STAFF INTERACTION AND SCHOOL INNOVATIVENESS IN WESTERN NIGERIA SECONDARY SCHOOLS ADELEYE M. , ADESUA ii STAFF INTERACTION AMD SCHOOL INNOVATIVENESS IN WESTERN NIGERI; SECONDARY SCHOOLS BYj Adeleye M. ,‘ Adesua B. Ed. Hons. (ibadan) THESIS SUBMITTED IN PART FDLFILMENT OF THE REQIL ■aaffliaOTS FOR TEE DEGREE OF MASTER OF TION OF THE UNIVERSITY OF IBADAN IBADAN, NI' A. Department of Education, University of Ibadan, Ibadan, Nigeria. July, 1975. DEDICATED TO MY PARENTS CHIEF SOLOMON ABEGUNDE ADESUA ANS Iv TABLE OF CONTENTS PAGE ABSTRACT vi ACKNOVLEDGEMENTS viii ÖERTIFICATION LIST OF TABLES LIST OF FIGURES CHAPTER ONE: PROBLEM AND BACKGROUND 1,1 Introduction 1.2 Innovation - definition, categories, mcasurement, 1.3 Staff Interaotion - definition, levels, measur oment. 1,1; Personality variables - age, sex, teaching experienoe, 1.5 Relationship betwe ependent and depondcnt variables 1.6 Thcorctical Framework 1.7 Previous Research 1,8 Proble investigation and hypotheses cf t 3ent study. CHAFTER TWO: 27 2.1 8tft>jects 2.2 Quastionnaire Materials a. Types b, Reliability and Validity 2.3 Procedure • • • » • V a. Administration of Questionnaire b. Scoring c. Computation d. Statistical Treatnents. CHAFT ER THREE: RESULTS AIID CONCLUSIONS 3.1 Results < 5 ? kt Relationship between Staff Interaction and SchooN^ Innovativeness. B. (1) Staff Interaction (2) Staff Interaction by type of schoAol ' C. Personality variables and Staff Interaction D. School Innovativeness E. Personality variables and School Innovativeness 3.2 Sumraary of Conclusion CHAFTER PO DR: DISCUSSIOHC. 65 U.1 Interpretation» $f the Findings J+,2 Implications of the Findings for Nigeria* s Educatipfj^^ystem: the case for (a)) >^Jomprehensive School System (b) Nevw Teacher Education Progrannes. U.3 Suggestions for Further Research, REFERENCES 75 APPENDICES 8Q ABSTRACT The raain purpose of this study is to determine the extent to which the interpersonal relationships among teachers in our secondary schools help or hinder the introduction of educational innovative practices in the direction of encouraging vocational and p^^ücal subjects in Nigeria' s secondary school currioulum. 557 teachers (these include 30 principals and over 1+0 heads of departments) were involved in the survey. All the subjects have taught for, at least, six months prior to the\ ^p5erriod of the survey in the schools that participated. The findings of the study shov 1. that for the total sample of schools used in this study there is no significant relationship between staff interaction and school innovativenes3 , talking generally. There are however specific identifiable patll^n?* (i) schools with low staff interaction and low degxee of inntivativeness (2) schools with high staff interaction ’apÖi high degree of innovativeness. 2. There s S y significant difference in the degree of Staff interaction aaong all-boy3, all-girls and co-educational schools. 3. There is no significant relationship between the Personality variables of principals (age and teaching experience) and the degree of staff interaction. Ir. There is no significant relationship between the personality variables of teachers (age and teaching experience) and the degree of staff interactirn. 5. The Personality variables of principals (age and teaching experience) are not significantly related to the degree of schoolA innovativeness. 6. The personality variables of teachers (age and tes experience) are not significantly related to the degree of school innovat ivenes s. The study has implications for Nigeria'’s e ducational System. These include the need for the introductio&n of a comprehensive secondary school system ' and the evolvement of new teacher education programmes in the country* viii ACKNOWLEKH^MENTS I wish to express my sincere and profound gratitude to the following people who, in one way or the other, have contributed to the success of this study: Dr. T. 0. Ohikhena, my very able Supervisor, who keenly guided and supervised every phase of the study; Professor E. A. Yoloye, Professor and Head, Department of Education, and Dean of Education for his fatherly advice. Professor J, A. Majasan, former Head of the Department of Education and former Dean of Education, without whose help I could not have been financially able to complete this study; My friends - Doctors D. C. Ugwuegbu, P. A. I. Obanya, 'Wole Palayajo and J» D. Ojo; Messrs. Olu. Kuti and J, 0. Akinboye for their very constructive and timely advice; Mrs. K. Olaofe of' the Computing Centre, U.I., who helped me v'ith the programming; Messrs. J. Oyewole and *3isi Oniyide who typed the first draft of the theais and B. A.Haneen who typed the final draft; The Permanent Secretary, Ministry of Education, Western State, Nigeria, who pemitted the use of the secondary schools in the Western State for the purpose of this study and all the teachers and principals who took part in the survey; and finally to Adesola and Adesoye, my daughters, whom I have denied the much needed patemal carc; as well as my dear wife Jayeola for her love and undc-rstanding during the period of my studentship. CEBTIFICATION I certify that this work was carried out by Mr. Adeleye M., Adesua in the Department of Education, University of Ibadan, Nigeria. SUPERVISOR T. 0. OHIKHENA. B.A.(LONDON),M.A.(McGill) Ph.D. (Toronto) Dip.Ed., A. M. N. I. M., '\Lecturer in Educational Planning and Administration Department of Education, University of Ibadan, Ibadan, Nigeria. xi LIST OF TABLES TABLE T I T L E P A G E 1.1 Registered Unemployed Persons by Quarter and Educational Level March. 1970 to September, 1971... U 2.1 Factors considered capable of hindering School Innovativeness .................... 36 3.1 Relationship between staff interaction and school innovativeness ................. ^ . N j . . Uo 3.2 One-way analysis of variance for subjects matched by type of school on staff interaction ... U3 3.3.1 Relationship between principal's age and staff interaction ....... ••• 0 0 0 ••• ••• 3-3.2 Relationship between principal's teaching experience and staff interaction ................... U6 3.U.1 Relationship between teachcr's age and staff interactj.ön .................................. 50 3.1+.2 Relationsh^J between teaching experience and staff interaction ......................... . ... 52 3.5.1 Relationship between principal's age and school innovativeness ... 55 3.5.2 Relationship between principal's teaching experience and school innovativeness ............ 57 IA3LE T I T L E P A G E 3. 6.1 Relationship between teacher's age and school innovativeness ........ ............... 59 3.6.2 Relationship between teacher's teaching experience and school innovativeness •......... . i 1 xiii LIST OP flGUEES PIGUEE T I T L E P A G E 2.1 Relationship between Staff Interaction and school Innovativeness....... ... ,, k 3.1 Relationship between Staff Interaction and school Innovativeness ... ............. & 1 CKAPTER ONE PROBLEM AND BACKGROUND 1.1 INTROBUCTION Bespite the incessant outcry by educators, scholars, parents a host of others about the deficiencies of Nigeria*s Century o] literary and bookish System of education”* *2’^, it is disappo note that practically in every African country Science and technical subjects take second place to liberal arts, while vocational education has^until very recently, been scomed.^ Probably realising that Nigerian builders of tomorrow will be drawn from millions of Nigerian youths with elementary, secondary or university education who possess the knowledge of turning screws, of weilding axes, tending gardens or fixing tyres, * and that the 1. (a) FAFUNWA, A. Babs. New Perspectives in African Education Lagos, Macraillan, 1967» P» U6 (b) _____________ "What is the goal of secondary education? Daily Times (Lagos) September 12, 1973» p. 7 2. ALUKO, S. A. *'Higher Education and National Development" The Educator, Vol. 7» May 19^6 3. AGUSIOBO, 0. N., "Implications of Vocational Education Programmes for the Nigerian School System" West African Journal of Education» Vol. 17 (1) 1973, p. 51 1+. FAFUNWA, A. Babs. (1967) op.cit. pp. 7 & 75 5. FAFUNWA, A. Babs. (1967) ibid. pp. 76 - 77 6. AGUSIOBO, 0. N. (1973) op. cit. p. 51. 2 survival of Africa during the next decade or two will depend on how rauch change has taken place in the new content of its education, the Nigeria National Curriculum Conference which met in Lagos from September 8 - 1 2 , 1969 set for itself the task of identifying the objectives of school education at different levels* The Conference stated in respect of secondary education that, secondary schools should be the nation's ground for inculcation of a spirit of self-reliance, industry, vorsatility, and self-discipline araong the youths, it should be also incumbent on the schools to equip them to be atbleXo live effectively _____________________________________ 1,» SOLARIN, Tai "The Secondary Schools That Africa Needs", West African Journal of Education, Vol. 7 (2) June 1963* P« 78» 3 in our ever-changing world. The National Curriculum Conference would not want secondary education to be merely academic in Orientation. The secondary school curriculum should be diversified to proviiie useful experiences f differences in talents, and provide opportunities and roles WiSb r students may possess or be called upon to display later ir. life. In spite of these good intentions of the curriculum Conference, Nigeria seems to continue to cherish the production of pen-pus hers who abhor soiling their hands with dirt er mud. Pailure in the West African School Certificate examinations becomes synonymous with failure in life for the greater percentage of our secondary school graduates because the 3Chool offers them .......... Algebra from which nothing follows, Geometry, ^ cience and History from which nothing follows.... and lastly most dreary of all, Literature, represented by plays of Shakespeare (and African^atoithors) with philological notes and short analyees of pLot and characterj to be j3h3ubstance committed to memory.' 1. ADARALEGBE, A. (ed.) A Philosophy for Nigerian Education Report of the National Curriculum Conference, 8 - 1 2 September, 1969» Ibadan, Heinemann, 1972, p. 215» 2. VHITEHEAD, A. N. The Aims of Education. N. Y. The Free Press (19^7), p. 7 . h Consequently, the rate of unemployment araong the youths in Nigeria is increasing at an alarming rate because t.hey are unemployable. Table 1.1 below shows that thcre seem to be progressive increase in the rate of unemployed secondary school leavers. TADLE 1.1 1 Registered Unemployed Persons by Quarter and Educational March & A ' 1 1970 to September, 1971« _ 1 QUARTER PRIMARY AND SECONDARY A&B' PERCENTAGE BELOW ABOVE SEGO;n)ARY March 1970 11,189 19 .03 1971 12,U97 22.95 June 1970 1 1,Uo6 2,152 15 .87 1971 11,239 2,306 17 .02 September 1970 1>&j5 1 ,722 12.75 1971 (3«,189 2 ,111+ 17.18 December 1970 / j 10,211 1,521 12 .96 _________________ ^ Sources Ministry of Labour Makviq'g Va comparison between graduates of secondary granunar and technical schools, Okedera found that the rate of employment was higher 1• Second National Development Plan 1970 - 7U? Ist Progress Report; t t/tos , PlanniruT Office, Federal Ministrv of Economic Development and neconscruction. 5 anong the technical 9chool graduates because they possess specific r.arketable skills needed in the intemediate and high productive sectors which the former group of graduates do not possess."' Nigeria, like other emergent countries, is faced with th< teething problem of unemployment especially among her youths V Econoraists and other social scientists have of recent discovered that the most pressing problera in developing countries generaily is unemployment. Ranis and Fei 2 recently reaffirmed Vt he^ erapirical fact that unenployment seeras to be on the increase in the developing world. There has been an accelerated sdholarly interest in the causal effect between education and employraent in African countries in the past few years. Araong other things, educators have been more concemed with relevance of the curriculura to the types of jobs available in the society and the effect of education on development in general. 3 1. OKEDARA, J. T. "The Impact of Level of Education and Training on the Rate of Labour Absorption into the Intermediate and Higher Productive Economic Sectors in Ibadan, Nigeria". IBAIIAN No 29, July, 1971, P.NT3f. 2. RANIS, G Sc FEI, J. "Technological Transfer, Employraent and Development", Geneva 19^9, MIMEO. 3. CtJRRIE, J. and NASS J. Van L. "Uganda1 s secondary school Graduates: Postponement of Labour Market Entry." Manpower and Uneaployrnent Research in Africa No 1, April, 197U, p.1^ School proprietors and the govemments of Nigeria have contented io* fK themselves with providing children^knowledge in the liberal art3 and a few Science subjects. No thought, except in a few schools, has been given to the idea of introducing vocational and practical subjects into the Curriculum of our schools. From the few vocational-oriented schools, there are boys who can carve woods, make mats or 1 or tend gardens. There are girls from these schools who can process "gaari" mend clothes and shoes, and bake bread, Becanee of the absence of innovative practices in the traditional secondary schools graduates from these institutions know next to nothing about vocational and practical subjoots such as plumbing, blaoksmithing or driving. The lack of innovative practices in the secondary schools may probably be ävp either to lack of Cooperation fr wiCÄLs among teachers in given schools, undynamic leadership^or some other factors beyond the control of the teaching personnel in a school, The problera of uneroployed youths is causing increasing alarm in the developing world. One, therefore, be-gins to wonder whether the traditional secondary schools have not outlived their usefulness, The employment prospect of the secondary school graduate may be bright, but his oontribution to the economy will continue to be meagre because of the irrelevance of his preparation for modern life in the country, His chances for leaming about the technology of food, health, fuel, transport, textiles, housing, publications and mining are severly 7 limited. This unfortunate and undesirable Situation results from lack of innovative practices in Nigerian secondary schools. Education must change because society is changing. There A the urgent need that concrete and useful steps be taken to reorganize the content of the curriculum in our secondary schools. There is also the urgent need for raising the image of practical subjects and regarding preparation for employment as an integral psrt of the teacher’s work.1 There is the need to offer the Nigerian youth the type of education which will make him self-reliant, and like the traditional African education, make tbe youth have respect for honest, hard labour and sweat. There is also the necessity for finding avenues for inculcating in the Nigerian youth wholesorae values in addition to having genuine regard for profitable but non-academic pursuits. 1.2 INNOVATION (a) Definition Atteraptp h^ve been made by scholars to define the phenomenon of innovation. These attempts include those of Bhola2 who states that "an innovation is always something definable, that is "new" to an adopter21 1. MOHAFHELOA, J. M. "Education for Frustration "West African Journal of Education. Vol. 17 (1) February, 1973, pp.127-1^2 2. BHOLA, H.S. The Configurational Theory of Innovation Diffusion. Columbuss School of Education, Ohio State University, 19^5* p.5 8 individual, group or System", Bamett who views innovation as "any thought, behaviour or thing that is new bocause it is qualitatively different from existing forms"; and Thompson 2 who defines innovation as "the generation, acceptance, and implementation of new ide processes, products or Services." Por the purposes of this survey, we will view innovation from Thompson's standpoint because it is useful in identifying innovative practices which arc characterized by newness and qualitative differentiation from existing forms in our secondary school citüficulum. The researcher will want the term innovation as used in this study to refor to the introduction of vocatiohal and practical subjects into the secondary school Curriculum, ̂ ^novation should be seen apart from what is specifically sponsored by a central authority (Federal or State Government) such as the recent change in school year from January through December to September through July. What one might term innovation in Nigeria may differ markedly from what may be con ijdd as innovation in developed countries like Canada12 1. B/JlNWfT, H. G. Innovation; The Basis of Cultural Change. New York, McGraw-Hill, 1 953, p. 7« 2. IHOMPSON, J. D., Orgar.izations in Action; Social Sciences 3ases of Administrative Theory, N.Y. McGraw-Hill, 1967, p. 2 9 (Thomas; t and Australia (Clinton & House)'2 . Catecories of innovations listed by Thomas included teaching mothods and activities, grouping cf pupils for effective teaching and leaming, equipnent, programmed materials, libraries, use of teaching personnel, goals of the school, pupil govemment and time tabling. Items included in the list by Clinton and House' are teacher aides, data processing, ungraded system of organizing teaching, small group instruction/, lvabToratories, team teaching, teaching assistants and electronic study carreis. Per Nigeria, any variable which can help change or modify, to a certain degree, the literary and bookish content and quality of the present secondary education in NigeriLa £c2̂an %be regarded as an innovation. 3ecause majority of the secondary schiooI» gradxuates possess no employable skills, failure in the- West African School Certificate examinations, more often than not, becoraes synonymous with failure in life. Hence, variables which can help to re-orientate the attitude of youth towards vocational education should, in the final analysis be regarded as innovation. 1» THOMAS. A. R. "The Innovative Schools Some Organizational chnracteristics", The Australian Journal of Education Vol.17 (2), June 1973, P. 122. 2. CLINTON, A & HOUSE, J. H. "Attributes of Innovations as Factors in Diffusion". Unpublished paper, January 1970, pp. 25 - 6. A/ 1u A list of innovative practices according to our thinking will include encouraging such skills as land cultivation, poultry, piggery, fishery, rabbitry, printing, typing, dyeing, driving, carpentry, plumbing, tailoring, hair dressing, photography , bricklaying, shoe repairing, blacksmithing, electrical works and automobile nechanical repairing. Added to the changes from a bookish course content one which is vocational in nature, changes in administrativ^^ec&niques and social Services will also be considered as innovations. Administrative and social Services have been included becausorof the belief that greater dividends will be realised if: , * 00! authorities would care to give students a chance in the management of their own affairs v/ithin the limits of the rules ̂ n ^ r'egultions of the schools. Students want to be seen a n d ehave as active Initiators. All things being equal vocational practices such as have been mentioned can be int tuced into school Curricula through the cooperative effort both the school authorities and students. Indeed, schoq^«^thorities will be opening a new chapter in the diversifi JTWh of the secondary school curriculum in Nigeria if they tried to introduce some of the courses now being pursued in a few technical and vocational educational institutions into their 11 curriculun offerings» (b) Measurerncnt of School Innovativencss. The measurement of school innovativeness in an earlier studya“- involved the use of an adoption scale on vliich were listed a nuaber of innovations that have appeared on the educational scene-aduring a given period. Respondents, who were headmasters indicated vhich of the listed innovations they have adopted and when each X^^rirst adopted. This method will be followed in the present study. The more innovative schools will be those that (a) have adopted more of the listed skills above, and 0 0 have done so earlier than other schools. The listed innovations will se to be innovations whenever they have been introduced to a 1 jcondarv schools in the Western State of Nigeria. 1. There were o. ine such institutions in Western Nigeria by 1973 with a nt population of 1,715 compared with 2I4.6 secondary s with a Student population of 101,l>09 c " by 19t3- JE: Statistics Division, Ministry of Economic PFlannniinnsg. and Rtteec onstruction, Ibadan, July, 197U). !, THOMÄ^ R. (1973) op. cit., p. 122f. 12 1.3 STAFF INTERACTION (a) Definition One of the two raajor variables in this study is "Staff interaction". And for the purposes of this study the term "Staff" will be taken to refer to teachers in any given school System. "Teachers" are those persons eraployed in an official capacity for the express purpose of guiding and directing the learning experiences of students in the school setting. Interaction" will refer to the observable and measurable mode of behaviour in interpersonal relationships among "principals, heads of departments and teachers. (b) Levels of Interaction The levels of staff interaction are three, viz: PRINCIPAL*-------------*HEAD OF DEPARTKENTfe- ^TEACHER HEAD QF DEPARTMENT. TEACHER. There is vertical as well as horizontal interaction among teachers in a school setting. Horizontally, the principal is the academic head of the school. He is a subject specialist, as the head of department and the classroom teacher are. Vertically, the principal is the administra­ tive head of the school. He administers the school through the head of department or the teacher. The idea of staff interaction is geraane to this study, because teachers are the ones who must accommodate change in a functional manner, realising that they are the ones who, in the last resort, will act to impleroent change in a school System. As of now, not enough attention is paid to internal organizational factors of Impetus for change and the very important .../13 13 factor of the teacher seem neglected. 1 ’ 2.’ (c) Measurenent of Staff Interaction The measurement of interpersonal relationship and hehaviour among teachers in this study will be taken to mean scores on whatA the three subscales of School Slimate Index^ measure. The three subscales are Teacher Perception of Teacher Group Behavi (T.P.T.G.B.), Teacher Perception of Head of Department Behaviour (T.P.H.D.B.), and Teacher Perception of Principal Behaviour (T.P.P.B.),. These questionnaires are meant to obtain from teachers their perceptions of certain aspects of the social and administrative behaviour of their colleagues in their respective schools. 1.1* PERSONALITY VARIABLES. There are a few variables which are assumed to affect staff interaction and school innovativeness. These are factors of age, sex, and teaching experience of teachers as well as of principals. It is considered quite necessary to test whether staff interaction and school innovativeness are related to the age, sex and teaching1 1. MILES, M. E. MPlanned change and Organizational Health; Pigure and Ground" as in Richard Carlson et al, Change Processes in the Public Schools. Eugnne, Oregon: CASEA, University of Oregon, 19°5* 2. CLINTON, A and HOUSE, J. H. (l970)op. cit. 3. Developed by PINLAYSON, D. S. et al (1971) and published by the N.F.E.R. Britain. Adapted and modified for use in Nigeria by permission of the publishers. 7 ' t 1U exporience of teachers and of principals. 1.5 RELATIONSHIP BETV/EEN INDEPENDENT AMD DEFENDENT VARIABLES In any givcn school, the Professional staff is made up of the Principal and the teachers. Since the principal is normall;; expected to give leadership touch to changes in the schoo^j is his duty to see that, as far as his school is conceraed, a peaceful atnosphere is created. And this will me an that every Principal will try to ■bring about a Situation in which there is le3s of intrigues, cliques, or rancourj and more of useful Cooperation which will lead to the realization of the organizational goals. . ................... They need also to allow and encourage free discussions and toying with ideas on the part of Hhe staff members. 1.6 THEORETICAL FRAMEWORK. The development ̂ f an adequate theory which links interpersonal re] hip to organizational innovation is lacking. 1 Nevertheless, Carl R. Rogers2“" presents a theory of creativity which might be considered germane to the two major vari nployed in this study. Rogers refers to creativity as 12 1. HILFIKER, L. R. "Factors Relating to the Innovativsness of school Systems" Journal of Educational Research. Vol. 61+ (1) 1970, p. 23. 2. ROGERS, C. R. "Towards a Theory of Creativity" in A Source Book for Creative Thinking, S. J. PARKES and H. F. HARDTNO (eds.) N.Y. Charles Scribuer's sons (1962) pp. 63 - 72. 15 the emergence in action of a novel relational product, growing out of the uniqueness of the individual on the one hand and the material on the other,"' According to Rogers, the conditions of creativity cannot be forced but must be allowed tö emerge. He goes tö suggest that thrce inner conditions are necessary for constructive creativity, vizs opennoss to experience, an internal locus of evaluation and ability to toy with eleraents and concep1aS.“\ He maps out two general conditions for maxinizing the emergence of constructive creativity, ftamely - psychological safety and psychological freedom. Psychological safety can be established through unterstand in/;, genuine empathy and an absence of external evaluation, The latter (external summative evaluation) is often regarded by indiivviiiduals as a threat and therefore creates a need for defensiveness which may result in a low degree of staff interaction, Psychological Freedom implies a complete freed4om, oTfr vs^ym'bol io expression, Here the individual has, "completefree o think, to feel to be whatever is most inward within himself 2 1, ROGERS, C. R, in Pames & Harding (eds.) (1962), ibid, p.65 2, ROGERS, C. R. in Pames & Harding (eds.) (1962), ibid, p.6 8. - 16 - A propoaition expressed in part by Rogers and used in thia study is that the interpersonal relationships that develop within the entire school System have an impact upon the innovativenes3 of the nembers of the entire systom. In the context of this study it will be assumed that a high degree of staff interaction will generate a high degree of adoption of innovati ^ ^ractices. Carl Rogers regards leadership as a salient facttior in the development of an innovative group. He asserts that if a leader is accommodating and understanding, permits -and encourages free discussion, places responsibility with the group; then thcro will be evidence of personality growth among the members of the group. The group functions morc effectively with greater activity and better spirit. 1 & ....................... The essential arguAment put forth by Rogers is that if the leader of a group estatlishes conditions of psychological safety andfreedom, the group will spontaneously generate a greater nuraber of Creative cts v/hich will be more significantly novel, and the grou onjoy more effective and haxmonius interpersonal relationships.• But a Situation where a teacher is being told 1, ROGERS, C. R ., On Becoming a Person? Therapists1 View of Psychotheräphy. Houghton, Boston, ^^o4] 2. HILFIKER, Leo R. (1970) op. cit.f p. 26. ..../I7 17 that this was how things have been done before he came to the school and that he's got to keep his ideas tili he gets to a new school can never encouragc- any prospective Creative or innovative teacher to experiment with new ideas or concepts for fear of reprisala« People with useful and educative ideas should be allowed and g given every possible encouragement to toy with them because it appears that 3chools require a flexibility of approach which is willing to question traditional assumptions end practices without uncritically accepting half-baked notions dressed up as significant innovations,’ 1.7 PREVIOUS RESEARCH In most of the literratur human relations, the term climate is used to define the inter-relationships among people, But the concept cf ^organizatiohal climate" as used in the following 12 1. HUGHES, M..K (ed.) Secondary School Administration: A Management Approach, Oxford, Pergamon Press, 1970, p. 12. 2. Many atternpts have been made to come to terms with this organiaational phenomenon. Though popularly attributed to Halpin and Croft, an earlier use of the concept had been made by F. G. Comell, in "Socially Perceptive Administration" Phi Delta Kappan, 36, March, 1955» P» 222. It was later developed by C. Argyris in his study of the bank where emphasis was placed on interpersonal relationships as being major determinants of the climate of the Organization. C. C. Argyris "Some Problems in conceptualising Organizational Climate; A True Story of a Bank", Administrative Science- Quart er ly. Vol. 2, March, 1958, pp. 502 - ^20 ___/18 - 18 review of literature seeras too global a terra to be useful in describing just the "human relations" aspect of the cliraate of any given Organization. As will be seen in the review of literaturre, the concept refers specifically to certain interpersonal variablt Ö - ' within the context of organizational t>limate. There are raa■nn̂yr factors that conbine to shape the organizational cliraate of a school systera. These include deraographic or economic 'factors, poiitical flavour of Community, socio-economic Status of the school’s clientele, the teacher’s personality variables, parental attitudes towards the school, the school physical layout, the educational and administrative polici Ä the state or country’s Ministry of Education. Por the purpose of’ this s4^the human relations aspect of the school cliraate will be termed staff interaction. It concems the interpersonal relationships among the Professional staff in the school. Efforts hare\>een raade by scholars to investigate the rt lationsW^3etween certain variables linked with organizational cliraate .««^N-he adoption of educational innovations. instance scholars like Lokensgard La Mantia, and Roosa failed to find any significant relationship between the rate of adoption of educational innovations and such variables of the 1 1. HELLER, R. W. "Inforraal Organizatior and Perceptions of the Organizational Climate of Schools", Journal of Educational Research, Vol. 61 (2) 1968, p. l*05f.~ .../19 19 organizational climate as economic factor (cost) and teacher Personality variable, f f 2 * 3. This is in contrast to the findings of people like Hilfiker• a and Thomas < who reported a significant relationship between the two critical variables. Thomas 6 and Hilfiker7 as a result of their Pindin unable to agree with the earlier views of Roosa,rt Reynolds^ and Hughes 10 who reported that there is a significant difference^etween therate of adoption of educational innovations and expenditure per pupil 1 1. LOKENSGARD, J. K. "Educational Innovations and the Organizational Climate of Schools", Unpublished Ph.D. Thesis 1969* Dissertation Abstract International Vol. 31 (2) August, 1970 2. LA KANTIA, G. P. "Innovation Adoption and Organizational Climate: Their Relationship toVhe Job Satisfaction of High School Teachers", Unpublished Ed. D, Thesis 1968 N.Y. University, Dissertation Abstract International, Vol.29 (10) April, 1969» 3. ROOSA, J. L. "A Study pf Organizational Climate leader Behaviour and their relationship to the rate of adoption of educational innovations..." Unpublished Ed.D. Thesis 1968, State Univ.of N.Y. at Albany, PissgftcKtion Abstract International. Vol.29 (10) April, 1969* k. HILFIKHtf L. R. (1970) op. cit 5. THOMAS. A. R. (1973) op. cit. 6. THOMAS, A. R. (l973) ibid 7. HILFIKER, L. R. (1970) op. cit. 8. ROOSA, J. L. (1968) op. cit. 9. REYNOLDS, J. J. "A Study of Factors Affecting the Adoption of Educational Innovations in selected Secondary Schools", Unpublished Ed. D. Thesis, 1970, Indiana University, Dissertation Abstract International. Vol. 31 (6) December, 1970. 10. HUGHES M. F. (ed.) (1970) op. «it. . . . ./20 20 - (cost). Stolz^ was of the opinion that more innovative schools were more open in climate than less innovative schools. (ln the context of this study, an open climate school will refer to a school where there is a high degree of interaction. A closejjl climate school has a low degree of interaction.) According to Roseborough 2, the teachers in the more open climate schools exchanged views on new educational ideas more frequently than did their counterparts in the more closed schöols. There is no significant relationship between school innovativeness and the age of Professional personnel.^’ Thomas did not find any significant relationship between school System innovativeness and the nunber of years a man hjjs 's£SenOt as principal of current school.' It is possible for two &people put in the same Situation to perceive the same Stimulus or environment differently because of 1 1. STOLZ, J. F. "The Relationship of Organizational Climate and Authoritarianism to the Innovativeness of spokane Public Elementary Schools", Unpublished Ed. D. Thesis, 1971» Dissertation Abstract International Vol, 32 (6) Dec^mbe?*.1971 2. R0SED0R01ICH, B. V., "A Study of Organizational ®Iiraate in provincially centralized System of public schools", Unpublished Ph.D. Thesis 1971» Dissertation Abstract International. Vol. 32 (11) May, 1972 3. HILFIKER, L. R. (1970) op. cit. U. THOMAS, A. R. (1973) op. cit. 5. THOMAS, A. R. (1973) ibid. ___/21 21 the differences inherent in the nature and behaviour of men. Hence, sone studies have shown that the principal of a school perceives Vith the rcport on mixed found to be more open in There seems to be no significant dil'ierence between the way 1. TIRPAK, R. D. "Relationship between Organizational Climate of Elementary Schools and Personal characteristics of the Schools' Principals", Unpublished Ph.D. Thesis 1970, Dissertation Abstract International, Vol. 32 (l) July, 1971 2. CORPUS, M. C., "Leader 3ehaviour, Teachers' Behaviour and Organizational climate... Secondary Schools", Unpublished Ph.D. Thesis 1971, Dissertation Abstract International. Vol. 32 (3) September, 1971. 3. FREMCH, D. G. "The Relationship between teachers' and principals' perceptions of Organizational climate... of administrative skills", Unpublished Ph.D. Thesis 1971, Dissertation Abstract International. Vol. 32 (8) Feb. 1972. i*. FASCETTI, A. R. N'A Study of the Organizational Climate of selected secondajcy techools and elementary schools", Unpublished Ed. D, Thesyn 1971, Dissertation Abstract International. Vol.32 " (7) January, 1972 5. SINGH, S. "A Study of Biographical characteristics of School Personne! as predictors of School Climate", Unpublished Ed. D. Thesis, Dissertation Abstract International. Vol. 32 (2) August, 1971. 6. MEHRA, N., "Organizational Climate of Secondary Schools", Unpublished Ed. D. Thesis, 1967t Dissertation Abstract International. Vol, 29 (1) July, 19^6 ..../22. 22 male and female teachers perceive the climate of schools. It must be added, however, that though sex differences in person percepticn may be found at times, they are not always consisten t/ Certain teacher personality variables have been found to be< related to organizational innovativeness. For ins t an c Bf F «nerr and Pratton^ found the more innovative principals t q ^ O ^ l ^ i v e l y younger than their less innovative counterparts. found a disposition among the Professional staff to innovative an 3. RAMER, B. "The Relationship of Belief Systems and Personal characteristics. .. :J3ducational Innovation", Unpublished Ed. D. Thesis 1968, Dissertation Abstract International, Vol. 29 (3) 1969. U. PRATTON, D. L. R. "Selected characteristics of Innovative Principals iri the Milwankie Elementary Schools", Unpublished Ed. D. Thesis 19&9» Dissertation Abstract International, Vol. 30>10) April 1970. 5. GILL, D. G. "The Relationship of Innovation and Complexity in Public School Systems", Unpublished Ed. D. Thesis, 19^9» Dissertation Abstract International. Vol. 30 (7) January,r197©i6 6. NAKAMURA, R. J., "Innovativeness and Belief Systems of High School Principals in Arizona", Unpublished Ed. D. Thesis 1971» Dissertation Abstract International Vol. 32 (3) September, 1971 . . . / 2 3 23 between the number of innovative practices adopted, by a school and the size of a school enrolment, as opposed to the Pindings of Thomas who found no relationship between these two variables There are conflicting views about the segment of the schoAol System that suggests more imovations. Rubenow 2 found that teachers suggest noro innovations as opposed to Wilkes 3 who fouVnd- t'h;at principals initiate greater number of innovations than teachers. Current societal trends - political or social. - bave been found capable of working for or against innovative moves by school Systems. Ii *5 1.8 (a) Problems of Investigation 1. Is there any relationship between a taff interaction and school innovativeness? 2. Do differences in type of school (boys?, girls, and co-educational) affeot the degree of staff interaction ? G r 1. THOMAS » A. £ (1973) op. cit. 2. R U B E N, ORW. ,C".T h e Effect of the Innovative process... in Chic^pQ si^uubbuurrbban High School Districts". Unpublished Ed. D. Thesis» 1971» Dissertation Abstract International» Vol. 32 (5) November, 1971« 3. RILKES, S. T. "A Study to determine the relationship between ss3?ected school organizational climates and the adoption of Innovations," Unpublished Ed. D. Thesis 19^9» Dissertation Abstract International, Vol. 30 (8) Peb. 1970 i*. LOWE, 0. P. "A status study of planning major cbange in a - year College ... "Unpublished Ph.D. Thesis 1971» Dissertation Abstract International. Vol. 32 (9) March 1972 5. RUBENOW, R. C. (1971) op. cit. • • •. / 2I4. - 2k - 3. Are the personality factors of principals, such as age and teaching experience, rc-lated to the degree of staff interaction ? 1|. Are the personality factors of teachers, such as age and teaching experience, related to the degree of intc-raotion aiaong teachers ? 5. Are the personality factors of principals, such as age and teaching experience, related to school innovativeness ? Are the personality factors of teachers, ^uch as age and teaching experience, related to school innovativeness ? (b) Hypotheses The main hypothesis of this study is that t 1. Staff Interaction and School Innovativeness will not be related« No empirical evidence is yet available on the relationship between staff interaction and school innovativeness in Western Nigeria Secondary Schools. This central hypothesis is structured to examine whether staff interaction is related to school 1 nnnva^i^>ss. The researcher hopes thrt this null hypothesis wili^^^confirmed because the traditional eraphasis on academic education still continues in our secondary schools. Most Nigerian teachers including principals, continue their endeavours to build characters, mould leaders.and d^velop responsible citizens with 25 little concern for the labour market into which they are sending their output. And perhaps they fear to experiment with new practices. 2t There will be no difference in the degree of staff interaction among schools.bhat are all-boys’, all-girls' co-educational. Mehra 1 gave evidence to the effect that thle ^degaree of interaction in boys and girls* schools differ. There is no empirical evidence yet on co-educational schools. This hypothesis is designed to see what happens in the case of IJigerian boys and girl6& sohobls and also to provide evidence for co-educational schools. 3. The personality factq^^of principals will not be related to the degree of staff interaction: (a) age will not be related to the degree of staff interaction, (b) teaching ej^rifcnce will not be related to the degree of staff interactii 1;. The Personality factors of teachers will not be related to the degree of staff interaction: ê will not be related to the degree of staff interaction, teaching experience will not be related to the degree of staff interactiona 5. The personality factors of principals will not be related to school innovativeness: 1. MEHRA. N. (1967) op. cit .../26 - 26 (a) age will not be related to sohool innovativeness (b) teaching experience will not be related to school innovativeness• (6. The personality f'.ctors of teachers will not be related to school innovativeness: (a) age will not be related to school innovativeness, (b) teaching experience will not be related to school innovativeness. Hypotheses three through six are designed to investigate whether personality factors of Professional personnel such as age and teaching experience are related to the degree of staff interaction and school innovativeness in the Nigerian context. This is because earlier studies like those of Hilfiker 1 and Thomas had found no significant relationship between sbhool innovativeness and the age of the Professional personnel, contrary to the findings of Ramer ■> and Pratton^1 to the effect that the nore innovative principals were relatively younger than their less innovative counterparts, There is no empirical evidence yet, to the best knowledge of the researcher, on the relationship between age of teachers and staff interaction. 1. HILFIKER, L. R. (1970) op cit. 2. THOMAS, A. R. (1973) op. cit 3. RAMER, B. (1968) op. cit. 4. FRATTON, D. L. R. (1969) op. cit. ___/2?. - 27 - CHAPTER TWO METHOD 2.1 SUBJECTS The subjects of this study were 557 secondary school teachers selected randomly from 30 secondary schools. They include over I4O heads of departments and 30 principals. To ensure that different types and grades of secondary schools were represented, it»hper stratified 1 random sampling technique was used. 2 The»w nsumber of teachers, including the principal, who completedh the questionnaires in each participating school ranged from six to tv nty seven. These, too, were randomly selected for the fill the questionnaires. Tßose who took part in completiog' the questionnaires were those teachers, irrespective of qualifications, who have taught for not less than six months in any participating school prior to the period of the survey. This was done to raise the level of confidence obtainable from the response of the subjects. It is assumed that experienced teachläeerrs: would comment more objectively on the situations1 ---------------------------- — 1. There are four educational zones in Wettern Nigeria. These are Ondo» Ibadan/Oyo, Ijebu/Egba and Ife/Osun/ljesa. There were 252 J^econdary schools as per 1973 - 7b session in Western I-figeria spread over the four zones listed above. 2. See Appendix D. 28 in given schools than newly - employed teachers. 2 .2 ^ST^M ATREJ^ATFRIALS A. TYPFS Fight sets cf scales were xised in the survey. These arei i. Questionnaire on Teacher Perception of Teacher Group *» Behaviour (T.P.T.G.B.) This questionnaire is one of the three sub' cale3 of school climate Index developed by Finlayson, but adaptod and modi fl ed for use in Nigeria by the researcher. This questionnaire is made up of items which are meant to draw from teachers their perceptions of certain aspects of the social behaviour of their colleagues in their respective schools. The respondents were askcd to expressytheir agreement or disagreement with the perceptual views stated in the questionnaire by circling one of the five alternatives - strongly agree, agree, undecided, disagrec and stronvgly disagree.ii„ Questionnaire> jßi T’eacher Perception of Head of Department Behaviour (Th.P.PH..SIn)W*&XO) Thi:s questionnaire is meant to obtain fron teachers their \peVrceptions of certain aspects of the social and administ^S^% behaviour of heads of departments in their schools. Heads of' Depart:..ents were required to fill the questionnaire in terms of their own behaviour.1 1. FINLAYSON, D. S. et al. (1971) op. oit. . . . . / 2 9 29 iii. Questionnaire on Teacher Perception of Principal Behaviour (T.P.P.B.) This questionnaire is structured to measure teachers* perceptions of certain aspects of the social and administrative behaviour of heads of schools. iv. Innovation Adoption Scale (i.A.S.) This is a scale consisting of categories of adoptable innovations in Western Nigeria secondary schools. Principals of schools were required to rate the degree of innovativeness in their schools by using a five point scale to assess what they find adoptable, vizs very high, high, average, low and non-exi3tent. Their assseesssrmaent indiiicated the degree to which they accept innovative p3r1-aactjices. The date of adoption of any innovation already introduced into any given school was to be given. v. Innovation Hinderance Scale (i.H.S.) The scale is made up of factors which are considered as capable of hindering the introduction of innovations in a given school. Principals of schools were required to>rahk the listed factors in Order of importance as they interfere. with the introduction of innovations in their schools. vi. Teacher Information Sheet (T.I.S.) This questionnaire was structured to describe personality factors ' 1 of the participating teachers. The factors are sex, age, marital status, educational qualifications, teaching experience, status held and date of assumption of duty in a given school. /30 30 vii. Principal Information Sheet (P.I.S.) This questionnaire was structured to give information about Personality variables relating to the principal. The variables are sex, age, teaching experienee, educational qualifications, marital status, years spent as priLnnccipal of the former as well as of the present school. (viii. School Information Sheet (S.I.S.) This is a sc§J^1' structured to collect data about the schools involved in the survey. The variables are name of school, date of establishment, status, type, agency, source of school finance, nature of school and Student Population» . B. RELIABILITY AND VALIDITY Prior to the commencement of the main survey, a pilot study was carried out to determine the reliability index of the three main instruments used in this study. These are the Questionnaires on Teacher Perception of Teacher Group Behaviour (T.P.T.G.B.); Teacher Perception of Head of Department Behaviour (T.P.H.D.B.); and Teacher Perception of Principal Behaviour (T.P.P.B.) Thirty five teachers, including three heacls of randomly selected schools took part in the pilot studj space of time between the first and the second test was twenty eight days. Using the test-retest method and applying the Pearson Product Moment Correlation, the reliability coefficients obtained for the three questionnaires were .79» »82 and ,82 respectively. A high content validity has already been reported for each of the - 31 - above scales by their authors.^ 2.3 PROCEDURE a. Administration of Questionnaires Uhe •F.P.'F.G.ß., F.P .P .P.P., P.P.P.P. £& F. 2. S* HS& administered to 527 teachers, including heads of departncn. ts. so the T.F.T.G.B., T.P.H.D.B. and T.P.P.B., the P.I.S., I.H.S., I.A.S. and S.I.S. were administered to the thirty heads of schools that took part in the study. Most of the teachers feit uneasy when called upon to evaluate their principals' behaviour. They, however, sighed an air of relief when their anonymity was guaranteed, incajldition to undertaking a confidential treatment of their responses. Many of the principals filled the questionnaires with enthusiasm, a few were reluctant to evaluate their own behaviour. They signified a preference for evaluation by their teachers. With a little bit of persuaiion, they agreed to complete the questionnaires. The questionnaires were personally administered by the researcher to ensure a fair percentage of correct returns and also to make sture that the questionnaires were retumed on time. A total of 557 questionnaires were administed. U50 of these were returned. out of those retumed were properly completed. The rest 69 were not 1. FINLAYSON, D. S. et alj (1971) op.cit. .../32 32 used for the purposes of amlysis because the subjects failed to follow instructions and therefore did not fill the questionnaires well. The percentage of correct retums of questionnaires was approximately 80.7% b. Scoring On the T.P.T.G.B., T.P.n.D.B. and T.P.P.B., all tha^>dubjects signified their degree of agreement or disagreement witlNIne items by checking one of the five alternatives, viz: strongly agree, agree, undecided, disagxee and strongly disagree. The items were structured to raeasure certain aspects of the social and adm:i nistrative behaviour of role incunbents in the participatii chools. Looking through the items of evaluation, one seos that thcy can either be positively or negatively scored. For example, an item like "The principal sets a good exaraple by working hard himself" can be scored positively, whilp»an item like "The staff mcmbers never work as a team" can be scorfed'negatively. Thus, some of the items could be scored positivelyyen a scale ranging fron 1+ indicating "strongly agree" to 0 indicating "strongly disagree"; or negatively on a scale ranging indicating "strongly agree" to U indicating "strongly disagree. On the X. A, S., the principals indicated the rate of adoption of inrovations in their schools by checking one of five alternatives, viz: very high, high, average, low and non-existent. Eaih item was -----/33 33 scored on a scale ranging fron I). indicating "very high" to 0, indicating "non-existent". Unlike what we have in the case of the other questionnaires above, the scoring key for each iten in the adoption scale was the same. (c) Conputation: To identify the degree of interaction among the teachers in each of the participating schools, the scores of each sub^^pon TPTGB, TP!DB and TPPB were collated. This was done becau^^^.ll the three quesbionnaires are subscales of the School Clinate Index stated earlier to have been developed by Finlaysön et al. The total score of each subject was found. To allow for comparison with scores on innovation, the mean scores for all the subjects in each school were calculated. The scores were rank-ordered. The highest and the lowest scores obtained weüx; *snd 192 respectively. The ränge was 129» (See Appendix A for the mean scores on staff interaction for the participating schools.) The scores within the ränge were divided into three parts to allow for the categorization of the degree of staff interaction into high, average and low. Each ̂ 3 2 1 - 279, 278 - 236, 235,- 192 represents a third of th^^otal ränge respectively. On the basis of the above ranges, the scores on staff interaction for each school were grouped as follows: 321 - 279 indicates a high score on staff interaction, 278 - 236 indicates an average score on staff interaction, and 235 - 192 indicates a low score on staff interaction. From the above ...,/3b- 3b tabulation, certain degrees of staff interaction are discemable. These are High Interaction, Average Interaction and Low Interaction. The Innovation Adoption Scale was used to find out the >.81+ 0 .7 0 11 Characteristics of specific innovations 30h 10.13 3.U5 O .63 12 School*s Board of Governors 31*8 v 1t. 60 3.25 0.59 15 Cooperation between schools and Universities 12.1+3 3.19 0 .58 17 Type of school (boys^ girls co-educational) Zl+15 13.83 3.63 0 .6 6 13 Reading of books and jounfaa\ 1+21 11+.03 2.27 0.1+1 16 Inter-district cooperatio^ 1 Progrannes 1+26 11+.20 2.1+3 0.1+1+ 11* Attendance at Professional neetings 1*39 11+.63 2 .16 0.39 ____________ ^ ______________ NOTE! (.) N = 30 (b) For each Factor, nininiun possible score is 30 and maxinum possible score is 510. (c) The lower the rank mean score, the greater the- potential of a factor in hindering school innovativeness. ___/38 38 (d) StatiBtical Troatmonts Different Statistical techniaues were used in testing the hypotheses erabodied in this study. These are (a) one-way analysis of variance. This is useful in testing the extent to which tife neans of given unite vaxy. The unit in this case is the 3chool: all-boys, all-SLrls7 and co-educationalj (b) Spearnan Rank Correlation Coefficient: rs . Because h'J^ogeneity maJ^Jossibly blur relationships between the figures obtained and the fact that the figures obtained are not in the sane unit (Borne are in tens, while others are in hundrcds), the mea association requires that both variables be raeasured in an ordinal scale so that the individuale under study may be ranket in two ordered series. (c) The student t -test was used to test the level of significance of obtained rs under the na 1 hypothesis, using the fomula: ............... • t = £ \f*i -" rs 1. SIEGEL J ß _ etic Stati3tics for the Behavioural Sciences, **■ II. Y. McGraw-Hill Book Company, 1956» pp. 202 - 213. 2. S., (1956) ibid. p. 212. ...../ 39* CHAPTER THREE RESULTS AND COMCLPSIOMS 3.1 RESULTS A. Relationship between Staff Interaction and School Innovativeness, In Order to test the major hypcthesis that staff inte and school innovntiveness will not be significantly relatedV, a trans-formation of the mean scores of each participating school on staff interaction and of each school's total score on degr ■ 277.8972 1912.7893 1*3.7351* 2 939Q 253.79U9 53U8.0000 73.1300 3 270.81+59 31+66.6577 58.8783 TOTAL / 117 267.5127 3586.1+375 59.8869 ANm JJs OF VARIANCE SOURCE SS_______MS_______DF F * F ÖROUPS 11978.00 5989.00 2 1.67 0.1918 ERROR 1*03631.'- 3575.71 111+ * Not significant at the .05 level .../1*5 - t S - C. Personality variables and St3-ff interaction Although staff interaction has boen found to be sinilar in all the three typos of schools investigated, yet it was necessary, out of curiousity, to test whether personality variables had any effect on staff interaction. In ordc-r to test the third hypothesis which states thatyC^^e S personality variables of principals will not be significan^^"*related to the degree of staff interaction, two variables werpvrasteds a,g e and teaching expc-rience. Thus Ho 3i and 3ii state thats (i) age will not be related to the degree of staff interaction; (ii) teaching experience will not hf related to the degree of staff interaction. The rho was found fer the twy variables and the t-test was used in testing for the lovel of sirnificance of tht. rs, As can be secn froi Table 3*3»1 below, there is no significant relationship between the age of a principgj, and the degree of interaction anong his teachers. The re/lilt Minus confims the prediction of the hypothesis. . . . A 6 TABLE 3.3.1: RELATIONSHIP BETWEEN PRINCIPAL'S AGE AND STAPF INTERACTION X Y paukX ' E0̂ D D2 36 267 28 19 9 jA 38 291 25.5 12.5 13 33 321 29.5 1 28.5 o $ r 8 1 2 - 23 U3 291 17.5 12.5 5 ' 25 U8 271 9.5 18 - 8 - l s 72.25 U3 298 17.5 8 90.25 38 293 25.5 1U.5 210.25 38 11309 25.5 23.5 552.25 U8 n* ?297 9.5 o.5 0 .2 5 4 9 38 261 25.5 ^ 2 1 U.5 20.25 kb 257 15*5 22 - 6.5 U2.25 5>i 6 - h 16 66 3 0 3 C • 2 a < 0 - ✓ 1 25 - 2b 576 U.5 28 -23.5 552.25 2;.5 20 -15.5 21+0.25 201 U.5 29 -2I+-5 600.25 33 22+1 29.5 26 3.5 12.25 kb 300 15.5 7 8.5 72.25 So 255 7-5 23.5 -1 6 .0 256 - 1*7 - Dank I X y R X D D2 1*7 308 11 3.5 7.5 56.25 1*0 285 22 15 7 1*9 5o 228 7.5 27 -19.5 3 8 0 ^ 5 N 1*6 288 12.5 11+ - 1.5 1*5 271* 11* 17 - 3 .0 0 - 1*0 192 22 30 - 8-0 > er ^69u 51 296 1*.5 10 30 .25 1*6 255 1 2 .5 23.5 -11 .0 121 1*2 283 19.5 16 sy 3 .5 12 .251*0 308 22 9 1 8 .5 3U2.251*2 306 19.5 y N 11*.5 210.25 lä2= 5677 VAR NO MEAN STD. DEV. STD. ERROR RS 1 15.5 8*62551* 1.571*8 - 0 .2 7 1 .1*8 2 15.5 C y . 6 5 2 5 5 1.57973 Table 3.3.2 be$ 7 i oowwss tthhaatt tt!h e teaching experience of principals and. the degree staff interaction in their schools are not signific-ntly related result confims the prediction of the hypothesis. * Not significant at the L.05 level of significance. ... ./i*8. T/J3LL 3.3.2 RELATIONSHIP BKTVEAIT TEACFIBG EXPERIENCE (PRINCIPixLS) AMD STAFF INTERACTION U5 • • • • SQ. 50 To test the fourth hypothesis which states that the personality factors of teachers will not be related to the degree of staff interaction, the two variables of age and teaching expericnce were testedj 1; (i) age will not be related to the degree of staff interaction, (ii) teaching experience will not be related to the. d ^ staff interaction. To test for relaticnship the rs was found nnd^he stndent t-test was usc-d to test the level of significance of the rho. Tablo 3.1;.1 below shows that there i^tl^^ignificant rclationship betwoen th>- ages of teachors and the degx<5^of interaction anong then, The rcsult confirns the prediction N * hypothesis. TABLE 3.U.1 RELaTIO'THHTP BET.' AGE (TEACHEIS) AND STAFF INTERAC' , Rank X Y t. 1 D ' D2t & x 28 ? 21 19 2 h 27 25 12.5 1 2 .5 156.25 ^ 5 2 1 11 1 10 100 33 ^ 23 ^ ' 291 29 12 .5 16 .5 272.25 33 271 11 18 - 7 U9 23 298 29 8 21 UJii 23 293 29 11 18 321; - p 1 X 30 309 17.5 2 15.5 21*0.25 31 297 15 9 6 36 3U 261 7 21 - 1l* 32 257 13 22 - 9 31 303 15 6 ST81 JI>4 251* 7 25 321* 35 205 3 28 625 36 263 20 28 201 21 ! 19 361-- 8 6k 28 2l*1 21 s> - 5 25 3k 300 7 e 0 33 255 3h 308 7 23.5 - 12.5 156.253.5 3.5 12.25 31 285 5 15 0 c 27 25 27 - 2 k 27 25 1U 11 121 27 275 25 17 8 61* 35 296 3 10 - 7 U9 30 255 17.5 23.5 - 6 36 35 283 3 16 - 13 169 29 308 19 3.5 15.5 21*0.25 3U 306 7 5 2 ____k________ ß d 2 = 1*260.5 . ./5 2 . 5 ’2 - VAR.NO MEAN STD. DEV. STD. ERROR RS 1 15.5 8.59651 1.5695 0 .0 5 0 .2 6 2 11+.9666 8. 72821+ 1.59355 Table 3.U.2 below uhows that there 1s no significnnt relaticnship between the teaching experiences of teachers and the degree of interaction among them. The result confirns the prediction ofiJthe hypothesis. TABLE 3.U.2 REL;' TIONSHIP BETWEEN TEACHING EXPERIENCE S) AND STAFF INTEIL'.CTION „ank Dank . X y R X R y D2 b 267 19.5 1 .5 0.25 3 291 2k 11.5 132.29 8 321 12.5 / . 1 11.5 132.25 3 291 12.5 1 1 .5 132.25 5 271 18 - 1 1 * 3 8 16 256 298£ 3 2b 11 13 ̂69 ; $ ? 5 17 2 15 229 297 12.9 9 3.5 12.29 8 J i 3 ^ r 261 6 21 - 15 229 11 257 9.5 22 - 1 2 .5 196.29 2 303 29 6 23 929 1U 25U 3 25 - 22 U8I+ 1U 205 3 28 - 25 629 * Not significant at the .09 level of significonce . . . / 5 3 , rjänk R X * R• ankY D D2 13 263 6 20 - 1i+ 196 3 201 2h 29 - 5 25 5 21*1 17 26 - 9 m 300 3 7 - 1* 13 255 6 23.5 - 17.5 306,25 15 308 1 3.5 - 2.5^ ^ 6.2s 12 285 8 15 7 v 1+9 1+ 228 19.5 27 f - S s o 56.25 3 288 2h r 0 100 $ 3 27l+ 2h 7 1+9 o T 2 192 n 2 - 1 .0 1 10 29 <296 10 1 1 : ia 2 255 2 3 .5 5.5 30.25 11 283 ; ^ . 5 16 - 6.5 1+2.25 6 30E 15 3.5 11.5 132.25 7 11+ 5 9 81 gd2 = 1*252 STD. EKROR RS 1.56701 0 .0 5 0 .2 7 1.57973 at the .05 level of significance - s t - D. School Innovativencss. As rocorded in Appendix A, all the thirty schools which participated in the survey had scores on school innovativeness. The scores ranged fron 58 to 1. The ränge was 57. To identify degrces of innovativeness in these schools the scores were divided into three parts (see Chapter 2, section 2.3° "conputation”) There are no sch ls v/ith scores in the average ränge of scores, i.e. 3$ - 21. Fron the data, two degrees of innovativeness were identified, vizs high innovativeness and low innovativeness. For a gr̂ ijĵ ical representation of the two degrees of school innovativeness, see figure 2.1 above. ............... E. Personality variables and School Innovativeness. The Fifth hypothesis predicts t per sonality variables of principals will not be significapt&lyScelated to school innovativenesss 5 (i) age will not be relatd^to school innovativeness, (ii) teaching expericnce will not be r lated to school / a innovat ivenessV In order to teet for relationship, tho rho was conputed and the students t-test was used to test the lcvel of significance of the rs. Table <3*5.1 below shows that there is no significnnt relationship between S^^ige of a principal and the innovativeness of his sch al. The res'tilt confims the prediction of the h pothesis. /55. 55 TABLE 3.5.1 RELATIONSHIP BET EEN AGE (PRINCIPAL) iJTD SCHOOL INNOVATIVEBESS „ank . X Y R X 1D D2 36 12 25 2.5 22.5 506.25 33 1+ 2 6.5 16.5 10 n s 1+3 9 16 6 10 1+8 9 8.5 6 Q i6.*25 2,5 v < 38 15 23 1 ' 1+81+ j y 38 1+ 23 16.5 1+2.2 5 1+8 8 8.5 8.5 0 0 38 i+ 23 16>5 6.5 1+2.25 1+1+ 1 1I+.5 - 12 11+1+ 66 2 1 23.5 - 22.5 506.25 51 b 16.5 13 169 51 6 12 - 8.5 72 .25 51 ^3.5 23.5 - 20 1+00 2 C g 33 26.5 23.5 3 9 < 2 3 bk 11+.5 10 1+.5 20.25. < * \ 6 6.5 12 - 5.5 30.25 50 ^ » 10 10' l+ 6 36 1+0 1+ 20 16.5 3.50 12.25 5o 9 6.5 6 o.5 0.25 ./56 f> 6 - «■ Not significant at the .05 level of significance. . . . . /5 ? . TLBLE 3.5.2 RELATIONSHIP BETWEEN TEACHING EXPERIENCE (PRINCIPAL) AND SCHOOL rmOVATIVENESS - 56 - X Y e“ " 1 X Rank y D D2 25 3 10 20.5 -10.5 110.25 16 6 20 12 8 6k \ 32 1 h 2 6 .5 -2 2 .5 506,25 25 2 10 2 3 .5 -13.5 162.25 20 3 15.5 20 .5 -5.0 10 25 y- < x y75h 1 6 .5 8 .5 2.25 25 8 10 8.5 1 5 X 2.25 Zd2= 3951+. 25 VAR. MO MEAN STD. DEV. STD. ERfRr OR RS T 1 11+ 7.7686I4. 1.1+9507) -0.22 1 .1 3 2 m 7.72082 ^ 8 7 The sixth hypothesis States that the personality variables of teachere will not be significantly related toi school innovativeness: 6 (i) age will not be relaVed to school innovativeness, (ii) teaching experience will not be related to school innovativeness. To test for relaMoftehip between the variables, the rho was computed and the studrCÄt «it-test was used to test for the level of significance of the rs obtaine$. * Not si ant at the .0 5 level of significance, . . . . / 5 9 59 Table 3.6.1. shows that no significant relationship exists between the a£es of tcachers and the dorret of school innovativeness. The result confims the prediction of the hypothesis. TABLE 3.6.1 REL TIONSHIP BEF.EEN AGE (TEA CHERS) AND SCHOOL . . . . / 6 0 — öcr — pank a„ ankX Y X y D D2 3h 10 7 1+ 3 9 31 U 1U.5 16,5 - 2 A 27 9 23.5 6 17.5 306.25 27 12 23.5 2.5 21.0 X 4 u i 27 3 23.5 20.5 3 . 0 \ 9 27 6 23.5 12 1 \ v 132.25 35 1 3 26.5 •/ 23 552.25 30 2 16.5 )- 7 U9 n S 35 3 3 20.5 - 17.5 306.25 29 U y S - 1.5 2.25 18 C 3U 8 > 8 .5 - 1.5 2.25 1 < 3 A «d2 = U161+ v;jj. n o. MEAN S^ . DEV. STD. ERROR RS T13)..98iV5ur 72979 1.U8759 - 0 .2 9 1 .51 ’ 1U 7.72082 1.1+8587 Not sitjnificant at the .05 level of sißnificance .../61 6.1 Table 3*6.2 shows that there is no significant relationship between the teaching experiences f teachers and the degree of schocl innovativeness. The r^sult confims the prediction of the hypothesis. 6* * Not signifioant nt the .05 levol of signlficnnce. . . . ,/63, 3.2 SUMMABY OF CONCLUSIONS Fron the findings of the study the following conclusions nay be inferred: 1. That for the total sample of schools used in this study is no significant relationship between staff interaction and school innovatxveness, talking generally. There are however 1 • ( D schools with low staff interaction and low degree of innovativoness. (2) Schools with high staf^^^eraction and high degree of innovativeness• 2. There is no significant diffcrence in th^^^gree of staff interaction among all-boys7, all-girls’and c,p*educational schools. 3. There is no significant relationship between the personality variables of principals and the de ä ^ P & f staff interaction, vizs (a) age is not significantly re-lated tc degree of staff interaction. (b) teaching experienöe is not signifidantly related t< degree of staff interactio U. The persona^^^^ariables of teachers are not significantly related to the.- degr ee of staff interaction, viz; (a)« aSge is not significantly related to degree of staff interaction. I ivbBaaiching experic-nce is not significantly related to degree of staff interaction. 5. The personality variables of principals are not significantly related to the degree of school inn©vgffciveness, vizs (a) age is not significantly related to the degree of ftchocl 61* innovativeness, (b) teaching experience is not significantly related to the degree of school innovativeness. 6. The perscnality variables of teachers are not significantlj\ related to tht degree of school innovativeness, viz: (a) age is not significantly related to the degreu of school innovativeness, (b) teaching experience is not significantl^^^fcated to the degree of schocl innovativeness. & CHAPTER FOTJR DISCUSSION The findings of the present study are discussed in this chapter in the following order: (a) an interpretation of the results and of their significance within the context of previous findings, (b) a brief discussion of the implications of the findings for Nigeria's educational System, and (c) suggestions for further research. L|.,l Interpretation of the Findings. All the six hypötheses postulated in this studj were supported« The main hypothesis of the study that there will be no significaÄt relationship between the degree of school innovativeness and staff interaction is supported. However, two specific pattems were identified: vizs (a) schools with a high degree of staff interaction also tended to have a high degree of innovativeness, (b) schools )ti£Cn a low degree of staff interaction also tended to have a low degree of innovativeness. (see Figure 3«l) Thia^^sülts seem to support the view that the teaching personnel in our schools fear to experiment with new practices. A 6 - 66 - Consequently the majority of the schools ranked low in innovativeness. Very few schools ranked high in innovativeness while no 3chool was found to be in the category of average innovativeness. The field of educational administration is relatively new as both an academic and a Professional discipline. As such, moat principals, as school administrators, have not been specially trained on the job they are doing. It is possible that the lack of knowledge in group dynamics may play a large pari in principals not knowing how to involve their teachers in staff interaction, A Although Anam showed beyond reasonable doubt that transactional leadership (which is a possible basis for interactive activities) was the preferred style among school personnel, it is doubtful if principals have made any efforts t^/establish transactional relation- ships among members of thejj^^aff. The test for hypothesis two showed that there is no significant difference in the degree of interaction among teachers in boys', girls' and co-educational schools. Previous studies have given empirical evidences oiyboys' and girls' schools to the exclusion of co-educational schools. '— i. nstance, Mehra 2 found that girls' schools have higher degree of interaction among teachers than bcys' schools. The differences in findings may be due to the fact that the two studies were carried out in different settings. Mehra carried out his survey 1 1. ANAM, A. The Relationship Between Principals' Leadership styles and Teachers' Morale. University of Ibadan. . M.Ed. Dissertation 1973.2 MEHRA, N. (1967) op. cit. 67 within an Asian context while the present researcher corried out his own rurvey within an African context. In hypotheses three, four, five an«’ aix, tests were carried out t'.i ascertain whether certain perscnality variables - ago and teaching experience - have any significant bearing on thedegrce Staff interaction and the degree of school innovativeness. Gtäkrally no significnnt relationship was founl between the ages and ^oachin;_ experiencos of teachers an the degree of staff inte£j rsn3cf the school is naintained through oveyseaS Financial aids. This clearly points to the necessity for üui^^^ebnricnts to ftmd innovative activitic-s in our secondary sch .therwise the auch needed changes will net be carried out successfully. This finding confims the earlier findings of 1. MR. GUY GARGIULO, Principal, AJUVA GRAMMAR SCI’OOL, OKEAGBE, via IKARF; (27/6/7U) 2. DR. T I SOLARIN, Principal, K.YFLO'/ER SCHOOL, HOPHdE (1+/10/7U) ••*/S9# 6S Reynolds, 1 Hughes 2 and others. Other factors found to be capable of hindering sch ol innovativeness are size of schools location of school; physical resources; directives fron the Kinistry of Education; person litßr factors of teachc-rs; students' denands, needs and intcrests; ^lergy supply? directives fron state sch als' Board (on this isjruis Principal c;-nplained very bitterly about the negativa^ffect which the u necessary and incessant transfer of his tea^heSi had on the w,rk of his sch.: 1 ) 3, so eiet al needs an.1 intercsts; characteristics of specific innovations; sch-.-ol* s board cf c Operation between schools and nniversitiesj type of schoAt'reading of books and Journals interlistrict Cooperation program at1tendance at professi /nnl neetings.“ J4 .2 Inplicati.ns of the Findin/"s for Nigeria1 s education 1 syst er;; (a) Move towards nprehensive school systen: One can't but in a Nigeria of the 70's how nnny of cur youths graduate oî cf secondary schools who are not filled with despair when they dis to their utter disnay that their sch ling has prepared w or nothing. This is because our trartitional secondary schools Inys enphasis on traditional arts and Science subjects t the 123 1. REYNOLDS, J. J. (1970) op.cit. 2. HUGHES, L. V. (19 6 8) op. cit. 3. MR. GUY G.’JIGIULO, op. cit. 1*. See Table 2.1 above. . . . . / T O - 70 - exclusion of vacational and practical subjects. Subsequently unenploynent results since these young secondary school graduates can hardly secure any blue-collar job despite tbeir possessions of certificatc-s of accreditation as secondary schcol graduates. Callaway was reported^ to have suggested that a step the solution of the unenploynent problens of young schüdX ieavers should be through a reduction in the rate of increase in the costs of prinary education. He stressed that this coi , A acconplished by raising the schcol starting ago, ox as a last resort, by re-introiucing or raising fees for later classes at prirory school and hence enc.uraging a higher rate of withdrawal in earlier Standards. One would like to stress t apärt fron the fact that this exercise is politically diffi 0 - it should be noted that delibrately weeding out students canpot. |solve the problem of unenploynent at the secondary school level. There is no guarantee that those allowed to go to the secondary schools will be enployed öfter their ceurses if they have nf» required nanual skills, Any attenpt to reor dropcuts in our sch ,8̂ sinply because we w.ant to combat unenploynent will undoubtedlv have serious negative effects, anong which is, adding to the alreSoy fhaotio socio-econonic infra.structure of the society. 1 1. FALAE, 0. "Unenploynent" Manpower and Unenploynent Research in Africa, Vol. 5 (l) April 1972, p. 16 . . . . / ? 1 - 71 - Teaching the students (both those who will stay on to conplete the post-prinary course and the potential dropouts) skills within the context of a varied and diversified curriculun in the erstwhile acndenic-oriented institutions will go a long way in s&lving our unenploynont dilunna. There is the need to introduce conprehensive (or nultilateral) secondary schools into the country' s educa^ 'nal set up to allow for the adoption of changes by the teac^^g\personnel. The curriculun of such conprchensive sch’ ols nust includt arts, Sciences, vocational and practical subjectB. The enplhasis of the curriculun should be on quality. The quality should be seen not in toms of external exanination success < 7 nainly in terns f a fit between shhool education and the country*s nanpower needs, especially at the niddle level. The envisaged diversified-curriculun should previde avenues for the training of students for bltfe-collar ^obs and an efficient guidance Service for sttulents. The life 9pan of a generation in the conprehensive schoois, is suggested to be five years. The first two years would be; oveied to general education for all students, followedby three yeq̂ rs kp»T specialized and intensive education according to interests aajl vabilities. Courses for the last three years would include^^adenic, technical, vocational, agricultural, connercial and hone econonics subjects. ___ /78 72 The call for an innediate introduction c f conprehensive schools iß based on the stark realitics of the econonic life of this country. There is the roalisation of the need for educational institutions to provi le wide-rant'ing and diversified programes which will natch the diversifioation of ccupations and interests in the adult society to which the adolesCents are going. And since there are presfcQfSy about thrce hundred secondary sch. >ls in Western Nigeria, it is advisablc that the existing secondary sehe- ls be nerged fer the purposes .f inplenenting the changes. In the face of other^a^^ffial pressing problcns, our educaticnal systens ought to naxinising the-ir resources W ̂ W (b) Te ach er Rducation Teachers in this country care il&ly&fford to be indifferent to what hap^ens to the-ir output (stud^ite) in the labour market. This is why they should be involved in fcny ncve to inprove the eaming power of their students. Theresia, therefore, the urgent need for a re-orientation of •.rdr>rt1&acher education pregrarmes hecause their quality and notivation are v ry crucial for the Euccess of changes, as detailed abe*tf̂ which will involve a total ch.ange of the structure and goals of ountry's post-primary institutions. foreseeable future, an integral factor in Nigeria1 s ä.duCcvtional dopinent will tiui attitudag anl pci*forae.noo of individual teachers. The teacher is the liaison between tht. educational .../73 - 7-3- plnnners and the consuners of the products of thc school. The inplicati n which the introduction of conprehensive schools will have for teacher education will he in form of a divc-rsificati✓on of the curriculun to include subjects which will provide teachers with tocls an', skills in v national and practical suhjects in addi^ion to the traditional arts and science subjects that are he iEtfO^^ht in teacher trairiing Colleges, advanced teachers' collec'ös and universities t > stulent-teachcrs. Conriunity development subjects ou&b.t to be included in the enivisaged teacher-tr ainin,: curriculun. To insist that teachers should perf ! | € r .sks which they have had no Chance to unclerstand, or for$ ;hey have few rescurces,or get little encouragenent iSjtin cn^tne least, nost unrealistic. Teachers are key factors in b̂ in< i#ig about changes in educational instituti ms. It is obvi u's that expancLin the- effective ränge f each teacher is ne f tM'6- iost inportant contributions that c ull be nade to educationa o/ress in Nigeria. 1+.3 Su. y -csti .r Further acsearch Severa needing further enquiry were revealed by the results cf this ciu’V'-y. First, there is thc need, as with all studies, for a replicoffî n of the survey in other parts of the country tc see if the present findin; s will be bolstered by additional evidence. Secor.dly, there is the need to exanine in greater depths the rationale hehind • • • •/7b - 7 h - the existence cf conprehensive schools in the country with a view to inproving their structure as a prelude to the establishnent of truly conprehensive or nultilateral soho. Is. A school wculd bc- considered truly conprehensive if the curriculun-content include, in additicto to the traditicnal arts and Sciences, c urses which will all w students to be able to acquire an all rcur.d education - i.e. prov^iiiVT Kurses in the affective, oognitive and psychonctor donains of kjlowledpe. This type of envisactd educational systen is not p^^^at in the traditional secondary schools sone of which are naned "conprehensive schools". Thirdly, there is the urgent need to nak<: e a detailed and thorough study of the factcrs whic h hir. le r the introduction of changes into our educational institution^with a view to Controlling for then in the new post-prinary institrutiens envisa^ ed. . • . ./75 r f i s REFERENCES ADARALEGBE, A. (Ed.) A Philosophy for Nigerian Education, Ibadan, Heinemann, 1972. i » 172. AGUSIOBO, 0. N. Implications of Vocational Education Programmes For the Nigerian School System, "West African Journal of Education. Vol. 17 (1) 1973 ALUKO, S. A. 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Secondary Schools" Unpublished Ph.D. Thesis 1971, Dissertation Abstract International, Vol. 32 (3) Sept. 1971 CURRIE, J. & MASS J. van L. "Uganda's Secondary School Graduates: Postponement of Labour Market Entry", Manpower and Unemploynent in Africa, No. 1, April, 197u* FAFUNWA, A. BABS,, New Perspectives in African Education. Lagos, Macmillan, 1967 ____________________________"What is the goal of secondary education?" Lagos, Daily Times. Sept. 12, 1973 .../76 - 76 - FALAE, 0. "Unemployment" Manpower and Unemployment Research in Africa. Vol. 5 (1) April, 1972. FASCETTI, A. R. "A Study of the Organizational Climate of selected secondary schools and elementary schools", Unpublished Ed. D* Thesis 1971, D. A, I.. Vol. 32 (7) January, 1972 FINLAYSON, D. S., et. al. School Clinate Index: Teacher Porception Questionnaires, Slough, National Foundation Educational Research 1971» FRENCH, D. G. "The Relationship between teachers1 and principals’ perceptions of Organizational Climate in elementary schools and principals1 perceptions of administrative skills". Unpublished Ph.D. Thesis. 1971» Purdua Ohiversity D.A.I., Vol. 32 (8) February, 1972, GETZELS, J. B. et. al. Educational Administration as a Social Process; Theory« Research and Practice« N, Y. Harper & Row Publishers, 19^8. GILL, D. G. "The Relationship of Innovation and Complexity in Public School Systems", Unpublished Ed. D. Thesis 1969, Univ. of Illinois, D. A. I. Vol. 30 (7) January, 1970 HALPIN, A. W. & CROFT, D. £, The Organizational Climate of Schools. Chicago, Midwast Administration Center Univ. of Chicago, 1963 HARGREAVES, D. H. Interpfresonal Relations and Education, London 4 Bostonj'̂ o'ttt 1 edge & Kegan Paul, 1972. HELLER, R. W, "Informal Organization and Perceptions of the Organizational Climate of Schools", Journal of Educational qtesKrch. Vol. 61 (2) 1968. HILF R* "Factors Relating to the Innovativeness of School Systems", Journal of Educational Research« Vol. 6h (1) Sept. 1970. HUGHES, L. W. "Organizational Climate - Another Dimension to the Process of Innovation?" Educational Administration Quarterly, Vol, 1; (3) Autumn 19^8. HUGHES, M. G. (ed.) Secondary School Administration; A Management Approach. Oxford, Pergamon Press, 1970 ../77 - 77 - LA MANTIA, G. P. "Innovation adoption and Organizational Climate: Their Relationship to the job satisfaction of High School Teachers", Unpublished Ed. D. Thesis 1969, N.Y. University, D. A. I. Vol. 30 (8) February, 1970 LOKENSGARD, J. A. "Educational Innovation and the Organizational Climate of Schools", Unpublished Ph.D. Thesis 19^9» d A a . I«, Vol. 31 (2 ) Aug. 1 9 7 0 . LOWE, 0. P. "A Status study of planning raajor change in, «, Z^-year College... major change Problems", Unpubl isheji D. Thesis 1971» Ohio University, D. A. I., 32(9) MarchJ MEHRA, N. "Organizational Climate of Secondary Schools", Unoublished Ed. D. Thesis 1967, D. A. I., Vol. 29^1) July I968 M0HAPHEL0A, J. H. "Education for FrustratiolB WSfc A. J. E. Vol. 17 (1) February, 1973» . ? . . . . MILES, M. B. (ed.) Innovation in Education. N.Y. Teachers* College Press, 19 6L. — NAKAMURA, R. J. "Innovativeness and Belief Systems of High School Principals in Arizona*}* Unpublished Ed. D. Thesis 1971. Arizona State Univ., B. A, I,, Vo. 32 (3) September, 1971 OKEDARA, J. T. "The Inp ̂apt Qlucation and Training on the Rate of Labour Absor ption into Intermediate and Higher Productive Economic Sec:tors in Ibadan, Nigeria", IBADAN« No. 29,July 1971 OV/ENBY, D. J. "Per’Ceptions of Organizational Climate and Leader Behaviouj? in Southern Independent Schools", Unpublished Ed. L. Thesis 1968, Univ. of Tennessee, D. A. I«, Vol. 29 (11) May 19 6 9. ' PRATTON, D. Le Roy "Selected Characteristics of Innovative Principals H^bhe Milwankie Elementary Schools", Unpublished Ed, B. 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SECOND National Detre^opment Plan 1970 - 7Us 2nd Progress Report, Lagos, The Central Planning Office, Federal M.E.D. & R,, May 197U« SIEGEL, S. Nonparametic Statistics for the Behavioural Sciences. N. Y. McGraw-Hill Book Company, 1956, pp. 202 - 213. SBJGH, S. *A study of Biographical characteristics of school personnel ä^predictors of school climate", Unpublished Ed. D. Thesis 1970, Utah State University, D. A. I.. Vol. 32 (2) August, \ J - 971 SOLARIN, TAI "The Secondary Schools That Africa Needs", West African Journal of Education, Vol. 7 (2) June 1963 ---/79 - 79 - STOLZ, J. F. "The Relationship of Organizational Climate and Authoritarianisin to the Innovativeness of Spolcane Public Elementary Schools", Unpublished Ed. D, Thesis 1971» Univ. of Idaho, D. A. I.. Vol. 32 (6) Dec. 1971. THOMAS, A. R. "The Innovative School: Some Organizational characteristics" The Australian Joumal of Education. Vol. 17 (2) June 1973. .................. A THOMPSON, J. D. Orfpnizations in Action: Social Science B 34s of Administrative Theory. N. Y. McGraw-Hill, 1967 ............. ..: ^ THOMPSON, V. A. Bureaucracy, and Innovation Univ. of Alabiabiama Press 1969 .... TIRPAK, R. D. "Relationship between Organizational Climate of Elementary Schools and Personal characteristics of the schools' Principals", Unpublished Ph.D. Thesis 3*970, Univ. of /Jeron, D. A. I. Vol. 32 (1) July 1971 WARR, P. B. and KNAPPER, C. The Perc of People and Events, London, John Wiley & Sons, WHITEHEAD, A. N. The Aims of Ed' n, N. Y. The Free Press, 1967 WILKES, S. T. "A study to determine the relationship between selected school organizational cliraates and the adoption of innovations", Unpublished Ed. D. Thesis 1969, Aubum University, U. A, I.. Vol. 30 (8) February 1970. APPENDICES APPENDIX A Mean scores on Staff Interaction and total scores on Innovation for participating schools. SCHODL STAFF INTERACTION SCORE INNOVATION SCORE 1 267 < £ > *2 291 3 321 b 291 A V 9 5 9 *6 271298 58 7 293 15 8 3 0 9 ^ ? h 9 m 8 10 261 b 11 257 1 *12 303 55 13 25U 2 lU 205 b 15 263 6 16 201 2 17 m 2 18 300 7 19 255 6 20 308 10 SCHOOL STAFF INTERACTION SCORE INNOVATION SCORE * - 65t- APPENDIX B Mean ages and teaching experiencea of all teachers in participating schools. SCHOOL AGES (III YEARS-) 1 28 2 2? 3 33 h 23 5 33 6 23 7 23 30 13 11 2 ii+ lh 13 3 17 28 5 18 3h 11+ 19 33 13 20 3h 15 .../8S - 8 3 - . . . . / 8 4 - 8 4 - APPENDIX C Total ages and teaching experiences of principals of particJipatJing schools SCHOOLS AGES (IN YEARS) TEACHING EXPERIENCES(IN YEARS) 1 36 2 38 3 33 » h h3 ^ 18 5 U8 28 6 U3 18 7 38 13 8 26 9 15 10 388 1U 11 W; 22 12 5U 19 13 66 U3 n t 51 3315 51 32 16 51 32 17 33 6 18 W 18 19 5o 29 20 U7 22 - § 5 - - 8*>- JUL - 1 CONFRESJU EHSIVE 2 ' v 3 CADEMIC k 5 6 7 8 COMMER CIAL 9 ACADEMIC 10 11 12 13 11* 15 16 -87 - t i > ö w § I O w 3S3 w w 8gfc> 8 P&: S§0 S p < 0CO C0O _ 17 1961+ III MIXED PRIVATE PRIVATI 1+01-600 18 1955 II It MISSION G.AIDET 601-800 19 1960 II BOYS tt tt -V 1+01-600 20 191+5 SPECIAL MIXED II > 1001-1200 21 1968 III tt COMMUN. ACADEMIC 201-1+00 22 1960 III tt MISSION c ? ii 1+01-600 23 1972 rv tt PRIVATE PRIVATE COMPREHENSIVE 8 0 1 -1 ,0 0 0 21+ III tt MISSION G.AIDED ACADEMIC 201- 1+00 25 III GIRLS tt 201- 1+00 26 1961+ III MIXED cPRIVATE PRIVATE ACAD & COMMERCIA 1+01-800 27 1952 II - COMMUNI. G.AIDED ACADEMIC 1+01-600 28 1950 II > 11 tf tt 1+01-600 29 1956 iii r BOYS MISSION tt 201 - 1+00 30 191+7 speciai MIXED tt tt COMPREHEN SIVE 1001-1200 S D H H A 8 Y 1+ BOYS SCHOOLS 5 GIRLS SCHOOLS 21 MIXED SCHOOLS .../?? STATUS TYPE APPENDIX E TEACHER INFORMATION SHEET Kindly coinplete the itens below. The Information supplied will be kept CONFIDENTIAL. 1. Sex: ________________________________ 2. Age: _____________________________________ O - S 3. Marital Status* X 7 J4, Educational Qualifications: 2 5. Teaching Experience: t 6. School: ____________ k _ 7. Date you assuned duty in this school:B 8. -S-t-a-t-u-s- -h-e-l-d-*- # - • • • */59 - w - APPENDIX PRINCIPAL INFORMATION SHEET Kindly conplete tho itens below. The infcmation supplied will Le kept CONFIDLNTIAL. 1. Sex: _____________________ 2. A^e: __________________________________ 3. Marital Status: _____ ___________________v V Educational Qualifications: _______________________________ 5. Teachintf Experience: ^ 1 6. Years spent as principal of this school: 7. Years spent as principal of xther schools: < r ---/9® - 5® - APPENDIX G SCHOOL INFORMATION SHEET Kindly complete the items below in respect of your school. 3?he infornation supplied will be kept CONFIDEHTIAL, 1. Nanes ________________________________ __Sl 2. Status (Special, Class I, II, III, IV) 3. Type (Boys, Girls, Mixed) ____________ !+• Agency (Government, Community, Private, Mission) 5. Method of Financing (Grantt--aaiued, pr:iivv;ate) 6. Nature (Conprehensive, Acadenic, Comraercial) ______ 7« Population (0-200, 201 - 1+00» 1+01 - 600, 601 - 800, 801 - 1,000, 1,0QJ*\j ,200) _________________________ APPENDIX H n INNOVATION ADOPTION SCALE Below are listed a nunber of adoptable innovative practices in Western Nigeria secondary schools. Kindly rate your school on each oategory with regards to the rate of adoption on ONE of the following five alternatives: V.H.-very high; H-high; A-average, 1-1ow; non-existent. Please nark an X against each oategory CATEGORIES OP INNOVATION RAT1E 05 DOFTION DATE OP V.H. H. A. L. :N.E. ADOPTION “ " 1. Poultry 2. Piggery 3. Rabbitry l+. Fishery 5. Land Cultivation 6. Printing 7. Bricklaying 8. Plumbing 9» Tailoring 10. Hair dressing 11. Dyeing 12. Shoe repairing 13. Carpentry 1U. Photography • * m 15 Driving 1 So Blacksmithing ! : 1 *) Electrical Works 1K Typing [*) Student Government 2 up o£ teachers here who are SA A U D SD antagonistic 1to the rest of the staff. 3 . School equipn«»nt is inadequate to neet demands. SA A u D SD u . Teachers*, invite other membc-rs of staff to SA A TJ D SD visit then at hone. $ • Teachers of certain subjects do not nix freely SA A U D SD with the rest of the staff. . . . . M - f f - 6. There is a feeling of "Let's get things SA A U D SD done" anong the staff. 7. Teachers dislike talking about their SA A U D SD personal life to other nenbers of staff. 8. There is little desire anong nenbers of SA A TJ D SD 3taff to undertake in-service courses. 9. The staff never work as a tean. SA A ä r 10 There is no real problem if additional SA A T*I DV 5SD materials and books are required. 11. Teachers attend school functions out of SA A U D SD normal working hours as a matter of course even when they are not' required to. 12. Teachers cooperate well on joint \\ S3A A U D SD activities with Other nenbers of staff„« > 13. A group of teachers here never use the SA A D D SD staff roon. 14. Teachers in this school have regulär contact v/ith other teachers ‘of their SA A TJ D SD subject in other schools. 15. The staff here nix together professionally SA A TJ D SD and socially: there are no cliques. 1 6. There is little Chance of getting a school SA A U D SD rule changed* even if a najority of staff disagree with it. 17» Obtaining the supplies you need fron school SA A U D SD Stocks is more difficult than it need be. 18. Adequate clerical facilities are SA A TJ D SD available for the staff. • • */9Tt - 19. Most of tho teachers here are tolerant of the faults of their colleagues. 20. Teachers here are reluctant to help out with school activities organized by departnents other than their own. 21. Once conpleted, the tine-table is unalterable« 22; Teachers spend their break-tines by thanselves or in little groups» 23. The staff-room is a very friendly place luring break-tines. 2k, Staff here frequently arrange SA A U D SD social get-togethers outside sch 25 Teachers fron this school regularly attend SA A U D SD meetings of teachers fron the district for various purposes ( e.g. Curriculum develop.ient, N^gerian Union of Teachers, etc.) 26. Teachers go about their work with SA A U D SD enthusiasn 27. Teachers «4jet together in small select SA A U D SD groups. 28. There is a minority of teachers who always SA A U D SD öppose.the najority.o *'. * 29. Teachers from this school regularly visit SA A u D SD other schools in the area. 30. Teachers here never choose other members SA A u D SD of staff for their closest friends. 31. Teaching aids are readily available when SA A u D SD required. - 99 - 32. Teachers here are exceptionally loyal to SA A U D SD the school. 33. It is extremely dlfficult to get a tine- SA A U B S table change raade, oven a tenporary one. 3h. Teachers fron other schools often visit SA A U D SD this school. 35. Staff here are proud of the reputation NSA A U D SD of the school, 36. Male and female staff generally keep SA A U D SD their own staff rooms or part of theiBr staff roon at breaks. & • • • • - APPENDIX K QHESTIONNAIKE OH TEACHER PEHCEPTIONS OF HEAD OF DEPARTMENT DEHAVTOUH Please read the following statenents very well and kindly say to what extent you think that each of the statenents is true for your school. There are no right or wrong answers. ' If you are responsible to only one Head of Department for your work, then please consider each item in tems of his or her behaviour. If you are responsible to several Heads of Department, then please, reply to each item in tems of the behaviour of the Head of Department to whon you are chiefly responsible, i.e, the one for whon you teach the greatest number of periods. If you are yourjseTl.f Xa Head of Department, please reply to each item in tems of your: own *behaviour. Please circle for EACH statement the alternative which you think best describes your agreement or Jisagreement with each Statement as a description of the Situation in your school among: SA = Strongly agree with the Statement. A = Agree with the statement. U =' Dhdecided about the statement. = Disagree with the statement. ' = Strongly disagree with the statement. Please respond to all the statenents, but do not put more than ONE circle against each statement. • •• - « W - The Head of Department: 1. Takes great pains to deal with Problems at SA U D SD the earliest possible stage. ,2. Encourages teachers to contribute su , -estions SA about the running of the school. 3. Does not consult junior teachers about decisions which affect then. U. Takes every opportunity of persuading ^ teachers to undertake in-service ccurses. 5. Expccts you to keep them informed of all SA A U D SD that you are doing in the schOol. 6. Helps teadrhers settle minor differree:nces. SA A U D SD 7. Rubs people up the wrong way, SA A U D SD 8. Helps teachers to understand the source SA A ü D SD of important problems they are facing. 9. Makes you feel inferior. SA A U D SD 10. Defines teachers’ duties and responsibi- SA A U D SD lities clearly. 11. Helps teachers to solve their personal SA A U D SD Problems. 12. Does not noti.cCe Pprlications for his/her own position SA M D SD the greatest priority. 22. Really knows what is going on. SA A u D SD 23. Expects teachers to act on decisions SA A ü D SD without question. 2h . Takes strong interest in your proft 'essional SA A U D SD development. 25. Jever admits when he/she has nade a mistake SA A U D SD 26. Puts you at ease when you speak to hin/her SA A U D SD 27. Dismisses i.leas ahout teaching subjects SA A u D SD without giving them serious discussion. 23. Regularly takes iecisive action on his/her SA A D D SD own to bring abjoout changes in the school. APPENDIX L GITESTIOifflAIRE OK TÜCHER PERCEPTIONS OF PRINCIPAL1 S 3EHAVI0ÜR Please read the following Statements very well and kindly say to vdiat ertent you ihink that each of the statenents is true for yonr school. There nre no right or wrong answers. All we would like to know is whethcr the statenent applies to this school, or whether it dees not. If you are tho Principal, then please consider each itei^^aa^ems of your own behaviour. P_.case circle for EACH statenent the alternative which you think best describes your agreement or disagreement with each Statement as a doscription of the Situation in your school amongt SA - Strongly agree with the statenent. A = Agree with the statenent. U = Undecided about the statenent. D ^ Disagree with the statenent SD - Strongly disagree with the statenent. Please rospend to all the statenents, but do not put nore than ONE circle rgainst eajfl̂ 'stateraent. The Principa^»^^^ 1 - Makes a point of attending as raany neetings SA A U D SD of the Vtsff within the school as possible in order to be aware at first hand of what is going on. - 100. - 2. Takes every opportunity of persuading SA A U D SD teachers to undertake in-service courses. 3* Really knows what is going on. SA A IT D SD k. Discmirages teachers who want to try out SA A V D SD new ideas. 5. Rarely considers more than one possible SA A U D SS, solution when tackling a probier). 6 . Eelps teachers tc solve their personal SA A U Problems % 7. Disnisses ideas about teachinr subjects SA ü D SD without giving them serious consideration. Je 8. Encourages staff to use 'initiative', to criticize, anl to involve thenselves in SA A V D SD the solution of school problems. 9. Is reluctant to support your application9 SA A TJ D SD for pronotion outside this school. 10. Trios to assist you further any educational interests that ycu may have, ey-;. gaing SA A U D SD or. courses, taaking special visits. 11. Sets a good example by working hard hinseif SA A D D SD 12. Do es not notice probl ernannt il they are SA A u D SD pointed out to hin. 13. Never does personal. Xavours for teachers. SA A ü D SD 1U. Expects teachenQbo*,Sct on decisions without SA A V D SD question. 15. Takes great pains to deal with problems at SA inL Ü D SD the earliest possible stage. 16. Make» you feel inferior. SA A u D SD 17. Putlt.ytfu at your easc- when you speak to SA A V D SD hin. ,../ioS - ic$ - 18. Does not seem to notice unsatisfactory SA A U D SD situations, involving teachers and/or pupils. 19. Experts the junior staff to take the view SA A U D SD that their seniors are always right. 20. In considering any Problems tonds to give SA A U D SD the implications for his own position the greatest priority. 21. Encourages teachers to contribute Suggestions SA A / U D ;SD äbout the running of the school, 22. Does not consult junior teachers about decision 34 ̂ U D SD which affect theiu. 23. Tries to inake sure teachers are working to SA A V D SD their full capacity. 2h. Gives full consideration to several SA A u D SD alternatives before deciding how tackle a problem. sT 25. Sees all school problens from^fte point of SA A U D SD view only. 26. Is in close touch with menbers of staff. SA A V D SD 27. Is on friendly terms with the r> st of the SA A V D SD staff. 28. Develops a real interest in your weifare. SA A u D SD 29. Takes a sträng interest in your professior SA A V D SD development. 30. SA A V D SD clearly, 31. Knowa very little about what teachers feel SA A tr D SD about their work. 32. Will make allowance for a teacher who has a personal problem. SA A U D SD . . . / io 4 - 1(4- - 33. Never attempts to deal with problems until SA A T I D E circunstances force him to take action. 3U. Gives sympathetic consideration to any SA A B D SD proposals made by teachers. 35. Never admits to making a mistake. A ü D SD 36. Seeks advice fron as nany members of staff as possible before deciding how a problem V A U D SD is to be tackled. 37. Has few constructive suggestions to offer SA A U D SD to teachers in dealing with their major Problems. 38. Discusses the ains of the schoo1l MwitTh SA A U D SD