DETERMINING THE ABERRATIONS IN THE MANAGEMENT OF SECONDARY SCHOOLS AND THE TRAINING NEEDS OF PRINCIPALS IN ANAMBRA STATE

Author: Okpalanma Emily Azuka
Department: Educational Management and Policy
Affiliation: Nnamdi Azikiwe University Awka

The purpose of the study was to establish empirically whether aberrations exist in the management of secondary schools in Anambra state and the principals’ training needs as determined by the supervisors, principals and the teachers. Nine research questions and nine hypotheses guided the study. The design of the study was a survey. The population of the study comprised all the secondary school teachers, all the secondary school principals and all the chief supervising principals in government owned secondary schools in Anambra State. The population of the study was 7,591. Through purposive, stratified and simple random sampling techniques, a sample of 1,276 respondents (1.078 teachers, 177 principals and 21 supervisors) were obtained. Data were collected using an instrument titled “Aberrations in School Management and The Principals Training Need Questionnaire” (ASMPTNQ), which was developed by the researcher and duly validated by experts. Test retest technique was used to determine the reliability of the instrument. The research questions were answered using mean (X), while hypotheses were tested using analysis of variance (ANOVA) test. Findings of the study confirmed the presence of aberrations in the ten areas of the schools life investigated. The findings also revealed the causes of aberrations and now these aberrations affect the management of principals. It was also shown that principals needed management training to a very high extent in the areas of: school instructional development; school personnel; school discipline; school finance; and school/community relation. Although principals required training in the area of school record keeping, it was not to a very high extent. Status affected the perception of respondents on existence of aberrations, causes of aberrations, and the management training needs of principals in the areas of: school personnel, school discipline and school/community relation. While status was not a significant factor influencing the perception of the respondents on how aberrations affect the principals’ management of schools and the training needs of principals in the areas of: school instructional development, school record keeping and school financial need. A basic educational implication of the study was the exposure of the fact that principals lack the requisite skills needed for effective principalship in the areas investigated. Lack of these skills by the principals may be responsible for the existence of aberrations in the management of schools. Based on the findings, it was recommended among others that principals should undergo urgent and frequent retraining in different areas of management. Limitations and suggestion for further studies were also stated.

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