Strategies for Enhancing the Synergy between Principals and Mathematics Teachers in Secondary Schools in Adamawa State (Nigeria)

Abstract

This study examined probable causes of friction between Principals and Mathematics teachers in secondary schools and the consequences of the friction on students' achievements in mathematics. The study also sought to identify the strategies that could be adopted to reduce friction so as to enhance the synergy between principals and mathematics teachers in secondary schools. A survey was conducted on one hundred and three (103) mathematics teachers and thirty -seven (37) principals using stratified sampling method from the five educational zones in Adamawa State. Questionnaire was the instrument used to collect data from the respondents. Mean, standard deviation and t-test were used to analyze the data generated from the instrument. The study revealed that causes of friction included; lackadaisical attitude of principals to mathematics teachers' request, domineering attitude of principals , incompetence and mal administration among principals, non- recommendation of in service training for mathematics teachers, mathematics teachers' involvement in examination malpractice, organizing private lessons for fees without the knowledge of school authority and class evading. It was also found that establishment of democratic relationships with teachers, counseling problem mathematics teachers, impartiality in allocation of responsibility to mathematics teachers by the schools' principals are among the strategies that could be adopted to reduce friction between principals and mathematics teachers. The researcher recommended that principals and mathematics teachers should be tolerant of one another and that they should make conscious efforts to ensure that their school is peaceful and conducive for teaching and learning.