SUPERVISORY COMPETENCIES REQUIRED AND POSSESSED BY SECONDARY SCHOOL PRINCIPALS IN NORTH CENTRAL STATES, NIGERIA
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SUPERVISORY
COMPETENCIES REQUIRED AND POSSESSED BY SECONDARY SCHOOL PRINCIPALS IN NORTH
CENTRAL STATES, NIGERIA
ABSTRACT
This study
investigated the supervisory competencies required and possessed by
secondary
school principals in North Central States, Nigeria, focusing on four
(4)
identified supervisory areas of instructional leadership, communication,
information
and communication technology and human relations. Descriptive
survey
design was used for the study. The population of the study comprised
2511
secondary school principals located in the study area. The sample was 484
respondents
representing 40% of the population drawn from three States out of
the six
states and Abuja using Multistage sampling procedure. A 37 item
questionnaire
titled Principals Supervisory Competencies questionnaire
(P.S.C.Q.)
and Interview Schedule were used. The selection of seven principals
for the
interview schedule was purposively carried out. Instrument for data
collection
were validated by three experts and the reliability estimates for
clusters A,
B, C and D were0.96, 0.91, .0.69, 0.70 respectively and the four
clusters put
together was 0.94. The research questions were answered
descriptively
using mean and standard deviation, while the hypotheses were
tested
inferentially using the t-test statistic. The findings of this study showed
that both
male and female principals in the study area possess instructional
leadership
competencies, communication competencies and human relations
competencies.
However, the study revealed that ICT competencies were not
possessed by
both categories of principals, hence they require ICT
competencies.
Similarly, the study showed that four out of the eight null
hypotheses
were rejected because there was a significant difference in the
opinions of
the two groups and the remaining four were accepted. Based on the
findings,
conclusions and implications of the study, the researcher
recommended,
among other things that: principals utilize the possessed
competencies,
government at all levels should fund training programmes for
principals
on ICT competency, the possession of ICT competencies should be
made a
requirement for appointment of principals. Others are integration of
ICT
competency acquisition into pre-service teacher training programmes,
Association
of Nigeria Conference of Principals of Secondary Schools
(ANCOPSS)
should organize seminars’, workshops and conferences on ICT for
her members.
Government should as well map out strategies to monitor and
ensure that
principals utilize the supervisory competencies possessed by them to
enhance
teaching and learning in the school. Stakeholders of education such as
NTI, TRCN
should organize regular training on ICT for in-service teachers. The
findings
from the interview showed a consensus with the result of the
questionnaire.
13
CHAPTER ONE
INTRODUCTION
Background
of the Study
Education is
recognized as a potent instrument for social and economic
development
of individuals and societies. Secondary education is the form of
education
which children receive immediately after completing primary school
education.
It constitutes post primary education and sometimes serves as a link
between
primary and university education. According to Ogbonnaya (2010)
secondary
education is the form of education which children receive
automatically
after they have received primary school education. In the same
light,
Whitaker, (2001) asserts that, secondary education refers to full-time
education
provided in secondary schools usually for pupils between the ages of
eleven or
twelve and eighteen plus. All the above means that secondary
education
refers to education provided in the secondary school which is meant
for primary
school graduates and a processing ground for a career in higher
education.
The broad
aims of secondary education (Federal Republic of Nigeria,
2004) within
Nigeria’s overall national objectives are preparation of students for
useful
living within the society and for higher education (p.17). It is of six years
duration and
is being given in two stages, the Junior Secondary School (JSS)
and the
Senior Secondary School (SSS). Each stage is of three years duration.
Emphasizing
the importance of secondary education, Ogbonnaya (2010) asserts
1
14
that it is a
stepping-stone to higher education, helps in the development of the
potentials
of our youths and their cultural talents, encourages cooperation
among
students, helps produce good citizens and provides for differences in
talents and
opportunities as a result of its broad and diversified curriculum.
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