The study was designed to find out the role of administrative
teachers in secondary schools in Ikpoba Okha Local Government Area of Edo
State, using ten secondary schools (both private and public) as case study.
From the analysis of the data collected by administering questionnaires, it was
discovered that the roles of teachers and school administration in Ikpoba Okha
Local Government Area is poorly carried out. It was also discovered that most
teachers/administrator do not understand their basic role or are completely
ignorant of these roles. The authenticity of these findings can only be
accepted when further research is carried out on a wider sample. It is hoped
that the result obtained from this research would be used by educational
planners to re-order our priorities in instructional and educational
TABLE OF CONTENT
Background of the study
Statement of the problem
Purpose of study
The significance of the study
Limitations of the study
Definition of terms
Methodology of the study
Administration of Questionnaire
Validity of Instrument
Method of Data Analysis
analysis and presentation
conclusion and Recommendations
1.1 BACKGROUND OF THE
The primary aim of any
educational institution has to do with the improvement of the teaching and
learning processes and all other activities of the school. The achievement of
this aim is jointly carried out by the principal, the teachers and the entire members
of staff of the school. The principal is however regarded as an administrator
because of the way he handles, disciplines and summons the affairs of the
school while the teachers activities help to determine the extent to which the
school aims and objectives are achieved.
School administration is a
function so broad in scope that no one person should do it alone. In which
case, principal cannot carryout the administrative work alone. He would have to
delegate some duties to the teachers. So, for an institution to fully realize
its central purpose, it is important that the teacher, head of departments and
principal should understand and accept their roles in the administration of the
institution. During the colonial era, the role of the teachers was to be
builders of public morality, practitioners of the virtue of Manuel labour and
promotion of literacy learning. After the independence, the main role of the
teachers is to help students to acquire knowledge, skills and social values and
norms of the society.
Administration of the secondary
school is becoming more complex because of the increase in size, scope and
numbers. Administrative responsibility is no longer centered on the principal
but also distributed around those involved in the instructional programme of
the school. This had in no small measure added to the traditional roles of the
teachers. The modern day teachers apart from making register, enforce
punishment, imparting knowledge, maintaining, discipline, still have to play
some other administrative roles. Some principals may not allow teachers to
participate in decision making, if they did not accept the concept of sharing
responsibility for decisions with non-administrative activities. This is
influenced by two factors. The organizations factors which includes the
goals size and types of the school. The personal factors, which include
individual goals, experiences, dispositions and personal conception. In which
case, the teachers role behaviour is determined by what he perceived his roles
to be and the expectation hold of teaches role by the principal who is the
administrative head of the school. It also depends on the type of draining in
the college of education and is previous experience have a great influence on
the way he perceives the environment. All these point will affect the role
played in the school.
If there are differences
between the principals expectations and the teachers perception of his role
there may be conflict and this could lead to dissatisfaction and low moral on
the part of the teachers.
1.2 STATEMENT OF THE
In a typical secondary setting,
the principal is at the helm of affairs, while the teachers play a supportive
role. The roles of the teachers at time differ from the role of the principal,
though both of them work hand-in-hand or the achievement of the institutional
goals. The principal has his own role to play and he expects the teachers on
the other hand to play their own different but complementary roles for the
smooth running of the school. It is however, observed that as a result of the
difference in their personality needs and psychological drives, teachers
perception of their roles often fails toi agree with the expectation of
principals in school administration. The divergence between principal and teachers
expectations frequently result in poor interpersonal relationships between
teachers and principals. Such lack of harmony tends to affect the effectiveness
and efficiency of the school administration to the point that the attainment of
the goals of education is affected.
1.3 PURPOSE OF THE STUDY
The main aim of the study is to
improve the quality of education in Edo State. The subject objectives are as
Findings out whether the roles the teachers are actually performing are in
conformity with the principal’s expectation and the teachers own perception of
Comparing the role and perception of experienced and inexperienced teachers on
their professional duties.
In case any disparity between the roles expected of the teachers by the
principal and the actual performance of the teachers. It is the aim of the
study to offer useful recommendations that could normalize the situation and
bring about good interpersonal relationship between the principal and his/her
members of the staff.
1.4 RESEARCH QUESTIONS
The following research question
serve as a guide to the study;
1. What are the
administrative role performed by the teachers?
2. Does age have
any significant relationship on the administrative role performed by teachers?
3. Do years of
experience have any influence on the administrative role expectation of
1.5 SIGNIFICANCE OF THE
The government and the general
public feel concerned of the relevant trends of educational system.
The public levels, criticism
against what it perceives as low standard of education, moral laxity among
children and mass failure in school certificate examination.
There is need for a type
of school administration, which requires amnong all other things harmonious
staff, interact-principals and teachers. It expected that the study will treat
to an extent an understanding of some aspects of behavioural characteristics
and provide school administration with better understanding of
principals/teacher relationship to the overall benefit of education in Edo
1.6 DEFINITION OF TERMS
In this study, “role” is used broadly to refer to a set of expectation about
the behavioural attitude considered appropriate for a person occupying a
Role Expectation: Role expectation is institutional demands confronting an
incumbent of a given institutional position.
Role Perception: This is the way a person occupying a position, thinks how he
ought to behave on an incumbent.
Role Reciprocity: The mutual understanding of what behaviour is expected of a
position incumbent and what it in turn expects from those in lated positions,
with whom he interacts.
Role Conflicts: In this study role conflict refers to a situation in which there
is a discrepancy between the way teachers perceive their role and the way they
think the principal wants them to behave.
Experienced Teacher: This refers to those whose teaching experience is five years and
Old Teachers: Teachers who are 35 years and above, who are likely to have
taught for 10 years and above.
Young Teachers: Teachers whose ages are 30 years and below and taught for less
than five years
TERMS AND CONDITIONS APPLY
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