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PRINCIPALS’ MANAGEMENT SUPPORT PRACTICES FOR TEACHERS’ PERFORMANCE IN SECONDARY SCHOOLS IN ANAMBRA STATE

PRINCIPALS’ MANAGEMENT SUPPORT PRACTICES FOR TEACHERS’ PERFORMANCE IN SECONDARY SCHOOLS IN ANAMBRA STATE

 

ABSTRACT

The purpose of this study was to ascertain the extent of principals’ management support practices for teachers’ performance in secondary schools in Anambra State. The descriptive survey research design was adopted for the study. Four research questions and four hypotheses guided the study. The population of the study comprised all the 252 principals and 5,761 teachers in all the government owned secondary schools in Anambra State. A sample of 1,803 subjects made up of 75 principals and 1,728 teachers and which consisted of 30% of the entire population was studied. The proportionate stratified random sampling and simple random sampling techniques were used in selecting the subjects. Two instruments namely “Principals’ Management Support Practices Questionnaire” (PMSPQ) and “Teachers’ Views on Management Support Questionnaire” (TVOMSQ) were used for data collection. The instruments were duly validated by experts. The Cronbach Alpha was used for the reliability test. This yielded reliability indices that range between 0.80 and 0.95 for the four sections of the instruments. The reliability indices were considered high enough making the instruments adequate for the study. The researcher, together with six research assistants, collected data for the study. Mean scores were used to answer the research questions while z-test was used to test the hypotheses at 0.05 level of significance. It was among others found out that principals neither organize in-school seminars and workshops for their teachers to help them grow professionally nor do they organize group supervision, peer supervision and clinical supervision for their teachers. The recommendations of the study included that principals should use in-school seminars and workshops and adequate supervision to enhance teachers’ performance in their schools. Implications of the study were drawn and suggestions for further studies made.

 

TABLE OF CONTENTS

PAGE

TITLE PAGE i

APPROVAL PAGE ii

ACKNOWLEDGMENTS iii

CERTIFICATION iv

DEDICATION v

ABSTRACT vi

TABLE OF CONTENTS vii

LIST OF TABLES xi

 

CHAPTER ONE: INTRODCTION 1

Background to the Study 1

Statement of the Problem 9

Significance of the Study 10

Purpose of the Study 12

Scope of the Study 13

Research Questions 13

Hypotheses 14

 

CHAPTER TWO: REVIEW OF RELATED LITERATURE 15

Conceptual Framework 16

Concept of Management Support 16

Concept of Performance 18

Theoretical Framework 22

Valence-Expectancy Theory 23

Hierarchy Need Theory 24

McGregor’s Theory X and Y 27

Theoretical Studies 30

Aspect of Management Support Practices 30

Basic Principles of Teacher Welfare in School 33

Methods of Professional Growth for Teacher 35

Four Factors to Keep Teachers Motivated in Schools 37

Approaches to Supportive Supervision for Teachers 39

Characteristics of Teachers’ Performance 41

Basic Assumptions about Teacher Performance 42

Factors that Promote Performance and Affect Management Support Practices 46

Relationship between School Management Support and Teachers’ Performance 58

Empirical Studies 61

Studies on Management Support Practices for Teachers’ Productivity 61

Studies on Management Support Practices for Teachers’ Job Satisfaction 63

Summary of Reviewed Related Literature 66

 

CHAPTER THREE: METHOD 68

Research Design 68

Area of Study 69

Population of the Study 69

Sample and Sampling Technique 70

Instrument for Data Collection 71

Validation of the Instrument 72

Reliability of the Instrument 73

Method of Data Collection 74

Method of Data Analysis 75

 

CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA 76

Research Questions 76

Hypotheses 84

Summary of Findings 87

 

CHAPTER FIVE: DISCUSSIONS OF RESULTS, CONCLUSIONS

AND RECOMMENDATIONS 89

Discussion of Findings 89

Management Support Practices for Teachers’ Welfare 89

Management Support Practices for Teachers’

Professional Growth 91

Principals Management Support Practices for Teachers’

Motivation 92

Conclusion 94

Implications of the Study 95

Recommendation 96

Limitations of the Study 97

Suggestions for Further Studies 98

REFERENCES 99

APPENDICES 107


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