The influence of effective management of schools on teacher’s performance in primary schools in Asaba
Abstract
This study was on the influence of effective management of schools on teacher’s performance in primary schools in Asaba. The total population for the study is 200 staffs of selected primary schools in Asaba. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made headmasters, headmistresses, teachers and junior staffs were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies.
Chapter one
Introduction
- Background of the study
There are significant differences between the achievement of basic educational goals of school’s despite with the same inputs and the academic achievement of students. There may be many reasons for this difference. In this context, many studies have been conducted to determine the characteristics of successful schools (Daggett, 2005; Edmonds, 1981; Kirk and Jones, 2004; Lezotte, Skaife and Holstead, 2002; Scheerens and Bosker, 1997). According to Babalola (2004), the input of a high-quality education should be high quality students, teachers, facilities, school curricula and government policies. Quality outputs are the skills, knowledge, attitudes and behavior of the students. These schools, which help students make the most of their potential, are called “effective schools” (Nyagosia, Waweru and Njuguna, 2013). In effective schools, it is ensured that all students are successful by ignoring the family structure and social environment of the children. Teachers believe that students will gain targeted behaviors; in the same way, it is believed gain by teachers these behaviors to the students in the best way (Lezotte, 2001). In other words, teachers in effective schools try to increase student learning by guiding and coordinating the education program (Wallin, 2003). The term school effectiveness management includes the meaning of efficiency, improvement, quality, development, appropriateness, performance; and refers to the effectiveness of the system and the degree to which the objectives are achieved. High achievement orientation shared by teachers and management and both the structural and cultural conditions of closely monitored learning are among the key elements of the effective school’s model (Scheerens and Creemers, 1989). In this sense, the effectiveness of the school is the extent to which the determined goals and objectives of a school are fulfilled in relation to quality, quantity, equality and quality of education (Yusuf and Alabi, 2013). In education systems, students’ achievement levels and achievements in standardized tests and exams, teaching and learning processes in the classroom, primary education, moral and ethical values, employment outcomes are considered as effective schools indicators (Bridglall, Caines and Chatterji, 2014; Mendro, 1998). In the literature, different characteristics of effective schools are mentioned. These include: strong educational leadership, high expectations of student achievement, emphasis on key skills, a safe and orderly climate, frequent assessment of students’ progress in Doran (2004)’s empirical research effective school management features are; strong teaching leadership, open and focused mission, safe and orderly environment, beneficial and encouraging school climate, atmosphere of high expectations, regular monitoring of student development, acquisition of basic skills, maximizing learning opportunities, parent participation, effective professional development and as a common decision-making process. High student achievement, basic skills, managerial functioning, leadership behaviors, morale, trust level, culture and climate, parental involvement, school community support, teacher performance, teachers’ organizational and professional commitment, loyalty and satisfaction are the most important components of effective schools (Uline, Miller and Tschannen-Moran, 1998). Based on this background the researcher wants to investigate the influence of effective management of schools on teacher’s performance in primary schools in Asaba
Statement of the problem
The aim of effective school management is to create an environment for school vision (Kirk and Jones, 2004) and to ensure that all students are successful (Lezotte, 2001). The purpose of performance evaluation is to determine the degree of success of the educational activities of the teachers, to evaluate the factors that affect the success (Ertürk, 2018) and to receive feedback. When the literature is examined, it is seen that it is necessary to focus on the teachers’ performances in order to improve the effectiveness of the school. Because primary education teachers are held responsible for the implementation of educational reforms at school level and play an important role in their success. In other words, teachers are critical as a key component of effective schoolwork, and teachers’ performance is an indispensable element of school effectiveness
Objective of the study
The objectives of the study are;
- To ascertain the relationship between effective school management and teacher’s performance in primary school
- To ascertain the relationship between effective school management and pupil school performance
- To ascertain the factors that influence teacher’s effectiveness
Research hypotheses
For the successful completion of the study, the following research hypotheses were formulated by the researcher;
H0: there is no relationship between effective school management and teacher’s performance in primary school
H1: there is relationship between effective school management and teacher’s performance in primary school
H02: there is no relationship between effective school management and pupil school performance
H2: there is relationship between effective school management and pupil school performance
Significance of the study
The study will be very significant to students, teachers and ministry of education. The study will give a clear insight on the influence of effective management of schools on teacher’s performance in primary schools in Asaba. The study will also serve as a reference to other researchers that will embark on the related topic
Scope and limitation of the study
The scope of the study covers the influence of effective management of schools on teacher’s performance in primary schools in Asaba. The researcher encounters some constrain which limited the scope of the study;
- a) AVAILABILITY OF RESEARCH MATERIAL: The research material available to the researcher is insufficient, thereby limiting the study
- b) TIME: The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.
1.7 DEFINITION OF TERMS
INFLUENCE: The capacity to have an effect on the character, development, or behaviour of someone or something, or the effect itself.
EFFECTIVE MANAGEMENT: Effective management refers to the extent to which managers achieve their targets with the assistance of organizational resources.
TEACHER PERFORMANCE: In general, teacher evaluation refers to the formal process a school uses to review and rate teachers’ performance and effectiveness in the classroom. Ideally, the findings from these evaluations are used to provide feedback to teachers and guide their professional development.
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