Principals' Management Support Practices for Enhancing Teachers' Performance in Secondary Schools in Nigeria

By Onuma, Nwite | Journal of Emerging Trends in Educational Research and Policy Studies, February 2015 | Go to article overview

Principals' Management Support Practices for Enhancing Teachers' Performance in Secondary Schools in Nigeria


Onuma, Nwite, Journal of Emerging Trends in Educational Research and Policy Studies


Abstract

This paper investigated principal's management support practices for enhancing teachers' performance in secondary schools in Nigeria. The study adopted the survey research design, the population comprised all the principals and teachers in public secondary schools in Ebonyi State totaling 5,083 (221 principals and 4862 teachers) out of which a sample of 1803 respondents were selected using propionate random sampling techniques. A structured questionnaire "Principals' Management Support Practice (PMSPQ) and Teachers' view on Management Support Practices Questionnaire (TVMSPQ) were the instruments used for data collection. The four research questions were answered using mean score statistics while the hypotheses were tested at 0.05 level of significance using z-test. The result of data analysis showed that most school principals lacked supervisory skills and as a result entrusted academic supervision in the hands of external supervisors. Most principals feel reluctant to endorse in-service training for their teachers and teachers in turn hid their pursuit for higher degree from principals for fear of victimization. The result on motivation and welfare of teachers showed no significant difference in the mean ratings of both the principals and teachers. The findings will be beneficial to educational policy makers, school principals, teachers and researchers. Specifically, the school principals will be in position to use the findings as a guide in building a better, more efficient and result-oriented school environment that can facilitate higher teacher performance. In the light of the findings, recommendations were made.

Keywords: ma nage me nt supp ort practi ces, supervi si on, welfa re, pr ofessiona l gr owth, moti va tion a nd p er f or mance.

INTRODUCTION

Teachers at all levels of education are the foundation and bedrock of quality education in the society (Clark, 2006). In line with the above view, teachers need to manage both students and knowledge, monitor students' progress and provide guidance services. To guard the above position, teachers engage in research activities to adequately equip themselves for effective lesson delivery. Therefore, teachers' role and tasks is dependent on the kind of support given to them by the school principals. In the same vein, principals occupy a central position in management of secondary education in Nigeria as far as education of the child is concerned. Principals by virtue of their position are the managers and the quality of managerial functions determine to a large extent their success or failure (Odumodu, 2011). In this regard, principals should provide teachers with needed management supports to effectively function in this regard. Principals should as well provide teachers with needed management supports to effectively function in their schools (Castller, 2010). That is to say, principals should provide management supportive practices for teachers' work load and utilization of available professional and material resources. Management support practices in this context, implies the provisions of enabling work environment for teachers to render the need services effectively in the school system. For Campbell (2007), management practices in secondary school revolve around putting in place all enabling environment by the principals to foster teachers' morale and commitment and professional development. Along the same line, Jefferson (2004) affirms that provision of management support practices to teachers involve giving supportive instructional supervision, adequate welfare, rewards, in-service education programme as and when due. In the same vein Akube (2002) also affirms that management support practices has to do with providing for teachers' welfare, professional growth, supportive supervision, giving rewards, counseling employees and organizational career planning.

Provision of management support practices by school principals are essential for teachers' performance in building sufficiently motivated and effective teachers. …

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