Digitally Signed by: Content manager’s Name

DN : CN = Weabmaster’s name

O= University of Nigeria, Nsukka

OU = Innovation Centre

Nwamarah Uche

Faculty of Education

Department of Educational Foundations

INFLUENCE OF PROFESSIONAL TRAINING ON

ADMINISTRATIVE EFFECTIVENESS OF PRINCIPALS IN

ENUGU STATE

CHUKWUMA, IFEOMA .S.

PG/M.ed/10/57579

2

INFLUENCE OF PROFESSIONAL TRAINING ON ADMINISTRATIVE

EFFECTIVENESS OF PRINCIPALS IN ENUGU STATE

BY

CHUKWUMA, IFEOMA .S.

REGISTRATION NUMBER: PG/M.ed/10/57579

DEPARTMENT OF EDUCATIONAL FOUNDATIONS

FACULTY OF EDUCATION

UNIVERSITY OF NIGERIA, NSUKKA

APRIL, 2013

3

TITLE PAGE

INFLUENCE OF PROFESSIONAL TRAINING ON ADMINISTRATIVE

EFFECTIVENESS OF PRINCIPALS IN ENUGU STATE

A MASTERS DEGREE (M.ed) PROJECT PRESENTED TO THE

DEPARTMENT OF EDUCATIONAL FOUNDATIONS, FACULTY OF

EDUCATION, UNIVERSITY OF NIGERIA, NSUKKA, IN PARTIAL

FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF

MASTERS DEGREE IN EDUCATION

BY

CHUKWUMA, IFEOMA .S.

REGISTRATION NUMBER: PG/M.ed/10/57579

SUPERVISOR: DR. SAM UGWOKE

4

FEBRUARY, 201

APPROVAL PAGE

This research work has been approved by the Department of Educational

Foundations, Faculty of Education, University of Nigeria, Nsukka, for the award of

Masters in Education (M.ed).

By

……………………………. ……..

………………………………

DR. SAM UGWOKE DR. NGWOKE, D. U

(PROJECT SUPERVISOR) (HEAD Of The DEPARTMENT)

……………………………… ………..

.……………………………..

External Examiner PROF. IFELUNNI, I

(DEAN, FACULTY OF

EDUCATION)

5

DEDICATION

This research work is dedicated to God Almighty, my darling husband, Rev.

Joseph .N. Chukwuma and my sons Udochukwu, Chimeremma, Chisimdi and

Chimamanda.

6

CERTIFICATION

Chukwuma, Ifeoma. S a Masters degree student in the Department of Educational

Foundations, Faculty of Education, University of Nigeria, Nsukka, with registration

number: PG/M.ed/10/57579 has satisfactorily completed the requirements (course

work and project), for the award of Masters degree in Education. The work embodied

in this project is original and has not been submitted in part or full for any other

Masters degree of this or any institution.

………………………………..

………………………

DR. UGWOKE SAM Date

SUPERVISOR

7

……………………………….

………………………..

CHUKWUMA, IFEOMA .S Date

PG/M.ed/10/57579

ACKNOWLEDGEMENTS

My obeisance and gratitude is to the Almighty God, our maker and king, the

source of all goodness, the giver of knowledge, in whom we move and have our

being. I really thank Him for giving me life and strength to do this work.

My unreserved gratitude go to my supervisor, Dr. Ugwoke, Sam, who

painstakingly went through my work, his fatherly concerns, openness, readiness and

indebt attention and corrections have made this work what it is. I am really very

grateful.

I remain grateful to my dear husband, Rev. Joseph Nnaemeka Chukwuma and

my four sons, Udochukwu, Chimeremma, Chisimdi and Chimamanda, who allowed

me some time for this work and championed the course of my academic history.

I am indebted to the Head of Department and other lecturers in the Department

of Educational Foundations especially Administrative and Planning Unit lecturers,

8

whose encouragement, mentoring and academic prowess have been my source of

inspiration and have enabled me to complete this study. I cannot thank them enough.

My unreserved thanks goes to Dr. (Mrs) Ezenwaji, I.O, who took the pain of reading

through the work and commented on areas to make corrections. May God richly bless

her.

The unparallel love and support of my mother Mrs B. Aleke and my late father,

Mr E. Aleke can never be forgotten, despite the economic situation of this country,

they still took care of my needs. I will forever remain grateful to them for bringing

me into this world and educating me. My mother in law Mrs E. Chukwuma, my

brothers and sisters and in-laws are also appreciated for their prayers and support to

me. I thank also my friends and colleagues in the department who supported me

morally during the course of this programme especially Mrs Chinwe Diara. I also

thank Ifeoma who type setted most of the work.

Every other person who for want of time and space, I may not have been able

to mention by name, but was encountered in the course of this work and even

throughout the duration of this my programme, I say thank you.

9

TABLE OF CONTENT

Cover page - - - - - - - - - - - i

Title page - - - - - - - - - - - ii

Approval page - - - - - - - - - - iii

Dedication - - - - - - - - - - - iv

Certification - - - - - - - - - - v

Acknowledgement - - - - - - - - - vii

Table of content - - - - - - - - - - x

Abstract - - - - - - - - - - - xi

CHAPTER ONE: INTRODUCTION

Background of the Study - - - - - - - - - 1

Statement of the Problem - - - - - - - - - 8

Purpose of the Study - - - - - - - - - 10

Significance of the Study - - - - - - - - - 13

10

Scope of the Study - - - - - - - - - - 13

Research Questions - - - - - - - - - 14

Hypotheses - - - - - - - - - - - 14

CHAPTER TWO: REVIEW OF LITERATURE

Conceptual framework - - - - - - - - - 15

Concept of professional - - - - - - - - - 19

Concept of training - - - - - - - - - 23

Concept of professional training - - - - - - - 28

Concept of administration - - - - - - - - 30

Concept of administrative effectiveness - - - - - - 34

Concept of principal - - - - - - - - - 38

Theoretical framework - - - - - - - - - 39

Human relation theory - - - - - - - - - 40

Behavioural science theory - - - - - - - - 43

Review of empirical studies - - - - - - - - 45

Summary of literature review - - - - - - - - 46

CHAPTER THREE: RESEARCH METHOD

Research design - - - - - - - - - - 46

Area of study - - - - - - - - - - 47

Population of the study - - - - - - - - - 47

11

Sample and sampling technique - - - - - - - - 47

Instrument for data collection - - - - - - - - 49

Validation of the instrument - - - - - - - - 49

Reliability of the instrument - - - - - - - - 50

Method of data collection - - - - - - - - 50

Method of data analysis - - - - - - - - - 50

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS

Presentation of data analysis - - - - - - - - 57

Summary of findings - - - - - - - - - 60

CHAPTER FIVE: DISCUSSION Of THE FINDINGS, RECOMMENDATIONS

SUMMARY, AND CONCLUSIONS

Discussion of the findings - - - - - - - - 65

Conclusions - - - - - - - - - - - 66

Educational implications of the study - - - - - - - 67

Recommendations - - - - - - - - - 69

Limitation of the study - - - - - - - - - 70

Suggestions for Further Research - - - - - - - 70

Summary of the study - - - - - - - - - 73

REFERENCES - - - - - - - - - - 77

12

APPENDIXES:

Questionnaire on Professional Training and Administrative Effectiveness of Principal

Lists of schools by local Government and zones in Enugu state

Validated Instrument

Reliability Instrument

ABSTRACT

This study aims at exploring the influence of professional training on administrative effectiveness of

principal in Enugu state. Specifically, this study identified the professional training programmes

available to principals in Enugu state, determine the extent to which the professional training of

principals enhance the administrative effectiveness in instructional supervision of teachers, ascertain

the extent to which the professional training of principals contributes to the interpersonal

relationship in the school and determine the extent to which the professional training of principals

enhances decision making in the schools. Four research questions guided the study. Three null

hypotheses were postulated to guide the study and tested at 0.05 level of significance. A researcher

developed questionnaire was used for data collection. The instrument was face validated by three

experts from the Faculty of Education, University of Nigeria, Nsukka excluding the supervisor of

this work, after which a trial testing was carried out. Sample of 243 respondents were used. The

population comprised 65 principals and 4800 teachers in Nsukka Education Zone. Mean score,

standard deviation and t-test were used to analyse the data obtained from the questionnaire. The

study revealed that Professional training programmes available to principals include; seminar,

symposia, workshops, conferences, exhibitions, mentoring and colloquial, Principals lay emphasis

on the school curriculum, teachers’ lesson notes, diaries, class registers, progress registers, school

objectives among others, principals also supervise teaching methods and instructional materials,

encourage electronic teaching and learning, and use of SWOT analysis in dealing with challenges,

when the principal listens to teachers’ complaints and give advice, good rapport with teachers is

establish, When principals seek opinions of teachers before taking decision or action on matters

such as school fund, appointment, student admission, among others decision making in the school is

enhanced. Some of the recommendations made include; School principals should be exposed to the

different forms of professional training such as; seminars, conferences, workshops, symposia,

13

exhibitions, mentoring and colloquial, Principals should exhibit the professional training skills when

acquired, for effective decision making in the school, principals should ensure that opinion of

teachers are considered before taking actions in the school.

CHAPTER ONE

INTRODUCTION

Background of the Study

The 21st century school administrators face a lot of challenges in executing

their administrative tasks due to globalization of the world. The task of school

administrator include providing leadership for curriculum development and

14

instructional improvement, creating conducive environment for the realization of

human potentials, influencing the behaviour of staff, supervising instructional

activities and controlling the financial management of the school.

The challenges facing school administrators as Arikewuyo (1999) opines

include; Insufficient interest of the principals in arresting the loitering behaviour of

the teachers and students, lack of social set-up among the staff of which the principal

supposed to be part of , the inability of the principal to make time, visit and

communicate with members of his staff, principals not ready to listen and advice,

improper supervision all through the line of responsibilities which requires the

principal’s watchful eye and constant presence, lack of organized orientation for

young and inexperienced teachers, lack of division of labour and monopoly of all the

power, constant repetition of lesson notes, use of a particular instructional materials

year after year and poor coordination of the various departments in the school due to

disobedience of school rules and regulations.

Constant changes in educational policies coupled with educational and

technological innovations greatly affect the speed of knowledge, production and

administration and these have rendered most school administrators inadequate in

discharging their duties. The tasks and challenges facing school administrator have

made it necessary for school administrators to embark on training that make them

professionals on the job. This training can take different forms such as: seminars,

15

symposia, workshops, conferences, exhibitions, mentoring, and colloquial. The

duration of these training varies from hours, days, weeks, months and years (Chabra,

2005).

Professional school administrator carry out job that requires special training

and education and the society expect such an individual to exhibit some skills,

attitudes and certain behavioural standards equivalent to the training given to the

individual. A professional in education is one who has the skills and abilities to

maintain sound interpersonal relationship through the acquired skills and also to reach

students in a meaningful way, developing innovative approaches to content while

motivating, engaging and inspiring young adult minds to prepare for ever advancing

technology ( Onwura, 2004)

A professional as regards to school administration is one who educates the

students so that the students learn concepts and apply them in their lives. The

professional has a strong knowledge of the subject area and has the opportunity to

concern himself with preparing innovative techniques to teach. According to Hughes

(1997), the professional makes decision that allows individual students’ needs to be

met more precisely. A well trained professional school administrator leads students

by example. A professional has the ability to initiate and maintain effective

communication with all the parties involved in education which include: students,

teachers, school board, administrators, parents and community. Hughes (1997), also

16

is of the view that school principals should involve teachers in all they do to ensure

sound and healthy decision making in the school.

Training is the acquisition of knowledge, sharpening of skills, concepts, rules

or changing attitudes and behaviours to enhance the employees’ performance on the

job (Okendu, 2009). Training is a continuous learning process which transforms the

employees according to the organization’s global needs. Training involves the

application of knowledge which creates awareness of rules and procedures to guide

behaviour. Having seen what training is all about, the already existing personnel need

to be trained to enable them be acquainted with the new curriculum, methods and

techniques of work and other new trends and innovations within the system. This

learning process equips an individual with the knowledge and skills to perform better

on the job and be able to cope with the changing needs and technologies.

In any organization, for growth to take place there must be training. Training

has been observed as part of human development. Human development is a process of

enlarging people’s choice. According to Olaniyan and Ojo (2008), these choices can

be infinite and change over time. In any organization, the most essential things are

existence of good interpersonal relationship for people to live a long and healthy life,

to acquire knowledge through training and have access to resources needed for a

decent standard of living. If these essential choices are not available, many other

opportunity of achieving administrative effectiveness in an organization remains

17

inaccessible. Some of the present day educational institutions lack such interpersonal

relationship thereby making the administrative effectiveness of principals difficult to

achieve.

For administrative effectiveness of principals to be achieved, all hands must be

on desk, as Oguntimehin (2001), obviously noted that, organization cannot be

successful without well skilled and well trained administrators. Hence, the need for

educational institutions to embark on principals’ professional training and

development has become obvious. Absence of these training according to Oribabor

(2000) often manifest tripartite: problems of competence, inefficiency and

ineffectiveness in decision making. Isyaku (2000) postulates that professional training

aims at developing competencies such as technical, human, conceptual and

managerial for future growth and development of both the individual and the

organization.

Professional training are planned activities that are concerned with increasing

and enlarging the capabilities of employees so that they can successfully handle

greater office and occupy higher positions in the organization’s hierarchy to better

handle current responsibilities (Peretomode, 2005). Professional training are those

training given to administrators who are concerned with tasks that need special skill

or development especially those ones that need high level of Education. This

professional training is geared towards improving upon worker’s performance with

18

the ultimate aim of achieving set organizational goals. Thus, professional training of

secondary school principals is aimed at enhancing their capabilities so that they can

effectively handle their administrative responsibilities as chief administrators in

secondary schools.

As already seen what professional training is all about, principal’s professional

training focuses on the acquisition of skills needed to carryout one’s current job and

this professional training is future oriented, that is, it deals with preparing principals

for future positions that will require special skills, knowledge and abilities. This

professional training also focuses mainly on the areas of instruction, finances,

research and public service (Okendu, 2009). Although professional training involves

researches and development of knowledge through conferences and seminars, such

provisions are neglected in secondary school administration due to lack of fund to

organize such programmes. This is in line with Adeniyi (1995) that observed that

principal professional training and development are neglected and is a work activity

that can make a very significant contribution to the overall effectiveness and

profitability of an organization.

The principal is the chief executive and the educational administrator of the

school. The principal occupies a central position in ensuring administrative

effectiveness in school. Igwe (2006, p.150) states that “the central purpose of

administration in general is the coordination of human and material resources for the

19

attainment of some predetermined objectives”. The principal is the chief supervisor of

the school. The most supervisory work of the principal is that of instruction. The vice

principals see that the lesson is thoroughly prepared by checking the lesson and unit

plans, and supervising the actual teaching activities and making necessary

constructive corrections. The principal sees that the classes are enriched with learning

materials, well ventilated, not overcrowded and has good teaching arrangement. The

vice principals with the help of the furniture masters, deans, heads of department and

guidance counselors, supervise the infrastructural materials, co-curricular activities,

neatness of the compound and personnel as well as their health services. Not only

supervision of instruction, the principal has to be very knowledgeable in record

keeping and encourage the teachers to keep the pupils records accurately. Since

keeping all school records consistently and accurately, minimizes problems, training

is required in those areas for accuracy of record and data operation.

Administration is the ability to make people, activities and things function so

that objectives are achieved. This means that administration is the process of working

with and through others to efficiently accomplish predetermined goals of an

organization as Mgbodile (2004) deduces. The principal being an educational leader,

working in an organization which is a social system, is tasked with a whole lot of

challenges which include supervision, staff management, decision making,

curriculum development, assignment of tasks to carefully selected trained teachers,

20

providing instructional materials needed for teachers to carryout effective teaching

and learning. Based on this, the principal needs professional training so as to

systematically arrange these resources and attain the set goals.

Administrative effectiveness involves achievement in many of the day to day

management issues which are practical and are of paramount importance to the

organization. In this case, the principal sees that the school environment maintains

absolute quietness and good learning situation (Condy, 1998). This moves the

principal from administrative role to an effective leadership position where teachers’

motivation and needs are integrated through harnessing their potentials which include

division of labour, hierarchy of authority and effective managerial behaviour in

attainment of the predetermined objectives of the organization.

The effectiveness and success of an organization therefore, lies on the people

who form and work within the organization. It follows therefore, that the employees

in an organization to be able to perform their duties and make meaningful

contributions to the success of the organizational goals, need to acquire relevant skills

and knowledge. The neglect of professional training and development programme

need affect the level of manpower performance of principals especially in areas of

instructional supervision of teachers. According to Kayode (2001), professional

training and development programmes have to be conducted for the different levels of

administration. Usually, before such training are organized, efforts are being made

21

through individuals and organizational appraisals to identify the training needs. After

the training, an evaluation is carried out to ascertain the effectiveness of the

programme in line with the needs, which had been identified.

Unavailability of fund has been a major constraint to administrative

effectiveness. In some cases where the government refuses to provide for fund, no

such training exists. Some of the principals occupy the position through illegal means

and are unqualified for the post as noted by Akinpeju (1999). Some principals lack

education qualifications and use the privilege of having people in government to

secure the position above their colleagues who in most cases merit the position, in

such cases, if training is not given, the organization is going to have problem.

Professional training of secondary school principals has so many advantages,

common knowledge alone tells us that nothing in life remain the same. Every thing is

flux. Education is not in isolation, new rules and regulations must be formulated to be

in line with the new trend in development. Professional training of principals

encourages professional development and also network of professional colleague is

built through professional training. For effective administration to take place there

must be facilities, equipment and training of principals. Ezikanyi (2007) noted that

three main factors enhance any educational endeavour. These are finance, physical

facilities and equipment. These three are indispensable if any education pursuit is to

be achieved. For administrative effectiveness to be achieved in schools, the basis for

22

appointment of principals is basically on the educational qualification and some years

of experiences. In some cases, principals without educational qualification are

appointed without years of experience. It is worth knowing that if principals recruited

do not have the experience and skills needed for administrative effectiveness, the aim

of change will not come. Some of the appointed principals have no knowledge of

information communication and technology, which is almost the eye and ear of every

dynamic and growing organization. The study is therefore to find out competencies

needed by the principals through professional training which will enhance

administrative effectiveness in secondary schools in Enugu state.

Statement of the Problem

A true profession is the one that offer individuals the opportunity for growth in

their careers and in their lives. Professional training results to additional

responsibilities, greater status, and improved contribution in the profession itself.

Presently, there appear to be problem in the secondary school administration due to;

insufficient interest of the principals in arresting the loitering behaviour of the

teachers and students, lack of social set-up among the staff of which the principal

supposed to be part of it, the inability of the principal to make time, visit and

communicate with members of his staff, principals not ready to listen and advice,

improper supervision all through the line of responsibilities which requires the

23

principal’s watchful eye and constant presence, lack of organized orientation for

young and inexperienced teachers, lack of division of labour and monopoly of all the

power, constant repetition of lesson notes, use of a particular instructional materials

year after year and poor coordination of the various departments in the school due to

disobedience of school rules and regulations. All these inefficiency in administration

affects students’ performance and achievement of the pre-determined objectives of

the school.

Based on the above facts, it is clear that certain problems exist and it is of much

concern to the researcher who is now poised to ask: are these administrative problems

as a result of ignorance, unfortunate oversight and design on the part of the planners?

In view of this, the present researcher embarks on the study to investigate into the

influence of professional training on administrative effectiveness of principals in

Enugu State.

Purpose of the Study

The main purpose of the study is to ascertain the extent of professional training

of principals in order to determine their administrative effectiveness in Enugu state.

Specifically, the study seeks to:

1. Identify the professional training programmes available to principals in

Enugu state.

24

2. Determine the extent to which the professional training of principals enhance

the administrative effectiveness in instructional supervision of teachers.

3. Ascertain the extent to which the professional training of principals

contributes to the interpersonal relationship in the school.

4. Determine the extent to which the professional training of principals

enhances decision making in the schools.

Significance of the Study

The findings from the study will add knowledge to theory and practice in the

schools. The administrators identify that the best way to perform any organization’s

jobs is to apply training on the workers accordingly. Principles of scientific

management theory states that efficiency of workers can only be achieved by

maximizing the workers outputs through the application of scientific management

principle. The manager has to be knowledgeable in scientific management principles

through training and try as much as possible to apply the training on the job. Within

the context of this theory and in relation to this study, principals benefit by being

professionally trained to be knowledgeable in their profession of supervision and

general administration in the school. Principals are trained to be abreast with the

current trends and innovations in Education, teaching methodology, classroom

25

organization and management and techniques of continuous assessment and should

apply them accordingly.

This study will be beneficial to students, teachers, principals, Educational

planners, researchers, policy makers and government, theory and practice in the

school. Students will specifically benefit from this study because the study will

improve instructional supervision which will make the teachers to be more dedicated

to their duties.

Teachers will also benefit because the study will make them to embark on in-

service training by the principals after undergoing series of professional training so as

to understand and meet up with the new administrative guidelines in the school.

Also, teachers will be trained in the area of teaching methodology, curriculum

development, current trends and innovations in Education, classroom organization

and management and techniques of continuous assessment.

Principals will also benefit since the study will create awareness on the

relevance of professional training of principals and its relative impact on instructional

supervision. In the same vein, the study will explore the different professional

training programmes available for principals in secondary schools and assist them in

acquiring knowledge and skills necessary to improve on instruction.

26

The study will help educational planners in their future planning since

principals are in direct contact with the implementers of the curriculum and have the

functions of planning, implementing and providing feedback.

Researchers will benefit from the study as this will provide the various

training programmes available to principals for effective administration in the school.

This will also provide information on the influence of professional training of

principals on administrative effectiveness.

The study will equally benefit the policy makers and government by

emphasizing the need for policy formulation that will address training programmes

for principals. The study will be beneficial to educational administrators in the field to

be able to relate every theory to practice.

Scope of the Study

This study will be limited to Nsukka Education zone in Enugu State of

Nigeria. The content scope will be limited to determining if principals’ professional

training availability determines the effectiveness in instructional supervision of

teachers, effectiveness in interpersonal relations with the teachers and decision

making in the school.

Research Questions

27

The following research questions will guide the study and will be used to

develop the instrument for data collection used on both the principals and teachers.

(i) To what extent are professional training programmes available for principals

in Enugu state?

(ii) To what extent do principals professional training determine the effectiveness

in instructional supervision of teachers?

(iii) To what extent do principals’ professional training contribute to the

interpersonal relationship in the school?

(iv) To what extent do professional training of principals enhance decision

making in the school?

Hypotheses

The following null hypotheses were formulated to guide the study and will be

tested at 0.05 level of significance.

Ho1: There is no significant difference between the mean rating of principals and

teachers on the extent to which principals’ professional training availability

determines the effectiveness in instructional supervision of teachers.

28

Ho2: There is no significant difference between the mean rating of principals and

teachers on the extent to which principals’ professional training availability

determines the effectiveness in interpersonal relations in the schools.

Ho3: There is no significant difference between the mean rating of principals and

teachers on the extent to which principals’ professional training availability

determines the effectiveness in decision making in the schools.

29

CHAPTER TWO

REVIEW OF LITERATURE

In this chapter, the researcher will review previous literature related to this

topic. The review will be under the following sub-headings.

Conceptual framework

� Concept of Professional

� Concept of Training

� Concept of Professional Training

� Concept of Administration

� Concept of Administrative effectiveness

� Concept of Principals

Theoretical Framework

� Human relations theory by Mary Packer Folleft (1933)

� Social or behavioural science theory by Chester Barnard (1938)

Review of Empirical Studies

� Empirical studies on professional development of principals.

� Empirical studies on professional development of school administrators.

� Empirical studies on administrative qualities of principals.

Summary of Literature Review

17

30

Concept of Professional

A professional is a person who is paid to undertake a specialized set of tasks

and to complete them. The professionals include doctors, lawyers, clergymen and

military officers (Wong & Ng, 2003). Presently, the term is applied to estate agents,

surveyors, environmental scientists and educators. This is also used in sports to

differentiate amateur players from those who are paid.

Professional is used in some culture as shorthand to describe a particular

social stratum of well educated, mostly salaried workers, who enjoy considerable

work autonomy, a comfortable salary, and are commonly engaged in creative and

intellectually challenging work. According to Togneri (2003), due to the personal and

confidential nature of many professional services and thus the necessity to place a

great deal of trust in them, most professionals are subject to strict codes of conduct

enshrining rigorous ethical and moral obligations. A professional is one who is

specifically trained to undertake a profession. A profession is a job that needs special

education and training. According to Anadi (1994, p. 3) a profession is:

any prestige-holding occupation that renders an essential social

service, embodies a systematic body of knowledge, requires long

academic and practical training, enjoys a high degree of autonomy

and enforced conditions of service, possesses a code of conduct

prescribed by members and for themselves, has a representative

organization as well as provision for professional development.

31

A professional can be said to be someone who works in a job that requires

special education and training. The society expects such an individual to exhibit some

skills, attitudes and certain behavioural standards (Onwurah, 2004). A professional

can also be regarded as one or an individual who is on a job that requires special

training or acquisition of skills especially a high level of education.

A professional can be defined as an individual that reach students in a

meaningful way, developing innovative approaches to content while motivating,

engaging and inspiring young adult minds to prepare for ever- advancing technology

(Halliday, 1999). However, this definition does little to exemplify precisely how a

professional principal carries himself or herself. Due to the growing autonomy given

to educators, professionalism remains one of the most influential attributes of

education today and this contains three essential characteristics, competence,

performance and conduct, which reflect the educator’s goals, abilities and standards,

and directly impact the effectiveness of teaching through the development of these

qualities.

Firstly, competence is fundamental in an educator’s pursuit of excellence and

this focuses on three important ideas: preparation, knowledge of subject area and

defined pedagogy. According to Cranston (2002) professionals prepare for the

challenges they are expected to face in the classroom which ranges from language and

cultural barrier to socio-economic differences. These challenges can be tackled

32

through individualized techniques. A professional having prepared for the classroom

challenges will be able to overcome them. A well trained professional helps to meet

individual student’s needs more precisely by directing the students with examples.

Secondly, a professional who knows the subject area well prepares the lesson well

and delivers the lesson through innovative techniques. Having known the curriculum

material well, the professional has confidence in the teachings and relate the subject

matter well to the students. Finally, a professional who has a defined pedagogy has

already journeyed through several trials to discover which pedagogical techniques are

most effective. The professional may be willing to self evaluate the set pedagogy as it

is developed and apply the idea to a practical situation (Cranston, 2002).

Furthermore, performance is the ability to effectively teach the concepts of a

curriculum. As individuals, professional have the right to perform their work as they

see fit, based on knowledge acquired through training. According to Hughes (1997), a

professional prepares students to learn concepts and apply them in their lives. A

professional that has a high standard of performance is reliable and dedicated. This

type becomes active rather than passive, showing the students a genuine interest in

their progress as students.

The final characteristic of a professional is conduct. Conduct is a representation

of how well one takes care of himself or herself, from aesthetics to language and

behaviour (Cranston, 2002). Conduct also includes one’s ability to initiate and

33

maintain effective communication with all the parties involved in education: students,

teachers, school board, administration, parents, and community. A professional

principal desires to acquire effective communication skills to achieve pre determined

educational goals.

As regards to the study, a professional can be regarded as one or an individual

who is qualified and is on a job that requires special training or acquisition of skills

especially the one that requires a high level of education.

Concept of Training

Training is a learning process. According to Okendu (2009), education is not

complete when a man or an individual leaves regular attendance to school and starts

working rather; education is a continuous learning process which can only be

achieved through training. Training involves the acquisition of knowledge,

sharpening of skills, concepts, rules or changing attitudes and behaviours to enhance

the performance of employees (Okendu, 2009).

Training is the process of teaching or learning a skill or job. The employees

are transformed according to the organization’s global needs and this is done through

an organized activity called training. Training according to Kalra and Bhatia (2008) is

a process of learning a sequence of programmed behaivour. It involves the application

of knowledge that creates awareness of rules and procedures to guide behaviour. It

34

helps in bringing about positive change in the knowledge, skills and attitude of

workers. Thus, training is a process which tries to improve skills or add to the existing

level of knowledge so that personnel are better equipped to do the present job or to

mould the workers to be fit for a higher job involving higher responsibilities. This

bridges the gap between what the employees have and what the job demands.

In the same vein, training is a process which involves time, effort and money

by an organization an the organization is very careful while designing a training

programme. The objectives and need for training must be clearly identified and the

method or type of training should be chosen according to the needs and objectives

established (Kalra and Bhatia, 2008). An organization takes a feedback on the

training programme in the form of a structured questionnaire so as to know whether

the amount and time invested on training has turned into an investment or it is just a

loss.

Training is a continuous or never ending process. Even the existing personnel

need to be trained to refresh them and enable them to keep up with the new method

and techniques of work. According to Aswathappa (2005), this type of training is

known as refreshers training and the training given to new employees is known as

induction training. This is basically given to new employees to help them get

acquainted with the work environment and fellow colleagues. It is a very short

35

informative training just after recruitment to introduce or orient the personnel with the

organization’s rules, procedures and policies.

Training plays a significant role in human resource development. These

human resources are the life blood of any organization. Well trained employees help

organizations to achieve their objectives. According to Gupta (2004), the significant

roles of training include: to impart to the new employees the basic knowledge and

skills required for an intelligent performance on definite tasks, to prepare employees

for more responsible positions, to bring about change in attitudes of workers in all

direction, to reduce supervision time, reduce wastage and produce quality products, to

reduce defects and minimize accident rate, to absorb new skills and technology and to

help in growth and improvement of employee’s skills and knowledge.

The most widely used methods of training are on the job training and off the

job training. According to Craston (2005), on the job training involves coaching

which is learning by doing. In this, the superior guides the subordinate and gives job

instructions. The superior points out the mistakes and gives suggestion for

improvement, job rotation; in this, the trainees move from one job to another, so that

the trainees should be able to perform all types of jobs in case of emergency,

absenteeism or resignation, any employee would be able to perform any type of job.

Off the job training is given outside the actual workplace. This includes

lectures/conferences; these approaches convey specific information, rules, procedures

36

or methods. This method is useful, where the information is to be shared among a

large number of trainees and the cost per trainee is low in this method, stimulation

exercise; can provide information and explicitly place the trainee in an artificial

environment that closely mirrors actual working conditions and can be considered a

simulation. Simulation activities include case experiences, experiential exercise,

vestibule training, management games and role play. Films; can provide information

and explicitly demonstrate skills that are not easily presented by other techniques.

Motion pictures are often used in conjunction with conference, discussion to clarify

those points that the film emphasized (Craston, 2005).

With regards to this study, training is a learning process which equips an

individual with the knowledge and skill to perform better on the job and it is a vital

tool to cope with the changing needs and technologies and ever changing work

environment. It is beneficial to both the organization and the employees.

Concept of Professional Training

Principals need to improve their knowledge in administrative skills, attitudes and

behaviour on the job. The reason necessitates the need for training of principals while

on the job which includes pre-service training which rarely prepares principals for

future positions and their accompanying responsibilities. Constant changes in

educational policies coupled with educational and technological innovations which

37

are nurturing unprecedented innovations in the transmission of information, greatly

affects the speed of knowledge, production and transfer which have rendered most

principals inadequate in the aspect of policy implementation (Chabra, 2005).

Professional training activities usually focuses on improving the conceptual

skills- the intellectual abilities needed to handle complex situations and do a better

job. Professional training however is geared towards improving upon principal’s

administrative effectiveness with the ultimate aim of achieving set educational goals.

This training help principal to accept other staff and show concern for their individual

feelings, the training also helps to maintain effective communication within the

school and for the principal to build some skills in managing both the human and

material resources in the school (National College for School Leadership, 2008).

Professional training exposes principals to positive methods of school

administration. This training forms a bridge for a continuous acquisition of

knowledge by people entrusted with the tasks of administration. According to Okendu

(2009), professionally, this exposure is therefore indispensable for continuity and

effectiveness of system to be developed and sustained. Specifically, professional

training is new managerial concepts, and limits administrative ineffectiveness. This

implies that the principal is re-trained to sharpen his creative, imaginative and

analytical disposition towards solving administrative problems.

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Professional training of principals involve activities that can stimulate

principals to observe school events more carefully, assess their effectiveness

thoughtfully and share new insights. According to Oboegbulem (2007), every

organization has a mandate. Every employee has to work in line with the objectives of

the organization. An effective organizational head is one who achieves the set

objectives of the organization with the limited human resources, material resources

and time. This involves the principal’s ability to acquire knowledge and skills on how

to use available resources to achieve the pre-determined objectives.

Professional training of principals involves retraining principals in areas of

new curriculum, subject content and teaching methods. This retraining according to

Oboegbulem (2007), increase knowledge and improves skills and competencies of

serving principals and teachers. A high quality professional training of principals can

involve the principals in new roles as school leaders, peer advisers and teacher-

researchers. Principals work with colleagues as peer advisers, providing information

and feedback on the implementation of new programmes or instructional strategy.

Professional training also involves teacher’s review of curriculum plans and reflection

on instructional and student assessment practices.

Professional training involves principals’ professional growth as central to

school changes, which the principal acquires both inside and outside the school. This

include the principal as researcher as peer review group, principals involving

39

themselves in networks organizational partnership, and other programmes that

involve teachers in national, state and local government schools and curriculum

reform activities ( Darling, Hammond & McLaughlin, 1995).

Currently, the trend of professional training is conceived as the comprehensive

process of improving the teaching – learning experiences, professional activities and

the environment of principals (Robbins, 1998). As regards to this study, professional

training is the training given to school administrators to improve their knowledge,

administrative skills, attitudes and behaviour while on the job and in the world at

large.

Professional training of principals is viewed under four subheadings which

include: goals, processes, content and design. The goals of principal professional

training focus firstly on the problem of practice, specifically related to teaching and

learning. It must addresses problems related to teacher effectiveness and student

learning and must aim at reducing the discrepancies between the school and

communities goals for student bearing and their actual achievement. Secondly, the

sources of the problems that are to be addressed through professional training are to

be found in information from students, school, and the communities and in the vision

of student achievement and effective schools strategic improvement plan (Hunter,

1997).

40

Thirdly, as Hunter continued engage participants in an examination of their

own practice with the aim of defining for themselves a vision of what it means to be a

principal of a high performance learning community and how this can contribute to

the organization’s processes of continuous improvement. Fourthly, a central feature

of professional training of principals must be to involve participants in developing in

depth understanding of the essential features of the high performance learning

community and the values and beliefs that inspire them. The fifth goals is that the

content of professional training can be shaped explicitly by the kinds of competencies

that constitute effective action by the principal in support of learning for all students

and by the dispositions, knowledge and skills these competencies call for. Finally

programmes of professional training whether undertaken by the individual or school

can be based in the framework of an overall institutional professional development

plan.

In the same vein, the processes of principal professional training programmes

can be constructed from a mix of processes such as: self managed growth,

professional training plan, collaborative learning, community conversations, principal

institutes, portfolio development, institutional professional development, tailored and

packaged external programmes.

According to NIEPA (2008), the criteria for planning school training

programmes for principals can be grounded in principles of effective staff

41

development. This can be tailored to the administrator’s learning and competency

profile developed through a range of formal and informal assessments by self and

others. This must be reflected in an individual development plan, draw upon all

resources that can be used to supplement local funding, cover all four levels of

knowledge in learning, provide an ongoing, continuing spectrum of development

throughout the administrator’s career, and draw upon the skills and competencies of

effective school leadership (Hunter, 1997).

Professional training experiences for principals can be constructed with the

following kinds of content in mind: effective school leadership, levels of knowledge

(activating personal knowledge, building shared understanding, linking individual and

group. According to Hughes (1997), this aims at broadening participants’

perspectives using research-based information), continuum of personal and collective

experiences, multiple sources of data (administrator, school and communities) linking

professional training with authentic problems and examination of fundamental beliefs

and assumption.

With regards to this study, professional training of principals is the training

given to principals which is geared towards improving upon principals’

administrative effectiveness with the aim of achieving the predetermined goals of the

educational institution. This helps to inculcate some skills and knowledge for

effective management of the school.

42

Concept of Administration

Administration is the process of directing and controlling life in a social

organization which school is one of them. According to Ezeocha (1990) which

correlates with Peretomode (1996, p.1), administration is concerned with “the

performance of executive duties and decisions to fulfill a purpose and the controlling

of the day-to-day running of an organization”. This implies that administration in

school involves not just implementation of policies and programmes of an educational

organization but also it’s day to day functioning.

Similarly, administration is the ability to make people, activities and things

function so that objectives are achieved. According to Mgbodile (2004),

administration involves using human, material and funds in an organization to

achieve objectives, directing and controlling the affairs of an organization. In the

same vein, according to Ogbonnaya (2009, p. 24), administration is totally seen as “a

process which entails the utilization of human and material resources in maximizing

the realization of objectives”. These definitions involve the use of man (human),

materials and fund to achieve set objectives.

Administration could mean different things to different people and this has

given rise to a variety of definitions. Within this context, administration is seen as

a collection of processes dealing with the various ways in

which human and material resources are utilized to achieve

set goals in an organization. The process include such

element as planning, decision making, organizing,

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coordinating, motivating, directing, evaluating,and staffing,

budgeting (Mgbodile, 1986, p.88).

Every human organization need to be properly managed and administered for

the achievement of stated objectives. In educational sector, administration can be

defined as the arrangement of the human and material resources and programmes

available for education and carefully using them systematically for the achievement

of articulated objectives. According to Ukeje, Akabogu and Ndu (1996) this involves

planning and organization of activities and resources aimed at fulfilling of the goals

of an educational institution. Administration involves all the activities and services,

apart from the normal classroom instruction, rendered to the students by the principal,

staff (tutorial and non-tutorial) the students themselves and even the community that

are geared towards making an individual an all round educated, law abiding citizen of

his community.

As regards to the study, administration is the process of planning, directing,

controlling and coordinating all the human, material and financial resources so as to

achieve the predetermined goals of an educational institution. Administration is a

process which involves planning and organization of activities and resources which

aim at fulfilling the goals of an educational institution.

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Concept of Administrative Effectiveness

The principal is the head of every secondary school in Nigeria. The principal is

regarded as the chief executive who is responsible for all that happens in the school.

According to Oyedeji and Fasasi (2006), the principal assigns duties to those who

could perform the duties, though all responsibilities still reside in him/her as the

accounting officer. The principal co-ordinates some formal structure that is,

administrative unit and other sections of the school which permits a hierarchical

(vertical) order, and maintenance of an effective environment.

In order to achieve administrative effectiveness, many of the day to day

management issues are very practical, but of critical importance. According to

Gaynor (1994), which correlates with Condy (1998) and Halliday (1999), in most

cases, working to reduce teacher absenteeism is a major priority. The principal

ensures that the school environment portrays a learning situation. With this, the

principal moves from administrative tasks to an effective leader who motivates and

integrates the needs of teachers by harnessing their potentials through divisions of

labour, hierarchy of authority and effective managerial behaviour in actualizing the

organizational objectives.

Similarly, in an attempt to provide a set of practical tools that educators and

policy makers can use to define and measure the effectiveness of principals, three

dimensions can be used which include: student performance, teacher retention and

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financial management. For a principal to be effective, the students at his or her school

must perform well. According to Taylor (2007), interpreting a schools pattern of

adjusted gains is most effective when taking into account the schools accountability

rating group. This also indicates that it is both inequitable and inappropriate to

compare the effectiveness of principals that are not in the same category, comparing a

principal in a large school to a principal in small school would be problematic

because principal characteristics would be indistinguishable from the characteristics

of the school that affect student performance. Thus, any policy aimed at encouraging

administrative improvements would be most effective if it took differences among the

various groups into consideration.

Secondly, teacher retention is important because it reflects a principal’s ability

to retain teachers and provide adequate support. This may also affect student

performance and impose costs on a school. According to Condy (1998), the reason is

that beginning teacher turnover is systematically higher than the turnover of more

experienced teachers/ principals should be evaluated based on the beginning and

experienced teacher turnover separately. Turnover rates also differ significantly

among urban and rural areas Thus, principal performance in teacher retention is most

appropriately evaluated by comparing beginning and experienced teacher turnover

among schools in the same area or education zone.

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Finally, financial management is the responsibility of the chief executive of an

institution to see that allocations in the budget are spent according to the directives of

the employer and in accordance with the financial regulation and procedures.

According to Ogbonnaya (2005), three indicators are used to measure the financial

management dimension of principal performance: cost efficiency, instructional share

and attendance rate. The cost efficiency allows one to compare school expenditures

that would be expected given to student’s performance, student demographics and

other cost factors. Instructional share is when there is executive order from the

Governor of a state in a particular year which requires that 65 percent of current

expenditures be spent on purely education and the money is shared among schools in

the state to promote effective teaching and learning. In addition, attendance rates are

associated with school funding at the state level. As such, a principal may be able to

attract more funds to his or her school by promoting high students attendance. Good

financial management suggests a balance between instructional, administrative and

other expenditures.

In addition, in order to achieve administrative effectiveness in an educational

institution, duties and responsibilities are assigned to personnel who could perform

them, though; all responsibilities reside with the chief executive who is the

accounting officer. According to Halliday (1999) the chief executive (principal) co-

ordinates the formal structures which include administrative unit, system office or

47

department which accepts a hierarchical order and maintenance of an effective

environment.

With regard to this study, the term administrative effectiveness of principals

can be defined as the order or the systematic careful arrangement of human, material

and financial resources by the school head or principal for the achievement of the

predetermined objectives of the school or educational institution.

Concept of Principal

A principal is an individual who directs and monitors the academic and non

academic activities within the school. According to Mulkeen, Chapman, Dejaeghere

and Lev (2007), the principal is the individual who plans and implements the daily

routines within an education setting. A principal is also an individual who has a hand

in government grants and funding acquisitions and is in the best position to know all

the materials the school needs and the best ways in which to obtain these materials

from governmental entities.

The principal has a very important role to fulfil in their daily duties and

responsibilities. According to Common Wealth Secretariat (1993), there are general

responsibilities of principals as well as their specific duties. Firstly, the general

responsibilities of principal include: as the head of the educational setting, this

individual provides guidance not only for the teachers but for the students as well the

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principal and must monitor all the activities within the school. In addition, the

principal must act as a liaison officer, between what goes on in the school and those

in the general community. The principal meets requests from parents, school board

members and government officials. These people go to the principal with praise as

well as complaints.

On the other hand, the specific duties of a principal include:

being in a supervisory position, the principals assume the

responsibility for fulfilling in their capacity as principals in

other area of hiring, firing and disciplining teachers and other

staff in the school. Those who work in the school answer to the

principal should any issue arise and the principal does the

interviewing and placement of staff (Common Wealth

Secretariat, 1993, p. 73).

The principal is also responsible for developing payroll specifications for the

workers through a payroll specialist (bursar). The principal monitors the education

and extracurricular activities of the students in the school. The vice principal monitors

the teacher’s lesson plans as well as other activities to ensure that the students are

receiving the educational and activities requirements that are necessary to provide a

well rounded learning environment for them. The principal takes care of disciplinary

actions with the teachers and functionaries. The principal must also stay abreast of

current laws, rules and regulations and ensure the schools compliance with them. The

principal must be sure that everything that deals with the smooth operation of the

school is in keeping with state and federal laws and regulations (Olalekan, 2009).

49

Due to the supreme role of a principal according to Mulkeen, et al (2007),

individuals who are in this profession should possess certain favourable traits. Firstly,

the principal must exhibit excellent leadership skills, so as to lead and guide the

subordinates. Secondly, the principal must also have good problem solving skills as

they will be needed to solve many problems. The principal with maximum problem

solving skill finds out that the job will be easier to carry out as he/ she knows exactly

what to do in a problem situation. Thirdly, good conversational skills are another

positive trait principals possess. They speak with large number of individuals

throughout their daily job. It is important that the principal knows exactly how to

express what they want and relay information to people. A principal has to be social

in nature and good conversational skill help principals to excel in their position.

Principals serve as consultants to the teachers by stimulating them into

providing the students with the best instruction. According to Anuna (2004), this

gives synergic effect in the school or means end chains that link the work efforts of

teachers and groups to an organization’s purpose.

In specific terms, Arikewuyo (1999) views the functions of the Principal as

follows: Providing leadership for curriculum development, providing leadership for

instruction improvement, creating an environment conducive for the realization of

human potentials, influencing the behaviour of staff members and supervising

instructional activities in the school system.

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The Commonwealth Secretariat (1993) also adduced the functions of the

principal to include; manage and deploy school resources efficiently, allocate school

accommodation appropriately, ensure satisfactory standards of maintenance and

cleanliness of school facilities, organize staff development in school and guide

curriculum implementation and change.

The principal plays significant role in the school as chief administrator of the

school. One of the most critical roles of the principal is organization, management

and control of the staff in the school. In addition to the leadership influences on the

staff, the principal also influences the attitudes, perceptions and functions of the staff.

Through the style of school management the principal adopts, the principal can foster

or frustrate the aspiration, expectation, motivation and productivity of the staff in the

school (Mgbodile, 2004). The principal impresses up him/her self that the personnel

(staff and students) make up the system and as such, the principal handles the

personnel with good human relation principles. This helps the principal to create good

working atmosphere for the personnel and ensure the attainment of the school goal

through personnel development.

The principal has the responsibility of meeting with the teachers for interaction,

advice, guidance, counseling and improvement. Staff meetings are power centres for

decision making in the school. According to Mulkeen, Chapman, Dejaeghere and Lev

(2007) the principal is free to talk to the personnel at any time on matters pertaining

51

to the management duties. Organized staff meeting on the other hand provides

another opportunity for communication and exchange of ideas among staff. Principals

of the schools do the task of staff advancement and promotion together with the Post -

Primary School Management Board (PPSMB) and the teaching service commission.

The principal fills the evaluation form and sent to the board who calls for promotion

interview.

With regards to this study, principal is an individual who is a leader within an

educational establishment, who provides guidance to teachers, students, staff and

members of the community and who plans and implements the daily activities of the

educational setting.

THEORETICAL FRAMEWORK

• The Human Relation Theory.

The theory was pioneered by Mary Packer Folleft (1933). Folleft is always

regarded as the first great proponent of human relations theory. The theory was

concerned with the human problems encountered in organizations and therefore

concluded that such problems can only be minimized when there is cooperation

among the workers.

The relationship between this theory and the topic of study is that both focus on

people and how they interact in an organization. This theory is also very important to

52

this study since they are related to human relations which brought into administration

such concepts as democratic leadership, policy making by consultation, delegation of

authority, and decentralization of administration. It also emphasizes on effective

interpersonal relation in an organization which the principals were supposed to

establish.

• The Behavioral Science Theory.

The theory was propounded by Chester Barnard (1938). This theory is viewed

as the synthesis of the scientific management and human relations theory. The

behavioural science movement started from the social science in the early 1940s with

the assumption that the best approach to facilitate work and productivity in an

organization is through an understanding of the worker, his job content and the work

environment. An integration of the classical management and human relations was

considered more helpful in the realization of organizational and personal goals.

Within the context of this theory and in relation to the study, administrators

have to draw their knowledge and experience through training from the various fields

in the social sciences for better understanding of the job performance of the workers.

With such knowledge and experience, administrators would be in a better position to

understand the worker and his work, and how they interact to produce good

organizational management.

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Review of Empirical Studies

The empirical studies were carried out on the following below.

The study carried out by Okendu (2009) on professional development of

principals in secondary school in Ikwerre (Kelga) and Emohua (Emolga) local

Government areas of River State was reviewed. This study was designed to determine

how professional development has contributed to school administration in secondary

schools in the Ikwerre (Kelga) and Emohua (Emolga) local government areas. Three

research questions and three null hypotheses were posed to guide the study to a

logical conclusion. A structured research questionnaire was administered on a sample

size of forty-two (42) principals/vice principals. Data generated from the research

questions were collected and analyzed using the descriptive statistics, while the null

hypotheses were tested using Pearson Product Moment Correlation Statistics

(Pearson). The results of the data analyzed indicated that principals’ instructional

development has a significant relationship with supervision of instruction of teachers

and the school’s organizational development.

Ogboegbulem (2007) carried out a study on the role of the school administrator

in reform agenda for the professional development of secondary school teachers in

Anambra State. Two research questions and one null hypothesis were formulated to

guide the study. The sample comprised 100 secondary schools teachers (60 urban and

54

40 rural). The instrument was a 24 – item researcher – developed questionnaire; the

data collected were analyzed using means and t-test statistics. The results showed

among others, that the roles of the school administrators in the professional

development of teachers include retraining teachers in the new curricular and subject

content, encouraging creatively in teachers’ area of specialization, inviting

professionals to schools to help teachers update their knowledge on current issues and

equipping school library with books, news papers, journals and periodicals for

teacher’s reference. On constraints to quality professional development of teachers,

non-challant attitude on the part of some school administrators about teachers’

welfare, inadequate funds to embark on professional development of teachers,

inadequate facilities and teaching materials, among other, were found.

In another study by Omata (2004) study on administrative qualities of

principals liked by staff and students: A case study of Enugu State, the essential focus

of this research studies the administrative qualities of principals liked by staff and

students. A case study was to find out the administrative qualities of principals liked

by staff and students in Enugu State Secondary Schools such as personal qualities,

personnel administration, financial management administration and public relations

administration. The method of data collection is primary and secondary sources; the

targeted population of the study was all the secondary school teachers in Enugu State

comprising six (6) education zones. Simple random sampling techniques is used, the

55

sample is drawn randomly from each of the six (6) education zones. Also, the

findings are that teachers and students like principals who posses the following

qualities – personal qualities such as attestable moral character, good sense of humor,

discernable poise and emotional stability, restraint even in the face of extreme

provocation, good appearance personnel administration such as principals who are

conversant with and competent in ways of ensuring discipline in the school and

promoting of general welfare of staff and students. Financial management qualities

such as principals who are prudent in financial management, public relations

administration, teacher and students like principals who have a good public relations

image throughout the town and its environs, principals who have an understanding of

the social life of the local communities and their relations with the school.

Oforka (2005) study on Influence of communication patterns on administrative

performance of principals in secondary schools in Udi Education zone of Enugu

State. As a guide, five research questions and three null hypotheses were formulated

for the study. a twenty-eight (28) item questionnaire was designed and administered

to principals and teachers within the area. The subjects were fifty-five (55) principals

and four hundred and ninety five teachers. Mean scores and student deviation were

used to answer the five research questions and the z-test statistics used to test the

three hypothesis.

56

From the analysis of the data and the discussions, the views of the principals

and teachers were found. They believed that the available communication patterns for

principals included face to face conference, general staff meeting, placing of circulars

and posters on notice boards. The researcher found that these patterns if adhered to

will influence the administrative performances of the principals. The influences are

mainly on students’ personnel administration and school community administration.

It was also noted that where the good patterns are not adhered to by principals, the

administration witnesses misunderstanding, mistrust, among other vices.

Summary of Literature Review

This chapter reviewed previous literature related to the study. The review was

done under the following subheading:

Conceptual framework which discussed these concepts as regards to the study:

concepts of professional, Training, administration, principal, professional training,

and administrative effectiveness of principals. The theoretical review was done on the

following theories: Human relations theory and social or behavioural science theory,

which discussed these theories as regards to the study using the following steps: name

of the theory, proponents of the theory with date, what the theory is all about, the

relationship of the theory to the study and the relevance of the theory to the study.

57

Generally, this study reviewed professional training given to principals and

their various results on the administrative effectiveness of principals in Enugu State.

The study empirically reviewed study on professional development of

principals in secondary schools in Ikwerre (Kelga) and Emohua (Emulga) local

government area of River State. Descriptive statistics were used. Three research

questions guided the study, data collected, analyzed and findings revealed.

Furthermore, study on professional development of secondary school teachers:

The role of school administrator in reform agenda was reviewed. The study focused

on the roles of the school administrators in the professional development of teachers

including re-training teachers in the new curriculum and subject content.

The empirical review widens the theoretical knowledge in professional training

and administration. Past researchers have not concerned themselves with the

influence of professional training on administrative effectiveness of principals in

Enugu State in terms of supervision of instruction, interpersonal relation and decision

making in the school, hence, the need to carry out research work in this area. The

present researcher deemed it necessary to fill this gap by conducting a research work

on the influence of professional training on administrative effectiveness of principals

in Enugu State.

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CHAPTER THREE

RESEARCH METHOD

This chapter presented the research method used in carrying out the study. This

include research design, area of study, population of the study, sample and sampling

technique, instrument for data collection, validity of the instrument, reliability of the

instrument, method of data collection and method of data analysis.

Research Design

The research design employed in carrying out this study was survey inferential.

According to Nworgu (2006, p.72), this is ‘‘one in which a group of people or items

is studied by collecting and analyzing data from only a few people or items

considered to be representative of the entire group’’. This design is considered

appropriate because the design offers the researcher the opportunity of sampling the

opinions of significant large number of principals and teachers from the population of

study. Survey inferential statistic is used so as to make generalization with the

responses obtained and the null hypotheses were tested using the t- test statistics.

45

59

Area of Study

The area of study was Nsukka education zone which include Igbo-Etiti, Nsukka

central and Uzo-Uwani Local Government Area. The choice of the area was based on

the facts that it appears there was a continuously neglected secondary school

principals’ professional training scheme in these areas, which made the choice of the

area an ideal one for the study.

Population of the Study

The population comprised 65 principals and 4800 teachers in Nsukka

Education zone. Teachers were involved because they provide authentic information

as regards to the general administration carried out by the principal in the school.

(Source: Statistic unit, Enugu State Ministry of Education, 2011)

Sample and Sampling Technique

A sample of 243 respondents was used in this study which is 5% of the total

population. The rational for the selection was in line with Ali (2006, p.129) which

states that ‘‘if a population is large, only a small size of 5% of it that the researcher

can manage well ought to be sampled’’. Eighty one (81) subjects were randomly

selected each from Igbo- Etiti, Uzo-Uwani and Nsukka central.

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Instrument for Data Collection

The instrument for data collection was researcher developed questionnaire

titled: Questionnaire on Professional Training and Administrative Effectiveness of

Principals (QPTAEP). The questionnaire was organized into sections A, which

contains the personal data and section B, which contains 32 items on professional

training programmes and on administrative effectiveness based on supervision of

teachers’ instruction, interpersonal relations and decision making in the school.

Section A elicited information on the personal data of the respondents while section B

was put into two parts. Part 1 elicited information on the professional training

programmes available for principals. Part 2 was put in to clusters.

Cluster 1 sought information on the principals’ administrative effectiveness based on

supervision of teachers’ instruction while cluster 2 sought information on the

principals’ administrative effectiveness based on interpersonal relations with the

teachers. Cluster 3 elicited information on principals’ administrative effectiveness in

decision making in the school. These items were placed on a four point rating scale

of very great extent (VGE), great extent (GE), little extent (LE) and very little extent

(VLE) for part 1 and clusters 1, 2, and 3. Weighted responses will be produced and

the values to be assigned to the scores in descending order as follows; (VGE) =3.50 –

4.00 points, (GE) = 2.50 -3.49 points, (LE) = 1.50 -2.49 points, and (VLE) = 0.50 -

1.49 point. The same questionnaire was used to collect data from both principals and

61

teachers. The reason is that teachers will provide accurate responses as regards to the

administrative effectiveness of principals and for the credibility of the results.

Validation of the Instrument

The instrument was face validated by three experts from the faculty of

education, University of Nigeria, Nsukka. Two of the experts were from department

of Educational Foundations (Educational Administration and Planning unit), the third

expert was from Measurement and Evaluation unit. The instrument was validated

based on the purpose of the study, research questions and the hypothesis. The experts

were asked to check the language used in constructing the questionnaire, the clarity,

the adequacy of the questionnaire items and the relevance of the instrument to the

topic of study. The corrections were effected.

Reliability of the Instrument

To establish the reliability of the instrument, the validated instrument was trial

tested using 20 respondents (comprising four principals and sixteen teachers) in

Obollo Education zone which is outside the area of study. Data collected were

analyzed using Cronbach alpha to determine the internal consistency of the items.

This gave the reliability co-efficient values of 0.93, 0.90 and 0.89 for clusters 1, 2,

and 3 respectively and overall reliability value of 0.90 for the instrument. The result

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indicated that the instrument was reliable and therefore considered appropriate for

use.

Method of Data Collection

The instrument were administered on the spot and retrieved by the researcher

with the aid of three (3) research assistants who were trained by the researcher. The

research assistants were trained on the modalities for administration and retrieval of

the instrument. The data were collected when the school was in session to enable the

researcher get an accurate feedback from respondents.

Method of Data Analysis

The researcher analysed the data collected in line with the four research

questions and three null hypothesis formulated for the study. The research questions

were answered using mean and standard deviation. The decision scale was 2.50.

Mean scores up to and above 2.50 were regarded as indications of acceptance with the

statement, while mean scores below 2.50 were treated as indications of disagreement.

All the null hypotheses were tested using the t- test statistics.

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CHAPTER FOUR

PRESENTATION OF DATA ANALYSIS

This chapter deals with the presentation and analysis of data collected in the

field for the study. The data analysis reflected the four (4) research questions and

three null hypotheses formulated for the study. Therefore, the results were presented

in tables according to the individual research questions and hypotheses.

Research question 1: To what extent are professional training programmes available

for principals in Enugu state?

The data collected with items 1-7 of the instrument which dwell on the

professional training programmes available for principals in Enugu state were used to

answer the above stated research question. Data were also analysed using mean and

standard deviation. Summary of results presented in table 1.

Table 1: Mean ratings of principals and teachers on the professional training

programmes available for principals in Enugu state.

Professional Training Programmes

Available

PRINCIPALS TEACHERS

S/N ITEM DESCRIPTION Mean S.D Dec. Mean S.D Dec.

1 Seminar 3.29 0.57 A 3.47 0.66 A

2 Symposia 3.31 0.64 A 3.50 0.58 A

3 Workshops 3.18 0.49 A 3.24 0.82 A

50

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4 Conferences 2.85 0.65 A 2.93 0.92 A

5 Exhibitions 2.77 0.66 A 3.53 0.53 A

6 Mentoring 2.56 0.73 A 3 18 0.76 A

7 Colloquial 2.63 0.82 A 2.96 0.93 A

Overall 2.94 0.65 3.26 0.74

S. D = Standard deviation, Dec. = decision, A = acceptance

From the data presented in the above table, all the principals and teachers and

teachers that responded to the questionnaire items accepted the professional training

programmes available for principals.

This acceptance of the principals and teachers is expressed by the mean values

and standard deviation of each item and then, the overall mean of 2.94 and 3.26

including the overall standard deviation of 0.65 and 0.74 respectively. This is an

indication that both the principal and teachers are of the view that professional

training programmes available for principals include; symposia, workshop,

conferences, exhibitions, mentoring, and colloquial.

Research question 2: To what extent do principals professional training determine the

effectiveness in instructional supervision of teachers?

The data collected with items 8-23 of the instrument which dwell on the

principals’ professional training which determine the effectiveness in instructional

supervision of teachers were used to answer the above stated research question. Data

were also analysed using mean and standard deviation. Summary of result is

presented table 2.

Table 2: Mean rating of principals on the principals’ professional training which

determine the effectiveness in supervision of teachers’ instruction.

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Supervision of teachers’ instruction PRINCIPAL TEACHERS

S/N ITEM DESCRIPTION Mean S.D Dec Mean S.D De

c

8 Principals place emphasis on the school

curriculum

2.60 0.81 A 2.92 0.88 A

9 Teachers’ lesson notes, diary, and class

register are checked regularly

3.09 0.60 A 3.15 0.83 A

10 Principals define the school mission and

vision

3.15 0.81 A 3.23 0.72

11 Principals place emphasis on the

attainment of educational goals and

objectives.

2.92 0.60 A 3.16 0.89 A

12 Principals motivate teachers based on

their effectiveness.

2.88 0.50 A 3.10 0.88 A

13 Principal assess school records such as

teachers grade book, progress register,

continuous and assessment register.

2.75 0.52 A 3.06 0.84 A

14 Principals supervise teaching methods

used by teachers

2.64 0.71 A 3.06 0.91 A

15 Principals supervise teaching materials

used by teachers

2.75 0.78 A 3.23 0.82 A

16 Principal provide instructional material

needed for teachers to carryout effective

teaching and learning.

2.68 0.79 A 3.03 0.91 A

17 Principals carry out regular supervision

all through the line of responsibilities.

2.80 0.82 A 3.13 0.91 A

18 Principals encourage electronic teaching

and learning.

2.71 0.78 A 3.09 0.89 A

19 The principal discourages constant

repetition of lesson notes year after year.

2.63 0.78 A 3.20 0.85 A

20 The principal discourages constant use

of a particular instructional material year

after year.

2.75 0.75 A 3.01 0.81 A

21 The principal uses SWOT analysis in

dealing with challenges.

2.70 0.81 A 2.96 0.96 A

22 Principals rank and motivate teachers

based on their effectiveness.

2.67 0.79 A 3.15 0.95 A

23 Principals use students’ report to assess 2.85 0.78 A 3.21 0.77 A

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teachers’ effectiveness.

Overall 2.78 0.73 3.11 0.86

S. D = Standard deviation, Dec. = decision, A = acceptance

From the data shown in table 2 above, all the respondents (principals and teachers)

who responded to the questionnaire items agreed on the principals’ professional

training which determine the effectiveness in supervision of teachers’ instruction.

This agreement of both the principals and teachers is expressed by the mean values

and standard deviation of each item and then, the overall mean of 2.78 and 3.11 and

the overall standard deviation of 0.73 and 0.86

respectively. This proved that when professional training is properly adopted for the

principals, there will be effective supervision of teachers’ instructions. Where the

training is neglected, it will negatively affect supervision of teachers’ instructions.

Hence, the mean ratings and standard deviation of the principals and teachers who

responded to the sixteen item questionnaire on the matter indicated this. In the table,

mean ratings of principals range from 2.60 to 3.15 and standard deviation of 0.50 to

0.82 while that of teachers range from 2.72 to 3.23 and standard deviation of 0.72 to

0.96 while the overall mean are 2.78 and 3.11 and overall standard deviation are 0.73

and 0.86 respectively. Both are which are on the high values and mean ratings are

greater than 2.50 which is the base point.

Research question 3: To what extent do principals’ professional training contribute

to the interpersonal relationship in the school?

The data collected with item 24 - 34 of the instrument which deal with extents

to which principals’ professional training contribute to the interpersonal relationship

in the school were used to answer the above stated research questions. Data were also

analysed using mean and standard deviation. Summary of results are presented in

table 3.

Table 3: mean ratings and standard deviation of principals and teachers on the

extents to which principals’ professional training contribute to the interpersonal

relationship in the school.

67

Effective interpersonal relation in the

schools. PRINCIPALS TEACHERS

S/N ITEM DESCRIPTION Mean S.D Dec Mean S.D Dec

24 Principals listen to the teachers’

complaints and give advice

3.15 0.56 A 3.27 0.85 A

25 Principals establish a steady warm and

appealing relationship with teachers in the

school

3.14 0.53 A 3.31 0.81 A

26 Regular information concerning teachers

from the Post-Primary School

Management Board and the state Ministry

of Education is delivered to the school.

3.07 0.55 A 3.04 0.77 A

27 Teachers who perform well are

encouraged through praise and rewarded

in front of other colleagues

3.10 0.63 A 3.21 0.71 A

28 Principal assign tasks to carefully selected

trained teachers.

2.75 0.75 A 3.15 0.73 A

29 Principals place sufficient interest in

arresting the loitering behaviour of

teachers and students.

2.64 0.73 A 3.07 0.85 A

30 The principal has standing committee that

handles different administrative functions.

2.57 0.74 A 3.07 0.85 A

31 The principal make time to visit and

communicate with the members of the

staff.

2.69 0.80 A 3.15 0.83 A

32 Principals organize orientation for young

and inexperienced teachers.

2.78 0.78 A 3.07 0.77 A

33 Principal place emphasis on division of

labour and discourages monopoly of all

the power.

2.89 0.78 A 3.12 0.85 A

34 The principal always keeps a watchful eye

on the school so as to achieve effective

teaching and learning.

2.78 0.72 A 3.07 0.83 A

Overall 2.86 0.68 A 3.13 0.80

From the data presented in the table 3 above, both principals and teachers who

responded to the questionnaire items agreed that principals’ professional training

contribute to the interpersonal relationship in the school. This agreement is

represented by the mean values and standard deviation of each items and the overall

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mean values of 2.86 and 3.13, overall standard deviation of 0.68 and 0.80

respectively. This indicated that when principals observe sound professional training,

there will be effective interpersonal relationship in the school but where the

professional training are ignored, it affects negatively on the interpersonal

relationship in the school. Thus, the mean ratings including the standard deviation of

the principals and teachers who responded to the eleven item questionnaire on the

matter proved this. In the table above, mean ratings for principals ranges from 2.57 to

3.15 with standard deviation of 0.53 to 0.80 while tat of teachers ranges from 3.04 to

3.27 and standard deviation from 0.71 to 0.85 respectively including the overall

means of 2.78 and 3.07 and the standard deviation from 0.68 to 0.80 respectively. The

mean ratings stated above are greater than 2.50 which is the decision rule.

Research question 4: To what extent do professional training of principals

enhance decision making in the school?

The data collected with item 35 to 42 of the instrument which dwell on principals’

professional training that enhances decision making in the school were used to

answer the above stated research question. Data were also analysed using mean and

standard deviation. Summary of results is shown in table 4.

Table 4: Mean ratings and standard deviation of principals and teachers on

principals’ professional training that enhances decision making in the school.

Effective decision making PRINCIPALS TEACHERS

S/N ITEM DESCRIPTION Mean S.D Dec Mean S.D Dec

35 Principals seek the opinion of

teachers before taking action on

matters concerning school funds.

2.78 0.70 A 3.20 0.85 A

36 The vice principals are involved

in the process of taking major

decisions.

2.84 0.71 A 3.30 0.78 A

37 Principals seek the opinion of

teachers before taking action on

matters concerning appointments

in the school.

2.78 0.78 A 3.29 0.80 A

38 Principas stimulate well ordered

and conducive climates to

reaching group decisions.

2.70 0.76 A 3.29 0.74 A

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39 Teachers are informed before the

principal invites a resource

person to the school.

2.68 0.75 A 3.16 0.78 A

40 Teachers are consulted before

major academic decisions are

taken.

2.76 0.82 A 3.13 0.84 A

41 Principals involve teachers in

taking decisions concerning

special occasions that take place

in the school.

2.74 0.77 A 3.01 0.81 A

42 Principals seek the opinion of

teachers before taking action on

matters concerning students’

admission.

3.01 0.64 A 3.23 0.82 A

Over all 2.78 0.74 A 3.20 0.80

From the data presented in the table above, all the principals and teachers who

responded to the questionnaire items agreed that principals’ professional training

enhances decision making in the school. This agreement of the respondents is

demonstrated by the mean values and standard deviation of each item and then, the

overall mean of 2.78 and 3.11, also, the overall standard deviation of 0.73 and 0.86

respectively. This indicated that when principals maintain progress in professional

training, there will be enhancement on the area of decision making in the school.

Where the professional training is neglected, negatively, it affects decision making in

the school. Therefore, the mean ratings and standard deviation of the principals and

teachers who responded proved this. In the table above, mean ratings of principals

and teachers range from 2.68 to 3.01 and standard deviation of 0.64 to 0.82 while that

of teachers range 3.20 to 3.30 and standard deviation of 0.74 to 0.85 with the overall

mean of 2.78 and 3.20 and the overall standard deviation of 0.74 and 0.80

respectively. Each of the item rating is greater than 2.50 which is the base point.

Hypothesis one: There is no significant difference between the mean rating of

principals and teachers on the extent to which principals’ professional training

availability determines the effectiveness in instructional supervision of teachers.

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Table 5 t- test analysis of principals and teachers’ responses tested at 0.05

level of significance.

Group Number Mean S.D Df t-cal Level of

sig.

Principals 20 2.95 .32

241

2.11

.05 Teachers 223 3.27 .25

S,D = Standard deviation, df = degree of freedom, t-cal = calculated value of t, sig =

significance.

The analysis above shows that the calculated value of t = (2.11). Since the

calculated value of t = (2.11) is greater than 0.05 level of significance, the null

hypothesis is not accepted. This implies that there is great significant difference in the

mean ratings of principals and teachers with regards to the extent to which

principals’ professional training availability determines the effectiveness in

instructional supervision of teachers.

Hypothesis two: There is no significant difference between the mean rating of

principals and teachers on the extent to which principals’ professional training

availability determines the effectiveness in interpersonal relations in the schools.

Table 6 t- test analysis of principals and teachers responses tested at 0.05 level of

significance.

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Group Number Mean S.D Df t-cal Level of

sig.

Principals 20 3.12 .09

241

7.12

.05 Teachers 223 2.79 .16

S,D = Standard deviation, df = degree of freedom, t-cal = calculated value of t, sig. =

significance.

The analysis presented above shows that calculated value of t is (7.12). Since the

calculated value of t = (7.12) is greater than 0.05 level of significance, the null

hypothesis is therefore not accepted. This indicates that there is significant

difference in the mean ratings of principals and teachers with regards to the extent to

which principals’ professional training availability determines the effectiveness in

interpersonal relations in the schools

Hypothesis three: There is no significant difference between the mean rating of

principals and teachers on the extent to which principals’ professional training

availability determines the effectiveness in decision making in the schools.

Table 7 t- test analysis of principals and teachers responses tested at 0.05 level of

significance.

Group Number Mean S.D Df t-cal Level of

sig.

Principals 20 3.14 .07

241

4.19

.05 Teachers 223 2.86 .20

S,D = Standard deviation, df = degree of freedom, t-cal = calculated value of t, sig. =

significance.

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The analysis shows that the calculated value of t = (4.19). Since the calculated

value of t = (4.19) greater than 0.05 level of significance, the null hypothesis is not

accepted. This proves that there is significant difference in the mean ratings of

principals and teachers with regards to the extent to which principals’ professional

training availability determines the effectiveness in decision making in the schools.

Summary of findings

Based on the findings from both the principals and teachers on items of research

questions and hypotheses formulated for this study, the summary of findings is hereby

presented as follows:

Professional training programmes available to principals include; seminar,

symposia, workshops, conferences, exhibitions, mentoring and colloquial. This

consensus arose considering the reaction and view of the principals and teachers who

responded to the fourty two (42) items questionnaire developed for the study. The

responses also gave the opportunity of finding out that:

Principals lay emphasis on the school curriculum, teachers’ lesson notes, diaries,

class registers, progress registers, school objectives among others, principals also

supervise teaching methods and instructional materials used during lessons,

encourage electronic teaching and learning and use of SWOT analysis in dealing with

73

challenges, and this is as a result of principals’ professional training which helps a lot

in the proper supervision of teachers’ instructions.

when the principal listens to teachers’ complaints and give advice, establish good

rapport with teachers, encourage teachers through praise and reward/ reinforcement in

front of other colleagues, pass regular information concerning teachers from the

school board and ministry of education across to teachers, organizes orientation for

young and inexperienced teachers, lay emphasis on division of labour, among others,

helps to a large extent in achieving administrative effectiveness in interpersonal

relationship in the school and professional training contributes a lot to this.

When principals seek opinions of teachers before taking decision or action on

matters such as school fund, appointment, student admission, consult teachers before

major decisions are taken and involve teachers in school festivities, among others

enhance decision making in the school. Proper adoption of professional training skills

by the principals encourages the administrative effectiveness of principals in the

school system.

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CHAPTER FIVE

DISCUSSION OF THE FINDINGS, RECOMMENDATIONS, SUMMARY

AND CONCLUSION OF THE STUDY

This chapter present the discussions of the findings this study, conclusion,

implications, recommendations, limitations, suggestions for further research studies,

and summary of the study. Discussions are made taking full cognizance of the

research questions and hypotheses formulated for the study.

DISCUSSION OF THE FINDINGS

Based on the findings made on research question one of the study, it was

agreed to a very great extent that the professional training programmes available for

principals include; symposia, workshop, conferences, exhibitions, mentoring, and

colloquial. This findings is in agreement with that of Chabra (2005), who maintained

that most of the professional training are received outside the actual workplace and

can take different forms such as; symposia, workshop, conferences, exhibitions,

mentoring, colloquial among others.

With regards to the second research question which elicited information on the

principals’ professional training which determine the effectiveness in supervision of

teachers’ instruction, the respondents were of the view that

61

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these professional training to a great extent determine the administrative effectiveness

in supervision of teachers’ instruction. Specifically, they agreed that to a very great

extent, principals lay emphasis on the school curriculum, teachers’ lesson notes,

diaries, achievement of the school objectives among others, and all these enhances

administrative effectiveness in supervision of teachers’ instructions. The respondents

were of the view that when instructional materials are provided for the teachers, this

helps in achievement of the school objectives. Similarly, to a great extent, the

respondents agreed that principals use SWOT analysis in dealing with challenges and

as well, make use of students’ report to assess teachers’ effectiveness and all these

contribute to administrative effectiveness.

In the light of the above findings, it is clear that principals’ professional

training actually determine the effectiveness in supervision of teachers’ instructions.

This verification is in line with Oboegbulem(2007), who maintained that professional

training increases knowledge and improves skills and competencies capable of

helping principals to attain effectiveness in instructional supervision of teachers.

These skills include: placing emphasis on the school curriculum, teachers’ lesson

notes and diaries. The school principal who adheres to sound professional training is

likely to achieve effectiveness in instructional supervision of teachers. The result of

the test of the first hypothesis further buttressed these findings because there was no

significant difference between the opinion of principals and teachers with regards to

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the extent to which professional training availability determines the administrative

effectiveness in instructional supervision of teachers’ instruction. This suggests that

both the principals and teachers were of the view that the availability of these

professional training enhances administrative effectiveness in supervision of teachers’

instruction.

Looking at the research question three which discussed the extent to to which

principals’ professional training availability determines the effectiveness in

interpersonal relations in the schools , both the principals and teachers agreed to a

very great extent that professional training contribute to sound interpersonal

relationship in the school. It was found that when principals listen to the teachers’

complaints and give advice, contributes to effective and efficient interpersonal

relationship in the school. Also when principals establish a steady warm and

appealing relationship (good rapport) with the staff (teachers) in the school,

contributes to the acceptable interpersonal relationship in the school. Similarly, it was

agreed to a very great extent that when principals reward teachers and communicate

with them in a friendly mood, contributes to high level of good interpersonal

relationship in the school. The validity and reliability of these findings cannot be

overemphasized. This is because in every healthy interpersonal relationship that exists

in the school, is determined by the level of professional training given.

77

Therefore, when principals’ professional training is properly maintained, there

is always healthy interpersonal relationship between the principals and the other

personnel in the school. The neglect of this professional training results to poor

interpersonal relationship in the school. This is in line with Onwura(2004), who

maintained that professionals in Educational sector are those who have the skills and

abilities to maintain sound interpersonal relationship in the school, though, their

acquired professional training skills. However, the result of the test of the second

hypothesis failed to support the findings, because, there is significant difference

between the opinions of principals and that of the teachers with regards to the extent

to which principals’ professional training contribute to the interpersonal relationship

in the school. Therefore, the null hypothesis is not accepted.

As regards to the fourth research question, the respondents overwhelmingly

accepted to a great extent that principals’ professional training enhance decision

making in the school. The respondents were of the view that when principals seek the

opinion of teachers before carrying out action on matters concerning school fund,

appointment, among others greatly enhance the decision making process in the

school. Both principals and teachers agreed to a very great extent that teachers are

informed before the principal invites a resource person(s) to the school. This also

strengthens the tempo of decision making in the school. Other finding is that teachers

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are consulted by the principal before serious academic such as students admission are

taken.

From the above findings, it can be seen that professional training of principals

enhances decision making in the school. It is clear that where principals fail to adopt

sound professional training, there will always be conflict and constant disagreement

in dealing with other school personnel. When principals adhere to involve teachers in

the school activities, the high level of healthy decision making process will be

attained in the school administration. This is in line with Hughes (1997) who stated

that professionals in education (school administrators) should constantly involve

teachers in all the school activities to ensure sound and healthy decision making

process in the school. The result of the test of the third hypothesis however, did not

support this finding, this is because, there is significant difference between the

opinion of principals and teachers with regards to the professional training of

principals which enhances decision making in the school. Thus, the null hypothesis is

rejected.

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CONCLUSION

From the findings obtained from this study and observation of the researcher,

the following conclusions were made:

The availability of professional training programme enhances greatly the

administrative effectiveness of principals in the school. In most cases, the

principals’ professional training contributes greatly to the healthy interpersonal

relationship in the school. Principals’ professional training programmes are very

essential in school administration. In other words, principals must deem it

necessary to make use of their professional skills in the pursuit and

accomplishment of school aims and objectives. In situations where principals fail

to adhere to acceptable professional training skills and knowledge, achievement of

school goals especially in the areas of interpersonal relationship and decision

making in the school will be very difficult. Also, ignoring professional training

skills by the school principals implies neglecting the source of achieving the

school target. Some of the cases of mismanagement of school funds and poor

communication between the school heads and other school personnel are

connected with poor implementation of professional training programmes.

Professionals in educational sectors are those who handle and educate the staff and

students so that teachers teach students and students in turn learn easily.

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EDUCATIONAL IMPLICATIONS

One of the educational implications of the findings is that principals’

professional programmes is the major tool for effective and efficient implementation

of school programmes and objectives. The neglect of principals’ professional training

skills dwindles and prevents good rapport between principals and staff.

Another implication of this study is that crises and staff emotions in various

schools are traceable to lack of professional training among school heads

(administrators). To tackle these problems require that school administrators should

from time to time be involved in professional training to increase and update their

knowledge as regards current trends and innovations in education.

Finally there are cases of insufficient interest of school principals in arresting

the loitering behaviour of both the teachers and students during school hours.

Lack of social set-up among the staff, inability of principals to make time, visit and

communicate with members of their staff, principals not ready to listen and advice,

improper supervision of instruction, among others are rampart in the secondary

school system presently. To correct these abnormalities, principals have to stir up

actions and accept the bitter truth of the profession by equipping themselves with

relevant professional training programmes that are capable of increasing their status

in the area of school administration.

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RECOMMENDATION

Based on the findings, observations and conclusions of the study, the

researcher came up with the following recommendations:

1. School principals should be exposed to the different forms of professional

training such as; seminars, conferences, workshops, symposia, exhibitions,

mentoring and colloquial.

2. Principals should exhibit the following professional training skills: placing

more emphasis on the school curriculum, regular checking of lesson notes

registers and diaries, define the school mission and vision, attainment of school

objectives, assess other school records, supervise teachers’ instructional

materials and methods, among others.

3. Principals should ensure that: teachers’ complaints are listened to and advice is

given where necessary.

4. Principals should maintain steady, warm and appealing relationship with

teachers in the school, communicate regularly information concerning teachers

from the board and ministry to the teachers.

5. Principals should encourage teachers who performed well through reward and

assign task carefully to trained teachers.

6. Principals should ensure that opinions of teachers are considered before taking

action on matters concerning school funds and appointment in the school.

82

7. The vice principals should be informed before taking major decisions.

8. Teachers should also be informed before any resource person(s) is invited to

the school.

9. Teachers should also be consulted before taking major academic decisions and

should be involved in decision making concerning some special events in the

school.

LIMITATION OF THE STUDY

Although, the study achieved the aims for which it is set out to achieve, the

study still undergo some limitations which include:

� Inaccessibility of the opinions of some respondents such as the students

and non- tutorial staff in the school which could have made the result

more acceptable and valid, thereby limiting respondents to only

principals and teachers.

� Financial constraints also made the researcher to employ survey design

by which the researcher collect and analyse data from only few

principals and teachers considered to be representative of the entire

group instead of using the entire population of principals and teachers in

Enugu state.

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� The use of questionnaire for data collection may have reduced the

authenticity of the data collected because some respondents may not

have been sincere in their responses.

SUGGESTION FOR FURTHER STUDIES

Based on the Findings of this study, the investigator suggests that further

studies should be carried out in the following areas:

� Effects of poor professional training on administrative effectiveness of

school principals.

� Strategies for implementing professional training programmes for

secondary school principals.

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SUMMARY OF THE STUDY

The study investigated the influence of professional training on administrative

effectiveness of principals in Enugu state. Specifically, the study Identified the

professional training programmes available to principals in Enugu state, determined

the extent to which the professional training of principals enhance the administrative

effectiveness in instructional supervision of teachers, ascertained the extent to which

the professional training of principals contributes to the interpersonal relationship in

the school and determined the extent to which the professional training of principals

enhances decision making in the schools.

The area of study was Nsukka Education Zone in Enugu state. The design of

study was survey inferential while the population of study comprised of 65 principals

and 4800 teachers in Nsukka Education Zone. A sample of 243 respondents was used

in the study which is 5% of the total population.

Four research questions and three null hypotheses were formulated to guide the

study. A fourty two (42) items study questionnaire was constructed and administered

to two hundred and fourty three (243) respondents randomly selected from the three

local Government Areas, that is, eighty one (81) from each Local Government Area

(Igbo –Etiti, Uzo-Uwani and Nsukka central). The questionnaire was face validated

by two experts from educational foundations excluding the supervisor of this project.

85

The data collected were analysed in accordance with each of the research

questions using mean scores and standard deviation. A mean score of 2.50 was

adopted as the base point or acceptable level of the statement. The t- test statistics was

used in testing the three null hypotheses formulated for the study. The analyses shown

that principals and teachers who responded to the items agreed to a very large extent

that professional training programmes available to principals include: symposia,

workshop, conferences, exhibitions, mentoring, and colloquial. The analyses also

indicated that the principals’ professional training that determines the effectiveness in

instructional supervision of teachers include: placing more emphasis on the school

curriculum, regular checking of lesson notes registers and diaries, define the school

mission and vision, attainment of school objectives, assess other school records,

supervise teachers’ instructional materials and methods and also helping teachers

provide instructional materials by the school authority, among others.

Also, it was indicated that principals’ professional training that contribute to

the interpersonal relationship in the school include : principals ensure that teachers’

complaints are listened to, principals give advice where necessary, maintain steady

warm and appealing relationship with teachers in the school, communicate regularly

information concerning teachers from the board and ministry to the teachers,

encourage teachers who performed well through praise and reward, assign task

86

carefully to trained teachers, placing sufficient interest in arresting the loitering

attitudes of both the staff and students, among others.

Finally, the analysis equally showed that professional training of principals

enhances decision making in the school. Principals have to ensure that: opinions of

teachers are considered before taking action on matters concerning school funds and

appointment in the school. The vice principals should be informed before taking

major decisions, teachers are also informed before any resource person(s) is invited to

the school. Teachers should also be consulted before taking major academic decisions

and teachers should be involved in decision making concerning some special events

in the school among others.

87

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91

Dept. of Educational Foundations,

University of Nigeria,

Nsukka.

25/08/12

Dear Respondents,

I am a post graduate student of Department of Educational

Foundations, University of Nigeria, Nsukka carrying out a research

On Professional Training and Administrative Effectiveness of

Principals in Enugu state.

Kindly respond to the items in the questionnaire. Your responses will be kept

confidential and will be used for research purposes only.

Thanks for your anticipated assistance.

Yours faithfully,

Chukwuma, Ifeoma

( Researcher)

92

QUESTIONNAIRE

Questionnaire on Influence of Professional Training on Administrative Effectiveness of

Principals (QPTAEP)

SECTION A

Please Tick [√ ] as is applicable to you. Any information obtained shall be treated as confidential

(1)Job status

(i)Principal [ ]

(ii)Vice principal [ ]

(iii) Subject teacher [ ]

(2)Working Experience

(i)O-9 years [ ]

(ii)Ten years and above [ ]

SECTION B

Please respond to the clusters below using the following key:

Very great extent (VGE) (4 points)

Great Extent (GE) (3 points)

Little Extent (LE) (2 points)

Very little Extent (VLE) (1 point)

Part 1: Professional Training programme available for principals.

S/N Professional Training Programmes Available Response

VGE GE LE VLE

1 Seminar

2 Symposia

3 Workshops

4 Conferences

5 Exhibitions

6 Mentoring

7 Colloquial

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Part 2

Cluster 1: Administrative effectiveness of principals based on supervision of teachers’

instruction

S/N Supervision of teachers’ instruction Response

VGE GE LE VLE

8 Principals place emphasis on the school curriculum

9 Teachers’ lesson notes, diary, and class register are

checked regularly

10 Principals define the school mission and vision

11 Principals place emphasis on the attainment of

educational goals and objectives.

12 Principals motivate teachers based on their

effectiveness.

13 Principal assess school records such as teachers

grade book, progress register, continuous and

assessment register.

14 Principals supervise teaching methods used by

teachers

15 Principals supervise teaching materials used by

teachers

16 Principal provide instructional material needed for

teachers to carryout effective teaching and learning.

17 Principals carry out regular supervision all through

the line of responsibilities.

18 Principals encourage electronic teaching and

learning.

19 The principal discourages constant repetition of

lesson notes year after year.

20 The principal discourages constant use of a

particular instructional material year after year.

21 The principal uses SWOT analysis in dealing with

challenges.

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22 Principals rank and motivate teachers based on their

effectiveness.

23 Principals use students’ report to assess teachers’

effectiveness.

Cluster 2: Administrative effectiveness of principals based on interpersonal relation in the

school.

S/N Effective interpersonal relation in the schools. Response

VGE GE LE VLE

24 Principals listen to the teachers’ complaints and give

advice

25 Principals establish a steady warm and appealing

relationship with teachers in the school

26 Regular information concerning teachers from the

Post-Primary School Management Board and the

state Ministry of Education is delivered to the

school.

27 Teachers who perform well are encouraged through

praise and rewarded in front of other colleagues

28 Principal assign tasks to carefully selected trained

teachers.

29 Principals place sufficient interest in arresting the

loitering behaviour of teachers and students.

30 The principal has standing committee that handles

different administrative functions.

31 The principal make time to visit and communicate

with the members of the staff.

32 Principals organize orientation for young and

inexperienced teachers.

33 Principal place emphasis on division of labour and

discourages monopoly of all the power.

34 The principal always keeps a watchful eye on the

school so as to achieve effective teaching and

learning.

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Cluster 3: Administrative effective of principal based on decision making in the school.

S/N Effective decision making Response

VGE GE LE VLE

35 Principals seek the opinion of teachers before

taking action on matters concerning school funds.

36 The vice principals are involved in the process of

taking major decisions.

37 Principals seek the opinion of teachers before

taking action on matters concerning appointments

in the school.

38 Principals stimulate well ordered and conducive

climates to reaching group decisions.

39 Teachers are informed before the principal invites a

resource person to the school.

40 Teachers are consulted before major academic

decisions are taken.

41

Principals involve teachers in taking decisions

concerning special occasions that take place in the

school.

42 Principals seek the opinion of teachers before

taking action on matters concerning students’

admission.

96