Effects of Principals’ Monitoring of Students’ Academic Progress on Pedagogic Practices of Teachers in Public Secondary Schools in Bauchi State

Abstract

The study investigated the extent to which principals monitor students’ progress and also established the effect of principals’ monitoring of students’ progress on teachers’ pedagogical practices in public secondary schools in Bauchi state. Descriptive survey and causal research designs were employed for the study. The target population consisted all the principals and teachers in public secondary schools of Bauchi state. The samples comprised 29 principals and 384 teachers were drawn using random sampling technique. The study has one research question and a hypothesis. Questionnaire was the main tool for data collection. Cronbach’s alpha reliability of the instruments stood at 0.87. The data were analyzed using descriptive and inferential statistics. Simple linear regression was used to test the null hypothesis at .05 significance levels. The study revealed that principals’ monitoring of students’ progress has significant effects on pedagogical practices of teachers (R2=.099, p<.05). It was also established that majority of principals did not review students' class work and assessment records in determining students’ progress. The study concluded that effective monitoring of students’ progress by principals will significantly enhance teachers’ pedagogical practices in public secondary schools. It was recommended that State Ministries of Education should be organizing training workshop for principals to improve their skills of monitoring the academic progress of students. It was also suggested that principals should intensify supervision of class work and assessment records