APPRAISAL OF PRINCIPALS’ MANAGERIAL PRACTICES FOR TEACHER EFFECTIVENESS IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE, NIGERIA

Carol Obiageli Ezeugbor, Ogechukwu Nwakaego Emere

Abstract


The study appraised principles’ managerial practices for teacher effectiveness in public secondary schools in Anambra State. Two research questions guided the study and two hypotheses were tested at 0.05 level of significance. A descriptive survey research design was adopted for the study. The population of this study was 6,652 principals and teachers of public secondary schools in Anambra State, consisting of the entire 256 principals and 6,396 teachers in the State. A sample of 1,996 principals and teachers were drawn from the population through proportionate stratified random sampling technique. Data was collected using a questionnaire of 16 items which was validated by three experts from the faculty of education, Nnamdi Azikiwe University Awka. Cronbach Alpha method was used to determine the reliability co-efficient which yielded 0.87 and 0.73, summing it up to an overall reliability co-efficient of 0.80 which was considered adequate for the study. Data analysis was done using mean for answering the research questions. The z-test was adopted to test the null hypotheses at 0.05 level of significance. The findings showed that principals adopted managerial practices which include instructional leadership practices and supervisory practices for teacher effectiveness. It was also found out that there was a significant difference in the mean ratings of principals and teachers on their managerial practices. Based on the findings, it was recommended among others that principals should intensify efforts in their supervisory roles to ensure that the objectives of secondary education could be regularly achieved. 

 

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appraisal, managerial practices, effectiveness

References


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