Secondary School Administrators Research Articles

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.

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.

SELF-ESTEEM LEVELS AMONG SECONDARY SCHOOL STUDENTS IN DIFFERENT CATEGORIES OF SCHOOLS. CASE OF PUBLIC SECONDARY SCHOOLS IN NYANDARUA WEST SUB-COUNTY, KENYA

The major purpose of the study was to investigate whether students’ level of self-esteem can be influenced by the category of school a learner attends. To achieve this objective, schools were categorized into three categories which are day schools, day-boarding schools, and boarding schools. Students’ self-esteem was measured and the data obtained was analyzed. The aim was to find out whether there was any significant difference in students’ level of self-esteem in different school categories. The research was conducted using an ex post facto research design. Categories of schools were seen as a naturally occurring independent variable, which could have an effect on students’ level of self-esteem. The population of the study comprised students in public secondary schools in Nyandarua West Sub County. The Sub County had 8 public secondary schools when the research was conducted; with a student population of 3067. Data relevant to the study was collected using questionnaires, and a self-esteem test prepared by the researcher. The questionnaires were administered to a sample of 240 students, selected using simple random sampling from the 1320 form two students in the Sub County. Data was analysed using mean calculations, percentages, and a one-way ANOVA test. It was found out that there was a significant difference in students’ total-mean self-esteem in different categories of schools. Students in boarding schools had a higher level of self-esteem in general compared to students in day-boarding and day schools; whose self-esteem levels were average. Probably, boarding schools have a more child-friendly environment, hence, more opportunities and different facilities which help learners to achieve more and hence acquire positive growth in self-esteem. However, in day schools where opportunities could have been less adequate students recorded a low level of self-esteem. It is therefore recommended that MOEST should finance seminars to sensitize secondary school administrators on adolescents’ needs so that every Principal would endeavor to provide students with age-appropriate resources and activities. To achieve this, the government should supply adequate facilities to schools that do not have them. Further studies should be conducted to find out the environments in boarding schools that facilitated self-esteem growth among students, additionally, whether similar results would be obtained in other Sub Counties in Kenya.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0044/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

THE PREVALENCE OF IDENTITY CRISIS AMONG YOUTHS AND SOCIAL WORKER INTERVENTION IN IKENNE LGA OF OGUN STATE

Identity crisis has become a global concern in recent years. Several authors have researched around the subject in the field of psychology, social works and public health. Currently, several studies are being conducted to discover new methods to handle the issue of identity crisis especially among youths in secondary schools. As a result, this paper appraises prevalence of identity crisis among youths in Ikenne Local Government Area of Ogun State, Nigeria. The paper adopted correlational survey design to appraise the pattern of relationship between self-efficacy, parental supports, peer influence, internet usage and sense of identity among youths. The paper studied two hundred and sixty youths (121 Males and 139 Females) between 15-25 years (x = 13.05 and SD = 14.2) were drawn from youths in Ikenne LGA using simple random sampling technique in four stages. Results showed that youth sense of identity has negative relationship with self-efficacy (r = -.441 and p&lt;.05) and positive relationship with peer influence (r = .253 and p&lt;.05). The was no significant relationship with parental supports and internet usage on identity crisis. Multiple regression analysis showed that independent variables contributed 21% of the variance in youth’s identity crisis. Self-efficacy was most potent (? = -409; t (258) = .6963; p&lt;0.05) contributing in predicting identity crisis. The paper concluded that identity crisis is mostly prevalent among the youths in Ikenne due to parental neglect as a result of busy schedule at work. Also, social workers are suitable intermediaries between youths who have lost their identity and their self-discovery. The paper recommends that secondary school administration in Ikenne LGA should make efforts toward educating their students in aspect managing frustration and lack of concentration which are identified behaviours that affect the youths. Social workers should educate parents and caregivers on the causes and effects of identity crisis in other to help reduce the rate of occurrence among the youths.

Teachers’ Views on The Influence Tactics Used By School Administrators

The aim of this research is to reveal the influence tactics adopted by the school administrators working in the official secondary schools of Kırıkkale city center and to examine the importance of the influence tactics and their effects on the education and training process according to the views of the teachers working in these schools. Qualitative research and phenomenology design was used in the study. The research was conducted with 16 teachers. Maximum diversity sampling among purposive sampling methods was used. The data obtained with the semi-structured interview form were analyzed with the content analysis technique. According to the results of the research, it is seen that the moderate influence tactics used by the administrators in secondary schools can create an efficient working environment and peaceful climate in schools as well as increasing the organizational citizenship behaviors of teachers. On the other hand, it is seen that the use of harsh influence tactics causes negative attitudes among teachers and behaviors such as uneasiness, low motivation, grouping and failure. Administrators should prefer more moderate tactics for the effective functioning of the schools.

Teachers’ demand and supply for effective junior secondary school administration in Rivers State from 2017 – 2021

This paper investigated teachers’ demand and supply for effective secondary school’s administration in Rivers State. Two research questions guided the study. Descriptive survey design was adopted for the study. The population of the study was 230 UBE Board Staff of Rivers State. The sample of the study was 115 staff of UBE Board drawn from the population using simple random sampling technique which represents 50% of the staff. The instrument for the data collection was document analysis (Teacher's data). The percentage of teachers demand and supply was used in answering the question. The findings revealed that there are shortages of teachers in the junior secondary schools in Rivers State. Based on the findings, the study recommends among others, that government should recruit more qualified teachers to correspond with the increased in students’ enrollment. Conclusively, teachers’ welfare package should be made more attractive to motivate teachers and to encourage young graduates to join the teaching profession.

Multidimensional Approaches Employed by School Administrators in Promoting Sports Through Appropriating Fund

Fund as part of resources acts as a great pillar towards implementing sports activities in school. The aim of this study was to determine the role of secondary school administrators in appropriating fund for sports. The research was informed by a multiple embedded case study of a qualitative research approach. The findings revealed that school administrators play a crucial role to secure funds with the use of different strategies of getting funds to ensure the execution of sports activities; appropriated funds are from the capitation grants from the government, school self-reliance projects, personal contributions from head of schools and management team, contributions from sponsors and non-governmental institutions as well as support from the community members. The study implies that school administrators should ensure appropriate deployment of the received money from the government, sponsors, and other sports stakeholders as well as having effective mechanism of purchasing fund and make evaluation on the uses of fund received. Additionally, school administrators should be more creative on organizing different sports events, preparing different forums, and request fund support for sports activities.

Questions of Power in the Governance of Primary and Secondary Schools in China—An Analysis of In-Depth Interviews with More Than 50 Education Administrators and Principals of Primary and Secondary Schools

Given the fact that school governance entails reorganizing power, changing organizational structures, and reconstructing education methods in contemporary Chinese primary and secondary schools, this study reviewed the relevant literature and conducted a semi-structured in-depth survey of more than 50 education administrators and primary and secondary school principals from across the country. The survey identified prominent issues related to governance and power, including government overreach and misalignment, supervision systems and mechanisms, school autonomy, and the independence of third-party social organizations. The implementation of governance in Chinese primary and secondary schools requires not only the government, schools, and intermediary social organizations to form the necessary linking mechanisms in accordance with the law, but the school itself needs to step up reforms to separate powers, promote the standardization and democratization of the school’s internal governance, and finally to achieve the fundamental goal of improving the quality of education to nurture talent.

Records Management Practices and Service Delivery in Ntungamo District in Western Uganda

This emprical research study assessed the association between Records Management practices and Service Delivery in Ntungamo District in western Uganda. The research study utilised a cross sectional and descriptive research design with both quantitative and qualitative approaches. A sample of 338 respondents were carefully chosen from 2890 people using table developed by Morgan &amp; Krejcie (1970). Facts were gathered using questionnaires and interview schedules and analyzed by means of frequencies, percentages, Pearson linear correlation coefficient (PLCC) for quantitative data and thematic analysis was used for organising qualitative evidence. The study discoveries established a significant association between Records Management practices and Service Delivery in Ntungamo District in Western Uganda. The study resolved that Records Management practices are important for service delivery because they deal with issues to do with evidence based adminstration which has a bearing to good governance in schools in Ntungamo District in Uganda. From the study outcomes, the scholar recommended that secondary school administrators should put systems in place to manage records scientifically for empirical based management science. This can help in the delivery of services since school managers may have proof of whatever they do in terms of accountability. The government of Uganda through Ministry of Education and Sports should enhance the budget meant to improve on the development of secondary schools in Ntungamo distirict in Western Uganda, East Africa.

Challenges Facing Teachers in the Provision of Career Guidance Services to Secondary School Students in Magu District, Tanzania

The study sought to examine the challenges facing teachers in the provision of career guidance services to secondary school students in Magu District, Tanzania. The study was guided by Social Cognitive Career Theory (SCCT) which was developed by Lent, Brown, and Hackett in 1994. The study employed a convergent parallel research design under a mixed research approach which helped in data collection and analysis. The sample size was 152 participants; simple random sampling was used to select secondary school teachers and form four students. While purposive sampling was used to select public secondary school leavers in 2020 and heads of secondary schools. Quantitative data were collected through questionnaires and analysed using descriptive statistics with the helper of Statistical Package for Social Science (SPSS) version 21 and presented in table, frequency, and percentages. Qualitative data were collected through interviews and analysed thematically. The study revealed that lack of professional training on career guidance, lack of cooperation among the students and teachers, shortage of time in school as well as a shortage of career guidance materials are the challenges facing teachers in the provision of career guidance services to secondary school students in Magu District, the study recommends that public secondary school administrator should provide time for career guidance services in their schools. Moreover, public secondary school teachers should cooperate with their students with the aim of ensuring the effective provision of career guidance services in schools

IDENTIFYING ESSENTIAL EMPLOYABILITY SKILLS FOR NEW GRADUATE TEACHERS: SCHOOL EMPLOYERS’ PERSPECTIVES

Skills necessary for attaining and maintaining a good job are called employability skills. It is argued, however, that new graduates from education departments lack market-oriented employability skills, which leads to their unemployment. This hermeneutic phenomenological research examines employers’ views on new graduate teachers’ job market readiness. This qualitative research interviewed twelve secondary school administrators in Lahore. The interview transcripts were analysed using thematic analysis. The results show that employers encounter several obstacles when dealing with new graduate teachers, including a gap between academic comprehension and practical performance, a lack of transferrable and communication skills, and increased expectations from fresh graduates. Employers offer three ways to improve new graduate teachers’ employability skills: expanding students’ exposure, modifying and updating the curriculum, and encouraging pro-activity. The findings enrich the literature on teacher education and employability skills by understanding employers’ viewpoints. Keywords: Employability Skills, New Graduate Teachers, Teacher Education, Qualitative Research.