Secondary School Principals Research Articles

Investigating the Conflict Management Styles of Leadership in Secondary Schools through Structural Theory of Conflict

Conflict exists in all kinds of work settings no matter how much you attempt to avoid it, if you work with people the chances are you will have to deal with conflict at some point. Conflict management has received much attention in the organizational literature in the recent past; because of a shift in attitudes toward conflict in organizations. This study focused on the conflict management styles of the principals of public and private sector schools. The study employed a survey; the population consisted of all the ‘secondary school principals of Bangi Selangor Malaysia. To test the instrument and determine sample size through formula, a pilot study was conducted, and the sample size was 154. For six research and four demographic variables, a 5-point Likert scale was used to record the responses. The study concluded that leadership should not suppress or resolve the conflict, but shall manage it in consultation with the supervisor and other employees. Since the principal’s conflict management styles affect the member’s behavior and eventually the organization’s performance. Therefore, different types of conflict management styles should be applied based on the appropriate situation, and that requires the ability of a manager to adapt their behavior according to the different situations to meet the needs. At the same time, trust is also an essential component that plays a role as the foundation of relationships, which is especially important when it comes to teamwork.

ADMINISTRATIVE STRATEGIES TO ENHANCE TEACHERS’ COMMITMENT IN DELTA STATE PUBLIC AND PRIVATE SECONDARY SCHOOLS IN NIGERIA

This study examined the administrative strategies to enhance teachers’ commitment in Delta State public and private secondary schools. Four research questions and four hypotheses guided the study. A descriptive method of ex-post facto research design was adopted with a sample size of 414 public and 620 registered private secondary schools in the 25 Local Government Areas. A validated and reliable questionnaire was the instrument used for data collection. Mean and standard deviation was used to answer the research questions while independent samples t-test was used to test the null hypotheses. The findings of the study revealed amongst others that available administrative strategies to enhance teachers’ commitment include, monitoring teachers’ activities, maintaining a proper channel of communication, use of committee system in schools, performance appraisal of teachers, teachers’ participation in decision making, the delegation of duties, regular staff meeting and motivation of teachers. The study also revealed that there is no significant difference between principals of public and private secondary schools on the available administrative strategies used to enhance teachers’ commitment in Delta State; that there no significant difference between public and private secondary school principals on administrative strategies commonly used to enhance teachers’ commitment in Delta State secondary schools; that there no significant difference between public and private school principals on preferred administrative strategies more positively inclined to enhance teachers’ commitment in Delta State secondary schools; and that there was no significant difference between public and private school principals on suggested administrative strategies to enhance teachers’ commitment in Delta State secondary schools. The study recommended that School principals should create an environment that will enhance collaborative practice. When a conducive environment is created in the school and collaborative practice is encouraged teachers will be committed to their job.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0023/a.php" alt="Hit counter" /></p>

The Reality of the Decentralized Management of Private Secondary School Principals In Baghdad from the Point of View of their Assistants

The aim of the current research is to identify the reality of the decentralized administration of private secondary school principals in Baghdad from the point of view of their assistants and to identify the significance of the differences in the viewpoints of school assistants according to the gender variable. An assistant and assistant, and his sample was (100). To achieve the results of the research, a questionnaire was prepared consisting of (35) items representing the scale of the reality of decentralized administration, where the tool was arbitrated by a number of specialists to ensure its validity. The eligibility amounted to (100) assistants and assistants. After the statistical processing of the data, the number became 30 paragraphs. The research concluded that the principals of private secondary schools enjoy decentralization from the point of view of their assistants, and there are statistically significant differences in favor of males more than females.

BUILDING CRITERIAS FOR ASSESSING THE ROLE OF INSTRUCTIONAL LEADERSHIP OF LOWER SECONDARY PRINCIPAL MEETING WELL WITH VIETNAMESE EDUCATIONAL INNOVATION

Instructional leadership is associated with the leadership role of the principal relating to teaching. The leadership role of principal is increasingly interested for many reasons, mainly high schools are experiencing drastic reforms, teaching from content approach to competency approach that requires the principal to lead the school to adapt to the new requirements of reality. Moreover, the increasing pressure of school autonomy promotes proactivity and positivity in the leadership of the school's activities. The changes that are forced to go through (surpass) and the pressure of decentralization push many changes in the school organization with its accompanying elements such as new curriculum, new teachers, the application of technology (technology application), etc… The principal, as an instructional leader, must ensure there is a connection (an association) between the curriculum, the instruction, and the assessment of the standards necessary to ensure student achievement. The article aims to develop criteria to evaluate the instructional leadership role of the principals of secondary schools in response to educational innovation. The criteria developed include: Determining the vision for teaching activities; Developing programs and directing teaching activities; Creating conditions to promote teaching activities; Motivation for teaching activities; Encourage the application of ICT in teaching. The criteria are tested for feasibility through trial survey and assessment of the reliability of the scale.

Kompetencije školskih ravnatelja

In the Republic of Croatia, being the principal of an educational institution is no longer just a function but a profession. Since 2021, the obligations and rights of principals of educational institutions derive from legal regulations, while the competencies of principals have been determined by the standard of occupation and the standard of qualification. This paper, on the basis of the Qualification and Occupational Standard - Principal of an Educational Institution, which determined the competencies of school principals of educational institutions, sought to determine the level of competencies of principals acquired through formal teacher education. Formal teacher education implies the acquisition of competencies for work in educational institutions. These competencies are acquired in the Republic of Croatia through teaching courses in graduate university studies. The survey method was used on 200 participants, primary and secondary school principals in the Republic of Croatia, to assess the level of acquired competencies, i.e., knowledge and skills, during such education that are applicable in the duties of principals. The surveyed principals expressed satisfaction with the competencies acquired in formal teacher education, especially those competencies that refer to the organizational management of the educational process and cooperation with parents and the external environment. However, the research identified groups of competencies that principals assess as insufficient. The obtained results indicate the need to implement additional training programs for principals that would enable them to acquire knowledge and skills that they have not acquired through formal education, that are crucial for the management of an educational institution.

Communication Methods for Moving from Authoritarian to Allocative or Distributed Leadership, in Yogyakarta Province, Indonesia, as Adopted by a High School Principal: A Case Study

ABSTRACT Based on a long-standing centralized appointment process for principalship, Yogyakarta’s secondary school principals have typically taken an authoritarian approach to leadership, and this stance has persisted even amid Indonesia’s recent political modernization. To examine the recent emergence of an allocative approach, this case study documented the communication style, collegiality, and dispersed tasks by leadership of an SMA “Bintang” High School principal. We interviewed nine key school actors: namely, the principal, two vice principals, three teachers, two staff members, and the student union head. Eight themes benefit the overall school community amid collaborative communication and allocative task management used by the principal. His approach toward co-decision-making, dispersion of authority, and embracing of shared tasks is considered by staff to have enhanced academic achievement, school management, and student-based activities, and is more allocative yet inseparable from the bureaucracy. Such leadership represents a positive transition to implementation of more dispersed and communicative leadership.

Effects of School Location On Principal Administrative Performance in Secondary Schools in Ondo State, Nigeria

The study examined the effect of school location on principal administrative performance in secondary schools in Ondo state, Nigeria. One null hypothesis was formulated to guide the study. A descriptive survey research design was used for the study. The population of the study consisted of 12,125 teachers in the 304 public secondary schools. While, the sample size comprised of 480 teachers selected from 30 public secondary schools in Ondo state. The sample size was selected using a simple random sampling technique. Effect of school location on principal administrative performance Questionnaire (ESLPAPQ) was a self-designed data collection instrument. Experts in Educational Management and Measurements and Evaluation at Bamidele Olumilua University of Education, Science and Technology validated the instrument. The instrument's reliability was tested using test-retest method and a coefficient value of 0.77 was obtained. The finding revealed that school location significantly influences principal administrative performance. It was recommended that the government should always organize seminars, workshops and conferences for all principals in public secondary schools irrespective of the differences in their school location, as this could stimulate principal administrative performance in secondary schools in Ondo state, Nigweria.

In-Service Training and its Role in the Administrative Selection Process of School Principals

In the Greek literature there is a debate on the development, management, organization and effectiveness of the school units and which is the role of the school principals in these processes. Two concepts in Greece have been involved in this debate in the last decades related to the above-mentioned functions of school development: evaluation and training. The goal of this research was to investigate the views of the principals of school units in the prefecture of Rethymno (Crete, Greece) regarding their training needs and the role of these training during their in-service administrative selection process. 53 primary and secondary education school principals of Rethymnon prefecture participated in this survey. The questionnaire was used as a research tool for data collection. The research highlighted the needs and characteristics of their training and that their training should be taken into account in their in-service selection process.

Interference of the Political Class in Public Senior Secondary School Leadership in Rivers Southeast Senatorial District of Rivers State.

This study focuses on the Interference of the Political Class in Public Senior Secondary School Leadership in Rivers southeast Senatorial District of Rivers State. The study adopted a Descriptive research design. The population comprised 234 respondents (78 Principals, 78 Vice Principal Administration, and 78 Academics. Census was used to select the population. The questionnaire was used for data collection. The reliability of the instrument was obtained using test-retest method statistics. Twenty senior secondary school principals were administered the questionnaire, and a reliability index of 0.739 and 0.81 was obtained through Pearson Product Moment Correlation statistics. Mean and standard deviation was used to answer research questions 1-4, while an independent t-test was used to test the hypotheses at a 0.05 alpha significance level. The findings showed no significant difference between the mean ratings of principals and vice principals in the interference of politics on the appointment, promotion, posting of staff personnel, etc. From the findings, the study concludes that government should come up with acceptable criteria for appointing principals to ensure proper management of the schools, and the government should support the in-service training of staff to ensure teacher competency.

The Reality of Educational Media in Jordanian Governmental Secondary Schools in Facing Intellectual and Cultural Challenges Facing Students and the Obstacles they Face

This study aimed to find out the reality of the role of educational media in the Jordanian Ministry of Education to confront intellectual and cultural challenges and obstacles facing it. The study population consisted of all principals of governmental secondary schools in Jordan, and they numbered (1227) male and female principals, and the study sample reached (127) male and female principals. They were chosen by the stratified random method, and the descriptive, methodology was used. To collect study data, a questionnaire was developed, consisting of (27) items, distributed in two areas, namely: the reality of the role of educational media in facing intellectual and cultural challenges in Jordanian public high schools, and the obstacles that limit the effectiveness of educational media to confront intellectual and cultural challenges. The degree of the reality of the role of educational media to face intellectual and cultural challenges in governmental secondary schools in Jordan in general was medium. The results also indicated that there were no statistically significant differences due to the effect of two variables: gender and educational qualification, while there were statistically significant differences attributed to the variable of experience, and in favor of the long experience category (10 years or more).

Training Needs for Secondary School Principals in Jordan in Light of the Requirements of Strategic Leadership

This study aimed to find out the training needs for secondary school principals in Jordan in light of the strategic leadership requirements.The sample of the study consisted of (320) male and female principals from secondary schools in Jordan, who were chosen by the random sample method. A questionnaire was used to collect data that included (39) items distributed in four domains: environmental analysis, strategy implementation, strategy formulation, assessment and monitoring. The results showed that the degree of training needs for secondary school principals in Jordan was moderate. It also showed that there were no statistically significant differences at the level (0.05 ≥α) attributable to the gender variable or the academic qualification, while, there were differences attributable to the impact of experience on all domains in favor of experience for less than (10) years, and the presence of differences attributable to the impact of the region in all domains and in favor of the northern region.

Providing a model for improving the quality of education in secondary schools in Ahvaz city using the Foundation's data method

Introduction: Research on the quality of teaching in schools is one of the most important issues, which on one hand is a suitable feedback for the analysis of educational issues, basic decisions and strategic planning at the disposal of officials and those involved in education and on the other hand, knowing the quality of their performance during teaching, teachers will be able to improve their teaching methods and, as a result, increase the quality of their teaching. Here our aim was developing a model for improving the quality of education in Ahvaz secondary schools based on the data theory of the foundation.
 Methods: This research was practical according to the purpose and the method of study was qualitative.The statistical population was a group of experts including teachers and principals of secondary schools and specialists and experts in the field of education. The interview method was used to collect research data. In the current research, the reliability was done through "checking by participants or interviewees". In addition, in order to confirm and validate the findings of the optimal situation, an interview was conducted with seven educational experts, and the information obtained from the interview process and the quality and depth of the data were confirmed by the group of relevant experts. In this research, the data theory analysis method of the foundation was discussed for the categorization of the interviews.
 Results: 185 concepts were obtained by classifying these concepts into 23 sub-categories and in the central coding stage, 10 main categories were classified including: :teachers, management and schools, school organization, school environment, school facilities, curriculum content, credits, satisfaction level, academic progress and academic motivation,and finally, in the advanced coding stage, the categories revealed in the form of 6 dimensions of the paradigm model, with the relationships which are included in the pattern.
 Conclusion: The obtained strategic conditions indicated the existence of two important strategies including school budget and satisfaction level, two important consequences of progress and academic motivation to improve the quality of education of students.

Factors Influencing Pupil Transition from Primary to Secondary School In Hulugho Sub-County, Kenya

The study investigated factors influencing transition of pupils from primary to secondary schools in Hulugho sub-county in Kenya. The study, which used quantitative approach, adopted positivist paradigm and employed correlational research design. The target population was the six primary school principals, two secondary school principals, 39 primary school teachers, 17 secondary school teachers, 19 primary school PTA chairpersons, and four secondary school PTA chairpersons of schools in Hulugho Sub County. A sample population of 71 respondents was obtained using formula by Mugenda and Mugenda and selected using stratified proportionate sampling. Data was collected using questionnaires and interview guides. Data from questionnaires was analysed using Pearson r while that from interview guide was analysed using verbatim. The study found that; teaching capacity has significant influence on pupil transition from primary to secondary school (p-value < 0.01; r = 0.551). support programs has a significant influence on pupil transition from primary to secondary school (p-value < 0.01; r = 0.656), physical facilities has significant influence on pupil transition from primary to secondary school (p-value < 0.01; r = 0..667) and family background has significant influence on pupil transition from primary to secondary school (p-value < 0.01; r = 0.613) on pupil transition from primary to secondary school, in Hulugho sub-county. The recommends that the primary schools in Hulugho sub-county should ensure that. they acquire and retain recommended teacher-student ratio; teachers are assigned manageable workload; they recruit and nurture highly qualified teachers, they have adequate support program structures, and sufficient school physical.

Servant leadership of government school principals in Al- Rusaifah district and its relationship with teachers achievement motivation from the teachers' point of view

This study aims to know the Servant leadership of government school principals in Al- Rusaifah district and its relationship with teachers’ achievement motivation from the teachers' point of view, The researchers used the descriptive correlative method, study population consisted of (627) secondary school's teachers ,(157) teachers were selected as a simple random sample. The researchers developed a questionnaire for data collection, assuring its validity and reliability, then distributing it to the study sample and conducting the statistical analysis. There is a relationship between the practice of servant leadership among high school principals in the Rusaifah district and the motivation of principals for achievement. There were no statistically significant differences at the level of (α≤ 0.05) about the practice of servant leadership among secondary school principals in the Rusaifah district from the teacher's point of view, due to gender, educational qualification and experience, The researchers recommended the necessity of conducting further studies on leadership patterns and their relationship to achievement motivation. Keywords: Servant leadership, motivation for achievement, the teachers, secondary schools’ principals at Al – Rusaifah District, Jordan.

Principals’ Administrative Strategies as Correlates of Teachers’ Job Performance in Public Secondary Schools in Obollo-Afor Education Zone of Enugu State, Nigeria

The study investigated principals’ administrative strategies as correlates of teachers’ job performance in public secondary schools in Obollo-Afor Education Zone of Enugu State. Four research questions and four null hypotheses guided the study. The study adopted a correlational survey design. The population of the study was 1,854 principals and teachers in 48 secondary schools in the Zone. A sample of 605 teachers was drawn using proportionate stratified random sampling technique. Questionnaire was used as the instrument for data collection and was subjected to face-validation by three experts. The internal consistency of the instrument was obtained using Cronbach Alpha, which yielded an index of 0.72. Data collected were analyzed using regression analysis while regression ANOVA was used in testing the formulated hypotheses at 0.05 level of significance. The result of the study revealed that, open communication, carrying teachers’ along and providing for teachers’ welfare among others are principals’ administrative strategies for enhancing teachers’ job performance in secondary schools. The result also, revealed a high positive significant relationship existing between principals’ administrative strategies in decision making, delegation of duties, open communication and management of staff welfare and teachers’ job performance in secondary schools. The study recommended among others that principals in public secondary schools should adopt positive administrative strategies as identified in this study to promote teachers’ job performance. Keywords: Administrative Strategies, Teachers’ Job Performance, Decision Making, Open Communication, Teachers Welfare

Principals’ Administrative Strategies as Correlates of Teachers’ Job Performance in Public Secondary Schools in Obollo-Afor Education Zone of Enugu State, Nigeria

The study investigated principals’ administrative strategies as correlates of teachers’ job performance in public secondary schools in Obollo-Afor Education Zone of Enugu State. Four research questions and four null hypotheses guided the study. The study adopted a correlational survey design. The population of the study was 1,854 principals and teachers in 48 secondary schools in the Zone. A sample of 605 teachers was drawn using proportionate stratified random sampling technique. Questionnaire was used as the instrument for data collection and was subjected to face-validation by three experts. The internal consistency of the instrument was obtained using Cronbach Alpha, which yielded an index of 0.72. Data collected were analyzed using regression analysis while regression ANOVA was used in testing the formulated hypotheses at 0.05 level of significance. The result of the study revealed that, open communication, carrying teachers’ along and providing for teachers’ welfare among others are principals’ administrative strategies for enhancing teachers’ job performance in secondary schools. The result also, revealed a high positive significant relationship existing between principals’ administrative strategies in decision making, delegation of duties, open communication and management of staff welfare and teachers’ job performance in secondary schools. The study recommended among others that principals in public secondary schools should adopt positive administrative strategies as identified in this study to promote teachers’ job performance. Keywords: Administrative Strategies, Teachers’ Job Performance, Decision Making, Open Communication, Teachers Welfare

The relationship of emotional intelligence to organizational behavior among secondary school principals in Salah Al-Din governorate

The relationship of emotional intelligence to organizational behavior among secondary school principals in Salah Al-Din governorate

Teachers’ Perceptions on School Based Factors Influencing Boy-Child Drop-Out Rates and Intervention Strategies in Secondary Schools in Kenya

The Government of Kenya has introduced Free Primary Education (FPE) and Free Day Secondary Education (FDSE), many school going age boys have been dropping out of school. School drop-out for boys is a very serious issue not only in Kenya but in the whole world over. Although many studies have been carried out in other parts of Kenya, none has investigated the school based factors behind the increased dropout of the boy child in secondary education particularly in Kericho County. The main purpose of this study was to investigate the teachers perception on the influence of school-based factors on boy child dropouts, The objectives of the study were; to examine teachers’ perceptions on the influence of school-based factors on boy child dropout and to find out the intervention strategies put in place to curb the increasing boy child drop-out in public mixed day secondary schools in Kericho County. The study used the descriptive survey research design.. The study was guided by the Bronfenbrenner’s Biosystems Theory. The target population comprised 176 principals of public mixed day secondary schools and 210 form four class teachers totaling to 386. Multistage sampling was used during sampling whereby 121 schools were sampled to participate in the study. A sample of 121 principals and 136 form four class teachers were selected purposively. Data was collected using teacher questionnaires, interviews and document analysis. Qualitative data was analyzed thematically and reported in narrations. Quantitative data was analyzed using both descriptive and inferential statistics using the Statistical Package for Social Sciences (SPSS) version 24. The results of the study indicated that the school-based factors such as poor performance, teachers’ hostility, inadequate teaching and learning resources (F = 5.105, p < .05) influenced boy-child drop-out and the perceived interventions were confirmed. A regression analysis revealed that School based factors contributed 35.0% (R2 = .350) of the boys drop-out rates. The findings of the study can be used to provide useful information to the ministry of education policy makers on the implementation of workable strategies that can promote boys’ education. The results are significant to the teachers, parents and other stakeholders in addressing the factors that influence education retention among boys and ways of curbing the drop-out problem.

INSTRUCTIONAL SUPERVISION AS A DETERMINANT OF STUDENTS' ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN KENYA.

Education is critical for the progress and changes of nations across the world. The purpose of the study was to the influence of instructional supervision on students’ academic performance in public secondary schools in Kenya. The article is an extract from a study done in public secondary schools in the Yatta sub-county, Machakos County, Kenya. The study was guided by the instructional leadership model. The researcher adopted a descriptive research design, survey method. The study was conducted among 247 respondents comprising 19 principals and 228 teachers. The study employed stratified sampling techniques and simple random sampling techniques. Data collection was done using questionnaires for principals and teachers. Data were analysed using Statistical Package for Social Sciences (SPSS). The findings, from the principal’s perspective, revealed that there exists a weak positive correlation between the principal’s instructional supervision and students’ academic performance (r = 0.236 p = 0.330). However, from the teacher's perspective, the findings show that there is a weak negative correlation between the principal’s instructional supervision and students’ academic performance (r =- 0.190, p =0.009). Therefore, the study concluded that instructional supervision is crucial, but it must be carried out properly and with the participation of all parties concerned for the best result. It was, thus, suggested that the principals in public secondary schools should enhance instructional supervision by always being actively involved in the day-to-day learning of the institutions and engaging the teacher in planning for the supervision to enhance students’ performance.

Demystifying The Use of Information Communication Technology in Teaching and Learning in Day Secondary Schools

In recent years, the impact of information communication technology (ICT) on education and society in general has grown substantially and therefore it’s considered main enabler of achieving vision 2030 and sustainable development goals (SDGs). This study sought to demystify the use of ICT in teaching and learning in day secondary schools. The specific objectives were to: find out the resources mobilized by boards of management; determine the status of ICT usage and establish the merits of ICT in the teaching/learning and running of day secondary school activities. The study employed cross-sectional survey design to randomly sample 22 principals of secondary schools and teachers. The study established that majority of the teachers had a smart phone that was compatible with ICT and internet facilities and; that the wi-fi internet connectivity in schools was limited to principal’s office only and linked with closed circuit television (CCTV) cameras to secure the school against intruders. It concluded that ICT promotes student-centered learning, helps in cooperative learning, promotes higher order thinking and problem-solving, and improves the effectiveness and efficiency of school management. The study recommends that schools board of management and parents association work together to consolidate resources to equip their schools with ICT facilities.