Thesis Abstract

Abstract
This research project aims to evaluate the administrative effectiveness of principals in secondary schools in Nigeria. The role of a principal in a school setting is crucial as they are responsible for providing leadership, managing resources, and creating an environment that is conducive to teaching and learning. However, there is limited research focusing on the evaluation of principals' administrative effectiveness in the Nigerian secondary school context. The study employs a mixed-methods approach, combining both quantitative and qualitative data collection methods to provide a comprehensive evaluation. Quantitative data will be gathered through surveys distributed to teachers, students, and other staff members to assess their perceptions of the principal's effectiveness in various administrative tasks. Qualitative data will be collected through interviews and focus group discussions to gain in-depth insights into the factors influencing the principal's administrative effectiveness. The research will be conducted in a sample of secondary schools across different states in Nigeria to ensure diversity and representativeness. The findings of this study are expected to contribute to the existing literature on educational leadership and administration in Nigeria, particularly in the context of secondary schools. By evaluating the administrative effectiveness of principals, this research aims to identify strengths and areas for improvement in current practices. The implications of this study are significant for educational policymakers, school administrators, teachers, and other stakeholders in the Nigerian education system. The results can inform decision-making processes related to principal selection, training, and professional development programs. By understanding the factors that influence administrative effectiveness, schools can enhance their leadership practices and ultimately improve the overall quality of education provided to students. In conclusion, this research project seeks to fill a gap in the literature by evaluating the administrative effectiveness of principals in secondary schools in Nigeria. By employing a mixed-methods approach, the study aims to provide a comprehensive understanding of the factors influencing principal effectiveness and their implications for educational practice. The findings of this research have the potential to inform policy and practice in educational leadership and administration, ultimately contributing to the improvement of secondary education in Nigeria.

Thesis Overview

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).

These situations could be as a result of the principals’ lack of competencies needed to carry out administrative responsibilities, or that they do not apply the acquired competencies. In view of these, this work is interested in identifying competencies that are essential for administrative effectiveness and examining the extent secondary school principals possess and apply the identified essential competencies.

Purpose of the study

This study aimed at identifying essential competencies and examining secondary school principals’ administrative effectiveness in Anambra State. Specifically, the study was concerned with:

1. identifying the competencies considered to be essential for principals’ administrative effectiveness

examining the extent school principals possess the identified essential competencies
ascertaining the extent school principals apply the identified essential competencies.
identifying likely factors that affect principals’ application of the competencies.
finding out whether discrepancies exist between principals’ possession and application of the identified competencies essential for administrative effectiveness.