Principal’s Personality Type as Correlate of School Management Type
CHAPTER ONE
OBJECTIVE OF THE STUDY
The objectives of the study are;
- To ascertain the relationship between principal’s personality type and academic achievement
- To ascertain the relationship between principal’s personality type and discipline
- To ascertain the relationship between principal’s personality type and school management
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Characteristics of Effective Principal
A central part of being a great leader is cultivating leadership in others. Principal is the leader and manager of school but this task needs experience and knowledge to differ from others. In this paper I suggest to measure characteristics of perfect school principal the nine letters of the word “principal” comprises. P- Plans school activities and provides guidelines- “Planning is defined as a process of setting objectives and determining what should be done to achieve them. It is a decision-making activity through which, managers act to ensure the future success and effectiveness of their institutions and departments as well as themselves”. Planning helps educational managers to anticipate problems and opportunities, to think forward and to contribute efficacy of other managerial functions. Thus, “planning is a role of effective principal to provide a basis for control in a school and set priorities to focus their emergencies on important things first. The effective principle also focuses the attention of the teachers on objectives that can give a performance oriented sense of direction to the school”. [Priadi Surya 2011] “The process of educational management consists of three basic functions, namely planning, implementing and controlling. A manager uses these functions to achieve educational organization goals and objectives.” R- Respects the wishes of the school population, replies their requirements and listens-This means that the effective principal responds the enquiries of the school populations (i.e. teachers, students, parents and other staff of the school) and listens their complaints. This is the characteristics of Total Quality Management Organization and the relations of the school population will be positive when the customers are listened and provided their requirements. “The power of knowledge management, particularly when compared to other changed efforts, it that it maintains focus on people-on faculty, staff and students-and their needs” [6] Indicates and commands school population and never dictates orders- One of the leadership traits is to lead people in the organization through recommendations. The perfect leader does not impose hard orders to the staff but gives them mentoring and advice and staffs are delightful all the time. Like this, effective principal provides instructions and directions to the school populations and invites them to participate in developing education programs. “Principals play a major role in developing a “professional community” of teachers who guide one another in improving instruction. N- Networks to the school population and makes timely contacts- The effective principal has networking skills and makes early contacts with the school population. She/he is not passive but is proactive and aware what is going internal and external of the schools.
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought to principals personality type as correlate of school management
Sources of data collection
Data were collected from two main sources namely:
Primary source and Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain principals personality type as correlate of school management type
In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of principals personality type as correlate of school management type
Summary
This study was on principals personality type as correlate of school management type. Three objectives were raised which included: 1. To ascertain the relationship between principal’s personality type and academic achievement, to ascertain the relationship between principal’s personality type and discipline, to ascertain the relationship between principal’s personality type and school management. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staffs of selected secondary schools in Awka. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made up of principal, vice principal adm, senior staff and junior staff were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
Arising from the findings of this study, one major conclusion that could be drawn is that personality characteristics of principals such as age and years of experience significantly influence leadership effectiveness. No significant difference existed in leadership effectiveness of principals based on sex. It is assumed that these findings have some implications for practice and for further research. One important implication of this study is the finding that principals’ years of experience positively determined the leadership effectiveness of a principal. This observation requires the attention of educational policy makers in the state. Many years of experience could be perceived as an asset to leadership effectiveness
Recommendation
It’s recommended that, Secondary school principals with Type B personality trait to adopt appropriate therapy technique to assist in stress management. This would enable the secondary school principals with Type B personality trait develop skills to manage their stresses well
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