Administrative Functions to Influence Teachers’ Work Performance in Secondary School
Chapter One
Purpose of the study
- To determine the influence of principal’ planning task on teachers’ work performance in secondary schools in Mainland L.G.A, Nigeria
- To assess the influence of principals’ organizational leadership task on teachers’ work performance in secondary schools in Mainland L.G.A, Nigeria
- To establish the influence of principals’ delegation task on teachers’ work performance in secondary schools in Mainland L.G.A, Nigeria
- To establish the influence of principals’ instructional supervision task on teachers’ work performance in secondary schools in Mainland L.G.A, Nigeria
- To find out the influence of principals’ decision making task on teachers’ work performance in secondary schools in Mainland L.G.A, Nigeria
CHAPTER TWO
LITERATURE REVIEW
Introduction
This chapter presents the literature review of the study. The chapter covers principals’ planning task and teachers job motivation , principals’ organisational leadership tasks and teachers job motivation , principals’ delegation task and teachers job motivation , principals’ instructional supervisory tasks and teachers job motivation and principals decision making task and teachers’ work performance . The chapter also presents the theoretical and conceptual framework.
Principals’ planning task and teachers job motivation
Keith and Girling (2011) argue that the fundamental activity that occurs in any well managed organization is planning. This is the activity that translates ideas into actions. Planning according to Musaazi (2002) and Marx, (2011), is a rational process of preparing and reflecting on a set of decisions for future actions directed at achieving goals and objectives by optional means. Caldwell (2010) on the other hand views planning as a continuous process in administration which links goalsetting, policy making and long term planning, budgeting and evaluating in a manner which spans all levels of the organisation. Gabela, Preedy and Riches (2011) refers to planning as the activity involved in foretelling the future and preparing for it. The view that planning is future directed, goal and objective focused is also echoed by Alien (2004), who maintains that planning is the work a manager does to master the future, and through careful planning, set objectives are realized. Fayol (2006), appears to support Gabela et al (2011) when he defines planning as an act of forecasting and preparing for the future. Without adequate planning the performance of educational administrators will be impaired and the implementation of educational activities will be hampered.
According to the above definitions planning is future and goal oriented. It involves definition of goals and objectives. It is a process of orienting the institution towards the achievement of set goals. In schools, principals and educators set out in advance, the activities that would bring about the attainment of intended school goals. These activities include shared decision-making, clarification of school objectives and the establishment of school policies that will help the school management to realize its goals. Planning is an exercise for both school and class personnel. Educators work out a plan often things that need to be done and the means and methods of doing them to accomplish the set purpose. It would appear that the development of a school plan helps schools to coordinate their activities as they pursue their aims and values (Dull, 2011).
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
This chapter presents the research design, target population, sample and sampling techniques, research instruments, validity and reliability of research instruments, data collection procedures and data analysis.
Research design
According to Kothari (2001) research design can be regarded as an arrangement of conditions for the collection and analysis of data in a manner that aims to combine relevance with research purpose. It is the conceptual structure within which research is conducted. Study was based on descriptive survey design. The choice of the descriptive survey design is made based on the fact that in this study researcher is interested in the state of affairs already existing in the field and no variable was manipulated. Descriptive survey design therefore is appropriate because it enabled the researcher to gather information concerning the influence of principals’ selected administrative tasks and their influence on teachers’ work performance in secondary schools in Mainland L.G.A, Lagos state, Nigeria.
Target population
Kombo and Tromp (2003), define target population as an entire group of individuals,’ events or objects having common characteristics. It is the sum total of all that conforms to a given specifications. The target population of the study comprised of all the 62 secondary schools in the city which comprise of 62 principals, 438 teachers (Mainland L.G.A Office, 2015).
CHAPTER FOUR
DATA ANALYSIS AND INTERPRETATION
Introduction
This chapter presents data analysis and interpretation. The chapter focusses on influence of principal’ planning task on teachers’ work performance in secondary schools, influence of principals’ organizational leadership task on teachers’ work performance in secondary schools, influence of principals’ delegation task on teachers’ work performance in secondary schools, influence of principals’ instructional supervision task on teachers’ work performance in secondary schools and lastly the influence of principals’ decision making task on teachers’ work performance in secondary schools
CHAPTER FIVE
SUMMARY CONCLUSIONS AND RECOMMENDATIONS
Introduction
This chapter presents the summary of the study, conclusions, recommendations and suggestions for further research.
Summary of the study
The purpose of this study was to establish the influence of administrative functions on teachers’ work performance in secondary school in Mainland L.G.A, Lagos state, Nigeria. The study was guided by five research objectives. The research objectives sought to determine the influence of principal’ planning task on teachers’ work performance in secondary schools; assess the influence of principals’ organizational leadership task on teachers’ work performance in secondary schools; establish the influence of principals’ delegation task on teachers’ work performance in secondary schools; establish the influence of principals’ instructional supervision task on teachers’ work performance in secondary schools and finally find out the influence of principals’ decision making task on teachers’ work performance in secondary schools in Mainland L.G.A, Nigeria
This study was guided by the Two Factor Theory advanced by Fredrick Herzberg.
Study was based on descriptive survey design. The target population of the study comprised of all the 62 secondary schools in the area which comprise of 62 principals, 438 teachers. The sample for the study was 31 principals and 88 teachers. Data for the study was collected by use of questionnaires. The questionnaires were validated and checked for reliability. The reliability test results were 0.721 for principals’ questionnaires and 0.732 for the teachers’ questionnaires. Data was analysed by use of descriptive statistics. Means were used to determine the extent to which the principals performed the administrative tasks and also to estimate the number of teachers who were satisfied with each of the administrative task carried out by the school principal.
Summary of findings
The summary of findings is presented according to the objectives of the study
To determine the influence of principal’ planning task on teachers’ work performance in secondary schools in Mainland L.G.A, Nigeria
Findings on the influence of principal’ planning task on teachers’ work performance in secondary schools revealed that The findings imply that the principals performed their planning task in the school. This is evidenced by the 47.7 percent of the principals who performed the planning task in the school always and 51.6 who did it sometimes. Data revealed that 70.7 percent of the teachers indicated that they were motivated with principals holding staff meetings and the beginning of the year sometimes 62.7 percent, 65.3% indicated that they were motivated with their principals always ensuring that teachers were aware of their roles at the beginning of the year while 60 percent indicated that they were motivated with their principals establishing objectives formulating vision statement set always. On average, 41.6 percent of the teachers were highly motivated by their principals’ performance on planning task while 55 percent were moderately motivated.
To assess the influence of principals’ organizational leadership task on teachers’ work performance in secondary schools in Mainland L.G.A, Nigeria
Conclusions
Based on the findings the study concluded that principals performed their planning task in the school. Teachers were motivated with the planning tasks such as principals holding staff meetings and the beginning of the year, principals ensuring that teachers were aware of their roles at the beginning of the year and principals establishing objectives formulating vision statement. The study and concluded that principals performed their organizational leadership task with which teachers were motivated. Teachers were motivated with principals’ encouraging leadership emerge from them, principals’ establishment of formal and informal channels of communication in the schools principals seeking important channels for conflict resolution and principals’ practice of democratic leadership in the school.
The study also concluded that teachers were motivated by principals’ delegation task. Teachers were for example motivated with principals practice of keeping staff informed about departmental policies, and regulations, principals’ getting feedback from teachers on delegated duties promptly and principals’ involvement all staff members in school management. It was also concluded that teachers were motivated with principals’ instructional supervision task. Specifically teachers were motivated principals’ checking of teachers professional documents, principals’ making sure the syllabus is covered in time, principals’ practice of ensuring that schemes of work are prepared in time and also by the principals’ practice of involvement of teachers in facilitating teaching and learning processes.
Teachers were motivated with the principals’ decision making task teachers were for example highly motivated with the principals’ practice of decision making task, principal’ involvement of teachers in decision making, principals’ consultations with teachers before in making decisions, principals’ consultations with teachers before in making, principals’ following all channels in decision making, embracing cooperate decision making process and encouraging teachers opinions before making decisions.
Recommendations
Based on the findings of the study the following were the recommendations:
- The study recommended that principals should perform their planning task always and not sometimes as indicated by the study. This would increase teachers’ work performance. The study established that principals performed the organisational leadership tasks only sometimes. The study therefore recommends that principals should perform the organisational leadership always so that teachers’ work performance can be improved.
- It was noted in the study that on average, majority of the principals performed delegation task sometimes. The study therefore recommends that principals should practice the delegation task always rather than sometimes as this would increase teachers’ work performance.
- The study also recommends that the principals should perform instructional supervision and decision making tasks always rather than sometimes as shown by the study so as to improve teachers’ work performance.
Suggestions for further research
Taking the limitations and delimitations of the study, the following were the suggestions for further research.
- This study was carried out in secondary schools in Mainland L.G.A, Lagos state to determine the selected administrative tasks on teachers motivate. The researcher therefore recommends that another study be done in other arears so that to compare the results ii.The study focussed on selected administrative tasks namely planning task, organizational leadership, delegation task, instructional supervision task and decision making task. The study suggests that a study on other administrative tasks should be carried out to establish whether the tasks would have an influence of teacher’s motivation.
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