Challenges Encountered by Principals in Enforcing Students’ Discipline in Secondary Schools in Edo North Senatorial District, Nigeria (Published)
This study was carried out to investigate challenges encountered by principals in enforcing students discipline among secondary schools in Edo North Senatorial District. Five (5) research questions were raised while three (3) hypotheses were formulated and tested at 0.05 level of significance. The descriptive method based on survey research design was adopted. A population of 286 principals of public and private secondary schools in Edo North Senatorial District was used while 172 principals constituted the sample size using a simple random sampling technique. The sample comprised 60% of the entire population. The questionnaire was used to gather relevant data and was titled: Challenges of Principals in Enforcement of Students’ Discipline Questionnaire (CPESDQ). The data collected were analyzed using mean, standard deviation and t-test. It was found among others that principals in secondary schools in Edo North Senatorial District encountered 10 different challenges in the enforcement of students’ discipline. Some of these challenges included school owners’ interference and students’ fear of assault which were ranked highest, while restriction by law was ranked least in secondary schools in Edo North Senatorial District. Further, principals of public secondary schools encountered more challenges in the enforcement of students’ discipline than their counterparts in private secondary schools in Edo North Senatorial District. It was recommended based on the findings that principals of secondary schools should develop coping strategies in solving challenges encountered in enforcing students’ discipline. The strategies were Reality Therapy (RT) and Discipline with Dignity (DD).
Transformational leadership in colleges of education in Ghana: teachers’ perspectives (Review Completed - Accepted)
Leadership plays an important role in the success of schools and this success directly depends on the effectiveness of their heads. Over the past decades, debate over the most suitable leadership styles for heads of institutions and organizations has dominated the argument. This study looked at the leadership attributes of principals of the colleges of education in Ghana from the teachers or tutors (the terms are used hereafter interchangeably) perspective measured through a descriptive survey collected from teachers in selected public colleges of education in Ghana. The target population was made up of teachers and vice principals in the colleges of education.
The accessible population was made up of all the 1,528 teachers and vice principals in the colleges. Data on the principals’ leadership styles and effectiveness were composed from Avolio and Bass’ (2004) Multifactor Leadership Questionnaire (MLQ) which were completed by teachers in 15 public colleges of education. Simple random sampling techniques were used in selecting the single and mixed sex schools.
The study showed that generally principals in colleges of education demonstrated transformational leadership style. However, on the attribute of ‘idealized influence’ respondents indicated that their principals sometimes exhibited that attribute. It is recommended that responsible bodies(if any) in charge of training principals in Ghana should include in their training course an aspect on the ‘idealized influence’ attribute of transformational leadership