Description
ABSTRACT
The purpose of this study was to ascertain the extent of principals management support practices for teachers performance in secondary schools in Anambra State. The descriptive survey research design was adopted for the study. Four research questions and four hypotheses guided the study. The population of the study comprised all the 252 principals and 5,761 teachers in all the government owned secondary schools in Anambra State. A sample of 1,803 subjects made up of 75 principals and 1,728 teachers and which consisted of 30 of the entire population was studied. The proportionate stratified random sampling and simple random sampling techniques were used in selecting the subjects. Two instruments namely Principals Management Support Practices Questionnaire PMSPQ and Teachers Views on Management Support Questionnaire TVOMSQ were used for data collection. The instruments were duly validated by experts. The Cronbach Alpha was used for the reliability test. This yielded reliability indices that range between 0.80 and 0.95 for the four sections of the instruments. The reliability indices were considered high enough making the instruments adequate for the study. The researcher, together with six research assistants, collected data for the study. Mean scores were used to answer the research questions while ztest was used to test the hypotheses at 0.05 level of significance. It was among others found out that principals neither organize inschool seminars and workshops for their teachers to help them grow professionally nor do they organize group supervision, peer supervision and clinical supervision for their teachers. The recommendations of the study included that principals should use inschool seminars and workshops and adequate supervision to enhance teachers performance in their schools. Implications of the study were drawn and suggestions for further studies made.
TABLE OF CONTENTS
PAGE
TITLE PAGE i
APPROVAL PAGE ii
ACKNOWLEDGMENTS iii
CERTIFICATION iv
DEDICATION v
ABSTRACT vi
TABLE OF CONTENTS vii
LIST OF TABLES xi
CHAPTER ONE: INTRODCTION 1
Background to the Study 1
Statement of the Problem 9
Significance of the Study 10
Purpose of the Study 12
Scope of the Study 13
Research Questions 13
Hypotheses 14
CHAPTER TWO: REVIEW OF RELATED LITERATURE 15
Conceptual Framework 16
Concept of Management Support 16
Concept of Performance 18
Theoretical Framework 22
ValenceExpectancy Theory 23
Hierarchy Need Theory 24
McGregors Theory X and Y 27
Theoretical Studies 30
Aspect of Management Support Practices 30
Basic Principles of Teacher Welfare in School 33
Methods of Professional Growth for Teacher 35
Four Factors to Keep Teachers Motivated in Schools 37
Approaches to Supportive Supervision for Teachers 39
Characteristics of Teachers Performance 41
Basic Assumptions about Teacher Performance 42
Factors that Promote Performance and Affect Management Support Practices 46
Relationship between School Management Support and Teachers Performance 58
Empirical Studies 61
Studies on Management Support Practices for Teachers Productivity 61
Studies on Management Support Practices for Teachers Job Satisfaction 63
Summary of Reviewed Related Literature 66
CHAPTER THREE: METHOD 68
Research Design 68
Area of Study 69
Population of the Study 69
Sample and Sampling Technique 70
Instrument for Data Collection 71
Validation of the Instrument 72
Reliability of the Instrument 73
Method of Data Collection 74
Method of Data Analysis 75
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA 76
Research Questions 76
Hypotheses 84
Summary of Findings 87
CHAPTER FIVE: DISCUSSIONS OF RESULTS, CONCLUSIONS
AND RECOMMENDATIONS 89
Discussion of Findings 89
Management Support Practices for Teachers Welfare 89
Management Support Practices for Teachers
Professional Growth 91
Principals Management Support Practices for Teachers
Motivation 92
Conclusion 94
Implications of the Study 95
Recommendation 96
Limitations of the Study 97
Suggestions for Further Studies 98
REFERENCES 99
APPENDICES 107
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