THE INFLUENCE OF USE OF PRINCIPALS POWER TACTICS FOR TEACHERS RETENTION IN GOVERNMENT APPROVED PRIVATE SECONDARY SCHOOLS IN ANAMBRA STATE

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ABSTRACT

The study analysed the influence of principals use of power tactics for teachers retention in government approved private secondary schools in Anambra State. Four research questions and four null hypotheses tested at 0.05 level of significance guided the study. The study, which had a population of 340 government approved private secondary schools employed a descriptive survey design using a sample of 1,919 teachers selected 6,038 from all government approved private secondary schools in Anambra State through multistage sampling technique. Questionnaire developed by the researcher were used to elicit information from principals and teachers respectively as they relate to four major power tactics used by principals in influencing teachers retention. The questionnaire were validated by three experts. The reliability of the instrument for teachers was obtained using Cronbach Alpha Coefficient and the following were obtained; 0.74, 0.76,0.78 and 0.79 indicating high and positive correlation. While the reliability of the instrument for principals was obtained using Cronbach Alpha and the following were obtained; 0.82, 0.84, 0.85 and 0.87 indicating high and positive correlation. Mean scores were used to answer the research questions while ttest was used to test the null hypotheses at 0.05 level of significance. The findings of this study revealed that not all power tactics can be used in influencing teachers retention by the principals and that principals should know the right power tactics to use at the right time. Based on the four null hypotheses tested at 0.05 level of significance, the researcher concluded that power tactics is not the only means through which principals of government approved private secondary schools can influence their teachers retention. It was therefore recommended that school proprietors should in conjunction with the Ministry of Education organize workshops and enlightenment campaign programme for principals to enable them know how to tackle teacher retention problems and how teachers can be influenced by the principals positively.

TABLE OF CONTENTS

TITLE PAGE i

APPROVAL ii

ACKNOWLEDGEMENTS iii

ABSTRACT v

TABLE OF CONTENTS vi

LIST OF TABLE ix

LIST OF APPENDICES x

CERTIFICATION xi

DEDICATION xii

CHAPTER ONE: INTRODUCTION 1

Background to the Study 1

Statement of the Problem 7

Purpose of the Study 8

Significance of the Study 9

Scope of the Study 10

Research Questions 12

Hypotheses 12

CHAPTER TWO: REVIEW OF RELATED LITERATURE 14

Conceptual Framework 15

Concept of Power 15

Concept of Principalship 25

Concept of Leadership 26

Concept of Influence 29

Concept of Power Tactics 30

Concept of Teacher Retention 37

Concept of Job Satisfaction 39

Theoretical Framework 40

The TwoFactor Theory of Motivation 40

Teacher Retention Theory 44

Empirical Studies 53

Power Tactics and Teachers Retention 53

Job Satisfaction and Teachers Retention 57

Summary of Literature Review 59

CHAPTER THREE: METHOD 62

Research Design 63

Area of the Study 63

Population of the Study 64

Sample and Sampling Techniques 64

Instrument for Data Collection 66

Validation of the Instrument 68

Reliability of the Instrument 69

Method of Data Collection 70

Method of Data Analysis 70

 

CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA 72

Summary of Findings 86

 

CHAPTER FIVE: DISCUSSION OF RESULTS CONCLUSION

AND RECOMMENDATION 88

Discussion of Results 88

Conclusion 96

Implications of the Study 96

Recommendations 98

Limitations of the Study 99

Suggestions for Further Research 100

Summary of the Study 100

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THE INFLUENCE OF USE OF PRINCIPALS POWER TACTICS FOR TEACHERS RETENTION IN GOVERNMENT APPROVED PRIVATE SECONDARY SCHOOLS IN ANAMBRA STATE

3,000.003,200.00 (-6%)

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