SCHOOL ENVIRONMENTS AND PRINCIPALS’ ADMINISTRATIVE EFFECTIVENESS IN KWARA STATE PUBLIC SECONDARY SCHOOLS, NIGERIA

Abstract

The environment seems to play a prominent role in the actualization of administrative effectiveness irrespective of the level of education. Hence, this study examined the relationship between environmental factors and principals’ administrative effectiveness in Kwara State public secondary schools. This study adopted a descriptive research design of survey type. Teachers in the entire 305 public secondary schools in the 16 Local Government Areas of Kwara State constituted the population for this study. Multi-stage sampling techniques which involve Stratified random sampling were followed in selecting the 42 principals and 371 teachers who participated in this study. The participants were drawn from 42 schools in six local government areas. This study made use of two researcher-designed instruments titled “School Environments Questionnaire” (SEQ) and “Principals’ Administrative Effectiveness Questionnaire” (PAEQ) to collect data from the respondents. Descriptive and inferential statistics were employed for the analysis of the data collected. Findings from the study revealed that a significant positive relationship existed between the school environment and principals’ administrative effectiveness. A significant relationship was equally obtained between administrative effectiveness and school location, provision of facilities as well as schoolcommunity relations. It was inferred that the administrative effectiveness of school principals is related to environmental variables. It was recommended among others that the healthiness (physical and psychological) of the school environment should be reviewed from time to time in order to ensure administrative effectiveness.