adopted by principals.
Maduabuike (2011), sought to find out the extent to which principals use distributed leadership style in the management of public secondary schools in Umuahia North Education
Zone. The purpose of the study was to investigate the extent principals delegate duties to their subjects in the course of their leadership roles. Five research questions and one null hypothesis guided the study. Descriptive survey was the design of the study. Population of the study comprised all public secondary school principals and teachers in the Education zone under study, which are 32 principals and 450 teachers. The sample of the study was 241 which were drawn using simple random sampling technique. The instrument was a questionnaire titled “Principals’
Distributed Leadership Style and Management Questionnaire (PDLSMQ)”. The data were analysed using mean and standard deviation to answer the five research questions, while t-test was used for testing the null hypothesis at 0.05 level of significance. The findings of study revealed that the barriers to distributed leadership are: constant directives from the government, 103 continuous reliance on government policies, constant changes on educational policies, principal’s insufficient skills in management, and lack of time to implement new policies on education, and that there is no significant difference between the mean ratings of principals and teachers as regards the use of distributed leadership style in the management of public secondary schools.
This study is related to the current study because the study area used (Umuahia-Abia state) falls within the study area of this current study which is all the states in South East of Nigeria, of which Abia state is one of them, and the study sought to find out the extent principals adopt distributed leadership style in management in the study area, just as this present study sought to find out extent principals adopt transformational leadership in human resource management.
Ofili (2007) carried out a study on effectiveness of secondary school principals in Ogidi educational zone of Anambra state. The main purpose of the study was to X-ray the leadership effectiveness of secondary school principals in Ogidi Education zone of Anambra state. Six research questions and three null hypotheses guided the study. Descriptive survey was the research designed employed. Population of the study comprises all the 687 teachers and 15, 754 students in the 57 secondary schools in the zone 2006/2007 session. Stratified sampling technique was used to select 200 teachers and 1,575 students, making a total of 1,775 subjects for the study. The instruments for data collection was a questionnaire titled, Questionnaire for
Teachers and Students on Leadership Effectiveness of Principals in Ogidi Education Zone. Oral
Interview was used where any point was needed to be made clearer. Mean and standard deviation were used to answer the five research questions, while Z-test statistics was used to test the three null hypotheses formulated for the study. The finding show that the principals are effective in staff personnel administration as they display competence in ways of ensuring discipline among staff, and exercise patience with teachers who perform below expectation; boost the morale of 104 teachers, and exhibit non authoritarian attitude when dealing with teachers, honest with staff and enhance their promotion. The study is related to the present study because it sought to find out leadership effectiveness of Principals in Ogidi Education Zone of Anambra state which is the same study area as a present study.
Nwaodua (2005) carried out a study on leadership forces as correlates to excellence in the management of secondary schools in Delta state. The study was to determine the relationship that exists between leadership forces and the indices of excellence in the management of secondary schools. Six research questions and six null hypotheses guided the study. The design of the study was correlational survey. The population of the study comprised of the 346 principals and teachers on principal cadre who were not heading school all of which function within the public secondary schools in Delta state. The Sample consisted of 250 respondents.
Random sampling was used to pick 5 respondents from the schools sampled out using proportionate random sampling. The instrument for data collection was a set of two questionnaires, structured by the researcher. They are titled Leadership Forces Questionnaire
(L.F.Q) and Questionnaire on School Excellence (Q.S.E) both consisting of 28 and 34 questionnaire items respectively. Pearson Product Moment Correlation Coefficient was used to answer the six research questions, while multiple regressions were used to analyse the six hypotheses. The findings of the study show that principals generally seem not to under-go any specialized preparatory programme on administration inspite of the fact that today’s schools are faced with truly professional tasks; there is no emphasis on the administrative theory and rational aspects of leadership to the neglect of the non rational moral aspects of educational administration. Principals are not well informed on the schools` moral and values. Moreover, principals don’t lead by examples. It is believed that without exemplary leadership, there will be 105 no credible way to deal with the myriad threats to stability and reforms. The study is related to the present study based on its quest to find out extent principals use leadership style effectively to manage public secondary schools. It however differs from the present study as the study is carried out in Delta state Nigeria, while the present study is based in South East Nigeria.
Elechi (2006) did a study on the development and validation of leadership skills assessment scale for secondary school principals in Enugu state. The main purpose of the study was to develop a leadership skill assessment scale to direct principals who have leadership deficiency. It was guided by four research questions and two null hypotheses. The design of the study is an instrumentation study. Population of the study was all the state secondary school principals in the six education zones in Enugu State. The whole population was used because it was sizeable and not two large. It is a population of convienience. The instrument was leadership skill Assessment scale (LSAS), whose items were generated from available literature on what constituted initiating structure and consideration types of leadership. To test for reliability, the instrument passed through trial test and was subjected to factor analysis. Out of the 40 items, 4 items did not attain up to a minimum loading of 0.35 on any factor. These 4 items were then dropped leaving only 36 items. Research question one was answered using factor analytic procedures (i.e) principal factors and normal varimax rotation, the cronbach alpha was used to answer research question 2 while mean and standard deviation were used to answer research questions 3 and 4.
Hypothesis I was tested using t-test, while hypothesis 2 was tested using analysis of variance
(ANOVA). Findings; It provided an instrument which can be readily used to direct those principals who have leadership deficiency. It is related to the present study, as it sought to provide effective leadership style for principals. It was carried out in one of the states in the present study. 106
Kiboss and Jemiryott (2014) carried out a study on relationship between principals’ leadership styles and secondary school teachers’ job satisfaction in Nandi South District Kenya.
The purpose of the study was to examine the relationship between selected principals’ leadership style and teachers’ job satisfaction in selected public secondary schools in Kenya. It attempted to investigate three different leadership styles used by principals (autocratic, democratic and transactional leadership style) and how they relate with the level of job satisfaction among teachers. Two research questions and four hypotheses guided the study. The design was ex-post facto research design. The population of the study constituted all public secondary school principals and teachers in Nandi South District which is 56 secondary school principals and 501 secondary school teachers. The study adopted stratified random sampling to select its sample from the 501 teachers, a total of 138 teachers were selected for the study. All the principals of 15 sampled schools were purposively included in the study. The total sample is then 138 + 15 which is 153 respondents. Two instruments were used in the study namely. (1) Teachers’ Questionnaire
(TQ) and (2) Principals’ Questionnaire (PQ). For data analysis, frequencies, mean and percentages were used to answer the two research questions while ANOVA was used to test the four hypotheses. The findings show that there was a positive correlation between principals’ leadership styles identified and teachers’ job satisfaction. It means that whenever the principal employed a leadership style, there is bound to be a direct response in relation to job satisfaction which was either low or high amongst the teachers.
It also showed that those teachers whose principals practiced autocratic leadership style tend to get dissatisfied and show less commitment to duty, that a more democratic kind of leadership style elicits a higher job satisfaction index and consequently a stronger commitment to duty, that transactional leadership style does not improve or lower the teachers job satisfaction, 107 which is an indication that transactional style of leadership is least effective in changing the work environment because it tends to assume that people are largely motivated by simple rewards, such as management of punishments and rewards. Majority of principals (55.8%) in Nandi south district practiced democratic leadership style as compared to 36.2% principals that practiced autocratic leadership style and 8.0% who practiced transactional leadership style. Though the study was conducted in a different study area, it is related to this present study as both sought to find out the leadership styles adopted by the principals in public secondary schools.
Studies Related to Transformational Leadership Style
Onyindo (2011) carried out a study on application of transformational leadership behaviours by principals in managing secondary schools in Nsukka education zone of Enugu state. The main purpose of the study was to find out the extent to which secondary school principals in Nsukka Education zone of Enugu State apply transformational leadership behaviours in managing their schools. Six research questions and three null hypotheses guided the study. The study adopted a descriptive survey research design. The population of the study comprised all government secondary school principals and teachers in Nsukka education zone, which is 59 principals and 1, 555 teachers, giving a total of 1614 respondents. The sample was
311 teachers drawn using proportionate stratified random sampling technique, while all the entire
59 principals in the zone were used. The instrument used was structured questionnaire titled
Transformational Leadership Behaviour Application Rating Scale (TL BARS). To analyze the data, mean and standard deviation were employed to answer the six research questions, while t- test statistics was used to test the three null hypotheses at 0.05 level of significance. The findings of the study show that: principals in Nsukka education zone develop vision to a small extent, they initiate intellectual stimulation in their staff to a small extent, principals symbolize 108 professional practices to a small extent, and they provide individualized consideration for their staff to a small extent. However, they demonstrate high performance expectations to their staff to a large extent and develop structures to foster staff participation in schools decision-making process to a large extent. The study is related to the present one because it sought to find out how transformational leadership style is applied by principals in managing secondary schools in the same study area.
Ereh (2010) carried out a study to investigate the indices of transformational leadership practices as they correlate to excellence in the management of personnel by secondary school principals in Cross River state. The central focus of the study was to determine the relationship existing between transformational leadership and excellence in personnel management by secondary school principals in Cross River State. Seven research questions and five hypotheses guided the study. Correlational survey was used as the design of the study. Population of the study consisted of all the 5614 public secondary school personnel in Cross River state comprising of 232 principals and 5382 teachers. For the sampling, the entire 232 principals of the public secondary schools were used, while cluster random sampling technique was used to draw 375 teachers from the population. The instruments for data collection were two structured questionnaires titled Transformational Leadership Practices Questionnaire (TLPQ) and
Excellence in Personnel Management Questionnaire (ESPMQ) which were developed by the researcher. The data collected were analysed using Pearson Product Moment Correlation
Coefficient to answer the research questions, while multiple regression analysis was used to test the hypothesis which was tested at 0.05 level of ssignificance. The findings of the study show that transformational leadership practices attributes are utilized by principals in the management of personnel to a low extent, it also showed that there is significant relationship between vision 109 and school goals and excellence in the management of personnel by secondary school principals.
This study is related to the on going study which seeks to investigate the transformational leadership style of principals for human resource management. This is because though the study was carried out in a different area, it found out that transformational leadership attributes were utilized by principals in the management of personnel to a low extent.
Ejimofor (2007) carried out a study on Transformational-leadership skills and their teachers job satisfaction in South East Nigeria. The main purpose of the study was to investigate the principals’ transformational leadership skills, and how they affect teachers’ job satisfaction in
South East Nigeria. Three research questions and two hypotheses guided the study. The study adopted ex post facto research design. The population was all the principals and teachers in
South East Nigeria. The sample was 518 secondary school teachers and 48 principals. Simple cluster sampling was employed to select the respondents. The instrument was a questionnaire.
Multiple linear regressions were used to analyze the data collected. It was found that majority of the teachers expressed satisfaction in their job. This was translated into saying that principals’ transformational leadership skills affected teachers’ job satisfaction. The study is related to the present one as it sought to find out principals’ adoption of transformational leadership on the human resources. It was also carried out in the same study area.
Dankwa (2013) carried out a study on Transformational Leadership styles in Colleges of
Education in Ghana: Teachers` Perspective. The purpose of the study was to examine the perception of teachers in the colleges of education about their principals` transformational leadership behaviour exhibited in an era of educational accountability. Two research questions guided the study. The design for the study was descriptive survey. The accessible population was made up of all the 1, 528 teachers and principals. 253 out of the total population of 1, 528 110 teachers and principals were randomly selected as the sample. Instrument for data collection was an adopted version of Avolio and Bass’s Multifactor leadership Questionnaire (MLQ). The data was analysed using percentages, mean and standard deviations to answer the research questions. The result from the study showed that generally principals in colleges of education demonstrated the transformational trait. Though this study was carried out in a different area, it still looked at transformational leadership style of principals as perceived by teachers.
Ndiga, Mumuikha, Flora, Ngugi and Mwalwa (2012), carried out a study on principals’ transformational leadership skills in public secondary school: A case of Teacher’ and students’ perceptions and Academic Achievement in Nairobi county, Kenya. The study aimed to establish teachers’ and students’ perceptions on the principals’ transformational leadership in
Nairobi county Kenya and correlate them to student academic achievement. Two research questions guided the study. A mixed method approach was adopted by the study where both naturalistic and descriptive survey designs were used. Qualitative approach was utilized to gather more in depth information from the principals, teachers and students. The target population consisted of all principals, teachers, and form four students in the 73 public secondary schools in
Nairobi country. A total of 21 schools were sampled out of the 73 public secondary schools, which represents 30% of the total population. A total of 21 principals from the sampled schools and ten teachers and ten students from each eligible school, giving a total of (441) respondents.
Questionnaire and interview guides were employed to collect data. The data was analysed using mean and standard deviations to answer the research questions, and Pearson’s Corelations was used to examine how well transformational leadership correlates with students’ achievement.
The findings show that majority of the teachers agreed that their principal exhibited average transformational leadership skills. Their perception therefore was that the principals encourage 111 them to be innovative and creative; they encourage new ideas from the teachers and never criticize them publicly for the mistakes committed by them. It was also found out that their was strong positive correlation between teacher perception towards principals’ transformational leadership and student achievement, which was statistically significant. Though the study was carried out in a different area from this present one, the teachers perceived their principals’ transformational leadership skills in public secondary schools, which is what this present study sought too.
Singh and Lokotsch (2005) carried out a study on effects of transformational leadership on human resource management in primary schools. The aim of the study was to gauge the extent to which primary schools have affected a shift in leadership towards a transformational, collaborative leadership style and how this has consequently affected the management of the human resources. Three research questions guided the study. Case study was used as the design of the study. The population was al the urban primary schools in South Africa. Two schools were purposefully sampled since they offered a diverse mixture of management and leadership styles. Interview was the techniques used for data collection. For data analysis, the data collected form the two schools were cross-referenced and sifted, classified and reclassified, summarized and refined until findings were presented accurately and cogently. It was found out that the lines of management in school A are still fixed in the traditional roles of bureaucracy and are in essence still of a supervisory nature rather than that of a facilitator. It was also found out that school B relied on a strong culture of participation where they emphasis participatory decision- making as far as possible. Also, they are based on a radically different form of power that is
“consensual” and facilitative in nature, a form of power manifested through other people, not over other people. Such power arises in finding greater meaning in their work to meet higher 112 level needs through their work and developing their leaders’ capabilities. This study is related to the present study because it sought to find out the effect of transformational leadership on human resource management, which is what this present study also sought for though in South East
Nigeria.
Studies Related to Human Resource Management
Nkado (2012) carried out a study on capacity-building needs of principals in human resource management in secondary schools in Borno State, Nigeria. The central focus was to find out the capacity-building needs of principals for management of human resources in secondary schools in Borno State, Nigeria. Seven research questions and six null hypotheses guided the study. The design employed was a descriptive survey. The population was 389 consisting of 91 principals from all the public secondary schools in Borno State, 273 staff comprising of heads of department of science, Arts and vocational studies in each of the 91 public secondary schools in the state, and 25 senior officials of the Post Primary Schools Management Board (PPSMB). The sample for the study was 198, which is made up of 91 principals, 82 heads of department and all the 25 officials of the PPSMB. The instrument for data collection was a questionnaire titled
Capacity Building Needs Questionnaire” (CABNEQ), which has 74 items. The data were analyzed using weighted mean and standard deviation to answer the research question one, while
Improvement Need Index (INI) was used to answer research questions 2-7. Analysis of variance
(ANOVA) was used to test the null hypotheses at p< 0.05 level of significance. The findings of the study showed that the respondents agreed that instructing teachers on how to resolve conflicts through dialogue, using staff appraisal/evaluation to assess deficiencies in work behaviour at scheduled interval, using staff meetings occasionally as medium for in-service training in some sensitive areas like absenteeism and lateness to school, among others, are all human resource 113 management responsibilities required by principals of secondary schools in Borno state Nigeria.
The research is related to this present study because it treated the variables for principals’ effective human resource management.
Nweke (2013) investigated human resource management in mission secondary schools in
South East Nigeria. The main purpose of the study was to investigate extent human resources is managed in mission schools in South East Nigeria. 9 research questions and 9 null hypotheses guided the study. The research design was descriptive survey. The population consisted of 7,128 principals and teachers in mission secondary school in the South East Nigeria. The sample size was 1849 respondents which was drawn through stratified random sampling. The instrument for data collection was a questionnaire titled Human Resource Management Questionnaire (HRMQ).
The nine research questions were answered using mean and standard deviation, while t-test statistics was used to test the nine null hypotheses at 0.05 level of significance. The findings show that though there was highly qualified staff, and high level of discipline among teachers, staff development was not sufficiently encouraged and teachers were not adequately motivated.
The study is related to the present one as it was carried out in the same area, though in mission schools, it showed that staff development is not being encouraged nor are teachers being motivated. This present study is also interested in principals` development and motivation of staff. That is why transformational leadership style is being considered to be able to achieve them.
Studies Related to Staff Development Programmes
Odo (2012) sought to evolve ways of improving staff personnel management in federal government colleges in South East Nigeria. The main purpose of the study is to find out ways of improving staff personnel management in federal government colleges in South East Nigeria. 114 five research questions and five hypotheses guided the study. The design for the study is descriptive survey research design. The population comprised twelve (12) principals, twenty four
(24) inspectorate staff of federal inspectorate service department of Federal Ministry of
Education, South East Zonal office, Enugu and nine hundred and seventy six (976) teachers.
Hence the total population of the study is one thousand and twelve (1012) respondents. There was no sampling because of the manageable size of the population. The instrument for data collection was a questionnaire titled “Improving Staff Personnel Management in Federal
Government Colleges Questionnaire (ISPMFGCQ). It has a total of 65 items. The data collected were analyzed using mean and standard deviation to answer the research questions and one-way analysis of variance (ANOVA) was used to test the five null hypotheses, at 0.05 level of significance. The findings of this study show that the ways of improving staff development in- service training of teachers in federal government colleges in South East Nigeria, include: effective participation in school activities, teachers to undertake research oriented activities, and teachers to be encouraged to share ideas through peer assistance. This study is related to the present study which sought to find out extent principals adopt transformational leadership style in personnel management.
Aneke (2012) investigated the in-service training needs of UBE teachers for the achievement of UBE goals in Awgu Education Zone of Enugu State. The aim of the study was to find out the in-service training needs of teachers for the achievement of UBE goals. 4 research questions and 2 null hypotheses guided a study. It adopted a descriptive survey design. The population consists of the entire 675 UBE teachers in Awgu Education zone of Enugu state comprising 413 females and 262 males. Multistage sampling was adopted to draw a total of 270 teachers from the three L.G. As of the zone. The instrument for data collection was a 115 questionnaire titled In-service Training and UBE Questionnaire (INTAUQ), which has two sections (A and B) with 31 items in section B. The data were analyzed using mean and standard deviation to answer the two research questions and t-test statistics to test the two null hypotheses at 0.05 level of significance. The findings showed that ESUBEB/NERDC has organized orientation programmes for UBE teachers on basic enlightenment programmes only to a little extent and also there is inadequate information management. The study is related to the present study, which sought to find out extent principals adopt transformational leadership style in staff development. It was also carried out in part of the study area of this present study.
Ejekwu (2014) carried out a study on strategies for improving staff personnel for effective implementation of universal basic Education (UBE) in junior secondary schools in
Rivers state. The aim of the study was to investigate the strategies for improving staff development for effective implementation of universal basic Education in junior secondary schools in Rivers state. Two research questions and two hypotheses guided the study.
Descriptive survey design was used for the study. The population comprised 8, 687 junior secondary school teachers in River state. A stratified random sampling technique was used to select 720 teachers out of which 120 were from urban schools while 600 were from rural schools. The instrument for data collection was questionnaire titled Strategies for Improving
Staff Personnel Questionnaire (SISPQ). Data collected were analysed using mean to answer the research questions and z-test to test the hypotheses at 0.05 alpha level. Findings revealed that in- service training programs in the areas of sandwich, workshops, and conferences were strategies for improving staff personnel for effective implementation of Universal Basic Education in junior secondary schools in River state. The respondents agreed that sandwich program workshops and conference/ seminars were the in- service training programs provided in junior 116 secondary schools in Rivers state. Though the study was carried out in a different study area, it looked at staff development programmes available for the teachers in the state, which is what this present study also sought for.
Umeano and Adene (2014) carried out a study on influence of Teachers’ Efficacy on their classroom managemen skills in Nsukka Education zone. The purpose of the study was to find out the levels of teachers’ efficacy in secondary schools and the influence teachers’ efficacy has on their classroom management skills. Four research questions and three hypotheses guided the study. The design adopted for the study was Ex-post facto. The population consisted of all the,
1,292 teachers in Nsukka education zone. A total of 346 teachers from the 38 secondary schools were randomly sampled, which composed of 186 female teachers and 160 male teachers. The instruments used for data collection were two questionnaire titled Teacher Sense of Efficacy scale (TSES) and Teacher Classroom Management Scale (TCMS). The data collected were analysed using mean and standard deviation to answer the 4 research questions and t-test to test the 3 null hypotheses at 0.05 level of significance. The findings show that out of the 346 teachers that participated in the study, 158 teachers had high teaching efficacy, while 188 teachers were found to have low efficacy. The study found out that teachers whose efficacy is high have good classroom management skills: the ability to control disruptive behavior, getting the students’ attention from any distracting object in the environment, not being upset when students interrupt the classroom, as well as imparting knowledge effectively, whereas those teachers whose efficacy is low were found to have poor classroom management skills. The study is related to this present study in the fact that it sought to find out teachers’ situation of staff development specifically their level of efficacy in Nsukka Education zone , which is in Enugu state, one of the south East states of Nigeria. 117
Balyer (2012) carried out a study on transformational leadership behaviours of school
principals (on individualized consideration and intellectual stimulation-staff development); A
Qualitative Research Based on Teachers’ Perception. The main purpose of the study was to
discover the level of transformational leadership behaviours that school principals demonstrate
as schools during their administrative practices on daily bases. Two research questions guided
the study. The study adopted qualitative research design. The population of the study was all the
teachers of urban secondary schools in central Turkey. The respondents were 30 teachers from 6
different schools which were purposively sampled. The instrument for the study was the
“repertory grid” technique which is a constructed interview method; content analysis was
employed to analyze the data. The results revealed that the principals demonstrate high level of
characteristics of transformation leadership in terms of individualized consideration and
intellectual stimulation behaviours (staff development). Though this study was carried out in a
different study area, it still; sought to find out principals’ transformational leadership behavior
and staff development, which is also what this present study sought to find out.
Studies on Staff Motivation
Onyenwe (2010) investigated the relationship between motivation and job satisfaction of
secondary school teachers in Owerri Education Zone II. The purpose of the study was to find out
how motivation impacts on teachers` job satisfaction. four research questions and three
hypotheses guided the study. The study adopted a descriptive survey. The population was all the
621 teachers in all the fifty three secondary schools in Owerri Education Zone II, made up of 415
female teachers and 206 male teachers. The sample consisted of 200 teachers from government
owned schools in Owerri Zone II, drawn by proportionate stratified random sampling. The
instrument for data collection was a structured questionnaire titled Teacher Motivation and Job 118
Satisfaction of Secondary School Teacher Questionnaire (TMJSSTQ). The instrument has two sections; section A which is on the personal data, and section B which has 30 items in 4 clusters.
The data were analyzed using mean and standard deviation to answer the research question and t- test was used to test the hypotheses at 0.05 level of significance. The findings of the study include that teachers should be allowed to enjoy other fringe benefits as enjoyed by other worker; and that the provision of conducive environment for teaching and learning contributes to the factors of teacher motivation. This study is related to the on-going study as it was carried out in a part of the present study area. It also focused on teacher motivation, job satisfaction just like in this present study.
Belle (2007) carried out a study on the role of secondary school principals in motivating teachers in the Flacq District of Mauritius. The aim was to attain a deep understanding of teacher motivation, as well as the principals` roles in teachers` motivation. Three research questions guided the study, there was no hypothesis. Focused group design was used. The population of the study was all the 14 principals and teachers of the 14 secondary schools in Flacq District of
Mauritius. Five of the schools were selected using Non-probability sampling. The instrument for data collection was interview methods, where five focus group interviews were conducted with three teachers in each group. For data analysis, the researcher read through all the transcripts, wrote down all ideas and made a list of all topics which were clustered together based on similarities. The findings show that principals are conscious of their roles as instructional leaders, and that they try their best to assume their responsibilities to motivate teachers to teach effectively for the sake of school excellence. Though the study was carried out in an area different from area of this present study, it still looked at the principals’ motivation on the teachers who are the human resources. 119
Okereke and Ugwuegbulam (2014) investigated the impact of verbal praise on teachers’ motivation in public primary schools in Owerri west local Government Area of Imo State
Nigeria, implications for coping with 21 st century challenges. The aim of the study was to find
out how school heads can enhance their teachers` performance. Two research questions and two
null hypotheses guided the study. Quasi- experimental design was used. The population of the
study consisted of all the teachers in Owerri-west public primary schools. The sample size
consisted of 612 teachers drawn through cluster sampling technique (348 males and 264
females). The instrument for data collection were two questionnaires titled Personal Orientation
Questionnaire (POQ) and Actualization Motivation Questionnaire (AMQ). Data were analysed
using mean and standard deviations to answer the research questions, while ANCOVA was used
to test the null hypotheses. Finding showed that verbal praise enhanced teachers’ motivation
more than non-verbal praises. Verbal praise enhanced the female teachers’ motivation. This
study, though was carried out in public primary school, it sought to find out importance of
motivation for teachers performance. It was also carried out in the same area as the present study.
Ofoegbu (2004) carried out a study on teacher motivation: A factor for classroom
effectiveness and school improvement in Nigeria. The purpose of the study was to find out if
teacher motivation would subsequently translate to classroom effectiveness and school
improvement. Two research, questions guided the study. The design of the study was survey
research. The population of the study was all the teachers in public secondary and primary
schools in south East Nigeria. The sample was a total of 772 public school teachers (primary and
secondary) which was drawn using stratified random sampling procedure. The instrument for
data collection was a questionnaire titled Teacher Motivation Questionnaire (TMQ). For data
analysis, frequency and mean were used to answer the two research questions. The findings 120 show that the teachers agreed that teacher motivation would enhance classroom effectiveness and improve standards and quality of schools in Nigeria, and that leadership style and public image of teachers were rated high among the motivational factors. The study is related to the present study because it was carried out in the same study area with the present one and sought among other things, the importance of leadership style on teacher motivation.
Agu and Udoh (2012) investigated the impact of Job satisfaction on organizational commitments among secondary schools teachers in Enugu state. The purpose of the study was to examine the impact of job satisfaction on organizational commitment among secondary school teacher in Enugu state. Three null hypotheses guided the study. The study was carried out using descriptive survey design. The population of the study consisted of all the 1,462 secondary school teachers in Enugu state, a sample size of 314 was determined from the population using
Taro Yarmane’s sample size determination method. The instrument for data collection was a questionnaire. For data analysis, hypotheses 1 and 3 were tested using Pearsons Product Moment
Correlation Coefficient at 0.05 level of significance, while hypothesis 2 was tested using linear
Regression at 0.05 level of significance. The findings show that there is significant relationship between job satisfaction and organizational commitment among secondary school teachers in
Enugu state. It also shows very strong correlation between working environment and organizational commitment. The study is related to the present study as both were carried out in the same study area and it also sought to find out how job satisfaction motivate teachers to organizational commitment.
Eres (2011) worked on relationship between teacher motivation and transformational
leadership characteristics of school principals in central borough of Ankara, Turkey. The aim of
the study was to determine the motivation levels of teachers working in primary schools and the 121 level of transformational leadership qualities of school principals based on the perception of teachers, and then investigate the relationship between teacher motivation and the transformational leadership qualities of school principals. Two research questions guided the study. The design of the study was survey design. The population of the study composed of primary education teachers employed in the primary schools in Ankara a province located in the central Antolia. A sample size was identified by using the theoretical sample size table developed by Yamane, and the working sample size was identified as 450. The instruments used were two scales on Teacher Motivation Scale (TMS) and the Transformational Leadership Scale
(TTLS). For data analysis, arithmetic mean, standard deviation, Mann-Whitney U test and
Kruskall walls test were used. Also spearman’s rho test was used in finding the relationship between teacher motivation and the transformational leadership perception of school principles.
It was found out that the motivation level of teachers working at primary schools has been determined as “partially satisfied”, and that the transformational leadership qualities of school principals based on the view of teachers has been found as “rarely”. Though this study was carried out in a different study area, it sought to find out transformational leadership of principals and teachers’ motivation.
Studies on Staff Discipline
Chibuoke (2004) conducted a study on ways of improving staff discipline practices in public secondary schools in Udi Local Government Area of Enugu state. The purpose of the study was to find ways of improving staff disciplinary practices in public secondary schools in
Udi Local Government Area of Enugu state. Four research questions and two hypotheses guided the study. Descriptive survey was used for the study. The population was all the teachers in Udi
Local Government Area of Enugu state. The study made use of sample of 210 teachers. The 122 instrument for data collection was a questionnaire. The questionnaire has two sections; the first section was on the bio-data of the respondents, while the second section contains 42 items. Data were analysed using frequency, mean, and standard deviation to answer the research questions, and t-test to test the hypotheses. The study revealed the following as ways of improving staff discipline in public secondary schools: placing misbehaving teachers in peer tutoring arrangement, have them serve either as tutors or tutees as appropriate, making use of punishment which are reasonable for the offence committed, providing support to help teachers improve on their behaviour, collaborating with misbehaving teachers on developing and signing contingency contracts to help stimulate behavioural discipline, following the terms of contract, making use of counseling services for teachers with disciplinary problems, among others. This study is related to the present study because the findings revealed ways of using disciplinary practices effectively in public secondary schools. The study area is part of the present study.
Opara (1992) studied the impact of school take-over on disciplinary and academic excellence in Abia state. The study focused on the discipline among teachers as panacea of achievement of academic excellence. Five research questions and one null hypothesis guided the study. The study was a descriptive survey design. The population was all the voluntary angency schools in Abia state. Two hundred and twenty (220) teachers constituted the sample. The instrument for data collection was a questionnaire. The questionnaire has two sections; the first section was on the bio-data of the respondents, while the second section contains 36 items.
Simple percentage was employed to answer the research questions, while t-test statistics was used for the hypothesis.
The result indicated a high moral and professional discipline among secondary school teachers when schools were under the control of the voluntary agencies that owned them. For 123 this reason, there was high academic performance and moral discipline among the students. The study is related to the present work, because both looked at measures to improve on disciplinary practices in public secondary schools. 124
SUMMARY OF LITERATURE REVIEWED
The review of literature of this study was based on the following headings: Conceptual framework, theoretical framework and review of empirical studies. Under the conceptual framework, the key concepts discussed are; the concepts of leadership, transformational leadership style, human resources and human resource management. Leadership is defined as a way of influencing followers or subordinates to achieve organizational goals. Transformational leadership style is viewed as the type of leadership style that fosters development and a high level of personal commitment to organizational goals. It is concerned with the development of the leader and the led. Human resources are the employees in an organization and are very important assets to the organizations. Teachers as human resources are considered as very important assets to school as an organization. Human resource management is a function performed in an organization that facilitates the most effective use of people (employees) for organizational and individual goals.
The human resource functions as it concerns this study are; Staff development, staff motivation and staff discipline. Staff development is defined as the process of acquiring and developing skills and technical know-how to be effective in a position, such as skills for teachers to teach effectively in the classroom among others. Staff motivations are those processes within an individual (staff) that stimulate behaviour and channel it in ways that should benefit the organization as a whole. Staff discipline involves such traits as self sacrifice, diligence, cooperation, integrity, truthfulness, patriotism, consideration for others and empathy in an organization such as school organization.
The study reviewed four theories that are related to the study. These are: Human relations theory as propounded by Elton Mayo (1880-1849), which holds that human factor is very 125 important in the achievement of organizational goals. Motivational theories: Herzberg’s two- factor theory has it that two factors effect people’s attitude about their job. One set of factors relates to intrinsic aspects of the work, that is the actual execution of the work or job content, which he noted are “motivators or satisfiers”, which drive people to achieve or to do well. The other set of factors relates to the extrinsic aspects of the job, which is the work environment or the job context. They are known as the hygiene or maintenance factors or dissatisfiers.
Maslow’s needs hierarchy theory stated that human beings are wanting beings and then postulated five basic needs which are physiological, safety, social esteem and self actualization needs. The contingency theory of leadership which was propounded by Fiedler (1967) holds that the effectiveness of a leader in achieving high group performance is contingent on the leader’s motivational system and the degree to which the leader controls and influences the situation.
Empirical studies that are relevant to the present study were also reviewed. These include: studies on leadership style, transformational leadership style, human resource management, staff development, staff motivation and staff discipline. Studies arising from the review of leadership and transformational leadership style did not consider their influence on human resources and human resource management. Moreover no study known to the researcher has been carried out on transformational leadership style and human resource management in this present study area. This therefore constitutes the gaps which the study intends to fill.
126
CHAPTER THREE
RESEARCH METHOD
This chapter presents the procedure that was used by the researcher in carrying out the study. These are the design of the study, area of the study, population of the study, sample and sampling technique, instrument for data collection, validation of the instrument, reliability of the instrument, method of data collection, and method of data analysis.
Design of the study
The design of this study is descriptive survey. Descriptive survey design, according to Ali
(2006) makes use of a population or sample to document, describe and explain what is in existence or the present status of a phenomena being investigated. Ali further stated that in survey studies, views and facts about things or individuals are collected through questionnaire, observation or interview which are analyzed and used for answering research questions.
Descriptive survey was adopted because the present study is centered on individuals who manage the affairs of schools and their opinions contribute very much to the management of schools. Nworgu (2006) is of the opinion that when a study centers on individual opinion or group of opinions that the best method of research should be survey method. This present study then seeks to investigate the transformational leadership style of principals and human resource management in public secondary schools in South East, Nigeria.
Area of the study
The area of the study is South East States of Nigeria. The states under this zone are Abia,
Anambra, Ebonyi, Enugu and Imo. These states are the major Igbo speaking areas in Nigeria.
Abia and Ebonyi states have three education zones each. While Anambra, Enugu and Imo states have six education zones each. These states show a lot of features in common including their
126 127 cultural, political, education and social orientations. They embraced formal education quite early and therefore have a lot of interest in education.
The choice of this zone for the study was particularly informed by the noticeable leadership lapses in the public secondary schools, manifesting in conflicts between principals and teachers, teachers and teachers, high teacher turnover and teachers expression of unfulfillment in their occupation as teachers, due to lack of adequate professional development, motivation, proper staff retention among others. This could be traced to poor leadership practices of the principals, as some of them do not seem to have professional qualification in educational management or leadership. This group of principals may have grown into principalship position through long years in service or they were employed at a time when there was a dire need for principals in public secondary schools and have since grown on the job. The teachers are directly involved and are affected by the leadership style of principals in the schools. The teachers are used for the study to see if transformational leadership variables could predict effective human resource management. If it does, it would imply that if the suggestions that will be made in this study are adopted, it would impact positively on principals transformational leadership skills for effective human resource management.
Population of the Study
The population of this study consisted of all the 25,220 principals and teachers in the
1,244 public secondary schools in the five South East States of Nigeria. This comprises of 1,244 principals and 23,956 teachers (see appendix A and C). Source: ( Planning, Research and
Statistics Department, Abia, Anambra, Ebonyi Enugu and Imo States Secondary School Boards) .
The principals and teachers were used for the study because they are in the position to identify areas they need improvement in the school leadership and human resource management, 128
irrespective of the knowledge or skills they may possess in school leadership and human
resource management.
S/N STATES NUMBER OF NUMBER NUMBER TOTAL POPULATION OF ZONES OF L.G.As OF PRINCIPALS AND SCHOOLS TEACHERS
1 ABIA 3 17 207 3,855
2 ANAMBRA 6 21 254 4,948
3 EBONYI 3 13 222 3,107
4 ENUGU 6 17 283 8,909
5 IMO 6 27 278 4,401
TOTAL 5 24 95 1,244 25,220
Sample and Sampling Technique
The sample for the study is 1250. These are made up of 1000 teachers and 250
principals, which is a total of 1,250 respondents. This was drawn from 20% of the schools from
the five South East States (Abia, Anambra, Ebonyi Enugu and Imo) which is 250 schools. This
sample number is based on Nwana (1982:23) which states that:
If the population of a study is in a few hundreds, a 40% or more samples will do; if many hundreds, a 20% sample will do; if a few thousands, a 10% sample will do; and if several thousands, a 5% sample will do.
To compose this sample, proportionate stratified random sampling was used. Within each
state, 20% was proportionately applied to ensure even representation and determine the total
number of schools and principals to be selected. Thus 43 schools were selected from Abia state, 129
50 schools from Anambra state, 45 schools from Ebonyi state, 57 schools from Enugu state and
55 schools from Imo state.
Through simple random sampling technique, 3 zones were selected from Anambra, Imo and Enugu States, while the whole 3 zones of Abia and Ebonyi states were used. In Local
Government Areas, schools were selected through simple random sampling. Lastly within each school the principal was selected, while the teachers were randomly selected from each school using cluster sampling technique.
S/N States Zones L.G.As Schools No of No of principals
teachers
1 Abia 3 5 50 250 50
2 Anambra 3 6 50 250 50
3 Ebonyi 3 5 50 250 50
4 Enugu 3 5 50 250 50
5 Imo 3 10 50 250 50
Total 5 15 31 250 1,000 250
Instrument for Data Collection
The instrument for data collection is a questionnaire of two parts, developed by the researcher titled Transformational Leadership Style of Principals and Human Resource
Management Questionnaire. (TLSPHRMQ). Section A of the instrument is on the bio data 130
(personal information) of the respondents such as; name of state, zone, L.G.A, school and status
(Principal or teacher), while section B contains 56 items in 4 clusters, structured under leadership styles, transformation leadership style and human resource management in public secondary schools in South East Nigeria. The instrument has the following response mode:
Cluster A Clusters B C D
1 = once in a while And Very Great Extent VGE = 4 points
2 = sometimes Great Extent (GE) = 3 points
3 = fairly Little Extent LE = 2 points
4 = frequently Very Little Extent (VLE) = 1 point
See Appendix E
Cluster A consists of 25 items on leadership styles adopted by principals, cluster B has also 11 items on extent transformational leadership is adopted by principal in staff development, cluster
C consists of 10 items on extent transformational leadership is adopted by principal in staff motivation, and cluster D consists of 10 items on extent transformational leadership style is adopted by principal in staff discipline.
Validation of the Instrument
The instrument was subjected to face validation by three experts, two from Educational
Administration and Planning and one from Measurement and Evaluation all from Faculty of
Education, University of Nigeria, Nsukka. The experts were requested to review and asses the various items of the instrument for relevance of content, appropriateness and clarity of language.
Based on their comments, constructive criticisms and suggestions, the instrument was restructured. . (See Appendix E)
131
Reliability of the Instrument
In order to determine the reliability of the instrument, the instrument was trial-tested by administering 20 copies of the instrument to 4 principals and 16 teachers in 4 schools in Delta state which is outside the study area. Cronbach Alpha method was used to measure the internal consistency of the items. The rationale for the use of Cronbach Alpha, according to Ali (2006), is to determine the internal consistency of the items which will reveal how homogenous the items in the sections are. The following reliability coefficients were obtained from clusters A, B, C, D,
0.91, 0.90, 0.86 and 0.72 respectively. The overall reliability coefficient is 0.95. This shows that the instrument is reliable since the value obtained is high. (See Appendix F).
Method of Data Collection
The data for the study were collected by the researcher and ten research assistants who helped to administer the questionnaire to the respondents. The research assistants were instructed by the researcher on how to administer the instrument, so as to ensure safe handling, proper filling and prompt return of the instruments. Two of the ten research assistants were chosen from the states they covered for easy administration and retrieval of the instrument. The researcher then coordinated the activities of the research assistants. About 1,500 questionire were aministerd to the designated schools that formed the sample of the study for a period of three months. 90% of these questionire were retrieved but only 1,233 of them were useful for the study.
Method of Data Analysis
The data generated from the instrument were analyzed using descriptive statistics of mean, standard deviation to answer the 4 research questions. The real limit of numbers for the response categories is computed below: 132
Response options Real Limit
Frequently, Very Great Extent (VGE) 4 3.50 – 400
Fairly, Great Extent (GE) 3 2.50 – 3.49
Sometimes, Little Extent (LE) 2 1.50 – 2.49
Once in a while, Very Little Extent (VLE) 1 0.50 – 1.49
The t-test statistics was used to test the 4 null hypotheses at 0.05 level of significance.
133
CHAPTER FOUR
RESULTS
The chapter presents the results of the data analysis. The data was presented and analyzed according to the four research questions and four null hypotheses that guided the study. The summary of the major findings are also presented in this chapter. 1,233 questionnaires were retrieved.
Research Question One
What are the leadership styles of secondary school principals in Public Secondary School in south east Nigeria?
133 134
Table 1: Mean ratings of principals and teachers on the leadership styles of secondary school principals
Leadership Style
S/N Questionnaire items Principal N Teachers Overall Remark = 241 N = 992 N = 1233
´ŭ SD ´ŭ SD ´ŭ SD
Transformational Leadership Style GREAT 1. Talks about work values and 3.35 .64 3.21 .52 3.24 .55 EXTENT beliefs 2. Displays a sense of power and 3.42 .61 3.77 .51 3.69 .55 V G E confidence in carrying out duties 3. Instills pride in those who 2.77 .77 3.20 .47 3.11 .63 G E associates with him/her. 4. Talks optimistically about the 3.40 .65 3.12 .47 3.18 .52 G E future 5. Articulates a compelling vision 3.08 .48 3.06 .47 3.06 .47 G E of the future 6. Has regular meetings with 3.40 .64 3.77 .50 3.70 .55 V G E teachers to discuss issues arising 7. Treats teachers as individuals 3.40 .64 3.77 .50 3.70 .55 V G E rather than just as members of a group 8. Helps others develop their 3.47 61 3.11 .45 3.20 .51 G E strength 9. Encourages the use of teams to 3.50 .61 3.80 .48 3.74 .52 V G E plan and implement school improvement
Cluster mean 3.31 .63 3.42 .48 3.40 .52 G E 135
Transactional leadership style X 10. Discusses very clearly teachers 2.22 .42 2.20 .40 2.20 .40 Little responsibility for achieving Extent performance /objectives 11. Makes clear rewards that will be 2.20 40 2.18 .38 2.19 .39 L E received when work is successfully accomplished. 12. Specifies the importance of achieving 2.23 .43 2.25 .43 2.25 .43 L E and results. 13. Expresses satisfaction when teachers 2.18 .38 2.20 .40 2.20 .39 L E do their work well. 14. Concentrates full attention in dealing 2.25 .44 2.27 .45 2.27 .44 L E with mistakes complaints and failures. 15. Directs teachers’ attention to failures 2.10 .31 2.10 .32 2.10 .31 L E to meet with expected standards. 16. Does not interfere until problems 2.17 .37 2.17 .37 2.17 .37 L E become serious. 17. Demonstrates that problems must 2.21 .41 2.21 .42 2.21 .40 L E become chronic before action is taken. Cluster Mean 2.19 .40 2.19 .39 2.20 .39 L E
Laissez-faire leadership style
18. Is absent when needed 1.30 .70 1.30 .70 1.30 .70 Very Little Extent 19. Avoids making decisions 1.39 .77 1.38 .77 1.38 .77 VLE 20. Delays responding to urgent questions 1.17 .38 1.17 .37 1.17 .38 VLE 21. There are practically no rules in the 1.15 .36 1.15 .36 1.15 .37 VLE school 22. Grants complete freedom to teachers’ 1.39 .77 1.38 .77 1.38 .76 VLE decision without his/her participation or direction. 23. Merely supplies the materials or 1.37 .77 1.36 .76 1.36 .76 VLE 136
information needed 24. He/she remains apart from the 1.18 .38 1.18 .39 1.18 .38 VLE teachers and only participates when the teachers ask him/her to do so. 25. sMakes few attempts to increase 1.17 .38 1.17 .37 1.17 .38 VLE productivity of the teachers Cluster mean 1.26 .56 1.25 .56 1.26 .55 VLE
Summary of result shown in table one reveals the different leadership styles of principals in
public secondary schools in South East Nigeria. Items 1 to 9 on the table measured
transformational leadership style of principals, with overall mean scores of principals and
teachers which are; 3.24, 3.69, 3.11, 3.18, 3.06, 3.70, 3.70, 3.20 and 3.74, with standard
deviations scores being .55, .55, .63, .52, .47, .55, .55, .51, and .52 respectively. All the items
have overall mean scores above the bench mark of 2.50, implying that they are to a great extent.
Moreover the cluster mean score of the principals is 3.31 and standard deviation of .63, the
cluster mean score of teachers is 3.42 and standard deviation of .48, and the overall cluster mean
score of principals and teachers is 3.40 and standard deviation of .52 are all above the bench
mark of 2.50. All are to a great extent.
Therefore it is the opinion of the principals and teachers that principals of public
secondary schools in South East Nigeria fairly talk about work, values and beliefs, display a
sense of power and confidence in carrying out duties, instill pride in those who associates with
their, talk optimistically about the future, articulate a compelling vision of the future, have
regular meetings with teachers to discuss issues arising, treat teachers as individuals rather than
just as members of a group, help others develop their strength and encourage the use of teams to
plan and implement school improvement. 137
Transactional leadership style of principals was measured by items 10 to 17, with overall mean scores of principals and teachers being: 2.20; 2.19, 2.25, 2.20, 2.27, 2.10, 2.17 and 2.21 and respective standard deviations of .40, .39, .43, .39, .44, .31, .37, and .40. All the items have overall mean score below the bench mark of 2.50, implying that they occur sometimes.
Moreover, the cluster mean score of the principals is 2.19 and standard deviation of .40, the cluster mean score of the teachers is 2.19 and standard deviation of .39 and the overall cluster mean score of the principals and teachers is 2.20 with standard deviation of .39 all indicate sometimes on the four point scale.
Therefore it is the opinion of the principals and teachers that principals of public secondary schools in South East Nigeria, sometimes: discuss very clearly teachers’ responsibility for achieving performance /objectives, make clear rewards that will be received when work is successfully accomplished, specify the importance of achieving and results, express satisfaction when teachers do their work well, concentrate full attention in dealing with mistakes, complaints and failures, directs teachers’ attention to failures to meet with expected standards, do not interfere until problems become serious and demonstrate that problems must become chronic before action is taken.
Items 18 to 25 on the table measured laissez-faire leadership style of the principals with overall mean score of the principals and teachers being 1.30, 1.38, 1.17, 1.15, 1.38, 1.36, 1.18, and 1.17 with respective standard deviations of .70, .77, .38, .37, .76, .76, .38 and .38. All the items have overall mean scores bellow the bench mark of 2.50, and the scores imply once in a while on the four point scale. Moreover the cluster mean score of the principals is 1.26 and standard deviation of .56, the cluster mean score of the teachers is 1.25 with standard deviation of .56 and the overall cluster mean score of both principals and teachers is 1.26 with standard 138 deviation of .55. Therefore it is the opinion of the principals and teachers that principals of public secondary schools in South East Nigeria once in a while; are absent when needed, avoid making decisions, delay responding to urgent questions, have practically no rules in the school, grant complete freedom to teachers’ decision without his/her participation or direction, merely supply the materials or information needed, remain a part from the teachers and only participate when the teachers ask them to do so and make few attempts to increase productivity of their teachers.
Research Question two
To what extent do principals adopt transformational leadership style and staff development in
Public Secondary Schools in South East Nigeria?
139
Table 2: Mean ratings of principals and teachers on the extent principals adopt
transformational leadership style and staff development . S/N Questionnaire items Principals N Teachers Overall Remark = 241 N = 992 N = 1233 ͒Ŭ SD ͒Ŭ SD ͒Ŭ SD 26. Pay particular attention to 3.16 .85 2.95 .99 2.99 .97 GREAT each teachers need for EXTENT development and growth. 27. Help teachers develop to 3.16 .78 2.94 .93 2.98 .90 G E successfully higher levels of potential. 28. Help teachers take 3.17 .80 2.90 .95 2.95 .93 G E responsibility for their own development. 29. Creates new learning 2.98 .92 2.79 .95 2.83 .94 G E opportunities in a supportive climate 30. Brings workshops to our 2.78 .98 2.49 1.09 2.55 1.08 G E school to be comfortable for us to participate. 31. Gives workshop by 2.73 1.07 2.37 1.4 2.44 1.14 L E himself to update our knowledge. 32. Gives approval when 3.28 .89 2.90 1.05 2.97 1.03 G E teachers want to go for in service training. 33. Have high expectations 3.30 .80 3.10 .96 3.14 .93 G E for teachers as professionals. 34. Acts as a source of new 3.25 .80 2.83 .99 2.91 .97 G E ideas for teachers professional learning. 35. Challenges the moral 2.76 1.08 2.46 1.11 2.52 1.11 G E belief or views of teachers. 36. Encourages critical 3.24 .91 3.09 .97 3.12 .96 G E thinking and problem solving to make the
organization better.
Cluster mean 3.07 .53 2.80 .62 2.85 .61 G E
140
The results on table 2 show the mean ratings and standard deviation scores of the principals and teachers on the extent principals adopt transformational leadership style in staff development in public secondary schools in south East Nigeria. From the table, it could be seen that ten of the eleven items are highly rated by both the principals and teachers. The results shown that the mean scores of the principals and teachers in public secondary schools in South East Nigeria for items 12, 13, 14, 15, 16, 18, 19, 20, 21, and 22 are 2.99, 2.98, 2.95, 2.83, 2.55, 2.97, 3.14, 2.91,
2.52, and 3.12 respectively, with 97, .90, .93, .94 1.08, 1.03 .93, .97, 1.11 and .96 as the respective standard deviations of the items. These mean scores are above bench mark of 2.50, therefore they are to a great extent. On the other hand, item 17 obtained a mean score of 2.44 and standard deviation of 1.14. This item has a mean score below the bench mark of 2.50; hence, it is to a low extent. The cluster mean score for items 12, 13, 14, 15, 16, 17, 18, 19, 20, 21 and 22 is then 2.85 and the standard deviation is 0 .61 which is a great extent.
Therefore, it is the opinion of the principals and teachers that principals in public secondary schools in South East Nigeria: Pay particular attention to each teachers’ need for development and growth , help teacher develop to successfully higher level of potential, help teachers take responsibility for their own development, create new learning opportunities in a supportive climate, bring workshop to the school to be comfortable for teachers to participate, give approval when teachers want to go for in- service training, have high expectations for teachers as professionals, act as sources of new ideas for teachers professional learning, challenge the moral belief or views of teachers and encourage critical thinking and problem solving to make the (school) organization better, to a great extent
It is also the opinion of the principals and teachers that principals give workshop by themselves to update teachers’ knowledge, but to a little extent. 141
Research Question Three
To what extent do principals adopt transformational leadership style and staff motivation in Public Secondary Schools in South East Nigeria? 142
Table 3: Mean ratings of principals and teachers on the extent principals adopt transformational leadership style and staff motivation.
S/N Questionnaire items Principals Teachers Overall Remarks N = 241 N = 992 N = 1233 ͒Ŭ SD ͒Ŭ SD ͒Ŭ SD 37 Sees to members of staff’s 3.31 .75 3.12 1.02 3.15 .97 GRAET welfare EXTENT 38. Praises hardworking 3.30 .87 3.22 .94 3.23 .93 G E teachers 39. Relates well with the 3.54 .76 3.22 .98 3.28 .95 G E teachers 40. Endears teachers to commit 3.23 .77 3.06 .95 3.10 .92 G E to the vision of the school 41. Encourages team spirit to 3.34 .83 3.17 .97 3.20 .95 G E reach goals of providing quality education
42. Energizes teachers by 3.02 .97 2.86 .98 2.89 .98 G E projecting an attractive future 43. Changes the expectations 3.14 .85 2.94 .96 2.98 .94 G E of group members to believe that the school’s problems can be solved 44. Clearly Communicates to 3.35 .82 3.02 .96 3.09 .94 G E teachers that the school vision is attainable 45. Encourages shared vision 3.26 .84 3.04. 95 3.08 .94 G E and team spirit 46. Shows respect to staff by 3.32.88 3.06 1.01 3.11. 99 G E treating them as professional
Cluster mean 3.28 .56 3.07 .71 3.11 .69 G E 143
The results on table 3 show the mean and standard deviations scores of principals and teachers on the extent principals adopt transformational leadership style in staff motivation in
South East Nigeria. On items 37-46 on the table, it could be seen that all the ten items are highly rated by both the principals and teachers. Items 37, 38, 39, 40, 41, 42, 43, 44, 45, and 46 respectively have the following mean scores. 3.15, 3.23, 3.28, 3.10, 3.20, 2.89, 2.98, 3.09, 3.08, and 3.11 with standard deviations of the items being. 97, .93, .95 .92, .95, .98, .94, .94, .94, and
.99 respectively these mean scores are above the bench mark of 2.50; hence they are to a great extent. The cluster mean score of the items is 3.11 and standard deviation of .69, which is to a great extent.
Therefore it is the opinion of the principals and teachers that principals of public secondary schools in South East Nigeria: See to members of staffs welfare, praise hardworking teachers, relate well with the teachers, endear teachers to commit to the vision of the school, encourage team spirit to reach goals of providing quality education, energize teachers by projecting an attractive future, change the expectations of group members to believe that the school’s problems can be solved, clearly communicates to teachers that the school vision is attainable, encourage shared vision and team spirit, show respects to staff by treating them as professionals.
Research Question four
To what extent do principals adopt transformational leadership style and staff discipline in Public Secondary Schools in South East Nigeria? 144
Table 4: Mean ratings of principals and teachers on the extent principals adopt transformational leadership style and staff discipline.
S/N Questionnaire Principals Teachers Overall Remarks N = 241 N = 992 N = 1233 ´ŭ SD ´ŭ SD ´ŭ SD 47. Institutes adequate school rules 3.43 .84 3.22 .93 3.29 .91 GREAT and regulations to assist EXTENT teachers understand their responsibilities 48. Keeps proper records of staff 3.36. 81 3.22 .96 3.25 .93 G E activities in the school to monitor behavior 49. Gives offenders fair hearing to 3.20 . 93 3.00 1.03 3.04 1.01 GE defend themselves before the management 50. Met out impartial Judgment to 3.08 1.04 2.87 1.05 2.91 1.05 GE offenders without fear or favour 51. Uses positive reinforcement to 3.23 1.00 3.04 1.04 3.07 1.03 G E strengthen good behavior 52. Removes privileges to stop a 2.82 1.01 2.62 1.05 2.66 1.04 G E negative behavior 53. Uses constructive and edifying 3.05 1.05 2.86 1.07 2.90 1.07 G E words when correcting teachers 54. Avoids hasty decisions in 3.00 1.03 2.85 1.07 2.88 1.06 G E disciplinary matters 55. Thoroughly and fully 3.23. 96 3.01 1.02 3.06 1.01 G E investigates the circumstances and facts of the alleged offence 56. Notifies the teacher of the 3.15. 91 2.99 1.00 3.02 .99 G E nature of the offence Cluster mean 3.16. 66 2.97. 73 3.01 .72 G E
145
The results on table 4 show the mean and standard deviation scores of principals and teachers on items number 47-56 on the extent principals adopt transformational leadership style in staff discipline in public secondary schools in South East Nigeria. Form the table, it could be seen that both principals and teachers have very high opinion on extent principals adopt transformational leadership style in staff discipline. Items 47, 48, 49, 50, 51, 52, 53, 54, 55 and
52 are rated 3.29, 3.25, 3.04, 2.91 3.07, 2.66, 2.90, 2.88, 3.06, and 3.02 with standard deviation of .91, 93, 1.01, 1.05, 1.03, 1.04, 1.07, 1.06, 1.01 and .99 respectivety. These mean scores are above the bench mark of 2.50; hence they are to a great extent. Moreover, the cluster mean score of principals is 3.16 and standard deviation of .66, for teacher the cluster mean is 2.97, and standard deviation of .73 while the overall cluster mean is 3.01, and the standard deviation is .72.
Therefore, it is the opinion of the principals and teachers that principals of public
secondary schools in South East Nigeria, institute adequate school rules and regulations to assist
teachers understand their responsibilities keep proper records of staff activities in the school to
monitor behaviour, give offenders fair hearing to defend themselves before the management,
met out impartial judgment to offenders without fear or favour, use positive reinforcement to
strengthen good behavior, remove privileges to stop a negative behavior, use constructive and
edifying words when correcting teachers, avoid hasty decisions in disciplinary matters,
thoroughly and fully investigate the circumstances and facts of the alleged offence, and notify
the teacher of the nature of the offence, which are all to a great extent.
146
Hypothesis One:
There is no significant difference between the mean ratings of principals and teachers on the type
of leadership style adopted by principals in Public Secondary School in South East Nigeria.
Table 5: t-test analysis on the mean ratings of principals and teachers on the type of leadership style adopted by principals.
Questionnaire Items Groups N X SD t.cal Sig Decision tailed 1. Talk about work values and beliefs Principals 241 3.35 .64 -1.03 .30 S Teachers 992 3.21 .52 2. Displays a sense of power and Principals 241 3.42 .61 1.12 .90 S confidence in carrying out duties. Teachers 992 3.77 .51 3. Instills pride in those who associates Principals 241 2.77 .77 1.19 .10 S with him/her Teachers 992 3.20 .47 4. Talks optimistically about the future. Principals 241 3.40 .65 -1.34 .12 S Teachers 992 3.12 .47 5. Articulates a compelling vision of the Principals 241 3.08 .48 -.67 .51 NS future. Teachers 992 3.06 .47 6. Has regular meetings with teachers to Principals 241 3.40 .64 .65 .88 S discuss issues arising. Teachers 992 3.77 .50 7. Treats teachers as individuals rather than Principals 241 3.40 .64 .26 .90 S just as members of a group. Teachers 992 3.70 .55 8. Helps others develop their strength Principals 241 3.47 .61 -1.64 .11 S Teachers 992 3.11 .45 9. Encourages the use of teams to plan and Principals 241 3.50 .61 .99 .62 S implement school improvement. Teachers 992 3.80 .48 10. Discusses very clearly teacher’s Principals 241 2.22 .42 .92 .36 NS responsibility for achieving, Teachers 992 2.20 .40 performances/ objectives
147
11. Makes clear rewards that will be Principals 241 2.20 .40 .97 .33 NS received when work is successfully Teachers 992 2.18 .38 accomplished 12. Specifies the importance of achieving Principals 241 2.23 .43 -.33 .74 NS and result. Teachers 992 2.25 .43 13. Expresses satisfaction when teachers do Principals 241 2.18 .38 -.40 .69 NS their work well Teachers 992 14. Concentrates full attention in dealing Principals 241 2.25 .44 -.81 .42 NS with mistakes, complaints and failures. Teachers 992 2.27 .45 15. Directs teachers’ attention to failures to Principals 241 2.10 .31 -.24 .81 NS meet with expected standards Teachers 992 2.10 .32 16. Does not interfere until problems become Principals 241 2.17 .37 -.67 .95 NS serious Teachers 992 2.17 .37 17. Demonstrates that problems must Principals 241 2.21 .41 -.08 .94 NS become chronic before action is taken Teachers 992 2.21 .42 18. Is absent when needed Principals 241 1.30 .70 -.07 .94 NS Teachers 992 1.30 .70 19. Avoids making decisions Principals 241 1.39 .77 -.90 .93 NS Teachers 992 1.38 .77 20. Delays responding to urgent questions Principals 241 1.17 .38 .13 .90 NS Teachers 992 1.17 .37 21. There are practically no rules in the Principals 241 1.15 .36 -.23 .82 NS school. Teachers 992 1.15 .36 22. Grants complete freedom to teachers’ Principals 241 1.39 .77 -.15 .88 NS decision without his/her participation or Teachers 992 1.38 .77 direction. 23. Merely supplies the materials or Principals 241 1.37 .77 -.16 .88 NS information needed Teachers 992 1.36 .76 24. He/she remains apart from the teachers Principals 241 1.18 .38 -.07 .94 NS and only participates when the teachers Teachers 992 1.18 .39 ask him/her to do so. 25. Makes few attempts to increase Principals 241 1.17 .38 -.17 .86 NS productivity of their teachers. Teachers 992 1.17 .37 Principals 241 2.23 .55 1.87 .06 NS CLUSTER A Teachers 992 2.33 .45 148
The results presented on table 5 above show that items 1,2,3,4,5,6,8 and 9 obtained sig. 2-tailed t value less than 0.05 level of probability. They are -1.03, 1.12, 1.19, -1.34, .65, .26, -1.64 and .99.
This implies that there is significant difference in the mean ratings of principals and teachers on those items which include: talk about work values and beliefs, display a sense of power and confidence in carrying out duties, instill pride in those who associates with him/her, talk optimistically about the future, has regular meetings with teachers to discuss issues arising, treat teachers as individuals rather than just as members of a group, help others develop their strength and encourage the use of teams to plan and implement school improvement. On the other hand, items 5,10, 11, 12, 13, 14, 15, 16, 17, 18, 19,20, 21,22, 23,24, and 25 obtained sig. 2-tailed t- value greater than 0.05 level of probability. They are; -.67, .92, .97, -.33, -.40, -.81, -.24, -.67, -
.08, -.07, -.90, .13, -.23, -.15, -.16, -.07, -.17 and 1.87. This implies that there is no significant difference in the mean ratings of principals and teachers on those items, which include: articulates a compelling vision of the future, discuss very clearly teachers responsibility for achieving performance/ objectives, makes clear rewards that will be received when work is successfully accomplished, specifies the importance of achieving and results, expresses satisfaction when teachers do their work well, concentrates full attention in dealing with mistakes, complaints and failures, directs teachers’ attention to failures to meet with expected standards, do not interfere until problems become serious, demonstrate that problems must become chronic before action is taken, is absent when needed, avoids making decisions, delays responding to urgent questions, have practically no rules in the school, grants complete freedom to teachers’ decision without his/her participation or direction, merely supplies the materials or information needed, he/she remains apart from the teachers and only participates when the teachers ask him/her to do so and makes few attempts to increase productivity of their teachers. 149
However, the table cluster shows a sig. 2-tailed value greater than 0.05 level of probability. This shows that there is no significant difference in the responses of principals and teachers on the leadership style of principals in South East Nigeria. Hence, the null hypothesis was not rejected.
Hypothesis Two:
There is no significant difference between the mean ratings of principals and teachers on the extent principals adopt transformational leadership style and staff development in Public
Secondary School in South East Nigeria.
150
Table 6: t –test analysis and the mean ratings of principals and teachers on extent transformational leadership style is adopted by principals and staff development.
S/N Questionnaire Items Groups N X SD t.cal Sig. Decision 2 – tailed 26. Pay particular attention to Principals 241 3.16 .85 3.28 .01 S each teacher’s needs for Teachers 992 2.95 .99 development and growth 27. Help teachers develop to Principals 241 3.16 .78 3.29 .00 NS successfully higher levels of Teachers 992 2.94 .93 potential. 28. Help teachers take Principals 241 3.17 .80 4.63 .00 S responsibility for their own Teachers 992 2.90 95 development 29. Create new learning Principals 241 2.98 .91 2.89 .00 S opportunities in a supportive Teaches 992 2.79 .95 climate 30. Brings workshops to our Principals 241 2.78 .98 4.04 .00 S school to be comfortable for Teachers 992 2.49 1.09 us to participate 31. Gives workshop by him self to Principals 241 2.73 1.07 4.69 .00 S update our knowledge Teachers 992 2.37 1.14 32. Gives approval when teachers Principals 241 3.28 .89 5.69 .00 S want to go for in-service Teachers 992 2.90 1.05 training 33. Have high expectations for Principals 241 3.30 .80 2.95 .00 NS teachers as professionals Teachers 992 3.10 .96 34. Act as a source of new ideas Principals 241 3.25 .80 7.04 .00 S for teachers’ Professional Teachers 992 2.83 .99 learning. 35. Challenge the moral beliefs or Principals 241 2.76 1.08 3.78 .00 S views of teachers Teachers 992 2.46 1.11 36. Encourage critical thinking Principals 241 3.24 .91 2.05 .04 NS and problem solving to make Teachers 992 3.09 .97 the organization better CLUSTER B Principals 241 3.07 .53 6.88 .00 S Teachers 992 2.80 .62
151
The results on table 6 above show that the sig, 2-tailed values for items 26, 28, 29, 30, 31, 32, 34 and 35, which are 3.28, 4.63, 2.89, 4.04, 4.69, 5.69, 7.04 and 3.78 respectively obtained sig 2- tailed t- value less than 0.05 level of significance. This implies that principals and teachers differ significantly in their mean ratings on the items which include: pay particular attention to each teacher’s needs for development and growth, help teachers take responsibility for their own development, create new learning opportunities in a supportive climate, bring worshops to our school to be comfortable for us to participate, give workshop by himself to update our knowledge, give approval when teachers want to go for in- service training and act as a sources of new ideas for teachers’ professional learning. To this extent, the null hypothesis of no significant difference was rejected as there were significant differences in the mean ratings of the principals and the teachers on the extent. The result further revealed that items 27, 33, and 36 obtained sig. 2-tailed t- value, greater that 0.05 level of significance, which are 3.29, 2.95, and
2.05 respectively. This implies that there is no significant difference in the mean ratings of prinicpals on the items which include: help teachers develop to succusesfully higher levels of potential, have high expectation for teachers as professionals and encourage critical thinking and problem solving to make the organsiation better.
However, by the table cluster it shows that the sig. 2 talied t-value obtained is less than
0.05 level of significance, which shows that there was significant difference in the mean ratings of the principals and the teachers as regards the null hypothesis. It then implies that the null hypothesis is rejected.
Hypothesis three: There is no significant difference between the mean ratings of principals and teachers on the extent principals adopt transformational leadership style and staff motivation in Public
Secondary School in South East Nigeria. 152
Table 7: t-test analysis and the mean rating of principals and teachers on extent transformational leadership style is adopted and staff motivation. S/N Questionnaire Items Groups N X SD t.cal Sig. Decision 2 - tailed
37. Sees to members of staff’s Principals 241 3.31 .75 3.33 .00 S welfare Teachers 992 3.12 1.02 38. Praises hard working Principals 241 3.30 .87 1.17 .24 NS teachers Teachers 992 3.22 .94 39. Relates very well with the Principals 241 3.54 .76 5.49 .00 S teachers Teachers 992 3.22 .98 40. Endears teachers to commit Principals 241 3.23 .77 2.45 .01 NS to the vision of the school Teachers 992 3.06 .95 41. Encourages team spirit to Principals 241 3.34 .83 2.68 0.01 S reach goals of providing Teachers 992 3.17 .97 quality education 42. Energizes teachers by Principals 241 3.02 .97 2.20 .00 NS projecting an attractive Teachers 992 2.86 .98 future 43. Changes the expectations of Principals 241 3.14 .85 2.98 .00 NS group members to believe Teachers 992 2.94 .96 that the school’s problems can be solved
44. Clearly communicates to Principals 241 3.35 .82 4.76 .00 NS teachers that the school Teachers 992 3.03 .96 vision is attainable 45. Encourages shared vision Principals 241 3.26 .84 3.19 .00 NS and team spirit Teachers 992 3.04 .95 46. Shows respect to staff by Principals 241 3.32 .88 3.57 .00 NS treating them as Teachers 992 3.06 1.01 professionals
CLUSTER C Principals 241 3.28 .56 4.81 .00 S Teachers 992 3.07 .71
153
The results on table 7 above show that items 38,40, 42, 43, 44, 45, and 46 obtained greater sig
2-tailed t-value then 0.05 level of porbablity, which are 1.17, 2. 45, 2.20, 2.98, 4.76, 3. 19, and
3.57 respectivelty. This implies that there is no significant difference in the mean ratings of principals and teachers on the items which include: praises hard working teachers, endears teacher to commit to the vision of the school, energizes teachers by projecting an attractive future, changes the expectations of group members to believe that the school’s problems can be solved, clearly communicates to teachers that the school vision is attainable, encourages shared vision and team spirit and shows respect to staff by treating them as professionals. On the other had items 37, 39, and 41 obtained less sig. 2-tailed t-value than 0.05 level of probability. They are 3.33 5.49 and 2.68 respectively. This implies that there is significant difference in the mean ratings of principals and teachers on those items, which include: sees to members of staff’s welfare, relates very well with the teachers and encourages team spirit to reach goals of providing quality education.
However, the table cluster shows a sig. 2-tailed t-value less than 0.05 level of probability.
This shows that there is signicant difference in the responses of principals and teachers on the null hypothesis. The null hypothesis is then rejected.
Hypothesis four:
There is no significant difference between the mean ratings of principals and teachers on the extent principals adopt transformational leadership style and staff discipline in Public Secondary
School in South East Nigeria. 154
Table 8: t: test analysis and the mean ratings of principals and teachers on extent principals adopt transformational leadership style and staff discipline.
S/N Items Groups N X SD t.cal Sig. Decision 2 – tailed 47. Institutes adequate Principals 241 3.43 .84 2.73 .01 NS school rules and Teachers 992 3.26 .93 regulations to assist teachers understand their responsibilities 48. Keep proper records of Principal 241 3.36 .81 2.16 .03 S staff activities in the Teachers 992 3.22 .96 school to monitor behavior 49. Gives offenders fair Principals 241 3.20 .93 2.73 .01 S hearing to defend Teacher 992 3.00 1.03 themselves before the management 50. Met out impartial Principals 241 3.08 1.04 2.83 .01 NS judgment to offenders Teacher 992 2.87 1.05 without fear or favour 51. Uses positive Principals 241 3.23 1.00 2.70 .01 S reinforcement to Teacher 992 3.04 1.04 strengthen good behavior 52. Removes privileges to Principals 241 2.82 1.01 2.71 .01 S stop a negative be Teachers 992 2.62 1.05 haviour 53. Uses constructive and Principals 241 3.05 1,05 2.48 .01 NS edifying words when Teachers 992 2,86 1.07 correcting teachers 54. Avoids hasty decisions Principals 241 3.00 1.03 1.99 .05 S in disciplinary matters Teacher 992 2.85 1.07 55. Thoroughly and fully Principals 241 3.23 .96 2.98 .00 NS investigates the Teacher 992 3.01 1.02 circumstance and facts of the alleged offence 56. Notifies the teacher of Principals 241 3.15 .91 2.30 .02 NS the nature of the Teacher 992 2.99 1.00 offence CLUSTER D Principals 241 3.16 .66 3.53 .00 NS Teachers 992 2.97 .73
155
The result on table 8 above show that the sig. 2-tailed t-values for items 48, 49, 51, 52, and 54 are less than 0.05 probability level. The values are 2.16, 2.73, 2.70, 2.71, and 1.99 respectively.
The items include: keeps proper records of staff activities in the school to monitor behaviour, gives offenders fair hearing to defend thermsevels before the management, uses positive reinforcement to strengthen good behaviour, removes privileges to stop a negative behaviour and avoids hasty decisions in disciplinary matters. Therefore there is a significant difference between the mean raings of principals and teachers with respect to these items.
On the other hand, the sig. 2-tailed values for items 47, 50, 53, 55 and 56 revealed that they are greater that 0.05 level of propability and the values are 2.73, 2.83, 2.48, 2.98 and 2.30.
This implies that there is no significant diference in the mean ratings of principals and teachers on those items which include: institutes adequate school rules and regulattios to assist teachers understand their responsilities, met out impartial judgement to offenders without fear or favour, uses constructive and edifying words when correcting teacehers, and thoroughly and fully investigates the circumstance and facts of the alleged offence.
However, the sig. 2-tailed value of the cluster shows that it is greater that 0.05 level of probability this indicates that there is no significant difference in the responses of the responedents on the null hypothesis. Hence the null hypothesis was not rejected.
Summary of Major Findings
The followings constitute the major findings of the study:
1. Fairly, Principals of Public Secondary Schools in South East Nigeria use transformational
leadership style, sometimes adopt transactional leadership style, and once in a while adopt
laizzez faire leadership style.
2. Principals adopt transformational leadership style and staff development to a great extent 156
3. Principals adopt transformational leadership style and staff motivation to a great extent
4. Principals adopt transformational leadership style and staff discipline to a great extent
5. There is no significant difference between the mean ratings of principals and teachers on
the type of leadership styles adopted by principals
6. There is significant difference between the mean ratings of principals and teachers on the
extent transformational leadership style is adopted by principals and staff development.
7. There is significant difference between the mean ratings of principals and teachers on the
extent transformational leadership style is adopted by principals and staff motivation.
8. There is no significant difference between the mean ratings of principals and teachers on
the extent transformational leadership style is adopted by principals and staff discipline
157
CHAPTER FIVE
DISCUSSION OF RESULTS, CONCLUSIONS, IMPLICATIONS,
RECOMMENDATIONS, AND SUMMARY OF THE STUDY
This chapter discusses the findings of the study based on the research questions and null
hypotheses that guided the study. The implications were examined with relevant
recommendation and conclusion, suggestions for further studies and summary of the study.
Discussion of Findings
Leadership Style Adopted by the Principals
Fairly, Principals of Public Secondary Schools in South East Nigeria use transformational leadership style, sometimes adopt transactional leadership style, and once in a while adopt laizzez faire leadership style. This is because, to great extent, they talk work, values and belief, display a sence of power and confidence in carrying out duties, instill pride in those who associate with them, and talk optimistically about the future, to little extent, they discuss very clearly teachers responsibility for achieving performance/objectives, make clear rewards that will be received when work is successfully accomplished, specifies the importance of achieving results, express satisfaction when teachers do their work well, direct teachers attention to failures to meet with expected standards. However, to a very little extent, they are absent when needed, avoid making decisions, and delay responding to urgent questions, among others. The principals adopt transformational leadership style more than transactional leadership style, because it could be for the reason that public secondary school principals, they do not have enough finance available to them to act in the nature of a transactional leader who uses financial inducement to motivate his/her followers while on the other hand translational leaders proactive
157 158 concerning their style of leadership and try to inspire and encourage his or her followers to achieve more than expected.This contradicts with the findings of Eboka (2009) who found out that 51.39% of principals’ in public secondary schools in Delta State displayed transactional leadership styles, while (48.61%) of them displayed transformational leadership style. This goes to show that principals in public secondary schools in South East Nigeria are unspecific on the type of leadership style that they can use to pursue agreed upon organizational goals which are approaches that leaders can use to predict and be guided to practice. Hopkins (1993) clearly stated that leaderships styles are approaches that leaders utilize to pursue organizational agreed upon goals and could be adopted and implementated to attain those goals to satisfy the organization. The leadership style is constant, unlike leader’s behavior which might change from one situation to another. Kiboss and Jemiryott (2014) found out that in Nandi South district of
Kenya, majority (55.8%) of the principals practiced democratic leadership style, as compared to
36.2% principals that practiced autocratic leadership style and 8.0% who practiced transactional leadership style. Kiboss and Jemiryott (2014) also found out that there is a positive correlation between principals’ leadership styles identified and teachers’ job satisfaction, which means that whenever a principal employs a leadership style, there is bound to be a direct response in relation to job satisfaction, which was either low or high amongst the teachers. This is why the researchers noticed that those teachers whose principals practiced autocratic leadership style tend to get dissatisfied and show less commitment to duty, that a more democratic kind of leadership style elicits a higher job satisfaction index and consequently a stronger commitment to duty, and that transactional leadership style does not improve nor lower the teachers job satisfaction, which is an indication that transactional style of leadership is least effective in changing the working environment, because it only tends to assume that people are largely motivated by simple 159 rewards and punishment. It is then very important to adopt an effective leadership style that utilizes the teacher to achieve the educational objectives, as in transformational leadership style.
The result of the hypothesis also indicates that there is no significant difference in the mean ratings of the principals and teachers on the type of leadership styles adopted by principals in public secondary schools South East Nigeria. Hence, the null hypothesis was not rejected.
Extent to which principals adopt transformational leadership style and staff development
The findings revealed that principals adopt transformational leadership style and staff development to a great extent. This is because according to the responses of the respondents, to a great extent, they pay particular attention to each teacher’s need for development and growth, help teachers develop to successfully higher levels of potentials, help teachers take responsibility for their own development, create new learning opportunities in a supportive climate, give approval when teachers want to go for in-service training, have high expectations for teachers as professionals, act as a sources of new ideas for teachers’ professional learning and encourage critical thinking and problem solving to make the organization better. For items 30 and 31, which respectively are on bringing workshops to our schools to be comfortable for us to participate and giving workshop by themselves to update our knowledge, though the principal’s mean scores were above the bench mark of 2.50, i.e. 2.78 and 2.73 for items 30 and 31, respectively, teachers mean scores were below the bench mark with 2.49 and 2.37 for items 30 and 31. For item 31, the overall mean which is 2.44 which is below the bench mark also.
The findings agree with Aneke (2012), who found out that teachers do have orientation programmes or basic englightenment in Awgu Education Zone of Enugu State. It is also supported by Ejekwu (2014), who found out that sandwich program, workshops and conferences/ 160 seminars were the in-service training programs provided in junior secondary schools in Rivers
State, for effective implementation of Universal Basic Education. In support, Odo (2012) expressed that ways of improving staff development, in-service training of teachers in Federal
Government Colleges in South East Nigeria, include effective participation in school activities and for teachers to be encouraged to share ideas through peer assistance. On the contrary, Nweke
(2013), who found out that though there was highly qualified staff, staff development was not sufficiently encouraged. This could be attributed to the fact that by the time the field study was carried out, government of South East just handed over mission schools to the owners (Voluntary agencies), which was between 2009 and 2013. Then the mission schools needed to find their footings to carry on with the leadership of the schools handed over to them. This could be attributed to why the study, differed from there present study. Likewise Umeano and Adene
(2014) found out that more teachers have low teacher efficacy than those with high teacher efficacy in Nsukka education zone of Enugu State, as out of the 346 teachers that participated in the study, 158 have high teacher efficacy while 188 teachers have low teacher efficacy.
The hypothesis shows that there is significant difference between the mean ratings of principals and teachers on extent principals adopt transformational leadership style on staff development in public secondary schools in South East Nigeria.
Extent to which principals adopt transformational leadership and staff motivation
The findings revealed that principals adopt transformational leadership style and staff motivation to a great extent. This is because from the responses of principals and teachers, to a great extent, principals see to staff`s welfare, praise hardworking teachers, endear teachers to commit to the vision of the school, encourage team spirit to reach goals of providing quality 161 education, energize teachers by projecting an attractive future, change the expectations of group members to believe that the school’s problems can be solved, clearly communicate to teachers that the schools vision is attainable, encourage shared vision and team spirit and show respect to staff by treating them as professionals.
The present findings are in line with Ejimofor (2007), who found out that majority of the teachers in public secondary schools in South East Nigeria expressed satisfaction in their job, and that that principals’ transformational leadership skills affected teachers’ job satisfaction, which is an aspect of motivation. The finding is supported by Onyenwe (2010), who observed that teachers should be allowed to enjoy other fringe benefits as enjoyed, by other workers, and that the provision of condusive environment for teaching and learning contributes to the factors of teacher motivation. The extent of staff motivation by principals’ could be attributed to teachers now being treated and recognized as professional, through the instrumentality of
“Teachers Registration Council of Nigeria” (TRCN) organized by the federal government. It has in effect influenced the principals, who now recognize themselves and teachers as professionals.
To this effects, every institution that has teacher education has facilities to register both their teachers, lecturers and students teachers. Likewise, Agu and Udo (2012) noted that there is significant relationship between job satisfaction and organizational commitment among secondary school teachers in Enugu State. The writers also found out that a very strong correlation exists between working environment and organizational commitment. Okereke and
Ugwuegbulam (2014) agree with Agu and Udo (2012) when they found out that verbal praise enhanced teachers motivation more than non-verbal praise. Ofoegbu (2004) similarly found out that teachers agreed that teacher motivation would enhance classroom effectiveness and improve standards and quality of schools in Nigeria. 162
Belle (2007) noted that principals are conscious of their roles as instructional leaders, and that they try their best to assume their responsibilities to motivate staff to teach effectively for the sake of school excellence which is an aspect of transformational leadership style. The null hypothesis showed that there is significant difference in the mean ratings of principals and teachers on the extent principals adopt transformational leadership on staff motivation in public secondary schools in South East Nigeria.
Extent to which Principals Adopt Transformational Leadership Style and Staff Discipline
The findings revealed that to a great extent, principals adopt transformational leadership style and staff discipline. This is because from the responses of teachers and principals, to a great extent, principals institute adequate school rules and regulations to assist teachers understand their responsibilities in the school, to monitor behavior, give offenders fair hearing to defend themselves before the management, met out impartial judgment to offenders without fear or favour, use positive reinforcement to strengthen good behavior, remove privileges to stop negative behaviour, use constructive and edifying words when correcting teachers, avoid hasty decisions on disciplinary matters, thoroughly and fully investigate the circumstance and facts of an alleged offence and notifies the teachers of the nature of their offence. The findings agree with Nweke (2013), who noted that there was high level of discipline among teacher. Chibuoke
(2004), found that the ways of improving staff discipline in public secondary schools are; placing misbehaving teachers in peer tutoring arrangement, having them serve either as tutors or tutees as appropriate, making use of punishment which are reasonable for the offence committed, providing support to help teachers improve on their behavior. No academic work grows where indiscipline exists. Oboegbulum (2013) observed that while the administrators must try to maintain good relationship with the staff, the administrator should not be afraid to take 163 disciplinary action against any staff who is failing in his/her duty or who is guilty of professional misconduct or some act of immorality. Opara (1992), also studied the impact of school take-over and discipline and academic excellence in Abia State. The study focused on the discipline among teachers as panacea of achievement of academic excellence. The result indicated a high moral and professional discipline among secondary school teachers, when schools were under the control of the voluntary agencies that owned them. Then there was high academic performance and moral discipline among the students. It was such studies as this that opened the eyes of secondary school principals to the levels of indiscipline in public secondary schools. Then it was twelve years after the government take-over of schools from the voluntary agencies indiscipline then became full blown. It then seems that the principals of public secondary schools decided to position the schools to experience a better disciplinary situation. The null hypothesis showed that there is no significant difference in the mean ratings of principals and teachers on the extent principals adopt transformational leadership style on staff discipline in public secondary schools in South East Nigeria.
Conclussions
Based on the findings of this study, the following conclusions were made:
- Principals of public secondary schools in South East Nigeria, discuss very clearly
teachers’ responsibility for achieving performance/ objectives, they specify the
importance of achieving results, express satisfaction when teachers do their work well. It
was also noted that the principals do not demonstrate that problems must become chronic
before action is taken, are not absent when needed, do not avoid making decisions and do
not delay responding to urgent questions. 164
- Principals of public secondary schools in South East Nigeria: Pay particular attention to
each teacher’s need for development and growth, help teachers develop successfully
higher levels of potential, help teachers take responsibility for their own development,
give approval when teachers want to go for in-service training. However, the principals
do not give workshop by themselves to update the teachers’ knowledge.
- Principals of public secondary schools in South East Nigeria: See to members of staff’s
welfare, praise hardworking teachers, relate well with the teachers, clearly communicate
to teachers that the school vision is attainable encourage team spirit to reach goals of
providing quality education.
- Principals of public secondary schools in South East Nigeria, institute adequate school
rules and regulations to assist teachers understand their responsibilities, keep proper
records of staff activities in the school to monitor behaviour, give offenders fair hearing
to defend themselves before the management, and thoroughly and fully investigates the
circumstances and facts of an alleged offence.
Implications of the Study
The findings of this study have some important educational implications, as it relates to education in general and to the management of education in public secondary schools in South
East Nigeria.
- This implies that the principal are aware of the leadership style they can adopt to
effectively pilot the affairs of their school, which could help them achieve educational
objectives better, as could be experienced with transformational leadership style.
- Teachers’ Perception about their principals was positive, which implies that there is
awareness among teachers on the importance of transformational leadership style as an 165
effective tool in school leadership. Since teachers are aware of these attributes, it is then a
good opportunity for the principals to utilize this positive perception to intensify these
attributes.
- The study has some implications for theory and practice. Given the scarcity of research on
the topic transformational leadership style of principals in human resource management, in
Nigeria, especially in South East of the country, this study adds up to the field of leadership
studies by providing empirical research on this topic at secondary school level of
education. In this regard, the study is significant for the effort to understand principals’
leadership and teacher relations in public secondary schools, and perhaps look at avenues
to improve this relationship. With the confinement of research on transformational
leadership style in the developed world and limited attention in the developing world
especially in Africa, the current study suggests that transformational leadership style is
valid in the Nigerian school context especially in the South East zone of the country. In
doing so, it serves to extend the studies wider to another culture other than the Western
culture, and as such these results substantiate that cultural differences across nations and
continents does not impinge on the transformational leadership style.
Recommendations
From the findings of the study, the following recommendations were made.
• Government should encourage those principals who are already adopting transformation
leadership style so that principals who still adopt either transactional or laizzes faire
leadership style will appreciate transformational leadership style and adopt it.
Government, corporate bodies and individuals also need to provide sponsorship to train
these principals to acquire skills in leadership norms, transformational leadership style 166
and human resource management. School boards of different states, who appoint new
principals, should make it a point of duty to train these new principals in transformational
leadership practices. This will give them good landing in their new job. This will impact
positively on their leadership in human resource management
• Educational policy makers on their part should take in-to policy service training of
principals in transformational leadership practices, so that principals who are already
making use of transformational leadership style in their different schools will be
encouraged.
• Since there is a limit to which principals can make decisions in their schools, especially
as it pertains to finance, government should help principal financially to achieve their
mission, goals, creativity, which are attributes of a transformational leader.
• Teachers, who are expected to be future principals and who are supposed to understand
the mission and vision of the transformational principals, should be made to understand
the norms and practices of transformational leadership style, for smooth and easy
communication between them and the principal and for their future appointment as
principals.
• Principals and teachers should be up dated once in a while; workshop and seminars
should be organized once in a while to keep them in tune with transformational
leadership style and human resource management.
Limitations of the study
This study was not without limitations:
• In the course of carrying out the research, the respondents were feeling reluctant to
respond to the questionnaire, which they attributed to other commitments they had and 167
they expressed the fact that they were uncertain of the purpose of the study. This resulted
to the sample number reduced to 1,233 respondents instead of the initial 1,250 sampled.
• Another limitation of the study is the extent to which the results can be generalized in
public secondary schools in South East Nigeria. In view of the number of public
secondary schools in the study area, inferences to the entire population should be made
with caution, although this might not affect the results in entirety.
Suggestions for further study
Based on the findings of the study, further research could address the following areas.
• Correlation of transformational leadership style of principals and human resource
management.
• Influence of gender on principals transformational leadership style on human resource
management.
• A research could be conducted to ascertain the demographic variables and effective
adoption of transformational leadership in human resource management
• The same study could be carried out in private schools, federal government colleges and
primary schools in the same study area or replicated in other zones in Nigeria
• Further study could be conducted to compare the effectiveness of transformational
leadership style in public and private secondary schools.
Summary of the Study
This study focused on transformational leadership style of principals and human resource management. The purpose was to investigate the transformational leadership style of principals and human resource management in public secondary schools in South East Nigeria. The study was guided by four research questions and four null hypotheses, seeking to know the type of 168 leadership style principals adopted and human resource management, which include: staff development, staff motivation and staff discipline.
Literature was reviewed on concept of leadership, transformational leadership style, human resource, human resource management, which include: staff development, staff motivation and staff discipline. The review also covered four theories: Human relations,
Herzberg two factor theory, Maslow’s Need theory and contingency theory of leadership.
Descriptive design was adopted for the study. The population of the study comprised all the public secondary school principals and teachers in South East Nigeria. 250 principals and 1000 teachers constituted the sample for the study, and proportionate stratified random sampling was used to draw the sample from the 24 education zones in South East Nigeria. A 56-item questionnaire titled Transformational Leadership style of principals and Human Resource
Management Questionnaire (TLSPHRMQ) was the instrument used. The 4 research questions were answered using mean and standard deviation, while the 4 hypotheses were tested using t- test at 0.05 level of significance. The major findings of the study show that: principals of public secondary schools in South East Nigeria, fairly (great extent) adopt transformational leadership style, sometimes (little extent) adopt transactional leadership style and once in a while (very little extent) adopt Laissez-faire leadership style. These principals adopt transformational leadership style and staff development to a great extent, the principals adopt transformational leadership style and staff motivation to a great extent, and the principals adopt transformational leadership style and staff discipline to a great extent. There is no significant difference between the mean ratings of principals and teachers on the type of leadership styles adopted by principals, there is significant difference between the mean ratings of principals and teachers on the extent transformational leadership style is adopted by principals and staff development, there is 169 significant difference between the mean ratings of principals and teachers on the extent transformational leadership style is adopted by principals and staff motivation and there is no significant difference between the mean ratings of principals and teachers on the extent transformational leadership style is adopted by principals and staff discipline. It was recommended that: Government should organize workshops to create more awareness on transformational leadership style, so that principals who use either transactional or laissez-faire leadership style will appreciate transformational leadership style and adopt it too. Educational policy makers on their part should take into policy in-service training of principals in transformational leadership practices, so that principals who are already adopting transformational style in their different schools will be encouraged and teachers who are expected to be future principals and who are supposed to understand the mission and vision of the transformational principals, would be made to understand the norms and practices of transformational leadership style, for smooth and easy communication between them and the principals and for their future appointment as principals. 170 170
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APPENDIX A
LETTER TO THE RESPONDENT
Department of Educational Foundations, University of Nigeria, Nsukka. 25 th July, 2014
Dear Respondent,
I am postgraduate student in the Department of Educational Foundations, University of
Nigeria, Nsukka currently conducting a research on the topic – Transformational Leadership
Style of Principals for Human Resource Management in Public Secondary Schools in South East
Nigeria.
You have been identified as one who could provide the researcher with the relevant information to effectively carryout the study. The researcher therefore humbly requests your sincere opinion in completing the attached questionnaire. You are assured that the information given by you will be treated in strict confidentiality and used for the purpose of this study.
Thank you for your anticipated cooperation.
Yours faithfully,
Aneke, M.C. [Rev. Sr.] 187
APPENDIX B
TRANSFORMATIONAL LEADERSHIP AND HUMAN RESOURCE MANAGEMENT
QUESTIONNAIRE (TLHRMQ)
Kindly use the 4 points scale to provide your candid opinions as regard the item contained in this questionnaire. Your responses are mainly for research purposes and would be kept confidential.
SECTION A
PERSONAL INFORMATION OF RESPONDENTS
Please supply answers to the following
1) Name of state ------2)Name of your school ------
3) L.G.A------4) Name of zone ------
5) Status: Principal/Teacher ------
SECTION B
The following keys should be used in responding to the items in this section. Tick just one
option, to a : 1= once in a while, 2 = sometimes, 3 = fairly, 4 = fre quently.
Very Great Extent (VGE) 4 points, Great Extent (GE) 3 points, Little Extent (LE) 2 points, Very
Little Extent (VLE)
188
S/N Cluster A: leadership Styles Adopted by Principals 4 3 2 1 Transformational Leadership Style 1. Talks about work values and beliefs 2. Displays a sense of power and confidence in carrying out duties 3. Instills pride in those who associates with him/her 4. Talks optimistically about the future 5. Articulates a compelling vision of the future 6. Has regular meetings with teachers to discuss issues arising 7. Treats teachers as individuals rather than just as members of a group 8. Helps others develop their strength 9. Encourages the use of teams to plan and implement school improvement Transactional leadership Style 10. Discusses very clearly teachers responsibility for achieving performance/objectives 11. Makes clear rewards that will be received when work is successfully accomplished 12. Specifies the importance of achieving and results 13. Expresses satisfaction when teachers do their work well 14. Concentrates full attention in dealing with mistakes, complaints and failures 15. Directs teachers` attention to failures to meet with expected standards 16. Does not interfere until problems become serious 17. Demonstrates that problems must become chronic before action is taken Laizzez – Faire Leadership Style 18. Is absent when needed 19. Avoids making decisions 189
20. Delays responding to urgent questions. 21. There are practically no rules in the school 22. Grants complete freedom to teacher’ decision without his/her participation or direction 23. Merely supplies the materials or information needed 24. He/she remains apart from the teachers and only participates when the teachers ask him/her to do so 25. Makes few attempt to increase productivity of their teachers
190
S/N CLUSTER B: Extent Transformational Leadership Style is VGE GE LE VLE
Adopted by Principals on Staff Development
26. Pay particular attention to each teacher’s need for development and
growth
27. Help teachers develop to successfully higher levels of potential.
28. Help teachers take responsibility for their own development
29. Create new learning opportunities in a supportive climate
30. Brings workshops to our school to be conformable for us to
participate
31. Gives workshop by himself to update our knowledge
32. Gives approval when teacher want to go for in-service training
33. Have high expectations for teacher as professionals
34. Act as a source of new ideas for teachers’ professional learning
35. Challenge the moral beliefs or views of teachers
36. Encourage critical thinking and problem solving to make the
organization better.
191
S/N CLUSTER C: Extent Transformational Leadership Style is VGE GE LE VLE
Adopted on Staff Motivation
37. Sees to members of staff’s welfare
38. Praises hardworking teacher
39. Relates very well with the teachers
40. Endears teachers to commit to the vision of the school
41. Encourages team spirit to reach goals of providing quality
education
42. Energizes teachers by projecting an attractive future
43. Changes the expectations of group members to believe that the
school’s problems can be solved
44. Clearly communicates to teachers that the school vision is
attainable
45. Encourages shared vision and team spirit
46. Shows respect to staff by treating them as professionals
192
S/N CLUSTER D: Extent Transformational Leadership Style is VGE GE LE VLE
Adopted on Staff Discipline
47. Institutes adequate school rules and regulations to assist teachers
understand their responsibilities
48. Keeps proper records of staff activities in the school to monitor
behavior
49. Gives offenders fair hearing to defend themselves before the
management
50. Mets out impartial judgment to offenders without fear or favour
51. Uses positive reinforcement to strengthen good behaviour
52. Removes privileges to stop a negative behavior
53. Uses constructive and edifying words when correcting teachers
54. Avoids hasty decisions in disciplinary matters
55. Thoroughly and fully investigates the circumstance and facts of
the alleged offence
56. Notifies the teacher of the nature of the offence
193
APPENDIX C
Reliability
Scale: Cluster A: Leadership styles adopted by Principals
Case Processing Summary
N %
Valid 20 100.0
Cases Excluded a 0 .0
Total 20 100.0 a. Listwise deletion based on all variables in the procedure.
Reliability Statistics
Cronbach's N of Items
Alpha
.913 12
194
Reliability
Scale: Cluster B: Extent transformational leadership style is adopted by principals on staff development
Case Processing Summary
N %
Valid 20 100.0
Cases Excluded a 0 .0
Total 20 100.0
a. Listwise deletion based on all variables in
the procedure.
Reliability Statistics
Cronbach's N of Items
Alpha
.907 16
195
Reliability
Scale: Cluster C: Extent transformational leadership is adopted on motivation
Case Processing Summary
N %
Valid 20 100.0
Cases Excluded a 0 .0
Total 20 100.0
a. Listwise deletion based on all variables in
the procedure.
Reliability Statistics
Cronbach's N of Items
Alpha
.857 15
196
Reliability
Scale: Cluster D: Extent transformational leadership is adopted on staff discipline
Case Processing Summary
N %
Valid 20 100.0
Cases Excluded a 0 .0
Total 20 100.0
a. Listwise deletion based on all variables in
the procedure.
Reliability Statistics
Cronbach's N of Items
Alpha
.719 14
197
Reliability
Scale: Overall Reliability
Case Processing Summary
N %
Valid 20 100.0
Cases Excluded a 0 .0
Total 20 100.0
a. Listwise deletion based on all variables in
the procedure.
Reliability Statistics
Cronbach's N of Items
Alpha
.947 111 198
APPENDIX D POPULATION DISTRIBUTION OF PRINCIPALS AND TEACHERS BY STATES IN
THE SOUTH EAST
S/N STATES NUMBER OF NUMBER NUMBER TOTAL POPULATION OF ZONES OF L.G.As OF PRINCIPALS AND SCHOOLS TEACHERS
1 ABIA 3 17 207 3,855
2 ANAMBRA 6 21 254 4,948
3 EBONYI 3 13 222 3,107
4 ENUGU 6 17 283 8,909
5 IMO 6 27 278 4,401
TOTAL 5 24 95 1,244 25,220
199
APPENDIX E
PROPORTIONATE STRATIFIED RANDOM SAMPLING BY STATES
S/N States Zones L.G.As Schools No of No of principals
teachers
1 Abia 3 5 50 250 50
2 Anambra 3 6 50 250 50
3 Ebonyi 3 5 50 250 50
4 Enugu 3 5 50 250 50
5 Imo 3 10 50 250 50
Total 5 15 31 250 1,000 250
1,000 Teachers + 250 Principals
Grand Total = 1,250 Respondents
200
APPENDIX F
PUBLIC SECONDARY SCHOOLS IN SOUTH EAST STATES NIGERIA
PUBLIC SECONDARY SCHOOLS IN ABIA STATE
LIST OF SCHOOLS BY L.G.As AND ZONES
ABA ZONE
S/N ABA SOUTH L. G. A
1. National High School Aba
2. Umuagbai Secondary School
3. Ohabiam Girl’s Secondary School
4. Girl’s Secondary Commercial School
5. Ndiegoro Girl’s Secondary School
6. Umuogele Commercial Secondary School. Mbano
ABA NORTH L.G.A
7. Osusu Secondary School Aba
8. Girl’s High School Aba
9. Girl’s Technical College Aba
10. Boy’s Technical College Aba
ISIALA NGWA NORTH
11. Senior Science School Ihie
12. Ihie High School Ihie 201
13. Umunna Comprehensive Secondary School
14. Umuoha Secondary School
15. Secondary Technical School Amapu Ntigha
16. Ama-Asaa Secondary Technical School Amapu Ntigha
17. Ohuhu Nsulu Secondary School
18. Ntigha Secondary Grammar School
19. Secondary Technical School Ngwo ukwu
20. Agburuike Nsulu Commercial Secondary School
21. Osusu Isiala Ngwa Secondary School
22. Umuezeukwu Commercial Secondary School
OBINGWA L.G.A
23. Mgboko Itungwa Community Secondary School
24. Mgboko Umuanunu Secondary School
25. Umunkiri Commercial Secondary School
26. Mgboko Amiri Commercial Secondary School
27. Osaa Ukwu Community Secondary School
28. Ovom Ama Asaa Secondary School
29. Alaoma Secondary Technical School Akpaa
30. Ahiaba High School
31. Nenu Community Secondary School
32. Ndiakata Secondary School
33. Alaukwu Comprehensive Secondary School
34. Owo-Elu Secondary School 202
35. Ohanze Community Secondary School
36. Onicha Ngwa Community Secondary School
37. Owo Ahiafor Secondary School
38. Abala Ibeme Secondary School
39. Osusu Ama-Ukwu Secondary School
40. Amano-Isiahia Secondary Technical School
OSISIOMA L.G.A
41. Umuocham Girl’s Secondary School
42. Girl’s Secondary School Abayi
43. Umungasi Community Girl’s Secondary School
44. St. Anne’s Secondary School Umuobasi
45. Amato Secondary Technical School Umuoyoro
46. Osokwa Community Secondary School
47. Okpu-Umuobo Comprehensive School
48. Egede Uratta Comprehensive Secondary School
49. Mbutu Umuojima Community Secondary School
50. Community Secondary School Umuojima Okereke
51. Asa Amator Community Secondary School
UGWUNAGBO L.G.A
52. Ihieukwu Community Secondary School
53. Akanu Ngwa High School
54. Obegu Secondary Technical School
55. Umuaja Community Secondary School 203
56. Alaiyi Community Secondary School
UKWA WEST
57. Asa High School
58. Ogwe Comprehensive Secondary School
59. Obokwe Community Secondary School
60. Owaza Community Secondary School
61. Umuekechi High School
62. Ozar Secondary School
63. Obeaku Community Secondary School
64. Community Secondary School Umuaka
65. Umuiku Isiala Community Secondary School
UKWA EAST
66. Ndoki Community Secondary School Obohia
67. National High School Azumini
68. Akwete Secondary Technical School
69. Akirika Community Secondary School
70. Ohuru Comprehensive Secondary School
71. Ikwueke Secondary School
72. Ikwuorie Comprehensive Secondary School
73. Mkporobe Community Secondary School
OHAFIA ZONE
AROCHUKWU
74. Aggrey Memorial College 204
75. Amuri Comprehensive Secondary School
76. Mary Slessor Secondary Technical School
77. Onikwu Abam Secondary School
78. Onyerubi Comprehensive Secondary School
79. Ohaeke Abam Secondary School
80. Abam High School
81. Achara Secondary School
82. Uruji Comprehensive Secondary School
83. Umunnabuo Secondary Technical School
84. Okpo Secondary School
85. Ihechiowa High School
86. Ututu Secondary Commercial School
87. Ututu Secondary School
88. Ututu Secondary Technical School
89. Isu Secondary Commercial School
90. Elu Elu Abam Secondary School
91. Ibinayi Community Secondary School Ameka Abam
92. Comprehensive Secondary School Okoko Item
93. Ugwuleke Secondary School
94. Alayi Secondary Commercial School
95. Umuimenyi Secondary Technical School
96. Senior Science School Alayi
97. Bende Secondary Grammar School 205
98. Community Secondary School Amazu Umuhu
99. Igbere Secondary School
100. Isiala Community Secondary School Akoli
101. Ubibia High School
102. Alaoma High School Ozuitem
103. Amankalu Alayi Comprehensive Secondary School
104. Akanu Item Community Secondary School
105. Ozuitem Secondary School
106. Comprehensive Secondary School Ndiwo Itumbuzo
107. Uzuakoli Secondary School
108. Community High School Item
109. Girl’s Secondary School Uzuakoli
110. Ugwunkpa Secondary School Nkpa
111. Community Secondary School Amekpu Item
112. Umuenyere Alayi Community Secondary School
113. Lodu Imenyi Community Secondary School
114. Community Secondary School Umunnato Item
115. Secondary Technical School Ntalakwu
116. Ezi Igbere Community Secondary School
OHAFIA
117. Abia Ohafia Community Secondary School
118. Akanu Ohafia Secondary School
119. Aniedo Community Secondary School 206
120. Amibe Community Secondary School Amuke
121. Amuma Community Secondary School Ohafia
122. Ufiele Aku Community Secondary School
123. Collins Memorial Secondary School Elu
124. Egwuana Girls Secondary School Abiriba
125. Enuda High School
126. Etitiama High School Nkporo
127. Girl’s Secondary School Asaga
128. Eziafor Community Secondary school
129. Government Technical College Ania
130. Isiama Comprehensive Secondary School Okagwe
131. Isiugwu Ohafia Comprehensive Secondary School
132. Ohafia Model High School
133. Army Day Secondary School (Ofali Agwu)
134. Secondary Technical School Amangwu Ohafia
135. Okamu Secondary School Oko
136. Onarubi Secondary Technical School Abiriba
137. Community Secondary School Elughu Nkporo
138. Secondary Technical School Amurie Nkporo
139. Nkwebi Ohafia Community Secondary School
140. Ndibe Community Secondary School
141. Ohafia Girl’s Secondary School (model)
142. Nkporo Comprehensive Secondary School 207
ISUIKWUATO
143. Acha Secondary School
144. Acha Secondary Technical School
145. Achara Uturu Secondary School
146. Ahaba Iminyi Secondary School
147. Central Oguduasaa Secondary School
148. Eluama Secondary School Eluama
149. Isiukwuato High School
150. Mbaugwu Community Secondary School
151. Nunya Community Secondary School
152. Secondary Technical School Ovim
153. Uturu Secondary School
154. Amaibo Comprehensive Secondary School
155. Community Secondary School Umuobiala
156. Ozara Secondary School
157. Community Secondary School Umunnekwu Agbor
UMUAHIA ZONE
UMUAHIA NORTH
158. Government College Umuahia
159. Ibeku High School
160. Williams Memorial Secondary School 208
161. Ohuhu Community Secondary School
162. Afugiri Girl’s Secondary School
163. Ofeme Secondary Technical School
164. Afaraukwu Secondary Technical School
165. Okaiuga/Nkwegwu Secondary School
166. Amuzukwu Girl’s Secondary School
167. Isieke High School
168. Ossah Community Secondary School
169. Orieamaenyi Community Secondary School
170. Isingwu Community Secondary School
171. Ndume Otuka Community Secondary School
172. Mbom Community Secondary School
UMUAHIA SOUTH
173. Ubakala Secondary School
174. Umuopara Secondary School
175. Community Secondary School Nsirimo
176. Community Secondary School Amakama
177. Nsirimo Secondary School
178. Umunwanwa Secondary Technical School
179. Olokoro Girl’s Secondary School
180. Ohiya Community Secondary School
181. Mgbarakuma Community Secondary School
182. Ogbodiukwu Community Secondary School 209
183. Amibo Community Secondary School
IKWUANO
184. Eziama Community Secondary School Ubakala
185. Oboro Secondary School
186. Senior Science School Ariam
187. Ibere Comprehensive Secondary School
188. Azuiyi Oloko Secondary School
189. Oboro Community Secondary School
190. Awom-na-Ebo Secondary Technical School
191. Ikwuano Secondary School
192. Gramma School Oloko
193. Ambassador College Obohia
194. Nnono High School
195. Ogbuegnule Community Secondary School
196. Ihum Ibere Community Secondary School
197. Nomadic Secondary School
198. Awomukwu High School
UMUNNEOCHI
199. Nneato Secondary School
200. Isuochi (model) Secondary School
201. Lokpanta Secondary School
202. Umuaku Secondary School
203. Umuchieze Comprehensive Secondary School 210
204. Obinolu Secondary Technical School
205. Leru Community Secondary School
206. Mbala Community Secondary School
207. Nomadic Secondary Eziama Okpaukwu
PUBLIC SECONDARY SCHOOLS IN EBONYI STATE
NORTH ZONE
S/N ABAKALIKI L.G.A
1. Army Day Sec. School
2. C.S.S.Ekumenyi
3. C.S.S. Nduruku
4. C.S.S. Ndiebo Amachi
5. C.S.S. Akpe Amaechi
6. C.S.S. Azuofia Edda
7. Christ The King S.S. Amachi
8. G.H.S. Azuiyiokwu
9. M.G.S.S. Ndiebor Amachi
10. Enyigbo Comprehensive Eketube
EBONYI L.G.A
11. Abakaliki High School
12. Community Secondary School Odomoke
13. Community Secondary School Onuenyim
14. C.S.S. Onuenyim Agalagu Ishieke 211
15. C.S.S. Ekebeligwe Ishieke
16. C.S.S. Ugbonga Ishieke
17. C.S.S. Ojiegbe Nkaleke
18. C.S.S. Mbeke Ishieke
19. G.T.C. Abakaliki
20. Izzi High School
21. Nnodo Secondary School
22. M.C.G.S.S. Abakaliki
23. Ndioke Gr. Sch, Ishieke
24. Ndegu C.H.S. Ndugo
25. Urban Secondary School Abakaliki
26. Technical. Secondary School Ugbodo
27. Prisons Special Science School Abakaliki
28. Ndieze Echi C.S.S. Ndi Obodovo
29. C.S.S. Isophumini Ishieke
IZZI L.G.A
30. Boy’s Secondary School Iboko
31. C.S.S. Izogo Ndiagu
32. C.S.S. Nwofe Agbaja
33. C.S.S. Igbeagu
34. C.S.S. Ezza – Inyimagu
35. C.S.S Ndiagu Agbaja
36. C.S.S. Mkpuma Ekwoku 212
37. C.S.S. Ette
38. Holy Childs’ S.S. Sharon
39. Liberation S.S. Onunwakpu
40. Mgbalukwu C.S.S. Abarigwe
41. Ndieze C.S.S. Ohage
42. Union S.S. Ndiezeoke
43. Station Voc. S.S. Ndiogbu
44. Sp, Sec. Sch. Igbeagu
45. Unity Comprehensive Secondary School Ochafu
46. Comprehiensive Secondary School Ndinwangbe
47. Omakore Egwuaga Okpuitumo Izzi
OHAUKWU L. G. A.
48. Amoffia High School
49. Boys Secondary School Ezzamgbo
50. C.S.S. Amoffia Ngbo
51. C.S.S. Ekwashi Ngbo
52. C.S.S. Ebeta Effium
53. C.S.S. Effium
54. C.S.S. Okposhi Eheku
55. C.S.S. Ukwuagba Ngbo
56. C.S.S. Abogodo Ngbo
57. Umuogodo Oshia
58. C.S.S. Okposhi Eshi 213
59. C.S.S. Ndaburu Ebonyi
60. C.S.S. Amaechi Izhia
61. C.S.S. Umuakpu Okposhi Eshi
62. C.S.S. Akparata Effium
63. Comprehensive Secondary School Umusoke Amaoffia
64. Effium High School
65. Ezeokohu C.S.S. Effium
66. Girl’s S.S. Ndulo Ngbo
67. Ijinike High School
68. Igwebuike Effium C.S.S.
69. Izhia Girls’ S.S. Ezzamgbo
70. Plato G.V.S.S. Umuebe
71. Umumama Comprehensive Secondary School
72. Ukwuagbo High School Ngbo
73. Ugoeze C.S.S.Umugudu
74. Umuezeka High School
75. U.S.S. Ndiagu Igube
76. Urban Secondary School Ezekugo
SOUTH ZONE
AFIKPO NORTH L. G. A.
77. Amuro/Mgbom C.S.S.
78. Akpoha Comprehensive Secondary School
79. Akpoha Technical Secondary School 214
80. Amasiri Secondary School
81. Community Secondary School Amasiri
82. Comprehensive Secondary School Amasiri
83. Ekuma Ubagala M.S.S. Amasiri
84. Ebugbo Technical College
85. Enohia Itim Secondary School Afikpo
86. Government Secondary School Afikpo
87. Holy Child S.S. Afikpo
88. Ibojimba Secondary Gr. School
89. Ibii C.S.S.
90. Nkpoghoro Community Secondary School
91. Ohaisu Community Secondary School
92. Ozizza Comprehensive Secondary Schol
93. Ohabuike Secondary School Ndibe
94. Onomike Sec. Sch., Ozizza
95. Sir. Francis Ibiam Gr. Sch Afikpo
96. Unity S.S. Amikpo Ozizza
97. Unwana Comprehensive Secondary School
98. Ugwuegu Community Secondary School
AFIPKO SOUTH L. G. A.
99. Amaiyi Comprehensive Secondary School Edda
100. Community Secondary School Libolo Edda
101. Community Secondary School Ekeje Edda 215
102. Community Secondary School Nguzu Edda
103. Ebunwana Secondary School
104. Etiti Edda Secondary School
105. Ekoli/Nguzu Edda Secondary Technical School
106. Government Secondary School Owutu
107. G.H.S. Ekoli Edda
108. Itim Edda Secondary School
109. Idima Edda Secondary School
110. Oso Edda Sec. Tech. School
111. Oso Edda Comprehensive Secondary School
112. Ozem Comprehensive Secondary School
113. Umunna Comprehensive Secondary School
OHAOZARA L. G. A.
114. Uburu Girls High School Uburu
115. Adu Comprehensive Secondary School Uburu
116. Ezi Okposi H.S. Okposi
117. Enechi Ekuma H.S. Okposi
118. Etiti Uburu Secondary School
119. Government Secondary School Isi Okposi
120. Girls’ Secondary School Isi Okposi
121. Isi Okposi High School
122. Ndiagu C.S.S. Okposi
123. Uburu Secondary School 216
124. Ugwulangwu Comprehensive Secondary School
IVO L. G. A.
125. Akaeze C.S.S. Iyioji
126. Akaeze Comprehensive Secondary School
127. Comprehensive Secondary School Oshiri
128. Echiele S.S. Amata
129. Girls’ Secondary School Ishiagu
130. Isiagu High School
131. Unity Secondary School Ishiaka
132. Umuobor Sec. Tech. Sch.,
133. Urban Secondary School Ishiagu
ONICHA L. G. A.
134. Amas C.S.S. Igboeze, Onicha
135. C.S.S. Abaomege
136. Comprehensive Secondary School Oshiri
137. C.S.S. Mgbaleze
138. Comprehensive Secondary School Okuzzu Ukawu
139. C.S.S. Ishinkwo
140. C.S.S. Amoffia Ukawu
141. Ezentum Community Secondary School
142. Eziga C.S.S. Onicha
143. Ezube Mem. S.S. Ukawu
144. Girls’ Secondary School Umuniko Isu 217
145. Isu Secondary School Isu
146. Nwaliobu Ajo Mem. S.S. Ukawu
147. Ohoffia Comprehensive Secondary School Ukawu
148. Onicha C.S.S. Egunkwo
149. Onicha S.T.S.
150. Obeagu Community Secondary School Isu
151. Oshiri C.S.S.
152. Ukawu Secondary School
153. Union Secondary School Agueke Isu
154. Unity High School Oshiri
CENTRAL ZONE
EZZA NORTH L. G. A.
155. C.S.S. Ekka
156. C.S.S. Umuoghara
157. C.S.S. Nkomoro
158. C.S.S. Oshiegbe
159. C.S.S. Umuezeokoha
160. C.S.S. Ekwetekwe
111. C.S.S. Oriuzor
162. C.S.S. Inyere
163. Izzo Boys’ Secondary School
164. St. Aidans Secondary School
165. Imoha Comprehensive Secondary School Ogboji 218
EZZA SOUTH L. G. A.
166. C.S.S. Izzikworo
167. C.S.S. Ameka
168. C.S.S. Amuzu
169. C.S.S. Acharaukwu Nsokkara
170. Ezza High School
171. Ezza Girls’ Secondary School
172. Ezeta Ugbala Mem. S.S. Amudu
173. Izzikworo H.S. Ukometa
174. Kpakpaji High School
175. Premier Secondary School Idembia
176. C.S.S. Umunwagu Idembia
ISHIELU L. G. A.
177. C.S.S. Ntezi
178. C.S.S. Agba
179. C.S.S.Azuinyaba
180. C.S.S. Okpoto
181. C.S.S. Ezzagu
182. C.S.S. Nkalagu
183. Comprehensive Boys’ High School Ezillo
184. C.S.S. Ohafia
185. C.S.S. Nkalaha
186. C.S.S. Obeagu 219
187. Comprehensive Secondary School Iyionu
188. C.S.S. Eguhuo
189. C.S.S. Umuhuali
200. C.S.S. Onunweke
201. C.S.S. Ezza Ezillo
202. G.H.S. Ezillo
203. Girls’ Sp. Sec. Sch., Ezillo
204. G.S.S. Amanvu Nkalagu
205. M.C.S.S. Umuhali
206. Premier Secondary School Ogboji
207. Girls’ Tech. Sch. Agba
IKWO L. G. A.
208. C.S.S. Ndiagu Echara
209. C.S.S. Abina Ikwo
210. C.S.S. Okpuitumo
211. C.S.S. Ekke – Awoke
212. C.S.S. Noyo
213. C.S.S. Ekpanwudele
214. C.S.S. Ndufu – Alike
215. C.S.S. Ettam – Ikwo
216. C.S.S. Igbudu – Ikwo
217. C.S.S. Odomowo
218. C.S.S. Omege – Echara 220
219. C.S.S. Nzashi – Ndiagu
220. C.S.S. Nsuba
221. C.S.S. Igweledoha
222. C.S.S. Ndiaguazu Enyibichiri
223. Enyi C.S.S. Enyibichiri
224. G.H.S. Agubia Ikwo
225. Ikwo High School
226. Premier Secondary School Amagu
227. Urban Secondary School Ikwo
228. Unity Secondary School Amagu
229. C.S.S. Echialike
S/N PUBLIC SECONDARY SCHOOLS IN ENUGU STATE
AGBANI ZONE
ENUGU SOUTH
1 Union S.S Awkunanaw
2 G.G.S Awkunanaw
3 Idaw. River G.S.S. E
4 Army Day S.S. Awkunanaw
5 Uwani S.S. Enugu I
6 H.R.C. Enugu
7 C.I.C. Enugu
8 M/Land S.S. Enugu 221
9 C.S.S. Obeagu Awku
10 C.S.S. Ugwuaji
11 Comprehensive Secondary School Akwuke
12 C.S.S. Ndiagu Amechi
13 Model H.S. Amechi
14 Chukwu Mem. S.S.
15 G.H. S. Uwani
NKANU EAST
16 C.S.S. Amagunze
17 C.S.S. Nomeh
18 C.S.S. Amafor Ugba
19 B.S.S Nara
20 Unateze G.S.S. Nara
21 C.S.S. Isigwe Ugbawka
22 C.S.S Ihuokpara
23 C.S.S Nkerefi
24 C.S.S Uzam Idodo
25 C.S.S Ubahu
26 C.S.S Mburumbu
27 Igwebuike C.S.S.
28 C.G. S. S Enugu Nke
29 C.S.S Akpawfu
30 C.S.S Owo 222
31 Comprehensive Secondary School Eziama Id
32 C.S.S Mbulu Owo
33 Comprehensive Secondary School Oruku
34 M.S.S Isienu Amofu
NKANU WEST
35 G.S.S. Obe
36 O.H.S. Ozalla
37 C.S.S. Agbani
38 Akpugo S.S. Akpugo
39 C.S.S Obuofia Awkunanaw
40 C.S.S Umueze Awkunanaw
41 C.S.S Akpasha
42 G.S.S. Akegbe Ugwu
43 C.S.S Amuri
44 Model S.S. Agbani
45 C.S.S Amodu Awkunanaw
AWGU ZONE
ANINRI
46 C.S.S. Mpu
47 C.S.S. Ndeabor
48 C.S.S. Oduma
49 A.H.S. Nenwe
50 G.H.S Nenwe 223
51 O.H.S. Okpanku
52 C.S.S. Okpanku
53 C.S.S. Ohofia Oduma
54 C.H.S. Ezinesi Oduma
55 C.S.S Emudo Nenwe
56 Model. S.S. Mpu
57 U.S.S. Oduma
58 G.S.S. Oduma
59 Agbo Echara H.S.
60 C.S.S. Agbada Nenwe
61 Kings H.S. Oduma
AWGU
62 G.S.S. Owelli
63 Comprehensive High School Ogugu
64 C.S.S. Amabor-Owe
65 C.S.S. Ihe
66 C.S.S. Ogbaku
67 G.S.S. Agbogugu
68 C.S.S. Mmaku
69 C.S.S. Ugbo
70 B.SS. Mgbowo
71 Mmaku H.S. Mmaku
72 G.S.S. Mgbowo 224
73 G.SS. Mmaku
74 C.S.S. Ugbo-Okpala
75 C.S.S. Ituku
76 B.SS. Awgu
77 G.H.S. Mgbowo
78 C.S.S. Agbudu Awgu
79 U.G.S.S. Ugwulesh
80 C.S.S. Nkwe Awgu
81 Eziobu S.S Ugweme
82 U.S.S. Awgu
83 R.H.S. Agwu
84 C.S.S. Isu Awa
85 C.S.S. Ugwueme
86 C.S.S. Obeagu Agwu
87 ST. Vin. S.S. Agbogugu
OJI RIVER
88 Corpus Christi College Achi
89 G.S.S. Isikwe Achi
90 G.S.S. Achi
91 M.C.B.S.S. Inyi
92 G.H.S. Inyi
93 C.S.S. Isiama Awlaw
94 A.H.S. Awlaw 225
95 A.H.S. Akpugoeze
96 C.S.S. Ugwuoba
97 G.H.S. Ugwuoba
98 Urban S.S. Oji-River
99 National GR.S. Nike
100 ST. Pat. S.S. Emene
101 G.S.S. Abakpa Nike
102 T.E.G.S.S. Enugu
103 New. H.B.S. Enugu
104 C.S.S. Ugwuogo Nike
105 G.S.S. emene
106 Annunciation S.S. Nike
107 C.H.S. Emene
ENUGU ZONE
ENUGU NORTH
108 Queens Sch. Enugu
109 C.S.S. Iva Valley
110 Urban G.S.S. Enugu
111 Metro. G.S.S. Enugu
112 City Girls S.S. Enugu
113 N/Layout S.S. Enugu
114 Day S.S. Independent
115 Government S.S. Enugu 226
116 Coal Camp S.S. Enugu
ISI-UZO
117 Ogo C.S.S. Ikem
118 C.S.S. Neke
119 C.S.S. Eha-Ohuala
120 C.S.S. Mbu
121 C.S.S. Umuhu
122 Union S.S. Eha-Amu
123 C.S.S. Umualor
124 C.S.S. Isioroto Ikem
NSUKKA ZONE
IGBO ETITI
125 P.S.S. Ukehe
126 C.S.S. Ozalla
127 C.H.S. Ekwegbe
128 C.S.S. Ohebe-Dim
129 C.S.S. Umunko
130 C.S.S. Ohodo
131 B.S.S. Aku
132 C.H.S. Ukehe
133 G.S.S. Aku
134 C.S.S. Umuna
135 C.S.S. Aku 227
136 Orinandu C.S.S. Ukehe
137 C.S.S. Ukopi-Ekwegbe
138 Igbo-Etiti S.S. Ikolo
139 Akutara C.S.S. Ohodo
140 Comprehensive Secondary School Diobge
NSUKKA
141 S.T.C. Nsukka
142 Nsukka H.S. Nsukka
143 Q.R.S.S. Nsukka
144 C.S.S. Isienu
145 Urban G.J.S.S. Nsukka
146 Opi H.S. Opi
147 C.S.S. Edem
148 C.H.S. Umabor
149 C.S.S. Ehandiagu
150 C.S.S. Ibagwa Ani
151 C.S.S. Obukpa
152 C.S.S. Edeoballa
153 ST. Cyp. G.S.S. Nsukka
154 Model S.S. Nsukka
155 C.S.S. Lejja
156 C.S.S. Obimo
157 B.S.S. Nru 228
158 Lejja H.S. Lejja
159 C.S.S. Okpuje
160 G.S.S. Opi
161 C.S.S. Alor Uno
162 C.S.S. Opi Agu
163 Okutu S.S Okutu
164 URBAN B.S.S. Nsukka
165 C.S.S. Ezebunagu
166 Agu-Umabor C.S.S.
167 C.S.S. Akpotoro Obimo
168 C.S.S. Breme Ehandiagu
169 Edem Ani H S Edem
170 C.H.S. Ajuona Obimo
UZOUWANI
171 C.S.S. Nimbo
172 U.S.S. Adani
173 C.S.S. Abbi-Ugbene
174 U.S.S. Uvuru
175 C.S.S. Nrobo
176 C.S.S. Ukpata
177 A.S.S. Nkpologu
178 G.S.S. Umulokpa
179 C.S.S. Ogurugu 229
180 W.S.S. Opanda-Nimbo
181 C.S.S. Ugbene-Ajima
182 Atta Mem. H.S. Adaba
183 C.S.S. Ugwuijoro
OBOLLO AFOR ZONE
IGBOEZE NORTH
184 Igbo-Eze S.S. Enugu
185 M.C.S.S. Ekposhi
186 C.H.S. Ogurute
187 C.S.S. Imufu
188 C.S.S. Umuogbo-Agu
189 A.H.S. Aji
190 C.S.S. Umuopu
191 C.S.S. Igogoro
192 C.S.S. Amachala
193 C.H.S. Okpo
194 C.S.S. Isiugwu
195 C.H.S. Umuida
196 C.S.S. Ette
197 C.S.S. Uda
198 U.S.S. Ugbaike
199 C.S.S. Aguibeje
200 C.H.S Olido 230
201 C.S.S. Amaorba-Inyi
202 C.S.S. Ezeaku Inyi
203 C.S.S. Amufie Umuit
204 M.S.S. Ette
205 C.S.S. Ummuagama
IGBOEZE SOUTH
206 Iheaka G.S.S. Iheaka
207 B.S.S. Ovoko
208 G.S.S. Ibagwa Aka
209 B.S.S. Ibagwa-Aka
210 C.S.S. Iheakpu-Awka
211 C.S.S. Itchi
212 C.S.S. Unadu
213 C.S.S. Alor-Agu
214 C.S.S. Ihunowerre
215 C.S.S. Nkalagu Obu
UDENU
216 C.S.S. Obollo Afor
217 Ada C.S.S. Obollo
218 C.S.S. Obollo-Etiti
219 ST. Pat. M.C.S.S. Obollo
220 Comm. G.S.S. Imilike
221 C.S.S. Imilike Agu 231
222 C.S.S. Ezimo-Uno
223 Ezimo-Agu H.S. Ezimo
224 B.H.S. Orba
225 G.S.S. Owerre-Eze-Oba
226 C.S.S. Ogbodu-Aba
227 C.S.S. Amalla
228 C.S.S. Umundu
229 C.S.S. Orba
230 C.S.S. Obollo-Eke
UDI ZONE
EZEAGU
231 S.G.S.S. Oghe
232 A.B.S.S. Oghe
233 C.S.S. Olo
234 AGUOBU Owa H.S
235 Ezeagu S.S. Isiugwu
236 Model S.S. Olo
237 C.S.S. Awha Ndiagu
238 C.S.S. Imezi Owa
239 C.S.S. Obeleagu Umana
240 C.S.S. Obinofia Ndiagu
241 C.H.S. Umumba Ndiagu
242 C.S.S. Mgbagbu Owa 232
243 C.S.S. Umuaji Mgbagbu
244 C.S.S. Aguobu Umumba
245 C.S.S. Ogwofia Imezi Owa
246 C.S.S. Aguobu Iwollo
247 G.S.S. aguobu Owa
248 C.S.S. Agba Umana
249 C.S.S. Omughu Umana
250 C.S.S. Obinofia Ndiuno
251 C.S.S Awha Imezi
252 C.H.S Okpudo Obeleagu
253 C.S.S. Ozom Mgbagbu
254 C.S.S. Umana Ndiagu
255 C.S.S. Umumba Ndiuno
256 Iwollo H.S. Iwollo
257 U.S.S. Ihuonyia Amansi
258 C.S.S. Ezema Imezi Owa
259 Comp. Tech. S.S. Imezi
UDI
260 Christ H.S. Abor
261 S.T.S.S. Abor
262 C.S.S. Paul’s S.S. Eke
263 C.S.S. Ogor-Affa
264 C.S.S. Awhum 233
265 C.H.S. Obioma
266 C.H.S. Amokwe
267 G.H.S. Nachi
268 Comprehensive High School Ukana
269 C.S.S. Ebe
270 C.S.S. Umulumgbe
271 Comprehensive High School Udi Abia
272 C.S.S. Akpakwume
273 C.S.S. Nze
274 C.S.S. Nsude
275 C.S.S. Agbudu
276 C.S.S. Amokwu Affa
277 Nachi High School
278 G.S.S. Ngwo
279 C.S.S. Okpatu
280 C.S.S. Ngwo Uno
281 C.S.S. Amozalla Affa
282 C.S.S. Egede
283 Comprehensive Secondary School Obinagu
234
PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE
AGUATA ZONE
AGUATA L. G. A.
S/N
1. Urban Girl’s Secondary School Ekwulobia
2. Girl’s Secondary School Igboukwu
3. Community Secondary School Isuofia
4. Aguata High School Aguata
5. Girl’s High School Uga
6. Uga Boy’s Secondary School Uga
7. Community Secondary School Uga
8. Pioneer Secondary School (GSS) Umuchu
9. Community Secondary School Umuchu
10. Umuchu High School Umuchu
11. Government Technical College Umuchu
12. St. Peter’s Secondary School Achina
13. Girl’s Secondary School Achina
14. Community Secondary School Nkpologwu
15. Community Secondary School Oraeri
16. Community Secondary School Aguluezechukwu
17. Community Secondary School Akpo
18. Christ The Redeemer College Amesi
19. Community Secondary School (BSS) Igboukwu 235
20. Community Secondary School (BSS) Ezinifite
21. Ezinifite High School (GSS) Ezinifite
ORUMBA NORTH
22. Community High School Nanka
23 Community Secondary School Ranka
24 Community Secondary School Oko
25 Community Secondary School Ndikelionwu
26 Community Secondary School Ndiowu
27. Community Secondary School Ufuma
28 Community Secondary School Enugwuabor Ufuma
29 Community Secondary School Awgbu
30 Community High School Awgbu
31. Awgbu Grammar School Awgbu
32. Community Secondary School Ajali
34. Community Secondary School Omogho
35. Community Secondary School Awa
UROMBA SOUTH
36 All Saints Secondary School Umunze
37 Community High School Umunze
38 Government Technical College Umunze
39 Community Secondary School Ihite
40 Community High School Nawfija
41 New Bethel Secondary School Isulo 236
42 Victory High School Ezira
43 Premier Secondary School Ogbunka (BSS)
44 Girl’s Secondary School Ogbunka
45. Union Secondary School Owere Ezukala
46. Community Secondary School Owere Ezukala
47. Community High School Ogboh
48. Union Secondary School Umuomaku
AWKA ZONE
ANAOCHA
49 Girl’s High School Agulu
50. Flora A.M.C.S.S. Neni
51 Loretto Secondary School Adazi
52. Community Secondary School Obeledu
53. Community Secondary School Ichida
54. Community High School Aguluzigbo
55 B.M. Grammar School Adazi Nnukwu
56 Community Secondary School Agulu
57 Ojiako M.G. School Adazi Ani
58. Union Secondary School Agulu
59. Community High School Adazi
60. Community High School Akwaeze
61. Agulu Grammar School Agulu
62. Lake City Secondary School Nri 237
63. Girl’s Secondary School A/Nnukwu
64. Regal Secondary School Nri
AWKA NORTH
65 Community Secondary School Amansea
66. Community Secondary School Isuanaocha
67. Community Secondary School Ebenebe
68 Community Secondary School Mgbakwu
68. Community Secondary School Achalla
69. Community Secondary School Amanuke
70. Community Secondary School Urum
71. Community Secondary School Awba Ofemili
AWKA SOUTH
72. St. John of God Secondary School Awka
73. Igwebuike Grammar School Awka
74. Girl’s Secondary School Awka
75. Community Secondary School Umuokpu
76. Capital City Secondary School Awka
77. Ken. Dike Memorial Secondary School Awka
78. Ezi-Awka Community Secondary School Awka
79. Community Secondary School Okpuno
80. Nneoma Community Secondary School Nibo
81. Community Secondary School Mbaukwu
82. Emeka Aghasili H.S. Nise 238
83. Community Secondary School Agulu-Awka
84. Community Secondary School Amawbia
85. Union Secondary School Umuawulu
86. Union Secondary School Amawbia
87. Ezike High School Nibo
88. Holy Cross H.S. Umu/Mbaukwu
89. Community Secondary School Isiagu
DUNUKOFIA
90 St. Mary’s High School Ifitedunu
91 Walter Eze Memorial Secondary School Ukpo
92 Community Secondary School Umunachi
93 Nne Girl’s Secondary School Ifitedunu
94. Community Secondary School Ukpo
95. Community Secondary School Ukwulu
96. Girl’s Secondary School Umudioka
97. Community Secondary School Nawgu
NJIKOKA
98. Comprehensive Secondary School Nawfia
99. Girl’s Secondary School Abagana
100. Nnamdi Azikiwe Secondary School Abagana
102. Ide Secondary School Enugwu Ukwu
103. St. Mich. M. C. Secondary School Nimo
104. Girl’s Secondary School Nimo 239
105. Community Secondary School Abba
106. Govt. Technical College Enugwu Agidi
107. Girl’s Secondary School Enugwu Agidi
108. Nawfia Community Secondary School Nawfia
109. Oku C. Secondary School Enugwu-Ukwu
NNEWI ZONE
IHIALA L. G. A.
110 Community High School Amorka
111 Community Secondary School Azia
112 ST. Anthony’s Secondary School Azia
113 Abbot Girls’ Secondary School Ihiala
114 Abbot Boys’ Secondary School Ihiala
115 G.T.C. Ihiala
116 ST. Jude Secondary School Ihiala
117 Community Secondary School Isseke
118 Community Secondary School Lilu
119 Community Secondary School Mbosi
120 Union Secondary School Okija
121 Okija Gram. School Okija
122 Community Secondary School Orsumuoghu
123 Girl’s Secondary School Uli
124 Uli High School Uli
125 Community High School Umuoma Uli 240
NNEWI NORTH L. G. A.
126 Girls’ Secondary School Nnewi
127 Maria Regina Mod. Comprehensive Secondary School Nnewi
128 Nnewi High School, Nnewi
129 Nigerian Science & Technical College Nnewi
130 Okongwu Mem. Gr. School Nnewi
131 Women Ed. Centre, Nnewi
132 Community Secondary School Nnewichi, Nnewi
133 Akoboezem Community Secondary School Uruagu Nnew
NNEWI SOUTH L. G. A.
134 Union Secondary School (BSS) Amichi
135 Community Secondary School Amichi
136 Azigbo Special Science School Azigbo
137 Community Secondary School Ebeneator
138 Community Secondary School Ekwulumili
139 Community High School Ezinifite
140 Awo-Ezimuzo C.S.S. Ezinifite
141 Boys’ High School Osumenyi
145 Community High School Osumenyi
146 Community Secondary School Ukpor
147 Ukpor High School Ukpor
148 Boys’ Secondary School Unubi
149 Girls’ Secondary School Unubi 241
150 Utuh High School Utuh
151 Government Technical College Utuh
152 Community Secondary School Akwaihedi
153 Community Secondary School Ogwuanaocha
EKWUSIGO L. G. A.
154 Community Secondary School Ichi
155 Union Secondary School Ichi (GSS)
156 Community Secondary School Ihembosi
157 Boys’ Secondary School Oraifite
158 Girls’ Secondary School Oraifite
158 Community Secondary School Ozubulu
160 Girls Secondary School Ozubulu
161 Zixton Secondary School Ozubulu
OGIDI ZONE
IDEMILI NORTH L. G. A.
162 Notre Dame High School Abatete
163 Abanna Secondary School Abatete
164 Community Secondary School Eziowelle
165 Community Secondary School Ideani
166 Government Technical Nkpor
167 Urban Secondary School Nkpor
168 Community Secondary School Obosi
169 Union Secondary School Obosi 242
170 Boys Secondary School Ogidi
171 Girls Secondary School Ogidi
172 Community Secondary School Oraukwu
173 Oraukwu Grammar School Oraukwu
174 Community Secondary School Uke
175 Mater Amabilis Secodnary School Umuoji
176 Community Secondary School Umuoji
177 Awada Secondary School Awada
IDEMILI-SOUTH L. G. A.
178 ST. Johns Secondary School Akwu-ukwu
179 ST. Johns Science Technical School Alor
180 Girls Secondary School Alor
181 Girls Secondary School Alor Awka-etiti
182 ST. Johns Secondary School Awka-etiti
183 Our Ladys Secondary School Nnobi
184 Community Secondary School Nobi
185 Unity Secondary School Nnokwa
190 Girls Secondary School Oba
191 Merchant of Light Oba
192 Boys Secondary School Ojoto
193 Girls Secondary School Ojoto
OYI L. G. A.
194 Community Secondary School Awkuzu 243
195 Unity Secondary School Awkuzu
196 Women Education School Awkuzu
197 Model Comprehensive Secondary School Nkwelle-ezunaka
198 Community High School Nkwelle-ezunaka
199 Boys High School Nteje
200 New Era Secondary School Nteje
201 Cave City Secondary School Ogbunike
202 ST. Monica’s Secondary School Ogbunike
203 Progressive Secondary School Umunya
204 Community Secondary School Umunya
ONITSHA NORTH L. G. A.
205 Dennis Mem. Gram. School
206 Girls’ Secondary School Onitsha
207 Queen of Rosary School
208 Ado Girls’ Secondary School
209 ST. Charles Secondary School
210 Eastern Academy
211 New Era Girls’ Secondary School
212 Inland Girls’ Secondary School
213 Washington Mem. Secondary School
214 Comprehensive Secondary School Onitsha
215 Prince Mem. Secondary Onitsha
216 Army Day Secondary School 244
217 Metropolitan College
218 Government Technical College
219 Onitsha High School
220 Our Lady’s High School
ONITSHA SOUTH L. G. A.
221 Christ The King College
222 Modebe Mem. Secondary School
223 Metu Mem. Secondary School
224 Urban Girls Secondary School
225 Urban Boys Secondary School
226 Special Secondary School For The Deaf
OGBARU L. G. A.
227 Ogbaru High School Ogbakuba
228 Ideke Gramm. Secondary School Ideke
229 Unity Comprehensive Girls High School
230 Community Boy’s Secondary School Okpoko
231 Community Girl’s Secondary School Okpoko
232 Community Secondary School Atani
233 Government Technical. College. Osomala
234 Community Secondary School Odekpe
235 Community Secondary School Akili-Ozizor
245
OTUOCHA ZONE
ANAMBRA EAST L. G. A.
236 Fr. Joe. M.H.S. Aguleri
237 Justice C.M.S. Aguleri
238 C.S.S. Nando
239 G.S.S. Umueri
240 C.H.S. Igbariam
241 C.S.S. Umuoba-Anam
242 G.T.C. Umueri
243 Col. M.A.S. Enuguotu
244 C.S.S. Ifite-Umueri
245 C.H.S. Nsugbe
ANAMBRA WEST L. G. A.
246 Anam High School Oroma-Etiti
247 C.S.S. Umueze-Anam
248 C.S.S. Igbedor
249 C.S.S. Ifete-Anam. Mmiata
250 U.C.S.S. Inoma-Akator
251 C.S.S.S. Nzam
252 C.K.C. Umuem-Anam
AYAMELUM L. G. A.
253 Ogbe High School, Anaku
254 C.S.S. Omor 246
255 Amikwe C.S.S. Omor
256 Community Secondary School Igbakwu
257 C.S.S. Ifite Ogwari
258 R.S.S. Umerum
259 Community Secondary School Umumbo
260 U.S.S. Omasi
261 Community Secondary School Umueje
PUBLIC SECONDARY SCHOOLS IN IMO STATE
OKIGWE ZONE
ISIALA MBANO L. G. A.
S/N
1. Amaraku Community Secondary School
2. Amuzari Comprehensive Secondary School
3. Anara Community Secondary School
4. Community Secondary School Osuachara
5. Comprehensive Secondary School Mbeke-osu
6. Eziama Secondary School Osu-Ama
7. Ezihe Community Secondary School
8. Obollo Secondary Technical School
9. Ogbor-Ugiri Community Secondary School
10. Okohia Secondary School
11. Okohia-Osu Technical College 247
12. Umuduru-Osu Community Secondary School
13. Umuneke-Ugiri Secondary School
14. Umenkwe Girls Secondary School
15. Umozu Secondary School Ugiri
OKIGWE L. G. A.
16. Agbobu Community Secondary School
17. Aku Community Secondary School
18. Community Secondary School Okigwe
19. Ezinachi Community Secondary School
20. Girls Secondary School Ihube
21. Umulolo Boys Secondary School
22. Umulolo High School
23. Umuowa-Ibu Secondary Technical School
24. Urban Secondary School Ubaha-Okigwe
25. Women Education Centre
ONUIMO L. G. A.
26. Community Secondary School Okwe
27. Okigwe National Grammar
28. Okwelle Secondary School Okwelle
29. Umucheke Okwe Comprehensive Secondary
30. Umuduru Egbeaguru Secondary School
OKIGWE ZONE II
31. Agbaghara Nsu Comprehensive Secondary School 248
32. Agbaja Secondary Technical School
33. Boys Model Secondary School
34. Community Secondary School Umunumo
35. Comprehensive Secondary School Umunakanu
36. Dioka Nzerem Community Secondary School
37. Ezeoke High School Nsu
38. Ibeafor Secondary School Umunumo
39. Nsu Comprehensive High School Umuanunu
40. Umuduru-Nsu Boys Secondary School
41. Umueleke/Umueze
42. Umueze I Secondary Technical School
43. Umueze II Secondary School
44. Umuezeala Ama Secondary School
45. Umuezeala Ogwara Comprehensive Secondary School
46. Umukabia Secondary School
47. Union Comprehensive Secondary School Nzerem
IHITTE UBOMA L. G. A.
48. Abueke Community Secondary School
49. Amainyi High School
50. Amainyinta Comprehensive Secondary School
51. Amakohia Secondary School
52. Boys High School Amauzu-Ihitte
53. Madonna Science School Etiti 249
54. Nwaeruru Mbakwe Comprehensive Secondary
55. Okata Comprehensive Secondary School
56. Uboma Secondary School Ikperejere
57. Umuezegwu Secondary Technical School
OBOWO L. G. A.
58. Achara Secondary Commercial School
59. Amanze Comprehensive Secondary School
60. Avutu Secondary Technical School
61. Ehunachi Comprehensive Secondary School
62. Okenalogho Secondary Technical School
63. Okwuohia Community Secondary School
64. Umuariam Secondary Technical School
ORLU ZONE I
IDEATO NORTH L. G. A.
65. Akokwa High School
66. Akokwa Secondary Technical School
67. Akpulu Secondary School
68. Commercial Secondary School Osina
69. Comprehensive Secondary School Aniche Obinetiti
70. Comprehensive Secondary School Uruala
71. Iheme Memorial Secondary School Arondizuogu
72. National High School
73. Obodoukwu Secondary Technical School 250
IDEATO SOUTH L. G. A.
74. Amanator Community Secondary School
74. Isiekenesi High School
76. National Secondary School Ntueke
77. Senior Secondary Technical School Dikenafai
78. Ugbele Community Secondary School
79. Umueshi Secondary School
80. Umuma Isiaku Comprehensive Secondary School
81. Umuobom Community Secondary School
ISU L. G. A.
82. Comprehensive Secondary School Amurie Omanze
83. Ebemator Ekwe Secondary School
84. Ekwe Secondary School
85. Isunjaba Comprehensive Secondary School
86. Isunjaba High School
87. Secondary Technical School Amandugba
NJABA L. G. A.
88. Amucha Secondary Technical School
89. Comprehensive Secondary School Nkume-Isu
90. Girls Secondary Technical School Umuaka
91. Secondary Comprehensive School Atta
92. Secondary Technical School Okwudor
251
NKWERE L. G. A.
93. Community Secondary School Amaokpara
94. Comprehensive Secondary School Eziama Obaire
95. Owerre-Nkwoji Secondary School
96. Nkwere High School
NWANGELEL L.G .A.
97. Community Secondary School Abba
98. Community Secondary School Agbaja
99. Dick Tiger Memorial Secondary School
100 Isu Girls Secondary School
101. King Jaja High School Amaigbo
ORLU L. G. A.
102. Community Secondary School Umuna
103. Community Secondary School Mgbee
104. Community Secondary School Obinugwu
105. Comprehensive Secondary School Umuzike
106. Eziachi Secondary School Orlu
107. Girls Secondary School Orlu
108. Green Uzor Comprehensive College Ihioma
109. Ihitte Owerre Community Secondary School
110. Ogberuru Secondary School
111. Ojike Memorial Secondary School
112. Okporo Secondary Technical School 252
113. Owerre-Ebeiri Community Secondary School
114. Secondary Technical School Umuowa
115. Township Comprehensive Secondary School
116. Umueze Community Secondary School Amaike
117. Umutanze Community Secondary School
118 Special Education Centre
119. Amanachi Commercial Secondary School
120. Community Secondary School Awo-Idemili
121. Eziawa Comprehensive Secondary School
122. Girls Secondary Awo-Idemili
123. Ihittenansa Secondary School
124. Orsu-Ihitteukwa Secondary School
125. Umuhu Okabia Secondary School
ORLU ZONE II
OGUTA L. G. A.
126. Agwa Secondary School
127. Community Secondary School Awa
128. Egbuoma Secondary School
129. Ejemekwuru/Akabor Secondary School
130. Eziorsu Secondary School
131. Izombe Secondary Commmercial School
132. Priscillia Memorial Secondary School
133. St Michaels Secondary School Orsuobodo 253
134. Trinity High School
135 Umunwama G.C.S Izombe
OHAJI/EGBEMA L. G. A.
136. Abacheke Comprehensive Secondary School
137. Community Secondary School Awara
138. Commercial Secondary School Assa
139. Mmahu Secondary School Egbema
140. Obosima Secondary Technical School
141. Ohuoba Comprehensive Secondary School
142. Umuapu Secondary School Ohaji
143. Umudike Comprehensive Secondary School
145. Umuokanne Comprehensive Secondary School
146. Egbema Secondary School
147. Umunwaku Secondary School
ORU EAST L. G. A
148. Akatta Secondary School Oru East
149. Akuma Secondary School
150. Amiri Secondary School
152. Amiri Girls Secondary School
153. Comprehensive Secondary School Awo-Omamma
154. Omuma Secondary Technical School
155. Secondary Technical School Awo-Omamma
156. Ubogwu Secondary Community School Awo-Omamma 254
ORU WEST L. G. A.
157. Comprehensive Secondary School Ozara
158. Comprehensive Secondary School Ubulu
159. Comprehensive Secondary School Ibiasgbe
160. Mgbidi Secondary School
162. Nempi Secondary School
163. Ohakpu Secondary School
164. Otulu Secondary Community School
165. Umuorji Girls Secondary School Mgbidi
OWERRI ZONE I
IKEDURU L. G. A.
166. Amaimo Community Girls Secondary School
167. Amatta Community Secondary School
168. Atta Secondary School
169. Community Secondary School Ugirike
170. Community Secondary Inyishi
171. Comprehensive Secondary School Avuvu
172. Iho-Dimeze Comprehensive Secondary School
173. Ngugo Comprehensive Secondary School Ikeduru
174. Owu-Amakohia Secondary School
175. Secondary Commercial School Eziama
176. Umudim Secondary School
177. Umuoziri Secondary Technical School 255
178. Uzoagba Secondary School
MBAITOLI L. G. A
179. Afara Secondary School
180. Community Secondary School Eziama Obiato
181. Community Secondary School Mbieri
182. Community Secondary School Umuonyeali
183. Comprehensive Secondary School Ogwa
184. Comprehensive Secondary School Ubommiri
185. Girls Secondary School Ifalaka
186. Girls Secondary School Ubommiri
187. Ifakala Community Secondary School
188. IMS Deaf and Dumb Orodo
189. Mbieri Secondary Technical School
190. Obazu Girls Secondary School
191. Ogbaku Girls Secondary School
192. Orodo Secondary Technical School
193. Umueze Ogwa Secondary School Ogwa
194. Umunoha High School
195. Umunoha Secondary School
196. Umuobom Community Secondary School
197 Owerri City College
198 Owerri Municipal 256
199. Boys Secondary School New Owerri
200. Comprehensive Dev. Secondary School Douglas
201. Emmanuel College Owerri
202. Government Secondary School Owerri
203. Government Technical College Owerri
204. Ikenegbu Girls Secondary School Owerri
205. Urban Dev. Secondary School
206. Continue Education Centre
OWERRI NORTH L. G. A.
207. Young Scientist College
208. Agbala Secondary School
209. Akwakuma Girls Secondary School
210. Cassita Maria Secondary School Emekuku
211. Community Secondary School Obibiezena
212. Community Secondary School Emekuku
213. Comprehensive Secondary School Amakohia
214. Comprehensive Secondary School Emekuku
215. Comprehensive Secondary School Orji
216. Development Secondary School Mbaoma
217. Egbu Comprehensive Secondary School
218. Emekuku High School
219. Emii Secondary Technical School
220. Naze Secondary School 257
221. Ogbeke Obibi Secondary School
222. Uratta Secondary School
223. Obube Comprehensive Secondary School Ejbeluobube
OWERRI WEST L. G. A
224. Amakohia Ubi Secondary School
225. Ara Secondary School
226. Army Day Secondary School Obinze
227. Comprehensive Secondary School Emeabiam
228. Comprehensive Secondary School Avu
229. Eziobodo Secondary Technical School
230. Ihiagwa Secondary School
231. Ndegwu Secondary School
232. Nekede Secondary School
234. Oforola Community Secondary School
235. Orogwe Community Secondary School
236. Secondary Technical School Irete
OWERRI ZONE II
ABOH MBAISE L. G. A.
237. Community Secondary School Lagwa
238. Comprehensive Secondary School Amuzu
239. Lorji Community Secondary School
240. Mbaise Secondary School
241. Mbutu Secondary School 258
242. Nguru Secondary Commercial School
243. Nguru Secondary Technical School
244. Oke-Ovoro Secondary School
245. Okwuato Secondary School
246. Uzunorji Community Secondary School
247. Women Education Centre
AHIAZU MBAISE L. G. A.
248. Ahiara Technical College
248. Ahiazu Secondary School Afor-Oru
250. Community Secondary School Obodo Ahiara
251. Community Secondary School Amuzi
252. Ihenworie Secondary School
253. Okirika Nweke Comprehensive Secondary School
254. Oparanadim Comprehensive Secondary School
255. Secondary Community School Otulu Ahiara
256. Secondary Technical School Obohia
257. Umuokirika Secondary Technical School
258. Women Education Centre
EZINIHITTE L. G. A.
259. Chokoneze Secondary Technical School
260. Community Secondary School Itu
261. Community Secondary School Obizi
262. Eziagbogu Secondary School 259
263. Eziudo Girls High School
264. Eziudo Secondary Technical School
265. Ihitte Ezinihitte Secondary School
266. Ime-Onicha Comprehensive Secondary School
267. Obizi High School
268. Oboama Secondary School
269. Okpofe Secondary School
270. Onicha Secondary School
271. Udo Secondary Technical School
NGOR-OKPALA L. G. A.
272. Amala-Ntu Secondary School
273. Community Secondary School Mbato
274. Comprehensive Secondary School Umuokwune
275. Imerienwe Girls Secondary School Ngor
276. Logara Secondary School
277. Ngor-Okpala High School
278. Nguru-Umaro Secondary School
279. Obiangwu Secondary Commercial School
280. Orishieze Community Secondary School
281. Owerri Grammar School Imerienwe
282. Umuhu Comprehensive Secondary School
283. Umuohiagu Secondary School 260
APPENDIX G
Honourable Minister of Education
Permanent Secretary
Press Unit
Parastatals Legal Unit
Internal Audit
Technology and Higher Education Primary and Federal Educational Science Edu. Department Secondary Edu. Inspectorate Support Services Department Department Department Department
Finance and Administration Planning, Accounts Department Research and Department Statistics.
Organizational Structure of Federal Ministry of Education: from FME (2005).Nigeria
Education Sector diagnosis. Abuja: Fedral Ministry of Education. 261
APPENDIX H
Leader Member Relations Good Poor
Task structure Structured Unstructured Structured Unstructured
Position power Strong weak Strong weak Strong weak Strong weak
Situations I II III IV V VI VII VIII
Favorable Unfavorable
Fieldler’s Contingency model
Fig. 8 Source: Adapted Lunenburg, F.C. and Ornstein, A.C. (2012).
262
APPENDIX I
GOVERNMENT OF ENUGU STATE
APPLICATION FOR ANNUAL/CASUAL LEAVE
NAME: ______
BANK:______
SECTION/UNIT: ______
NUMBER OF DAYS REQUESTED: ______
FROM: ______TO:______
REASON FOR THE APPLICATION: ______
______
SIGNATURE OF THE APPLICATION: ______
COMMENT BY THE HEAD OF SECTION/UNITY: ______
______
______
NUMBER OF DAYS REQUESTED:______
______
SIGNATURE OF HEAD OF DEPARTMENT
COMMENTS BY THE VICE PRINCIPAL ADMINISTRATION:
RECOMMENDED/NOT RECOMMENDED: ______263
______
______
SIGNATURE:______
DATE: ______
THE PRINCIPAL:
ABOVE FOR YOUR CONSIDERATION/APPROVAL, PLEASE.
APPROVED/NOT APPROVED
______
SIGNATURE: ______
DATE: ______
264
APPENDIX J
SOUTH EAST ZONE
265
Frequencies
item1 Valid Cumulative Frequency Percent Percent Percent Valid VLE 15 1.2 1.2 1.2 LE 25 2.0 2.0 3.3 GE 837 67.9 68.1 71.4 VGE 352 28.5 28.6 100.0 Total 1229 99.7 100.0 Missing System 4 .3 Total 1233 100.0
item2 Valid Cumulative Frequency Percent Percent Percent Valid VLE 13 1.1 1.1 1.1 LE 15 1.2 1.2 2.3 GE 301 24.4 24.4 26.7 VGE 904 73.3 73.3 100.0 Total 1233 100.0 100.0
item3 Valid Cumulative Frequency Percent Percent Percent Valid VLE 29 2.4 2.4 2.4 LE 94 7.6 7.6 10.0 GE 814 66.0 66.2 76.2 VGE 292 23.7 23.8 100.0 Total 1229 99.7 100.0 Missing System 4 .3 Total 1233 100.0
266
item4 Valid Cumulative Frequency Percent Percent Percent Valid VLE 15 1.2 1.2 1.2 LE 34 2.8 2.8 4.0 GE 904 73.3 73.3 77.3 VGE 280 22.7 22.7 100.0 Total 1233 100.0 100.0
item5 Valid Cumulative Frequency Percent Percent Percent Valid VLE 8 .6 .6 .6 LE 75 6.1 6.1 6.7 GE 979 79.4 79.4 86.1 VGE 171 13.9 13.9 100.0 Total 1233 100.0 100.0
item6 Valid Cumulative Frequency Percent Percent Percent Valid VLE 18 1.5 1.5 1.5 LE 93 7.5 7.5 9.0 GE 862 69.9 69.9 78.9 VGE 260 21.1 21.1 100.0 Total 1233 100.0 100.0
267
item7 Valid Cumulative Frequency Percent Percent Percent Valid VLE 8 .6 .6 .6 LE 32 2.6 2.6 3.2 GE 282 22.9 22.9 26.1 VGE 911 73.9 73.9 100.0 Total 1233 100.0 100.0
item8 Valid Cumulative Frequency Percent Percent Percent Valid VLE 14 1.1 1.1 1.1 LE 23 1.9 1.9 3.0 GE 913 74.0 74.6 77.6 VGE 274 22.2 22.4 100.0 Total 1224 99.3 100.0 Missing System 9 .7 Total 1233 100.0
item9 Valid Cumulative Frequency Percent Percent Percent Valid VLE 13 1.1 1.1 1.1 LE 10 .8 .8 1.9 GE 256 20.8 20.8 22.7 VGE 949 77.0 77.3 100.0 Total 1228 99.6 100.0 Missing System 5 .4 Total 1233 100.0
268
item10 Valid Cumulative Frequency Percent Percent Percent Valid LE 980 79.5 79.8 79.8 GE 248 20.1 20.2 100.0 Total 1228 99.6 100.0 Missing System 5 .4 Total 1233 100.0
item11 Valid Cumulative Frequency Percent Percent Percent Valid LE 1003 81.3 81.7 81.7 GE 225 18.2 18.3 100.0 Total 1228 99.6 100.0 Missing System 5 .4 Total 1233 100.0
item12 Valid Cumulative Frequency Percent Percent Percent Valid LE 921 74.7 75.0 75.0 GE 307 24.9 25.0 100.0 Total 1228 99.6 100.0 Missing System 5 .4 Total 1233 100.0
269
item13 Valid Cumulative Frequency Percent Percent Percent Valid LE 992 80.5 80.8 80.8 GE 236 19.1 19.2 100.0 Total 1228 99.6 100.0 Missing System 5 .4 Total 1233 100.0
item14 Valid Cumulative Frequency Percent Percent Percent Valid LE 899 72.9 73.0 73.0 GE 333 27.0 27.0 100.0 Total 1232 99.9 100.0 Missing System 1 .1 Total 1233 100.0
item15 Valid Cumulative Frequency Percent Percent Percent Valid LE 1098 89.1 89.4 89.4 GE 130 10.5 10.6 100.0 Total 1228 99.6 100.0 Missing System 5 .4 Total 1233 100.0
270
item16 Valid Cumulative Frequency Percent Percent Percent Valid LE 1023 83.0 83.3 83.3 GE 205 16.6 16.7 100.0 Total 1228 99.6 100.0 Missing System 5 .4 Total 1233 100.0
item17 Valid Cumulative Frequency Percent Percent Percent Valid LE 961 77.9 79.0 79.0 GE 256 20.8 21.0 100.0 Total 1217 98.7 100.0 Missing System 16 1.3 Total 1233 100.0
item18 Valid Cumulative Frequency Percent Percent Percent Valid VLE 1034 83.9 83.9 83.9 LE 28 2.3 2.3 86.1 GE 171 13.9 13.9 100.0 Total 1233 100.0 100.0
item19 Valid Cumulative Frequency Percent Percent Percent Valid VLE 975 79.1 79.1 79.1 LE 40 3.2 3.2 82.3 GE 218 17.7 17.7 100.0 Total 1233 100.0 100.0
271
item20 Valid Cumulative Frequency Percent Percent Percent Valid VLE 1026 83.2 83.2 83.2 LE 207 16.8 16.8 100.0 Total 1233 100.0 100.0
item21 Valid Cumulative Frequency Percent Percent Percent Valid VLE 1038 84.2 84.2 84.2 LE 195 15.8 15.8 100.0 Total 1233 100.0 100.0
item22 Valid Cumulative Frequency Percent Percent Percent Valid VLE 973 78.9 78.9 78.9 LE 42 3.4 3.4 82.3 GE 218 17.7 17.7 100.0 Total 1233 100.0 100.0
item23 Valid Cumulative Frequency Percent Percent Percent Valid VLE 996 80.8 80.8 80.8 LE 22 1.8 1.8 82.6 GE 215 17.4 17.4 100.0 Total 1233 100.0 100.0
272
item24 Valid Cumulative Frequency Percent Percent Percent Valid VLE 1006 81.6 81.6 81.6 LE 227 18.4 18.4 100.0 Total 1233 100.0 100.0
item25 Valid Cumulative Frequency Percent Percent Percent Valid VLE 1019 82.6 82.6 82.6 LE 214 17.4 17.4 100.0 Total 1233 100.0 100.0
273
Means Analyses-Principals and Teachers
Case Processing summary
Cases Included Excluded Total N Percent N Percent N Percent Item 1 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 2 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 3 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 4 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 5 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 6 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 7 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 8 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 9 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 11 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 12 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 13 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 14 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 15 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 16 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 17 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 18 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 19 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 20 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 21 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 22 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 23 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 24 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 25 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 26 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents
Case Processing summary 274
Cases Included Excluded Total N Percent N Percent N Percent Item 27 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 28 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 29 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 30 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 31 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 32 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 33 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 34 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 35 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 36 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 37 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 38 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 39 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 40 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 41 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 42 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 43 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 44 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 45 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 46 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 47 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 48 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 49 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 50 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 51 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 52 *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Item 53 *Status of 1233 98.7% 0 .0% 1233 100.0% Respondents Item 54 *Status of 1233 100% 0 .0% 1233 100.0% Respondents Item 55 *Status of 1233 100% 0 .0% 1233 100.0% Respondents
275
Case Processing Summary
Cases Included Excluded Total N Percent N Percent N Percent Item 56 *Status of 1233 100% 0 .0% 1233 100.0% Respondents Cluster A *Status 1217 98.7% 16 1.3% 1233 100.0% of Respondents Cluster B *Status of 1233 99.9% 1 .1% 1233 100.0% Respondents Cluster C *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents Cluster D *Status of 1233 100.0% 0 .0% 1233 100.0% Respondents
276
Report
Category item1 item2 item3 item4 item5 item6 item7 item8 item9
Teacher Mean 3.2146 3.7671 3.1982 3.1200 3.0605 3.1825 3.7712 3.1117 3.8008
N 988 992 989 992 992 992 992 985 989
Std. Deviation .51572 .50747 .55939 .46980 .46726 .49821 .49930 .45051 .48013
Principals Mean 3.3527 3.4232 2.7667 3.4025 3.0830 2.7925 3.4066 3.4728 3.5063
N 241 241 240 241 241 241 241 239 239
Std. Deviation .64233 .60838 .76791 .65179 .48451 .75174 .63950 .60659 .60717
Total Mean 3.2417 3.6999 3.1139 3.1752 3.0649 3.1062 3.6999 3.1822 3.7435
N 1229 1233 1229 1233 1233 1233 1233 1224 1228
Std. Deviation .54536 .54577 .62913 .52236 .47057 .57764 .54874 .50539 .52033
Report
Category item10 item11 item12 item13 item14 item15 item16 item17
Teacher Mean 2.1972 2.1780 2.2528 2.1951 2.2742 2.1053 2.1670 2.2102
N 989 989 989 989 992 988 988 980
Std. Deviation .39806 .38267 .43483 .39651 .44633 .30705 .37317 .40766
Principals Mean 2.2218 2.2050 2.2385 2.1799 2.2542 2.1083 2.1667 2.2110
N 239 239 239 239 240 240 240 237
Std. Deviation .41630 .40456 .42706 .38492 .43630 .31145 .37346 .40886
Total Mean 2.2020 2.1832 2.2500 2.1922 2.2703 2.1059 2.1669 2.2104
N 1228 1228 1228 1228 1232 1228 1228 1217
Std. Deviation .40162 .38701 .43319 .39418 .44429 .30779 .37307 .40773
277 Report 277
Category item18 item19 item20 item21 item22 item23 item24 item25
Teacher Mean 1.2994 1.3851 1.1673 1.1593 1.3861 1.3649 1.1845 1.1744
N 992 992 992 992 992 992 992 992
Std. Deviation .69747 .76825 .37347 .36612 .76840 .76099 .38807 .37964
Principals Mean 1.3029 1.3900 1.1701 1.1535 1.3942 1.3734 1.1826 1.1701
N 241 241 241 241 241 241 241 241
Std. Deviation .70382 .77281 .37652 .36124 .77339 .77025 .38712 .37652
Total Mean 1.3001 1.3861 1.1679 1.1582 1.3877 1.3666 1.1841 1.1736
N 1233 1233 1233 1233 1233 1233 1233 1233
Std. Deviation .69843 .76883 .37391 .36503 .76907 .76251 .38773 .37888 278
Report
Status of Respondents Item26 Item27 Item28 Item29 principal Mean 3.1618 3.1618 3.1784 2.9876 N 241 241 241 241 Std. Deviation .85315 .78711 .80449 .91961 Teachers Mean 2.9536 2.9476 2.9002 2.7954 N 992 992 992 992 Std. Deviation .99639 .93117 .95569 .95163 Total Mean 2.9943 2.9895 2.9546 2.8329 N 1233 1233 1233 1233 Std. Deviation .97325 .90850 .93431 .94816
279
Report
Status of Respondents Item30 Item31 Item32 Item33 Item34 principal Mean 2.7884 2.7386 3.2822 3.3029 3.2573 N 241 241 241 241 241 Std. Deviation .98363 1.07729 .89632 .80852 .80117 Teachers Mean 2.4960 2.3710 2.9022 3.1048 2.8317 N 992 992 992 992 992 Std. Deviation 1.09673 1.14687 1.05715 .96513 .99387 Total Mean 2.5531 2.4428 2.9765 3.1436 2.9148 N 1233 1233 1233 1233 1233 Std. Deviation 1.08141 1.14253 1.03835 .93957 .97370
280
Report
Status of Respondents Item35 Item36 Item37 Item38 Item39 principal Mean 2.7635 3.2407 3.3154 3.3029 3.5436 N 241 241 241 241 241 Std. Deviation 1.08305 .91297 .75838 .87771 .76864 Teachers Mean 2.4677 3.0988 3.1200 3.2238 3.2218 N 992 992 992 992 992 Std. Deviation 1.11089 .97306 1.02182 .94784 .98280 Total Mean 2.5255 3.1265 3.1582 3.2393 3.2847 N 1233 1233 1233 1233 1233 Std. Deviation 1.11128 .96289 .97874 .93473 .95307
281
Report
Status of Respondents Item40 Item41 Item42 Item43 Item44 principal Mean 3.2324 3.3402 3.0207 3.1452 3.3527 N 241 241 241 241 241 Std. Deviation .77725 .83691 .97232 .85615 .82921 Teachers Mean 3.0696 3.1734 2.8659 2.9435 3.0323 N 992 992 992 992 992 Std. Deviation .95731 .97712 .98073 .96395 .96297 Total Mean 3.1014 3.2060 2.8962 2.9830 3.0949 N 1233 1233 1233 1233 1233 Std. Deviation .92684 .95332 .98062 .94690 .94658
282
Report
Status of Respondents Item45 Item46 Item47 Item48 Item49 principal Mean 3.2614 3.3237 3.4398 3.3610 3.2075 N 241 241 241 241 241 Std. Deviation .84787 .88684 .84503 .81033 .93011 Teachers Mean 3.0464 3.0696 3.2601 3.2298 3.0091 N 992 992 992 992 992 Std. Deviation .95924 1.01363 .93421 .96539 1.03272 Total Mean 3.0884 3.1192 3.2952 3.2555 3.0479 N 1233 1233 1233 1233 1233 Std. Deviation .94206 .99490 .91990 .93824 1.01617
283
Report
Status of Respondents Item50 Item51 Item52 Item53 Item54 principal Mean 3.0871 3.2365 2.8257 3.0581 3.0041 N 241 241 241 241 241 Std. Deviation 1.04716 1.00316 1.01382 1.05906 1.03480 Teachers Mean 2.8730 3.0403 2.6270 2.8669 2.8548 N 992 992 992 992 992 Std. Deviation 1.05547 1.04025 1.05164 1.07931 1.07306 Total Mean 2.9148 3.0787 2.6659 2.9043 2.8840 N 1233 1233 1233 1233 1233 Std. Deviation 1.05685 1.03563 1.04692 1.07763 1.06692
284
Report
Status of Respondents Item55 Item56 Cluster A Cluster B principal Mean 3.2365 3.1577 2.6393 3.0782 N 241 241 237 241 Std. Deviation .96505 .91744 4.3369 .53132 Teachers Mean 3.0192 2.9940 2.5747 2.8055 N 992 992 980 991 Std. Deviation 1.02671 1.00552 4.8811 .62801 Total Mean 3.0616 3.0260 2.5873 2.8588 N 1233 1233 1217 1232 Std. Deviation 1.01822 .99069 .47852 .61962
285
Report
Status of Respondents Cluster C Cluster D principal Mean 3.2838 3.1609 N 241 241 Std. Deviation .56753 .68274 Teachers Mean 3.0767 2.9775 N 992 992 Std. Deviation .71329 .73211 Total Mean 3.1172 3.0134 N 1233 1233 Std. Deviation .69192 .72611
286
T-Test Group Statistics
Status of Respondents N Mean Std. Deviation Std. Error Mean
item1 Principal 241 3.3527 .64233 .04138 Teacher 992 3.2146 .51572 .01641
item2 Principals 241 3.4232 .60838 .03919 Teacher 992 3.7671 .50747 .01611
item3 Principals 241 2.7667 .76791 .04957 Teacher 992 3.1982 .55939 .01779
item4 Principals 241 3.4025 .65179 .04199 Teacher 992 3.1200 .46980 .01492 item5 Principals 241 3.0830 .48451 .03121 Teacher 992 3.0605 .46726 .01484 item6 Principals 241 2.7925 .75174 .04842 Teacher 992 3.1825 .49821 .01582 item7 Principals 241 3.4066 .63950 .04119 Teacher 992 3.7712 .49930 .01585 item8 Principals 241 3.4728 .60659 .03924 Teacher 992 3.1117 .45051 .01435 item9 Principals 241 3.5063 .60717 .03927 Teacher 992 3.8008 .48013 .01527
item10 Principals 241 2.7699 .44127 .02854 Teacher 992 2.7978 .41426 .01317 item11 Principals 241 2.7824 .44290 .02865 Teacher 992 2.8119 .41605 .01323 item12 Principals 241 2.7490 .46263 .02992 Teacher 992 2.7381 .46012 .01463 item13 Principals 241 2.8033 .43847 .02836 Teacher 992 2.7907 .44046 .01401 item14 Principals 241 2.7292 .48144 .03108 Teacher 992 2.6996 .51268 .01628
Principals 241 2.0958 .33484 .02161 Teacher 992 2.0901 .33533 .01067 287
Group Statistics
Status of Respondents Std. Error N Mean Std. Deviation Mean item16 Principals 241 2.8208 .41568 .02683
Teacher 992 2.8188 .42056 .01338 item17 Principals 241 2.7679 .47047 .03056
Teacher 992 2.7653 .47836 .01528 item18 Principals 241 1.3029 .70382 .04534 Teacher 992 1.2994 .69747 .02214 item19 Principals 241 1.3900 .77281 .04978 Teacher 992 1.3851 .76825 .02439 item20 Principals 241 2.6100 .76195 .04908 Teacher 992 2.6169 .75603 .02400 item21 Principals 241 2.0166 .56985 .03671 Teacher 992 2.0071 .57086 .01812 item22 Principals 241 1.3942 .77339 .04982 Teacher 992 1.3861 .76840 .02440 item23 Principals 241 1.3734 .77025 .04962 Teacher 992 1.3649 .76099 .02416 item24 Principals 241 2.6100 .77818 .05013 Teacher 992 2.6058 .77998 .02476 item25 Principals 241 2.6183 .76070 .04900 Teacher 992 2.6089 .76650 .02434
Item 26 Principal 241 3.1618 .85315 .05496 Teachers 992 2.9536 .03164 .99639
Item 27 Principal 241 3.1618 .78711 .05070
Teachers 992 2.9476 .93117 .02956
Item 28 Principal 241 3.1784 .80449 .05182 Teachers 992 2.9002 .95569 .03034
Item29 Principal 241 2.9876 .91961 .05924
Teachers 992 2.7954 .95163 .03021
288
Group Statistics
Status of Respondents N Mean Std. Deviation Std. Error Mean Item 30 Principal 241 2.7884 .98363 .06336 Teachers 992 2.4960 1.09673 .03482 Item 31 Principal 241 2.7386 1.07729 .06939 Teachers 992 2.3710 1.14687 .03641 Item 32 Principal 241 3.2822 .89632 .05774 Teachers 992 2.9022 1.05715 .03356 Item 33 Principal 241 3.3029 .80852 .05208 Teachers 992 3.1048 .96513 .03064 Item 34 Principal 241 3.2573 .80117 .05161 Teachers 992 2.8317 .99387 .03156 Item 35 Principal 241 2.7635 1.08305 .06977 Teachers 992 2.4677 1.11089 .03527 Item 36 Principal 241 3.2407 .91297 .05881 Teachers 992 3.0988 .97306 .03089 Item 37 Principal 241 3.3154 .75838 .04885 Teachers 992 3.1200 1.02182 .03244 Item 38 Principal 241 3.3029 .87771 .05654 Teachers 992 3.2238 .94784 .03009 Item 39 Principal 241 3.5436 .76864 .04951 Teachers 992 3.2218 .98280 .03120 Item 40 Principal 241 3.2324 .77725 .05007 Teachers 992 3.0696 .95731 .03039 Item 41 Principal 241 3.3402 .83691 .05391 Teachers 992 3.1734 .97712 .03102 Item 42 Principal 241 3.0207 .97232 .06263 Teachers 992 2.8659 .98073 .03114 Item 43 Principal 241 3.1452 .85615 .05515 Teachers 992 2.9435 .96395 .03061 Item 44 Principal 241 3.3527 .82921 .05341 Teachers 992 3.0323 .96297 .03057 Item 45 Principal 241 3.2614 .84787 .05462 Teachers 992 3.0464 .95924 .03046 Item 46 Principal 241 3.3237 .88684 .05713 Teachers 992 3.0696 1.01363 .03218 Item 47 Principal 241 3.4398 .84503 .05443 Teachers 992 3.2601 .93421 .02966 Item 48 Principal 241 3.3610 .81033 .05220 Teachers 992 3.2298 .96539 .03065 Item 49 Principal 241 3.2075 .93011 .05991 Teachers 992 3.0091 1.03272 .03279 Item 50 Principal 241 3.0871 1.04716 .06745 Teachers 992 2.8730 1.05547 .03351 Item 51 Principal 241 3.2365 1.00316 .06462 Teachers 992 3.0403 1.04025 .03303 Item 52 Principal 241 2.8257 1.01382 .06531 Teachers 992 2.6270 1.05164 .03339 Item 53 Principal 241 3.0581 1.05906 .06822 Teachers 992 2.8669 1.07931 .03427
289
Group Statistics
Status of Respondents N Mean Std. Deviation Std. Error Mean Item 54 Principal 241 3.0041 1.03480 .06666 Teachers 992 2.8548 1.07306 .03407 Item 55 Principal 241 3.2365 .96505 .06216 Teachers 992 3.0192 1.02671 .03260 Item 56 Principal 241 3.1577 .91744 .05910 Teachers 992 2.9940 1.00552 .03193 Cluster A Principal 237 2.6393 .43369 .02817 Teachers 980 2.5747 .48811 .01559 Cluster B Principal 241 3.0782 .53132 .03423 Teachers 992 2.8055 .62801 .01995 Cluster C Principal 241 3.2838 .56753 .03656 Teachers 992 3.0767 .71329 .02265 Cluster D Principal 241 3.1609 .68274 .04398 Teachers 992 2.9775 .73211 .02324
290
Independent Samples Test Levene's Test for Equality of Variances t-test for Equality of Means 95% Confidence Interval of the Difference Sig. (2- Mean Std. Error F Sig. t df tailed) Difference Difference Lower Upper item1 Equal variances 40.429 .000 -1.542 1227 .088 -.13812 .03900 -.21463 -.06161 assumed Equal variances -1.103 319.490 .302 -.13812 .04451 -.22569 -.05055 not assumed item2 Equal variances 50.156 .000 1.058 1231 .110 .34390 .03797 .26942 .41839 assumed Equal variances 1.116 325.741 .090 .34390 .04237 .26054 .42726 not assumed item3 Equal variances 65.201 .000 1.901 1227 .061 .43151 .04358 .34601 .51702 assumed Equal variances 1.194 303.299 .101 .43151 .05266 .32788 .53514 not assumed item4 Equal variances 111.006 .000 -1.708 1231 .091 -.28253 .03665 -.35444 -.21062 assumed Equal variances -1.341 303.238 .120 -.28253 .04456 -.37021 -.19485 not assumed item5 Equal variances .419 .518 -.666 1231 .506 -.02250 .03380 -.08882 .04381 assumed Equal variances -.651 356.307 .515 -.02250 .03456 -.09046 .04546 not assumed item6 Equal variances 96.483 .000 .752 1231 .872 .38993 .03998 .31148 .46837 assumed Equal variances .654 293.143 .881 .38993 .05094 .28967 .49019 not assumed item7 Equal variances 70.495 .000 .585 1231 .919 .36453 .03803 .28992 .43914 assumed Equal variances .259 314.680 .902 .36453 .04414 .27769 not assumed 45137 item8 Equal variances 119.356 .000 -1.329 1222 .228 -.36113 .03496 -.42972 -.29254 assumed Equal variances not -.27891 assumed -1.643 304.651 .111 -.36113 .04178 -.44334
291
Independent Samples Test
Levene's Test for Equality of Variances t-test for Equality of Means
95% Confidence Interval
Sig. (2- Mean Std. Error of the Difference F Sig. t df tailed) Difference Difference Lower Upper item9 Equal variances 76.603 .000 1.055 1226 .304 .29453 .03656 .22280 .36627 assumed
Equal variances .990 313.638 .619 .29453 .04214 .21162 .37744 not assumed item10 Equal variances 3.268 .071 .922 1226 .356 .02790 .03025 -.03144 .08724 assumed
Equal variances .888 346.392 .375 .02790 .03144 -.03393 .08973 not assumed item11 Equal variances 3.367 .067 .971 1226 .332 .02950 .03037 -.03008 .08909 assumed
Equal variances .935 346.531 .350 .02950 .03156 -.03256 .09157 not assumed item12 Equal variances .260 .610 -.326 1226 .744 -.01083 .03320 -.07597 .05430 assumed
Equal variances -.325 360.428 .745 -.01083 .03331 -.07634 .05467 not assumed item13 Equal variances .486 .486 -.399 1226 .690 -.01265 .03172 -.07488 .04958 assumed
Equal variances -.400 363.026 .689 -.01265 .03163 -.07485 .04956 not assumed item14 Equal variances 2.777 .096 -.811 1230 .417 -.02957 .03645 -.10109 .04195 assumed
Equal variances -.843 381.214 .400 -.02957 .03508 -.09855 .03941 not assumed item15 Equal variances .048 .826 -.238 1226 .812 -.00575 .02412 -.05308 .04158 assumed
Equal variances -.239 364.401 .812 -.00575 .02410 -.05315 .04165 not assumed item16 Equal variances .024 .878 -.066 1226 .947 -.00201 .03020 -.06125 .05724 assumed
Equal variances -.067 367.138 .947 -.00201 .02998 -.06097 .05695 not assumed 292
Independent Samples Test Levene's Test for Equality of Variances t-test for Equality of Means 95% Confidence Interval of the Sig. (2- Mean Std. Error Difference F Sig. t df tailed) Difference Difference Lower Upper item17 Equal variances .043 .836 -.076 1215 .939 -.00263 .03452 -.07034 .06509 assumed Equal variances -.077 363.285 .939 -.00263 .03417 -.06982 .06456 not assumed item18 Equal variances .026 .873 -.070 1231 .944 -.00351 .05018 -.10195 .09493 assumed Equal variances -.070 363.170 .945 -.00351 .05046 -.10273 .09571 not assumed item19 Equal variances .027 .869 -.090 1231 .928 -.00496 .05524 -.11333 .10341 assumed Equal variances -.089 363.994 .929 -.00496 .05544 -.11398 .10405 not assumed item20 Equal variances .054 .816 .128 1231 .898 .00698 .05438 -.09971 .11366 assumed Equal variances .128 363.501 .898 .00698 .05464 -.10047 .11442 not assumed item21 Equal variances .017 .898 -.233 1231 .816 -.00954 .04098 -.08994 .07086 assumed Equal variances -.233 366.027 .816 -.00954 .04094 -.09004 .07096 not assumed item22 Equal variances .057 .811 -.147 1231 .883 -.00810 .05525 -.11650 .10030 assumed Equal variances -.146 363.849 .884 -.00810 .05547 -.11719 .10098 not assumed item23 Equal variances .105 .746 -.156 1231 .876 -.00852 .05478 -.11600 .09895 assumed Equal variances -.154 362.387 .877 -.00852 .05519 -.11705 .10000 not assumed item24 Equal variances .020 .887 -.073 1231 .941 -.00411 .05599 -.11396 .10573 assumed Equal variances not assumed -.074 366.165 .941 -.00411 .05591 -.11406 .10583
293
Independent Samples Test
Levene’s Tests for Equality of t-test for Equality of Means Variances
Std. 95% Confidence Mean Error Interval of the Sig. Differen Differen Difference F Sig. t df. (2- ce ce Lower Upper tailed)
Item25 Equal variances .106 .744 -.171 1231 .864 -.00939 .05497 -.11722 .09845 assumed
Equal variances .864 -.00939 .05471 -.11697 not assumed -172 367.585 .09820
Item26 Equal variances 8.853 .003 2.988 1231 .003 .20820 .06967 .07151 .34488 assumed Equal variances not assumed 3.283 414.4 .001 .20820 .06341 .08355 .33284
Item27 Equal variances 2.577 .109 3.297 1231 .001 .21425 .06498 .08675 .34174 assumed
Equal variances 3.650 419.2 .000 .21425 .05869 .09888 .32961 not assumed
Item28 Equal variances 9.297 .002 4.174 1231 .000 .27822 .06666 .14745 .40899 assumed
Equal variances not assumed 4.633 420.8 .000 .27822 .06005 .16018 .39626
Item29 Equal variances assumed 5.746 .017 2.830 1231 .005 .19219 .06790 .05898 .32540
Equal variances
not assumed 2.890 375.0 .004 .19219 .06650 .06143 .32294
Item30 Equal variances 14.211 .000 3.786 1231 .000 .29241 .07725 .14087 .44396 assumed
Equal variances 4.045 398.1 not assumed .000 .29241 .07230 .15028 .43455
Item31 Equal variances 4.136 .042 4.516 1231 .000 .36762 .08141 .20790 .52734 assumed
Equal variances 4.691 383.3 .000 .36762 .07837 .21354 .52171 not assumed
294
Independent Samples Test
Levene’s Tests for Equality of t-test for Equality of Means Variances
Std. 95% Confidence Mean Error Interval of the Sig. Differen Differen Difference F Sig. t df. (2- tailed) ce ce Lower Upper
Item32 Equal variances 5.963 .015 5.148 1231 .000 .37994 .07381 .23513 .52475 assumed
Equal variances not assumed 5.689 418.1 .000 .37994 .06678 .24866 .51121
Item33 Equal variances 2.068 .151 2.945 1231 .003 .19807 .06727 .6610 .33003 assumed
Equal variances not assumed 3.278 422.7 .001 .19807 .06043 0.7929 .31684
Item34 Equal variances 12.457 .000 6.178 1231 .000 .42561 .06890 .29044 .56077 assumed
Equal variances not assumed 7.036 438.2 .000 .42561 .06049 .30672 .54450
1231 Item35 Equal variances 4.663 .031 3.725 .000 .29574 .07939 .13998 .45150 assumed
Equal variances not assumed 3.783 372.5 .000 .29574 .07817 .14203 .44946
Item36 Equal variances .240 .624 2.054 1231 .040 .14187 .06906 .00638 .27736 assumed
Equal variances not assumed 2.136 383.7 .033 .14187 .06643 .01126 .27249
Item37 Equal variances 19.640 .000 2.788 1231 .005 .19539 .07010 .05787 .33291 assumed
Equal variances not assumed 3.332 476.0 .001 .19539 .05864 .08016 .31062
Item38 Equal variances .282 .596 1.179 1231 .239 .07911 .06712 -.05256 .21079 assumed
Equal variances not assumed 1.235 387.7 .217 .07911 .06405 -.04681 .20504
295
Independent Samples Test
Levene’s Tests for Equality of t-test for Equality of Means Variances
Mean Std. Error 95% Confidence Interval
Difference Difference of the Difference Lower Upper F Sig. Sig. t df. (2- tailed)
Item39 Equal variances 19.922 .000 4.742 1231 .000 .32179 .06786 .18867 .45492 assumed
Equal variances not assumed 5.498 451.3 .000 .32179 .05852 .20678 .43681
Item40 Equal variances 3.370 .059 2.451 1231 .014 .16281 .06643 .03249 .29313 assumed
Equal variances
not assumed 2.780 435.2 .006 .16281 .05857 .04769 .27793
Item41 Equal variances 8.552 .004 2.442 1231 .015 .16686 .06833 .03281 .30091 assumed
Equal variances 2.683 .06220 .04460 not assumed 414.3 .008 .16686 .28913
Item42 Equal variances .958 .328 2.202 1231 .028 .15482 .07031 .01687 .29277 assumed
Equal variances not assumed 2.213 367.9 .027 .15482 .06995 .01728 .29236
Item43 Equal variances 2.660 .103 2.975 1231 .003 .20168 .06779 .06869 .33467 assumed
Equal variances not assumed 3.198 401.4 .001 .20168 .06307 .07769 .32567
Item44 Equal variances .406 .524 4.755 1231 .000 .32044 .06739 .18823 .45265 assumed
Equal variances not assumed 5.207 412.3 .000 .32044 .06155 .19946 .44142
Item45 Equal variances .022 .883 3.190 1231 .001. .21504 .06740 .08280 .34728 assumed
Equal variances not assume 3.439 403.0 001 .21504 .06253 .09211 .33797
Item46 Equal variances 2.913 .088 3.573 1231 .000 .25410 .07111 .11458 .39361 assumed
Equal variances not assumed 3.875 406.6 .000 .25410 .06557 .12520 .38299
296
Independent Samples Test
Levene’s Tests for Equality of t-test for Equality of Means Variances
Mean Std. Error 95% Confidence Interval of Sig. Difference Difference the Difference F Sig. (2- tailed) t df. Lower Upper
Item47 Equal variances 2.487 .115 2.728 1231 .006 .17975 .06589 .05048 .30902 assumed
Equal variances not assumed 2.900 395.2 .004 .17975 .06199 .05788 .30162
Item48 Equal variances 10.196 .001 1.949 1231 .052 .13116 .06730 -.00089 .26320 assumed
Equal variances not assumed 2.167 421.9 .031 .13116 .06053 .01217 .25014
Item49 Equal variances .405 .525 2.726 1231 .007 .19840 .07279 .05560 .34120 assumed
Equal variances not assumed 2.905 396.7 .004 .19840 .06830 .06412 .33267
Item50 Equal variances .426 .514 2.830 1231 .005 .21415 .07568 .06567 .36264 assumed
Equal variances not assumed 2.843 367.7 .005 .21415 .07532 .06604 .36226
Item51 Equal variances .022 .882 2.644 1231 .008 .19619 .07419 .05063 .34175 assumed
Equal variances not assumed 2.703 375.6 .007 .19619 .07257 .05350 .33889
Item52 Equal variances 4.473 .035 2.649 1231 .008 .19871 .07500 .05156 .34586 assumed
Equal variances not assumed 2.709 375.7 .007 .19871 .07335 .05449 .34293
Item53 Equal variances 1.616 .204 2.475 1231 .013 .19116 .07723 .03964 .34267 assumed
Equal variances not assumed 2.504 370.7 .013 .19116 .07634 .04104 .34128
297
Independent Samples Test
Levene’s Tests for Equality of t-test for Equality of Means Variances
95% Confidence Interval of
the Difference Sig. Mean Std. Error F Sig. (2- tailed) Difference Difference t df. Lower Upper
Item54 Equal variances 5.300 .021 1.951 1231 .051 .14931 .07653 -.00084 .29946 assumed
Equal variances
not assumed
1.995 375.6 .047 .14931 .07486 .00211 .29651
Item55 Equal variances .074 .786 2.982 1231 .003 .21736 .07289 .07436 .36037 assumed
Equal variances not assumed 3.097 383.1 .002 .21736 .07019 .07935 .35537
Item56 Equal variances .281 .596 2.305 1231 .021 .16372 .07102 .02439 .30306 assumed
Equal variances not assumed 2.437 392.4 .015 .16372 .06717 .03167 .29578
298
Independent Samples Test
Levene’s Tests for Equality of t-test for Equality of Means Variances
95% Confidence Interval of
Sig. Mean Std. Error the Difference (2- tailed) Difference Difference F Sig. t df. Lower Upper Cluster A Equal variances 2.186 .140 1.868 1215 .062 .06464 .03460 -.00325 .13253 assumed Equal variances not assumed 2.008 393.8 .045 .06464 .03220 .00134 .12794
Cluster B Equal variances 6.617 .010 6.220 1230 .000 .27266 .04384 .18666 .35866 assumed Equal variances not assumed 6.883 419.1 .000 .27266 .03962 .19479 .35053
Cluster C Equal variances 11.495 .001 4.197 1231 .000 .20715 .04936 .11032 .30399 assumed Equal variances not assumed 4.817 443.7 .000 .20715 .04300 .12264 .29167
Cluster D Equal variances 1.996 .158 3.532 1231 .000 .18334 .05190 .08151 .28517 assumed Equal variances not assumed 3.686 385.5 .000 .18334 .04974 .08553 .28114