Secondary School Administrators Research Articles

Presenteeism among teachers and administrators in primary and secondary schools in Morocco case study: The Moroccan public school system

This research is conducted with the aim of studying presenteeism among teachers and administrators in Moroccan public schools. It seeks to enhance knowledge and understanding of a recently recognized subject, namely, presenteeism. Presenteeism is a novel concept in organizational behavior that describes an individual who is physically present yet mentally disengaged. It denotes productivity that falls below expectations despite the employee's attendance and presumed competence, and it encompasses subpar performance by an employee who reports to work while being unwell. It also includes a phenomenon of excessive presence in the workplace. Empirical research on presenteeism is reasonably plentiful, mostly in the domains of medical and management, but empirical studies in the realm of education are exceedingly scarce. This research seeks to enhance our comprehension of presenteeism by identifying the factors that compel teachers and administrators to engage in it, as well as by elucidating the repercussions that ensue from this behavior. This study is carried out at primary and secondary schools in Casablanca, specifically at the Elfida Mers Sultan Directorate, using a sample of 32 instructors and 20 administrators. Key findings indicate that presenteeism is an under-recognized but widespread phenomenon, with 55.8% of participants admitting to having worked while ill. Contributing factors identified were workplace conflicts, demanding schedules, health problems, burnout, advanced age and lack of training in this area among administrators. The effects of presenteeism have a negative impact on student engagement, academic performance and lead to behaviors such as inattention and classroom disruptions.

Influence of Organizational Technology on Administrative Performance of Public Secondary Schools in Nakuru County, Kenya

The purpose of this study was to assess the influence of organizational technology on administrative performance in public secondary schools in Nakuru County, Kenya. The study adopted a mixed-method research design. The study targeted 352 principals in public secondary schools and 11 Sub-County Quality Assurance and Standards Officers in Nakuru County. Using stratified random sampling, a sample size of 106 principals and 4 Sub-County Quality Assurance and Standards Officers (30 % of the population) was selected. Data collection methods included questionnaires administered to principals and interviews conducted with Sub-County Quality Assurance and Standards Officers (SCQASO). Quantitative data were analyzed using descriptive and inferential statistics, including Pearson’s correlation and regression analysis, while qualitative data underwent thematic analysis. A pre-test involving 11 schools in Nyandarua County confirmed the reliability of the research instruments, yielding a Cronbach’s alpha of 0.805. The findings reveals a strong and significant correlation between organizational technology and administrative performance (r = 0.876, p = 0.004). It was concluded that organizational technology, significantly influenced the administrative performance of principals, ultimately enhancing school effectiveness. To improve public secondary school administration, it is recommended that operational efficiency be enhanced, and technology be integrated.

Influence of Organizational Roles on Administrative Performance of Public Secondary Schools in Nakuru County, Kenya

The purpose of this study was to assess the influence of organizational roles on administrative performance in public secondary schools in Nakuru County, Kenya. The study adopted a mixed-method research design. The study targeted 352 principals in public secondary schools and 11 Sub-County Quality Assurance and Standards Officers in Nakuru County. Using stratified random sampling, a sample size of 106 principals and 4 Sub-County Quality Assurance and Standards Officers (30 % of the population) was selected. Data collection methods included questionnaires administered to principals and interviews conducted with Sub-County Quality Assurance and Standards Officers (SCQASO). Quantitative data were analyzed using descriptive and inferential statistics, including Pearson’s correlation and regression analysis, while qualitative data underwent thematic analysis. A pre-test involving 11 schools in Nyandarua County confirmed the reliability of the research instruments, yielding a Cronbach’s alpha of 0.805. The study found that the correlation coefficients between organizational roles and administrative performance in public secondary schools in Nakuru County, Kenya (r = 0.567, p = 0.002) was strong and significant. Organizational role significantly influenced the administrative performance of principals, ultimately enhancing school effectiveness. To improve public secondary school administration, it is recommended that clearly defined administrative roles be established.

Principals Quality Management Strategies in Administration of Secondary Schools in Bayelsa State, Nigeria

The study investigated the quality management practices of secondary school administrators in Bayelsa State. A total of 485 principals from Bayelsa State's public secondary schools made up the study's population, and it used an ex-post facto research approach. Because 485 public secondary school principals made up a reasonable portion of the total population, researchers were able to conduct their experiment using the cluster sampling approach. Researchers collected the data using a 32-item structured questionnaire. "Principal Management Strategies for Quality Secondary Education Questionnaire" was the name of the structured questionnaire. A four-point scale was used to develop the instrument: SA = 4, agree = 3, disagree = 2, and SD = 1. The reliability analysis generated a coefficient of 0.731 after the instrument's confirmation. We used the mean score to look at the survey results. Bayelsa State's principals used strategies for quality management in secondary schools, including planning, organizing, staffing, and coordinating. The research concluded that the government should select capable principals who can work closely with educators to accomplish school goals and implement quality management practices.

Managing School Resources and Financial Competencies of Secondary School Administrators in the Delivery of Basic Education Services

Managing School Resources and Financial Competencies of Secondary School Administrators in the Delivery of Basic Education Services

Development of Guidelines on How to Practice Innovative Organization Model for Secondary School Administrators

Development of Guidelines on How to Practice Innovative Organization Model for Secondary School Administrators

Challenges of ICT Tools for Managerial Functions in Private Secondary Schools

The study examined the challenges of Information and Communication Technology (ICT) tools for managerial functions among private secondary school administrators in Ilorin metropolis, Kwara State, Nigeria. Both primary and secondary data were used in the paper. Using a standardized questionnaire, the principals of the private secondary schools in the Ilorin Metropolis provided the data. The total population of Private Secondary Schools within Ilorin Metropolis is 141. The entire population was used as a sample for the study. Findings from the study showed that the majority of the respondents strongly disagreed that there is a non-availability of computers in private secondary schools. The respondents disagreed with the unavailability of internet services in the Ilorin metropolis. The majority of the respondents agree that inadequate Information and Communication Technology tools in private secondary schools. The study concluded that fear of technology use among principals, inadequate Information and Communication Technology tools, and power failure are the challenges confronting the effective use of ICT among principals in private secondary schools in the Ilorin metropolis. The paper recommended that the proprietors of private secondary schools in the Ilorin metropolis should procure more Information and Communication Technology tools. Computer literacy experts should be appointed as the principal. The management should introduce solar energy to save the school from the interrupted power supply.

Effects of Funds Disbursement on Financial Sustainability of Public Secondary Schools in Alego Usonga Sub-County, Kenya

Financial sustainability in public secondary schools has been tested, with disbursement of funds and school fee payments cited as major issues. This study is therefore intended to examine the relationship between fund disbursement and the financial sustainability of public secondary schools. The study applied fund accounting theory. The study employed a descriptive research design employing a mixed approach and targeted 50 public secondary schools, hence a target of 100 respondents, two per school (school bursar, accounts clerk, and school principal) in Alego Usonga, of which a census was conducted involving all the schools. Primary data was collected using a closed-ended questionnaire, while secondary data was extracted from audited financial statements for public secondary schools. Kaiser-Meyer-Olkin was conducted for validity as well as Cronbach alpha for reliability. Piloting on 10 respondents (5 bursars and 5 principals) was conducted in Kakamega County. Data analysis involved descriptive statistics such as frequency tables, mean, and standard deviation, while inferential statistics included correlation analysis, multiple regression, and hierarchical regression. The findings of this research may be of great importance to public secondary school administrators, managers of various financial institutions, and school suppliers wishing to deliver items to the public secondary schools on credit terms. It may equally be of importance to researchers and future scholars who might need to refer to or build on this work for further research. The R square, or coefficient of determination, demonstrates that fund disbursement accounts for 46.7% of the variance in performances (R2 = 0.467). This suggests that fund disbursement has a major bearing on the results achieved. Fund disbursement was a significant predictor (p<.000). The study recommends that public secondary schools should have stronger fund disbursements. This should happen through the Ministry of Education providing timely capitation. Other agencies, such as NG-CDF and county bursaries, should be timely remitted to the public secondary schools.

Management of work stress among arts and science school administrators in Nigeria using rational emotive occupational health coaching: A randomized controlled trial evaluation.

The working circumstances of the administrators are appalling due to the nature of education in Nigeria. These administrators put in a lot of overtime to fulfill the expectations of their positions, which stresses them out. But there is no information in the literature about how administrators of science schools deal with their demanding environments. Therefore, the aim of this study was to evaluate how administrators of secondary scientific schools in the Southeast could manage work-related stress by using rational and emotive occupational health coaching. A randomized controlled trial (RCT) experimental design was used for the investigation, with 106 people divided into 2 groups-one for the intervention and one for the control. A selection of these participants came from southeast Nigerian special scientific schools. The Occupational Stress Index (OSI) and the Perceived Stress Scale (PSS) served as the foundation for our data collection procedure. A posttest was given following the 12-week intervention, and then there was a 2-month follow-up assessment. Repeated analysis of variance (ANOVA) was utilized to ascertain the effects both within and across groups. It was revealed that rational emotive occupational health coaching had significant effect on the management of work stress among southeast secondary arts and science school administrators, F (2, 208) = 1452.484, P = <.050, ŋ2 = .933, and F (1, 104) = 18076.988, P = <.050, ŋ2 = .994). The management of work stress among southeast secondary arts and science school administrators was significantly improved through rational emotive occupational health coaching.

Principals’ Demographic Qualities and the Misuse of School Material Capital in Secondary Schools

Abstract Previous studies tend to not only assess principals’ demographic variables but also use other dependent variables, such as administrative effectiveness, job performance, and student achievement. In the literature, principals’ demographic qualities and the misuse of material capital have been under-assessed. This study used a quantitative approach to investigate the demographic attributes of principals and the abuse of school material capital in secondary schools. Using a questionnaire, data were gathered from 667 secondary school administrators in Cross River State, Nigeria. The findings revealed significant differences in the misuse of school material capital by principals of different ages, professional qualifications, and years of experience. However, major disparities between male and female principals were not identified. More specifically, principals who were older, seasoned, and possessed bachelor’s and Master of Education degrees were efficient managers of school material capital. A high rate of misuse was found among principals who were younger and inexperienced than their counterparts who were young, less experienced, and possessed a postgraduate diploma in education, as well as other professional academic qualifications unrelated to the field of education (e.g., HND, BSc, BA, and MSc). Based on these findings, key implications for quality service delivery and administrative effectiveness were discussed.

Assessing the Role of Organizational Behavior in Secondary School Management in Nigeria

Organisational behaviour in Nigerian secondary school management is examined in this essay. Nigeria faces many obstacles that make it hard to provide empowering, sustainable secondary education to the young. Insufficient federal, state, and local financing is education's biggest issue. Between 1997 and 2000, federal education spending was below 10% of total spending. According to the paper, secondary school organisational conduct is a major issue that can be addressed by vivid organisational observation. Secondary school settings have numerous perspectives and backgrounds, making it difficult to modify rapidly. However, school management can employ organisational behavioural theories to minimise this. If school administration understands organisational behaviour, kids can succeed. Secondary school administrators should also know how to manage and build strong relationships with students and parents for a positive school climate and to fulfill educational goals. Organisational behaviour helps school administrators motivate staff and pupils to succeed. Keywords: Development, Educational goals, Organizational behaviour, School administrator, Secondary school managemen

An Evaluation of the Innovative Funding Models on Effective Administration of Secondary Schools in Imo State, Nigeria

There is room for innovations at every given point in time including in the financial management of educational institutions. Innovative funding models are contemporary funding models explored and used in effective and efficient financial maintenance of an institution. This institution can be educational, financial, religious, business, and so on. This study examined the influence of innovative funding models on administration of secondary schools in Imo State. Two research questions guided the study while two hypotheses were tested at 0.05 level of significance. Descriptive survey research design was adopted for the study. The population for the study was 297 principals which comprised 83 males and 214 females. There was no sampling procedure because the population was manageable. The questionnaire used for data collection was a 15-item structured titled “Innovative Funding Models on Effective Administration of Secondary Schools Questionnaire (IFMEASSQ)”. The questionnaire was validated by three research experts, two experts in Educational Management from the Department of Social Science Education and one expert in Measurement and Evaluation unit of Department of Educational Foundations, all from Faculty of Education, Imo State University (IMSU), Owerri. Cronbach Alpha statistic was used to compute the internal consistency of the instrument which yielded .83 and .81 for clusters 1 and 2 with an overall reliability index of .82 which indicates that the instrument was reliable. The research questions were answered using mean and standard deviation while the hypotheses were tested with t-test statistic. The findings of the study showed that community involvement and corporate sponsorships influence the administration of secondary education in Imo State to a great extent. Based on the findings, the study recommended that Imo State government should create attractive policies that would enhance massive participations of individuals and corporate bodies in the funding administration of secondary schools.

New leadership approaches in secondary school administrators

This article aims to reveal how school principals are perceived as instructional leaders, what functions they perform, and what their expectations are. In the research conducted through literature analysis, the works prepared on the subject and the existing literature were analyzed. In some of these cases, school principals, some teachers, and some educational leaders were evaluated together. According to the results of the researches, teaching leadership and different fields of education go in parallel, and although there are partial deficiencies in this context, it is usually seen that school leaders fulfill this function at an adequate level.

Impact of Boko Haram Insurgency on Educational Infrastructure Development in Potiskum Local Government Area, Yobe State, Nigeria: A Perception Study

Security threat is a phenomenon that is currently drawing the attention of everybody across the globe. However, the activities of Boko Haram insurgency in north-eastern Nigeria in recent time have significantly affected educational activities in the region. This paper focused on the Perception of secondary school teachers on the impact of Boko Haram insurgency on Government Senior Secondary School Infrastructure development in local Government in Potiskum, Yobe State. The study adopted survey research design. The population of the study comprised all teachers and school administrators in Government Senior Secondary Schools in Potiskum which amounted to 729. Samples of 248 respondents were randomly selected from the population. Questionnaire designed along a Likert scale was used for data collection. The data collected were analysed using both descriptive and inferential statistics, the descriptive statistics used include; mean, standard deviation and percentage, while graphs and charts were used to present the data. The Inferential statistics used was Paired-tTest. The findings of the study revealed that, Boko Haram insurgency has negatively affected the school infrastructure in Government Senior Secondary Schools in Potiskum. Besides, the hypotheses tested at 5% were significant (sig-v. &gt;P = 0.05). The study thereby concluded that, infrastructures, in Government Senior Secondary Schools in Potiskum have been affected by activities of Boko Haram. Finally, the study recommended that, government should make provision for infrastructures destroyed by Boko Haram insurgency. Keywords: Boko Haram, Security threat, Perception, insurgency, infrastructure

Principles and problems of policy implementation reconsiderations for effective secondary school administration

Policy implementation has presented the Nigerian educational system with countless obstacles cum problems. This research explored the principles and problems of policy implementation reconsiderations for effective secondary school administration. The study adopted a descriptive research design. The study population was 286 principals. The study sample was 229 principals drawn through a simple random sampling, representing 80% of the population. An instrument, principles and problems of policy implementation for effective secondary school administration was utilized for data collection. Cronbach alpha established a reliability coefficient of 0.89. Mean and standard deviation were used for data collection, while a t-test was utilized to test the hypotheses at a 0.05 significance level. The researchers found that the principles of policy implementation for effective secondary school administration are founded on ensuring a positive and clear policy statement, flexibility in the policy statement, fact-based policy statement, effectiveness in policy statement communication, openness to review, and properly documented in writing. It was recommended that school principals provide copies of the school policy to all the teachers. The principals should not be subjective in implementing policy for effective school administration. The implication of the study is that principals should adopt effective principles for policy implementation.

A Proposed Educational Guide to Enhance the Role of the Jordanian Secondary School Administration, and in Raising Awareness among its Students about the Seriousness of the Phenomenon of Drug Abuse

This study aimed to find out the reality of the role of the Jordanian secondary school in educating its students about the danger of the phenomenon of drug abuse from the point of view of school principals and teachers, by identifying the reality and importance of the school’s role in dealing with the phenomenon of drugs. Governmental secondary schools in Jordan and the study sample consisted of (766) principals and teachers who were chosen by the stratified random method. The study used a questionnaire consisting of (29) items whose validity and reliability were confirmed.The estimates of the study sample for the areas of the awareness-raising questionnaire on the seriousness of the drug abuse phenomenon came at a high level, where the (teachers) field came first at a “high” level, and the (school curricula) field came in the last place at a “medium” level. The study recommended that the Ministry of Education adopt the proposed educational guide to activate the school’s role in educating students about the danger of the drug phenomenon, and emphasize the need to spread awareness among school students to be a feature of their personality and part of their composition, through curricula, activities, teaching methods and evaluation.

The Scenarios of Educational Administration of Secondary Schools in Thailand During the Next Decade (A.D. 2022-2031)

This research is the scenarios of educational administration of secondary schools in Thailand during the next decade (A.D. 2022-2031) by using EDFR research techniques, The research objectives were 1) To study the current conditions and problems of educational administration of secondary schools in Thailand 2) To study the scenarios of educational administration of secondary school in Thailand during the next decade (A.D. 2022-2031). The research results can be summarized as follows: I) The current state and problems of educational administration of the secondary school in Thailand overall practice is at a high level when considering each aspect, there are practices at a high level in all 8 aspects: 1) Planning and quality assurance 2) Academic affairs 3) Student affairs 4) Human resources 5) Administrative work 6) Finance and supplies 7) Building and environment services and 8) Community work and affiliate networks. As for the educational administration problems in Thai secondary schools, the overall practice is at a low level, when considering each aspect, there is a low level of practice in all 8 aspects: 1) Planning and quality assurance 2) Academic affairs 3) student affairs, 4) Human resources, 5) Administrative work, 6) Finance and supplies, 7) Building and environment services, and 8) Community and affiliate networks. II) The scenarios of educational administration of the secondary school in Thailand during the next decade (A.D. 2022-2031) have 49 possible trends as follows: 1) Planning and Quality assurance 7 trends 2) Academic affairs 11 trends 3) Student affairs 8 trends 4) Human resources, 9 trends, 5) Administrative, 4 trends, 6) Finance and supplies, 5 trends, 7) Building and environment services, 3 trends, and 8) Community and affiliate network 2 trends.

Job Security and Teacher’s Job Retention in Private and Public Secondary Schools in Delta State

The study investigated the correlation between job security and teacher retention in private and public secondary schools in Delta State. The study utilised a correlational research design. The study included a total of 21,257 teachers from Delta State, with 11,777 teachers from public schools and 9,480 teachers from private schools. The study's sample comprised 1,178 teachers from private and public secondary schools in Delta State. This number represents 10% of the total population. The selection of participants was done using the stratified sampling technique. The data gathering process utilised the Influence of Job Security and Job Retention Questionnaire (IJSJRQ). IJSJRQ underwent validation by three specialists. The reliability of IJSJRQ was determined by the use of Cronbach Alpha, which resulted in a reliability coefficient of 0.81. The data obtained were examined via the Pearson Product Moment Correlation Coefficient and t-test statistics. The findings indicated a notable correlation between job security and teacher's job retention in both private and public secondary schools in Delta State. Additionally, there was a significant disparity in job security between teachers in private and public schools in the State, with public school teachers having a more favourable situation. The researcher concluded that job security had a beneficial impact on the ability of teachers to remain in their positions. Nevertheless, the level of job stability is greater in public schools. The study, among others, recommended that secondary school administrators in both public and private institutions enhance the working environment of their teachers.

Principal and Assistant Principal Involvement in and Barriers to Supporting Secondary Transition for Students with Disabilities

To address disparities in post-school outcomes for students with disabilities, federal legislation mandates appropriate education programs to include transition planning and programs for students with disabilities. Because administrators are held responsible for ensuring appropriate educational programs for all learners including those with disabilities, it is important to understand their perspectives on secondary transition; however, research on administrators' involvement in secondary transition activities is limited. Using a single-state survey, this study examined the perspectives of secondary school administrators (i.e., principals and assistant principals) on their involvement and engagement in providing effective transition services for students with disabilities and their perceptions of barriers to providing and supporting transition efforts. Frequency of responses show the majority of administrators indicated they were highly involved in including parents and families in transition processes and attending IEP meetings. Yet, they were never directly involved with collaborating with community agencies to be actively involved with students with IEPs. Frequency of responses also show the majority of participants identified families not being prepared to participate in transition processes as a significant barrier as well as the absence of real-life instructional contexts (e.g., paid work experience) and lack of effective supports for students with IEPs from outside agencies as significant or moderate barriers. Implications for practice and future research are provided.

ASSESSMENT BY THE PEDAGOGICAL COMMUNITY OF INCLUSIVE COMPETENCIES OF SPECIAL TEACHERS

The article is devoted to the issues of the readiness of special teachers to work in the conditions of inclusive education. The current state and problems of the formation of inclusively oriented professional competencies of special teachers are analyzed. The importance of inclusive competencies for special teachers for successful work in the general education process is proved, and the necessity of systematic and comprehensive pedagogical activities for the formation of these competencies is substantiated. The article presents brief results of a specially organized interview of the administration and teachers of secondary schools, the purpose of which was to identify their opinions on the level of readiness and formation of inclusively oriented professional competencies of special teachers. It was determined that teachers and the administration of general education organizations attributed to the professional qualities of a special teacher who effectively implements his activities in inclusive education: competence, pedagogical ethics, practical skills, understanding and acceptance of a child with disabilities, flexibility and adaptability, the ability to adapt by the characteristics of the child or the educational situation, sociability and willingness to cooperate, emotional stability and stress resistance, skills of working in an interdisciplinary team, responsibility, diligence, availability of certain organizational skills, etc. Keywords: special teacher, readiness, university training, inclusive education, limited opportunities, professional competencies.