PRINCIPALS’ WORK BEHAVIOUR AND TEACHERS’ EFFECTIVE MANAGEMENT IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

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PRINCIPALS’ WORK BEHAVIOUR AND TEACHERS’ EFFECTIVE MANAGEMENT IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

PRINCIPALS’ WORK BEHAVIOUR AND TEACHERS’ EFFECTIVE MANAGEMENT IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Eke Edith Ndidi
Department of Educational Management and Policy
Tansian University, Umunya

Abstract

This study examined Principals’ work behaviour and teachers’ effective management in Public Secondary Schools in Anambra State. It beamed search light into the modus operandi of school Principals and how they effectively manage the senior secondary school system for optimal academic results. The study employed the descriptive survey design and analysis and sent out questionnaires to Principals and teachers in the six educational zones in Anambra State. The overall account is that Principals’ performances are above average and teacher outputs are the same. Despite some challenges like on-the-job training, increment of remuneration, infrastructural needs including advanced qualifications of teachers, Anambra State in the last five years has recorded a top-three academic performance across  the Federation in external Examinations like WAEC and NECO, among other competitions, thereby making it a  top academic hub and destination. The study concludes and recommends that more is needed to be done to consolidate on the progress made so far in the educational sector, beginning with the Peter Obi’s administration, among others. It behooves on the Soludo’s administration to consolidate on this gains to continue to put Anambra State as a frontier State in Educational ranking in Nigeria.

Keywords: Principal, Work, Behaviour, Teachers, Effective Management, Schools

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ASSESSMENT OF TEACHERS’ COMPLIANCE TO TEACHERS’ REGISTRATION COUNCIL OF NIGERIA CODE OF CONDUCT ON DUTIES TO EMPLOYER AND SOCIETY IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE.

ASSESSMENT OF TEACHERS’ COMPLIANCE TO TEACHERS’ REGISTRATION COUNCIL OF NIGERIA CODE OF CONDUCT ON DUTIES TO EMPLOYER AND SOCIETY IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE.

Prof. Nkechi Ikediugwu & Agbaizu, Ifeoma Fidelia
Department of Educational Management and Policy
Faculty of Education,
Nnamdi Azikiwe University, Awka

Abstract

The study assessed teachers’ compliance to Teachers’ Registration Council of Nigeria code of conduct on duties to employer and society in public secondary schools in Anambra State. The study was guided by two research questions and two null hypotheses were tested at 0.05 level of significance. A descriptive survey research design was adopted for the study. The population of the study comprised 6,659 respondents made up of 263 principals and 6,396 teachers in all the public secondary schools in Anambra State. Multi-stage sampling procedure was utilized to draw a sample size of 691 respondents made up of 51 principals and 640 teachers. A researcher-developed questionnaire titled ‘‘Teachers Compliance to TRCN Professional Code of Conduct on Duties to Employer and Society Questionnaire (TCTPCCDESQ)’’ was used for data collection. The instrument was validated by three experts; who are lecturers, two in the Department of Educational Management and Policy and one specialist in Measurement and Evaluation in Department of Educational Foundations, all in the Faculty of Education, Nnamdi Azikiwe University. Cronbach alpha was used for test of internal consistency of TCTPCCDESQ and the reliability indices obtained for the two clusters were 0.78, and 0.76 respectively, and the overall coefficient value of 0.77 which are considered the instrument to be reliable for the study. The researcher together with five research assistants collected data for the study using direct administration method and 95% return rate was recorded. Mean and standard deviation scores were used to answer the research questions, while t-test was used to test the hypotheses. The findings of the study revealed among others that teachers do not comply to TRCN code of conduct with respect to their duties to employer in public secondary schools in Anambra State. It was also found out that teachers comply to TRCN code of conduct with respect to their duties to society in public secondary schools in Anambra State. Based on the findings, it was recommended among others that Teachers’ Registration Council of Nigeria in conjunction with relevant authorities should design a programme on teachers’ professional code of code which lay more emphasizes on teachers duties to employers as compulsory course for all students in Faculty of Education in tertiary institutions.

Key words: Assessment, Teachers, Compliance, Code of Conduct, Duties, Employer, Society

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ORGANIZATIONAL CULTURE IN SCHOOLS AS CORRELATES OF TEACHERS’ JOB SATISFACTION IN PUBLIC SECONDARY SCHOOLS IN ABIA STATE

ORGANIZATIONAL CULTURE IN SCHOOLS AS CORRELATES OF TEACHERS’ JOB SATISFACTION IN PUBLIC SECONDARY SCHOOLS IN ABIA STATE

Prof. Perpetua Okorji & Nzewi, Felicia Ebelechukwu
Department of Educational Management and Policy
Faculty of Education,
Nnamdi Azikiwe University, Awka

Abstract

The unfavourable nature of organizational culture of secondary schools which impedes creativity prompted the study to investigate organizational culture in schools as correlates of teachers’ job satisfaction in public secondary schools in Abia State. The study was guided by three research questions and three hypotheses were tested at 0.05 level of significance. Correlational research design was adopted for the study. The population of the study consisted of 4,812 teachers in the 277 public secondary schools in Abia State. A sample size of 722 teachers was drawn for the study using proportionate stratified random sampling technique. Two set of instruments titled “Organizational Culture Scale (OCS) adopted from Suvaci (2018) and “Teachers’ Job Satisfaction Scale (TJSC)’’ adopted from Nanjundeswaraswamy (2019) were used for data collection. The adopted standardized instruments required no validation. The instruments were subjected to test of internal consistency using Cronbach alpha which yielded overall coefficient of 0.80 for OCS and 0.77 for TJSC.  The researcher together with three research assistants administered copies of the questionnaires directly to the respondents and a 98 percent return rate of the instruments was recorded. Data were analyzed using Pearson Product Moment Correlation for the research questions 1 and 2, and t-test of correlation for the hypotheses 1 and 2, while multiple regression to answer research question 3 and hypothesis 3. The findings of the study revealed among others that there is strong relationship between supportive organizational culture in schools and teachers’ job satisfaction in public secondary schools in Abia State. It was also found out that bureaucratic organizational culture in schools has weak positive relationship with teachers’ job satisfaction in public secondary schools in Abia State. Based on the findings, it was recommended among others that principals should reduce the rigidity in bureaucratic organizational culture that minimizes the freedom of staff to execute tasks in order to enhance their job satisfaction.

Keywords: Organizational Culture, Supportive, Bureaucratic, Teachers, Job Satisfaction

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INNOVATIVE AND TEAM-ORIENTATION ORGANIZATIONAL CULTURE IN SCHOOLS AS CORRELATES OF TEACHERS’ JOB SATISFACTION IN PUBLIC SECONDARY SCHOOLS IN ABIA STATE

INNOVATIVE AND TEAM-ORIENTATION ORGANIZATIONAL CULTURE IN SCHOOLS AS CORRELATES OF TEACHERS’ JOB SATISFACTION IN PUBLIC SECONDARY SCHOOLS IN ABIA STATE

Nzewi, Felicia Ebelechukwu & Prof. Perpetua Okorji
Department of Educational Management and Policy
Faculty of Education,
Nnamdi Azikiwe University, Awka

Abstract

The study investigated innovative and team-orientation organizational culture in schools as correlates of teachers’ job satisfaction in public secondary schools in Abia State. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. The study adopted for the study correlational research design. The population of the study consisted of 4,812 teachers in the 277 public secondary schools in Abia State. A sample size of 722 teachers was drawn for the study using proportionate stratified random sampling technique. Two set of instruments titled “Innovative and Team-orientation Organizational Culture Scale (ITOCS) and “Teachers’ Job Satisfaction Scale (TJSC)’’ were used for data collection. The instruments were face validated by three experts; who are lecturers, two in the Department of Educational Management and Policy and one specialist in Measurement and Evaluation in Department of Educational Foundations, all in the Faculty of Education, Nnamdi Azikiwe University. The instruments were subjected to test of internal consistency using Cronbach alpha which yielded overall coefficient of 0.80 for ITOCS and 0.77 for TJSC. The researcher together with three research assistants administered copies of the questionnaires directly to the respondents and a 98 percent return rate of the instruments was recorded. Data were analyzed using Pearson Product Moment Correlation for the research questions, and t-test of correlation for the hypotheses. The findings of the study revealed among others that there is strong relationship between innovative organizational culture in schools and teachers’ job satisfaction in public secondary schools in Abia State. It was also found out that team-orientation organizational culture in schools has strong positive relationship with teachers’ job satisfaction in public secondary schools in Abia State. Based on the findings, it was recommended among others that Secondary Education Management Board should organize annual seminar programmes for principals to enable them grow their knowledge base and develop more skills for building innovative organizational culture that encourage creativity and improve job satisfaction of teachers.

Key Words: Innovative, Team-Orientation, Organizational Culture, Teachers, Job Satisfaction

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