Project Abstract

Abstract
This research project aims to evaluate the administrative effectiveness of principals in secondary schools in Nigeria. The study will focus on various aspects of the principal's role, including leadership style, decision-making processes, communication strategies, and overall management practices. The research will utilize a mixed-methods approach, incorporating both quantitative surveys and qualitative interviews to gather comprehensive data on the principals' administrative effectiveness. The research will be conducted in multiple secondary schools across different regions of Nigeria to ensure a diverse and representative sample. The quantitative data will be collected through surveys distributed to teachers, students, and other staff members to assess their perceptions of the principal's effectiveness. The surveys will cover areas such as communication, decision-making, conflict resolution, and overall leadership style. In addition to the surveys, qualitative interviews will be conducted with principals to gain insight into their administrative practices, challenges faced, and strategies employed to enhance school performance. The interviews will provide a deeper understanding of the day-to-day responsibilities of principals, their leadership approaches, and their impact on school culture and student outcomes. The research will also explore the relationship between the principal's administrative effectiveness and various school outcomes, such as academic achievement, student behavior, teacher retention, and overall school climate. By examining these relationships, the study aims to identify key factors that contribute to effective school leadership and management in the Nigerian context. The findings of this research project are expected to provide valuable insights for policymakers, school administrators, and other stakeholders in the education sector. By understanding the factors that influence principal effectiveness, schools can develop targeted strategies to improve leadership practices and ultimately enhance school performance. Overall, this research project will contribute to the existing literature on educational leadership and management in Nigeria, shedding light on the role of principals in secondary schools and their impact on school effectiveness. The findings will have practical implications for improving school leadership practices and enhancing the overall quality of education in Nigeria.

Project 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.