THE EFFECTIVE MANAGEMENT OF SCHOOLS ON TEACHER PERFORMANCE IN ASABA PRIMARY SCHOOLS
Abstract
This study looked at the impact of effective school management on teacher performance in Asaba primary schools. The study’s total population is 200 staff members from Asaba’s selected primary schools. The researcher collected data using questionnaires as the instrument.
This study used a descriptive survey research design. The study included 133 respondents who were headmasters, headmistresses, teachers, and junior staff. The collected data was organized into tables and analyzed using simple percentages and frequencies.
chapter One
Introduction
The study’s context
Despite the same inputs, there are significant differences in school achievement of basic educational goals and student academic achievement. This disparity could be due to a variety of factors. Many studies have been conducted in this context to determine the characteristics of successful schools (Daggett, 2005; Edmonds, 1981; Kirk and Jones, 2004; Lezotte, Skaife and Holstead, 2002; Scheerens and Bosker, 1997).
High-quality students, teachers, facilities, school curricula, and government policies, according to Babalola (2004), should be the inputs of a high-quality education. Students’ skills, knowledge, attitudes, and behavior are examples of quality outputs. These schools, which assist students in reaching their full potential, are known as “effective schools” (Nyagosia, Waweru and Njuguna, 2013).
By ignoring the children’s family structure and social environment, effective schools ensure that all students succeed. Teachers believe that students will learn targeted behaviors; similarly, teachers believe that students will learn these behaviors in the best way possible (Lezotte, 2001).
In other words, effective teachers strive to improve student learning by guiding and coordinating the educational program (Wallin, 2003). The term school effectiveness management encompasses the concepts of efficiency, improvement, quality, development, appropriateness, and performance, and it refers to the system’s effectiveness and the degree to which the objectives are met.
High achievement orientation shared by teachers and management, as well as structural and cultural conditions of closely monitored learning, are key components of the effective school model (Scheerens and Creemers, 1989). In this sense, school effectiveness is the extent to which a school’s determined goals and objectives are met in terms of quality, quantity, equality, and educational quality (Yusuf and Alabi, 2013).
Students’ achievement levels and performance on standardized tests and exams, classroom teaching and learning processes, primary education, moral and ethical values, and employment outcomes are all considered effective school indicators in educational systems (Bridglall, Caines and Chatterji, 2014; Mendro, 1998). Various characteristics of effective schools are mentioned in the literature.
Strong educational leadership, high expectations of student achievement, an emphasis on key skills, a safe and orderly environment, and frequent assessment of students’ progress are examples of these. in Doran’s (2004) empirical study Strong teaching leadership,
an open and focused mission, a safe and orderly environment, a beneficial and encouraging school climate, an atmosphere of high expectations, regular monitoring of student development, acquisition of basic skills, maximizing learning opportunities, parent participation, effective professional development, and as a common decision-making process are all characteristics of effective school management.
The most important components of effective schools are high student achievement, basic skills, managerial functioning, leadership behaviors, morale, trust level, culture and climate, parental involvement, school community support, teacher performance, teachers’ organizational and professional commitment, loyalty, and satisfaction (Uline, Miller and Tschannen-Moran, 1998). Based on this context, the researcher wishes to investigate the impact of effective school management on teacher performance in Asaba primary schools.
Problem identification
The goal of effective school management is to foster school vision and ensure the success of all students (Kirk and Jones, 2004). (Lezotte, 2001). The goal of performance evaluation is to determine the level of success of teachers’ educational activities, to assess the factors that influence success (Ertürk, 2018), and to receive feedback. When the literature is examined, it is clear that it is necessary to focus on the teachers’ performances in order to improve the school’s effectiveness.
Because primary school teachers are held accountable for the implementation of educational reforms at the school level and play a critical role in their success. In other words, teachers are an essential component of effective schoolwork, and teachers’ performance is an essential component of school effectiveness.
The study’s objective
The study’s objectives are as follows:
To investigate the relationship between effective school management and primary school teacher performance.
Determine the relationship between effective school management and student school performance.
Identifying the factors that influence teacher effectiveness
Hypotheses for research
The researcher developed the following research hypotheses in order to successfully complete the study:
H0: There is no relationship between effective school management and primary school teacher performance.
H1: There is a link between effective school management and primary school teacher performance.
H02: There is no link between effective school management and student achievement.
H2: There is a link between effective school management and student academic performance.
The study’s importance
The study will be extremely beneficial to students, teachers, and the Ministry of Education. The study will provide a clear picture of the impact of effective school management on teacher performance in Asaba primary schools. The study will also be used as a resource for other researchers who will be working on a similar topic.
The study’s scope and limitations
The study’s scope includes the impact of effective school management on teacher performance in Asaba primary schools. The researcher comes across a constraint that limits the scope of the study;
a) RESEARCH MATERIAL AVAILABILITY: The researcher’s research material is insufficient, limiting the scope of the study.
b) TIME: The study’s time frame does not allow for broader coverage because the researcher must balance other academic activities and examinations with the study.
1.7 TERM DEFINITION
INFLUENCE: The ability to influence someone or something’s character, development, or behavior, or the effect itself.
EFFECTIVE MANAGEMENT: Effective management refers to how well managers achieve their goals with the help of organizational resources.
TEACHER PERFORMANCE: Teacher evaluation, in general, refers to the formal process that a school uses to review and rate teachers’ performance and effectiveness in the classroom. The results of these evaluations should ideally be used to provide feedback to teachers and guide their professional development.
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THE EFFECTIVE MANAGEMENT OF SCHOOLS ON TEACHER PERFORMANCE IN ASABA PRIMARY SCHOOLS