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STUDY ON THE ROLES OF PRINCIPALS OF SECONDARY SCHOOLS

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

The proper functioning of any organization depends to a very large extent on the ability of whoever is the leader to effectively utilize both the material and human resources to achieve the goals of such an organization. It is the leader that mobilizes human and material resources and creates the necessary climate for productivity. Therefore, leadership is of particular importance in an organization to the extent that without it, goals may be difficult to attain. Leadership is the process of influencing the activities of an organized group towards goal-setting and goal achievement.

The concept of principals’ leadership effectiveness in Nigerian secondary schools is often used to express the overall school effectiveness in relation to the attainment of both normative and summative values in students as spelt out in the National Policy on Education (FGN, 2013). The school principal is the accounting officer of the school who is either praised or blamed depending on the degree of his/her effectiveness in influencing the relevant orders in and outside school to enhance teaching and learning.

According to Kumar (2012) and Bolman and Deal (2005), leadership is a process of social influence where leaders induce followers to apply their energies and resources towards a collective objective. It is an interactive relationship between leaders and followers. This is characterized by influence and identification of goals. Leadership is important in educational administration because it has far-reaching effects on the accomplishment of school programmes, objectives and attainment of educational goals (Peretomode, 2000).

Leadership of a school is about providing a vision and establishment what the future will be like as well as winning the supported vision of those who can make it happen. Ajibade (2005)observes that schools that do not have effective leadership from their principals will get stranded in complacency. In such situations, problems will not be confronted and solved, and opportunities will be misused. Principalship is the key to a good school environment and in achieving teaching and learning quality. A good leader is important to teachers, and it affects their decision about where to work. More effective principals are able to attract better employees to their schools (Rice, 2010). The word principal also means ‘servant leadership’ (Sergiovanni, 2006). This paints a picture of someone who is responsible for ministering to the needs of schools they serve. Thus, a principal must deal with the professional and technical experts in education, parents and community members, superintendents and students. With such important responsibilities and roles, school principals must implement their own duties responsibly and carefully otherwise mistakes would cause dissatisfaction among teachers. Consequently, it could lead to low achievement for the school management.

Evan (2001) notes that school leaders who are implementing their roles and duties should be constantly reviewed and assessed for transparency in the school. This is because their leadership has an impact on teachers’ morale, job satisfaction and motivation. One of the methods in assessing a principal’s leadership is to examine the teachers’ perceptions of their principals because teachers work closely and directly with them. As pointed out by Luo and Najjar (2007), teachers’ perception of their principals’ leadership is a key variable that affects the productivity of a school as a social organization. Edgerson and Kritsonis (2006) argue that teachers’ success in the classroom is a direct consequence of their relationship with their principals. In the contemporary development of quality education, teachers’ participation must be increased in decision making that affects their own work and careers. It is therefore, the leadership style of principals that determines the management level of the school.

Today, maintaining discipline in Nigerian secondary schools hinge on the shoulders of principals who control the activities of students and teachers for a peaceful and more progressive school. School rules are broken with impunity and it has become the order of the day for students to take laws into their hands. Perhaps, as the major agents in the promotion of school effectiveness, principals are the pillars of the educational system, especially at the second tier of education. Today, the position of principals in secondary schools is far more sophisticated than in the previous decades. This complexity can best be seen in the different functions that principals are expected to perform daily and often simultaneously (Babayemi, 2006; Adeyemi, 2011).

The duty of ensuring that effective teaching and learning takes place lies with the principal who employs various supervisory strategies such as classroom visitation, classroom observation, mentorship, workshop and micro-teaching to ensure effective and efficient service delivery. According to Osakwe (2010), instructional supervision is the art of over-seeing the teaching and learning process in order to ensure that the school is administered, managed and led in an effective manner to achieve the educational objectives. In secondary schools, the principal plays a critical role in the programme of instructional improvement through effective and efficient supervision of teachers’ classroom instructional display. Through classroom visitation, classroom observation, mentorship, workshops and micro-teaching supervisory techniques, the principal is faced with the responsibility of supervising teachers generally to improve their instructional effectiveness. Osakwe (2010) adds that principals supervise and monitor teachers’ competences no matter how proficient, they are deemed to be so as to provide students with quality learning. As important as instructional supervision is to the development of quality education, it has been observed that school principals often devote more of their time attending to visitors than supervising instruction (Weller, 2001). Consequently, interference of administrative functions seems to be an appendage to instructional supervisory functions of the school principals in achieving instructional objective of the school. It is, therefore, unfortunate that instructional supervisory functions recognized as the cardinal role of the school principal could be over-looked in the midst of a variety of roles.

Communication which is the process of conveying messages or information from one person to another is also a cardinal role used by school principals in managing educational institutions. According to Asemah (2010), communication is a very important tool used by management to exchange ideas, thoughts and opinions with employees. This can provide a basis for dismantling any element of distrust in employees. The author adds that the staff of any school want to know what the school management is doing about the various matters affecting their welfare and their work. Communication is therefore, the only way in which the school principal can eliminate suspicion and promote confidence in the staff. The principals’ effectiveness to some extent is perceived to hinge on the manner in which decisions and policies of school management are communicated to teachers and students in the school organization. If the decisions and policies are communicated effectively through the appropriate channels, the principal may be perceived to be effective in the discharge of his/her duties, but if not, he/she may be perceived otherwise.

Similarly, provision of instructional materials is also one of the responsibilities of the school principal. Instructional materials may be seen as those objects and devices that have been systematically designed, produced and evaluated which the teacher uses to illustrate the point he/she wishes to emphasize in his/her lesson with the intention of facilitating learning (Nomigo, 2004).They include, chairs, chalk, chalkboard, table chart among others. The use of instructional materials provides teachers with interesting and compelling platforms for conveying information since they motivate learners more. Furthermore, the teacher is assisted in overcoming physical difficulties that could have hindered his/her effective presentation of a given topic since students could see, feel, smell or touch the real object or something similar to what the teacher talks about.

For learning to take place, there is need for the teacher to sensitize students’ senses of hearing, smelling, testing and touching. To do this, the teacher must use instructional materials provided to them by the school head (Ojunamiri, 2007). Provision of instructional materials in this context refers to the ability of the school principal to make available materials and devices such as chairs, chalk, chalkboard, tables and chart to be used in learning situations to supplement the written or spoken words in transmission of knowledge. The instructional materials could also be provided by teachers. Students could also be involved in provision of such materials. When such devices are adequate, teaching and learning goes on smoothly .On the contrary, without the provision of adequate instructional materials, it will be difficult to implement the school curriculum. Thus, it is the sole decision of the school principal to provide adequate materials for the development of the school.

According to Gemechu (2014), decision-making is the process of specifying the nature of a particular problem and selecting among available alternatives in order to solve the problem. This implies that a problem precedes any decision and that there must be a number of alternative courses of action from which an optimum course of action will be selected. Talatu (2015) also posits that teachers’ participation in school decision-making can increase creativity and information available for planning. When principals involve teachers and students in decision- making, it increases their understanding, acceptance, commitment and performance.

Cheng (2008) also observes that teachers’ participation in decision-making is one of the key characteristics of an effective school principal. Williams (2003) notes that when principals determine policy and assign tasks to organizational members without consulting them, it creates unhappiness and a feeling of alienation among staff. Such staff feel isolated and suffer a loss of self-belonging as principals keep them under constant pressure, fear, stress and tension. This could consequently reduce their commitment and performance. By implication, it could affect school discipline.

Another very important element of the principals’ leadership effectiveness is to enforce discipline among students and teachers. Oboegbulem (2007) defines discipline as the ability or readiness of students and teachers to respect authorities observe established laws of the school and take responsibilities for their actions. Discipline implies self-control, restraint and respect for oneself or others. Ruiz (2000) defines discipline as the system of norms with which an organization provides itself, and the obligation or otherwise of the school/group to cope with certain conventions. Discipline has to do with the conventions, rules, customs and values that are brought into play by social interactions within each educational community. Therefore, for the principal to be effective in his/her leadership role, he/she must demonstrate the ability to induce students and teachers to have self-control and respect for one another. Ruiz further adds that when the principal leads the school on the part of discipline, students’ performance increases as a result of his/her ability to evaluate students’ academic performance. Thus, there exist peace and harmony which results in the overall school development.

It is also the responsibility of the school principal to evaluate students’ performance to ascertain whether the set goals of the school are achieved or not. Students’ performance evaluation is usually used by principals for the purpose of admission, promotion, awarding of certificates, guidance and counselling and awarding of prizes. Establishing how effective the principal is in the performance of these functions will guide him/her to make value judgment about students. It is, therefore, important to evaluate the extent to which teaching and learning has taken place (Abu, 2009); as the principal will have to report to parents of the students the level of their wards development in their academics work.

With the schools facing increased pressure to improve teaching and learning, the duties of the school principals expand further to include the responsibility of facilitating their school's interactions with parents and others in the school community (Gemuchu, 2014). This responsibility includes reporting to parents certain disciplinary issues, students’ level of successes in academic work and when parents have concerns. Principals also interact with parents who serve on school advisory boards and parent/teacher organizations. Principals report that they spent a significant part of their time interacting with parents of students who have been identified as needing special services (Welleer, 2001).As a result, whatever the principal does in the school by directing, coordinating, controlling and motivating will determine his/her effectiveness in carrying out the activities of school management in secondary schools.

Akpakwu (2008) defines management as the process of coordinating all the resources of an organization through planning, organizing, directing and controlling in order to attain organizational objectives. According to Zuamo and Kwaghfan (2007), management is the creation and maintenance of an internal environment which people working together in groups can perform efficiently and effectively towards the attainment of group goals. It entails ensuring the attainment of organizational objectives in the most effective and efficient manner by making use of resources effectively and in a cost-effective manner.

Irrespective of the variation of opinions on the concept of management, Akpakwu (2008) defines school management as the ability of the educational administrator to judiciously manipulate all the human, material and financial resources at his/her disposal in order to achieve the goals and objectives of educational institutions. School management therefore, entails the manner in which the principal, with the management team (teachers, parents and students) execute the management functions in the school These include; instructional supervision, communication, provision of instructional materials, decision-making, discipline, evaluation of students’ performance and community relations skills.

1.2 STATEMENT OF THE PROBLEM

The study aims to investigate the roles of principals in secondary schools in the North Central region of Nigeria. However, several critical issues need addressing to provide a comprehensive understanding of the challenges and dynamics surrounding this subject. Firstly, there is a lack of clarity regarding the specific responsibilities and expectations placed on principals within the unique context of North Central Nigeria. Secondly, the influence of socio-economic factors, cultural norms, and institutional structures on the effectiveness of principals in fulfilling their roles remains understudied. Additionally, the impact of external pressures, such as government policies and community demands, on the autonomy and decision-making authority of principals requires examination. Lastly, exploring potential disparities in educational resources, professional support, and opportunities for professional development among principals could illuminate systemic barriers hindering their effectiveness in the region. These identified problems underscore the necessity for a comprehensive investigation into the roles of principals in North Central Nigerian secondary schools.

1.3 OBJECTIVES OF THE STUDY

The main objective of this study is to determine the role of principals in secondary schools

Specific objectives include;

1. To investigate the leadership practices of secondary school principals in the North Central region of Nigeria.

2. To explore the challenges faced by secondary school principals in fulfilling their roles in the North Central region of Nigeria.

3. To examine the impact of secondary school principals' effectiveness on student academic performance in the North Central region of Nigeria.

1.4 RESEARCH QUESTIONS

1. What are the predominant leadership practices employed by secondary school principals in the North Central region of Nigeria?

2. What are the main challenges encountered by secondary school principals in fulfilling their roles in the North Central region of Nigeria?

3. How does the effectiveness of secondary school principals impact student academic performance in the North Central region of Nigeria?

1.5 RESEARCH HYPOTHESES

 H0: There is no significant relationship between the leadership practices of secondary school principals and student academic performance in the North Central region of Nigeria.

   H1: There is a significant relationship between the leadership practices of secondary school principals and student academic performance in the North Central region of Nigeria.

 H0: There is no significant difference in the challenges faced by secondary school principals in the North Central region of Nigeria based on their years of experience.

   H1: There is a significant difference in the challenges faced by secondary school principals in the North Central region of Nigeria based on their years of experience.

 H0: There is no significant impact of secondary school principals' effectiveness on student academic performance in the North Central region of Nigeria.

   H1: There is a significant impact of secondary school principals' effectiveness on student academic performance in the North Central region of Nigeria.

1.6 SIGNIFICANCE OF THE STUDY

The findings of this study have both theoretical and practical significance of immense value to principals, teachers, students, Ministry of Education and further researchers. First and foremost, the results of the study may enrich the knowledge and understanding of school principals on the relevance of using appropriate leadership approaches to motivate and propel their employees towards job effectiveness. It could also provide information to principals on the need for involving their subordinates in the process of decision making to enhance their performance. The findings of the study would also expose principals to advantages and disadvantages that non-use of appropriate leadership styles would cause to the achievement of educational goals.

The findings of the study would also enable teachers to adopt measures that would sustain good relationships among them and their school principals as well as cooperate effectively for a better efficient administration of the school. Finally, the findings of this study could serve as a reference point to those directly and indirectly involved in the management of public secondary schools in Nigeria and the nation at large. It may also provide a springboard for future researchers who may want to carry out studies in the same area, thereby increasing literature in the knowledge bank.

1.7 SCOPE OF THE STUDY

The scope of the study will focus on examining the roles and responsibilities of principals in secondary schools located in the North Central region of Nigeria. It will investigate the specific duties, challenges, and leadership practices undertaken by principals within this geographic area, considering the cultural, social, and educational context unique to the region. The study aims to provide insights into the diverse factors influencing principalship in the North Central region, including administrative policies, community dynamics, and educational outcomes. Additionally, it will explore potential areas for improvement and the implications for enhancing educational leadership and school management practices in the context of secondary education in Nigeria's North Central region.

1.8 LIMITATIONS OF THE STUDY

Limitations of the study on the roles of principals of secondary schools in North Central Nigeria include potential sampling bias, as the study might focus on a specific geographic area within the region, limiting generalizability. Additionally, there could be challenges in accessing comprehensive data due to logistical constraints or bureaucratic hurdles, leading to gaps in information. The study might also face limitations in capturing the diverse perspectives and experiences of principals, especially if certain schools or individuals decline to participate, potentially skewing the findings. Furthermore, cultural or language barriers could impede effective communication or understanding between researchers and participants, affecting the accuracy and depth of the data collected.

1.9 DEFINITION OF TERMS

For the purpose of clarity, the following terms have been defined as follows:

1. Impact: This refers to the effect of principals’ use of instructional supervision, communication, provision of instructional materials, decision-making, discipline, evaluation of students’ performance and community relationships on the management of public secondary schools in North Central Nigeria.

2. Principals’ Leadership Effectiveness: this refers to the extent to which principals have succeeded in performing their administrative roles of instructional supervision, communication, provision of instructional materials, decision-making, discipline, evaluation of students’ performance and community relationships.

3. Management of Public Secondary Schools: This refers to the organization, mobilization and maintenance of all the human and material resources for effective teaching and learning in government owned secondary schools through principals’ use of instructional supervision, communication, provision of instructional materials, decision-making, discipline, evaluation of students’ performance and community relationships.

4. Instructional Supervision: It refers to principals' art of overseeing the teaching and learning process in order to ensure that the school is administered, managed and led in an effective manner to achieve the educational objectives.

5. Communication: This refers to how principals’ process of conveying messages to the teachers and students in secondary school.

6. Provision of Instructional Materials: This refers to principals’ acquisition of materials and devices such as chairs, chalk, chalkboard, tables chart to enhance effective teaching and learning.

7. Decision-Making: This refers to principals’ involvement of teachers in the identification of a particular problem and selecting among available alternatives in order to solve the school problem.

8. Discipline: This refers to the ability or readiness of the students and teachers to respect authorities; observe established laws of the school and take responsibility for their actions due to the principals’ leadership roles.

9. Evaluation of Students’ Performance: This refers to how teachers perceive principals’ role of assessing the extent of students’ performance in both internal and external examinations.

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