PRINCIPALS INTERPERSONAL RELATIONSHIP AND TEACHERS EFFECTIVENESS IN SECONDARY SCHOOLS

 

 ABSTRACT

This study investigated how principals’ interpersonal relationship with teachers affects their effectiveness in secondary schools in Akure South Local Government Area. The study addressed three research questions and hypotheses: (1) Does principals’ interpersonal relationship influence teachers’ productivity? (2) Does principals’ interpersonal relationship influence students’ learning outcome? (3) Does principals-staff relationship influence the management of educational resources for effective administration of secondary schools? The study adopted a descriptive survey design and used a simple random sampling technique to select 150 respondents from ten secondary schools. A structured questionnaire was used to collect data and the data were analyzed using percentage and z-test at 0.05 level of significance. The findings revealed that principals’ interpersonal relationship affects teachers’ productivity in various ways, such as delegating tasks, supervising staff, recognizing teachers’ roles, establishing harmonious working relationships, promoting staff welfare, and rewarding hard-working staff. The study also found that there was no significant difference in the mean scores of principals and teachers on the ways principals’ interpersonal relationship affects teachers’ productivity. The study recommended that principals should relate with staff in a positive and supportive manner to enhance their productivity and effective administration of secondary schools.

CHAPTER ONE INTRODUCTION

Background of the study

Principal-teacher relationship refers to how principals and teachers interact and cooperate with each other in performing their assigned roles in a school. Weilson, Camborie and Wyeth (2002:131) defined principal-teacher relationship as “an articulating and integrating principle of action in which school staff experiment with a series of schemes, methodological strategies and peer-knowledge with which to solve educational problems”. Principal-teacher relationship is an essential aspect of the school administration process. Therefore, having a good working relationship between principals and teachers is important. Okonkwo (2015) stated that principals and teachers can only discuss their work and practice when they have a good relationship. The focus of principal-teacher working relationship is on how it affects students’ academic performance. Rutter, Mortimer and Smith in Chukwukelu (2017) argued that to improve students’ performance, principals and teachers should have a cordial relationship and exhibit instructional leadership that fosters team spirit in the school. If principals and teachers fail to carry out their tasks effectively and efficiently, it will affect the tone of the school and students’ academic performance (Chukwukelu, 2017). In carrying out these tasks, the principal is expected to plan, control, organize, coordinate and direct human and non-human resources in the school to achieve the goals of the school, which include students’ academic performance.

 Principals can influence the working patterns of teachers by rearranging physical space and free time to promote norms of collegiality and experimentation. Effective collaboration is a key to ensuring teaching effectiveness in schools and functional education as a derivative though not always easy. It brings with it a measure of difficulty and even of discomfort on occasions. Effective collaborations operate in the world of ideas, examining existing practices critically, seeking better alternatives and working hard together at bringing about improvements and assessing their worth as a change initiative. The single factor common to every change initiative is that relationships improve, if relationships improve, things get better. If they remain the same or get worse, ground is lost. Thus leaders must be consummate relationship builders with diverse people and groups, especially with people different than themselves. Effective leaders constantly foster purposeful interaction and problem solving, and are wary of easy consensus (Fullan, 2001). Clark (2003), Disney’s 2000 Outstanding Teacher of the Year, says life is all about experiences, the ones you make for yourself and the ones you make for others. As he refers to all students, he continues: guide them as they grow, show them in every way possible that they are cared for, and make special moments for them that will add magic to their lives, motivate them to make a difference in the lives of others, and most important, teach them to love life. If that kind of relationship is being asked of America’s teachers in respect to their students, then principals should lead by example and show the same enthusiasm for their teachers.

 Statement of the Problem

The quality of interpersonal relationships between principals and teachers is a crucial factor that affects teachers’ effectiveness in secondary schools. However, there is a lack of empirical evidence on how different aspects of principal-teacher relationships, such as trust, communication, collaboration, and feedback, influence teachers’ performance, motivation, and satisfaction.

Issues relating to quality assurance, principals and teachers effectiveness and students’ academic performance are gaining serious attention in the education agenda especially in developing countries like Nigeria. The persistent drop in the academic achievement of students in recent times in Nigeria as reported by various examination bodies like WAEC and NECO with particular reference to Ondo state has continued to raise gross concern among stake holders who have continued to watch helplessly the progressive decline in the quality of secondary school leavers or graduates. Actually, there have been some growing trends in the poor academic performance of secondary school students because their performance is no longer impressive.

 Purpose of the Study

The main purpose of this study  is to investigate  Principals interpersonal relationship and teachers effectiveness in secondary schools

 Specifically, the study sought to:

1. Determine the ways principal interpersonal relationship affects teachers productivity for effective administration of secondary schools
2. 1. Ascertain how principal interpersonal relationship affects students’ learning outcomes in Akure South local government area of Ekiti state
   2. Find out how principal interpersonal relationship affects management of educational resources for effective administration of secondary school 

   Research Questions

   The following research questions are formulated to guide the study;

   1. In what ways do principal interpersonal relationship affect teachers productivity for effective administration of secondary schools in Akure South local government area?
   2. In what ways do principal interpersonal relationship affect students’ learning outcome in Akure South local government area
   3. In what ways do principal-staff relationship affect management of educational resources for effective administration of secondary schools in Akure South local government area?

   Research Hypotheses

   H01: There is no significant difference between the mean scores of principals and teachers on the ways principal interpersonal relationship affect staff productivity for effective administration of secondary schools in  Akure South local government area

   H02: There is no significant difference between the mean scores of principals and teachers on the ways principal interpersoanl relationship affect students’ learning outcome in Akure South local government area 

   H03: There is no significant difference between the mean scores of principals and teachers on the ways principal interpersonal relationship affect management of educational resources for effective administration of secondary schools  in Akure South local government area