Principal Managerial Capacity As A Correläte Of Teacher Productivity In Kwara State Secondary'schools

ABSTRACT

In Kwara. State and in many other States of the Federation, students’ poor acadejnic performances were usually blamed on poor scho'ol management by principals and bad teaching by teachers respectively. The final output in terms of General Certificate of Education or West African School Certificate Examination results had älways been used as yardsticks for assessing the failure or success of schools.

Critics wpre not mindful of "the process" to the final output. This study had taken cognisance of , the principal managerial process that could lead to high teacher productivity in relation to high academic performance of students.

Principal managerial, capacity had been seen as his ability to plan, organize,. coordinate, motivate, control , administer, •supervise and intervene; while teachers’

productivity had been viewed with teachers’ ability for classroöm management, lesson delivery, record keeping, assignment gradings, guidance counselling. extra and co-curricular ,activities and admjhistrtive activities. The two Instruments designed for the study were Principal Managetial Capacity Questionaire (PMCQ) andTeacher Productivity Questionaires (TPQ).E i g h t y(80) schools, 80 principals, 576 teachers and 812 students from 11 of the 12 L.G.As.were sampled. Schools sampled were under the dual Controls of the State Ministry of Education and the Kwara State Education Management Board.

Part of the design of the instrument was to assess the amount of "supportive aids" or "reinforcement" given by the two Controlling agencies for pr.incipal and teacher proper functioning.

A pilot study involving 3 Local Government areas, 10

principals, 100 teachers and 200 students, was carried out to. standardize the instruments for validity, and reliability. seven (7) study hyp'otheses with sub-sections were generated. In analysing the result, One way ANOVA with * F ratio; ’T’

test and Pearson Product Movement Correlation ’r’ were used.'

Major firidings of the study showed that:

1. Principal Managerial Capacity and teacher productivity were rated si-gnificantly high.

2. There was a significant relationship between Principal Managerial Capacity and Teacher Productivity.

3. Academic and social aspects of school goals werfe perceived significantly high.

4. Relative experience and qualifications were regarded by teachers as necessary pre-requisites for appointing principals.