AN EVALUATION OF PRINCIPAL’S ADMINISTRATIVE EFFECTIVENESS IN SECONDARY SCHOOLS IN NIGERIA ( EDUCATION PROJECT TOPICS AND MATERIALS)
CHAPTER ONE
INTRODUCTION
Background to the Study
Secondary education’s general goals of concocting people for suitable living in the society and for higher education have made it imperious that it should, among others, supply trained manpower in the applied science, technology and commerce at sub-professional levels; inspire its students with the desire for self-improvement and achievement of excellence; raise a generation of people who can think for themselves, respect the views and feelings of others; and respect the dignity of labour (Federal Republic of Nigeria, 2004). One major step in the achievement of these goals is the enrolment of students into secondary schools where they are exposed to experiences necessary to achieve these objectives…
Statement of the Problem
It has been observed by some scholars that many principals in Anambra State do not devote much time and effort in planning of school activities as evidenced by hasty organization of programmes such as teachers’ forum and Parents Teachers Association meetings. Incidence of role conflicts, duplication of functions and general lack of direction in task performance have also been reported (Onuh, 2008; Egboka, 2008). With these problems, wastages in the use of resources, poor academic performance of students and poor Parents Teachers Association involvement in school administration are likely to persist.
Incidentally, selection of principals based on teaching experience and not on administrative qualification has been alleged to contribute to the inefficiency and lapses found in the secondary schools. Some scholars contend that several teachers that were promoted to principals were later regarded as incompetent principals they lacked the required skills to carry duties relevant to their post. Areas they were found have deficit in skill were in working with high officials (State School Board or Ministry of Education) and in dealing with student body. These result in administrative problems (Obilade, 1986; Arikewuyo, 2009). The Nationwide diagnosis of Nigerian education sector also showed that greater proportion of secondary school principals do not have the necessary administrative strategies/tools such as vision and mission
statement, code of conduct for students (rules and regulations), year activity calendar, code of conduct for teachers, school strategic plans, in-house teacher’s development activities and students’ target setting (Federal Ministry of Education, 2005).
