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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;

  1. To ascertain the relationship between effective school management and teacher’s performance in primary school
  2. To ascertain the relationship between effective school management and pupil school performance
  3. 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;

H0there 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;

  1. a) AVAILABILITY OF RESEARCH MATERIAL: The research material available to the researcher is insufficient, thereby limiting the study
  2. 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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You are allowed to use the original PDF Research Material Guide you will receive in the following ways:

1. As a source for additional understanding of the project topic.

2. As a source for ideas for you own academic research work (if properly referenced).

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4. Direct citing ( if referenced properly).

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