PRI*N CI- P*AL MANAGERIAL CAPACITY AS A CORRELÄTE OF TEACHER PRODUCTIVITY IN ■% * * «k .KWARA STATE SECONDARY'SCHOOLS BY JOSEPH ADEGBENLE ONI N.C.E., B.A. (HONS) ENGLISH (ABU, ZARTA) . M .ED (Ibadan) A thesis in the. Department of EDUCATIONAL MANAGEMENT submitted to the Faculty of Education in partial fulfilment of the requirements for . the degree of DOCTOROF PHILOSOPHY of the UNIVERSITY- OF IBADAN.. AUGUST 1989. UNIVERSITY OF IBADAN LIBRARY D E D X O A T X O NI TO My father, Olukosi Oni-Ofi (Late), my mother, Hariam Isibaka and Wives and ehildren; Remi, Lola, Olu, Segun, Yinka, Yemi, Bimbo, Akin, Kemi and Ajiboye- Brothers and Sisters. UNIVERSITY OF IBADAN LIBRARY 1 A B S T R A C T In Kwara. State and in many other States of the Federation, students’ poor acadejnic performances were usually blamed on poor scho'ol management by principals and bad teaching by teachers respectively. The final output in terms of General Certificate of Education or West African School Certificate Examination results had älways been used as yardsticks for assessing the failure or success of schools. Critics wpre not mindful of "the process" to the final output. This study had taken cognisance of , the principal managerial process that could lead to high teacher productivity in relation to high academic performance of students. Principal managerial, capacity had been seen as his ability to plan, organize,. coordinate, motivate, control , administer, •supervise and intervene; while teachers’ productivity had been viewed with teachers’ ability f or classroöm management, lesson delivery, record keeping, assignment gradi ngs, guidance counselling., extra and co-curricular ,activities; and admjhistrtive activities. ' The two Instruments designed for the study were Princi pal Managetial Capacity Questionaire (PMCQ) and Teacher Productivity Questionaires (TPQ). E i g h t y (80) UNIVERSITY OF IBADAN LIBRARY • - ii - schools, 80 principals, 576 teachers and 812 students from 11 of the 12 L.G.As.were sampled. Schools sampled were under the dual Controls of the State Ministry of Education and the Kwara State Education Management Board. Part of the design of the instrument was to assess the amount of "supportive aids" or "reinforcement" given by the two Controlling agencies for pr.incipal and teacher proper functioning. A pilot study involving 3 Local Government areas, 10 principals, 100 teachers and 200 students, was carried out to. standardize the instruments for validity, and reliability. seven (7) study hyp'otheses with sub-sections were generated. In analysing the result, One way ANOVA with * F ratio; ’T ’ test and Pearson Product Movement Correlation ’r ’ were used.' Major firidings of the study showed that: 1. Principal Managerial Capacity and teacher productivity were rated si-gnificantly high. 2. There was a significant relationship between Principal Managerial Capacity and Teacher Productivity. 3. Academic and social aspects of school goals werfe perceived significantly high. 4. Relative experience and qualifications were regarded by teachers as necessary pre-requisites for appointing principals. UNIVERSITY OF IBADAN LIBRARY iii - 5. Principals, teachers and students recorded very low ratings for the "supportive aids" or "re-inforcement". 6. Teachers in Government secondary schools were perceived as having higher productivity than those in Board schools 7. Female teachers’ output were rated lower than raales. .8. Students’ ratings of their teachers were found to be stable, reliable and valid and could be used in assessing teacher productivity. The findings suggested that principals were capable of high managerial capacity, while teachers were adjudged as capable of. high, productivity, but were handicapped by ' lack \ ' • of "supportive aids" like funding, equipment, staffing, classroom/laboratory adequacy and visits from Board and Ministry. The dual nature of school control was another area identified as creating disharmony among principals and teachers of Government and Board Schools. In view of the findings, there might be need for further research into male/female teacher productivity the effects of the dual' control of secondary schools to determine the süitability or otherwise of bringing all schools under "one umbrella" of control.. UNIVERSITY OF IBADAN LIBRARY I V - The research findings are only applicable to Kwara State secondary sehools in view of the scope and the design of the study.. * •’ ' t UNIVERSITY OF IBADAN LIBRARY ■v ACKNOWLEDGEMENT I thank the Almighty father for His protection, guidance and good health throughout the period of this study. For the invaluable contributions by the human .elements, my first and greatest appreciation and gratitude go to my highly critical but understanding and hardworking, Supervisor', . Prof . John I. Nwankwo, for' his honest, intellectual, blunt but inspiring criticisms which were sometimes baffling but always putting me at alart and seif-examination throughout ■ the course of this study. His personal example and total cömmitment to academic pursuit and exeellence had always been sources of inspirations to me throughout the study, I- am equally indebted to Dr. Jide. Ow.olabi , for his personal involvement, assistance and useful guidance; Dr. Dayo Ajayi, for his friendly and warm embracement and encouragement particularly at the initial stage of this study. I am equally grateful to the fol1owing.members of the Department of Educational Management,' for their assisstance at different times. They are: Drs. (MRS) Obilade, Agu, Akinwumiju, Ogunsanya, Mrs. Longe, the Acting Head of Department, and Ogunniyi of the Department of Teacher UNIVERSITY OF IBADAN LIBRARY - vi - Education. I should not fail to register my gratitude to Dr. Akangbou for, his initial obstac.les, at the early stage of my study, which turned out to be a spur-that geared me up for better action. My profound gratitude also goes to1 the Kwara State Government in general and the Ministry öf Education in particular, for granting me a study l.eave with pay. The present Commissioner for Education, Dr. (MRS)' Rahamatu Abdullahi deserved my appreciation for monitoring my progress towards a successful end. Equally worthy of my gratitude is Mr. N.A. Onaadepo, the then Permanent Secretary for Establishment and Training, in the Military Governor’s Office, for his interests in research work and for re-activating and reinstating the study leave with pay and research grant for post graduate students. I am deeply grateful to al1,principals, teachers and students of the schools used for the study for their Cooperation. Particular mention should be made of Messers Solomon . Aboyeji and Omonaiye, for the conspicuous roles played bythem during the administration of instruments and Provision of söme r.elevant ANCOPSS Journals . UNIVERSITY OF IBADAN LIBRARY - vii - To my uncle, Chief.D.O Matanmi and Matanmi and Sons Press, I am highly indebted to them for their moral and financial suppobts. The chairman of Kwara State wing of the Nigerian Union of Teachers Chief D.A Adesoko . and his secretary Mr . Jolayemi, deserve my commendation for making available useful classified documents and magazines for this study. I am equally indebted to Mr. S.A. Iroye, Director of Planning in the Ministry of Education. To my half brother, M r D a n i e l Ajibola Oni , who had been the architect and benefactor of my initial formal education, I am profoundly grateful. To my wives and children, .1 express my appreciation and admiration for their understanding, endurance and sufferings during the course of the study. To my brothers and sisiters who had been anxious to see me through the course, I am highly grateful. I acknowladge with thanks the contributions of Mr Borokinni Bunmi, of the Computer Centre at the University of Ilor.in, M r . Tunji Ayodele, of the Town Planning Authority, Mrs. Sherifatu Anike and, the Typists,' Mr. Del'e Musa and Mrs. Christianah Oluyemi Oluyide, for their contributions to the success of, thig study. UNIVERSITY OF IBADAN LIBRARY - v i i i - GERTIFICATION I certify that this- work was carried out by Mr. Joseph Adegbenle Oni in the Department of Educational Management', Uni versity of Ibadan.1 1 SUPERVISOR PROF. JOHN I . NWANKWO . B . So ( UNN ) , Ph . I) { Ibadan ) P.D.S (Stanford) UNIVERSITY OF IBADAN LIBRARY - ix - ' T-ABLE OF CONTENTS ' Pages ABSTRACT...... ........................'............... i ACKNOWLEDGEMENT. ........ i..... •. . . ..... ..... . v CERTIFICATION.............. .'.......... ............... • viii TABLE OF CONTENTS...... ......:......... ..... ....... ix LIST OF FIGURES..... ............ '.................... xiv LIST OF TABLES.... '........... . ...... .......... . . . xv CHAPTER 1. BACKGROUND OF THE- STUDY AND THEORETICAL FRAME WORK INTRODUCTION.... -................ '............... 1 THE PROBLEM................. .............. ....... 13 Purpose and Significant of the study ........... 16 Definition of terms............... ......... ..... 20 Managerial Capacity............... . . . ........... 20 Teacher Productivity. .................. ......... 2.4 Principal.............................. '.......... 26 Secondary'Schools............... . 26 Theoretical Framework............................ 27 Taylor Frederick Winslow. . ’.............. . ....... 27 McGfegor Douglas......'........ ................ 33 . Management Proposi tiöns of Theory ’ X ’ ......... . 3'3 Supervisory Assumptions of Theory ’X ’........... 34 Philbsophy and Assumptions of Theory ’Y ’ 35 UNIVERSITY OF IBADAN LIBRARY -X CHAPTER Argyris Chris Paterns ’A ’ and ’B ’...... ........ 36 Watsoh .G. Assumption of Theories ’X ’ and ’Y ’... -38 Halpin and Croft OCDQ. . ....... ................. . 39 Teachers Behaviour. . ..................... ....... ' 41 .Principals Behaviour........ 42 2. REVIEW OF LITERATURE...... ........ .......... .... 47 Managerial Capacity................ 47 Teacher Productivity......... 68 Internal School Organization............. 72 Pastoral Structure...... '............... ......... 74 Training.................... ................... . . 76 Type öne reaction........................... 82 Type two reaction.....;......... ........ ........ 82 Type three reaction........ 83 Appraisal of Literature.... ............ 84 Research Hypotheses.............................. 88 Assumptions of Hypotheses.................. 89 3'. RESEARCH DESIGN AND PROCEDURE.... '..... 92 Research Procedure....... 93 Sampling Procedure. . ......................... 93 Research' Instrument;......... ...... ........... . . 96 Construction of Research Instrument.-....... 96 Features of Questionnaire .... .............. 98 UNIVERSITY OF IBADAN LIBRARY XI Instruction'al .Validity........................ ... 100 Construct Validity. ......... . . ..... ..... . 101 Face and Content'validity....................... 101 Reliability....... ; ............... . . .'........... 102 Administration of Instrument. . .................. 107 Rate of Returns .... .... '........................ 108 Method of Data Analysis-.'-,..... .................. 108 Testing Research Hypotheses . . . . . .............. . . 109 Level of Signif icance . ......... '................ 112 Limitations of the Study.................... . 112 RESüLTS '.... ..... ........... •......:........... 114 Perception of Principal Managerial Capacity..... 114 Perception öf Level of Teacher Productivity...... 115 Relationship between' Principal Managerial Capacity and Teacher Productivity................. 116 Effects of Experience on Appointment of School Principals....... ................ '.............. .117 Effect of Qualifications on Appointment.of School Principals.... ..................................... 119 Perception by Government and Board Schools..... 120 -Personal Variables .... .'....... ................. .121 Qual i f icat ions and Perception of Academi'c and • t Social Goals........................................ 121 Perceptions of Principal Managerial Capacity by UNIVERSITY OF IBADAN LIBRARY Xl l Years of Experience...................... 123 Managerial Demographie Variables of Sex Location and Population on Perception of Principal Managerial Capacity...... . . ..... ........... ............... 125 Effect of Length of Stay or Duration of Time ....132 Perception of Teacher Productivity................133 Perception of Male/Female Teacher Productivity in Government and Boards Schools....,.....'..... ...134 . Male/Female Students ’ s Perception ... . ..... ...... 135 Summary of' Major Findings........ ...... ■......... 136 5 . DISCUSSION AND RECOMMENDATIONS . . . ................ 139 Perceptions of Principal Managerial Capacity.... 139 Perception of Teacher Productivity......... ......146 Relati onsh'ips hetween Managerial Cap'aci ty . and Teacher Productivity...... ‘............ 1 53 Appointments of Principals and Teacher Prodcutivity 159 Acädemic and Social Goals and Personal Variables.165 Demogrphic Variables of Sex, Location and Popu lati on s...... .......................... 16 7 Teacher- Productivity............................... 178 Implications of the Study for Practice...... 184 Implications, of the Study for Theory............. 192. UNIVERSITY OF IBADAN LIBRARY . - xiii - RECOMMENDATIONS ..... ....... ...... .-. ...195 Implications for Further Research................. 199 Generalization. . ...... ........ ..;.......... . 200 BIBLIOGRAPHY..... . . . . ............................ 201 APPENDIX A .'..... .................................. 212 APPENDIX B ........ . . . . ......... . . . . ..... '____217 UNIVERSITY OF IBADAN LIBRARY X I V LIST. OF FIGURES FIGURE PA GES 1. A Theoretical Madel of the Connection between Principal Managerial Capacity' and Teacher Productivi ty . ................. .......... . 46 UNIVERSITY OF IBADAN LIBRARY XV LIST OF TABLES ' TABLE • ■ ' . . PAGE 1. Sampling Structure, Selection Method and Sampled Population............... . . ........ . . 94 2. Sampled School by L.G.A.................... . 94 3. Pilot Study Sampling........... 103 4. Managerial Areas and Questionnaire Items.... 104 5. Productivity Areas and Questionnaire Items.... 105 6. Principal and Teachers’ Responses to PMCQ........105 Students Perceptions of the TPQ........... 106 8. Principal and Teacher Perceptions of Principal Managerial Capacity................. 115 9. Students Perception of Teacher Productivity... 116 10. Relationship between Principal Managerial Capacity and Teacher Productivity............ 117 IIA. Effects of Experience on Appointmeht of School Principals...... 118 IIB, Effects of Qualifications on Appointment of . . School Principal......... 119 12. Perception by Government arid Board schools.... 120 13. Perception of Academic and Social Goal • According to QualI f i c.ati ons....................' 122 UNIVERSITY OF IBADAN LIBRARY XVI 14. Perception of Principal Managerial Capacity by Years of Experience. . ...................... . 123 15A. Effects of Sex on Principal Managerial Capacity. . ......... . . . ........................ 125 15B. Effects of Location on Principal Managerial Capacity . . . .,...... ......... ............... 127 15C. Effects of Population on Principal Managerial Capacity. . ..........;..................... . 129 ■ 15D. Population using ’r f Correlation.............. 131 16. Effects of length of Stay or Duration of Time.. 132 17. Student Perception of Teacher Productivity.... 133 18. Perceptions of Male/female Teacher Productivity, in Government and Board Schools.. 134 19. Male and Female Perception of Teacher Productivity.......................... ......... . 135 UNIVERSITY OF IBADAN LIBRARY -1- CHAPTER 1 BACKGROUND OF THE STUDY AND THOERETICAL- .FRAME WORK . . . i nt r o d u c t i o n .The head teaeher of a post' primary Institution, ctherwise referred to as Principal in Nigerian secondary schools, System, can be regarded as a manäger of an enterprise' comprising considerable investment of resources in terms of finance, facilities and human skills. The development of human beings demands , a lot of capability and capacity by the principal.' The principal’s ability to withhold, eontain and contend with the various school activities wild depend on his capacity , and capability. This is the more reaspn why appointments of principals, of schools shouldbe based on the capacity of the individuals to rise to a high level 'of managerial conipetence'. The National Policy on Education (1971) 1 is specific about appointments of principals by stating that• Government will work towards improving the qaulity of secondary school education by giving support • to measures that will ensure effective administration. These will include the selection of right calibre for Principalship of schools. ...1 1. Federal Republic of Nigeria, National Policy on Education Federal Ministry of Information, Printing Division, 1977, p.13 sec. 28:1 UNIVERSITY OF IBADAN LIBRARY -2- the mounting of induction courses for newly appointed principals, and prompt disciplinary steps to'deal with principals who misuse. their powers or prove ineffecient • Tbus , the - '-"right calibre" of principalship can be determined by the measure of his managerial capacity. However, the Kwara State, in 1984, as a result of expansion of secondary schools, appointed many principals as managers of newly established secondary schools throughout the state. It would appear that the principals were appointed withöut giving much considerations to some managerial criteria such as competence, experience, ability to plan, . organize, coordinate, motivate, control, administer and supervise • or to have acted in any previous managerial 'capacities ,1'ike being heads of schools departments or vice principals. As a result it would seemthat those so appointed as school managers would have to gamble with the job to gain the required experience. . Such appointment was rightlv observed by Ekpo ( 1984.) 4 •when he declared that: . Our secondary schools do not generally realise Optimum productivity because some principals, State schools boards and communities tend to- see ' school managers simply as common sense affairs. In order to perform effectively in their Principalshi p’ röle, all- principals and woul'd-be principals shotild be familiär - with the Operation and Interpretation of . the content• of organizational climate.1 1 . T.N. EKPO* "Organizational Cliiriate Analysis - A tip for Secondary Schools Principals" The Ni gerian Principals____Journal of ANCOPSS vol.ll, 5, 1984. UNIVERSITY OF IBADAN LIBRARY -3- Such appointment of principals-were, regarded as a "matter, of course" • and "common' sense affairs" without' the required managerial guide lines. This often resultö in a Situation resembling the' "Peter Principle" 1 whereby people are routinely promoted into posts where they cannot function effectively. These managers appeared not to have been properly groomed before they were given the managerial assignments. These newly appointed new managers were expected to compete with.the older and more' experienced principals who had been seasoned school administrators for years. Inexperienced as some öf them were,. they were expe.cted to preside over hundreds of academic staff and thousands of students in their schools.. Thus, the type, of leadership such inexperienced managers of schools would give in order to be able to effectively manage both students and staff would be' doubtful. It would seem, however, that appo.intments of schools managers • without any previous training or experience is not peculiar to Kwara State or in Nigeria alone.lt was.apparent in advanced countries of the worid like Britain and America. For Example, Turner (1974) 2 asserted: The head' teacher i's appointed by the governing council among. other practicing’ teachers. The skill he has 1. L.J Peter, and R. Hüll, The Peter Principle: Why things go wrong, New York, William Morrow and Co. • 1969. ' 2. C.M. Turner. "The Head Teacher as a Manager" Journal of Educational Administration and History Vol . VI, No.2 of July 1974 pp.31-37. UNIVERSITY OF IBADAN LIBRARY -4- demonstrated will priroarily be those o'f successful and authentic classroom teaching.... Even.in England, only recentl'y, . in a limited way and. in the largest.schools, has it been possibl.e to give some managerial experience to teachers working towards leadership. Most new heads come into . office unpracticed in the skills of Management. In the light of the above, it would seem that appointments of headmasters, otherwise called principals, might not necessarily be based on previous experience. This is exactly ■ one of the areas that this study would like to investigate - • ■ • . ,• . • ;| ■ in to the extent previous experience is used as. a criterion for the äppointme• nt of Prin* cipals a•»nd the extent such a criterion affects the principals principalship role. Or, be'ing appoirited as a headmaster ' the inexperienced administrator would see himself like those in Britain as: Once in office he (the principal) iS given very large wide ranging power. There is no effective check on the way a head runs his school. He can ignore the advice öf his staff, of her majesty’s Inspectors and parents. He is given such power by the Local Eductaion Authority and governing body that the discretion allowed to him is to all practicable purpose complete 2 Unlike the principal described above-, the authority given to principals •by the State Ministry of Education and the State Schools Board is not as wide. A new principal is left with his discretionary power to generate the needed- conducive climate' that would ipake him succeed. It is therefore, left f.or the new manager to modify his' behaviour in order' to take into account his own role set. His ability to modify his 1.- Anderson, Harold, "A study of certain criteria on Teaching effectiveness " Journal of Experimental Education, Vol.XXII, No.l. Sept. 1954 pp.41—71. UNIVERSITY OF IBADAN LIBRARY -5- role. would refleöt on his teachers who would, in turn, perceive ' the principal’s roles as they appeared to them.. Therefore teachers would be able to rate their principals as they perceive the principals.’ roles as school managers. Such ratings by both principals and teachers are bound to be affected by other varaibles such as length of interpersonal interaction, the condition of observati-ons, attitude of the person involved, the social and emotional status and the prejudices of the observers. In whichever ways teachers perceive the performances of principals, one would expect' as put by Obanya (1984) 1 that: a Supervisor in, the school System is someone formerly charged with the responsibility of ensuring that the machinery set in motion for the implementatiön of educational policies. functions effectively. Therefpre, as the school manager, the principal is regarded as the one supervising the delivery lines and activities of the individual school within the school System. AS much .as possible, the manager is expect'ed to . generate a very conducive atmosphere that would malte for the general Cooperation and supportivness towards maximum productivity by the teachers. The implications of the new roles expected of the newly appointed principals were stressed by the then Commiössioner 1. Obanya Pai, "Desirable Supervisory roles for curriculum Improvement" School Organization Vol.4, No.2, 1984 pp. 149-160. UNIVERSITY OF IBADAN LIBRARY -6- for Education,. Mr Goshi, in his key note address to the riewly appointed principals during the two days ’ Orientation course when he declared among other • thing that.: 1. As school administrators, you. should have known that the success of any educational System is dependent on efficient administration and supervision which can . only be achieveed through hard-work, dedication and good example. 2 . The principals’ performances and achievements would be measured by the type of behaviour exhibited by their students in school, at home and in public places. 3. The need for adequate planning to reduce cost now that the state is faced with a lot of financial cons.traints . 4. The principals should be well organized; they should haye a measure of control pver their emotions' and be'versed in supervisory techniques and in turn.they will be respected and emulated by most of their staff and students. 1 From the above, it would seem that the Ministry of■ Education was quite aware of the need to adequately involve principals of schools in the educational System of the 1. Goshi Abraham’ "Key Note Address of the Commissioner for Education," in Guidelines on Organization and Management of Schools, Ilorin, Ministry of Education, Publication, April 1984 pp.6-lG. UNIVERSITY OF IBADAN LIBRARY -7- state. As Managers of secondary schools, one would expect that the Ministry of Education and the State Schools Boards would give the principals ample opporturiities to administer schools. In practice, höwever, it seems that school managers are so cotrolled that they almost become incapacitated in running their schools. Even with the control measures . from the Ministry of Education and the State Schools Board the challenges before the principals according tp Ogünsola (1984) 1 derived from the following sources: 1. The authority usually associated with Office of the Principal; - 2. the staff who look up the principal for assistancej 3 ( the students, whom he is a loco-parentis; 4. the community/parent who see him as the person to help the children and the family realise their aspirations. 5. the Goyernment/Employer who expefcts the principal to build a virile Institution that will produce dependable citizens for the country. In essence, as • school managers in the within-school supervision, principals would be judged by the way they were able to carry out the above managerial responsibi1ities. The measure of their supervision would also be judged by the•* l.A.F. Ogünsola: "Chaileöges of a Pioneer Principal" Guidelines on Organization and Management of Schools, Ilorin, Ministry of Education • publication, 1984, pp.llT20 UNIVERSITY OF IBADAN LIBRARY -8- welfare of their staff and students. As Ogunsola further stressed: Our principals who know our schools, our students, the parents and the community should coroe up with some ideas as to what we can do at thi's time of emergency to save the education of this country _ 1 . There was the general awareness that supervision should be done by principals. There was also the general awareness that principals should possess the necessary administrative qualities for the desired managerial climate acceptable to bcth staff and students and for maximum outpu't. But how principals would be able to discharge their supervisory roles would depend on their competence in exhibiting their managerial capacity and capabilities. In Kwara State, like any other States in Nigeria, educaction is a social Service which takes an appr.eciable percentage oft he state budget. In fact, as revealed by the Honourable Commissioner for Education Rahmatu Abdullahi (1988) 2 • the education industry in Kwara State is receiving about 50% of the yearly state budget so as to cater for the 1,396 primary schools and 334 post primary institutions .in the state. Even with the revelation by the Houonrable Commissioner of Education, schools were still starved of fund . for effective management; staffing was inadequate to cope with work load; infrastuc-ture was lacking -and it was under such l.Ogunsola, Ibid, p.19. 2. The Herald, June Ist, 1988 p.3 UNIVERSITY OF IBADAN LIBRARY -9-, situations that young and relatively inexperienced managers of schools were expected to perfbrm. Both teachers and students would look up to principals to provide for their required needs. With the'poor financial aids to schools, principals would' have to manage within the available human and material resources to the maximum advantage of both staff and students of the schools. The within-school supervision is also expected to promote useful and profitable interaction of mind within the school community through the medium of staff meetings and morning briefings on the assembly days to establish mutual confidence and the desired communication links.- The Principal has to create the climate for pooling together the experience of his staff; discuss common prob-lems with his colleagues in the full awareness that these were his function as primus inter-ppres. Another crucial atmosphere which the principal has to create is that which will insure the effcetive management o'f curriculum and its application for students. He should ensure that the curriculum meets its application to students, the needs, aims, objectives and aspiration of the immediate environment and the n'ati.on as a whole. At a certain stage and because of public examinations it might be impossible for a principal to have control over the curriculum but he should make sure that at every particular UNIVERSITY OF IBADAN LIBRARY -10- stage, the curriculum is relevant and suitable to the age, maturity, readinesS, aptitude and interest of the learners. In order to create the conducive conditions for a good. administration, the school manager should know that his own example transcends his precepts at work, at play, inside his office and school. He shows example by patience, amicability kindness, considerations and genuiness of .interest' in Problems of his fellov men. These qualities would facilitate good human relations, effective administration and the desired support fron the subordinates. As the school manager, he advises, suggests, assists, encourages, discusses, and praises efforts of' his colleagues. As much as posible he prevents frictions, through his interventionists activities, from undermining team work and team spirit and by consultations, he modifies innovates and ammends. However, in order to be able to achieve the above goals and make appreciable impact within the school Systems and be able to assess staff product'ivity reasonably well, one would expect that the managers would have spent an appreciable period of' time in a particular school - at least two' to five years. But it appeared school managers were not allowed to stay long enough before they were removed or transferred at will by both the Ministry of Education and the State Schools Board without giving them enough time to stay in particular UNIVERSITY OF IBADAN LIBRARY -11- schools where effectiveness in performance could be assessed. There were instances where school adminis.trators were transferred within six months or'a year in office. As a result, a lot of instability were usually brought into the internal management of schools experiencing constant changes of managers'. This Situation is particularly more pronounced , in Government owned secondary schools than the state schools Board. It might be necessary that in order to realise the maximum manager-teacher output and effective school management, stability and longer period of stay with a school by school managers and teachers would be desirable. A Situation where classroom teachers are catapulted into the levels of school managers might imply such teachers were being assigned . Jobs above their levels of experience, competence and capability. Such a .Situation might lead to some bias on the part of other teachers in their perceptions of th.e managers’ capacity and comptence and in turn lead to low morale and low productivity on the part of teachers. The above idea may run counter to Obalade’s (1986) 1 coritention in Support, of "Peter’s Principle" when quoting Peter and Hall 1969 that:■ Since past performance is continually used to predict future performance, eventaully, people are. promoted to a .1. S.O Obilade. "The Peter’s Principle and Administrative effectivene'ss in Nigerian Educational System" Af rican____ Journal of Educational Management Vol. No.l March 1986 pp.2-9 UNIVERSITY OF IBADAN LIBRARY t 1 2 job where they woüld not be effective...... In a hierarchy every employee tends to rise his level of incompetence. . She further 'submitted that in Nigerian school System, iridividuals who had been competent teaöhers or departmental head often get promoted to the post of the vice principal. In that position they get on well with teachers, students and parents were intellectually competent. Sometimes they gained further promotions to the rank of principal.•Usually these people had never had to deal with officials of the State Schools Board or the Ministry of Education, nor had they handled so many students themselves. She finally submitted that: "A good vice principal would not necessarily become a good principal" 1 However, it is equally plausible that by promoting an ordinary d a s s teacher to the position of a school manager, a position which will be more demanding and challenging might mean that such teachers might have been promoted to their levels of incompetence in that they might not have acquired enough managerial experi'ence which their office's demanded of them. It woüld seem that in teaching, experience coupled with the necessary training and quälifications would be vital to duty posts appointments in schools.' Par.t of the Problem of this study would be to find out the perceptions of the subordinate teachers on the appointments of school managers directly from the'rank and file of teachers. 1. Obilade, Ibid, p.5 UNIVERSITY OF IBADAN LIBRARY -13- The Problem - As a result of. the expansion of secondary schools in order to be able to cope with the •• required products of primary schools going' for the junior secondary school because of the 6-3-3-4 System of education, many school managers (principäls) were appointed among the rank and file of teachers regardless of their previous .managerial experiences. Many of the managers so appointed were teachers who had never served as either vice-principals. or heads of departments.. Many of them had no managerial experience or training before being appointed principals. In his own opinion, Taiwo (1982) 1 submitted that in the new educational dispensation of 6-3-3r4, the principal w'ould be the first to admit that the administ'ration of these type of schools demands experience, new techniques, special personal qualities, leadership qualities, Professional comp>etence, knowledge of the environmental, an undersatnding and appreciation of the local • c.ommunity, ability to .move • with the times and foresight into the future. In appointing such school managers, Taiwo is o.f the opinion that such a person:. should coffle into it after a careful deliberation on his own part and on the part. of his employer.s. ... As a prerequisite, a principal should have a teaching Professional qualification, some knowledge of 1. C.O. Taiwo. "The Principal in the Nigerian Education". West African Journal of Education Vol. XXIII Nos. i, 2&3 pp.23-34. UNIVERSITY OF IBADAN LIBRARY -14- educational administration, and its application in schools.... In the recent explosion in secondary education in some.states,. some principals come intb that posts without their contemplation, preparation or readiness. 1 The managerial capacity of s.chool principals ' would determine, to a greater extent, the amount of efforts teachers put into their day-to-day activities for maximum results. • - • As at now that there are great outcries of poor aeademic perfor»ance in Kwara State secondary schools, it becomes very necessary that school managers address themselves to those »anagerial activities that would lead to improvement of perf ormances., thereby leading to aeademic excellence in schools. In fact,there were members of the public who accuse school managers of being more interested in their personal welfare., - purchasing and socialization in terms of entertaining visitors than in programmes meaht for improvement of the aeademic Standards of their schools. Teachers are equally being accused of lack of commi-tment and dedication to duty. Is it not possible that the lack of commitment and dedication by teachers are reflections of the managerial deficiencies Mithin o'ur System? Thereforep the problem of this study.to which answers would be sought include:- l.Ta'iwo, Ibid, p.5 UNIVERSITY OF IBADAN LIBRARY -15- 1. What are the major criteria used for the appointment of principals? 2. Do principals possess and use managerial capacity like Controlling, organizing, supervising, admiriistering, planning and poordinating? 3. Is there any - relationship between principal’s managerial capacity and teacher produc'tivity? 4. Do principals pursue managerial Controls leading to high academic perförmances? 5. To what extent do school managers receive enough Supports financially and materially from the Ministry of Education and State Schools Board? 6. What are those aspects of principal’s managerial capacity that teachers perceive as.encouraging them . towards maximum output in their work? 7. How dos tudents, perceive the level of teacher productivity in terms of: i. delivery of lessons ii. punctuality to classes iii. giving and grading of students? assignments iv. encouraging students to improve on ■ their performances (curriculum) v. the development and academic a.chievement goals. 8. What effects do manager -teacher stay in schools have on school performances.? UNIVERSITY OF IBADAN LIBRARY -16- 9. Would teacher productivity be affected by the duration of time spent. by principals with teachers? 10. What. effects do deroographic factors like sex, age, qualif i-cations, locations and tepancy have on Principal managerial capacity and teacher productivity.? Purpose and Significance of the Study The study would like to establish if thefe . is any relationship between. the managerial capacity of the prinCipal and teachers productivity. In this wise, the study would like to investigate the process followed by teachers in order to achieve a high productivity level . It. would also like to establish if there would be any use appointing school managers from the rank and file of teachers without any previous test of their managerial capacity, as heads of departments, senior teachers or vice principals. In trying to investigate the managerial capacity, the study would focus pn the following managerial • indiöes: ability to initiate Programme, control and organize staff, plan and forecast, develop and motivate staff, administer and. supervise staff. The .study would like to investiagte how 'school managers are able to utilize the above to enhance high teacher productivity.. The teacher productivity, "in some previous studies by Ogunsanya 1 Bradley 2 Awoyemi 3 and Werdell 4 UNIVERSITY OF IBADAN LIBRARY -17- had always been treated as end results of students’ perfromances in terms of examinations. results either in the internal or external examinations. The results could be regarded as the academic end product of school managers and teachers. This study intends to investigate the amount of efforts put in by hoth principal and teachers in order to achieve the desired school goals. For, if the managerial indices and teacher productivity are systematically and conscientiously followed with some degrees of dedication, the end products- school academic performahces - would be. rewarding. This study would therefore see productivity in terms of teacher preparation and delivery of lessons, evaluating and assessing students’ work ; correcting, intervening and counselling students with the hope of leading students to a successful end. Teachers productivity as given in the4321 1.M obolaji Ogunsanya, "Teacher Job Satisfaction and Producitivy as factors of Academic Goal Achievement in Oyo State Secondary Schools " Unpublished Ph.D Thesis, Faculty of Education University of Ibadan, June. 1981. 2. Glanyce H. Bradley. "What do . College students like and dislike about College Teachers and their Teaching", Educati onal Administration and.Supervision; 1950 'No.36 pp.113-120. 3. M.O. Awoyemi., "Teacher Characteristics and Teacher Effectiveness in Selected Secondary Grammar Schools in Kwara State" Unpublished Ph.D Thesis , Faculty of Education University of Ilorin, 1984. 4. P. Werdell. Course and Teahers’ Evaluation: A Student’s Confidential Guide. Washington, . United State National Students’ Association, 1966. UNIVERSITY OF IBADAN LIBRARY -18- indices above will be perceived by the students who are the direct receiver of the teachers’ output'. Having assessed the perceptions by teachers, students and principals, the study would be able to . d.etermine the nature of the relationship between principal• managerial capacity and teacher productivity. Such a relationship would assist the Ministry of Education and Education Management Board to know how to appoint future school manager and what emphasis to place on those managerial indices for maximum school goals. Finally, the study.would like to find out if there is any relationship. between managerial capacity, teacher productivity and the general academic performance, in Kwara State secondary schools, as it seems to be the general impression that teachers are no longer dedicated to their duty, hence the resultant falling Standard of education in schools. This was the observation of Fagbemi 1 that: There had also, been a sad decline in the commitment of teachers. This has been occassioned by poor recruitment and training of teachers as well as poor motivation of classroom teachers and school managers. At the end, if the result' of the study indicates a close relationship between principal managerial capacity and teacher productivity in.lines with the indices provided in the two variables, it might be found useful to the Ministry 1. J.O. Fagbemi. "Education in Nigeria; A teachers view" Daily Sketch, Ibadan, 5th August 1988 p.8. UNIVERSITY OF IBADAN LIBRARY - 1 9 - . of Education, the state Schools Board and the education industries to re-allign their supervisory and administrative styles so that emphasis would be placed on the appropriate managerial processes that would result in greater school ^output, maximum teacher utility and productivity. In which case, emphasis will be shifted from assessing school examination results to the principals managerial capacity of supervising, controlling, planning, training and monitoring within the school System; while teacher productivity would be judged in terms of lesson preparation, delivery, grading and assessing students’ work and helping teachers Professional growth. On the other hand, if the study- finds i, - out that there are no relationships between principal managerial capacity and teacher prodcutivity, then the previous evaluative measures in use might prove to be correct perspective. * The study would also be able to decide on what type of teachers to appoint as school managers. This will possibly help all employers to put into use the findings of the study when attempting to appoint school managers to avoid ineffectiveness and inefficiency of school. management. The Governor of Kwara State, Wing Commander Umaru (1986) 1 addressing school principals suggested that: 1. Wing Commander Umaru, "The Military Governor of Kwara State Speech at the Openning of ANCOPSS Conference" Minutes of all Nigeria Conference • of Principals of Secondary Schools 31st March-4th April, 1986, p.9. UNIVERSITY OF IBADAN LIBRARY -20- In the light of what have been said about the essential nature of the school principal’s job, your congress iay wish to examine the modality of designing some kind of intensive management training Programme for all school principals in collaboration with some relevant institutions in the country and concluded: Besides, the training should therefore be . made a prerequisite for the appointment of new principals. This study would try to find if there will be need to base appointments of principals of schools on training, experience, or previous managerial appointments or to continue with the present practice of appointments. The study would also try to find out the position of the Ministry of Education and the State Education Management Board towards prömoting the principal’s managerial capacity in schools or otherwise through their supportive aids in terms of fundings, staffing visits, supply of equipment and adeqüacy of classromm/laboratories. Definition of terms Managerial, capacityj Managerial capacity implies the amount of school activities or. duties that the principal, as the school manager, is able to perform or contain effectively. Which means those aspects that managers will be able to effectively grasp wi.thin. his day-to-day activities. As early as the beginning of the 20th Century Taylor 1 in his "Scient.ific Management" recommended that managers• 1. Fredrick Winslow Tylor, The Principles of Scientific Management, New York, Harper and Brothers, 1942 pp.36-40 plan the work of the people reporting • to them and device UNIVERSITY OF IBADAN LIBRARY -21- ■eans of coordination and control. As he put it: The work of everyman is fully planned out by the management at least one day in advance and each man receives in most cases, complete written instructions describing in detail the task which he is to accomplish as well as the meafis to be used in doing the woi'k, The task specifies not only whät is to be done but how it is to be done and the exact time allöwed for doing it. Taylor’s plan also called for managers to motivate the people not by standing to one side and givirig order but by selecting, teaching and developing the workmen and heartily cooperating with them. Taylor’s principle is still very significant not only to industries but even in educat.ion as Taylor believed that managers should concern themselves with. 1. setting and enforcing Standard; 2. improving methods by teaching and training; 3. cooperating with workmen; 4. motivating and developing staff; 5. coordinating and selecting the right calibre of wörkers 6. rewarding workers for outständing work. The above definition of managerial capacity is still applicable up tilltoday and if well directed would help productivity. Fayol, 1 some years later, went a little 1. Henric Fayol* General and Industrial Management Published in English translation by Isaac Pitman and Sons Lt-d. London 1947, p.3 UNIVERSITY OF IBADAN LIBRARY -22- further in the definition of managerial capacity. Fayol submitted that managers should: • • 1. forecast and. plan - to foresee and provide leans of examining the future and drpw up plan for. the future. 2. Organize - building up the dual structure of material and human resources of the undertaking. 3. command - maintaining activities amöng personnels 4. coordinate -building together, unify•i n■g and harmonizing all activities and eforts ' 5. control -seeing that everything occurs in conformity with established rules and expressed command. Winkler (1935) 1 propounded föur basic managerial principles which are related to the concepts of planning, organizing, and Controlling. For the purpose of this study, managerial capacity will be used to mean the school principal’s ability to effectively perform and make use.of the following managerial processes. : 1 . Planning . - .the determination of course of action to achieve a desired goal which involves forecasting, objectives, scheduling and budgetting. 2. Organizing - identification and gröuping of work, definition and delegation of responsibi1ity and1 1. John K. Winkler, The DU Point Dynasty, New York: Raynal and Hitchcock Inc. 1985 p.135. authority. UNIVERSITY OF IBADAN LIBRARY -23- 3. Coordinating - balancing, Provision of enough or counterbalancing of staff and subjects on the time table; timing of different activites, integrating all school departroent together through a common meeting avenue. 4. Motivation - through proper selection, participation, appraisal, counselling, training, compensation and directing. 5. Control - Standard performance by staff, measuring staff performances, interpreting policies, rules and regulations. 6. Adiministrative operational use - supervision of day-to- day routine procedure and liason with external bodies like the P.T.A., Ministry of Education, State Schools Board and other related institutions e.g. WAEC. 7. Supervision - overseeing Programme outline, lessons plans, classroom Organization, assessment of teaching programnies, records and staff general performances, school records such as registers, time book, staff movement book, academic report-sheets etc. 8. Interventionist - to prevent undesired happ'enings in • school through corrective measures, disciplinary committee, justice and fair play and improving teachers’ lot. UNIVERSITY OF IBADAN LIBRARY -24 — Teacher Productivity . . Teacher productivity had been used by researchers as the "effectiveness" of teachers in schools. Effectiveness had been attached to the different aspects of teachers’ school activities such as personality traits of being warm, friendly, undersatnding, imaginative and stimulating. Others have regarded effectiveness,in'terms of the overall school results either at internal or external examinations or teachers’ strong needs for achievements that have contributed much to school productivtiy or effectiveness. Such teachers according to Mc Clelland (1961) 1 are characterized by: - 1. Moderate risk taking as a function of skill rather than chance. 2. energetic, novel, instrumental activity 3.. individual regponsibility and accountability behaviöur. 4. the need for knowledge of results. 5. anticipating of failure probabilities. But teachers with strong needs for high productivity demand a great deal from the :school manager in terms of leadership examples, planning, organizing, Controlling, motivating and the necessar'y intervention to prevent confusion within the system. Other researchers had associated teachers productivity 1. David C Mc Clelland, The Achieving Society Princeton N.J. Van Nostrand, 1961 p.207 UNIVERSITY OF IBADAN LIBRARY ' -25- with the output or end-result of the school academic goals like end-of-term results, school "Mock" examination, West African Examinations results o r a combination of these» As much as the final output in terms of results is very important, the process to the end result is equally important. För the purpose of this study, teacher productivity will be measured against their ability to perform the following school acitivities as directed; and supervised by the school manager - the principal. 1. Academic pursuit - Classroom management - Teaching the specific field of specilization. . . - Preparation of lessons ahead of Students. - Arranging extra-lessons to cover lost grounds. - Helping both the slow and fast leaners etc. 2. School Records - Keeping of academic and non-academic records such as the weekly record of works, daily attendance registers, sUbject/dass marks books etc. 3. General evaluation - of students work; _ - giving, marking and recording assignments. - Supervision of student’s at preparatory time. 4. Co-cürricular Activities - Organizing and encouraging • educational visits, - publication of school magazines; - literary and debating society, cultural and quize activities. - arranging educational films and plays. UNIVERSITY OF IBADAN LIBRARY -26- 5. School Guidance - Selection of subjects related to students desired future pursuit; - exemplary display of character in t$rms of moral, ■ - social interaction with staff. and students. 6. Extra Administrative.duties - House mastership: - Form master - P.T.A Secretary. - Games master - School Health Clinic master etc. And any other activities , that would help achieve the overall school goals leading to high academic and social productivity.. Principal will be used in this study to refer to those who head the secondary schools in Kwara State at both categories. There are those who are experienced and who had been on the job for many years. There are those who are relatively young in school management. Principals will be referred to as managers, Supervisors or adminis'trators. Secondary schools will be used to refer to all post .primary schools excluding the teacher training Colleges and techhical schools. The secondary, schools ■ are in ’ two divisions - the junior and senior secondary schools. This study will make use of both junior and senior secondary schools directly under the supervisions of both the Ministry of Education and State Schools Board in Kwara State. UNIVERSITY OF IBADAN LIBRARY -27- Theoretical Framework. Since the purpose of this study is to exaroine the nature cf relationship between principal’s managerial capacity and teacher productivity, a look will be taken into som? management and performance theories including those by: - Taylor, Frederick winslow - Fayol Henri - McGregor Douglas - Halpin and Craft - Argyris Taylor (1911) 1 by the late 12th Century was able to see the connection between'management and staff. In his "Modern scientific Management" he emphasised the need for planningon the part of managers and the need for motivation of workers. He declared that: The work of eve.ry workman is fully planned out by the management at least one day in advance and each man receives, in most cases, complete written instructions desqribing in detail the task which he is to accomplish as well as the means to be used in doing the work. According to , him, work planned in advance in that way constituted a task which was to be solved not by workmen alone, but in almost all cases by the joint effort oft he workmen and the management . The task speci f ies not only what is to be done but how it is to be done and the exactt ime allowed för doing it. 1. Frederick Winslow Tylor, Scientific Management New York, Harper and Brothers Publishers 1911 p.9 UNIVERSITY OF IBADAN LIBRARY -28- Taylor suggested that managers should take ovef all work which they are better fitted than the workmen. He advised that managers should motivate their people not by Standing to one side and giving Orders but by selecting., teaching and developing the workmen and "heartily cooperating with them" Taylors theory is very significant as it provided' a base upon which much o.f the current thinking, includihg this study, is firmly established. He saw the need to: 1. systemaltize management 2. analyse the work to be done 3. measure it 4. assign portions to the people best placed to perform i t ’ Taylor’s scientific management represented a combination of mechanical, conceptual and philosophical approach, as he suggested that management should: - devel'op a Science for each element of a man ’ s work which replaces the' old rule of thumb method. - scientifically select and then train, teach and develop the workmenwhereas in the past he chose his own work and trained himself as best as he could. - heartily cooper.ate with the men so as to insure all of the work were being done in accordance with the principles of the Science which has been_developed. - ensure there is an almost equal division of the work UNIVERSITY OF IBADAN LIBRARY -29- and the responsibility between the management and the workmen. The manangement take over all Work for which they are better fitted than the workmen. In the past, almost all the work and the greater part of the responsibility were thrown upon the men. Taylor’s theöry is very signifioant in the fact that it was able to see the connection between management, the workmen and productivity which, if properly applied would encourage high productivity. The manager’s1 capacity to carry out taylor’s principles would encourage productivity as it emphasises planning, selecting, training, supervising teaching and developing. In his own work, Fayol (1929) 1 was of the opinion that all activities and business undertakings could be dividedi into six groups:- i. Technical operations - productäon, manufactüring ii. Commercial operations - purchases, sales and exchanges iii. Financial'Operation - funding and Controlling Capital iv. Security operations - protection of goods and persons v. Accounting operations- stock-taking, balance sheets, costing and statistics.. . vi. Administrative operations - planning, Organization command, coordination arid control . 1. Henri Fayol, Industraial and General. Administration Translated from the French edition by J.A Coubrough, Geneval, International Management Institute, 1929 p.8 UNIVERSITY OF IBADAN LIBRARY -30- In addition, he analysed these six operations, noting that the workmen1 s chief charateristic is technical ability but as one goes up the organizational hierarchy, the relative importance of this ability declines while . that of administrative ability increases. He declared: Technical ability is the chief characteristic of the lower employees of a big undertaking and the heads of small industrial concerns; administrative ability is the chief characteristic of all the men in important positions, technical ability is the most important qualxty at the bottom of industrial lader and administrative ability at the top. Here, Fayol went a little further I in the aplication of his theory to organizational management. While Taylor was concerned with the operational.level, Fayol approached the subject from ä general management point of view. In so doing, he was able to identify the . administrator’s activities or functions- - planning, organizing, commanding, coordinating. and Controlling. If managers, whether in i'ndustry or education could carry out these functions properly,. he would be effective. In his further discussion ' of principles of administration, he advocated thät administrators should adapt those principles to their needs. In this purpose, Fayol gave the fourteen principles which he had. used frequently as: • . i. division of labour (specialization) ii. authority and responsibi1ity: UNIVERSITY OF IBADAN LIBRARY -31- (a) Authority - the right to command and the power to make on.es.elf obeyed. (b) Responsibility - a reward or penalty accompanying the use of power'. ■ iii. discipline (obedience, diligence, energy, correct attitude) iv. Unity of command (everyone should have only one boss) v. unity of management (one manager and one for all operations having the satte objective) vi. surbordination of individual interest to the common göocl vii. renumeration of staff. • viii. centralization ix. the hierarchy (the solar chain runningfrom top to bottom of the Organization) x. order -"a place- for everythi'ng and everything in place" x'i . equity. - when friendliness is coupled with justice xii. stability of staff . xiii; initiative - the power to conceive and execute a plan of • action. . . xiv. espirit de cor-ps - spirit or morale depending 'on harmony and unity. • Fayol finally. described the fi.ve major functions or elements of administration as including.: ' UNIVERSITY OF IBADAN LIBRARY -32- 1. Planning - (a) forecast of events (b) construction of operating Programme for the present arid future needs of the Organization. • 2. Organization (a) structuring of activities, material and personnel (b) effective coordination of. all resources 3. Commanding (a) encompass the leadership example of Organization . (b) making periodic examinations of Organi­ zation (c) elimination öf incompetent personnel (d) not getting bogged down with details. 4. Coordinating (a) binding together. unifying and harmoni- zing (b) providing .requisite unity and harmöny (c) regulär meetings of managers and subordinates ..(d) need for a smooth flow. 5. Controlling - that ;everything is done in aecördance with the plan. This function applies to men, material and operatioris. Fayol has no doubt, contributed greatly to management theory by providing a conceptual framework for analysing the management process. More importantly, to this study is the UNIVERSITY OF IBADAN LIBRARY -33- fact that Fayol suggested the need for planning, organizing, ccmmanding, coordinating and Controlling* He also advocated the need for staff development Cooperation and rewards. These principles put forth by. Fayol are very essential for the principals’ .managerial capacity, if which properly carried out could enhance a very high teacher productivtity within the school System. - .- Furthermore, the attention Fayol focussed on the need and posibility of tepching management through the development of a theory of adminstration had been found useful in most aspects of Organization and management. Much of what was to follow constituted an extension and development of his basic ideas. Another theory i.s that propounded by Mc Gragor (I960) 1 • ' He . proposed theories ’X ’ and ’Y ’ to pro»vide a fremawork for understanding and management of people to achieve organizational goals. The theories are behavioural in nature. His language eq'ually. seems more descriptive and of non-school environment. But his ideas, ;assumptions and propositions have wide application .to schools. ' ' Management Propositions of Theory "X", . 1. Management is responsible for organizing the elements of 1. Douglas Mc Gregor, The human side of Enterpreise New York, McGraw-Hill, I960, in warren G. Bennis and Edgar H. Schein ' (eds), Cambridge Mass M.I.T. 1966. UNIVERSITY OF IBADAN LIBRARY -34- productiv-e enterprise - money, material, equipment, people - in the interest of economic (educationa^l) 2. Kith respect to people, this is a process of directing their efforts,- jmotivating them, Controlling their actione and roodifying their behaviour to fit the needs of the Organization. 3. Without this active interaction by management, people would be passive-rewarded, punished, controlled, their activities must be directed. This is management’s task in managing subordinate managers or workers i.e management consists of getting things done through other .people. Supervisory Assumptions of Theory, ,X* 1 . The average man is by nature indolent - h’e works as little as possible. 2. He lacks ambition, dislike responsib'ility, prefers to be led. 3. He is in.herently self-centred, . indifferent to organ'izational needs. 4. He :is by nature resistant to change. 5. He is gullible, not very bright. ' . •. It is generally noticed, that. schools tend towärds’ the pessimistic assumptions of theory X. McGragor was of the opinion that human behaviour in organizations approximates what management perceives it to be. In schools, such UNIVERSITY OF IBADAN LIBRARY ' -35- behaviour on the part of teachers and students is in part a. cocseqjence of the administrative, supervisory,.educational philosophy, policy and practice. supervisory styles stemming froi theory ’X ’ are based on mistaken notions of what is cause and effect. Fundamental to Theory ’X ’ is the phil osophv of direction and control. This philosophy is administered. in a variety öf fprms and rests upon a theory of motivation which is inadequate for most adults, particularly Professional adults and is quickly outgrown by students. Theory *X.’ seems inconsistent with the quality of life for young people in schools and incompatible with human resources supervision. Philosophy and Assumptions of Theory "Y" 1. Management is responsi.ble for organizing the elements of . productive enterprise - money, material, equipment, people - in the interest of eonomic (educational) ends. 2. People are not by nature passive or resistent to organizational needs. They have become so as a result of experience in organizations.. 3. The motivation, the ■ potential for development, the capacity for ässuming responsibi1ity, the readiness to direct behaviour towards organizational goals are all. present in people. Management does not put them there. 4. It is the responsibility of management to make it possible for people to recognize and develop these human UNIVERSITY OF IBADAN LIBRARY -36- characteristics themselves. • 5. The essential task of management is to 'arrange organizational conditions and methods of Operation so that people can achieve their own.goals best directing their own effor.ts towards organizational objectives. Theory ’Y ’ is an alternative management philosophy based on more adequate assumptions of human nature, the need for schools to meet their Professional growth, commitment to teachers and to improve the intellectual, social and emotional welfare of students. Closel;y allied .to theories ’X ’ and ’Y ’ of MCGregor is Argyris (19 71) .A patterns ’A ’ and ’B ’ .theories. Pattern ’A ’ takes two forms - hard and soft. In schools, the hard versiori is a ’ no-nonsense ’ approach characteris ti zed by: 1. Strong leadership, 2. tight Controls, 3. Close supervision by teachers in a classroom setting, 4. close supervision by the Supervisor (Principal) in a total school setting. : The soft approach relies heavily on: 1. buying, . ■ 2. persuading, and 1 1. Chris Argyris, Management and Organizational Development, New York, McGraw-Hill, 1971., pp. 1-26 UNIVERSITY OF IBADAN LIBRARY -37- 3. winning people through good (albeit superficial) human relations and. benevolent paternalism to obtain compliance and acceptance of direction from Supervisors.. The emphasis in both soft and hard versions of pattern ’A ’.is on: ' 1. manipulation, 2. controlling, and 3. managing people. However, like theory "X", theory ’ A 1 is inconsistent. with the hopes and aspi.rations of teachers, students and Supervisors. The pattern ’B ’ of Argyris is like the ’Y ’ of McGregor. Basic to pattern ’B ’ is the dependence upon building Identification and commitment to worthwhile objectives in the work context and upon holding mutual trust and respect in the interpersonal eontexts is assumed to be dependent on whether meaningful satisfaction for individuals is achieved within the context of accomplishing important work as well- as upon authentic relationships and exchange of valid information thus: More trust, concern .for feelings and' internal . commitments, more' openness to- and experimenting with new ideas and feelings in such a way that others co'uld do the same, were recommended if valid information was to be produced and internal commitment to decisions generated. 1 Argyris did not recommend that people be completely open and1 1. Argyris, Op. cit., p.18 UNIVERSITY OF IBADAN LIBRARY -38- trusting but that they be open to an extent that permits others to be open. He aeued that the trust and openness exist cr.ly in interpersonal relationships. Follcving the ideas of McGregor and Agyris, Watson 11966) 1 suggested the corresponding supervisory or administrative policies as follows: Theory X . Assumptions about n supervisory/Admini- people (workers) n strative Implications 1. Naturally lazy, avoid wopk .nl . Drive, mot'ivate and n coerce. ' 2. Dependent. n2 . Direct. 3. Have fixed or set ways of n3. Encourage routine proce- doing things n dure in work. 4 . Generally irresponsible n4 . Check up, control. 5 . Resistent or hostile to n5. Be prepared to fight back, authority and leadership n be on guard. 6 . Unimaginative. n6 . Prescribe. 7. Short-sighted. n7. Plan for them. n . Theory "Y" Assumptions about n Supervisory/Admini- people (workers) n strative Implications 1 . Naturally active and nl . Provide leadership and enterprising ■ n motivation 2. Independent h2 . Use ’se'lf-direction 3 . Grows an the- work h3 . Expose them to change and’ n innovation. 4 . Like to take up responsi- n4 • Trust them. sility. ii 5 . Identify with you, have n 5 . Give them Cooperation and löyalty ■ n support. 6 . Creative h6 . Encourage creativity and n excellence 7 . Capable of broad Vision . n7 . Plan and decide with them. and long view. n n 1 . G. Watson. Social Psychology: Issues and Insight, New York J.B. Lippincott Co., 1966, p .28 UNIVERSITY OF IBADAN LIBRARY -39- Halpin and Croft ( 1963). 1 theory of örganizational climate is equally relevant to this study. The climate of a School is usually dictated by how the school supervisor/principal is able to organize and direct the school activities to provide the required environment for school goals. Halpin viewed schools as being a conceptual climate cortinuui that extends from open to closed. The framework ccr.s:iers individual personalities as being a continuum from cpen-mindedness to close-iindedness. Örganizational climate, therefore, refers to feelings which exist in a given school and the variability in the feeling as one moves from school to school. Halpin submitted that: as one moves to other schools one finds that each'has a Personality of its own. It is this ’Personality’ that we .refer to as the örganizational climate of the school. 2 1 The Örganizational Climate Description Questionnaire (OCDQ) was developed by Halpin and Croft as a means of measures and chart the difference in ’feel’ which characterizes individual schools.’ The . instrument examines eight dimensions of Örganizational climate, four of which focussed on teachcer behaviour and four on behaviour of the Principal. Each of the eight dimensions of climate repreSented in the instrument as sub-sets. Various combinations of emphasis 1. Andrew W. Halpin and Donald B.' Croft, Örganizational Climate of . Schools. Chicago, University of Chicago Midwest Administration Centre, 1963. 2. Ibid, p .131. UNIVERSITY OF IBADAN LIBRARY -40- cn each sub-sets as perceived by the teachers responding to the iyistruni'ent revealed for the school a climate; similarly, score which determines the relative position of the school on the openness to closed continuum. The school with open climate is characterised by: 1. low disengagement, 2. low hinderance, 3. very high espirit, 4. .high intimacy, ■' 5. low aloofness, 6. low production emphasis, 7. very hi^h trust, 8. very high consideratiori. "fhe closed school exhibits: ■ 1. high disengagement, 2. high hinderance, 3. very low espirit, 4.. high intimacy, . 5. high aloofness, '■ 6. high production emphasis, 7. low thrust, . 8. low consideration,. Open and closed school climate are described by halpin as- follows: The open climate depic.ts a Situation in which members enjoy extremely high espirit. The teachers work well together without bickering and griping (low disengagement). They are not burdened by mountains of UNIVERSITY OF IBADAN LIBRARY -41- busy work or by routine reports; the principal’s po’icies facilitate the teacher's accomplishment of their task (low hinderance). Onthe whole, the group leiebers enjoy friendly relations of intimacy. the teschers obtain considerable job satisfaction and are sufficiently »otivated to overcome difficulties and frustrations. They possess the incentive to work things out and to keep the Organization "moving". Furthermore, the teachers are proud to be associated with their school. 1 - The closed climate marks a Situation in which the group members obtain little satisfaction in respect either to task-achievement or social needs. i In short, the principal is ineffective jn directing the activities of the teachers, at the same time, the principal is not inclined to l.ook out for their personal welfare. This- climate. is the most closed and the least genuine climate that had been identified., The eight dimensiöns of Organizational Climate are:. Tecahers Behaviour: . 1. Disengagement- teachers’ tendency to be "not with it". 2. Hinderance - refers to teachers’ feeling that the principal burdens them with routineduties.• Teachers perceive their principal as hindering r-ather than facilitating their work. 3. Espirit- refers to morale satisfaction of social needs, sense of accomplishment in their. job. 4. Intimacy - enjoyment of friendly social relations with each other. 1. Ibid. UNIVERSITY OF IBADAN LIBRARY -42- Principals Behaviour: 5. Aloofness - formal and impersonal behaviour guided by rules and regulations -"going by the book: than impersonal dealing öf face to face. Keeps himself at . distance from the staff. 6. Production emphasis - close supervision, highly directive, one-way Communications, insensitive to feed-back from staff. 7. Thrust - ability to motivate teachers through his personal examples. 8. Consideration- inclination to treat teachers humanly. Attention to climate is particularly crucial so that the classroom does not provide sufficient buffer to protect the classroom from the prevailing school climate by closed climates in Organization which tends to breed closed learning climates and vice versa, A school principal should move towards the development and maintenance of the climate conducive to high teacher productivity. From the vari.ous theories and assumptions examined above and bäsed on the nature of school administration in Kwara State, this study theorizes that the • capacity of the principal, as school manager, to . direct the school activities will refleet on the teachers’- reactions and the resultant productivity. This prpposition is shown on figure I . 'below. As the leader within the Professional set up, the j UNIVERSITY OF IBADAN LIBRARY -43- principal is expected to influence teacher productivity positively. Therefore, the theoritical framework for this study will be based on the principal’s managerial capacity, as the independent variables in terms of his ability to: 1. Plan.- course of action to achieve desired goals, forecast, programme and schedule. • - 2. Organize- identify and group work, delegate authority and resposibility. 3. Coordinate - deploys taff, timing school activities jneetings with staff and Head of Departments. 4. Motivate - through proper sßlection, participation, appraisal, counselling, compensating, directing and training. 5. Control - measure staff perforraance, interprete policies, ru.les and regulations. 6. Administer - day to day supervision, liasies with external bodies like the Parent Teacher Association Minis'try and Board. 7. Supervise -oversee Programme outline, lesson plans, classroom Organization, assessment of teaching, records of students and ' staff,. school register, etc. 8. InterVene -fair play to teachers and prevent undesired happenings. UNIVERSITY OF IBADAN LIBRARY -44- Teacher productivity, the dependent variable will be based on teachers’ ability to perform the assigned academic and non-äcaderaic activities as directed or supervised by .the Principal. The following will, be considered as through-put to teacher productivity. 1. Teachers Classroom management - "Teaching of specific subjects, lesson preparatioh, assignments and gradings, etc. 2. Records - keeping of academic and non-academic records, registers, schemes and -I record, merits books etc. 3. Evaluation of Students work - Giving and marking of assignment, marking .and grading etc. 4. Co-curricular activities - educational visits, games, school magazines etc. . 5. School Guidance •- selection of subjects, display of morals, social .interaction, counselling students etc. 6. Extra-Administrative duties - Housemastership', form masters, school clinic or' Health mastership etc. Principal’s managerial cäpacity will be perceived by both the principal and the teachers. Principal’s capacity might be perceived • as 'either academically’ oriented or. socially oriented; whereby,academically oriented principals will be perceived as pursuing school academic goals for maximum academic teacher productivity, while socially UNIVERSITY OF IBADAN LIBRARY , -45- criented principals will tend to emphasize social aspects, of school activity and teacher productivity will tend towards the social end. Teacher productivity will be perceiVed by students who would assess teachers on 1 their classroom output in delivering the lessons towards academic pursuit, while at the same time assess their extra and . co-'curricular activities. Students perception will then determine the extent to which teacher productivity is perceived as either academic or social. It. is expected that principals that are academically oriented will produce teachers that would be academically oriented, while those who are socially oriented would tend to produce teachers who are more interested in 'social- aspects and vice'versa. However, principals and staff that combine the two (high academic and high social) would be regarded as principals with very high managerial capacity. UNIVERSITY OF IBADAN LIBRARY tr.M.'S h •! 'HI VI. I— -_1r TLACHEH PR.OPUCTIVJ.TY 1------ M i z i z H'IOI. OPAL!J la.ka.c jjx PI ANN•ILNG 1 orecssting, Programm- M. — 4 CLASäROOM MANAGEMENT I ii.t:. S.chcdu ling , etc.. lessopnu ntstjuaan ?1 i,L t>yd eleitvcc.rv EXVTR”A- NKElO V Tf~ LSS. z z n z z u r ACADf.MiL- GOAI i CRCANIa ING Groupi rig vrork, Dexega- rdXÜKÖ KEEFING X-V SOCIAL GO»L ticn ol authority, Accdemic, non-academic Cefinition of ,iob, etc. rRcecgci-rfr td se r- fSücheK maLso oökfs , woertck. ' " T PC LI i JC aL SUlT.UVXSING GENERAL EVALUATION CGLi AL Programme Outline, Le- Giving and grading assign- cuLTur;.'' l sson, Classroom, etc. ■ ments, Prao. blasses, etc. ECONOMICS REL1GICUS ^ H I G H ACApF.MIC GO Ai CO-CPDINATI.NG Staff deyloyrnent, Training HIGH SOCIAL GOAI. SCHOOL GUIDAN'CE V. Guidar.ee Counaelling CONTROLLING discipiine, choice of _S me-asure Staff performance subjec " Explain Policy, Rules, intera tcst,i ogne. neertca.l _____Regulat,! r.ns , ftr.___ ADMINISTERING \ CO-CURRICULAR ACTIVITY —i Liaison Jod - p.r.A,. Educational visits., Gjtmes, Loard, Mini Cultural and film shows, Xst r y , etc. Jterary dehating Sports e c HIGH SOCIAL GOAL f'OTI VATTNG Y ; Z] Rcwnrd, appraisai, I_training*_t erancv« ctc« EXTRA An.MXNlSrR.VtlVl': DtiTY I.O’w ACADEMIC GOA! JLLk_JL / form Mister, Game3 Master iff erVENTTöNI SM Hou.sc Master, Sports, Justico, Fair play, Staff, Secretnry, etc. pr^venting rrictions,. ctc • A THEORETTCAL MOPLl.. OF THE CONNECTION DETWEEN PRINCIPAL MANAGER!.'' L CAPACITY I : : 1 . i£> F'xirbneous Variable s not exan:ined 5 ----- • Managerial capacity lor co-curticular activity. -->* Managerial capacity for classroom management11 b . ----> " " " Extra-Curricuiar activity■d. - -- > " " Record Kecping 7---- » Teacher Productivity for High acndemic, low social 3 . ----> I " General evaluation * _____*■ » " " High acadcmic. High Social--- IT II M School guidnnec ?.---* " " High Social,- Low academic. UNIVE SITY OF IBADAN LIBRARY - -47- CHAPTER 2 Review of Literature. This section will take a critical look into some of the existing literature as they relate to the following. areas that will be covered in this study: 1. Principal managerial capacity in terms of planning, organizing, Controlling, mot'ivating, supervising, coordinating, administering and intervening. 2. Teacher productivi tŷ in terms of classroom management, keeping of essential records, general Student evaluation, co-curricular and fextra curricular activities, guidance counselling and teacher extra-administrative duties. 3. Relationship between managerial capacity and teacher productivity. 4. Nature and type of appointment of school managers, in terms of experience, quälification, tenancy and training. managerial capacity The. success of any Enterprise be it business, .health, industry, sö'hool or Organization depends to a large extent on the head or manager of the enterprise (principal). The objectives depend principally on the way the school chief executive, who is the school principal, is able to manipulate the resources at his disposal. The measure of success or otherwise depends on .individual manager in the UNIVERSITY OF IBADAN LIBRARY -48- -=.7 he carries out his executive duties and obligati-ons< Tfcis is .why two. educators with similar supervisory responsibilities in similar schools with similar goals and s:-ilar personnel when confronted with an identical problem sav operate ör perform differOntly. Both may believe that their method of Operation is the one suitable for the tasks and circumstances. For this reason, there may be no one correct approach to managerial problems. However, whatever! methods a manager employs should aim at maximum staff productivity, which will invariably determfne the level of ofg-anizational success. Turner (1974) 1 viewing the school like an economic business enterprise asserted that the head teacher •"is responsible for Processing an öxpensive and lengthy valuable raw-material - the children and the youths of the nation." Button ( 1966 ) 2 • viewing the training and the subsequent practice of the school administration as a business manager observed that: - the schools were to be operated at minimum cost and like factories, they were to be operated at maximum • efficiency. The . child was the first raw material and then the product: the teacher was the worker, the school was the factory and the principal was the managing director. While Long ( 1969). 3 further emphasised the training of head T. Turner, op. cit., pp.31-37 2. H. Warren Button* "Doctrine of Administrartion: A brief History" Education Administration Quarterly, Vol.2 No.3 Autum 1966, p.219 3. Raymond G, Long, "Management of large secondary schools" Trends in Eductaion, London, 1969, H.M.S.O No 15 UNIVERSITY OF IBADAN LIBRARY -49- teachers as very essential, when he declared that: It is no longer possible to belie.ve that- practical experien.ce alone constitutes valid management.training. • Too many costly mistakes can occur while experience is being .acquired . and in any case, the quality' of experience can vary widely. Moreover, the man who learns solely from practical experience will normally begin with sets of assumptions which may be right or wrong. In Nigeria, in the early days, appointments of headmasters were based on age and experience rather than qualifications. At that time, the headmaster was regarded as a jack-of-all trades within the school environment and the locality. As Nwangu (1978) 1 pointed out: The headmaster, in addition to ' teaching and administering his .school, often served as town clerk, church chorister, official . visitor of sick parents, coordinator of church activities, Interpreter, court messenger etc. This position was equally assumed by Principal of secondary schools in the early days of Secondary Grammar. Schools in this country. Generally, there was no emphasis on Professional training. However, with the growth in school population and complexities of school administration, emphasis were being placed on-training and professionalism. Ogunsaju (1984) 2 put it: . Today very few priricipals have entered the office from a position not clearly within the eeducational l.N.A. Nwangwu« Primary School Administration, Lagos, Macmillan, Nigeria Ltd. 1978, pp.91-92. Z.Olusejun A. Ogunsaju•"The first time Principal: Problems, issues and challenges" The Nigerian Principals, Journal Of ANCOPSS, 1984, vol. 1, No.5 p.69 UNIVERSITY OF IBADAN LIBRARY -50- enterprise or in a directly analogous enterprise. It is nevertheless true that. many highly effective school principals learn, with surprise, through the trial and error management principles.... our education is rapidly changing , . . . . a thorough knowledge of sound principles of administrati.on should be instil’led in our principals if they are to stand the test of time.. The rteed for the minimunj quälification for principals of secondary school was further emphasised when Adesina (1980) 1 advocated that: all administrators of the secondary school . level principals should have a broad "liiberal educatiob" for which a degree in humanities, the social Sciences and the Sciences is not to'o much. The above observations are very crucial to this , study .in that it appeared that some principals so ' appointed to admiriister our secondary schools were not professi'onally equipped for the tasks' ahead ofthem. Principals occupy very significant positions in schools as they have to set example to- be followed by teachers,' Baron ( 1956 ) 2 aptl’y described the signif’ic-ant position of the principals when he. declared that the principal is in a very real sense, thefocus and pivot of bis .school." •" In essence, therefore, the principal should see himself as fuqctioning within a social Systems environment and the nature' ' of that environment is directly aff.ected by the type of leadership exhibited by him. The capability of the 1. Segun Adesina , "Some aspects of School Management, Ibadan, Educational Industries Nig. Ltd., 1980 p.181. 2 . George Baron« "Some aspects of the headmaster, tradition" Researches and Studies, Vol . 14-, 1.9 56 pp. 7-16. UNIVERSITY OF IBADAN LIBRARY -51- principal will be determined to a great extent by his knowledge of management . and his ability as an acadeipic administrator. As a goo.d administrator» the principal should always lead by example. Aderalegbe (1971) 1 'described the principal as: an administrative head, a manager, a community ■ public relations a n d a Supervisor as well as an instructionäl leader, a curriculum innovator and a catalyst towards planned educational innovations. This study finds the above description very useful because the researcher is interested on the point of emphasis of principal’s functions which may eventually lead to teacher productivity. Within the content of Adaralegbe’s description, the administrative operational control, the point of managerial emphasis will di.ctate the type of reaction by the teachers. If emphasis is on curriculum development, the resultant effects would be reflected in the academic performances. Fafunwa (1971) 2 , in agreement with Adaralegbe, but trying to distinguish between the factöry manager and a ’ scho.ol manager. submitted that: More than the ordinary workshop.foreman, whose job is to receive Orders and to see that his subordinates carry out those Orders, the principal is responsible 1 .A. Adaralegbe. . Education in Nigeria: Towards bet'ter Administration . and . Supervision of instruction, Ife University, Institute of Education, 1971 p.,124. 2. A.B. Fafunwa* "Administrative Structure and School supervision" Education-____in Nigeria: ....... ’ . Towards better administration and supervision of instruction. Ife Unive­ rsity, Institute of Education 1971 p.124 UNIVERSITY OF IBADAN LIBRARY -52- for the overall administration of the school, improvements ; supervision of staff and development of school com.munity relationships. In like manner, Cooke and Dunhill (1966) 1 asserted that: the principal, as a leader, must plan, coordinate and supervise the affairs of the school so that it runs smoothly like clockwork. The position of the principal in a school is, therpfore, so important that whatevdr the perception of the school community would be a reflection of the leader and his administrative capability. Because of the unique position of the principal, Ogunsaju ( 1984 ) 2 s.ubmitted that: We need to be concerned with the administrator as a person, the quality of his education his readiness for continued education once on the job and his attitude toward education and■functions. Heller (1974) 3 enumerated among others, the following criteria for the appointment of school principals: Intelligence, personal . Standard, broadness . of undergraduate education, scholarship achievement, knowledge of Professional education fields, excellence in 'research work; Professional experience and administrative Potentials. Bamford (1967 ) 4 and Hoyle (1969)- 5 both described the head as:43* l.D. Cooke, and I. Dunhill, School Organization and Management . London, University of London Press, 1966, p.38 2.Ogunsaju, Op. cit., p.69 • 3. Heller Melim, P. Preparing Educalional leaders, ne« challenges and new perspectives., Indiana Bloomington, The Delta Keppa educational foundation, 1977, p.23 4. T.W. Banword. The Rise of the Public Schools, London, • Nei son 1967, c. Eric Horle , The Hole of the Teacher, Poutledge, 1969. UNIVERSITY OF IBADAN LIBRARY -53- A leader .having considerable independence, indisputed authority within the school and frequently. tqok . the initiative. Heads were considerate. and did . a substantial amount of teaching, adopted . a paternal i st ic,' pastoral relation to assist staff as well as pupils. ■ ' According ' to Packwöod ( 1977) 1 the Principal is backed . up with authority and authority according to him "is a prere'quisi te for authöritarianism; but it must be remembered that: . the manager and subordinate, head-teacher and teacher are mutually interdependent. This brings the very close relationships between the manager and the workers and in this study, betw'een school. principals and teachers. While Nwankwo (1982) 2 adapting Marks et al (1978) 3 brought out the followTing leadership qualities of a school Principal who must be: •. (i) sensitive, to the feelings of others - considerate helpful, responsive and friendly;'be loyal to his ideals and ideas, respect the beliefs, rights and dignity of others. (ii) strong in feelings of self-confidence and identify wTith co-worke.rs; consitent, generous-, humble, honest, modest and fair in dealing w'ith others. (iii) informing oth.ers about policies and regulations 1 of321 1. Tim Packwood, . "Hierarchy, Anarchy . and account-abi 1 i ty; constrasting perspectives " EDucational Admini stration, 1977 Vo1.5, No.2 2. John I. Nwankwo # Bducational Administrationi Theory and Practice, India, New Delhi, Vika Publishing House, P.V.T. Ltd. 1982 pp.76-77 3. R.J. Marks. et al. Handbook of Educational Supervision, Buston Allyn and Becon Inc. 1979, pp.119-120. UNIVERSITY OF IBADAN LIBRARY -54- the school System; interested in improving the group and Processing ability to get vork done quickly and economically. (iv) able to avoid envy, jeaiousy and accept blames for his mistakes; give others•the benefit of doubt, firm but not . proüd or stubborn in making judgement and decisions .. (v) sincere, straightforward, approachable, alart and ge-ts the best out of people without being aggressive, encouraging open suggestions; enthusiastic, warm and inspiring with sen'se of humour. (vi) willing to learn to improve himself and encourage others to learn; understand the complex (social, political, cultural, and economics) Situation of administration for effective use rather than exploitation. - In the totality, the mana’ger (principal) who is able to have the capacity for the qualities enumerated above would be in a p.osition to encourage teachers to work for a very high productivity as the qualities expected of such a leader cut accross the whole structure and Organization of the, school .System. The qualities included all the aspects • of principals capacity to plan, organize, coordinate and intervene. It also caters for the training, motivation and socialization of both teachers and principals. UNIVERSITY OF IBADAN LIBRARY -55- A major aspect of any manager is. leading by example and by precepts, Benn and Simon (1970) 1 in- a report presented on extreme leader.ship by example when they repörted- that: All 'too many of these heads are carrying far too big a bürden of their school success on their shoulder because of their desire to live up to the traditional ideals of being a good headmaster. In which case, the headmasters were observed as doing everything in the school, implying the lack of authority delegation. In such a Situation,- productivity might be low because delegation of authority is one of the administrative weapons for high productivity when properly chanelled. ' The headmaster must delegate authority to his subordinates. Lieberman (1956) 2 argued that the professionalism of the teacherc an only be enhänced by making the distinction between the teacher and the-headmaster. Such a Suggestion, if carried to an extreme, could lead to confusion in schools in that the school has a System and the System would be better harmonized by proper interaction- between the head' and the teachers as sharp distinctions between the two could lead to the headmaster beihg isolated 1.0 Benn and B, Simon, Half way there: report on the British Comprehensive School REform, London Mc Graw-Hill 1970. 2. M. Liberman. Education as a profession, Prentice - Hall, Englewood Cliffs, N.J. 1956. UNIVERSITY OF IBADAN LIBRARY -56- and insulated from the teachers. However, heads should be appointed within the profession. Hughes (1973) 1 further confirmed appointraents of school roanagers from outside the System, but doubts their fitness into the system when he asserted that: A nu'mber of managerial appointraents have been made to independent s.chool leadership but little is known' of their organizational consequencies or whether the persons appointed absorb or remain aloof from the dominant ideology of their Professional teachers. Even though the Situation being described by Hughes appears a little different, his Observation is pertinent to this study as many principals so appointed in Kwara State in 19'84 had . .little or no previous managerial experience. What would be the relat'ionships of' such principals with 'their Professional cölleagues? Would i't be like the findings' of a study by Gross and Herriot (1965) 2 1 that there was no lack of Professional leadership from elementary school principals to their staff to be assoicated with ädverse effect on the school? Other early conservative attitude of a school head which may not help teacher productivity was the recommendation that the headmaster should remain distant to the ’ teachers. This was the suggestfon of Thomas and Bailey ( 1927 ) 3 when' they. advised a newly appointed headmaster to 1. M .G . Hughes. "The Professional as administrator: the case of the secondary school head" Educational Administration Bulletin, Vol.2 No.l, 1973. 2. Neal Gross and R .'E .• Herriot, Staff leadership in Public Schools, New York) Wiley, 1965. 3. W.J.Thomas and C.W. Bailey, Letter to a young headmaster, London, Blakie, 1927. UNIVERSITY OF IBADAN LIBRARY -57- keep his distance frora staff and added: You will be lonely but that is oneof the inevitable penalties of chief command. The' compensation is a far easier and far less resented exercise of authority which you must exercise unless you intend to be only nominally headmaster. Bennis (1959) 1 described the headteacher as: an instrument and arm of reality, a man with power over the subordina.te and the superior, an ägent of growth, a helper, trainer, consultant and coodinator. Halpin (1956) 2 divided the manager’s administrative leadership of a school into "initiating" and "consideration" structures."Initiating" according to him refers to principal’s endaervour to establish well defined patterns.of Organization, channel of •communication and methods of procedure while "consideration" refers to "behaviour indicative of friendship, mutual trust, respect and warmth" in the relationships between the leader and members of the staff. The two broad areas appear to have summarised this study’s principal’s capäcity of academic and social. If the two- principles of "initiating" and "consideration" as defined by Halpin are properly harmonized they would enhance the overall staff productivity. Sergiovanni and Starratt (1979 ) 3 assertted • that: 1. W.G. Bennis-"Leadership theory and administrative behaviour: the problem of authority" Administrative Science Quarterly Vol . 4', 1959 p p . 2 5 9 - 3 0 1 . 2. Andrew W. Halpin, The leadership behaviour of School Superintendent, Ohio State University, Columbia 1956. 3. Thomas J .Sergiovanni. and Robert J. Starratt, Supervision: Human Perspectives, New York, McGraw - Hill Book co., 1979 p.69 UNIVERSITY OF IBADAN LIBRARY . -58- the structure of a school and its functioning as a formal Organization influence the character of the school, disposition of teachers and studen.ts and .the Pfrloowg,r ammed.esign and articulation of the school’s This is a major issue of this study. Sergiovanni and Sarratt had aptly presented. the relationships between. the school canager, the staff and students. All of them should interact without hinderance, for the smooth running of -the establishment. On the relationship between managerial capacity and teacher productivity, Piillias (1972) 1 submi.tted that: Administrative practices have a profound effect upon the learning environment of a College or a University. ...if the environment is fragmented - what' is generally called low morale - it is.difficult for any part of the Institution to function well. The school mariager therefore should insure that the desired learning environment and the .needed school climate are provided for teachers’ maximum productivity as there is a great link between management climate and staff productivity. .. For this purpose, it had been advocated that principals of schools know something about organizational climate - Ekpo (1984) 2 advised that: In order to perform effectively in their Principalship role all principals and would-be principal should be l.Earl V. Pullias."Ten Principles of College Administration” School and Society - the Journal of ____________Education 'Affairs. Vol.100 No2339 Feb. 1972 pp.95-97 2.Ekpo - oip . c i t . p . 11 UNIVERSITY OF IBADAN LIBRARY -59- familiar with the Operation of and Interpretation of the concept of organizational climate analysis for the success of a secondary school is d.ependent upon the governance of the principal. Litwin and Stinger (1968) 1 submitted that the climate of a school is a matter of impression represeriting a cömposition of "mediating variables" which intervene between the structure of Organization and the style and other characteristics of the manager (principal) and teacher performance and satisfaction. . . The overall success of organizational climate to elicit the desired behaviour of a target group is dependent upon the leadership provided.by the principal. For this reason, the principal. should take cognizance of the fact that.it is the target group who would react positively or negatively to the climate initiated by him. Therefore, the success of the principal would depend on his ability to generate the climate that would promote: ' - the quality of communicatiort, - group loyalty • . - level of job satisfaction and - commitment to task There - is a close ' relationship between .the principal’s initiating variables and teacher productivity in that 1.George N . Litwin« and Robert Stinger (jr.), Motivation and Organizational Climate, Boston, Division of Research•Graduate School of Bussiness Administration, Havard . University, p,5 UNIVERSITY OF IBADAN LIBRARY -60- teachers who are described as the "mediating variable" are mfluenced and deterinined by the nature and qüality of attitudes, practices and conditions which the principal comprise. In turn, the mediating variable (the taecher) influences the "effectiveness variable"- the students. The interacting relationships between the three can be illustrated th'us: • Initiating variable-- >Mediatinhg-- >Effectiveness (Principal) Variable Productivity <------- (Teachers) <----- Variable (students) (Adapted from Sergiovanni and Starratt, op. cit. p. 22) The resultant effect of the above illustration is two ways- from the, principal to the students and a feed-.back of the end productivity reflecting the effect of the principal’s managerial.capacity. A healthy climate, therefore, frees the principal .and teachers to work more fully and productively on educational matters. An organizational climate emphasis does not only permit the principal to take direct lead in instructional matters when appropriäte but draws out leadership talents of others as well» Fundamental ,t,o this position is the belief that a majo.r aspect of the principal ? s job. is -to provide the circumstances- and climate for leadership. UNIVERSITY OF IBADAN LIBRARY -61- George and Bishop (1971) 1*2 found that formal sturctural characteristics of schools had an important influence on the way in which teachers perceived the school climate. The climate of "a bureaucratically oriented schools" were viewed as "closed and constricting" while .the professionally oriented schools on the other hand were viewed as being "more trusting, open and producing less anxiety on- teachers". Halpin (1976) 5 found the following principal’s behavoiur as setting, to a large extent, a clini^te tone for a school. These are the extent to which principals are seen as being - aloof - emphasising production - close supervision - setting example through their own hardwork - showing considerations. N The concept of climate as used in this study would refer simply to the expected behaviour of school managers (principal) . in their particular positions. As a reslut, qualities assigned to their managerial capacity like mutual trust and respeöt, understanding ■, staff development, participation, motivation, organizing, coordinating, 1. J. George and H. Bishop# "Relationship of organizätional. structure ' and Teacher Personality characteristics of Organizational Climate " Administrative____ Science Quarterly Vol.16, 1971 pp.467-476. 2. A.W. Halpin. Theory and Research in Administration New York, Macmillan, 1967/ pp.97-98 UNIVERSITY OF IBADAN LIBRARY - 6 2 - rcr.trol 1 ing , curriculum development , overall staff welfare, ir.i tiating, • supervisin-g and administering, would be some of the attributes assigned to principal’s managerial climate.'of tbe school. In this study,- the attributes of principal’s managerial’s climate as perceived by the teachers would determine the outcome of teachers’ reaction to the principal’s managerial capacity and the subsequent staff producitvity level would be determined by the perceptions of the students. j • . . The society offen tendsto blame some societal ills and moral discipline . on school managers’ ineffectiveness as Itotoh (.1981)- 1 declared: society attributes this to the dere.l i cti on pf duty by principal s . Mora1 1 axi ty i n our youth is blamed on education lacking mora1 content dispersed urider the care of principa.ls ; students ’ riot are blamed on principal inef f ectivenss:- . . principal, representing all teachers in the secondary school is deemed liable and resp'onsible for most of the social ills and moral dacadence plaguing our society today and so he is blamed. Itotoh further argued for reasons why principals were being held responsible when he stated that: the prlncipal is being held accountable for many- Problems in the society because some pe.rsons believe that it is he fhat constitutes the heart of the matter in secondary education and secondary education is fast becoming the main .terminal point in education for very many Nigerians. Itotoh then concluded by suggesting that the principal and l.J.O. Itotoh- "Presidential Address to the 24th anriua.l Conference of Principals of Secondary Shools at Bauchi on 7th April, 1981 pp.16-29. UNIVERSITY OF IBADAN LIBRARY -6 3- his team of teachers • should be • held accountable for producing Programme outcomes consistent with pre-selected objectives at a performance Standard. appropriate for instructional Programme as instructional leaders, playing their roles as administrator of school and as public relations man. Teachers and principals'must learn to live up to expectatioris in devotion, dedication and -effectiveness in the performance of their duties. While Beeby (1.966) 1 was. of the opinion that the quality of education rests squarely in the domain of educator and that he would only have himself to blame if he fail.ed to balance the theories of the econoroist concerning educational planning with theories of his own which no one b.ut he could provide. The Federal Minister of Education, Aminu, while declaring open the "All Nigerian Conference of Principalg of secondary s.chools" on Ist April 1986, presented the following attributes of a school manager (principaT) which . are • very relevant to this study as he tälked on• almost all the areas affected by'the principal’s managerial capacity and teacher productivity when he opined that: The prinpipal must not be a mere offiee administrator. He must circulate, the- classroom, the staff roomd and the different de'p’artments must be visited regula'rly so that his a 11 -prevading presence will act as a. deterent to tardiness, non-conformi ty with school rules-, truancy and absenteeism. It is by -circulating that ■ he will dIscover 1. C.E. Beeby. The Quality of Education in Developing Ountri es, Cambridge, Haward University Press, 1966 p .5 UNIVERSITY OF IBADAN LIBRARY -64- if the teaching stapf are- absent or late or are not conducting classes properly; if . nurses are not attending to sick students; if cooks are not busy making ' away with students’ rations and if -older students are not bullying and brutalising younger ones. Corrections, sanctions or reprimands must be immediate and firm and must be made public if needs be. Also to' ensure discipline among staff, it is necessary that they have notes for their guidance , just as pupils have rules and regulations because a well disciplined school ensures' successfu-1 giving and taking of instructions. 1 While the then Governor of Kwara State, Wing Commander Mohammed Ndatsu ■Umaru, in his own speech, to the same Conference declared: At a time- like this, it becomes imperative for you (principals) to exert yourself much,more i.n order to cushion the effects of grave social economic problems of' our edücational System. The most vital requirement for success in this regard is for each school principal to become more conscious of his managerial functio'ns. I believe möst of the problems in our schools are attributable to the failure of our principals to see themsevles primarily as managers. The consumate manager should be conscious of the fact that more often than not, he . has to operate in complex environment..... However,- management is not just passive or adapted behaviour but also a raajor responsibility for Creative action by taking actions to make the desired results come to pass.... The success of.this approach is again highly dependent on the managerial competence of school principals as well as Cooperation of parents. 2 The goyernor went further to'say that the problem associated with the- implementation ; of the "New National Policy" is- another area where: Principalis have to be s.ensitised to their ' managerial functions - of • planning, organizing, coo.rdinati ng, 1. Jibril Aminu "'Address del.ivered by the . Honourabkle Minister of Education at the 29th Conference of All Nigerian Conference of Principals,. in Ilorin Kwa'ra State Ist April, 1986", Minutes of the 29th Annual Conference, p,8 2. Umaru, op. eit., pp.8-10 UNIVERSITY OF IBADAN LIBRARY -65- motivating, innovating, and effective control . In particular, there is room for a more efficient allocation of the material, staff, equipment, space,and othe.r resourc.es at our disposal. He concluded by recommending that: . •' In the light of whathas been said about the essential nature of the school principal’s job, your congress may wish to examine the modality of designing some kind of intensive management träining Programme for all school Principals .. . Besides,. the träining should therefore be made a prerequisite for the appointment of new princi pals. . The two Speeches above are all embräcing about what is expected of a school manager for the süccessfu.l running of a school. It is equally significant to note that the Governor of Kwara State specificaily mentioned the need for managerial träining before appointments of school managers. Erez and Goldstein (1981) 1 asserted that: school principalship has been recognized as the key Position with a high impact on the organizational climate of the school on the implementation of change and on the teachers’ role performance. They divided the principal’s functions into two major categories - the pedagogic and the administrative. The over- emphasis of either aspect. tilts the final form of the desired goal or outcome correspondingly. Noah (1984) 2 observed that "principals tend. to lay great stress on the administrative rather than the pedagogic". 1. Miriam Erez and Goldstein Joseph# "Organization Street on - the role of the elementar)' school Principal in Isreal" The Journal of Education and Administration Vo 1.. XIX No. 1 , Winter, 1981. 2. Bassey Monday JvH*ah’"The concpet of role" THe . N i ger 1 an Principal, Journal of ANCOPSS, Vol.1 No.5 1984, p.37. UNIVERSITY OF IBADAN LIBRARY -66- This according • to her, was unfortunate in that instrutional leadership responsibilities are those necessary to ensure that -teaching and learning are effectively carried on in the school. In a study by Abegunde (1983) 1 he found that most of the principals in Akoko South L.G.A. of Ondo State" were rated low in instructional role, while human and administrative roles were rated high. Morris (1971) 2 was of the o'pinion that: If it is accepted that a school is what its head-teacher is, then the quality of education in any school System cannot be bette'r than those responsible . for its administration and supervision. . . While Meads (1969) 34 viewed school principals like the. plant manager in an Industry when he pointed ’ out ’their similarity thus: As with the plant ' manager in a large industrial Corporation, the prineipal is . the key person to determine productivity of the Organization for which he is responsible. In ' t.his respect , Meads saw the Principal as a determniing factor in the teacher producitivity. Galadarci and Getzels ( 1955 ) 4 pointed out that each of the, prineipal’s ’functions (.Thompson Adefarati Abegunde , "An Investigation into Teacher’s Role Expectat.ion and Principal Performance in seleeted secondary . schools in Akoko South L.G.A Ondo shed State" UnpbliM.eD desertation, Facultj' of Educa­ tion, Universi ty. of Ilorin. 1983. 2. B. Morris.' "Inspection and Leadership through Gindance” Teacher Education in Nee Countries Vol_. 11 No . 3 Feb. 197 1 p.l95. 3. E.J. Meads. "The school, The Principal. Goverance and Acountabi1i ty" The Bulletin of the National Association_____of . secondary_____school principals, Vol.52 No.328 May 1969 p.191. 4. A.P. Galadarci and J.W. Getzel, The use of Theory in Educa ti ona1____Admi n1s t ra t i on, s t and f ord Calif, Standford University Press, 1955 p.16 UNIVERSITY OF IBADAN LIBRARY -6 7- of planning, motivating, supervision,.administration etc. 'becomes effective•only in so far as it is communicated to and "takes". with the surbodinate member. It. is th'is circumstance that administration operates in an interpersonal setting which makes the nature of human relatio.nships the crucial factor in the administrative process. . ' It is therefore the responsibi1ity of the school managen according to Adaralegbe (1971) 1 to: . (i) learn to know the Individual' teacher and recognize his strength and weaknesses. (ii) try to assign him wherein his strengths can be capitalized upon. . (iii) help him to develop his Professional competence. (iv) readily hear his complaints and suggestions. (v) correct him firmly in an atmosphere of f r i end1 iness. (vi) willingly counsel and act as his friend in both Professional and non-professional matters. .(vii) try to reduce barriers of understanding and effe.ctive communi cation between him'and his staff. The sign'i f icance of Principal s as school managers cannot be better a.§sessed than when Cooke and Dunhill (1966) 2 declared that: kit höüt necessarily interf airing, the principal shoul.d 1. A. Adaralegbe. "School Personnel Relations", Education in Ni geria':____ Towards Administration____ and Supervi si on Fafunwa A . B-. and A. Adaralegbe (ed ) If e , 1971, p .3 6 . 2. Cooke and Dunhill, op .'eit., p . 4 0 . UNIVERSITY OF IBADAN LIBRARY -68- keep an eye on the way in which his.staff are handling their resonsibi1ities, but the principäl himself will be held, ultimately responsible in pubiie eye for' all that is g.ood or bad in his school. Teacher Productivity . . • Teacher productivity had been viewed by many writers and researchers as • the effectiveness of teachers in schools. Effectiveness had been associatßd with different aspects of teacher school activities. In "the past, sociologists, and organizational psychologists had tended to and used Personality variables such as being 'warm, friendly, understanding, stimulating, imaginative and overall school results to measure effectiveness. . In this study, the personality variables will be recognized 'but this' study will be based on these variables that would be regarded as processes toward productivity such B-S l 1. Classroom management. 2. Records keeping - academic and non-academic. 3. Evaluation of students work. 4. Extra and co-curricula activities. 5. School g'uidance counsellor. 6. Extra administrative aoitivities. by which the output is ächieved. These inelüde preparation, Organization and delivery of instructions, pastoral ac-ivj. ties of counsellor and' tutoring, extra and co'-ctu ricular activi ties and the general evaluation of UNIVERSITY OF IBADAN LIBRARY -69- =*udents Work. Within the contextof Nigeria education, the abcve, if properly channelled, would lead to a . very' high teacher productivity in schools. Sherman (1981) 1 . submitted that: the literature on which to base a scientific approach to teaching haa grown. Its emphasis is on behaviour of teachers, that is teaching techniques or teaphers characteristics influencing behaviour which represent one basis for considering teacher effectiveness (productivity) Its other emphasis is on learning outcome of students cognitive growth which are used as measures for teacher effectiveness (productivity) and represents another basis for teachers assessment reflecting the differences in views as . to what c.onstitute teacher effectiveness. Here a ■ distinction is drawn between teaching and learning, making it possible , to focus on one or the other. This further confirms the lack of Consensus as to what constitutes teacher ef f ecti veness. or prodcuti vi ty.. While' Eke. (1981) 2 conjectured that: sometimes, judgemen.t are made about the teaching learning pro.cess itself in terms of what he does , how students react or interact with the teacher but usually not in terms of students achievemet. and she further submitted that purposeful classroom behaviour are interactive because: 1.Sherman M.A. Brown. "Ef f ect i venes in teaching, the role o'f .teaching practice" International Conference. on teachi.ng practice, Nsukka,1981. 2. Elizabeth I'. Eke-. "Analysis of teacher Student communicativ’e transaction" ’ International Conference of teaching practice, Nsukka, 1981. UNIVERSITY OF IBADAN LIBRARY -70- !. they are usually located in a group setting of at least the. teacher and a pupil bu.t quite often more pupils than teachers. 2. the intention is communicative with the teacher wishing to teach, the pupils trying to show that they are learning. 7-erefore, the only way whereby the two way transactions can :-e tapped would be by observing and analysing classroom behaviour to guide teachers on how to help the instructional p^rsuit to a productive end. Ohuche (1981) 1 is of the opinion that it is not easy to assess teaching effectiveness (prbdüctivity) but feit that effectiveness of teachers at all levels of our educational system raust be periodically determined and that: in particular in the secondary schools there . is need to obtain inputs for the teachers, his immediate Supervisor, his colleagues, his students and Ministry of Education/School Board’s inspectors. In order to 'measure •or assess teachers’ effectiveness ;productivity) Ohuche suggested that it shöuld be possible for students to complete structured questionnaires on their teachers’ personality characteri sti cs about. twice a year and for teachers’ immediate superior- to obseve his interaction 1.Romanus Og'bona Ohuche’ "Continuous Assessment as a vehicle for teacher effectiveness" All .Nigeria Conference of Principals of Secondary Schools - 24th April, 1981 , pp.89- 97.. UNIVERSITY OF IBADAN LIBRARY -71- ofcsrervation sheet. Teachers. must be given the type of feed-back which enables them develop» The Minister of State in the Federal Ministry of Education, in his address to the 24th Conference of All Nigeria Conference of Principals of S.econdaryy Schools of April, 1981, feit that what constituted teacher evaluation is the measuring and assessing a learners achieyement afte.r an exposure to certain learning situations and experience. Of course, teachers* performance töo is evaluated since the learner’s achievement should be a reflection of .the teacher’s input. Hoyle (1969) 1 noted two patterns of ■ collaborated relations in teaching team: - the vertical-hierarchical - the horizontal-coll.egial In the hierarchical team, the distribution of power would lead to a greater control being maintained over the Work of soroe teachers with a consequent Standardization, routi1ization and limitations on Professional choice by teachers low in- hierarchy; but the collegial will have common expectations, group norms, defining appropriate levels of work and informal leadership. Here, the' teacher loses his classroom autonomy and hence control . over immediate. teaching activities. The core Professional act of 1 . Hoyle, op, ci t. UNIVERSITY OF IBADAN LIBRARY -72- the teacher lies in his transaction with pupils. Internal School Organization A wide ränge of organizational alternatives exist in any school and whichever combination is adopted Kill affect both school effectiveness in terms of.producing his output and the kind of operational problems which are met in running it. • ' ' . Within each school, there is generally an established structure or blue print which describes the allocation of duties and responsibilities among staff. A formal structure of academic work would include. .1 . A scheme for dividing up the day into assigned activities and assignment of particulär teachers to particular subjects and groups of pupils. 2. Pastoral System- assigning of specific teachera a responsibility for the general velfare of particular pupils. 3. Extra, or co-curricular activities - competitive sports and schemes for coopting certain pupils into the formal authority System. The roles of subject-teacher, head of department, career masters, all belong to the area of cognitive learning, while the roles of house-master, form-teacher, tutor and counsellor inay contribute to the area of moral education. Any teacher can play roles of both kinds. Here we have the UNIVERSITY OF IBADAN LIBRARY -73- . informal but powerful effects of human interaction between every teacher and his pupils. The academic time table and curriculum blue prints pertain to academic side while pastoral care such as house system, form System and counselling system pertain to moral education side. The pastoral relationship-between subject teacher and pupils which will communicate to the pupil the attitute of the teacher towards him and hence his seif concepts; academic laerning and its,formal Organization include: . - differentiation of pupils into teaching group - differentiation of teachers and allocating them to teaching group,. - dividing teaching time and linking specific teachers with specific groups of pupils at specific .time and specifiic places. Dimensions of role differentiation among teachers: - one concerns the degree of specialization - bases of specialization ' - working individually or in teaching team. The formal structurinrg of role di f f erenti ati on among teachers is also -likely to affect the pupi 1 - teacher relationship -in so far as it affects th'e number of tpaehers to which each pupil is .exposed during the course of a typical day or week. UNIVERSITY OF IBADAN LIBRARY -74- Pastoral Structure This involves the roles of counsellor, tutors and housemasters etc. Teachers as guidance counsellor as part of teacher producti.vti ty variable should help students with good guidance counsellor to help shape their morals and in guiding them towards füture careers. The importance of teachers in the exeoution of the new policy in education was emphasised when Edem (1984) 1 said that: • the success of our new System of secondary school depends, to some extent, upon the teacher who has the. most frequent and continuing contact with the .pupils he motivates. and advoacted that: . the school can adopt ,a policy which stresses guidance as a part of the normal function of the school staff including teachers’ career-master, house-master and administrator and the use of all situations both curricular and non-curricular for •guidance purposes . He then enumerated the following functions of a teacher counsellor: 1.. Placing pupils according to grade, d a s s and experience to encourage and promote fruitful learning. • 2. making adequate ■ and special arrangements for pupils '.who are superior,' . retarded,' socially maladjusted and socially isolated. 3. establishing remedial courses for back-ward l.D.A. Edem-"The teacher as a Guidance Counsellor:" The Nlgerian Principal Journal of ANCOPSS , "Vol . 1 , No.5, 1984, pp.76-85. UNIVERSITY OF IBADAN LIBRARY -7.5- pupiIr . 4. provides opportunities for every child . to experience jsome recogni tioin. 5. provides- happy atmosphere conducive to effective learning. 6. provides learning experience suited to the maturation levels, interests and needs of. individuäls. It is also pertinent that guidance counsellor should be aware of new trends in their pupils’ physical, psychological, emotional and social development. Counsels pupils on unguided peer group association, drug addiction and unruly behaviour. It had been noticed that performances in our secondary schools had been on the downward trend. On. the need to arrest the poor performances, an off-shoot of teacher • productivity and the need for retention and tenancy, Yahaya (1983).1 advocated the idea of allowing principals to give inducement in order to . retain teachers in the Service because instabil ity in staff' he o'bserved, contributed greatly to poor performances of students. He recommended that a teacher be encouraged to stay for roore than three years in a school. While Shekarau (1987) 2 referring to- 1'. Apiinu Yahaya, "The question of- personne 1 : training and retention o'f teachers," The Nigerian Principals, Journal of ANCOPSS, 1983, Vol.1, No.4, p.36. 2.Ibrahim Shekarau, "Teaching discipline by example: The role of teachers in school discipline" The Nigerian____Principal Journal of . ANCOPSS, Vol.3, No.l 1987/88, p.49. UNIVERSITY OF IBADAN LIBRARY -76- the bad aspects of a teacher productivity asserted that: it is an accepted fact that the teachcer is the . most important cog in the wheel of education machinery. The success of educational Institution depends largely on the personal, example. and dedication to duty of the teachers of that Institution. If the behaviour of teachers of the sch.ool is bad, the students are bound to copy such bad behaviour. He further feit that even though the major function of the school is teaching and learning; teaching could become ineffective as a result.of: i . overloading teachers; ii. poor time-tabling; - . . iii. use of inappropriate syllabus; iv. ineffective supervision of teachers; . v. inadequate staffing. Even though it appeared an over-statement to regard teachers as "the cog in the educational wheel" it is quite pertinent "as Yahaya observed, to en,sure the reten.tion and tenancy • of both the school manager and the teachers. It'is part of the problem of thi-s study that there -appeared to be too frequent movements of both the manager and teachers which had been one of the causes of poor teacher productivity. Training: • Training is an important ingredient to teacher productivity. Training is part of incentive and motivation for teachers as well as their Professional growth and developments. For as aptly put by Rubin (1975) 1 UNIVERSITY OF IBADAN LIBRARY -77- A teacher prepares to teach by spending four . or five years at a training Institution..;. Even if this preparations were adequate, and it clearly is no.t, the training can become out-dated in a very short itme. Indeed, the moment teachers leave the • training institution, . theyembark upon a rapid journey. to obsolenscence.....And we have recently cpme to realise., with incredible lateness, that schools can teach children to be failures as well as success. Beyond affective consideration, the 'continuous modernization of subatantive knowledge is . an accepted fact,. It has often been noted with good reason, that the teacher who has not studied, say biology, during the last five years, no longer knows the subjects. The odds are, therefore, good that such a teacher will fill students with misconeptions.. Preservice training alone then cannot produce great teaching. A goöd'staff development Programme will aim at: (i) presenting Information of one kind.or another (ii) helping teachers understand information (iii) helping teachers apply u.nderstanding in their teaching • (iv) helping teachers to accept and be committed to' the new approaehes. According to Rubin, a good and producitve teacher should have - a sense of purpose - perception of students - knowledge of subjects matter - mastery of .technique.- •1. Louis Rubin, "The' case for staff development" in Sergiovanni (ed) . Professi onal Supervision for Professional teachers, Washington D.C. Association for supervision and Curriculum development, 1975, p .34. UNIVE SITY OF IBADAN LIBRARY -78' Sense of purpose and perception öf students are akin to a teacher’s educational platform representirig values, beliefs, ässumptions and action; theories a teacher holds about the nature of knowledge, how students learn, appropriate relationships between students and teachers and other factors. For when teachers are genuinely knowledgable, when they know their subjects Well enough to discriminate between seminal and ideas and the secondary matter; when they can go beyond what is in the textböok, the quality of the pedagogy becomes extraordinarily impressive-, Another significant link between the managerial supervision and teacher prodeutivity was what Cogan (1973) 1 described as. clinieal supervision which requires: (i) establishing the teacher-supervisor relationship (ii) intensive planning of lessons and units with the teacher. ■ . (iii)’planning of classroom observation strategy by teacher and Supervisor. (i.v) Supervisor to observe in-class instruction (v) careful analysis of the teaching-1earning process (vi) planning the .Conference,strategy (vii) the Conference exchange. of information between. Supervisor and teacher about. what had happened or intended. 1.Morris Cogan , Clinieal Supervision, New York, Houghton Mi f fl in, 1973. UNIVERSITY OF IBADAN LIBRARY -79- (viii) assumption of planning for the next lesson and new targets, approaches and. techniques. If the above process could be observed by both the school manager and teachers, there is bound to be high productivity by the two of them. Through such an input process, the.final output would be achieved and the downward trends in'school output would be arrested. Since this study is interested in the through-put to the final output,, it finds clinical supervision theory very useful. since it emphasises lesson planning, presentatiön, adequate. interaction between principal/supervisor and teachers, and the necessary teaching-learriing climate and strategies. Wiles and Lovell (1975) 1 were of the opinion that teachers .uti 1 ize specialities such as subject matter, pupils diagnoses and teaching.methodology and.that the recognition of the competence and specialization of teachers provide'the basis for instructional Supervisor}' behaviour .that involves teachers ' in Curriculum development and policy fo'rmation activities, giving and receiving help from e.ach other and other Professionals in the Organization. At all times, -the doors of classrooms must be opened so »hat teachers oan internet with each otheras well as with sypervisory staff. The potential for interpersonal influence 1.Kimball Wiles and John T. Lovell, Supervision' for better Schools, New Jersey, Printice- Hall Inc. Englewood Cliff, 1975 pp. 13-19. UNIVERSITY OF IBADAN LIBRARY -80- and human growth can be.enhanced apd the Supervisor is in a Strategie position to , contribute . to the process. Cooperative, planning, teaching, evaluation and teacher- teacher 'Visitation and demonstration are examples of activities that could contribute to the school goals. It is possible to think of teaching as goal identification, development of Operation for achieveing goals and evaluation of goal activities. However, it is the general belief that the institution of education is a sub-systero of the societ.y and therefo.re the society expectation of learning outcomes are a significant faetör in the formation of goals. It is to be noted that each teacher Cannot act as an independent' agent in the process of goal'specification. -Since teachers are assumed to be professionally competent, they must have authority and resources to develop and actualize appropriate ' engagement opportuni ties for students. They are also respons'ible for the outcomes. ■ The process of teachers’ coordination involves the opening up of the teacher-student behavjour System. Operati onal ly this means .that teachers are participating in co-operative planning,' teaching arid'‘evaluation. This makes i.t possible for teachers to share engagement opportun i t i es for • students’ use of each others specialities and continually learn from each other. It is crucial for the UNIVERSITY OF IBADAN LIBRARY -81- organization to develop a systematic procedure to deterroine tbe effectiveness of each teacher -Student System according to its contribution to the achievement of the goals to the school. Where there is division or where there is defect in the school System, teachers could set up barriers for change thus: 1. teachers can resist supervisory attempts by not inviting them into their classes or by not doing anything or putting up a show whenever Supervisors come . 2. teachers may not listen- to suggestions or trying'new ideas or taking up extra-administrative or co-curricular school actiivities. Teachers and students constitqte the teacher - pupil System.- The System, memebers are held together by the assumptions th-at they can achieve certain goals more effectively as a System than as individuals. Within the System teachers’ r'eactiort depends . on the Principal’s managerial approach. The way teachers react to the, initiating variables of the principal would depend on the type of the teachers.’ perception of the principal’s. managerial capacity which will- in tuirn reveal the aspects of the managerial ability "highly" or "lowly" apprecaited, accepted or rejected by teachers.■ UNIVERSITY OF IBADAN LIBRARY -82- ' Sergiovanni and Starratt (1979) 1 categorized teacher’s reacti-ons into three types. 1. Those prompted by classical traditional supervisory style. •' 2. Those ppompted by Contemporary supervisory patterns which rely heavily on human relations perspective. • 3. Those prompted by human resources' supervisory pattern working to achieve school effectiveness (goal) through encouraging the growth and development of human Organization. Type one reaction: Those prompted by classical traditional supervisory patterns are characterized by teacher - job satisfaction with working conditions, supervision, school policies, and administration but . dissatified w;i-th job security, interpersonal relations with peers. , and subordinates, superjor Status and salary, some of these factors are symptomatic of a supervisory climate which encourages alienation of teaching • staf f .. Such reaction over time results in lower level of product ivity-, resistance to change, high turn over (resignafion from work) ant.i-organi zatiönal informal group ac.tivities and formen labour .problern' for schools. Type two reaction: The Contemporary human relations pattern involves a feeling of apathy towards the welfare of the 1.Sergi ovanni' and Starratt, op. cit. UNIVERSITY OF IBADAN LIBRARY -83- . school and towards the vigorous pursuit of school goals. Supervisors who emphasize a "socially 'oriented" group life charcterized by high morale, göod feelings and low ten.sion often elicit this purpose. Teachers are relieved from job satisfaction, performance expectations are low, work pressure is eliminated and, security guaranteed.. Yet teachers feel no compulsion to exert commitment, energy and efforts beyond that which is minimally required to carry on day by day. Little opportunity exists for teachers to grow . personally and profeasionally and to deep satisfaction from their job. Supervisors 'or Managers who evoke this type, of reaction from teachers often fail to distinguish between "using".and "working" with people to achieve school goal. Type three reaction: Human resources pattern strive to work to achieve school effectiveness variables through encouraging the growth of development of human Organization, evoke responses from school surbodinates characterized by commitment to work of the school, high loyalty to the school and to the membership sub-unit,. high performance goals and desire combined with opporutunity f'or personal and Professional growth. Job satisfaction centres around growth opportuni ties , ach'ievement, recognition and responsibility . Supervisory behaviour that ev'okes this type of reaction is mostly associated with school effectiveness and high UNIVERSITY OF IBADAN LIBRARY -84- productivity. Appraisal of literature From the foregoing review .of literature, it had been observed that different interpretations had been gi'ven ..to the principal’s managerial capacity ' and teacher productivity. Principal’s managerial capacity had been viewed from the angle of industrial management while productivity had been viewed from the economic side of industry. In fact, productivity had been aasociated with economics linking up with the psychologist. In economics, productivity. can be described as the determination of the internal efficiency of a system as to' fhe relationship of itsouput to its inputs or benefit accruing. This is what Coombs (1969) 1 labelled as "externa! productivity". However, from whatever angle the managerial capacity had been viewed, it is' evident that the -success of any school depends on the capacity of the principal to achieve the desired school goals. The principal as the manager-of the school is in a very real sense the focus and pivot of his school - he is the focus of attention, the pivot on which all school activities revolve, if the pivot .collapses the whole school System crumbles. There appeared to be no consensüs as to who to. be appointed a school manager (principal). Some authors and 1.P .Coombs. The World educational crisis: a system analysis, New York, O.U.P.,1969, p.43. UNIVERSITY OF IBADAN LIBRARY -85- researchers were of the opinion that age, experiehce and quäl i f ica ti ons were vital to the appoin'tment of principals, while others submitted that attributes- like age and experience are not strictly relevant to the appointment of principals. , Most of the literature reviewed agreed that soroe of the qualities expected of a göod manager of schools include ability to be sensitive to the. feelings of others, enthusiasm, interest in staff welfare, sincerity and straight-forwardness, amicabili'ty and ability to promote the desired school climate to elicit staff cooperattion and maximum staff productivity. In additiony the school manager should be ve'rse in Curriculum development through his ability to plan, organize, control, motivate, supervise and administer the subordinates. The school manager should have the capacity to generate a conducive school climate. Halpin (1967) 1 descirbed the perceived principal’s behaviour as setting to a large extent a climate tone for a school: • • These are the extent to which principals .are perceived as being aloof, emphasising • productivi-ty, close supervision, setting examples, through their och hardwork ' and shoving .considerati ons. The above summarises the views of soitie of the researchers 1 .Ha 1 pi n. Op . eit. pp.97-98• UNIVERSITY OF IBADAN LIBRARY - 8 6 - , including Litwin and Stinger, 1 on the need for conducive school climate. ' Another aspect of the principal’s managerial capacity as summarized- by Sergiovanni and Starratt (1979)' 2 when they observed that: • the structure of the scbool and its functioning as a formal Organization influence the character of the. school; disposition of teachers and students ’ and the flow and design and articulation of the school educational programmes. On teacher pröductivity, different views have been expressed by authors and resaerchers. Some literature’ viewed teacher pro.ductivity in terms of teacher effectiveness and exami-nation resluts. Even though there were no consensus as to what' constitutes teacher productivity, it is generally ag-reed that the following, among many others , could aid teacher producitivityv teaching load and proper assignments. 2.. Provision of Professional growth. 3. utilization of teachers’ formal and informal relation- ship's . • 4.. Classification of and grouping of pupils. 5. Provision of social and recreational actixities 6. guidance counselli'ng . 7. maintenance of school discipline. Emphasis was also plaeed on training and tenancy, to be able 1.Litwin and Stinger (Jr.), Op. cit. 2.Sergiovanni and Starratt* Op. cit. p.69. UNIVERSITY OF IBADAN LIBRARY -87- ' to ascertain the managerial capacity of any school manager and assess teacher.productivity within a school System, they should be allowed a length of time in'particular sehbols. Most of the literature reviewed were very üseful to this study even though it appeared tfiat teacher productivity is equated with effectiveness and as an end result without necessarily ta,king into consideration the means or through-put to the end. Most of the literature reviewed were able to see the great link between teacher productivity and Principal’s managerial capacity. The suminary of Erez and Goldstein 1 gives the general view of the link between the independent and dependent variables when they assrted that: school principalship has been recognized • as key Position with a high impact on the organizational cliraate of school, on the implementa.tion of change and on the teacher’s role performance. The all embracing Position of the principal is apatly described by Adaralegbe (1971) 2 and the decription ■ cut across many of the works reviewed in this section when he described the principal as: . . an administrative head, a- manager, a community public relations man and a. Supervisor as well . as an instructional leader, a curriculum . Innovator and a catalyst towards planned educatiorial renovati ons. 1. Erez' and Goldstein.. Op. cit* . 2. Adaralegbet Op. cit. UNIVERSITY OF IBADAN LIBRARY -88- F.essarch Hypotheses. . ' This study was intended to find a relationship between principals managerial capacity and teacher productivity. To this end, the' following directiona.l hypotheses were proposed: H.l The managerial capacity of. principals in Kwara State secondary schools will be rated äs significantly high H.2 The level of teacher productivity will be rated as significantly high. H.3 There will . be significant relationships between Principal managerial capacity and teacher productivity. H.4 Experience and qualifications will sigificantly affect the appointments of School managers (principals) in Kwara State. . H.5 There will be no significant dif.ference between Government and Board Schools. H.6 Teachers perceptions of Principal Managerial capacity will be significantly affected by teacher personal ■ variables as: ■ i'. Teachers with first and second degrees will perceive the academic goals sighificantly high, ii. Teachers below first and second degrees will perceive the social aspects significantly high. iii. Perceptions of younger teachers will correlate with younger principals on academic goals. UNIVERSITY OF IBADAN LIBRARY .-89- iv. Perceptions of older -teachers will eorrelate with older principals on social äspects. v. Demographie variables of sex, location and population will have significant impact on the perceptions of Principal managerial- capacity. vi. Duration of stay and length of time spent in school will significantly affect perceptions of principal managerial capacity and teacher productivity. H.7 The level of teacher productivity will be perceived as high■by studehts. . ii. There will be significant difference in the perception of teacher productivity between male and female teachers in Government and Board Schools, iii. There will be significant difference between male and .female students in their perceptions of teacher productivity. • Assumptions of Hypotheses ■ The assumptions to the hypo.theses drawrt up for this. study relate very .closely' to the theoretical främe work. It is assumed that principals would be honest enough to give correct assessments of their managerial capacity through their personal- perceptions of their own job., However, it is equally assumed that teachers who are the direct receiver of the principal’s managerial capacity, would be in a good positio.n to assess the ability of their UNIVERSITY OF IBADAN LIBRARY -90- managers thr.ough their perceptions of their Principals’ lar.agerial abili.ty. It is also assumed that two possible goal achievements Academic and Social - cduld be the end result of .the perceptions by both principal and teachers. Principals whö laid more emphasis on the a.cademic goal at the expense of the social would likely epd up with "high"- academic performances and vice versa. It is equally assumed that an ideal principal would place equal emphasis on both academic and social goals with the resultant end of high academic . and social performances and very high productivity. . The Principal Managerial Capacity would be perceived by both the principal and teachers in the Principals’ performances of the following functions: planning, organizing, supervising, coordinating, Controlling administering, motivating and interventionsts. It is equally assumed that these fnctions could be grouped into "Social" and "Academic" goals. The hypotheses .also assumed that there . are other variables", that could make a school manager succeed. One .of such is identified as "supportive Aids" froln the parent b'odies - the Ministry and the Board. These bodies are expected to ensure that school managers are well equipped for their successful performances in terms of staffing, UNIVERSITY OF IBADAN LIBRARY -91- funding, staff stability, adequate visits, Provision of enough classrooms and laboratories. The end results of the "through-put" are the students under the guidance of both principals and teachers,- but since teachers are expected to be in a closer contact with the students, it is assumed that students would be in the best position to assess their . teachers ’ productiv'ity.. Therefore, the areas of teachers through-put of classroom managements, record keeping, general evaluation, schoo.1 guidance, co and extra-curricular activit.ies deal directly with students. It is therefore assumed that students’ perception of their teachers* productivity would be a more valid assessment. The researcher is aware of the variables that can affect observers’ judgement and perceptions such as personality factors and disposition. However, the hypotheses are based on the assumptions that principals, teachers and students’ perceptions would not be significantly af.fected. by these Personality variables. It is therefore assumed that observers’ respönses .to the instruments would be unbaised as much as possible and would give the true perspectives of the managerial capacity of school principals and teacher productivity. UNIVERSITY OF IBADAN LIBRARY -92- CHAPTER 3 RESEARCH DESIGN AND PROCEDURB • The study was to find out the correlation (relationship) between the principal .managerial capacity and Teacher productivity in Kwara State Secondary Schools. The study will be correlational and the design will be "Corretational Ex-post Facto'.' which according to Kerlinger (1977) 1 is a systematic empirical inquiry in which the scientist does not have direct control of independent variables because their manifestations have alrßady occured or because they are inherently not manipulable. Inferences about relätions ajiong Variables are made without direct intervention from concomitant Variation of independent and dependent variables. Kerlinger further explained that if ’X ’ then ’Y ’. 'The researcher observes ’Y ’ to see if concomitant Variation, the Variation expected or predicted from the Variation in ’X ’ occurs. If it does, this is the evidence for the validity of the proposition "X-->Y" meaning "if X then Y". The study would like to establish if there is any relationship between teacher productivity and principal managerial capacity. In the. study the independent varaible, the principal, and the dependent variable, the teacher are already established.. They cannot be' ,manipulated but inferences can be drawn about the relationships between the ways principals in Kwara State Secondary School manage their l.Fred N. Kerlinger.‘Foundations of Behavioural Research New York, Holt Rinehart and Winston Inc. 1977, page 397. UNIVERSITY OF IBADAN LIBRARY -93- teachers and the ways teachers respond or view the prin cipals management approach and behaviour. Research Procedure. For this study, the following procedure was adopted: 1. Sampling. 2. Construction and validation of Research instrument. 3. Administration of research instrument. 4. Analysis of data. Sampling Procedure The study was to cover a target population of about 312 Secondary Schools, 6,000 teachers including principals of different categories and about 136,500 -students spread all over the 12 Local Government Areas of Kwara State. . As a result of this large population and because it was impossible to sample the whole population because of time limit and financial constriants, a sort of stratified random sampling was adopted for the study. The use of stratified random sampling according to Nwankwo (1984) 1 permits the investigator to include parameters of • special interest. whi 1 e at the same time Controlling for internal validity by using random selection within each sub-group. ■ ■ For this study the following was done: 1. Eleven of the twelve L.G.A.s were sampled. l.John I. Nwankwo, Mastering Research in Education and the Social_Sciences, Ibadan, Bisi Books & Co, 1934, pageJIT. UNIVERSITY OF IBADAN LIBRARY -94- 2. Eighty (80) .out of the 312 Secondary School were sampled 3. Eighty (80) principals were sampled. 4. Five hundred and seventhty six (576) teachers were sampled. 5. Eight hundred and twelve (812) form five students were sampled. TABLE 1 Sampling Structuren Selection Method nSampled Popula- ____n_______•_______________ n_________t ion L.G.A . h Stratif ied n 11 h . n No of Schools n proportional stratif iedn SO n n ■ No of Teachers n proportional stratif iedn 576 n n No of Principals n stratif ied n 80 n n No of Students n stratif ied n 812 TABLE 2 L.G.A n ' SAMPLED SCHOOLS nNO n n ASA n Govt. Sec. Sch. Afon; Govt. Day Sec. S c.h. n n Otte; Govt . Day Sec. Sch. .Aboto-Oja; Loca 1 n. h Govt. Sec. Sch .• Budo-Egba h 4 BORGU n Borgu Sec. Sch. Ne-Bussa; Local Govt . Sec. h h Sch .• Babana n 2 EDU n Govt.- Day Sec. Sch. Lafiagi; Gbudu Sec . n h Sch; Laf i agi Sec. Sch . Lafiagi n 3 IFELODUNn Govt. Sec'. Sch. Babanlä; Govt. Day Sec . n ■ n Sch. Alegongo-Inu; E.C.W.A. Sec. Sch n h •Igbaja; Omupo Gram. ■ Sch.; Community Sec . n fi Sch. Eleri.iare; Idofian Gram. Sch. Idofian n 6 ILORIN n Govt. Sec. Sch. Ilorin; Queen Sch., Ilorin; h L Govt. Day Sec. Sch. Oke-Aluko, Govt . Day n n Sec. Sch. Amu1e ; Govt. Day Sec. Sch . n n Okesunsr.; Govt. Day Sec. Sch. Karuma; Govt. n n Day Sec. Sch. Alore ; Govt. Day Sec. Sch . n n Okekere; Govt. Day Sec. Sch. Agbabiaka; n UNIVERSITY OF IBADAN LIBRARY -95- L . G . A n SAMPLED SCHOOLS n NO. n Govt. .Day Sec. Sch. Tanke; Govt. Day Sec., n h Sch . Oko-Erin; Govt. Sec. Sch. Sob.i ; Anarul h h Islam Sec. Sch'. Ilorin; United Community h n Sec. • Sch. Ilorin; Community Sec. Sch,, n n Iponrin; Sec. Gram. Sch. ' Omode; Tetegun h n Gompr. High Sch. Apadb nl7 IREPODUNn Govt. Sec. Sch. Omu-Aran; Govt. Sec. Sch. n n Idofin; Govt. Sec. sch. Agbamu; Notre Dame n n Girls Sec. Sch. Oro; Esie Iludun Gram. Sch; h n Orb Muslim High Sch.; Babalola Memo. Gram, n h Sec. Odo-Owa; . Anglican Compr. H'igh Sch. n n Oke-Opin; Compr. High Sch. Äjasse-Ipe'j Iwo n h High Sch. Iwo; Oke-Onigbin Sec. Sch; n n Omu-Aran High Sch.; Sec. Commercial Sch. h n Eruku;1 Compr. High Sch. Iludun; Victory n n Coli. of Commerce Edidi; Ilofa.Gram. Sch. n h Ilofa; Osi Central High Sch.; Iketa Gram, n n Sch. Osi; Compr.. High Sch. Ilofa; Oro Gram, h n Sch; Community. Sec. Sch, Etan; Community h h High Sch. Obo-Ile; Obbo Gram. Sch. Omu-Aran n 23 MORO nGovt. Day Sec. Sch, Lanwa; Awon-Ga High n nSch . Shao. n 2. OKEHI n Govt. Girls’ Sec. SCh. Oboroke. n 1 OKENE nAbdul Azizi Atta Mohammed College Okehe; n nOkene Sec. Sch. Okene; Queen of Apostle’s n hColl Okene; Community Sec'. Sch. Etahi; Local n nGovt. Sec. Ohiana; Local Govt. Sec. Sch. n nUkpogoro. n 6 OYI nGovt. Sec. Sch,. Iluke; Govt. Day Sec. Sch. n nTakate-Ide; Govt. Day Sec. Sch. Okeri; Egbe n hSchool Catholic Girls’ Sec. Sch. egbe; n nOkutadudu High Sch. Odo-Ere; Unityed Sec. n • riSch. Odo-Ere; Egbe Compr. High Sch. Egbe; n . nCompr. High Sch. -Odo Eri; • . n- 8 OYUN nBaptist Gram. Sec. Sch. Ijagba;.Ansarul-deen h nColl. • Offa; Ang. Coli, of Commerce Offa; n nBaptist Gram. Sch. Ippe; Offa Gramm. Sch. n nOffa Erin-Ile Sec,. Sch. Erin-Ile; Olalomi n nCompr. High Sch. Offa; Moremi Girls’ High n hSchool. Offa. • n 8 • n TOTAL ' n 80 Schools selected .covered those under the direct supervision and • adminstrat.ion of the State Ministry of Education designated as "Government Secondary Schools" and UNIVERSITY OF IBADAN LIBRARY -96- the rest that could be owned either by a community . or religious bodies that are under the direct control and supervision of the.State Schools Management Board. Owner of schools under the State Management Boadd are regarded as proprietors. . Principals of the eighty Secondary Schools were sampled, while teachers sampled from each school ranged fron five to twenty depending on the population of the school. All the schools sampled run bot-h Senior and Junior Secondary Schools. The study samples are summarized in tables land 2 above. Research Instruments. ' ■ The research Instruments used for this study are: 1. Principal Managerial Capacity Questionniares (PMCQ.) 2. Teacher Productivity Qestionnaire (TPQ) Construction of Research Instruments. A. multi-dimensional Principal Managerial Cäpacity Questionnaire (PMCQ) and Teacher Produdtivity -Questionnaire (TPQ) were the instruments designed fpr this study. Both the Principal and teachers would respond to the Principal Managerial Capac.ity Questionnaire, while only .ForrnS students in the selected secondary schools of Kwara State would respond to the Teacher Prödcutivity Questionnaire. With the PMCQ the researcher would be- able to establish the relationship and significance between the perceptions of UNIVERSITY OF IBADAN LIBRARY -97- schoöl principals and the teachers. Teachers productivity will be measured by .students perceptions of their teachers productivity.. . The two instruments - PMCQ and TPQ - were discussed with my Supervisor Dr . John I. Nwankwo and a number of the academic staff of the department and the faculty for inspection, suggestions, modifications and final approval of the items of the instruments. • On the basis of the study design, modifications and suggestions, a 60 item questionnaire labelled "Principal Managerial Capacity Questionnaire" (PMCQ) and a 26 item questionnaire labelled "Teacher Productivity Qestionnaire" (TPQ) emerged. ■ . . ' The PMCQ was based on the Principal’s capacity tö plan, organize, control, motivate, coordinate, administer, supervise and intrevene in school activities to encourage the teachers participati on for m'ax imum ' school productivity. The TPQ was based on teachers ability tö make a through- put of what they are expected to do within the school System. The TPQ was based on a "process" to an end rather than an end in itseif. The. through-put which are mainly in terms of the teachers interactions with the students within and outside the classrooms included classroom management', records keeping, punctuälity ■ to duty, co-curricular and UNIVERSITY OF IBADAN LIBRARY -98- extra-administrative actiyities delegated to "teachers by ■school principals. .. Features of the Questionnaire. The PMCQ was divided into 3 sections. All the sections are based on Likert rating Scale: Section A and B 4. - Regularly • 3. - Often 2. - Ocassionally' 1. - Rarely • » . . Section C. 4 - Very adequate 3 - Adequate 2 - Inadequate 1 - Very inadequate The Teacher Productivity Questionnaire (TPQ), was based on Likert rating scale of: 4 - Storngly agree 3 - Agree 2 - Disagree • • 1 - Strongly disagree • 'Section A of the PMCQwas based on the following aspects of the Principals’ Managerial Capacity that, could lead to the School academic goals: P I a n n i n g UNIVERSITY OF IBADAN LIBRARY -99- - Supervision of instruction - Punctuality to duty ' - Attendance of professioanl c'oürses - Proper communication and inforroation flow - Motivation and control. Section B related to social, traditional and bureaucrat.ic Managerial aspe'cts of School Principals. - solving domestic problems - Interaction with staff and ather external, bodies like the P.T.A; Schools Board and Ministry of Education. - School ceremonial activities - personal behaviour • - Use of authority. and power, threats, warnings, ässertions, dominatioh, order and command. Section C Suportive aids from the Ministry of Education and State Schools MAnagement Board to a.id the school manager and productivity; - supply of staff • - funding - equipment - adequaoy of classrooms and- labqratori.es - tenancy - appointments of School Managers The Tea'cher Prodcutivity Questionnai re was based on teachers' school activities such as : UNIVERSITY OF IBADAN LIBRARY - 1 0 0 - - Classroom management - le.sson delivery ■ ' - record keeping (academic and- non academic) giving and grading assignments . • - guidanc’e counselling - -extra and co-curricular activities - extra administrative activities. . Instructional Validity ,(Content and construct validities) Accordihg to Nwankwo (1984) 1 , the validity of anv test or ' measurement rep.resents the, extent. to which the test measures what it intended to measure and would a-nswer the followi'ng questions: ‘ . 1 . Does the .test really measure the characteristics that it is being tised to measure, 2. Validity questions and relationships between . t.he data •obtained to the purpose for which the data was gathered. ■ • And to buttress the above•snbmission, Kerliriger- (1977) 2 asked the basic questions: :Are we measuring what we are measuring?" wjth emphasis on what is being measured and submitted that "content validity is basically judgementa1 " The> items of a test must be studied, each item being weighed for its presumed test must be studied, each item weighed for 1. Nwankwo, Op. eit., page 117. 2. Kerlinger, Op. cit., pp 457-459. UNIVERSITY OF IBADAN LIBRARY - 1 0 1 - its' presumed repfesentativeness of the universe. In agreement L'ien ( 1978) 1 . asserted that: validity refers to the degree to which an observational tool provides for objective appraisal of what it observed,. Construct Validity . Construct validation and empirical scientific inquiry are said to be closely allied in that contruct validity i involved the following: 1 . suggesting what construct possibly account for test performances. 2 . deriving hypothesis froro theory involving the construct 3. testing the hypothesis .empirically. Face and content validity The purpose bf the instruments designed for this study is to determine the extent to which the PMCQ and the TPQ are gbod samples of the behaviour and the perception for which they are purported to measure or t e s t . ’ . - : To find out whether the PMCQ actually mea’sured the Principal's Managerial capacity as'perceived by both the Principal and teachers, both will respond to the 60 item qijestionnaires based oh Likert ratihg scale vh.iie the TPQ was used to find .out how students in form 5 perceive' their teachers’ productivity. • 1.AnnoId J. Lien- Measurement and Evaluation of Learning (3rd ed) IOWA Wn. C. Brown Co. Publisher, 1978 p .'7 9 . UNIVERSITY OF IBADAN LIBRARY - 1 0 2 - In örder • to be able to draw up the items of the instruments to ensure the content.validity of both the PMQQ and the TPQ the following steps were taken: 1. The literature relevant' to the study was thoroughly reviwed .before the contruction of questionnaire items. 2. Questionnaire was discussed with my Supervisor and s’ome members of the faculty. 3. The questionnaire was graded to cover the areas to be tested. . . . - academic -social -,traditional - supportive aids - produetivity • 4. Discussions were held (where necessary) with .Principals, teachers and .students, • 5. A pilot study was carried out to further stabilize the instrument. Reliabili ty A good test, or measure must be reliable - this has to do with accuracy, consi'stency and stability of a measuring instrument. Davis and Shaekletqn (1975) 1 defined r e 1 i a b i 1 i t..y a s : .... the degree to which two separate independe-nt measures of the same thing agree .with one another. Thus 1 . R . J . Davis and V.J. Shackleton, Psycholo-gy and werk Suffolk, Richard Clav (The Chancer Press) Ltd. J975. UNIVERSITY OF IBADAN LIBRARY - 1 0 3 - measure of agreement is usually expressed by a co-efficient of cörrelation wbich represents the relationship between two sets of measurements. While Nwankwo • (1984) 1 submitted that reliability would find out' "whether the data gathering process . is stable, repeatable and precise" - Nwankwo however warned that ope might not expect. "a perfect" reliability as such ' Sound impossible and asserted that: . a relibility co-efficient of 1 . 0 0 (perfect reliability) could be highly suspicious and would require "perfect proof" In order to find out the reliability of the inetruments a pilot study ' was carried out in 10 schools involving '10 Principals, 100 teachers and 200 students from 3 Local Government Areas of Kwara State. TABLE 3 Folloving are schoo]s sampled T • *G .A n NO OFn NAME OF SCHOOLS hNAME OF hTEACHERS nSTUn SCHLSn '■nPRINCIPAL.fi nDFNTS AS A n 2 n Govt . Sec. Sch . n n n • h n Af on ; Local Govt h n h n 'n Da.y Sec Sch . n h h n h Eudo -Egba. n 2 n 20 h40 ILOPIN n h Govt .• • Sec .• Sch . n h h n n 1 1 or in; Govt -. Day n n h ’ •' n h Sec . Sch . Amul e ; n h h n h Ansa ru] Islam h f) h n n Sec. Sch. 11of in; h h h h n Govt • Day ‘Spc . ,h h n h h Soh . A1ore ; Goyt , H h ' h n ’ h , Sch. Ta n k e h 5 ' ' h 5 0 ■. n 1 00 Tppy>''T>TT' n A o' Poryip-p , H i cf V) h h n 3 f) Sch . O k p. Opi n ; n h n n r> Os i Cent ra1 High h n h rs O n Sch; Os i I1 o f f a h n nh ’ rT Gram , Sch. Ilof f a n 3 n 30 nC 0 n h n n * n TOTAL n 10 n n 1 0 h 1 on h200 1 . Nwnk'- o, Op. ’ciLt , p .1 1 2 . UNIVERSITY OF IBADAN LIBRARY - 1 0 4 - The purpöse'of the pilot study was to find out • vhether the instruments are suitable and appropriate to measure w'hat they were designed for in terms of respondents ability to give' correct interpretations to the items in the questionnaires . . . For the purpose of this study, the 60 questionnaire items of the PMCQ were grouped into the following areas of Principal Managerial Capacity. TABLE 4 S/NO n MANAGERIAL AREAS n QUESTIONNAIRE ITEMS o1 . h Planning n 4b. • n Organizing n 7 , .11 , 27 , 30 n n Coordinating n 24 , 32 4 . ' .h Motivating . h 1,3,9,14,15., 16,20,25,31,33 , n n 34,4 3 5.- . n Control n 10,26 6 . n Administration h 5,8, 12,13,21,23,28,29,41,42, h n 57 7 . n Supervision h 2,17,18,19 ' 8 . n Interventionist n 6 ,2 2 . •9. h Social Aspects n 35,36,37,38,39,40 10 . n Traditiönal n n (bureacracy) n 44,45,46,47,48,49,50,51,52 11 . h Staf fing n 53 12'. • n Equipment . , h 54 13 . n Funding h 55 14 . n Adequacy classrooms- h n & Labs. h 56 15 . . . h Tenancy h 58 IG . n •Ministry/Board ' ; n n Supevision • , n 59 1 7 . h Äppointments of n h Managers . n 60 ' ’ The 26 item Teacher Producti vi tv Questionnaire (TPQ) were equa11 y itemized into the foll i ng areac: UNIVERSITY OF IBADAN LIBRARY - 1 0 5 - TABLE 5 S/NO. h PRODUCTIVITY ' ' n QUESTIONNNAIRE ITEMS 1 . •Academic Pursuit 1,2,3,4, 5, 6,11,16,19 2. Guidance Counselling 7,8,13,14, 17,18 3; Student Records 9,10 4 . Inadequate Preparations 15 5 . • Dissatisfaction or . Irrel ev'enaces 12,20,21 6 . Staff Adeqüacy 25 7. Extra Administrative 26 8. Frequent Transfers 24 9. Female Teacher Out put 22 . 10 Male Teacher out put 23 For the pilot study, the following results. were obtained for 1 the areas itemized using the Duncen mean (see tables 6 and 7 below) ■TABLE 6 Responses of both 'Principals and Teache.rs to the items' of the PMCQ S/NO.h ITEMS AREAS h PRINCIPALS’ h TEACHERS n h PERCEPTIONS n PERCEPTIONS 1 . n PLANNING n 3.64 n 3.60 2 . n ORGANIZING n 3.15 n . 3 . 10 3 . h CO-ORDINATlNG n ’3.03 h 2.85 4 . n 'MOTIVATING n 3 .14 n 3.01 5 . n CONTROL . . n 3.56 h 3.56 6 . n ADMINISTRATION n 3 . 2 0 n 3 . 16 7 . h SUPERVISION n 3.12 h •3.18 8 . n INTERVENTIONNIST n 3.47 n 3.29 9 . n SOCIAL n 3.19 n .3.12 1 0 . h TRADITIONAL n 1.59: h 1.84 1 1 . h STAFFING - . n 2.43 n 2.51 12 . n EQUIPMENT n 2.14 h 2.13 ' 13 . n 'FUNDJNG ff 1.9 3 n 2.04 14 . n ADEQÜACY/CL LAB. ■ n ■2.61 n 2.47 ' 1 5 . h TENANCY h 3.10 h 3.17 16. n MOE/BOARD SUPERVISION n 2.35 n 2.53 1 7 . n MANAGERS APPOINTMENT n 2.73 n 2 .9-6 n SAMPLED POPULATION n 10 n 100 From the results obtained in the above table, it would appear that the items of the Instrument used uere iullv UNIVERSITY OF IBADAN LIBRARY - 1 0 6 - understood and the results obtained froni both the principals and teachers,. with different degrees of freedom were reflective of their understanding of the instrument. The scores were qu'ite close even though cell sizes (population) were not thesame. The instrument can then be said to be appropriate, reliable and unambiguous. TABLE 7 ' Students’ perception of.the TPQ. S/NO.h ITEM AREAS nMALE STUDENTS nFEMALE n h h STUDENTS 1 .. n ACADEMIC PURSUIT n 3.40 n 3.40 2 . n GUIDANCE COUNSELLING h 3,08 n 3.09 3 . n STUDENTS RE,CORDS n 3.05 n 3.11 4. n INADEQUATE PREPARATIONS n 3.14 n 3.28 5 . - n DISSATISFACTION/ n n n IRRELEVANCES n 1.09 n 1.14 6 . . h STAFF ADEQUACY. n 2.45 n 2.39 7 . n EXTRA ADMINISTRATIVE n 3.02 n 3.14 8 . n "FREQUENT TRANSFERS n 3.46 • n 3.46- 9 . n FEMALE TEACHER OUTPUT h 3.23 h 3.35 1 0 . h MALE TEACHER OUTPUT' n 3.21 n 3.36 From the results of the table above, it would seem that students understand the implications in the instrument administered hence .the similarities in the scores of both boys and girls in their percept'i ons . of teacher prodeutivi.ty. It can then be assumed that the instrument is reliable and cou.ld be administered and repeated with a larger population of students in Form5. The researcher did not see the need for a re-test of the pilot study since t.here were no. disparities in the res,ponses of the sampled population and perception of UNIVERSITY OF IBADAN LIBRARY - 1 0 7 - Principals and teachers in the PMCQ as well .as male and female students in the TPQ. In which case the instruments were in conformity .with Davis and Shackletons 1 definition that reliability was the degree to which two separate indenpent measures of the same .thing agree with one another. There appeared to be agreements between the Principal and Teachers'’ perceptions of the PMCQ as well as male and female students in'the TPQ. Administration of Instrument. The multi-dimensional instruments of the PMCQ and TPQ were personally administered by the investigator at two levels. The first level was the visits to sampled schools to hand ov.er the instruments to principals who then distributed the questionnaire to both staff and students. The questionnaire meant for principals were annotated by the investigator to differentiate them from those of the teachers since both would respond to the same PMCQ. The second level was during the Principals’ Conference at Ilorin where .the investigator went round to serve the questionnaire to some School managers- the Principals. The' investigator had to go round the schools to. retrive questionnaires personally to ensure a high rate of returns. and prompt actions. 1. David and Shackleton, Op. eit. UNIVERSITY OF IBADAN LIBRARY • % - 1 0 8 - - Explanations were offered where necessary, even with the clear and .unambigous instructions and guide lines provided on how to complete. the questionnaires. Rate of Räturns. • The, 80 copies of the questionnaire distributed to principals of selected schools were all returned, giving 1 0 0% return rate. However, out of the, 600 copies served to the teachers, 576 were returned giving a return rate of 90% while 812 TPQ of 1000 sent out were Peturned. This represented 81.2% return rate-. 12 of the returned questionaire were found unsuable for lack of complete Information. Method of Data Analysis. ' Basically, the "SAS" Digital Computer was employed in the analysis of the data obtained from the respondents of the 60 items PMCQ and 28 item TPQ. In order to measure the Principal Managerial Capacity, the responses .of the 80 Principals and 576. teachers were regrouped into 17 areas identified by the investigator as areas offocus of Principal Managerial Capacity. In analysing the . data ’according to the hypotheses ;enerated the following analysis were used: 1. Duncan mean of multiple ränge.' I. Analysis of Variance (ANOVA) .with ’F ’ ratio to find the c-crrelation between the different groups identified. UNIVERSITY OF IBADAN LIBRARY - 1 0 9 - For the 28 Teacher Productivity item questionnaire, 10 areas of focus were identified for Teacher productivity. . The responses of the 812 form 5 students 'sampled according to the identified 10 areas of teacher productivity were analysed by the use of: 1. Duncan Mean of Multiple ränge. • 2-. ’F ’ ratio with Analysis of Variance (ANOVA). 3. ’T ’ test with Pearson Correlation ’r ’. The computarized Statistical method used vary according to the study hypothes.es. In most cases the Duncan mean, ’ t ’ test and ’F ’ ratio' were used for both Principal and teacher’s perceptions of the PMCQ • and the Teacher Productivity. The acceptance or rejection of hypotheses depends on the compularized ’ F o r ’T ’ values and the "critical" value. In all cases where the calculated ’F ’ v.alue is higher than the critical value, the null hypotheses would be rejected. What it would.signify is that there was a significant difference between the population sampled but where the calculated value is less than the critical value, then there would appear to be no significant differences' w’ith sampled p:pulations. With . ’T ’ scores, the level■ of perception depends on whether the scores obtained are > or’< than 50. than 50 denotes.high while < denotes low. T >. 50 depotes h g h perception while T < 5 0 denotes low perception. Belovr are some of the * formulas. used for the data aralysis of Principal Managerial Capacity Questionnaire UNIVERSITY OF IBADAN LIBRARY -110- ( PMCQ ) and Teachef Product iv.ity Questionnai re (TPQ) 1. T. scores formula:. . . . 10Z + 50 . . = 10(x - x) +.50 Sx wher-e T = the linear transformation of the Z scores represented by X = X S.x • '. Z = Standard scores 10 - riew Standard deviation 10 = new mei an. " • . • x - x deviation from the mean Sx = sample Standard deviation Interpretation given to the Transformed ’T ’ score in this study T >̂ = 50 .significant score < S ), T< 50 = Not significant score(NS). ' • : ii. Correlated ’t ’' model t = x - X2 ■ S 1 X 1 - S 2 X 2 . . . XI - X2 • , ■• • 2r/S 2 i . (N-1 ) +S 2 2 (N2-1 ) ; ’_______________ • ■ i1 + I) NI + N2 - 2 . N I N 2 Where X - X2 is the mean different of the popülation sample. UNIVERSITY OF IBADAN LIBRARY - 1 1 1 - S 2 i = Variance-estimate of group 1 S 2 2 = Variance estimate of group 2 NI = sample size of group 1 N2 = sample, size of group 2 S1 S2 2^/nl n2 =. an adjusted expression which when subtracted from the deriominator of the separate variance ’t ’ model produces a correlated t model. According to Popham and Sirotnik (1973) 1 If there is a relationship between scores composing the two groups as indicated by Vr’ a special ’t* model specifically designed for this purpose must be used. The rational being that there is the "tendency of the two group means to be similar if correlation exists" 2 iii. Pearson Correlation co-efficient.. 3 r = U x - x) UY - Y) ■ N X Y NjXY - XXlY = / I n ix 2 (ix) 2 1 I M y 2 - MY) 2 2 where ’r ’ = co-efficient of correlation' (Pearson product.' movement) X = sum of- ’x ’ scores Y = sum of ’Y ’ scores 1; James W. Popham. and Sirotnik Keneth A. Eduati onal Statistics: Use and Interpretation •(Second ed), New York, Harper and Row Pub. Inc. 1973 p .145. • 2.Ibid. 3. j oan Welkowitx et al. Introductory statistics for Behavioural scineces, -New York, Academic Press, 1976 p.'159. UNIVERSITY OF IBADAN LIBRARY - 1 1 2 - (x) (y) = multiplication of. the sums of ’X ’ and ’Y ’ X 2 =•squared sum of X Y" 2 = squared sum of Y. Level of Significance. In this study and according to the computarized data analysis all tests of significance were based on the probalibity level of PO.05. All critical values are based on the P >̂ . 05 . Limitations of the study . A study that involved the measurement of principal Managerial Capacity and Teacher Productivity in Kwara State secondary schools, would be expected to cover all the population involved in all the secondary schools of Kwara State-The principals, staff (teaching and- non-teaching)'and al1 . students. The focus of this study is however, limited to thsoe involved in the academic pursuit within the school set up. The study is theref.ore limited to principals, the teaching staff and the students. 1 . Even with the limitations to academic staff and students, the population sampled is equally limited to 80 schools and principals out of about 312 Secondary ’ schools; 576 teachers out of about 5,700 teachers and 812 students out of a population of about 136,500. The students population sampled was limited to form 5 students. This was because of their maturity and long UNIVERSITY OF IBADAN LIBRARY -113- interaction with their principals and teaching staff. They have nothing to fear in their response to the lftst'runieni administered, hence a degree of objectivity was expected. Even with the sarapled population there was not. a hündred percent return rate from all the respondents while some returned were unusable for leak of complete Information. Another limitations concerned the. definition of terms. Principal Managerial Capacity is limited to those few 17 areas identified by the researcher as areas that the Principal is capable of containing effectively. The areas identified were just part of a whole inwhich case there are more areas than identified in this study. Likewise, Teachers Productivity is limited to those 10 process areas of interaction mostly within the schools System. There are more areas of Teachers productivity than identified in the study. Even though samples were taken from 11 out of 12 Local Government Areas of kwara State, it. could have been ideal to cover all -the 12 Local Governments. of the state. UNIVERSITY OF IBADAN LIBRARY -114- CHAPTER 4 RESULTS The result.s of this study are presented belöw as. follows:- 1. Perception of Principal Managerial capacity 2. Perception of the level of teacher Productivity 3. Relationships between Principal Managerial capacity and teacher productivity 4. Effects of experience and qualifications on the appointments of school managers (principals) in Kwara State Secondary Schools. 5. Difference between Government and Board schools. 6. Effects of teachers personal variables and demographic variables like quälifications, age, sex, location and -population on their percep.tions of principal managerial capacity. 7. Teachers productivity as perceived' by students in relationship to: i. Degree ' of teacher productivity . in terms of productivity criteria'for .the study, ii. Teachers in Government and Board schools. iii. Duration or length .of time (tenancy) in schools iv. Male and female teacher productivity. 1. Perception of Managerial Capacity H. I . The managerial capacity of Pr.incipals in Kwara State Secondary Schools will be rat-ed as signi f icantly high. UNIVERSITY OF IBADAN LIBRARY -115- TABLE 8 PRINCIPAL AND TEACHER PERCEPTIONS OF PRINCIPAL MANAGERIAL CAPACITY PRINCIPALS TEACHERS S/NO. •: ITEMS MEAN T .'VALUE H/L MEAN T .VALUE H/LS % RATEHIGH 1 . : PLANNING- 3.64 65 H 3.66 65 H ' 2. ORGAN IZING 3.18 63 H 3.11 62 H 3. :COORDINATING . 3.02 .58 • H 2.91 53 H 4 . :MOTIVATING 3.15 60 • H 3.04 60 H . 5. :CONTROL 3.61 64 H 3.58 64 H 6. ;ADMINISTRATION 3.20 62 H 3.17 62 H 7 . •SUPERVISION 3. 14 61 H 3.20 62 H 90% 8 . :INTERVENTION- :fjlST 3.47 . 63 H 3.34 6 3 H 9.. :SOCIAL 3.19 ■ . 62 H 3.12 62 H 10. :BUREAUCRACY i .61 40 L’ 1.81 41 L :POPULATION 80 576 . * X = 2.35; T >_•50 = high; T<50 low. The results of the analysis above s’how that Principal Managerial capacity were rated significantly high by both principals and teachers. Out of the 10 ifems 9 (90%) were found to be high by the two observers at T 1 50 while only one item (10%) had T <50 and therefere löw percentage. Hypothesis I is therefore accepted. 2. Perception of the level of teacher productivity. H . 2 . Perception of the level -of teacher.productivity will be rated as significa.nt.ly high UNIVERSITY OF IBADAN LIBRARY -.116- TABLE 9 STUDENTS PERCEPTION OF TEACHER PRODUCTIVITY • PRINCIPALS ' . TEACHERS ‘ s /n o : ■ ITEMS MEAN T.VALUE H/L MEAN T .VALUE % RATED HIGH 1 . CLASS- MANAGE­ MENT ' 3.20 62 H 3.19 62 2. RECORD KEEPING 3.19 62 H 3.24 62 3. GENERAL EVALUATION 3.35 63 H 3.41 63 4 . SCHOOL GUIDANCE 2.64 51 H 2.56 51 5. C0-CURRICULAR ACTIVITY 3.22 62 H 3.36 63 6 . EXTRA ADMINI­ 80% STRATIVE 2.66 51' H 2.76 52 7. IN-ADEQUATE PREPARATIONS 2.46 50 H 2.55 ■ 51 8. STAFF ADEQUACY 2.21 4 8 . L s . 34 . 49 9. DISSATISFACTXON /IRRELEVANCIES 1 .89 •42 L 1,91 43 . * 10. Mä l e /f e m a l e OUTPUT 2.91 57 H 3.31 61 . POPULATION 448 324 X = 2.35; T I 50 = high T < 50 = low. From the analysis in table 9 above, out of 10 areas of teacher productivity 8 (80%) were perceived significantly high at T >_ 50.while 2 items (20%) were fated at' T < 50 therefore perceived as low. Hypöthesis 2 is acccpted. . H. 3 . There will be significant relationships between Principal Managerial capacity a'nd teacher productivity UNIVERSITY OF IBADAN LIBRARY - 11 7 - TABLE 10 RELATIONSHIP BETWEEN PRINCIPAL MANAGERIAL CAPACITY AND- .TEACHER PRODUCTIVITY POPULATION DF MEAN F RATIO r PRINCIPAL MANAGERIAL * CAPACITY 80 2.96 654 0.530 0.635 TEACHER PRODUCTIVITY 576 3.05 X = 2.15 P 0.05 No significant difference P < 0.05 Significant difference, r < 0.50 Not significant. From table 10 above there is a positive relationship between Principal Managerial capacity, and teacher productivity. With the- F ratio at 0.530 which is higher than P.0.05 signifying no significant difference in the perceptions of the two groups. This is further confirmed by Pearson ’r ’ movement correlation at ' r. 0.635. There is therefore a significant relationship between Principal managerial capacity and teacher productivity.' _ H.3. is therefore accepted. • H. 4 . Exeprie,nce. and .qualifications ' will significantly affect perceptions of appointments of school managers (principals) in Kw-ara State Secondary Schools. - 11 8 - TABLE 11A . • EFFECTS OF EXPERIENCE'ON.APPOINTMENT OF SCHOOL PRINCIPALS _____ PRINCIPALS .______ TEACHERS YEARS NO. MEAN : F.RAT10 DF NO MEAN F RATIO D.F 1 - 5 3 3.00 : 0.259 ' 76 492 2.52 6-10 7. ' 3.14 : 76 76 0.173 0.173 572 11-15 18 2,61 : 6 ' 3.12 abv 15 . 52 2.69 : 2 3.13. X = 2.35 t P.0.05 = No significant difference P. 0. 05- .= significant difference. When pooled together, the results of table 11A above show the ’F ’ ratio of Principals as 0.259 while teachers • had Q. 173 both P > 0. 05. There is no significant difference in their perceptions of appointments of school principals in Kwara State. However, ratings by younger .teachers of 1-10 years were significantly lower than those of younger principals, while those of older teachers of 11-15 years and above were relatively higher than those of their corresponding principals. Even though when pooled together, there were no significant differences; yet when ranked according to years of experience there were slight variations between older and younger principals and teachers. Experience did not significantly aff.ect the perceptions of appointments of school managers in Kwara stat e . -119- TA-BLE 11B EFFECTS-OF QUALIFICATION ON APPOINTMENT OF SCHOOL •PRINCIPAL PRINCIPALS TEACHERS QUALIFICATION NO. MEAN F.RATIO DF NO MEAN F.RATIO DF NCE/ND 3 3.00 258 3.01 BA/BSC/JB. ED 64 2.66 0.172 •77 299 2.92 0.030* 572 MA/MSC/MED 13 3.00 18 .2.76 Ph.D - - , 1 1.00 Pöpulation of Principals = 80 DF. 77 F.0.172 P>0 0.5 = Not significant The analysis of the results in 11B. above, based 'on quälifications show significant difference between perceptions of principals and teaehers with F at 0.172 and 0.030 respectively. Principals perceptions show no significant difference among themselves as F. ratio of 0.172 is P 0.05 while there is a significant. difference in teaehers’ perception as ’F ’ ratio of 0.030 is P'< 0.05 significantly is the low rating by the only Ph.D teacher wi th a raean of 1. .From tables 1 1A and 11B above, experience and qua1i f i cat i ons ha s not significantly affected the perceptions of both principals and 'teaehers on the appointmebts of school managers (Principals) in Kwara state. H.4. is therefore rejected. UNIVERSITY OF IBADAN LIBRARY oo -120- H.5. There will be no significant differences between Government and Board Schools ln their perceptions of Principal Managerial capacity. TABLE 12 PERCEPTION BY GOVERNMENT AND BOARD SCHOOLS - PRINCIPALS TEACHSERS GOVERNMENT 2.85 3.15 BOARD 2.96 3.18 F. RATIO 0.203 0.887 D.F. . 78 574 From the analysis of data in table 12 above, appointments of school managers (Principals) were perceived in the same,way by the two groups (principals and teachers) with the ’F* ratios at 0>.203 and 0.889 for principals and teachers respecti vel y , the ’F ’-ratio are P > 0..05 However, ratings by Board schools were slightly higher than ratings by Governement' Schools. Boards ratings at 2.96 and 3.18 for principals and teachers respectively were slightly higher than ratings . by Government schools at 2.85 and 3.15 for principals .and teachers respectively. The slight difference implies that appointments of principals in Board schools appeared more satisfacto'r-y than those of Government schools. H . 5 . is therefore acc'epted as there was • no significant di'fference between - Government and. Bo-ard schools in their perceptions of appointments of school managers- (principals) eve'n though it appeared that those in Board Schools w ere UNIVERSITY OF IBADAN LIBRARY -121- more satisfied.in the appointme'nts than those in Government schools. PERSONAL VARIABLES H . 6 . Teachers’ perceptions of Principal managerial capacity will be significantly affected by teachers1 personal variables.' (i) Teachers with ls.t and 2nd degrees will perceive the academic goals significantly-high (ii) Teachers. below Ist and 2nd degrees will perceive social aspects significantly high. (iii) Perceptions of younger teachers will correlate with yotinger principals on academic goals. (iv) Perceptions ’ of older teachers will correlate with older principals o.n social goals. ■ {v ).Demographie variables of sex, location and population will have significant impact on the perceptions of principal managerial capacity. (vi ) Duration of stay and lengt.h öf time spent in schools will significantly affect perceptions of principal managerial capacity and teacher productivity. QUALIFICATIONS AND PERCEPTIONS OF ACADEMIC AND SOCIAL GOALS H . 6 ( i ) Teachers with Ist- and 2nd degrees will perceive the academic aspects significantly high. H . 6 ( i i ) Teachers below Ist, and 2nd degrees will perceive social aspects significantly high UNIVERSITY OF IBADAN LIBRARY - 1 22- TABLE 13 PRINCIPALS TEACHERS QUALIFICATION ACADEMIC SOCIAL D.F. ACADEMIC SOCIAL DF NCE/ND 3.27 • 2.89 3. 1’6 3.15 BA/BSC/BED • 3.18 3.18 3.15 3.11 MA/MSC/MED ' 3.14 3.27 77 ■3.17 3.06 572 PH.D - '"" * 3> 09 .1.69 F . ratio 0.726 0.436 0.966 0.040* From the analysis of the table above, .there is no significant difference in the perceptions of principals managerial capacity regardless of qualifications. Principals as managers of schools perceive both academic and scoial aspects of their-managerial capacity the Same way. Academies ’F ’ 0.726 and social ’F ’ = 0.436 each P > 0.05 hence no signifcant difference. For teachers, there are some significant differences between Academic and social aspects of their perceptions of principai managerial capacity according to qualif icat ioris . Regardless of' quäl i f icat ions , the. academic aspect was perceived the same way by all teachers wi.th. ’F ’ =• .09666. P > 0.05 hence no significant difference. •But there is a significant difference 'in the perceptions of the social as'pect wit.h ’F’ = 0.040 P < 0. 05 hence significant difference. The Ph.D holder with a mean of 1.67 i s far lower than the X of 2.15 wh'ereas the same person rated the academic aspect high, with a mean of'3.09, whioh UNIVERSITY OF IBADAN LIBRARY -123- is far higher than X of 2.15. H.6 i. is rejected as there is no significant difference in teachers perceptions of academid aspect of principal managerial capacity regardless of qualifications. H.6 ii. is equally rejected as significant difference. .from teachers perceptions of social aspect was not from teachers below the first and second degrees; but from the Ph.D holder. Perceptions of those below the first degree are almost the same as those with first and second degrees. H.6 iii. Perceptions of younger teachers will correlate with- Younger Principals on academic goals. 6. vi Perceptions of older teachers will correlate with older principals on social goals TABLE 14 PERCEPTIONS OF PRINCIPAL MANAGERIAL CAPACITY BY YEARS OF EXPERIENCE PRINCIPALS TEACHERS YEARS NO. MEAN nMEAN NO. MEAN MEAN . ACAD nSOC. ACAD SOC. 1-5 • 3 2.94 n2.67 35 2.76 2.76 6-10 7 3.29 n3.45 55 3,16 3.17 11-15 18 .3.14 n3 . 14 ■ 306 3.27- 3.23 abv 1 5 52 3.22 n3.20 180 3.52 3.35 F . R a t. i o 0.3 4 0n0.05 2 0.313 •0.2 38 I). F. 76 . : 572 ' From the analysis of table 14 above, all principals, regardless of experience perceived the academic aspect alike UNIVERS TY OF IBADAN LIBRARY - 1 2 4 - with ’F ’ 0.340 There is a little significant difference in their perceptions of the social aspect of their managerial capacity with ’F ’ = 0.052 which is just a little above. P>0. 05. Younger Principals of 1-5 years perceiv.ed. the academic roles relatively higher as X 2.94 than their corresponding teachers with X 2.76. The social aspect is higher by younger teachers at X = 2.76. than their corresponding princip'al with 2.67. In teachers’ perceptions of Principal managerial capacity according to years of experience, there was no significant difference between the acadertiic and social aspects; Academic at ’-F’ = 0.313 and social at ’F ’ 0.238 each.P > 0. 05. However, using the Duncanmean, perceptions of - younger teachers like younger principals are just above average for both academic and social aspects. Principals w.ith 1.-5 years experience had 2.94 and 2.67 for academic and social aspects respectively, w^hile teachers of the sam'e experience of 1-5 years had 2.76 each for both academic and social-aspects. There is a close correlation between younger principals and younger teachers in their perceptions of both academic and social aspects of principals managerial capacity; the same with older teachers and 'older pfincipals whose perceptions of both academic and sopial aspects were slightly higher than the younger ones. Even though perceptions of older principals and older UNIVERSITY OF IBADAN LIBRARY -125- teachers appeared higher than those of y o y n g e r principals and teachers, there is no significan.t difference in their perceptions of. academic and social aspets of Principal Managerial capacity. ■ H.6. iii and iv are therefore rejected. H .6. v . Demographie variable of sex, location and Population will have significant impact on the perceptions of Principal managerial capacity. TABLE 15Ä EFFECTS OF SEX ON PRINCIPAL MANAGERIAL CAPACITY PRINCIPALS TEACHERS ITEMS '■ • . MEAN MEAN F. MEAN MEAN F MALE FEMALE RATIO MALE FEMALE RATIO 1 . PLANNING . 3.66 3.44 0.27 2 3.64 3.51 0,0222* 2. ORGANIZING 3.18 2. 17 0.117 3.11 3.08 0.565 3 . COORDINATING 3.03 3.06 0.903 2.91 2.86 0.428 4 . MOTIVATING 3.15 3.07 0.469 3.04 2.93 01013* 5 . CONTROL 3.62 . 3.56 0.658 3.58 3.52 0.291 6 . ADMINISTRATION 3 ..21 3.15 0.638 3.17 3.12 0.176 7 . SUPERVISION 3.14 2.97 0.359 3.20 3 . 12 0.105 8 . INTERVENTIONIST 3.47 ■ 3.43 0.865 3.34 3.18 0.014* 9 . ■ SOCIAL ASPECTS 3.19 3.19 0.999 3 . 12 3.13 0.93 10. TRADITIONAL ( BUREAUCRACY). 1 .61 1.47 0.298 1 .81 1 . 93 0.011* 1 1 . STAFFING 2.44 2.33 0.695 2.51 •2.51 0.988 12. EQUIPMENT . 2 . 13 2.22 0.672 2.13 2.14 0.893 13 . FUNDING 1 . 90 2.11 0.319 2.04 2.04 0.933 14 . CLASSROOM/LAB • ADEQUACY ' 2.65 2.33 0.307 2.52 2.34 0.030* 15. LENGTH OF STAY ■(TENANCY) 3,11 ■ 3.00 0.626 3.18 3.17 0.918 ■ 16 . MINISTRY /BOARD VISITS 2.35 2.-33 0.945 2.52 2.54 0.7'4 2 17 . APPOINTMENT.ÖF MANAGERS 2.73 2.67 ' 0.779 2.93 3.02 0.212 POPULATION • 71 9 • 410 166 DF. 78 5 71 UNIVERSITY OF IBADAN LIBRARY -12 6 - P > 0.05 = No significant difference P > 0.05 = Significant difference X = 2.25. • Froro the table äbove, sex makes no significant difference in principals perceptions of their managerail capacity with ’F*. ratio of all the items P > 0.05. But with teachers, sex makes some noticeable significance with P < 0.05 in 5 items. Item: 1 Planning • ' . I 4 Motivation 8 Interventionist 10 Bureaticracy 14 Classroom/Laboratory adequacy. It iS quite significant that perceptions of female teachers were lower, in many items, particuiarly in the five identified items. It is also noticeable that female teachers perceive their school managers as more bur.eaucratic in their managerial capacity than their .male counterpart, UNIVERSITY OF IBADAN LIBRARY -127- TABLE 15B EFFECT OF LOCATION ON PRINCIPAL MANAGERIAL CAPACITY PI1INCIPAL ' 1rEACHERS ITEMS MEAN MEAN ■ F.RATIO MEAN MEAN F.RATIO URBAN RURAL ' URBAN RURAL 1 . 3.63 3.64 0.929 3.63 3.59 0.467 2. 3.09 3.18 0.424 3.14 3.08 0.493 3. 3.07 2.96 0.491 2.86 . 2.91 0.481 4 . 3.04 3.17 0.266 3.00 3.02 0.881 5. 3.54 3.65 0.237 3.57 3.55 0.568 6 . 3.11 3.24 0.087 3.18 3.14 0.633 7. 3.04 3.17 0.296 3.19 3.17 0.839 8. 3.54 3.43 0.339 3.26 3.31 0.700 9. 3.16 3.20 0.709 3.14 3.11 0.786 10. 1.61* 1 . 59* 0.841 1.90* 1 i 81 * 0.116 11. 2.41 2.43 0.872 2.55 2.48 0.541 12. 2.07* 2.17* Ö. 525 2.21 2.08* 0.097 13. ' 1.89 1.94* 0.699 2.03 * .2.04* 0.971 14 . 2.37- .2.7 4 0.073 2.43 2.50 0.611 15. 2.89 3.21 0.037* 3.23 3, 19 0.092 16.' . 2.19 2.4 3 0.170 2.62 2.46 0.0045* . 17. 2.59 2.79 0.199 3.04 2.909 0.039* x = 2.35 P >' 0.05 = No significant difference P < 0.05 = Significant difference From the analysis ' in table 15B above, Principals as school managers in both rural and urban- areas recorded some siginficant differences in their perceptions of tenancy or length' of stay in schools. Item 15 with ’ F ’ = 0.037 < P.O. 05 and a'pplying the Duncan mean . principals in rural, areas appeared to enjoy longer length of stay in their schools than principals in urban areas with .3.21 and 2.89 respectively. -Items 10 (Bureaucracy) 12 (Equipment) and 13. (Funding) were equally ranked v'ery low by urban and rural UNIVERSITY OF IBADAN LIBRARY -128- school managers. For teachers, areas of significant differences with ’P'< 0.05 are items 16 (Supervision/visits from Ministry and Board) with ’F ’ = 0.0045 and item 17 (Appointment of school managers (Principals) Applying the Duncan mean teachers in urban areas appeared bette-r satisfied than their counterparts in rural areas with the two items - 16 and .17. This indicates that teachers in urban areas are more satisfied with visits from the Ministry and the Board and in the appointroents of school managers (Principals) than teachers in rural areas. Other three areas where teachers and principals in both urban and rural areas recörded low ratings are in items:. 10 - Bureaucracy 12 - E qu i pme n t: 13 - Funding Teachers in rural areas perceive their principals less bureaucratic than teachers in urban areas. UNIVERSITY OF IBADAN LIBRARY -129- TABLE 15C EFFECTS OF POPULATION ON PRINCIPAL MANAGERIAL CAPACITY PRINCIPALS . TEACHER.S ITEMS MEAN F.RATIO MEAN F.RATIO : 1 . 3.50 0.615 3.46 0.076 ■ : 2. 3.14 0.143 ■ 2.82 0.0023* : 3. 2.91 0.588 2.99 0.020* : 4 . . 3.12 0.807 2.89 0.276. • : 5. 3.16 0.764 3.42 0.011* : 6. 3.19 0.561 3.16 0.0001* : 7 . 3 . TI 0.368 3.17 0..377 : 8. 3.44 0.497 3.27 0.663 : 9 . 3 .15 0.171 3. TI 0.095 •: 10. 1.57 0.781 1.83 0.234 : 11 . 2.14 . 0.020* 2.45 . 0.263 . : 12. 2.06 0.663 2.17 0.0015* : 13. 1 .93 0.861 2.05 0.213 . : 14 . ■ 2.66 . 0.006* 2.4 5 0.011* : 15. 3.00 0.96 5 3.15 0.024* : 16 2.33 0.947 2.43 0.0001* : 17 . 2.66 0.206 •2.78 ■ 0.0002* : DF 75 571 : X . = 2.3 5 P > 0.05 No significant difference P < 0.05 significant difference. ■ From table 15e, princi'pals as school managers recorded two significant areas where school population affect their jnanageri'al capacity. These areas are items 1] and' 14 st affing and c'l assroom/Labora tory adequacy . , respe.ct i ve 1 y . The mean for. the f-ollowing item areas are equally less than _ average, meaning that as a result of population these aspects of their managerial capacity are affected: UNIVERSITY OF IBADAN LIBRARY -1 30- item 10 - Bureaucracy " 12 - equipmertt' " 1 3 - f unding " 16 - Supervision/visits from Ministry or Board. Therefore as. a result of school population the managerial capacity of prindipals are affected in the following areas: 1 . staf f ing 2. classroom/labo.ratory adequacy 3. funding 4. equi pment 5. supervision/visits from Ministry or Board. ’ Unlike school pri incipals, teachers identified. 9 areas of sgnificant differences, where ’P ’' is < than 0.05, affecting their perceptions of principal managerial capacity as a result of school population. Item 2 Organi zing 3 Coordinating 5 Control 6 Administration 1- 2 Equipment 14 CIa s s ro o m /Labo ratory adequacy. 1 5 Length of stay {tenancy) 16 Supervis i on/vi si ts f rom Ministry abd Board " ' 1? Appoitment of pri nc i pa1s • The mean scores of the following items are equally rated low by teach ers . UNIVERSITY OF IBADAN LIBRARY -131- 1 0 Bureaucracy .13 Fundi ng 'TABLE 15D • POPULATION USING ’r ’ CORRELATION POPULATION 1-100 : 101-200: 201-400: 401-1000: ABOVE 1000 ’ r * 0.653: .0.462 : 0.445 : 0.325 : 0.323 ______ 1 Applying the Pearson correlation(r ) there are positive relationships between principal and teachers’ perception of Principal managerial capacity as it . affects the school Population. The ’r ’ reveals that ,the larger the school population the lower the positive relationships with the two observers - principals and teachers. This confirms .that school population h.as a great impact ön the' managerial capacity of school principal.’ The larger the' school the lesser the positive relationships. H.6 V is "therefore accepted as demographic variables of sex, locatiori and population have ' significant impact. on principal managerial capacity •' . . H • 6 vi Duration of stay and length of time st^ent in schools will significantly affect perceptions of principal ■ ■ managerial, capacity between .Government and Roa.rd School UNIVERSITY OF IBADAN LIBRARY -132- TABLE 16 EFFECTS. OF LENGTH OF STAY OR .DURATION OF TIME : PRINCIPALS t e a c h e r s' ’ r ’ . GOVERNMENT : 2.96 3.17 ' BOARD .; 3.16 3.18 . 0.635 . F. RATIO : 0.203' 0.887 DF : 78- 574 Length of stay or duration of time spent in schools were perceived the same way by both principals and teachers. The.re are no sgn.ificant differences in their perceptions. Ratings of principals and teachers at ’F ’ 0.203 amd 0.887 respectively are PX0.05 hence no significant difference and with ’r ’ at 0.635 there appeared .to be significant correlation between the two observers. ’ • However, ratings byT both principals and teachers .in Board schools are higher than their counter parts in Government schools implying that principals and teachers in state schools Board enjoy better tenancy than those in•Government schools. Principals and teachers’ - ratings of 3.16 and 3.18 respectively are slightly higher than those of Government 2. 96 and 3.17 for principals and teachers respectively. when pooled ■together there 'appeared to _ be no significant difference but with the Duncan .me an there“ are slight differences between perceptions of length of stay in Governement and Board Schools. UNIVERSITY OF IBADAN LIBRARY -1 33-' H.6 vi is rejected. H . 7. (i) The level of teacher productivity will be perceived, as high by students. • TABLE 17 STUDENT PERCEPTION OF TEACHER PRODUCTIVITY ITEMS MEAN T.VALUE H/L D.F % RATE HIGH : 1 . CLASS MANAGEMENT 3.21 55 H 2. RECORD KEEPING 3.39 56 H 3. GENERAL EVALUATION 3.30 . 54 H * , 4 . ‘ SCHOOL GUIDANCE 2.93 52 H 5. CO-CIRRICULAR ACTI- VITY 2.72 50 H 810 80% :• 6. EXTRA ADMINISTRA­ H TIVE 2.85 51 7 . INADEQUATE 2.71 50 H PREPARATION , 8. STAFF ADEQUACY 2.35 46 • L 9. DISSATISFACTION/ IRRELEVANCES 1.95 42 L 10 . MALE/FEMALE OUTPUT 2.85 51 H • X - 2.67 . T >_ 50 = high T < .50 =. low.' From table 17 above, out of 10 items of teacher prodeuti\i ty , 8 (80%) were perceived as high, while 2 (20%) were perceived as "low. UNIVERSITY OF IBADAN LIBRA Y -134- H.7 (i) is therefore accepted H.7 (ii) There will be no significänt difference in the perception of teacher productivity between male and female teachers in Government and Board Schools TABLE 18 PERCEPTI.ON OF MALE/FEMALE TEACHER PRODUCTIVITY IN GOVERNMENT AND BOARD SCHOOLS SEX • : GOVT. SCHOOLS BOARD SCH. F. RATIO DF MALE ; 3.22 2.85 0.788 243 FEMALE ; 2.82 '2.77 0.456 567 From table 18 above, there are no significapt differences. in productivity between male and female teachers in both Government and' Board Schools. The ’F ’ ratio for Male- and Female of 0.788 and 0.456 are P > O;05 hence no significänt difference. Using Duncan mean* both male and female teachers of Government schools are rated slightly higher than their counter parts in Board schools with 3.22 and 2.82 for male and female teachers respectively in Government schools. 2.85 and 2.77 for male and female teachers respectively in Board schools. Another finding is that in both Government and Board schools male teachers’ productivity were rated higher than their female counterpärt. H.7 ^50 5. perceptions öf, younger teachers of 1-10 years were slightly rated lower than those of younger principals with X 2.52 and '3.00 respectively. 6. The ratings of older teachers (11-15 years and above)' in their perceptions of, principal managerial capacity were slightly higher than their older principal counterparts with X 3.12 and 2.65 respectively. 7. Principals of schools regardless of their qualifications had no significant differences in their perception of their managerial.Capacity with ’F ’ 0.172 P > 0.05. 8. Teachers’ quälifications • had significantly affected teachers’ perception of principal managerial capacity with. ’F ’ at 0.030; P<0.05 and 'significantly noticeable was the very low rating of the perception of the social aspect of principal managerial capacity by the only Ph.D UNIVERSITY OF IBADAN LIBRARY -137- taecher with a X of 1.00. 9. Both principals and teachers score low ratings for the following areas of principal managerial capaeity 1. Funding • . 2. Classroom/Laboratory adequacy 3. ' Supervision or visits from Ministry and Board. ■ • 10. Sex has significant impact on the following areas of principal managerial capaeity: . 1. Planning - F = 0.0-22 P < 0.05 ii. Motivation - F = 0.013 P' < 0.05 iii. Interventionist - F = .0.014 P < 0.05 IV. Bureaucracy- F = 0.011 < P.0.05 V. Classroom/Laboratory Adequacy- F. = 0.030 < PCO.05 • 11. Principals in ur-ban and rural areas do not perceive location significantly different except in the areas of tenancy or length of stay in schools with ’F ’ 0.037 P < 0.05-While there were significant difference in teaühers ratings in urban and rural areas in the following 4 areas: 1 . Equipment 2. Funding ' 3. Supervision/visits from Ministry and Board 4-. Appointments of school managers. 12. With school population, while principals identified 3 areas of significant differences: UNIVERSITY OF IBADAN LIBRARY -1.38- i . Staf fing ii. Classroom/Laboratory adequacy; iii. Supervisio.n/visi ts from Ministry and Boardf' teachers on the other hand identified 8 areas of significant differences: i. Organizing ii. Coordinating •iii. Control iv. Administration v. Equipment ' . . vi . Classroom/Laboratory adequacy vii. Supervision/visits „from Ministry and Board viii. Appointments of school managers (Principals) 13. Out of the 10 areas of teacher productivity 8 (80%) were rated high at T ^ 50 while 2 (20%) were rated low at T < 50 by students. Areas rated low are Staff Adequacy and teachers’, dissatisfact.ion or teacher talking irrelevances to Student in classes. 14. Teachers in Government schools were perceived as having higher productivity than their Board counterpart. •15. Female teachers’ output wer.e rated lower than their male , counterparts in both Government and Board Schools. UNIVERSITY OF IBADAN LIBRARY . -139- CHAPTER 5 DISCUSSIONS-AND RECOMMENDATIONS This chapter discusses the major findings of this study under the following headings: 1. Perception of principals managerial capacity by school manager (Principals) and teachers. 2. Perception of teacher productivity 3. The relationship between principal managerial capacity and teacher productivity 4. Managerial capacity and teacher productivity under. the control of the Ministry of Education and State'Schools Board. • 5. Perceptions of academic and social aspects of school goals. 6. Perception of appointments cif school managers in Kwara State Secondary Schools. 7. The impact of personal variables and demographic variables on perceptions of principal managerial capacity and teacher productivity. 8. Students’ perception of teacher productivity. Perceptions of Principal Managerial Capacity One of the first major findings of this study shows that perceptions of principal managerial capacity by both school managers (Principals) and teachers are significantly high. Out of 10 criteria under which principal managerial capacity UNIVERSITY OF IBADAN LIBRARY -140- were measured 9 items, representing 90%, were perceived by both ' teachers and principals to be significantly high with T. value of the 9 items _> 50 while önly one item, no 10, was rated low by both principals and teachers (table 8). The researcher’s inclusion of "bureaucracy or traditiQnal" managerial aspect was del.iberate, as he was trying to find out whether principals, as manägers of schools in Kwara State, were being seen as "conservative", "bureaucratic" or still use the "traditional" approach in their managerial approaches. With the low ratings by both principal and teachers with X 1.61 and 1.81 or T.40 and 41 for principals and teachers respectively, the item was perceived* as not significant, implying that our principals, as school managers, were not viewed as being bureaucratic in their dealings with their teachers. One would have expected that teachers’ ' assessments of the bureaucratic aspect of principal managerial capacity would be significantly high as they were at the receiving end, but that was not- the case. As a group, teachers were assumed to be most important in assessing the principal. managerial capacity and as subordinates who looked towards principals for help and assistance as their leader, their high ratings of the most items of principal managerial capacity confirmed that principals in Kwara State have great managerial capacity for the required high Standard performances in our secondary UNIVERSITY OF IBADAN LIBRARY 1 4 1 - schools. While agreein.g with Umaru 1 , that the most vital requirement for success is for each principal to. become more conscious of his managerial functions, this study does not support his Submission that: • • most of the problems facing our schools today are attributable to the failure of our principals to see themselves primarily as Managers. Contrary to Umaru’s observations, both principals and teachers see their principals primarily as school managers by relatively high ratings giyen to the 9 dimensional areas of principal managerial capacity of planning, organizing, coordinjat ing, motivating, Controlling, adminis tering, supervising, intervening and social and by rejecting the idea that their principals were bureaucratic. On many occasions, principals as school managers were blamed by the authority, Government and State Schools Board, for faults that were not solely those o.f the principals, like when principals were blamed for students’ poor performances in public examipations. Authorities usually forget that they might. have contributed to poor performances by not helping school managers in providing the required.human and material resour.c'es . In Kwara State, no principal employs teaching staff. Th.ey are posted to schools from either the Ministry of Education or the State Schools Board without the 1. Umaru, op. cit., p .9 UNIVERSITY OF IBADAN LIBRARY -142- knowledge of school managers,who have no right to reject any teachers regardless of whether isudh teachers were needed or not. In some cases, schoöls are understaffed, in. others, there are poor staff balancing on subject basis. In which case there are subject areas with over-staffing, while other subject areas experience shortage of staff. In some cases, subjects are lef.t untuaght for lack of teachers. This study had proved that popr performances may not have been as a result of poor principal managerial capacity,but as a result of lack of what the study regarded as "Supportive aids" or what Obanya 1 regarded“ as reinforcement" or necessary assistance from the authorities Controlling.schools in Kwara State. In line with this study, Obanya was of the opinion tha.t "between school supervision should aim at strengthening the efforts made at within school level." From the results of the analysis, it* is quite clear that both principals and.teachers’ ratings of supportive aids such as funding, staffing, e'quipment, adequacy of classröoms and laboratories are rated low (table 15A).' There are areas where the Ministry of Education and the state ’ s school . Board should come 'to the aid. of school managers. Conscious of defficiencies of the "suppportive aids" from the Ministry and the Board Umaru 1 submitted that: 1.Obanya, op. cit. UNIVERSITY OF IBADAN LIBRARY -143- It is no use engaging in nostalgic lönging for days gone by when all resources for providing sound education and maintaining discipline were available. The challenge facing the society töday is how we can still run . schools .ef f iciently. and effectively in the face of declining resources and societaJ di,slocation. Umaru went further to aver that management was not just passive or adopted behaviour but had major responsibility for Creative action by taking actions to make the desired results come to pass. He feit that principals did not appreciate the need for Creative action to make the desired results cöme to pass. Umäru appeared to have no sympathy, for principais plight as he maintained that; ■ the more one . listens to compliants of school administrators the more apparent it becomes that these basic principles are not sufficiently appreciated.• The a-bove goes to cön'firm that principals managerial capacity and teacher productivity were seriously affected by lack of sufficient aids or supports from the Ministry of Education and the state schools board. Even paying of v.isits to schools were equally inadeqüate as this item was equally rated low by both principals and teachers. .Unlike Umaru,. the findings of this study tended to agree with Shekarau 2 1 who observed.that in the Implementation of the 3r3 system, the prineipal has a key role to play, but that "the prineipal . is being asked to operate a system 1. Umaru, Op. Cit. 2. Shekarau, Op. cit. UNIVERSITY OF IBADAN LIBRARY -144- without the necessary personnel and material required" and Being at the receiving end, he (principal) always received the most painful pinch of the Problems, for the parents of the innocent children placed under his care know no one tob e responsible but him (principal). Principals of secondary schools were equally unlike what Simon 1 described as "heads carrying for too big a bürden so as t-o live up to the traditional ideals of being a good headmaster" Simons description implied lack of delegation of authority which could lead to "role strain" or "role overload" of heads of schools. In Kwara State, school administrators having such "role strain" could imply being bureaucratic or traditional in their approach. This was however not the case according to the findings of this study. With the low ratings, of this item by both principals and teachers, schools managers in Kwara State were not perceived as being bureaucratic or traditional in their managers capacities. From investigations and discussions with some school- managers . in Kwara State, the researcher was able to establish that-.broad decisions.on major overall school policies were principally made by the Ministry of Education and the state schools Board.. Staffing, allocation and disbursement of funds, supply of equipme.nt and provisions of classrooms and laboratory equipment are "supportive or reinforcements" to principal 1 . Simon, OP. Cit. UNIVERSITY OF IBADAN LIBRARY .■-145- managerial capacity. In most cases it was discovered that these supportive aids feil short of expectations and this appeared t.o have seriously handicapped principals. capacity for effective teacher productivity, In many cases school managers had to result to Parent Teacher Association (PTA), Board of Governors and the Advisory Boards for help. Even when this happened, principals of schools wexe usually subjected to undue scrutiny by the ministry and Board, and bureaucratic procedure before allowed to use allocations approved by the P.T.A; the Advisory Board or Board of Governors. In addition, planning was usually done without the knowledge of the principals who are usually directed to execute plans done for them. This was reflected in table 15A where ratings for ’planning, ’F ’ 0.272 >.05 .and 0.022 < 0.05 for principal and teachers respectively and with "r" = 0.436 depicting statistic.al significant difference and low relationships. In.which case teachers feit principals managerial capacity were adversely affected by improper planning or lack of involvement at the planning stage. This goes to confirm that principals were given little or no opportunity in planning for their schools. Principals only "carry out plans . and policies" as "so directed" by- the Ministry or Board. Froi these findings, there is the need for principals to be consulted before evolving policies that would affect their schoooollss.. Such participatory UNIVERSITY O IBADAN LIBRARY -146- responsibiltiy would make school managers to be more dedicated and more. involved. Principals also need' the required "supportive aids" from the Ministfy and the Board.' With the analysis of the. result as shown in' table 8, perceptions of principal managerial capacity were rated high. There is however, the need for the required supports from the authorities Controlling the schools. Perception of teacher productivity For the pu.rpose of this study, the areas of teacher productivity investigated were classroom management, record keeping, general evaluation, school guidance, co-curricular a.ctivities and extra-administrative duties. All these were processes to an end and not end results by themselves. This study decided to make students evaluate their teachers productivity through the TPQ Instrument. This was done as students. were mostly . the direct receivers of teachers instructions within the school System. Teachers must also be constantly aware that their performahces were equally evaluated. through the learners’ achievement which would be regarded as 3 reflection of teacher’s input. Therefore, in the secondary schoöls there is the need to obtain inputs from- the teachers, his immediäte superior (principal), his colleagues, his students and the Ministry/Schools Board inspectors. Each of these groups has a contribution to make towards giving a total picture of the productivity of any UNIVERSITY OF IBADAN LIBRARY -147- given teacher. If the teacher cannot say rnuch about his own Personality, he should be able to give a cleär indicätion of the teaching technique emplöyed by him, and if students are not competent to pass judgeraent on the teaching technique, they can assess the personality of the teacher. His immediate Supervisor and other subject colleagues can assess his competence in subject. contents as well as the manner in which he blends his personality into lesson presentation. Each time students are assessed, there are some measures of success or failure of the teacher in the performance of students. In addition, it should be possible for students to complete. ■ structured • questionnaire on their teachers’ produc'tivi ty in terms o'f hov they see their teachers performing their classroom teachings and other relevant delegated or assigned duties. • This researcher . is aware of differences^of opinion in using students to assess teachers’ productivity. Researchers and writers like Bradley 1 ' and Werdell 2 were of the opinion that students might not be mature enough for c.orrect assessment h'ence students submissions might be biaSed. However, this study tends to. agr.ee with Lehmann 3 who 1. Glanya H. Bradley: "What do College Students like and dislike About- College Teachers' and their Teaching" Bducational Administration and Supervision, 1950 Vol.36 ppl13-120. 2. P.Werdell- Course and teachers evaluation: A Student’s confidential Association 1966. 3. I. Lehmann, "Evaluation of Instruction" In Paul 'Dresssl et. al . (eds) Evaluation in Higher Educat ion, Boston koughton Mifflin co. 1961. UNIVERSITY OF IBADAN LIBRARY - i 4 8 - asserted that: students are perceptive and. they be.come more. so when they realise that .their opinions are seriously regarded. In his own Submission Gustad 1 in support of Lehmann said that: students are virtually the only direct observers and are in the position to assess the.ip teachers’ performances should they be asked the right questions. While this study agrees that there are many other yardsticks students can use in assessing.their teachers* productivity the seven dimensional measures chosen for this study were meant. to investage the process which is almost in agreement with Kent 2 1 who was'of the opinion that even though students might not be' able to assess their teachers mastery of their subject matter, they were in a better position to judge whether or' not their teachers had presented their subject or carry out their responsibilities in the expected ways or whether they have stimulated their interests or increased their understanding and concluded that "well designed studies have demonstrated that student ratings are. reliable." While Costing 3 et al declared that: : students ratings of instructörs are generally found to be stable, internplly reliable and.valid with respect 1. J.W, Gustard, "Evaluation" of teaching performances. issues and possibilities" Improving College Teaching Aids and Impediments, Background papers of . the American council on Eductaions 49tb Annual Meeting,' Washington, The Council 1966 p.133. 2. L. Kent, "STudents Evaluation of ' Teaching," Educational ■ Record, Summer 1966 p.401. 3. Greenough F.W.T. Costing, and R.J. Menges, "Student Rating of College teaching rehability, validity and usefulness" in Review of Education Research, 1971, Vol.41 pp 511-536. UNIVERSITY OF IBADAN LIBRARY -149-. to many criteria of teaching effectiveness. From the foregoings, this study believes strongly that students assessments of their teacher productivity could be valid basing it on the clarity of the instruments used in measuring teacher productivity. The researcher is aware that students assessment of teacher productivity is not a common practice in Kwara State secondary school and in many states of Nigeria as students are being regarded as not mature enough to assess their teachers. However, it is the belief of this researcher that with good and simple structured questionnaires, students ,can accurately and succeSsfully assess their*teachers’ productivity. From the results of the findings (table 9), 'the researcher discoVered that students actually understood what was expected of them. Their response to the instrument showed a clear understanding and implications of the instruments. The researcher* deliberately included one. or two items that were anti-productive to find out if students assessments would reflect that teachers were anti-producti v'e or that they think more of their personal problems than facing the job for which they were being paid. . From the instrument, the TPQ nos. 20 and 21 ' were deliberately included to" find out what students feel about, their teacher on what the researcher regarded as "dissatifaction 'or irrelevances. Interestingly enough, of all the parameters used the scores for this item were UNIVERSITY OF IBADAN LIBRARY -150- generally below the average scores and with T 50 and hence perceived as not significant. .Whereas, within the same instrument students were able to identify that their teachers were usually frequently transferred.. This actually indicated that. students were aware of what Went on in their schools and with proper guidance and well, structured instruments, students can give the true pictur’e of their teachers productivity. For this reason, the assessments of high teacher productivity (80%) as rated by students can be said to be valid, reliable and could stand the test of time. This study agrees with the students’ assessment of the high significant scores to 8 out of 10 items of the TPQ. indicating that. students understood the implications of the instrument as indicated in table 9 chapter 4. The items rated below average and with T<50 were: 8. staff adequacy 9. dissatisfaction or irrelevences. Fr.om this result, stuednts did not feel that teachers showed dissatisfaction with their job or talk irrelevances the mean scores for "extra administrative" and "inadequate preparations" were low’ indicating that students realized that their teachers special ly coached tbem for examinations rather than spreading the cooaching or testing throughout the major periods of school time. Tn terms 6f UNIVERSITY OF IBADAN LIBRARY -151- ' extra-administrative activities students were able to .observe that their teachers were less very active in düties like being house-masters., form-masters, games masters and other, extra-administrative functions delegated to them by their principals. The "shool guidance" was rated just a little • above the average; this might have resulted from the less emphasis being placed on g'uidaripe counselling in our schools. Teachers who are not very much interested in extra administrative activities might have resulted from the fäct that some of these duties do not carry any remunerations or staff are never rewarded for such activities which they possibly regarded as part of the principals’ job, Outstanding high ratings were given to items leading to academic excellence. Items such as das s management, Record keeping, general evaluation of students work and co- curric^jlar activities were generally rated very high by students. From the above, teachers producti v.i ty in .kwara • State' was perce'ived. signif icantly high by both male and female students. . . This study therefore agreed with Costing 1 Lehmann 2 and Kent 3 on the need for students ratings and assessments o'f their teachers. Students assessments could be "valid and 1. Costing, Op. cit. 2. Lehmann, Op cit. 3. Kent, Op. cit. UNIVERSITY OF IBADAN LIBRARY -152- reliable" with respect t'o many criteria when. "asked the right questiöns" The findings of this study ’does not quite agree with Madubuike’s- observations in his "Good will messege to thfe Conference of Nigerian Union of Teachers: (1980) 1 when he drew the attention of the NUT to the "unethical behaviours" of some teachers who: . lack a sense of devqtion and direction. . They. spend their time running around for contracts and engage in petty trading. These traits naturally detract from their effecti'veness (productivity) While one might not completely dismiss Madubuike’s assumption on teachers, it has not been proved by this study. It might be possible that teachers engage in petty tradings in Order to make two ends meet but such activities had not proved to necessarily lead to -ineffectiveness • or poor productivity as students had not . perceived their teachers as such. • Apart from the need to involve principals in the planning stages of th.e school activities, this study agrees with the UNESCO 2 recommendations that: i. since teachers were particularly qualified to judge the teaching aids and methods most useful for their pupils, 1. I.C. Madubuike, "Goodwill message from the Houourable Minister of Education to the Conference of the Nigerian Union of teachers holding in Calabar on 31st March, 1980" The Nigerian Schoolmaster, the Journal of the Nigerian Union of Teachers. Jan - April, No.19, 1980. 2.UNESCO, "Recommendations .concerning the Status of teachers" UNESCO Inter-governmental Special Conference on Status of .Teachers Paris, Oct.' 5th 1966p.56. UNIVERSITY OF IBADAN LIBRARY -153- they should be given the essential role in the choice and adaptation of teaching roaterialö, the selecti-on of books and .the application of teaching methods within the framework of appröved Programme,, ii. where any kind of direct assessment of teachers work is required such assessment should be objective iii teachers should be free to make use of scuh eveluation techniques as they deem useful, for the appraisal of pupils’ progress. • iv. all teachers should seek to achieve the highest possible Standard in all Professional work v. authorities (principals) should establish and regularly use recognized means of consultations with teachers’ organizatiön on such matters as educat'ional policy, school Organization and new developments . in the education Service. Relationships Between Managerial Capacity and Teacher * produ cti vi’ty It is assümed that principal s as school managers would always provide the desired nece ssary cllmate conducive to high teacher productivity. Thi s study '■ assum ed that the capaci ty • of principals as school managerc tc di'rect. the school activit i'es would reflect on teachers’ react i on and the resultant teacher producti vity. From the results ■in table 10 chapter 4 there was a high positive r.elationsh ip UNIVERSITY OF IBADAN LIBRARY -154-' between principal managerial capacity and teacher productivity in Kwara State Secondary Schools. .With ’F ’ ratio' at' .530>0.05 there was no Statistical significant difference betwen thd perceptions of principal managerial capacity and teacher productivity. With the Pearson Product cörrelation of *r’ at 0.635 there is a high positive relationships between principal managerial capacity and teacher productivity in.Kwara State Secondary schools. With the criteria used for the managerial- capacity and teacher productivity, princippals managerial capacity was perceived by both principals and teachers relatively positive enough for high academic and social goals of schooi activities. AS observed b y Szreter (1969) 1 that principals managerial capacity and teacher productivity might be determined byr (1) the cultural function c.oncerned with the transmission of values and attitudes essential to social cohension and histori'cal continuity (2) the instructional function concerned with the transmission of knowledge (3) the economic function of equiping the ycung for earning their livelihood and ... (4) the social selection function operating as a determinant 1. R. Szreter, "History and the sociological perspective of Educational Stidies" University____ of Birmingham Historical Journal Vol.XII, 1969 pp4 - 5. UNIVERSITY OF IBADAN LIBRARY -155- of social position in Status and occupation. Therefor.e, both manag'ers and teachers might be reminded by the above thät the school. is servicing the society.•Point no 2 above is particularly relevant tp the findings of this study. The managerial capacity had been proved to have assured high teacher prodcutivity in terms of output for high academic. goals. Another three areas of effectiveness (productivity) identified by Anderson (1954) 1 relevant to this study were: ■ ’ • i. the results produced ii. the process employe.d in teaching . iii. the equipment the teacher possesses for teaching - qualificat!ions. This study confirms that the processes identified as productivity criteria had been satisfactorily handled by teachers in schoolsi It- was ho.wever identified that the "suportive aids" or. "reinforcemerits" were identified as handicaps for proper managerial capacity and teacher productivity. The supportive aids like equipment and supplj- of qualified teachers as identified by Anderson above were the responsibilities of the Ministry of Education and the State Schools' Management Board’. Whatever defficiencies l.Multon Harold Anderson, "A study of certain criteria on teaching effectiveness" Journa1 of Experimental Educati on, Vol.XXIII, No.1 , Sept. 1954 pp.41- 71. UNIVERSITY OF IBADAN LIBRARY -156- identified in those areas could not be blamed on the principäls and teachers but .on the Ministry and -the Board. Other areas identified as militating against managerial capacity. and high ' productivity by both principäls and teachers, ' which might not be peculiar to Kwara State alone, were observed by the NUT. in their "memorandum" to the Federal Government' in (1987} when the .Union submitted that: We are priviledged to know that the infrasturctural Situation in many schools in Nigeria is unsatisfactory. Talk of building, except the town schools, the. roofs are tattered, ceilings are luxury, the floor is all dust, the Windows and door shutters are hard to come by, the pupils do not have enough desks and chairs to use..... teachers in some cases stand by the wall because they have no chairs and tables to use. • registers, record books, chalk and exercise books for- lesson notes are no longer provided in some schools. The above sitUations according to the findings. of this study are equally applicable to Kwara State, where stude-nts are made to purchase lockers and chairs and even stationery for use in schools. In fact., many schools depend on the PTA for survival. This may have accounte.d for the very high ratings of a mean of 3.25 and 3.20, on P.T.A.‘ participation, by principäls and teachers respectively. No matter how good ' school managers are, and. how hardw.orking teachers might be perceived • to be, without the.neeessary tool to work with, the end results could be' negative. Even though this study discovered that principäls of secondary schools were l.N.U.T. "Education in Nigeria - Problems, Teachers’ grievances and demand" N.U.T. Memorandum to the Federal Government 20t.h March 1987 p. 13. UNIVERSITY OF IBADAN LIBRARY -157- adjudged highly capable and teachers highly productive without the necessary "supportive aids" the end result might be negative. This might h.ave accounted for the general poor performances in public exams, like the G..C.E, despite the high input by both-principals and the available teachers. The results of this study shared some of the' feelings of Jiboyewa (1979J 1 when he enumerated the following • among many other reasons contributing situational constraints for administrative effectiveness: 1. inadequacy of qualified teachers and supporting staff 2. inadequacy of physical facilities inciuding classrooms, laboratories and recreational centres •3. Little or nö interests by parents in their children’s education. • • 4. overloaded classrooms 5. untrained but experienced administrators 6. untrained and inexperienced administrors 7. inadequacy of • funds for car.rying out administrative functions. From the results of this study., "Supportive aids" such as Staffing, equipmerit, funding, classroom, and laboratory. adequacy were rated relatively low by both -principals and teachers {table 15A, chapter 4). This implies that both principals’ and teachers were of the view that those aspects1 1. D.A. Jiboyewa,"Theoretical look at leader ship effective- ness in Nigeria" The Nigerian School Master, Journal of the Nigerlan Union of Teachers No.18, Sept-Dec.1979. p.31 UNIVERSITY OF IBADAN LIBRARY -158- w'ere inadequately provided and roight have militated against Principal managerial capacity and teacher pfoductivity for the expected high academic and social goals of schools in Kwara State., However, there were no evidences in the results to show that parents were not interested in their children. On the c.ontrary the ratings for P.T.Ai participation were high showing that parents showed Interests-in their children for better school achieveroent. Unlike Jiboyewa’s, there were no evidence either, to show that, there were unqualified teachers. There were inexperienced school principals but the results . did not show their being inexperienced were handicaps to their managerial capacity.' There were agreements between teacher pupil ratings that overcrowded Classrooms, especially in urban areasi affected principal managerial capacity .and teacher productivity. The data in table 15D showed that the more the school population, the lower the relationship between principals and teachers. Schools.with■between 1-100 students had ’r ’ at 0,653 while those with over 1000 students had ’r ’ 0.323. This implies that over populated schools had ;some implications on the' managerial capacity and eventual teacher productivity in Kwara State Secondary Schools. The pathetic Situation . .of secondary school fundings was aptly.described by the Herald ed'itörial of llth January 1989 1 when it asserted that: T. Ilorin. The Herald Wednesday llth Jan. 1989 p.5 UNIVERSITY OF IBADAN LIBRARY —159— • only Federal Government fünded Unity schools, for instance, provide education worthy of any post primary Institution. The inability of most secondary schools in the country to meet some of the requirements of the new education System is probably a strong symbolic jneasure of the. state of secondary school education in the country. Even though this study finds high correlation between Principal managerial capacity and teacher productivity, it also submitted that the "suppportive" roles to be played by the authorities Controlling these secondary schools had beer» discovered to have hindered the final school output academically. Appointments of Principals and Teacher productivity In Kwara State, two bodies are responsible for the Controls of secondary school principals and teachers within the state. These are The Ministry of Education and the State Schools Management Board. The Ministry of Education Controls all Government secondary schools, while the Schools Board controlled all the Voluntary Agency and Community secondary schools. In theory, the Ministry of Education is to be a more superior partner from whom the State Schools Board should receive directives. In practice, however, the two are almost independent of each other. in terms of. motivating of 'staff - appointments, promotion and staff welfare.-One of the Problems of this study was to find out if there were differences in the perception of appointments of school managers between the Ministry of Education and the State Schools Management Board; and if experience and UNIVERSITY OF IBADAN LIBRARY -160- qualification had any significant influence on the appointments of school Managers. • From the findings of this. study, there was no significant difference between the Ministry of Education- and .State Schools Board in their perceptions of appointments of school managen in Kwara -State (table 12). Wh.ile the perceptions of principals and .teachers in Government secondary schools had a mean of 2.85 and 3.17 respectively, those of the Board had a result of 2.96 and 3,18 for principals and teachers respectively. T.he ’F ’ ratio of principals in Government and Board Schools stood at 0.203 while those of teachers for the two showed an ’F ’ ratio of 0.887 each >0.05 and hence no significant differences. However, the ratings by teachers in the Ministry .and Board schools were slightly higher than those .of principals in the two establishments. This implies • that even though the two bodies were responsible for appointments of school managers, there were no Statistical differences in their feelings.. about appointments of principals in both Government and Board;schools. The notion that -appointments of principals were better in one sectioh than the other ■ is therefore not statistically supported. But using the Duncan mean, ratings of principals and teachers serving in Board schools were slightly higher than those of principals and teachers in Government schools implying that Board schools UNIVERSITY OF IBADAN LIBRARY -161- were more satisfied with appointments. The dual nature of control of schools in the state had always been an iss.ue of discussion among the Professionals particularly the N.U.T., as this was revealed in one of their addresses to the State Governor in 1985 12 when the Union reinterated that: Here in the state, öur educational administration is dual in nature. For instance two bodies, namely, the Kwara State Edu.cation Management Board with its mini-body represetatives, control the government grant- aided and former Voluntary Agency Schools while the Ministry of Education Controls all the government secondary schools, technical and teacher training Colleges, the two bodies operate at different wave lengths with the following resultant effects that: teachers under government are given preferential treatment. in terms of posting, promotions, granting of study leaves with pay, retirement benef.its, furnishing of Offices and in the teaching and learning facilities. and the NUT finally suggested that ali teachers be brought under one umbrella and hence suggested a teaching Service Commission which would unite all teachers to alley' suspicion. UNESCO 2 also advocated that: since education is a continuöus process the various branches of the teaching Service should be. so coordinated so as to improve the quality of education for all pupils and .to. enhance the status of teachers.- • In äppointing school managers one would have expected that both teachers and pricipals would perceive experience and quäl i f ications as better criter.ia for appointments of school -managers. However, from the results in table 11Ä, experience made no Statistical significant differences in 1. N.U.T, Op. cit. 2. UNESCO, Op cit. UNIVERSITY OF IBADAN LIBRARY -162- the perceptions of appointments of school Managers. Principals recorded an ’F ’ ratio of 0.259 while teachers had 0.173 both P > 0.05 hence no significant differences in their perceptions. HowCver, younger principals of 1-10 years experience had a higher mean ratings than older principals of 11-15 years and above. The opposite was the case with teachers. For teachers of 11-15 years and above had higher mean scores than those of 1—10 years. This implies that teachers were of the opinion that experience should be considered for appointments . of school managers. This cöuld equälly imply that these old and experienced teachers expected that appointments would come to their turns judging from their previous experinces either as Vice Principals or Heads of Departments hence their ratings of experience higher than teachers of lesser experiences. Ratings of older principals were lower than those of younger ones. This might imply that older principals no longer found excitements in their job since they might have been doing the job years after years while young principals could still be excited and therefore perceived their new r-ole as something special. It would therefore appear that. since the ratings of older teachers apperaed higher than the younger ones, the former feit that experience should play a significant role in the appointment of school principals. This would be in line with UNESCO 1 1. UNESCO, Op. eit,. UNIVERSITY OF IBADAN LIBRARY -163- recommendations that: . Posts of responsibility in education such as that of inspectors, educational administrators, directors of education or other post of special responsibility sh.ould be given, as far.as possible, to experienced teacher. The study is also in support that promotions of school managers be based on previoüs performances level . of efficiency and experience. A Situation where a classroom teacher is catapulted into the level of a school manager might imply that such a teacher had risen beyond his level of experience and competence and might be a dangerous precedent. Such a Situation might lead to bias on part of the teachers and in turn lead to low morale and low productivity on the part of teachers. The above Submission might run counter to Obilade’s 1 contention in support of Peter’s' Principal when she quoted Peter and Hall (1969) that: since past performances is continually•used to predict future p6rformance eventually people are promoted to a job where they would not be effective.- Obilade’s view is not supported by the findings of thi-s study as experience appeared to have been" seen as a good yardstick for appointments of school managers. Basing' appointments • of school managers on , qualifications, the analysis of the results in table 11B, showed a Statistical significant difference between perceptions of principals and teachers. Within the 1.Obilade, Op. pit. UNIVERSITY OF IBADAN LIBRARY -164- principals, regardless of qualifications, there was no significarit difference with ’F ’ ratio at 0.172 >0.05 while teachers had ’F ’ at 0.030 < 0.05 implying that significant differneces existed between the perception by teachers, Using the Duncan mean, NCE/ND school manager had 3.00, while those with first degrees had 2.66 and those with second degrees ha!d 3.00; Within the sampled group, no Ph.D holder was a school manager. Teachers with NCE/ND had the highest ratings of 3.00 while first and second degree.holders had 2. 92 and 2.76 respectively. The Ph.D holder among the tecahers had a very low rating.of 1.00. This might imply that the expectations of. the Ph.D holder had not been fulfilled in •that basing it on quälifications, he might have expected to be appointed , a school manager which did not materailize hence his possibility of perceiving other school managers as less qualified, hence. the very low . rating resulting in Statistical significant difference of ’F ’ at 0.030 P<0.05. While one might not generalize from the only Ph.D degree holder’s perception of appointments of school'managers, it would appear that qualifications had affected perceptions of teachers in their assessments of appointments öf school managers in Kwara.State. In which ease, the- findings of this study implies that experience and quälifications could be taken' into äccöunt while appointing school managers either at the Ministry or Board level. UNIVERSITY OF IBADAN LIBRARY -16 5- Academic and Social goals and Personal Variables It was the aim of this study that teachers’ personal variables would significantly affect teachers’ perceptions of principal managerial capacity. The final goals of the output, according to this study, were managerial capacity and teacher productivity leading to high academic, and social goals. It was assumed in this study’s hypothesis that teachers with first and second degrees would perceive academic goals significantly high; that teachers below first and second degrees would perceive the social aspects significantly high and that perceptions. of younger teachers would correlate with younger priricipals on academics while older teachers would correlate with older principals .on sqial aspects. Fro'ra experience, öne would also feel that younger graduate teachers would always be eager to show the extent of knowledge already acquired from universities,by punsuing the processes that would lead to high academic goals and same with younger principals who would want to make their marks and carve some managerial images for themselves and would therefore tend to pursue more of academic activities tha-n the social aspects of the schoo] goals. While older, teachers and principals who might have made their marks would tend to relax and attend more to personal and social, aspects of the school goals. However, from the results of UNIVERSITY OF IBADAN LIBRARY -166- table 14 there appeared to be no differences in the perceptions of both old and young principals and teachers in their academic and social aspects of school goals respectively. With principal ’F ’ of 0.340 and 0.052 for academic and social goals respectively, both > 0.05 had no Statistical significant differences in their perceptions of two aspects. With teachers ’F ’ of 0.313 and 0.238 for academic and social respectively both > 0.05 there were no Statistical significant differences between the two. With the ratings of both principals and teachers higher than the average mean for both. academic and social aspects, there was no significant difference in their ratings of academic and -social aspects of school goals in Kwara State secondary schools. Considering experiences, • there appeared to be a correlation between experience and the perception of principal managerial capacity. The ratings of teachers of 1- 5 years experience correlate with those of principals of the same years of experience in both academic and social aspects of school goals. (table 14). The same results were found between principals and teachers of 6-10; 11-15 and above 15 years respectively. From the results of the analysis in the table 14, the perceptions of both academic and social aspects should' lead to high academic and social goals of princpal managerial capacity and teacher productivity in UNIVERSITY OF IBADAN LIBRARY -167- Kwara State secondary schools. Demographie Variables .of sex, location and Population Another assumption of this study was that demographic variables of sex, location and' population would have significant impact on the managerial capäcity, from the findings in table 15A, sex did not show much Statistical differences among the principals: perceptions. Both male and female principals recorded low ratings for the following managerial aspects of their school activities. Item 10: -Bureaucracy or traditional aspects of principals managerial capacity. Therefore, principals in Kwara State Secondary Schools did not per.ceive themselves as being bureaucratic. Item 11 Staffing: both male and female principals were of the opinion that staffing were inadequate in schools as both rated this item below the average mean. Items 12 and 13, Equipment and Funding were equally .rated below the average; also rated low was item 16, "visits from the Ministry of Education and the. Board" The results imply that principals, r'egardless of their Sex observed that their managerial capacity were being handicapped by lack of staff, poor funding, poor equipment, inadequate classroom and laboratory facilities. It is equally evident that both the Ministry of Education and the UNIVERSITY OF IBADAN LIBRARY -168- State Schools Board do not pay fegular visits to their principals either in form of routine inspections or friendly visit^'to advise and encourage them or to inform them.about policy matters affecting their. administrations. Most of what this study regarded as "supportive aids" were lacking in Kwara State secondary schools. The resultant effect could be poö'r. academic and social goal achievements sin.Ce no matter how good school managers are and how productive the available teachers could be, w-ithout the necessary tools for effective performances the final out-put might be poor. When there were no Statistical significant differences with principals regardless of sex, teachers recprded statistica,l significant differences in the following areas: i. Planning - ’F ’ ratio 0.022 < 0.05 ii. Motivation - ’F ’ ratio 0.013 < 0.05 iii. Interventionism -. ’F ’ ratio 0.014 < 0.05 iv. Bureaucracy/Traditional - ’F ’ ratio 0.014 <0.05 •v. Classroom/Lab. ade quacy - F = 0.030 <0.05 The following items were equally rated below the average mean . by both male and femal’e teachers: Equipment, funding and Ministry or Bqard visits in most of the items. There were .close relationships between ratings of principals and those of the teachers in .their perceptions. However, where there were Statistical significant differenee between the ratings of male and female teachers, it was observed that. in UNIVERSITY OF IBADAN LIBRARY - 169 - most cases the ratings of female teachers were generally lower than their male counterpart, implying that female teachers appeared more dissatisfied with those areas of Principal managerial.capacity than the male counterparti For example, ratings for ?planni,ng’ were 3.64 and 3.51, "Motivation" 3.04 and 2.93; "Interventionist" 3.34 and 3.18; Traditional/Bureaucracy 1.81 ' and 1.93 and Classroom/Lab adequacy 2.52 and 2.34 for male and female teachers respectively. It was equally noticeable that female teachers perceive their principals as more bureaucratic in their managerial capacity than their male counterparts. From this it appeared that female teachers in Kwara secondary schools were less satisfied than their male counterpart in working with their counterpart, in working with their principals as managers of our secondary schools. This was equally reflected in the students perception of teacher productivities where Student rated the level of productivity by male teachers higher than. the female teachers. Male teachers were perceived to be more productive than their female counterpart. In terms of location one would normally expect that principals • and ' teachers in Urban areas .would show better satisfaction than their. counterpart in the rural areas. But from table 15B, there were very few areas of Statistical significant differences between principals and teachers in urban and rural areas. UNIVERSITY OF IBADAN LIBRARY -17 0- With principals, there was only one area of significant difference, "length of.stay or tenancy", recorded. Ratings of principals in ryral areas were slightly higher than those of urban principals with 2.74 and 2.37 respectively. This implies that .principals in rural areas enjoy longer stay in office than principals in urban areas. However, the following items were rated below the average mean by principals in urban and rural areas: 11. Burqaucracy/traditional .12. Equipment 13. Furiding In which case whether in the rural.or urban areas, equipment and fundi.ng were inadequate, while principals did' not perceive themsevles as being bureaucratic in their approach to their managerial duties. As for teachers, there were two areas of Statistical significant differences recorded: 16. Ministry/Board visits F = 0.0045 < 0.05 17. Appointment of Managers = F 0.039 < 0.'05 In these' two items teachers in the urban areas recorded higher ratings implying that they were more satisfied than their rural counterpart. Other items with low ratings by t # teachers were: 12 Bureaucracy 12 Equipmfent 13 Funding UNIVERSITY OF IBADAN LIBRARY -171- Like principals, regardless of location, teachers also perceive equipment and funding as problems to the managerial capacity and teacher productivity in their respective schools. Teachers did not see their principals as being bureaucratic whether in the urban or rural areas. From these findings, it could be concluded that there is a- high correlation between perceptions of principals and teachers in both rural and urban areas as both identified the same areas militating against principal managerial capacity and teacher productivity in Kwara State secondary schooiss. With population, principals, as managers of schools, identified two areas of Statistical significant differences (see table 15c): 11. Staffing - F = 0.020 <0.05 14. Classroom/Lab. adequacy - F. = 0.0006 < 0.05 These two areas are crucial to successful school management and teacher productivity. Ratings of the items were slightly higher in urban than .in rural areas implying that schools in urban areas were more comfortable in the teacher-pupil ratio than schools in rural areas.' Even though school managers were rated high in their managerial capacity., their capacity and capability could be shakened by lack of teachers to cope with the work load and students, population . and the consequence could be poor academic and social output. Other items rated low by principals as a result of school UNIVERSITY OF IBADAN LIBRARY -172- popul'ation were items: 3 - coordinating 10 - bureaucracy/traditional 12 - Equipment 16 - Ministry/Board visits 17 - .Appoin.tment of school managers Thesb were areas identified as militating against principals managerial capacity as a result of school population. The low rating for "coordinating" was mor,e prominent in urban areas where there are more student-teacher populations than in the rural areas. Teachers who were the direct rqceivers of the’ principals supervision and directly in contact with student-population identified 9 areas of Statistical significant differences. These are items: . • 2 . Organizing -F = 0.0023 < 0.05 3'. Coordinating - F = 0.020 <0.05 5 . Control - F • = 0.011 < 0.05 6; Administration - F =0.001 ..<0.05 12 . Equipment - F = 0.0015 < 0.05 14 . Classroom/Lab. adequacy - F = 0.011 < 0.05 15 . Length of Stay (tenaney) - F =0.0001 < 0.05 16 . Ministry/Board visits- F = 0.0001 . < 0.05 17 . Appointment of Managers - F = 0.0002 < 0.05 In addition to the 9 areas of Statistical signi ficant UNIVERSITY OF IBADAN LIBRARY -vl7 3- differences, "Funding," "Staffing" and "bureaucracy" were equally rated low by teachers. Using the Pearson correlation *p’ (table 15D) it was discovered that the smaller .the population, the closer the relationships between the principals and teachers, the (’r ’ of 1-100 school population was 0.653; Above 1000 = 0.323 respectively. Iraplying that there is closer working relationships between principals and teachers of smaller schools than those of bigger schools. One might be tempted to say that it was obvious because of the close unit of smaller schools but this should not be necessarily so in .that in the bigger schools of Kwara State Secondary Schools, older apd very experienced principals ofs pecial grade levels are usually pösted there. .They are assisted by two experienced vice principals in Charge of administration and academics respectively. Whereas in smaller schools . principals appointed. are usually of lesser • experience and grades, with or wi'thout any vice principals to assist them. One would have expected that the principal managerial capacity would have not been perceived differently since two vice principals would be expected to be'able to cope with the teacher Student population in addition to the principal. With the revelation in this study, it_ would appear that population could constitute a limiting factor to the principal UNIVERSITY OF IBADAN LIBRARY .-174- managerial capacity and teacher productivity in Kwara State Secondary Schools. It might . be adviceable that school. population be reduced tp manageable sizes . particularly in u'rban areas of Kwara State as population appeared 'to have been a major factor inhibiting principal managerial capacity and teacher productivityin Kwara State Secondary Schools. This study is therefore in agreement with Anioke (1979) 1 who observed that: In many of bur secondary schools in urban centres, you have classes with over 50 pupils. A teacher in front of a big group of pupils can instruct or drill but he cannot educate . ' . ■ School population could therefore be viewed as one of the many factors militating against high school academic output irispite of the high ratings • for principal managerial capacity and teacher productivity in Kwara State Secondary Scho-ols. Another ’assumption of this study is that in Order to be able to properly assess principal managerial capacity and teacher productivity some'length of time or duration of stay in a parti'cular school be allowed. At least a minimum period of 3-5 years could be a good yardstick for measuring the success or fail.ure of school adminlstrators and their 1.George, C.I. Anioke-"Factors that militate against Quality Education in our Secondary Schools, " School master _____ Journal __of Nigerian Union of teachers, N o .18, Sep-Dec. 1979. pp.27-30. UNIVERSITY OF IBADAN LIBRARY -175- teachers. From the analysis in table 16, there were no significant differences between the perceptions ' öf principals and teachers in the length or duration of time spent in particular schools. With ’r* at .'635 there was high relationship between the perceptions of principals and teachers in their assessments of duration of stay in schools. With ’F ’ = 0.203 and 0.887 for principals and teachers respectively, both > 0.05, there is no Statistical significant differences in their perceptions. However,.using the Duncan mean, ratings by principals in the Ministry and Board Schools were lower than teachers’ ratings. Another observation was th'at the rating by principals and teachers in Board schools were slightly higher . than ratings by teachers and principals in Government secondary schools. The implication is that principals in both the Ministry and Board Schools were of the opinion that time spent in schools were inadequate while teachers appeared satisfied with the length of time they spent in'schools. This would mean that principals- were more subjected to frequent tranfers and replacements than the teachers. It is equally noted that- principals in Board schools enjoy a longer period of stay than principals in Government. Secondary Schools. The . same thing with teachers in government secondary schools having the feelings that thev were more subjected to frequent changes than their Board counterparts weithin the UNIVERSITY OF IBADAN LIBRARY -176- same' state. These different peröeptions arose fron) the dual nature of secondary school administrative control in Kwara State •where one is under the direct control and supervision of the M'inistry of Education, while the other is under the direct control and supervision of Kwara State Schools Management Board. Frequent trahsfers, as perceived by government principals and teachers could be counter-productive and reduce output academically and socially.• It makes it difficult to have'an accurate assessments and judgements of principals’ abilities to manage schools as they do not execute, to logical- conclusions, programmes initi-ated by them, With the analysis in table 16 and the apparent differences existing between perceptions by principals and teachers under the Ministry and Board Controls, this study cannot' but agree with the N.U.T. 1 Submission that it would "augur well if teachers in the state secondary schools could be . brought under the same umbrella"', while schools were given the same preferential treatment. In her plea for a teachers’ commission in the state, the N.U.T. argued There is the civil service commission 'for civil servants.in every state of' the Federation and the Local Government Service Commission is also in every state for the Local Government workers. As usual, it is only teachers that every state is allowed to manage through anybody found convenient. The dual nature of secondary school administration in Kwara1 1. N.U.T. Op. c i t . 7 ~ ’ UNIVERSITY OF IBADAN LIBRARY -17 7- •State sometimes lead to suspicion and misunderstanding in terms of policy interpretations and motivation of teachers. This. was why the N.U.T. conceived the notion that teachers under government establishment were being given "preferential treatments in terms of postings, promotions, granting of study leave with pay, automatic re-absorbtion after leave, ret.iremerit benefits and furnishing of offices". If teachers are placed under the same administrative umbrella such suspicions would be eliminated..As a matter of fact, the opposite of the N.U.T’s' notion could be the case in Services under the State Ministry of Education. principals and teachers of the state schools Board enjoy better tenancy as indicated in the analysis than their counterpart in Govrenment schools. In terms.. of "preferential" treatment, it might.not necessarily be so and when we talk of motivation, particularly with promotion of staff, the board teachers were usually better off than the.ir counterparts in- Government secondary schools. To remove such suspicions this study would be in support of a single body to manage teachers’ affairs in Kwara State. This could be in form of the teaching servic.e Commission as being präctised in some states of the Federation as atnow. This Suggestion would be in line with the N.U.T 1 recommendation that "a .unified condition of Service for all teachers in the Federation will go a long way to remove 1.N .U .T . , Op. c i t . UNIVERSITY OF IBADAN LIBRARY -178- frustration among teachers", Teacher productivity . ... . ' . One of the assumptions of this study was that. there would be significant diferences in students’ perception of teacher productivity in Kwara State Secondary Schools. As previously subroitted, students ' were in good position to assess their teachers’ productivity since they were at the receiving end. This was equally the views of some writers and researchers like Awoyemi 1 , Osinowo 2 , . Lehmann 3.4 , Bradley < , Wardell 5 , Costing et al 6 , Aleamoni ahd Spencer 7 and ma.ny others. This study agrees ,with the proposition that students assessments could be valid, stable and internally reliable. Table 17 shows the results of students perception of their teacher productivity in the ten broad areas used as criteria fo'r the assessment of teacher productivity in this study. Out of the 10 criteria, 8(80%} were perceived as significant, .while .only 2 items were adjudged .not' 1. Awoyemi, Op.cit 2. C.O. Osinowo, "Relationship Between. Principal Instructional Leadership role and Teacher•Classroom Task Performance in Ogun State Secondary School" Unpublished Ph.D Thesis: Faculty of Education, University of Ibädan 1986. 3;Lehmann, Op. cit. 4. Bradley, Opcit. 5. Wardell, OP cit. 6. Costing et al, Op. cit. 7. Aleamoni and Spencer, Op. cit. UNIVERSITY OF IBADAN LIBRARY -179- significant by students. By the design ofthe instrumenta, one area which was-perceived low and not significant was an expected result. Item 9 was designed to know if teachers showed signs of dissatisfaction in the presence of their students. Signs of dissatisfaction could be in terms of talking irrelevances with students or discussing personal Problems like lack of promotions, essential remuneration, incentives and motivation with students. faith the students’ low ratings in their responses to the instrument designed for this purpose, it could be concluded that teachers sampled in Kwara State for this study did not show signs of. dissatisfaction in the, presence of . their students and therefore students ratings .could be adjudged valid and reliable. Item 9 had a mean of 1.95 and a ’T ’ value of 42 therefore not significant. The other item rated as not significant was "stäff adequacy" which correlated with the ratings of principals and teachers of the same item in the PMCQ. From this, one would agree that students are cömpetent and observant enough to rate their teachers productivity i.f their ratings on the TPQ instrument designed fob them could agree with the PMCQ designed for principals and teachers. As the direct receivers of teachers' input, students were able to identify that Staffing was inadequate in .their schools with a mean of 2.35 and ’T ’ value of 46. staff adequacy was rated not significant by students. This study had been able UNIVERSITY OF IBADAN LIBRARY -180- to establish that the available teachers, as sampled, were seen as being p.roductive but were not- adeqyate. This had been the observations of students, teachers and principals. There is therefore a congruency between the managerial capacity and teacher productivity in their assessments of school staffing in Kwara State. Highly rated items by students were d a s s management, X=3.21 and ’T' 55 Record Keeping, X 3.39 and ’T ’ 56; General evaluation X 3.20, ’T ’ 54. Others rated a little above tbe average mean were school Guidance; co-curricular activities, extra-administrative; inadequate preparartion and male/female output. One might wonder why item 7, "inadequate preparation" was rated as being significant and above the average mean. The ihstrument designed for.. this was such that students were to rat.e . the idea that teachers "only prepare students to pass examinations". It would appear that'students understood the implications and their ratings depicted that their teachers prepare them essentially to pass examinations. This was not unexpected as the students used were in Form 5 and were generally being coached for external examinations which was always used as yardsticks for measuring the performances of subject teachers in sc'hools. The researcher' regarded it as inadequate preparation as students are required to be prepared throughout the year round rather than preparing them. for examinations only. Hence the justification for UNIVERSITY OF IBADAN LIBRARY -181- students * high ratings of the item. This further goes to conf i rm the validity of .students’ assessments of their teachers perf ormances wheri the required instruments were used. Another conjecture for this study was that there would ,be • no differences between Government and Board teachers in the students’ ratings of their teacher productivity. From the analysis in table. 18, there are no significant Statistical differences between Government and Board teachers. The ’F ’ .ratio for male teachers was 0 . 7 8 8 > 0 . 0 5 and for female. 0 . 4 5 6 . > 0 . Ö 5 hence no significant differences. But with the Duncan mean ratings;' it became. apparent ' that the ratings of male productivity in both Government and Board schools were higher than their female counterparts. Implying that male teachers were regarded as more productive than their female counterparts. Another revelation of the result was that the ratings of Government teachers, male'and female, were hi.gher than the ratings for Board teachers. . For male, students ratings vrere 3.22 and 2.86 for Government and Board teachers respectively and.for female the ratings were 2.82 and 2.77 for Government and Board teachers. respectively implying that teachers in Government secondary schools were regarded as being more productive than those in Board schools. This revelation appears curious as previous analysis UNIVERSITY OF IBADAN LIBRARY -182- had shown that teachers in Board schools enjoy longer tenure in their schools than those in Government secondary schools. The length of stay could have been a big advantage for baord teachers for higher productivity but the contrary had been proved to the case here. However, might be the observation of the N.U.T.that Government teachers enjoy preferential treatment roav have accounted for the higher productivity in Government schools or Government schools enjoyed better qualified and better well supervised teachers than those in Board schools, which. this study häd not been able tö establish as perceptions of principals and teachers for appointments fo school managers did not record any Statistical significant differences except that Board schools appeared to have better perceptions of appointments of their school managers than those in Government schools. Another assumptions of the teacher productivity was that there would be significant difference between male and female. students in their perceptions of teacher productivity. Froin the results of the analysis in table 19, there were three areas of Statistical significant. differences among the 9 items.: 2, Students’ records - F. 0.0037 <0.05 8. Staff-adequacy - F. 0.046 < 0.05 9. Female teacher productivity - F. 0.046 < 0.05 UNIVERSITY OF IBADAN LIBRARY -183- •Within these three areas, ratings by .feroale students were found to be higher than those of.male students. In which case feroale students had better perceptions of their teacher productivity than their male counterparts. In all the 10 items, ratings of feroale were found to be higher in 7 iterns. Students ratings could also be said to.he valid and accurate • when i.tem 5 "irrelevances or dissatisfaction" was rated below7 . the average mean by the two set of respondents. In many ca'ses, where teachers are- dissatisfied eithier with their school managers (Principals) or job, they showed signs either by discussing the shortcomings of.their principals directly or indirectly with students or ruminating over their personal Problems or job dissatisfactiön. In ■ which case students would have agreed with the instrument by giving high ratings to this item. But since it appeared there were no such signs or indications, students’ ratings were low implying that students understand the implications of the Instrument. As in table 18, students ratings for male teacher productivity was again higher than the ratings for female teachers. However, the ratings by female students were higher for bot'h male and female teachers implying that female students perceived their teachers’ productivity better than their male counterpart. •In.Kwara State, the concentration of female teachers was generally in urban areas. Where you have such a UNIVERSITY OF IBADAN LIBRARY -184- concentration of female teachers there was the possibility of managers having some. administrative and supervisory Problems in that female teachers could be more erootionally depressed and upset with the slightest domestic or psychological problems. In. addition it was discovered.that the bulk of these female teachers were made of middle age women who could' go on maternity leave any time. Their absence was usually feit by students since there were no easy repläcements. Female teachers also reflected their dissatisfaction with their principals being bureaucratic.in their managerial approach to them (see table 15A) Here we find that both Statistical significant differences and ratings between male and female ’ piePceptions of the item. Female teachers perceived their principals in a more bureaucratic manner than their male counterpart. This attitude was confirmed by the students perceptions of lower female teacher produetivity. It might not. be impposible that female teachers were being propelled to do their normal job which they might have interpreted to mean . "witch hunting" .them. However, with this. overall assessments "of students, teacher produetivity in Kwara State, secondary schools was rated high enough for the desired high academic and social goals of the final school output. Implications of the study for practice 1. The study had been able to establish a relationship UNIVERSITY OF IBADAN LIBRARY -185- between principal managerial capacity and teacher productivity in Kwara State secondary schools.. In the study both the principals managerial capacity and teacher productivity variables had been seen as "processes" which if well co-ordinated could lead to high output in the academic and social goals of secondary school in Kwara State. Contrary to the public blames .on school . principals and teachers for poor school academic perforroances in public examinations like the G.C.E, which they use as yar.d -sticks for measuring secondary school achievements, the managerial capacities and teacher productivities of the sampled schools in Kwara State were rated significantly high. Implying that the managerial capacity of school managers (Principals) and teachers prodcutivity are capable of producing the expected high academic and social goals in the state as both academic and social aspects of the principal managerial capacity were perceived relatively high by both principals and teachers. 2. The Kwara State Government in general and the- Ministry of Education and the state schools Board in particular would understand from this study that some of the things militating aga’inst high school' output in terms of public examinations were outside the Controls .of school managers , (Principals). and the teachers. Some of the militating agencies were the direct products of the nature of school control in Kwara State. As per "within school" UNIV RSITY OF IBADAN LIBRARY -186- supervision and management, principals were rated as capable and teachers regarded as productive by their students, but some areas identified äs Problems militabing against successful school management could only be remedied by the authorities directly in control of secondary schools in Kwara State, the Minis-try of Education and . Kwara State Schools Management Board. . Problem areas' which were identified as working against principal managerial capacity and teacher productivity are : i. Fund.ing - In Kwara State, funds for running secondary schools are usually disbursed to schools through the different agencies controlling the schools. In most cases schools are starved with fund thereby rendering principals handicapped in successfully runrirng schools. ii. Equipment is another area identified as militating against principal managerial capacity. Most of the equipment were expected to be süpplied by the agencies, but when this was not forthcoming, principals and teachers could use their initiatives to purchase relevant equipment if funds were made available to them, but funds were not forthcoming therefore, no matter how capable school managers and good teachers are without the necessary equipment and infrastructure success could not be guaranteed. UNIVERSITY OF IBADAN LIBRARY -187- iii. Classrooms and Laboratories were identified as being inadequate particularly in urban areas. As a result-, the study also identified that the more the school Population the less the impact öf the school managerial capacity. The agencies concerned - the Ministry of Education and the State Schools Board might therefore explore the possibility of decongesting some of the overpopulated .schools or classrooms particularly in urban areas, by concentrating classroom buildings in urban areas to cope with the demands in urban areas rather than politicising such a thing by spreading buildings all over the Local Government Areas where they might not be required. In addition, school population 'could be pegged to 1000 since it was discovered that the correlation between principal and teaCher relationship in our school.becomes low according to increase in school population. Implying that impact. of principals as school managers in large school are least feit despite the fact that these large schools have two experienced vice principals. Organi zations, control,, admini s trat i ons and' motivation in such large schools were rated low by both principals and teachers. iv. Principals, teachers and students . identified staffing as areas where teacher productivity and principal UNIVERSITY OF IBADAN LIBRARY -188- managerial ' capacity were hindered. Implying • that inadequacy of teachers in our schools whether urban or rural could hinder proper school management . and productivity. Staffing is outside the capability of school managers since teachers are posted to- schools by the Ministry and the Board respectively. School managers have no say in the recruitments and cahnot appoint teachers by themsevles. Since those teachers sampled were adjudged as productive, if enough teachers were guaranteed in the relevant subject areas, the expected high .output in terms of external examinätions -would be assured. 3.- The study also discovered some effects of the dual nature of secondary school control in Kwara State. It .was discovered that teachers in Government Secondary Schools were rated higher in terms of productivity than teachers in Bqard Schools: This revelation appeared curious to the researcher in that the study discovered better tenure of office (length of stay in particular schools) was rated higher for Board Schools implying that both prittcipals and teachers in Board schools enjoyed better- stabilitv in schools than those .in Government schools.' One' would have expected better and higher productivity from the Board schools' but the op'posite was the case in this study. Might be Kwara State Government would explore the possib.il ity of UNIVERSITY OF IBADAN LIBRARY -189-. putting teachers’ control under öne umbrella to remove the suspicion of "preferential treatment"' as alleged bv the NUT. In this wise,this study is in support of an establishment to take direct control of all matters concerning teachers. This could be in form of "Teachers Commission". This would remove the prejudice in the minds of teachers that one * side was being given "preferential" attention in terms of mbtivation and incentives as alleged by the N.U.T. 4. This study also discovered that male- teachers were adjudged more productive than their female counterpart in Government and Board gchools. This appeared to be cönfirmed by female teachers regarding their principals as being hureaucratic in their managerial approaches. Understandably, the probiems of female teachers could be emotional or psychological. But one aspect that was obvious was that once they were emotionally disturbed thepr work suffers. In addition,’ many of these female teachers are either of middle ages still enjoying maternity leaves at the expense of their job as ho substitutes were provided- during their absence, hence students. judgment of lower productivity on the part. of female teachers could be valid when the above personal variables were.taken into considerations; While this study could not ädvocate that female■teachers be minimized, the autüorit i-es responsible might think of a pool where immediate replacements could be made whenever such female UNIVERSITY OF IBADAN LIBRARY -190- teachers were away on maternity leaves. It might also be suggested that rather than laying off female teachers at their ' early retirement a.ges, some of them could be retained since they could have freed themselves. of the bürden of child bearing and hence less emotionally 'and domestically disturbed in their job. 5. Even though experience as a variable for app'ointment of school üianagers did not show. any Statistical significant difference betwen experienced and relatively inexperienced school managers ratings by older teachers for appointment of school managers appeared higher than the ybunger teachers iroplying that some of them were hoping to become school managers, basin'g it on their previous experiences either as Vice Pr.incipals or Heads of department . This study Supports the idea that appointments of school managers be based on relevant experie,nce and qualificati.ons as mush as possible. 6. Another major finding of this study that could be of great use to bot'h the Ministry and the Board was the revelation that both teachers and principals did not appear to have feit, the impact of these agencies since schools were perceived as being neglected in terms of visits to them. Both principals and teachers' regorded very low ratings for "visits from the Board or Ministry". This implied that "between school" superyision is not being regularly carried out in the state. The Ministry and Board should try to boost UNIVERSITY OF IBADAN LIBRARY -191- the ' morale of their teachers and schools by paying regulär friendly visits to advise, encourage and disseroinate the latest policy matters to them. Problems of schools, could in such a manner, be given an on-the-spot assessments and necessary Solutions. This might even help to reduce inherent students unrest in schools. In other words-, there would be free flow of Information and communication that could remove unnecessary. rumours, tensions and prejudices on the side of principals, teachers and students. In fact some principals and teachers in.schools usually perceived those in offices as people "■ sitting in air-conditioned rooms.planning and making policies” without thinking of the practicability of those policies and without necessarily involving or caring what, happened at the execution end. With regulär visits and explanations of policy matters., such prejudices would be removed. 7. • The study also found students ratings of their teachers productivity> reliable, accurate and valid. It is therefore recommended to school authorities, particularly principals of school, to occa'sionally make use of students in assessing their subjects masters. If possible, students opinions could be reflected in the annual performance evaluation of such teachers. This should be carried out without bias or prejüdice.- This will make teachers conscious of the fact that their students’ ratings would form part of their annual UNIVERSITY OF IBADAN LIBRARY -192- evaluätion without necesearily using such assessment as punitive measures by principals. Implications of the study for Theory It is. the assumption of. the theoretical framework of this study, that adequate principal managerial capacity would lead to high teacher prodüctivity and■the resultant high school goals. • • When a. principal emphasized the social aspect of the managerial capacity, the end result might be "high" social and "low" academic goals and vice versa. But where school managers place an almost equal emphasis on the two aspects, the. end result of the school goal would be "high academic and social" goals, which would be regarded as ideal for our secondary schools. Principal managerial capacity and teacher prodüctivity had been. shown as processes to an • end in terms of principal’s ability to plan, organize, coordinate, admini.s.ter, • motivate and intervene to reraove agencies of discord in their within - ..school management, while teacher prodüctivity had been measured against teachers’ Classro'om management, record keeping, general evaluation, school guidance, co-curricular and' extra-administrative'activities. In the two variables, some aspects could lead to pu.rely academic school goal, wThile some could lead to social aspects of school goals. (see theoretical framework). UNIVERSITY OF IBADAN LIBRARY -193- The results that had emerged from the study confirmed that there was a signi.fican.t relationship between principal managerial capacity and teacher produc'tivity in Kvara State secondary schools; ' and that impedi'ments against any final output in schools were not very much traceable to school managers and their lieutenants but the various bodies Controlling these schools - the Ministry of Education and Board. The study also confirmed•the theory that in' the schools sampled both in the Government and Board, both the academic and social aspects of school . goals were perceived significantly high. In which case, our■secondary schools, are capable of excellent performances and high, academic . output. From the result of the study, and in line with the theoretical framework, the blame for poor academic performances in our secondary schools being heaped on school managers and teachers by the Ministry, the Board and the public were not justified by this study. On the .contrary, lack of the required tools to be supplied by the authorities controllling schools were identified as hinderances to.good academic performances, no matter how effective and efficient school managers are and how productive .teacher’s äre. Howeverthe study proves that principal managerial capacity •were rated signif icantly high by both principals and teachers, while students rated their teachers’ productivity UNIVERSITY OF IBADAN LIBRARY -194- as significantly high thereby implying a high correlation between principal managerial capacity and teacher productivity as indicated in the theoretical framework. One would naturally expect that the final output would be high; but lack of infrastructure; poor funding and lack of effective monitoring or visits from the Ministry and Board, efforts of both principals and teachers in their within school activities might not yield the expected results. UNIVERSITY OF IBADAN LIBRARY -1 9R- RECOMMENDATIONS: On the basis of the foregoing discussions, implications for practice and Theory' the following suggestions ahd recommendations are proffered: 1. School Managers (Prinbipals) and teachers in Kwara State Secondary Schools. had been rated high in their managerial capacity and productivity respectively. It is therefore inffered that school Managers and the available teachers be not solely held responsible for poor academic performances in schools. 2. Both The School Managers arid teachers are capable of high academic and social school goals if provided with required "Supportive aids" or " reinforcements" by the Controlling agencies - The Ministry of Education and The Schools Board. 3. Appointments of School Manager should as mueh as possible be based on relevant previous experiences and quälifications, • 4. The process to an end had been . proved . to be as important as the end result, It is therefore recommended thät the managerial processes of planning, Organizing, Supervising, Administering, Intervewing, Co-ordinating, Motivating and Controlling with teacher productivity of classroom management, Keeping of school records, general evaluations, School guidance, UNIVERSITY OF IBADAN LIBRARY -196- co-curricular and extra-administrative activities be given erophasis all the year round.. 5. School Managers .(Principals) should as rouch as pos.sible be consul.ted before evolving • policies that would affect their schools. Such participatry responsibi1ity would make them to . be more dedicated and more involvqd. . 6. The Ministry of Education and The Schools Boards should ensure that "Supportive aids" or "reinforcements" .such as adequate staffing, funding, classroom and the laboratory, equipment and regulär friendly visits (not inspection) are available in schools. For no matter * how good school managers are and hardworking teachers might be without the necessary tools to work With the end result would be negative. . . 7. School population, particularly in the urban areas should be kept to a ceiling of about 1000 since the more the population the less positive, relati.onship between • the manegerial capacity and teacher productivity. In doing this, more attention should be paid to the building of more classroom in urban areas where they are crucially needed. 8 . Female teachers had been perceived as less productive than their male counterpart. Jt is therefore recommended that concentration of female t-eachers in UNIVERSITY OF IBADAN LIBRARY -197- particular • schools be guided against and where female teachers go on maternity leaves replacements should be provided as this might be one of the reasons for students’ low perception of female teacher productivity. 9. it is suggested that ratber than laying off female teachers at their early retirement ages, some could. be retained as they would have freed themselves of the bürden of child bearing and hence be less emotionally and domestically disturbed in their job. 10. The Ministry of education and the Schools Boards.should boost the morale of their school managers and teachers by paying them regulär friendlly visits to advise, encourage and disseminate the latest policy roa'tters . This would go a long way in reducing tensions and inherent Student unrests in Schools. 11. The dual . nature of Secondary school control in Kwara State has been found to be of concern to School principals and teachers and it had led to . suspicion and prejudices between teachers under the .Controls of the Ministry of education".and the Schools Board respectiveiy. It is thefore recommended that a single ■ establishment like the "Teachers’ Commission” be set up to take control of all matters concerning teachers. UNIVERSITY OF IBADAN LIBRARY -198- 12. School managers and teachers should be given some length of time ( 3 - 5 years) of stay in particular schools in order to be able to judge their managerial capacity and productivity. 13. Students should be allowed to evaluate their teachers’ productivity through simple structured questionaire as this had been proved to be reliable, accurate and valid. Studentö Opinions could be reflected in the teachers’ "Annual Performance Evaluatiöns". UNIVERSITY OF IBADAN LIBRARY -199- Implications for further Research From the pr&vious studies and the review of literature different interpreta.tions had been given to school gcai achievements. • In most cases school achievements had been treated as the "effectiveness" on ' the part of the principals and teachers in terms of the final school output like results in public examinations. This had been a populär yardstick or variable used by researchers and writers. However, this study takes a different approach. to principal managerial capacity and teacher productivity by viewing the two variables -as "processes". As a process, the execution involves -the. students, the teachers and the principals., Both principals. and teachers judged the principal managerial capacity while studen.ts were made to judge- their teacher ■ productivity since the study was based on a ’process’ to an end and had established that the ’process’ were rated signficantly high -enough for both principals and teachers respectiyely but the outcry of „• poor .school per'formances continued, it might be necessary that further researhes be conducted to establish the quality of the real subject teaching being carr.ied out - art and Science - and teacher utility. ' • ii. Further research c'ould bê conducted into the quality arid quantity of teachers in .secondary schools and the rate of teacher turn-over in our secondary UNIVERSITY OF IBADAN LIBRARY -20Ö- schools. iii. In addition, • some • dissatisfaction appeared to have risen from the dual nature of secondary school control. A fprther research .could still be instituted to find out the effect of such a dual administration on our secondary school and the desirability or otherwise of unifying the Service under one control such as the Teaching Service Commission. iv. Further research could also be made into the low female pröductivity in the state secondary schools. Generalization of the Results of the study .In view of the sampling procedure, the sampling size and population, validation and administration of research Instruments and. the statistics employed in the analysis of the results, the research can be applicable to Kwara State Secondary School which is the study uniyerse. However, other generalization could be deduced to suit the purpose of other universe as found appropriate.• UNIVERSITY OF IBADAN LIBRARY -201- BIBLIOGRAPHY Abegunde, Thompson . 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"The Question . of Personnel: Training . and Retentionof Teachers" The Nigerian Principal- Journal of ANCOPSS , Voll I, No.4, 1983. UNIVERSITY OF IBADAN LIBRARY -2 J 2 .— A P P E N D I X A Q U E S T I O N N A I R E P R I N C I P A L ' S M A N A G E R I A L C A P A C I T Y Q U E S T I O N N A I R E (PMCQ) P e r s o n a l B a c k g r o u n d I n f o r m a t i o n Q u e s t i o n n a i r e ( F l e a s e p u t ■a t i c k ( ) in o n e o f t h e b c x e s as it a p p l i e s to y o u). 1. N a m e o f S c h o o l 2. L o c a t i o n o f S c h o o l - U r b a n R u r a l 3. T y p e o f S c h o o l : Male ______ F e m a l e M i x e d L|.. P o p u l a t i o n o f S c h o o l : 1 - 100 101 200 201 - 1̂ 00 I4-01 - 1000 A b o v e 1 0 0 0 5. Sex: M a l e F e m a l e 6. T e a c h i n g E x p e r i e n c e . - Y E A R S - T-^3" 6 - 10 TÜTS A b o v e Ü T 7. A s a princ'ipal, w h a t w a s y o u r h i g h e s t p o s t b e f o r e a p p o i n t m e n t as a F r i n c i p a l V P H O D S e n i o r T e a c h e r C l a s s T e a c h e r 8. Y o u r E x p e r i e n c e as Prihffiipal/Class T e a c h e r : Y"EAR3 - 1 - 5 6 -10 10 - 15 Above TS 9-, Q u a l i f i c a t i o n s : N C E ] 1 B A / S . S C / B . E D | 1 MiÄ/M.SC/M.Ed \ f P T H Ü10 A g e - Y e a r s : 20-25 "( \ 26 - 30 ~~| j 31 > 14-0 A O a n d a b o V e 11. P o r h o w l o n g ' h a v e y o u b e e n in y o u r p r e s e n t s c h o o l ? Y e a r s : T -- r 6 " 1 ö 11 - 15 A b o v e 15 12. D u t y P o s t - P r i n c i p a l V.P. H . O . D S e n i o r C l a s s T e a c h e r • T e a c h e r • j UNIVERSITY OF IBADAN LIBRARY -213- 1 Principals: Rate yourgelf in your performances of the fplloving functions by putting a tick in the appropriate column Teächers: Rate your Principals in their perforEances the following functions by putting a tick in the appropriate column. Regu- Oft- Occa- Rare-: larly en siona- ly : lly 4 3 2 1 : 1. Punctually to school : 2. Paying Visits to Classroom to watch teächers. : 3. Encouraging teächers to go for Professional Conferen­ • ces, Seminar, Workshops, : etc. - . • : 4 . Prompt preparation and adhere to school time table : 5. Discussing issues ' v?ith staff in hi-s office. : 6. Responding promptly to staff request. : 7. ' Delegating authori ty to 9taff : 8. Notifying information from the Ministry/Board : 9. Insisting on "time book" to 'ensure punctuality to school and classes. : 10. Encouraging staff to dnsure high Standard of school perf ormance. : 11 . Consulting staff- on school Programme and welcoming their suggestions. : 12 . Ensuring prompt äct’ion on requests from Ministry Board. : 13 . Ensuring that students’ V progress are made known and discussed regularly with staff. UNIVERSITY OF IBADAN LIBRARY -214- 4 3 2 1 14 . Encouraging staff to pursue : their work with enthusiasm . 1 * : and vigour. : 15. Setting the pace for : working very hard through : his/.her example. : 16. Treating staff as : Professional colleague. :17. StayiPg after school hours : to put finishing touches : to the day’s work. ; 18. Ensuring that staff are : always within premises • : during school hours. : 19 . Checking school records : like register, schemes and : Record of work, etc. :20. Encouraging school guidance : counselling by encouraging : career talks. ;21. Avoiding irrelevance while : addressing' both staff and • : students. :22. Listening pa’tiently. to : staff and ready.to offer : exaplanations for actions : taken. . : 23 . Easy to approa.ch . :24. Encouraging extra coaching : for weak students and : public exams. :25. Ensuring prompt actions on staff needs and complaints.' :2 6. Ensuring the school : programmes produced desired : results. :27. Encouraging school clubs and society to organize : visits and other academic : activities. :28. Encouraging direct dialogu- : es with students. :29. Meeting the Student Union : Body occasionally. :30. Ensuring that school : library is stocked and : functioned properly. UNIVERSITY OF IBADAN LIBRARY -215- 4 3 2 1 : :31. Teaching some periods. of : lessons. ■ • : SECTIONS ’B ’ :32. Visiting the staff room for : occasional chats • with : staff. :3 3. Help staff to solve : domestic Problems. :34. Giving financial aids to : staff. :35. Encouraging social interaction among staff. :36. Paying attentiön to school : purchasings. :37. Taking active part in cere- : monial activities like the : speech and prize givig day. :38. Organizing cultural shows : film shows and other : . special displays. :39. Paying attention to : personal neatness of : • school, staff and students. :4 0. Taking keen interest in : entertaining. visitors. :41. Paying regulär visits to : the Ministry or Board. :42. Encouraging parents’ : participation. through P.T.A : and parents regulär visits • to school. :43. Giving written warnings and : queries to staff.' :44. Passing information to : staff through "Staff Notive : Book" and pieces of paper. :45. Threatening staff.of beipg : reported to either the : Ministry or Board. :46. Giving order- and command : instead of appealing to : staff. :47. Making decisions before Consulting staff. :48. Isolating him/herself by : stipulating ■ specific time • : staff can visit him/her. UNIVERSITY OF IBADAN LIBRARY -216- 4 3 2 1 : :49. Asserting authority , to : ensure compliance and : feeling of personal : presence. :50. Giving opening correlation : to staff at the instance of : any roistakes. :51 - Dominating staff meeting : and breifings allowing : staff little participation. :52. Being ready and rough with : staff. :53. Supply of staff. :5 4. Supply of equipment and : materials. :55. Funding of the school. :56. Adequacy of classrooms and : Laboratories. :57. Level of P.T.A Participa- : tion and involvements. : 58 . Length- of stay in schools. :59. Visits from fhe Ministry : and Board. :60. How do you assess appoint- : ments of school principals : in terms of experience, age : and qualification? ' UNIVERSITY OF IBADAN LIBRARY -217- APPENDIX B TEACHER PRODUCTIVITY QUESTIQV- I? Z 7?, Form 5 . students - Tick ( ) the apprcpr*ite ccluxs in your assessment of the performances of your tes-zrer m the following: Male : : Female : : :_____: : ; School Strong- Agr- Dis- :Stron; : My teachers: ly Agr- ee Afree :|ly ; ee 4 3 2 : r ~ 1: :1 . Attend classes to teach : regularl.y and promptly. • . :2. Give regulär assignments to : students.. :3. Mark, grade and return : assignments to students.' - :4. Insist on students making : correctiöns . :5. Mark and grade students’ corrections to ensure students comply. :6. Attend school assemblies and other schools functions : regularly. ' • :7. Help students in the final : choice of their subjects. :8. Correct students immediately mistakes are : made by them. :9. Keep students’ record of : performances by the use of. : marks books. : 10 . Mark the clas's. attendance : registers every morning. :11 . Deliver lessons in . very : interesting manner. • :12. Easily get annoyed whenever students make mistakes. i13. Encourage both weak and : strong students to work : very hard. UNIVERSITY OF IBADAN LIBRARY 4 3 2 : 1 : :14. Inform students,about their : ■performances so as to : . encourage them to improve. :15. Only prepare students to : pass examinations. :16. Draw examples familiär to : students while teaching. :17. Regularly advise students : on the type of friends to. : keep. :18. Encourage students to obey : school rules and : regulations. :19. Help to organize : preparatory time-table and : supervision of papers. :20. Use lesson periods to talk : about personal problems and : other irrelevances . :21. Discuss their principal : with students. :22. Who are female äre . very : hard-working. :23. Who are male are equally. very hard-working. :24. are always transferred from : our school to their : schools. :25. are enough to teach the : required subjects in the : school. > :26. always come ■ to our : assistance on the sports : fields, as house masters or : form masters. > UNIVERSITY OF IBADAN LIBRARY