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SUPERVISORY
COMPETENCIES REQUIRED AND POSSESSED BY SECONDARY SCHOOL PRINCIPALS
ABSTRACT
This study
investigated the supervisory competencies required and possessed by secondary
school principals in North Central States, Nigeria, focusing on four
(4)
identified supervisory areas of instructional leadership, communication,
information and communication technology and human relations. Descriptive
survey design was used for the study. The population of the study comprised
2511 secondary school principals located in the study area. The sample was 484
respondents representing 40% of the population drawn from three States out of
the six states and Abuja using Multistage sampling procedure. A 37 item
questionnaire titled Principals Supervisory Competencies questionnaire
(P.S.C.Q.) and Interview Schedule were used. The selection of seven principals
for the interview schedule was purposively carried out. Instrument for data
collection were validated by three experts and the reliability estimates for
clusters A, B, C and D were0.96, 0.91, .0.69, 0.70 respectively and the four
clusters put together was 0.94. The research questions were answered descriptively
using mean and standard deviation, while the hypotheses were tested
inferentially using the t-test statistic. The findings of this study showed
that both male and female principals in the study area possess instructional
leadership competencies, communication competencies and human relations
competencies. However, the study revealed that ICT competencies were not
possessed by both categories of principals, hence they require ICT
competencies. Similarly, the study showed that four out of the eight null
hypotheses were rejected because there was a significant difference in the
opinions of the two groups and the remaining four were accepted. Based on the
findings, conclusions and implications of the study, the researcher
recommended, among other things that: principals utilize the possessed
competencies, government at all levels should fund training programmes for
principals on ICT competency, the possession of ICT competencies should be made
a requirement for appointment of principals. Others are integration of ICT
competency acquisition into pre-service teacher training programmes,
Association of Nigeria Conference of Principals of Secondary Schools (ANCOPSS)
should organize seminars’, workshops and conferences on ICT for her members.
Government should as well map out strategies to monitor and ensure that
principals utilize the supervisory competencies possessed by them to enhance
teaching and learning in the school. Stakeholders of education such as NTI,
TRCN should organize regular training on ICT for in-service teachers. The
findings from the interview showed a consensus with the result of the
questionnaire.
CHAPTER ONE
INTRODUCTION
Background
of the Study
Education is
recognized as a potent instrument for social and economic development of
individuals and societies. Secondary education is the form of education which
children receive immediately after completing primary school education. It
constitutes post primary education and sometimes serves as a link between
primary and university education. According to Ogbonnaya (2010) secondary
education is the form of education which children receive automatically after
they have received primary school education. In the same light, Whitaker,
(2001) asserts that, secondary education refers to full-time education provided
in secondary schools usually for pupils between the ages of eleven or twelve
and eighteen plus. All the above means that secondary education refers to
education provided in the secondary school which is meant for primary school
graduates and a processing ground for a career in higher education.
The broad
aims of secondary education (Federal Republic of Nigeria, 2004) within
Nigeria’s overall national objectives are preparation of students for useful
living within the society and for higher education (p.17). It is of six years
duration and is being given in two stages, the Junior Secondary School (JSS)
and the Senior Secondary School (SSS). Each stage is of three years duration.
Emphasizing the importance of secondary education, Ogbonnaya (2010).
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