Principals’ management practices and organizational effectiveness of teachers in public secondary schools: A quantitative assessment

Abstract

Introduction: Past studies have assessed widely the teachers' involvement in school-based decision-making. However, some studies have associated it with subject choices and teacher variables. Purpose: The thrust of this study was to determine the relationship between management practices and organizational effectiveness of teachers in public secondary schools. Methodology: The research was conducted in Calabar South Local Government Area of Cross River State, Nigeria. To give direction to this study, three hypotheses arising from the three specific purposes of the study were formulated. The correlation research design was adopted in this study. The study conducted a census on the entire population of 431 public secondary school teachers. The instrument for data collection was titled “Management Practices and Organizational Effectiveness of Teachers Questionnaire (MPOETQ)”. The null hypotheses formulated for the study were tested at the .05 level of significance using Pearson Product Moment Correlation. Results: It was found that principals' communication, motivation and participatory decision-making practices had a significant and positive relationship with the organizational effectiveness of teachers in terms of punctuality, completion of scheme of work/diary, preparation of lesson plans, classroom management, lesson delivery, assessment of students, administration of examinations, involvement in PTA, involvement in extra-curricular activities and preparation/issuance of terminal results to students respectively. Recommendations/Classroom Implications: Based on these findings, it was recommended that school principals, as well as the government, should ensure that there is an effective display of situational management practices where a situation in the school system should warrant the application of management practice that suits such a situation.