Limitations of Administrative Creativity among Principles of Public Schools in Amman Directorate of Education from their Point of View (Published)
This study aims at identifying the limitations of administrative creativity among the principals of public schools in Amman City from their point of view. It adopts the descriptive survey methodology. The sample of the study consisted of (91) male and female principals selected randomly. To achieve the objective of the study, a 30-items questionnaire distributed over (3) dimensions: Personal, organizational and Environmental limitations. The results showed a moderate degree of different limitations of administrative creativity among the principals of public schools in Amman directorate of education. Results indicates that environmental limitations come first rank followed organizational limitations, and then by personal limitations. In addition, the results showed that there are statistically significant differences foe gender variable in favor of males; and for experience in favor of those with more than ten years of experience. Finally, the study recommends engaging social and cultural institutions in the community in order to unite efforts to contribute to raising awareness of the importance of creativity and innovation in schools. Moreover, it recommends organizing programs and training courses to develop creativity skills.
The degree of the practice of human relations with the principals of government schools in the first Blue Education Directorate from the point of view of the teachers (Published)
The present study aimed at measuring the degree of human relations with the principals of government schools in the blue first education from the point of view of the parameters Directorate , and to achieve the main study goal of the researcher on the descriptive and analytical approach adopted , as the study sample consisted of ( 35 ) , a teacher, and the study found that the degree of exercise Humanitarian relations among school principals is high, and the study recommended the need to strengthen human relations within public schools by principals and principals, because of its importance in raising the level of education in Jordan.
Administrative Networking Strategies and Principals’ Supervisory Effectiveness in Secondary Schools in Cross River State, Nigeria (Published)
This study assessed administrative networking strategies and principals’ supervisory effectiveness in assessing teachers’ notes of lesson, teachers’ instructional delivery, students’ records, and non-academic activities in Cross River State, Nigeria. Three null hypotheses were formulated accordingly to direct the study. The study adopted descriptive survey design. Census technique was adopted in selecting the entire population of 667 secondary school administrators in Cross River State. The instruments used for data collection were two set of questionnaires designed by the researchers including: Administrative Networking Strategies Questionnaire (ANSQ)”, and “Principals’ Supervisory Effectiveness Questionnaire (PSEQ)” respectively. The reliability of the instruments was established through Cronbach Alpha, and reliability estimates of .89 and .92 were obtained for the two instruments respectively. The null hypotheses were all tested at .05 level of significance using Pearson Product Moment Correlation Analysis with the aid of SPSS v21. Findings from the study revealed that; there is a significant relationship between principals’ effective communication, school-community relationship, and teachers’ involvement in decision-making, with their supervisory effectiveness respectively. Based on the findings of the study, it was recommended amongst others that; secondary school principals should endeavour to communicate relevant ideas, messages, and information to both teaching and non-academic staff of the school; and ensure that appropriate feedback mechanisms are provided based on such information.
Constraints Principals Face in Enhancing Democratic School Governance in Kenyan Public Secondary Schools (Published)
In Kenya, democratic school leadership is becoming increasingly important as elsewhere in the world as one way of fostering democracy in the society. The Ministry of Education has come up with policies on how to enhance democracy at the school level but school principals still face major challenges in fostering democracy in the daily running of their schools. This study set out to establish the challenges principals face in enhancing democratic school governance in Kenyan Public Secondary schools. The study utilized cross-sectional descriptive survey strategy that employed mixed methods approach. The target population of the study was all principals and senior teachers, of all the 122 public secondary school in Baringo County, Kenya. The study sample was selected using stratified sampling, simple random sampling and purposive sampling techniques. Data was collected by use of questionnaire and interview schedule and were analysed both qualitatively and quantitatively
The study examined the differences in teachers’ effectiveness based on principals’ instructional supervision in public secondary schools in Uyo Local Education Committee in Akwa Ibom State. Four objectives and their corresponding research questions and hypotheses were formulated to guide the study. The ex-post facto design was used in carrying out this study. Two hundred and one teachers and 14 principals were drawn from the population of 1,105 teachers and 14 principals respectively to participate in the study. Two researchers-developed instruments, “Principals’ Instructional Supervision Interview (PIS1)” and “Teachers’ Teaching Effectiveness Questionnaire (TTEQ)” were used to gather data. Data collected were analyzed using the mean and independent t-test statistics was used. The findings were that there is a significant difference in teachers’ effectiveness based on classroom observation, analysis/strategy, post-conference analysis and post-analysis conference. Teachers in schools where instructional supervision was adequate were more effective than those that had inadequate instructional supervision. It is, therefore, recommended among others that, the principals should carry out an adequate instructional supervision of teachers so as to enhance their teaching effectiveness.
Principals’ Supervisory Techniques and Teachers’ Job Performance in Secondary Schools in Ikom Education Zone, Cross River State, Nigeria (Published)
The study investigated the relationship between principals’ supervisory techniques and teachers’ job performance in Ikom Education Zone of Cross River State, Nigeria. Ex-post facto research design was adopted for the study. The sample was 86 principals, 344 teachers and 1,376 students drawn from a population of 86 principals, 1829 teachers and 35,359 students in public secondary schools in the study area. To achieve the purpose of the study, two null hypotheses were formulated. Data collection was carried out with the use of two research instruments titled “Principals’ Supervisory Technique Questionnaire (PSTQ)” and “Teachers’ Job Performance Questionnaire (TJPQ)”. The instruments were subjected to face validity and Cronbach Alpha reliability estimate. The reliability value obtained ranged between 0.73 and 0.78. These figures confirmed that the instruments were reliable in achieving the objective of the study. Pearson Product Moment Correlation Analysis (r) was used for data analysis at .05 level of significance. Results obtained revealed that a significant relationship exist between principals’ supervisory techniques in terms of classroom visitation, workshop techniques and teachers’ job performance. Based on the findings, it was concluded that job performances of teachers would be enhanced when they are properly supervised by principals using the various supervisory techniques.
The authors of this article promise of establishing a constructive conversation with the secondary schools board on issues of principal leadership position. This study investigated challenges to secondary school principals’ leadership in government own secondary schools in the areas of instructional supervision and provision of funds. The sample for the study was 133 principals of government own secondary schools, selected on the basis of 7 principals from each state of the 19 states that constitute northern region of Nigeria. The instrument for data collection was a 20 items questionnaire title: Challenges to Secondary School Principals Leadership Challenges Questionnaires (CSSPLQ). Two research questions were formulated, data collected were converted to mean, standard deviation and used to answer the research questions. It was recommended that, principals of government secondary schools should be re-train through attending conference and seminars for improvement in instructional supervision. The government should provide adequate fund directly to the state schools bank account for principals to execute their school activities effectively.
The purpose of this study was to investigate how do principals of a sample of private schools (N= 60) utilize and manage their time on daily-basis. A survey consisting of three sections attempted to collect data pertaining to demographic characteristics of participants, how they spend time on organizational/management tasks versus time expenditure on instructional tasks. SPSS 18.0 was used to analyze data. Results indicate that principals lacked basic time management skills and that the time they spent on organizational/management was far more than that they consumed on instructional tasks. Implications and recommendations are provided at the end of the stud