principal's leadership behaviour as a determinant of effectiveness

Europan Journal of Educational Studies 2(1), 2010
S/N
My principal:
Table 1: Principals’ leadership behaviour
Items
Agree % Disagree %
1. Provides good leadership of the school system. 1135 95.2 58 4.8
2. Sees to members of staff welfare 1101 92.3 92 7.7
3. Relates very well with his teachers. 1145 96.0 48 4.0
4. Relates very well with his students 1124 94.2 69 5.8
5. Involves teachers in decision-making 1053 88.3 140 11.7
6. Feels every members of staff is relevant in the school
system
1114 93.4 79 6.6
7. Praises hardworking teacher. 1114 93.4 79 6.6
8. Encourage teachers to use their initiatives on their
job.
1123 94.1 70 5.9
9. Makes the teachers have a sense of belonging 1106 92.7 87 7.3
10. Is accessible to teachers 1125 94.3 68 5.7
11. Makes available teaching materials 939 78.7 254 21.3
12. Gives approval when teachers want to go for inservice
training
1041 87.3 152 12.7
13. Sometimes delegates duties to teachers 1096 91.9 97 8.1
14. Allows teachers to freely express their opinions in the
meeting.
1073 89.9 120 10.1
Mean 91.6 8.4
Results in table 1 shows that 96% of the respondents agreed that the principal relates very well with the
teachers. While 95.2% of the respondents agreed that the principals provide good leadership of the school
system, 94.3% of them agreed that the principal is always accessible to teachers. At the same time, 94.2% of the
respondents agreed that the principal relates very well with his students.
Of the respondents, 94.1% agreed that the principal encourages the staff the use their initiatives in their jobs,
93.4% agreed that the principal feels every member of staff is relevant in the school system, while 93.4% also
agreed that the principal praises hardworking teacher. The table also shows that 92.7% of the respondents
agreed that the principal makes the teachers have a sense of belonging in the system, while 92.3% of them
agreed that the principal sees to teachers’ welfare. Again, 91.9% of the respondents agreed that principals
sometime delegates duties to teachers.
By and large, it is shown in the table that 89.9% of the respondents agreed that the principal allows his members
of staff to freely express their opinions in the meeting. 88.3% of them agreed that principals involve teachers in
decision making. While 87.3% of the respondents agreed that principal; gives approval when teachers want to
go for in-service training, 78.7% of them agreed that the principal makes available teaching materials.
On the average, 91.6% of the respondents agreed that the behaviour of the principals towards the teachers as
well as the job is very encouraging.
Extent of secondary school effectiveness: In analyzing the extent of secondary school effectiveness in the three
domains of learning (cognitive, affective and psychomotor domains), Section C of SSEQ and the SSCE results
for the three years (2005-2007) were used to analyse the responses on items 1-17 of section C of SSEQ in
addition to the SSCE results. To determine whether or not the schools were effective, the mean responses were
scored and tabulated and as for the cognitive domain, the average score for the three years were scored and
tabulated. The result as revealed in table 2.
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