PRINCIPALS’ ALIENATION AS CORRELATE OF THEIR ADMINISTRATIVE EFFECTIVENESS IN SECONDARY SCHOOLS IN OYO STATE
SOURCE:
Faculty: Education
Department: Educational Management And Policy
CONTRIBUTORS:
Igbokwe, I. C.
Okorji, P.
Ikediugwu, N. N.
ABSTRACT:
The study investigated the relationship between principals’ alienation and their administrative effectiveness in secondary schools in Oyo State, Nigeria. It adopted a correlational study design. Six research questions and six hypotheses guided the study. The population of the study consists of all the 628 principals in the public secondary schools in the eight education zones of Oyo State. Out of the population, a sample of 318 principals were drawn through simple random sampling technique. The researcher’s designs instruments, Principal Alienation Scale (PAS) and Principal Effectiveness Questionnaire (PEQ) were used for data collection. The two sets of questionnaires were validated by experts. Cronbach Alpha Method was used to determine the reliability coefficient of the instruments which yielded 0.78 for the Principal Alienation Scale and 0.82 for the Principal Effectiveness Questionnaire. The reliability indices of all the clusters of the Principal Alienation Scale (PAS) were 0.88, 0.77, 0.78, 0.66, and 0.67 for Meaninglessness, Powerlessness, Normlessness, Isolation and Self-Alienation respectively. The reliability indices were considered reliable. Data collection was done by the researcher and 5 trained research assistants. Pearson Product Moment Correlation Coefficient and Multiple Regression Analysis were used for data analysis. The findings showed among others that the dimensions of principals’ alienation (meaninglessness, powerlessness, normlessness, isolation and self-alienation) made composite significant contribution to their administrative effectiveness. Based on the findings of the study, it was recommended that government should establish ethical principles or norms for principals’ behaviour in secondary schools; ensure their adequate implementation and supervision of such norms that encourage discipline, punctuality and the like. Again, the government should endeavour to improve principals’ self-efficacy through exhortations, recognitions, motivations, rewards, training, seminars and workshops. The principals should identify, adopt, integrate, and appropriate positive social values in secondary schools in order to institutionalize friendliness, transparency, commitment, and so on.