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ADMINISTRATIVE
FUNCTIONS TO INFLUENCE TEACHERS’ WORK PERFORMANCE IN SECONDARY SCHOOL
CHAPTER ONE
INTRODUCTION
Background
to the Study
The term
‘administration; is often used to mean ‘to execute; or ‘to enforce. However,
the job of an administrator involves more than mere execution of plans and
decisions made elsewhere. Accordingly, Onyene (2005) noted that where
administrative function is reduced to execution, critical details are ignored.
According to her, administration is a process of achieving organizational goals
through frantic efforts directed towards putting to optimal use every available
resource such as human, money, material and entrepreneurial skills. Perhaps it
is in this operationally intricate sense that a school of thought reasoned that
administration is more complex than management. This is because day-to-day
school administration entails critical procedures through which one in a
position of authority such as the head teacher or principal discharges his/her
responsibilities using the combined efforts of other people. Administration
uses organized method to ensure the achievement of the aims and objectives of
the school or any organization. Thus, the school administrator such as the
principal combines his or her conceptual, technical, and human skills in
“performing a garmot of management functions like planning, organizing,
staffing, directing, controlling, instructing, communicating, supervising, etc
(Onyene 2000). Besides, in a private school situation, Onyene (2005) noted that
administration is most tasking because it has to sometimes commence with
fundamental issues in structural designing, asking and answering essential
questions on enrolment and patronage such as customer relations, customer
values and satisfaction, learning and curriculum repackaging and many more.
This workload explains why effective school administration is often at crisis
level.This is because investors in schools in a bid to break even in terms of
cost-benefit employ unqualified persons to head their schools. Thus, the head
teacher or principal may not possess those administrative skills which he or
she can strategically use for achieving corporate excellence. In actual sense
for a private school to attain organizational effectiveness, proper definition
of tangible and non-tangible goals is expected. In order words, private school
organizations must pursue in a very personal astute manner consciously defined
goals and or purposes using the helm of affairs. Once these goals are attained
both internal efficiency and “break-even”, normally follow using simple
administrative maintenance tips.
Furthermore,
the practice of administration is as old as humanity. It is the art and science
of systematic and careful arrangement of resources (human, materials, funds)
available to an organization for the achievement of its objectives (Onyene,
2000). Besides, industrial revolution heralded in a strong concern for how best
to organize human and material resources to ensure maximum profits for the
employers. But the Human Relations Movement (HRM) as a reaction to the
scientific management of industrial revolution stressed how best to motivate
persons to harness materials for maximum productivity and for individual
worker’s satisfaction. This is a concern, earlier confined to business and
industrial enterprise. Thus, the theory and practice of administration were
regarded as the monopoly of business, industrial enterprises, and later the
public service. This explains the greater popularity of such terms as “business
administration and “pupils administration”. According to Nwankwo (1982),
Educational Administration when fully emerged was perceived as a translation of
the principles and processes used in business and public administration. This
impression is fast fading with the growing realization that all human
organizations whether they are business, industries, public, religious,
educational or military, have equivalent and transferable factors and
challenges which demand identical
theories and strategies coupled with the fact that all human problems emanates
from administration (Onyene, 2005).
Administration
is a determinant of the level of organizational efficiency and or successes and
failures. Three key elements to an organization’s success according to Onyene
(2005) include effective leadership; effective human resources recruitment and
management; and effective development of persons, programmes and activities.
The level of administrative efficiency goes to determine whether the
organization will level off for growth; become stagnated and decline, or
blossom forth to achieve new heights and grow through expansion. Educational
administration therefore involves the use of fundamental procedures consisting
of both administrative and operative management techniques to attain the goal
of education. Thus, administrative manager of a school is constantly planning,
organizing, and controlling. In operative management as in school
administration, the task consists of mainly supervising, motivating, and
communicating on day-to-day basis.
In the
secondary schools, it is the principals that are saddled with administrative
functions (supervising, motivating and communication). It is therefore expected
that principals should use their offices to mobilize the school personnel,
especially the academic personnel to perform their teaching jobs effectively.
It is against this expectation that this study attempts to examine the extent
to which teachers’ performance in staff secondary schools in Lagos Mainland
Local Government Area is influenced by administrative functions of the
principals.
Statement of
Problem
This study
attempts to examine the extent to which secondary school principals have used
their administrative functions to influence teachers’ work performance. It is
predicated on the words of Ofoegbu, (2001) who noted that teachers in secondary
schools are neither given the desired attention nor carried along by the school
managers (principals) as they perform their administrative functions of
motivating, supervising and communicating. This inadequate involvement of
teachers in administrative activities by the principals is noted by Ofoegbu to
be one of the major factors affecting the morale and job performance of
teachers in Nigerian secondary schools.
Purpose of
the Study
The purpose
of this study includes the following:
To examine
the relationship between principals’ supervisory activities in schools and
teachers’ work performance.
To determine
whether there is any relationship between principals’ motivating activities in
schools and teachers’ work performance.
To assess
the relationship between principals’ communicating activities in schools and
teachers’ work performance.
Research
Questions
The
questions below were raised in the study.
Do
principals’ supervisory activities in schools influence teachers’ work
performance?
Is there any
relationship between principals’ motivating activities in schools and teachers’
work performance?
Do
principals’ communicating activities have any relationship with teachers’ work
performance?
Research
Hypotheses
The
following hypotheses were postulated to guide the study.
There is no
significant relationship between principals’ supervisory activities in schools
and teachers’ work performance.
There is no
significant relationship between principals’ motivating activities in schools
and teachers’ work performance?
There is no
significant relationship between principals’ communicating activities and
teachers’ work performance?
Significance
of the Study
This study
is significant in the following ways:
First and
foremost, it would be relevant to both principals and teachers in the sense
that it would enable them to re-examine their professional commitment.
It is policy
oriented in the sense that it is aimed at filling the gap between principals’
and teachers’ interpersonal relationship and achievement orientation at our
secondary schools, especially the public ones.
It would
serve as a reference document in the department of Educational Administration
for research students carrying out research on the same or similar topic.
It would
also be relevant in calling for review of teachers’ position in the nation and
the entire society with the view of challenging them to occupy their rightful
positions and become more effective in the education system.
Scope of the
Study
This study
focused on examining the relationship between administrative functions of
principals and teachers’ work performance in staff secondary schools in Lagos
Mainland Local Government Area of Lagos State. It covered the three staff secondary
schools (University of Lagos Staff School, Yaba College of Technology Staff
School, and Federal College of Education (Tech) Staff School) in Mainland Local
Government Area of Lagos State; involved only the teachers in these schools.
Definition
of Terms
The terms
below are defined in the way their meanings specifically apply to this study.
Teacher: A
teacher particularly in schools is a trained person who manages the
teaching/learning process efficiently.
Teaching: It
is a composite activity, which may be difficult to describe by simple
definition. Most theorists viewed it as a process of imparting knowledge, or
skill to learners.
Motivation:
The drive or urge that makes one behave in a particular way. This drive or urge
can be intrinsically (internally) or extrinsically (externally) caused.
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