ADMINISTRATORS SUPERVISORY SKILLS AND TEACHERS JOB PERFORMANCE IN SECONDARY SCHOOLS
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ADMINISTRATORS SUPERVISORY SKILLS AND TEACHERS JOB PERFORMANCE IN SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
Background of the study
In recent times, education stakeholders have expressed their concerned over the poor performance of teahcers in the school certificate examination. Some blamed the school administrators (principals) and the teachers while some blamed the students themselves and the parents. Whoever to be blamed, the fact remains that, the school and its organizational management has correlation with the academic achievement of the students. Leith (2004). The school principal who is the manager has a lot of roles to play in the academic achievement of the students. Ruth et all (1979) Wekessa (1997) Olagboye (2004) noted that to improve students performance, principals or managers are required first to improve the management of the schools. This can be done if the principal set a clear vision for the schools, exhibit instructional leadership, and also allow for team spirit in the school.
Lack of vision in the management of school often lead to imbalance in the allocation of and use of resources. This is why Ayot and Briggs (1992) noted that academic achievement of students depends on effective leadership. The principal is the chief executive of the school. He has some administrative tasks to perform such as supervision of instructional programmes in the school, management of school personnel,
management of school finance, maintenance of student welfare services and establishment of good community relations.
His or her failure to perform these tasks effectively and efficiently will affect the tone of the school and achievement of academic goals.( Nwankwo 1982 and Peretomode 1991). In the discharge of these tasks, the manager is expected to plan, control, organize, coordinate and direct human and non-human resources in the organization in order to achieve the goals of the organization.(Adeleke 2001 and Onifade 2004)
Nigeria education system is largely examination oriented. Hence poor performance of teahcers in examination is always attributed to the school administration where the principal is at the helm of affairs.
Report of academic performance of teahcers in the Senior School Certificate Examination (SSCE) conducted by the West African Council (WAEC) and the National Examination Council (NECO) were poor in Nigeria between 2007 and 2010. The percentage of students who obtained credit level passes in five subjects and above including English language and Mathematics was about 25% in Nigeria. (Quality Education Assurance Agency, 2010). In 2011, only 30.9% of the 1,540,250 candidates obtained credit level passes in five subjects including English and Mathematics while in the 2011 June/July NECO SSCE only 22.34% of the 1,160,561 candidates obtained credit level passes and above in English Language and 25.14% in Mathematics in the 36 states of the Federation and the Federal Capital Territory (Owadie, 2011 and Okpala 2011).
In 2012 May/June West African Senior School Certificate Examination, 649,156 candidates (38.81%) of the 1,677224 candidates that sat for the examination obtained 5 credit level passes and above in subjects including English Language and Mathematics in the 36 states of the Federation and the Federal Capital Territory (Owadie, 2011).
The poor performance of teahcers in these examinations had been largely attributed to poor management of the principals. It appears that most principals fail to monitor, and disseminate current information on educational issues and modern teaching techniques to teachers in the schools.
This has been a source of concern to the government and education stakeholders. Observation shows that most schools both in rural and urban are not well equipped of learning materials, enough teachers, computers were not available which could have prepared the students for electronic examination in future
Even in some urban schools where computers were available the epileptic supply of electricity has limited their use. A consideration of the above posed a challenge to the administrative effectiveness of the principal. The inability of some principals to encourage team spirit, among teachers, poor human relations with teachers and inconsistent classroom visitations are all hindrance to effective learning and teaching. Research findings showed that principals can significantly contribute to the academic performance of teahcers if attention is given to teaching, methods, class management, size of the school, patterns of discipline and characteristics of school climate (Rutter, et. al 1979). A principal who properly exercises his or her leadership responsibility will enable his or her school to realize good academic achievement. This augments the fact that effective management of organization is a prime contributory factor in achievement (Chitiavi, 2002). Teachers are not exempted from the controversy on the poor performance of teahcers in secondary school examinations. The poor attitude of teachers to teaching and lack of professional development contribute to poor academic performance of teahcers. A critical look at the students academic performances over the year show that much work is expected to be performed by principals and teachers in order to improve the level of academic performance in secondary schools in the state. It is against this background that this study investigated the role of principal’s organizational management on academic achievement of students in secondary schools in Ekiti States. The theoretical framework of this study is based on system theory. In relating system theory to educational system, a secondary school is an open system which comprises of input that is human and material resources. All these are interrelated, organized processed to achieve the goal of the school which is outputs in form of graduates
Source: Adapted from Peretomode (1991)
The model shows the interrelationship between the inputs and output chain of the secondary school system
1.2 Statement of the Problem
Poor performance of teahcers in senior secondary school examination has persisted despite the fact secondary schools are assumed to be having a well qualified pupils from primary schools, trained and qualified principals. The reasons for poor performance cannot be easily discerned without focused investigation. This implies that much work is being expected to be performed by teachers and principals in order to improve the level of students academic performance in secondary schools. This study therefore aimed at focusing on the role of principal who is at the helm of affairs of the school on academic achievement of the students in secondary school.
1.3 Objectives of the study
1.To understand how principals’ organization skills that influenced academic achievement of the student
2. To identify academic activities principal needs to participate to help improve academic performance of student.
1.4 Research Questions
The following research questions guided the study.
1. What are the principals’ organization skills that influenced academic achievement of the student?
2. Which academic activities does the principal need to participate to help improve academic performance of student.
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