Identification and evaluation of Leadership activities of Principals in staff Personnel ,Administration in Nsukka education zone.

Filed in Articles by on October 19, 2020

Identification and evaluation of Leadership activities of Principals in staff Personnel ,Administration in Nsukka education zone.

ABSTRACT

The purpose of this study was to ldentiiy must evaluate the 1e;~tlership activities of principals .i.n !;taff personnel administration. The study was carried out in the five local Govern~ren-t Areas that make up Nsukku Educ:ation Zone.

The sample of the study included 456 teachers i~nd 39 principals drawn from 39 out of 78 Secondary Sclioc~ls in Nsukka Education Zone.
The main ins-trurnent of the study was qucsL.iorin;iire. Two sets of questionnaires were used, One se-t was a two-part questioriair’e designed to obtain resporlscs from principals and the other set was designed -to ottajn responses from teachers.

Valid returns from Lcachers and principals were analysed and the results ol’ 1.h~~ an:ilyses were repolted.

INTRODUCTION

Background of the Study

The resaarchcrwas motivated to undertake lkiis sQUdy because of the current eriplhhsis on the is~provcrllcnt of education in Anarnbrii State, , &uucit~ion is the process of transn~itting wt~a-t iS worthwhile to both adults and children. 1iccortl.ini: to Mgbodile (ed. 1986;173)

Education is the process of transmitting what isworthwhile in economics, politics, religiori, culture, awsthetics, moral and norms 01′ the local community, among other things, to children and adults.

To be able to achieve the broad aims of secordary school education which include: (i) Preparation for useful living within the society and (ii) Preparation for higher education as listed by the National policy on Education 41977: 10). there nlusl; be good staff personnel administration in Secondary Schools.

The teacher is one Of the Chief agents of this transmission of what is worthwhile to the students, Accordinl: to Taylor (1974: 20) whatever nlerits of curriculum.

The degree of success that will be obtained wj.l.1 depend upon the quality of the teachers, their knowledge, skill arid commitment,. the continuing support they receive, the resources available to them and their pupils for teaching and learning, and the degree of security and career prospects they enjoy.

REFERENCES

Adaralegbe, S. A. t’School Principal Relati’)ns, Education in Niqeria: ‘Towards Bc ti:er Administra tion and Supervision oF Instruction; Proceedings of the iirst seminar on school Administration and Supervision (Edited by Fafunwa A. Babs and Adaralegbe A) Institute of Education, University of ~le-lfe, 1971.

Akabuoyu, G. C: “The Role .~xpectatiorls of the public o f E a s t C e n t r a l State of Nigeria Of the Principals of the Secondary Gramner School” M.Ed. Thesis, UNN, 1972.

Akubue A.u: Leadership Performance of Secondary School principals in instructional supervision~l Journal of Education “- in Developing Areas Val. 11. Port Harcourt: Uniport, 1903.

Azodo, G. C. “The use of Techniques o f s u p e r v i s i o n of Instruction by Principals in Secondary schools in Imp Statew Unpublished Doctordl Dissertation, u.N.I~. 1983.

Barrilleaux, L.: “Accountability through pvrforrnance objectivesbt NASSP Bulletin Vol. 56 No. 3 1972.

Bass, B. M. and Hyterband. E. C., Organisational ~s~choio~~. Boston: Akyn-& Bacon Inc., 1959.

Campbell, R. F.: Bridges, E.M. and Nysrand, R. 0. Introduction to Educati.ona1 Administration Boston, Allyn and Bacon Inc., 1558.

Clark, D.O.: Yritical Area in the Admini~trative Behaviour of High School Prihci~als” Unpublished doctoral distertat icn. The Ohio State University, 1959.

Cooke, D. 8.: and Dunhill J., School orqanjsation and Management. London Universj ty Press, – 1966.

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