Public Secondary School Teachers Research Articles

SCHOOL CULTURE AND WORK VALUES OF PUBLIC SECONDARY TEACHERS IN PANABO CITY DIVISION

The study explored the relationship between school culture and work values of teachers in public secondary schools of Panabo City Division. Also, it investigated the association of the involved variables and the domains of school culture that significantly influence the work values of teachers. With the use of probability sampling, 150 secondary teachers in the public schools were selected as the respondents. Utilizing the descriptive-correlational survey method, the data collated were analyzed through the use of Mean, Product-Moment correlation and Regression Analysis. Results revealed that there was an extensive school culture and extensive work values of teachers. Furthermore, there was a significant relationship between the two variables. Moreover, all domains of school culture were found to have significantly influence on work values of teachers. Based on the findings, it was further suggested that higher officials in the Department of Education may identify means on how to help the school heads create a conducive school culture thereby helping teachers to develop positive work values. More so, future researchers may further explore the involved variables considering other factors and research methods. KEYWORDS: School culture, work values, Panabo City Division

MANAGEMENT BEHAVIOR OF SCHOOL HEADS AND PSYCHOLOGICAL CAPITAL OF PUBLIC SECONDARY TEACHERS IN PANABO CITY DIVISION

The study explored the relationship between management behavior of school heads and psychological capital of teachers in public secondary schools of Panabo City Division. Also, it investigated the association of the involved variables and the domains of management behavior of school heads that significantly influenced psychological capital of teachers. With the use of probability sampling, 150 secondary teachers in the public schools were selected as the respondents. Utilizing the descriptive-correlational survey method, the data collated were analyzed through the use of Mean, Product-Moment correlation and Regression Analysis. Results revealed that there was a very extensive management behavior of school heads and a very extensive psychological capital of teachers. Furthermore, there was a significant relationship between the management behavior of school heads and psychological capital of teachers. Moreover, all domains of management behavior of school heads were found to have significantly influenced on the psychological capital of teachers. Based on the findings, it was further suggested that higher officials in the Department of Education may identify means on how to help the school heads in strengthening their management behavior to help teachers reinforce their psychological capital. KEYWORDS: Management behavior, psychological capital, descriptive correlation, Panabo City Division, Philippines

MANAGEMENT STYLES OF SCHOOL HEADS AND INSTRUCTIONAL COMPETENCE OF PUBLIC SECONDARY TEACHERS IN PANABO CITY DIVISION

The study uncovered the relationship between management style of school heads and instructional competence of teachers in public secondary schools of Panabo City Division. Also, it investigated the association of the involved variables and the domains of management styles of school heads that significantly influence the instructional competence of teachers. With the use of probability sampling, 150 secondary teachers in the public schools were selected as the respondents. Utilizing the descriptive-correlational survey method, the data collated were analyzed through the use of Weighted Mean, Product-Moment correlation and Regression Analysis. Results revealed that there was extensive management styles of school heads and a very extensive instructional competence of teachers. Furthermore, there was a significant relationship between the management style of school heads and instructional competence of teachers. Moreover, all domains of management styles of school heads were found to have significantly influenced the instructional competence of teachers. Based on the findings, it was further suggested that higher officials in the Department of Education may help the school heads in empowering themselves of their management styles to ensure an excellent instructional competence among teachers. KEYWORDS: Management styles, instructional competence, Panabo City Division, Philippines

Effectiveness of interdisciplinary teacher teams among English teachers in public secondary schools in Jolo

This descriptive-comparative study assessed the effectiveness of interdisciplinary teacher teams among English teachers in public secondary schools in Jolo during school year 2023-2024. One hundred (n=100) samples were taken through non-probability sampling method, quota sampling, among selected public secondary schools in Jolo, Sulu, Philippines. A modified questionnaire was used to elicit the perceptions of English teachers regarding the effectiveness of implementing interdisciplinary teacher teams in public secondary schools. English teachers believed that the interdisciplinary teacher teams among secondary schools was very effective in Instructional Practices, Student Orientation, Team Organization, and Team Structures. Findings also noted significant difference on the perceptions of English teachers regarding the effectiveness of interdisciplinary teacher teams in Team Organization. The study highlighted the positive impact of interdisciplinary approaches on student engagement and achievement. Interdisciplinary teacher teams offered opportunities for professional growth and development. Educators had the opportunity to expand their knowledge base, develop their teaching practices, and gain insights into alternative instructional approaches through collaboration with colleagues from different disciplines. Educational institutions can support this professional development by providing resources, incentives, and recognition for interdisciplinary collaboration.

LEADERSHIP STYLES OF SCHOOL HEADS AND CLASSROOM PRACTICES OF PUBLIC SECONDARY SCHOOL TEACHERS

The study determined the extent of leadership styles of school heads and the extent of classroom practices of public secondary school teachers. This study employed a non-experimental quantitative research design utilizing the descriptive-correlation method. Validated questionnaires and a Universal sampling procedure were utilized considering the minimal number of teachers in the research locale. Two hundred fifty (250) public secondary school teachers were the respondents of the study. Using mean, pearson-r, and regression analysis, the findings revealed that the extent of leadership styles of school heads was extensive while the extent of classroom practices of public secondary school teachers was very extensive. Moreover, the overall results revealed that indicators for leadership styles of school heads have a strong positive relationship to the classroom practices of public secondary school teachers. Further, results from the regression analysis revealed the following have a strong influence on leadership styles of school heads on classroom practices of public secondary school teachers: Supportive, Participative, Achievement-Oriented, and Directive. It was recommended that school heads should manage change and develop a mechanism to improve the schools system through creative support of its manpower of teachers, staff, learners, and community. Education can be effective in an environment that is not conducive to teaching and learning. School heads conduct seminars and workshops on Different Leadership Styles to sustain high performance in managing and leading the school. KEYWORDS: Leadership style of school heads, classroom practices

Development and validation of headteachers' leadership behavior questionnaire (HLBQ)

The leadership behavior of the headteachers is associated with institutional worth. This study intended to develop and validate a headteachers’ leadership behavior questionnaire (HLBQ) to measure the leadership behavior of headteachers. The questionnaire encompassed two sub-dimensions viz: people-oriented leadership behavior and task-oriented leadership behavior as per Blake and Mouton’s Managerial Grid. After a rigorous literature review followed by focus group discussions, the preliminary draft of the tool encompassed forty-three (43) items on the five (5) points Likert Scale. Based on the content and face validity, the items with CVR values less than 0.42 were dropped. The revised questionnaire was pilot tested on three hundred and ten (310) public secondary school teachers employed in the school education department. The data were processed through Smart PLS version 4, which provided the questionnaire’s validity, reliability, and model fit. After deleting the unfit items, the questionnaire was further reduced to thirty-one (31) items. AVE values of the items related to people-oriented leadership behavior were 0.658 > 0.5, and for task-oriented were 0.686 > 0.5. Fornell-Lacker criterion value (0.828) was more than the correlations with other latent constructs, i.e., 0.811 and 0.831. The Heterotrait-Monotrait ratio (HTMT) value was 0.859 < 0.9, which is acceptable. Cronbach alpha for people-oriented leadership behavior was 0.967 > 0.7, and task-oriented leadership behavior was 0.658 > 0.7. Similarly, the composite reliability (CR) values for people-oriented leadership behavior were 0.970 > 0.7, and task-oriented leadership behavior was 0.963 > 0.7. Thus, the headteachers’ leadership behavior questionnaire (HTLB) was internally consistent, valid, and reliable. The findings of the entire study supported using the headteachers’ leadership behavior questionnaire (HLBQ) to explore and measure the leadership behavior of the headteachers.

Controlling Practices of Teachers and Stakeholders Cooperation Amidst Pandemic Crisis in Public Elementary Schools

This study aimed to determine if controlling practices significantly influence stakeholder cooperation among public secondary school teachers in Manay District, Division of Davao Oriental. It utilized a non-experimental quantitative research design employing the descriptive-correlational method. The respondents included 132 teachers from public elementary schools, selected through universal sampling. Data analysis involved calculating the mean, Pearson correlation coefficient (r), and regression analysis. The findings revealed that public secondary school teachers often demonstrated a high degree of controlling practices in terms of monocratic, collegial, custodial, and supportive behaviors. Moreover, the teachers frequently manifested stakeholders' cooperation, including adaptation, goal attainment, integration, and latency. Furthermore, the study found a significant relationship between controlling practices and stakeholders' cooperation among public secondary school teachers. It also indicated that the domains of controlling practices among teachers did not significantly influence stakeholder cooperation in public elementary schools. It is recommended that school administrators implement strategies to promote a more collaborative and empowering environment for teachers, fostering greater stakeholder cooperation.

Communication Ideologies and Social Interface Expertise of Public Elementary School Teachers

This study aimed to determine if communication ideologies significantly influence the social interface expertise of public secondary school teachers in the Division of Panabo, Davao del Norte. It utilized a non-experimental quantitative research design employing the correlational method. The respondents included 130 teachers from public elementary schools, selected through universal sampling. Data analysis involved calculating the mean, Pearson correlation coefficient (r), and regression analysis. The findings revealed that public secondary school teachers often demonstrated high communication ideologies across dimensions such as incomparable, inspirational, consistent, ideal behaviour, good listening, and charismatic traits. Moreover, the teachers frequently manifested the social interface expertise of public secondary school teachers, including skills in edition, goal accomplishment, assimilation, and expectancy. Furthermore, the study found a significant relationship between communication ideologies and social interface expertise among public secondary school teachers. It also indicated that the domains of communication ideologies significantly influenced the social interface expertise of these teachers. The results suggest that teachers should be adept at delivering and comprehending information quickly and accurately. Effective communication is a vital life skill that should not be underestimated. It fosters respect and encourages the willingness to consider different points of view. Facilitating open and constructive exchanges among colleagues can contribute to a more positive working environment.

Understanding the Climate Crisis: Risk Perceptions among Public High School Faculty

The purpose of the current study was to identify the hazards of climate change as perceived by public secondary school teachers. The research employs a quantitative research design. The sample consisted of 119 male and 80 female secondary school teachers through a random sampling technique. The self-developed questionnaire was used to identify the hazards of climate change as perceived by the teachers. The data were analyzed through Statistical Package for Social Sciences (SPSS) 26. Findings reveal that there was moderately high awareness of intensified disasters like heat waves and droughts. Moreover, 20-25% of the respondents underestimated the incremental risks like land degradation and biodiversity declines. Teachers connect recurring weather events to climate shifts, but current mental models downplay cascading losses. Tailored training to communicate compounding risks and mainstream threats in the secondary curriculum can help. Periodic risk perception surveys will enable evolving monitoring. Gender and age variance exploration may reveal differentiation. Pakistan’s vulnerability spotlights teachers’ risk interpretations needing systemic uplift to catalyse youth climate literacy. Targeted interventions addressing awareness gaps regarding indirect climate impacts are recommended alongside disaster preparedness communication.

Assessments of Principals’ Communication Procedures on Female Teachers’ Progression to Management Positions of Public Secondary Schools: Case Study of Kajiado County, Kenya

Communication is a very important tool in the success of Educational Institutions. The study examined the influence of principals’ communication procedures on Female Teachers’ progression to Management Positions of Public Secondary Schools in Kajiado County, Kenya. The study assessed how communication on availability of management positions influence the number of Female Teachers’ Progression into Management of public secondary schools in Kajiado County, Kenya. The study was guided by Theories of Human Communication. Data was collected using questionnaires administered to 419 public secondary school teachers holding management positions of Heads of departments, senior teachers, deputy and principals managing public secondary schools. Interview schedule was used to collect data from the five TSC sub-county directors of education in Kajiado County. Stratified sampling technique was used in sampling 205 public secondary school teachers in management positions in Kajiado County while 4 TSC Sub-county directors of Education were purposively sampled. The qualitative data collected from the interviews was analyzed using content analysis, presented in a narrative form and the findings of quantitative data were presented by use of tables and charts. The study used Pearsons correlation analysis to test if there is a linear association between independent variables and the dependent variable where null hypothesis was tested. The data analysis software used was statistical package for social sciences. The study assessed on the principals communication procedures on female teachers’ progression into management of public secondary schools. Some of the communication procedures used included circulars, staff briefs by principals, use of newspapers, reports from higher education offices and recreation facilities interactions. From the study, it was established that staff briefs by principals was the main channel of communication to teachers which updates them on when to prepare for promotional interviews which are often delayed before teachers get the invitations. The study suggested that principals should communicate the available management vacancies to female teachers in good time so that the teachers can prepare adequately for the promotional interviews. Through personal emails and direct messages, principals should directly communicate the available management vacancies to the teachers other than waiting for forums like staff briefs which may take long especially when the principals are away on other school activities.

Effects of teachers’ stress and burnout on their professional performance in public secondary schools in Kenya

This study explores the effects of stress and burnout on teachers in public secondary schools in Kenya. The research aims to assess the prevalence of stress among teachers, examine its diverse effects on professional performance, and propose implications for educational stakeholders. Utilizing a descriptive survey design, data was gathered through self-constructed questionnaires and interviews. The sample size of the study consisted of 240 teachers and 20 principals from 20 secondary schools. The findings reveal a significant majority of teachers (81.9%) acknowledging the influence of stress and burnout on their performance. This study illustrates the adverse effects reported by teachers, including low output, poor delivery in class, demotivation, lack of concentration, and disorganization. These outcomes underscore the urgent need for targeted interventions and support mechanisms to enhance teacher well-being and the overall quality of education in the region. Implications for policymakers and educational institutions involve prioritizing teacher well-being, implementing organizational support structures, and integrating stress management modules into professional development programs. The study also emphasizes the need for ongoing research to further understand the specific causes and manifestations of stress among teachers in the Kenyan context. Addressing these challenges not only safeguards the well-being of individual educators but also bolsters the resilience and effectiveness of the teaching community, ultimately enhancing educational outcomes for students.

The Level of Organizational Commitment of Secondary School Teachers in the Education Directorate of the First Zarqa District from their Point of View

The study aimed to identify the level of organizational commitment of secondary school teachers in Zarqa Governorate from their point of view, and to determine whether there were differences in the mean responses of the study sample subjects due to gender, years of experience, specialization, and academic qualification. The sample of the study consisted of (330) male and female teachers in public secondary schools in the Directorate of Education for the First Zarqa District. The researcher used the descriptive survey methodology. A questionnaire was developed, and its validity and reliability were verified. The results showed that the level of organizational commitment of teachers in public secondary schools affiliated to the Directorate of Education for the Zarqa First District, from their viewpoint, was moderate. There were no statistically significant differences between the means of teachers ’answers in public secondary schools in the Education Directorate of the Zarqa First District due to variables: gender, educational qualification, and specialization, but there were differences due to years of experience, and in favor of teachers who had experience amounting to (less than 5 years). The study recommended the necessity of reconsidering the moral and material incentives provided to the teacher.

School Heads’ Commitments in Practicing Six Characteristics of Clinical Supervision in Tanzania: Views of Male and Female Teachers

This study aimed at examining teachers’ perceptions on school heads’ practices of six characteristics of clinical supervision through interviewing 28 and surveying 94 secondary school teachers in public secondary schools in Tanzania. In this mixed concurrent and cross-sectional case study design, school heads respecting teachers as professionals was a first dominant practice in clinical supervision and academic mentorships was a last dominant practice. Despite of dominance, school heads’ commitments in practicing six characteristics of clinical supervision was positively perceived by male and female teachers and no statistically significant difference (p<0.05) was observed among them. Due to school heads’ commitments in undertaking six characteristics of clinical supervision, teachers’ sense of teaching professional competence grew sufficiently. The study found a positive correlation and statistical significance (p<0.01) between school heads’ commitments in practicing six characteristics of clinical supervision and teachers’ sense of teaching professional competence development. The study concludes that through six characteristics of clinical supervisor, male and female teachers were equally supervised by school heads. It also concludes that six characteristics of clinical supervision are positive predictors for developing teachers’ sense of teaching professional competences.

Employees' Perception of the Contributory Pension Scheme (CPS) and Its Implementation Effectin Malawi’s Shire Highlands Education Division.

There have been dynamics in the pension systems globally which have witnessed various countries embracing the pension reforms within their Pension Scheme arrangements in respective jurisdictions. This evolution compelled Malawi to introduce the Contributory Pension Scheme (CPS) in 2011, targeting all employees, but received it with mixed feelings. This study purposed to establish public secondary school teachers’ perception of the CPS and its implementation effect. The study was guided by three objectives which were; to assess secondary school teachers’ knowledge levels of the CPS; to describe the perception of secondary school teachers about the CPS, and to establish factors that influence secondary school teachers’ perception of the CPS. A mixed method approach was used with questionnaires and scheduled interviews as data collection tools. Slovin’s formulae was used to derive the sample size of 240 employees from the 2000 target population. Purposive and random sampling were used as sampling techniques in which 240 were targeted for questionnaire administration on drop-and-pick-basis, while 5 respondents were selected purposively for qualitative data collection through scheduled interviews. Descriptive statistics was used to analyze quantitative data using SPSS V25 while qualitative data was firstly organized, reviewed and later themedfor content analysis. The response rate was 90.8%. The study results show that secondary school teachers’ knowledge levels of the CPS are low as indicated by 50% of the respondents. Similarly, 57% stated that they do not accept the CPS as a replacement to Defined Benefit Pension Scheme (DBPS) owing to the haphazard manner in which it was implemented with a strong perception that it was devoid of stakeholder consultation / engagement.On the other hand, 62% stated that they did not receive required scheme transaction and funds information of the new pension scheme as a major factor for the none acceptance, contrary to the aspirations of the Agency-Principal Theory. To this effect, the study concluded that despite the many merits of the CPS, employees are lacking some basic information on how their contributions are made, kept, and the pre-retirement utilization of the same by the Administrative Managers. Therefore, the study strongly recommends a paradigm shift in the management and administration of the scheme, by among others, entrenching principles of corporate governance of being transparent, accountable, ethical, responsible, and responsive to the primary stakeholders’ information needs from government and Administrators / Managers of the scheme in the manner of handling the funds on behalf of the pensioners as the same has implications on employees’ work motivation. There must be intentional communication to all pensioners in raising awareness of all activities related, and /or incidental to the pension scheme in order to demystify all misconceptions and negative publicity of funds misuse by the Administrators and Managers.

School Facilities Maintenance Strategies and Quality Education Delivery in Public Junior Secondary Schools, Lagos State

This study used five assumptions to guide the examination of the techniques for maintaining school infrastructure and providing high-quality education in public junior secondary schools in Lagos State Education District 1. All 42 public junior secondary school principals and teachers in the chosen education district made up the study's population, which used a descriptive and correlational research approach. 216 principals and teachers made up the sample, which was selected using multistage - stratified, simple random, and purposive selection approaches from the sampled 18 schools. A self-constructed questionnaire with two dimensions, one with 20 items on quality education delivery and the other dimension on school facilities maintenance strategies, were used to collect data for the study. For each dimension, the reliability coefficients for this instrument's were found to be 0.77 and 0.79, respectively with a face and content validity being ensured. Person product moment correlation analysis was used as an inferential statistical technique to analyze the data at the 0.05 level of significance. The research findings indicates a noteworthy correlation between preventative maintenance strategy(r = .813; N=216; p< .05), corrective maintenance strategy (r = .786; N=216; p< .05), routine maintenance strategy (r = .765; N=216; p< .05), emergency maintenance strategy (r = .745; N=216; p< .05), remedial maintenance strategy (r = .925; N=216; p< .05) and quality education delivery in Lagos State Education District I. The study thereafter concluded that school facilities maintenance strategies is apparently a major determining factor of quality education delivery in public junior secondary schools in Lagos State Education District I. Thus, the study's recommendations include, among other things, the requirement that maintenance practices and culture be ingrained in everyone and that all parties involved in the education sector bear responsibility for them in order to guarantee the delivery of high-quality education.

The Association between Perceived Stress, Quality of Life, and Level of Physical Activity in Public School Teachers.

Chronic high stress levels related to work impact the quality of life (QoL). Although physical activity improves QoL, it is not clear whether this life study habit could attenuate possible relationships between QoL and stress in public school teachers. The sample for this study was made up of 231 teachers from public schools. QoL was assessed using the Short-Form Health Survey and physical activity via Baecke's questionnaire. A Likert scale assessed stress level perception. Poisson Regression analyzed the association between stress level and QoL domains adjusted for sex, age, and socioeconomic conditions (model 1). In model 2, physical activity level was inserted in addition to model 1. Seven out of eight domains of QoL, except the domain of pain, were associated with high levels of stress (all p < 0.05-model 1). However, in model 2, the associations of the high levels of stress with general health status (p = 0.052) and functional capacity (p = 0.081) domains of QoL were mitigated. Our results indicated that physical activity mitigated the relationship between higher levels of stress and lower perception of general health status and functional capacity domains in secondary public school teachers.

Communicative Behaviors of Public Secondary School Teachers of Cabadbaran City Division in Relation to Interpersonal Relationship

This research aimed to determine the communicative behaviors of public secondary school teachers of Cabadbaran City Division in relation to their interpersonal relationships with student and co-teachers. This study tested the significant relationship between teachers’ communicative behaviors and teachers’ interpersonal relationships. A descriptive-correlational design was used in this study. A researcher-made questionnaire was used to gather the needed data from 105 students and 164 teachers of all public secondary schools sampled as respondents and identified through Raosoft software and random sampling. In analyzing the data, frequency, percentage, weighted mean, and Pearson correlation coefficient were used to determine the teachers’ communicative behaviors in relation to teachers’ interpersonal relationships developed among students and co-teachers categorized as friendship, love, hatred, and work relationships. Findings revealed that teachers’ communicative behaviors in relating with students and co-teachers always developed love, friendship, better working relationships as well as hatred. Further, revealed in this study was a significant relationship between teachers’ communicative behaviors and teachers’ interpersonal relationships among students and co-teachers. In conclusion, awareness of one’s communicative behaviors is critical in building harmonious interpersonal relationships within the workplace. It is therefore recommended that intervening activities be conducted to enhance awareness of one’s communicative behaviors that somehow communicates with others and subsequently results to either positive or negative interpersonal relationships

Diversity of Learners, their Special Learning Needs and Inclusive Education: Perspectives of Teachers in Public Secondary Schools in Kwara State, Nigeria.

The study was aimed at building knowledge base for addressing learners’ special learning needs and for promoting inclusive education. The purpose of the study was to provide a rich description of public secondary schools’ teachers’ perspectives on their learners and on inclusive education. The study adopted quantitative design to investigate teachers’ awareness and knowledge of diversity of learners in their classrooms, including the teachers’ understanding of their learners’ special learning needs as well as the teachers’ perspectives on their experiences with implementation of inclusive education The population for the study comprised all teachers in public secondary schools in Kwara State, Nigeria, and by convenient sampling method drew a sample of one hundred and forty-five teachers. The instrument for data gathering was a questionnaire which contained descriptive statements responded to by respondents who indicated their degrees of agreement on a four-point; liker-type scale. Data collected were analysed and with the use of the descriptive statistics of percentage frequencies and mean response scores to answer the research questions and to arrive at the achievement of the study objectives. The results revealed that teachers involved in the study were generally aware of learners’ diversity in their classrooms. To strengthen this awareness, the teachers also indicated their knowledge regarding the manifestations of the diversity in terms of the learners’ ability and activity levels as well as behavioural tendencies. Teacher-respondents reported some learners as gifted and talented, some as more active than others, some aggressive or withdrawn in behaviors, some with speech and language difficulties as well as auditory, visual and orthopaedic impairments, while some are with other disabilities. The results of the study have implications for pre-service and in-service training of teachers as well as better structuring of schools’ physical infrastructure in order to promote better access, participation and belongingness for pupils with disabilities.

Post Covid-19 and Technology Integration in Secondary Schools in Delta State, Nigeria

This study investigated post-Covid-19 and technology integration in secondary schools in Delta State. Five research questions and two null hypotheses guided the study. The study adopted the descriptive method of ex-post facto research design premised on the positivists research paradigm. The population of the study comprised all students and teachers of public secondary schools in Delta State, Nigeria. The sample size for the study comprises 384 students and 370 teachers. The sampling technique used for the study is the proportional stratified sampling. Checklist and two sets of questionnaires are the instruments used to collect data for this study. The face and content validities of the questionnaire are determined by the researcher’s supervisor and two other Professors in the Department of Educational Management and Foundations. Cronbach alpha reliability index is used to determine the internal consistency of the items in the instrument. The data obtained were analysed using descriptive and inferential statistics. The findings of the study revealed amongst others that both teachers and students in Delta State secondary schools have a positive attitude towards technology integration, despite the limited availability of ICT facilities and development and training programmes. The mean score of teachers was higher than that of students. The study recommends that the Delta State Government should increase the availability of ICT facilities and development and training programmes in secondary schools. The study contributes to knowledge by providing evidence that both teachers and students in Delta State secondary schools in the post-COVID-19 era have a positive attitude towards technology integration, despite the dearth of internet infrastructure in schools.

Assessment of Political Influence on Management of Public Secondary Schools in Benue State, Nigeria

This study assessed political influence on management of public secondary schools in Benue State. To achieve the purpose of the study, two research questions guided the study and two hypotheses were tested. Survey research design was adopted for the study. The population of the study is 4228 comprising 304 principals and 3924 teachers from 304 public secondary schools in Benue State. The sample size of 423 out of 4228 principals and teachers in public secondary schools in Benue State representing 10% of the total population. A self-developed structured 24-item questionnaire titled “Political Influence and Management of Public Secondary Schools Questionnaire” (PIMPSSQ) with a reliability coefficient of 0.90. Mean (x) and Standard Deviation were used to answer the four research questions. Meanwhile, the chi-square (c2) test of goodness was used in testing the research hypotheses at 0.05 alpha level of significance. The findings of the study revealed that politics has high influence on funding of public secondary schools in Benue State. The finding also revealed politics high influence on provision of infrastructural facilities of public secondary schools. Based on the findings of the study, it was recommended that funds meant for the smooth running of public secondary schools should be made available and should be well monitored to prevent it from being diverted or embezzled. This can be achieved by putting machinery in place to monitor judicious use/utilization and distribution of funds devoid of politics in order that advantages to end users are expanded. Also, relevant and adequate facilities such as school buildings, classrooms, libraries, laboratories, workshops, teaching and learning materials should be provided and equitably distributed to the various schools at the right time for the achievement of high productivity in educational outcome in schools irrespective of their political connections and recognitions.