INFLUENCE OF PRINCIPAL AND STAFF RELATIONSHIP AND STUDENTS PERFORMANCE

INFLUENCE OF PRINCIPAL AND STAFF RELATIONSHIP AND STUDENTS PERFORMANCE

 

CHAPTER ONE

INTRODUCTION

1.1 Background to the study

Education is one of the largest sectors that nations have greatly invested in

(United Nations Education Science and Cultural Organization [UNESCO], 2005). Education in all forms has been one of the most important concerns of human societies. A report by World Bank (2001) states that, secondary education is crucial for economic growth since it provides countries with human skills and knowledge needed for economic growth. Secondary education increases further learning and training for professionals such as technicians, scientists and entrepreneurs. Secondary education yields considerable private returns offering young people the chance to acquire attitudes and skills that are likely to be developed in primary grades (World Bank, 2001).

The key stakeholders are teachers, head teachers and other supporting staff, who contribute directly to school improvement. However, the overall responsibility for a school’s effectiveness in secondary education is associated with the commitment and efficiency of the head teacher. Therefore, it can be asserted that their role is pivotal in maintaining and raising the standard of education (Bayrak, 2001).

Human resource management is concerned with the people’s dimension in

management. Specifically, it is a process consisting of four functions; acquisition, development, motivation and maintenance of human resources. Khan (2005) defines personnel management as the effective mobilization of human resources based upon appropriate recruitment, selection, training and placement of an appointed staff in order to achieve the set goals and objectives. In the same vein, Ayaji (2002) perceived personnel management as an important management function concerned with obtaining, developing and motivating the human resources required by an organization to achieve its objectives.

In the educational system, headteacher is central figure. Thus, no educational system may rise above the quality of its headteacher (FRN, 2004). A study by Iravo (2002) in Belgium found that in-training was an essential factor in contributing to students’ performance. According to Ogunsaju (2006), personnel management is the effective mobilization of human resources based upon appropriate recruitment, selection, training and placement of appointed staff in order to achieve the organisational set down goals and objectives. It could also be defined as the effective utilization of human resources in an organization through the management of people and related activities (Ololube, 2006).

 

Megginson (2002) described personnel management as people working together to find, interpret and achieve the objectives of the organization by applying different functions like planning, organizing, staffing, relationship among different stakeholders, leading and controlling. Personnel management is a critical component in education in enhancing quality (Orubuloye, 2006). The personnel management of the headteacher or principal helps to make or mar the school. It is their skills which helps in the management of teaching staff, affects the learning of the students and thus effects the overall environment in the school.

Okumbe (1998) asserts that the product of a school is judged by the way its past students perform in society. This is because good performance is necessary for selection and placement of students in institutions of higher learning and for jobs in various firms and organizations. The quality of education tends to be evaluated in terms of the number of students passing national examinations. The most outstanding factor has to do with the organizational management of schools. For instance, Rutter, Maugham, Mortimer and Smith (2009) and Wekesa (2003) note that to improve students’ performance headteachers are required first to be effective personnel managers.  This can be done by setting a clear vision for the schools and communicate this vision to students, support its achievement by giving instructional leadership, provision of resources and being visible in every part of the institution.

 

Khawanja (2002) describes the headteacher as the keeper of keys, the director of transportation, the coordinator of correspondence, the quartermaster of stores, the divisor of intricate schedules, the publisher of handbooks, the director of public relations and the instructional leader. Therefore the role he plays in a school largely affects academic performance of the learners. Makotsi (2004) asserts headteachers are people who “walk ahead” and are committed to deep changes in themselves and their schools. The delivery of education in any country depends on its teachers and as such the quality of improvement of that education hinges on the role played by competent teachers. In view of the competence, moral and enthusiasm of the teacher shave to continue being improved in the ever changing schools internal environment (Kibe, 1994; and Balkadha 2004).

According to Okumbe (1998) education in Nigeria is highly result oriented. Good performance in Nigeria Certificate of Secondary Education (NECO EXAMINATION) Examination is very important for admission into competitive public and private colleges and also universities. Eshiwani (1993) states that the quality of education tends to be evaluated in terms of the number of student’s passing national examinations. A strategy is a long term plan of action designed to achieve particular goals. These are plans that need decision making. To achieve the goal of improved performance, headteachers need to have strategies.

 

Hawthorne studies stated in Weller and David, (2004) describe that personnel management affects the quality and quantity of employees output. Teachers who enjoy their relationship with their headteachers are more productive than those who do not like their headteachers. Headteachers management of personnel in the school is associated with many aspects which include providing enabling environment, provision of teaching and learning resources, provision of adequate teachers and facilitating staff development. These aspects have an influence on students’ performance. Studies about student academic performance and personnel management strategies conclude that the quality of the physical environment significantly affects student achievement (Weller & David, 2004).

Kamotho (1981) asserted that the net results of secondary schools expansion was lack of teachers, inadequate grants and overcrowding due to lack of adequate physical facilities such as classroom, dormitories and laboratories (Daily Nation 9^th October 1981:6).  Although school administration involves many stakeholders, it is the school headteacher who is the chief executive and therefore answerable to all.

Any organisation that does not plan for its human resources will often find that it is meeting neither the personnel requirements nor its over-all goals effectively (Stoner, 2006). For schools to achieve high performance in the public examinations headteachers who are personnel managers must put in place personnel management strategies. They should for example provide qualified teachers, they should provide the required teaching learning resources for the teachers, and they should provide enabling environment and having effective communication between the headteachers and the teachers.

The school principal is the most important person in a school setting. As the chief executive of a school, he/she is charged with the responsibility of managing the day to day affairs of the institution, and ensuring that all members of the school community are moving in the right direction. A prime task of school heads is to exercise leadership of the kind that results in a shared vision of the directions to be pursued by the school, and to manage change in ways that ensure that the school is successful in realizing the vision. In a world of increasingly rapid change, what is the terra firma on which a robust concept of the headteacher as a leader and manager of change can be built? Sullivan and Glanz (2000) have proposed that the profession should adopt school improvement as its centre of gravity. This means that the headteacher, in making school-related decisions, should always have school improvement in mind.

A key role of the headteacher is to ensure that each of the elements that contribute to improved student learning outcomes is present, working effectively and in alignment with all other elements (Hill, 2006). This means that the headteacher is thus, as it were, the chief architect of the school, the one who has the overview of systems, processes and resources and how they combine to produce intended student learning outcomes. The problem of poor performance in examinations is costly for any country since education is a major contributor to economic growth

(Atkinson, 2007). Performance in national examinations in secondary schools in Uyo metropolis is poor vis a vis the other districts in Murang’a county.

 

1.2 Statement of the problem

 

The increasing rate of expansion of education in Nigeria, progress in secondary sector has been accelerated by demand for education.  Therefore, with this expansion there is increased demand for qualified, competent and effective school administrations. The complexities in education management and growing

curricular, demands that the principals, their deputies and teachers need to be well equipped with appropriate knowledge, skills and attitudes in order to play their role effectively. Poor performance in the district has persisted despite the fact that the schools in the districthave adequate and well-trained teachers, fairly well qualified pupils from primary schools, trained and qualified headteachers. This study therefore seeks to establish the influence of principals’ administrative strategies on students’ academic performance in NECO EXAMINATION examinations.

 

1.3 Purpose of the study

 

The purpose of this study was to investigate the influence of principals’ administrative strategies on students’ academic performance in NECO EXAMINATION.

 

1.4 Objectives of the study

 

The study aimed at achieving the following research objectives

1. To determine the influence of adequate  staffing on students’ performance in NECO EXAMINATION
2. To establish the influence of principals’ provision of teaching learning resources on students’ performance in NECO EXAMINATION

• To assess how principals’ facilitation of teachers’ development influenced students’ performance in NECO examination

1. To establish the influence of principals’ strategy on creation of enabling environment on students’ performance in NECO examination.

 

1.5 Research questions

 

The study was guided by the following research questions

1. How do principals’ ensuring adequate staffing influence students’ performance in NECO examination?
2. How do principals’ provision of teaching learning resources influence students’ performance in NECO examination?

• In what ways do principals’ facilitation of teachers’ development influence students’ performance in NECO examination?

iv.How do principals’ provision of enabling environment influence students’ performance in NECO examination?

 

1.6 Significance of the study

The study sheds light on how administrative tasks by the headteachers may be used by schools to improve academic performance of students.  The study also provides the Ministry of Education (MoE) and other stakeholders with the necessary data that can be used for resource allocation and policy changes with regard to the secondary education in Nigeria.

 

1.7 Limitations of the study

 

One of the limitations of the study is that the study relied on the responses of headteachers and teachers. The respondents may have given socially acceptable responses for fear of victimization. Mulusa (1990) noted that at times, respondents might give socially accepted answers to avoid offending the researcher. To counteract this scenario the researcher created rapport with the respondents and explained to them the need for the study. She also assured them confidentiality of their identities.

 

1.8 Delimitations of the study

 

Though there are many administrative strategies, the study delimited itself on the personnel administrative strategies.  These variables were not to be controlled in the study. The study sought information from the headteachers and teachers. The study was carried out in public secondary schools in Uyo metropolis.  This may not be a true reflection of other regions in the country since learning environment and resources differ in terms of regions. The findings should therefore be generalized to other areas with caution.

 

1.9 Assumptions of the study

 

The following were the assumptions of the study:

1. The study assumed that there is actually a relationship between the personnel management strategies and students’ NECO examination results in public secondary schools of Uyo metropolis.
2. The study also assumed that the respondents would co-operate and give accurate information as required by the questionnaire and that the necessary data required for comprehensive conclusions to this study was to be readily available.

 

1.10 Definition of terms

 

The following are the significant terms of the study.

Examination refers to written exercises, oral questions, or practical tasks, set to test a candidate’s knowledge and skill

Head Teacher refers to the executive officer in a school, who has been given the authoritative power in matters concerning the administration of the school by the Teachers Service Commission (TSC). In this study term principal and head teachers are used interchangeably.

NECO EXAMINATION results refer to student grades in examinations as rated by the Nigeria

National Examinations Council from the highest grade A to the lowest E after

Form 4.

Performance refers to a student’s level of achievement

Public school refers to a school maintained by public funds

Strategy refers to plan of action aimed at improving NECO examination results in public secondary schools.

Teaching and learning resources refers to materials such as textbooks teachers’ guide, stationery and other materials that are used to facilitate the process of teaching and learning in a school.

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