Full Project – IMPACT OF SCHOOL ADMINISTRATOR ON TEACHER’S CLASSROOM EFFECTIVENESS IN SECONDARY SCHOOLS IN LAGOS, NIGERIA

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CHAPTER ONE

INTRODUCTION

Background of the Study

School Administrators oversee administrative tasks in schools, colleges or other educational institutions. They ensure that the organization runs smoothly and they also manage facilities and staff. Administrators often learn techniques to relate to children of all ages, of all backgrounds. Having the capability to relate to children is not only essential to administrators, but also vital to the overall success of school districts and standardized testing. School districts must regulate per guidelines set forth at local, state and federal levels. Administrators must remain active in continuing education programs, often returning to leadership programs such as a doctoral degree. A master’s degree is generally earned prior to entering an administrators role but this depends greatly on the school district and demand for administrators (Walker, 2009).

The classroom is that space bounded by the wall and roof which a teacher houses his students/students for the purpose of giving instruction to such students /students. In other words, it is a shelter for both teachers and learners so as to engage in educative activities. Classroom teaching is a complex task in a complex environment. The classroom is the immediate management environment for formal knowledge acquisition. It is made up of the teacher, the learners, learning equipment and the environment (Kimberly, 2001).

Teacher classroom effectiveness is a very important aspect in teaching and learning. It is a time teachers achieve the objectives of education. This is because it is a time teacher’s transfer information to students in a formal way. It is very important that during classroom instruction the teacher understands the importance of practice, and begin his lessons with five-to-eight minutes review of the previous lesson (Sigmund & Thomas 2009). Successful teacher classroom instruction leads to teacher classroom management.

Teacher classroom management is defined as the methods and strategies a teacher uses to maintain a classroom environment that is conducive to a student’s success and learning. Classroom management refers to a process that teachers organise the classroom instruction, in order, to be effective, in arrangement of the time and space. The purpose of classroom management is to deal with students’ misbehaviour. In fact, the significance of classroom management and discipline cannot be equal; the significance of the former is more widespread than the latter . Classroom management refers to managing the students studying in the classroom, the teacher and student’s behaviour and the activity; it is the way teachers organize what goes on in the classroom (Walker, 2009). Teacher classroom management could be achieved through teacher self development training.

Teacher self development is a personal development and the process of increasing teacher conscious choices about the way the teacher thinks, feels and behaves as a teacher. Development is the process of becoming increasingly aware of the quality of the learning atmosphere. Teacher self development promotes the teacher’s professional development in these ways: a teacher has the responsibility to be up-to-date with respect to recent development in the field; a teacher regularly engages in a process of reflection on their own professional activities in order to improve their own practice. Teacher self development can come as in-service program that is provided for teacher improvement. This programme should include opportunities for learning and sharing ideas and should be designed by the teacher in cooperation with the head of the academic department (England, 1998).

Teacher moral behaviour is a challenging times for education. The public holds schools and teachers more accountable for students learning, as demonstrated by everyone’s expectation for stronger students performance on standardized tests on high gradation rates. Unfortunately, the increased emphasis on reading, mathematics and science to prepare students for a global, technological, and information-based market-place seems to relegate the general well-being of students to a low educational priority (Mondale & Palton, 2001). Teachers then were expected to be morally upright individuals who displayed good character. They were expected to teach and discipline their students to be respectful of authority and responsible in completing their lessons (Mondale & Palton, 2001).

The administrator is a person who has controlling authority or is in a leading position as the Chief Executive Officer of an educational institution (Sergiovanni, 2001). He also views administrator as one who engages another to act as an agent subject to general control and instruction. Administrator is also defined by Blase & Blase (2000) as an educator whose job is to direct and mange daily operation of the program as in a school. He may also include personnel employed by educational office who work as a Vice Administrator Administration. However, the National Policy on Education refers to the head of secondary school as the administrator who is responsible for policy and decision making in the school. He determines the direction and activities in the school (FRN, 2004).

Management, according to Robbin & David (2001) is that field of human behaviour in which managers plan, organize, staff, direct and control human, financial resources in an organized group effort in order to achieve desired individual and group objectives with optimum efficiency and effectiveness. It can also be seen as the art of getting people together to accomplish desired goals and objectives using available resources efficiently and effectively (Gomez-Mejia, Luis, David & Robert,2008). Management helps organizations to achieve their set objectives (Mgbodile, 2009). He further said that the overriding goal of any organization is to stay in business by attaining the main motive for establishing such an organization, which might be profit and service-oriented.

The administrators school administrator is defined as the ability to withhold, contain and contend with the various school activities that will depend on the administrator’s effectiveness, for it is expected to set out plan that will lead to goal achievements and communicate effectively with the staff, the students and even the community, so that they can contribute towards the common goals (Lucas & Olaniyan, 2004). They went further to say that the administrator has the responsibility of supervising and coordinating all efforts to reduce wastage. The appointment of administrators of secondary schools is to be based on  the capacity of the individuals to rise to a high level of managerial competence (Lucas & Olaniyan, 2004).  The National Policy     on Education (2004)            is         specific          about            appointments            of administrators, stating that: Government will work towards improving the quality of secondary education by giving support to measures that will ensure effective administration; these will include the selection of person of the right qualification and experience for administratorship of schools, the capacity building and training for newly appointed administrators and prompt disciplinary step to deal with administrators who misuse their power or prove inefficient (P.21).

The School administrator promotes the stability and smooth operation of their organizations. Brewer (2000) noted that administrators indirectly influence teachers by ensuring that schools are efficiently run and that they enhance the morale of the school through clear and consistent school rules and policies that tend to improve the general disciplinary climate of the school. Consequently, the right calibre of administrators can be determined by the measure of their school administrator.

Supervision is the aspect of school management concerned with the improvement of teaching and learning. Ndu, Alice, Ocho & Okeke, (2007) defined supervision as that aspect of educational management which has to do with providing assistance in the development of a better teaching-learning situation. It is the process involving the release of human potential that makes available more competent staff to conduct the human interaction that is called education. Ndu et al (2007) further said that supervision could be viewed as that aspect of the administrative process which helps to stimulate or awaken the dormant potentials in individuals with a view to improving their output or effectiveness. The administrator can use different ways to supervise the activities of the teachers in the school to ensure effective teaching and learning. A administrator may use on-the- spot check to know the number of teachers that stay in the school till dismissal period. The administrator can also use teachers’ class attendance register to know the teachers that teach their subjects in a day and equally know subjects that were not taught. During supervision the dormant and truant teachers are encouraged to do better in teaching. Since supervision helps teachers to sit up and in turn promotes their effectiveness thereby increasing the passing rate of students that are taught by the teachers.

Planning, according to Mgbodile (2007), can be said to be a fundamental activity in human enterprises. Ability to plan in the education sector of the economy is aimed at achieving educational goals. He further said that planning is the backbone of a successful educational enterprise. It is a vital and inevitable process in the pursuit of educational goals. The ability of the administrator to plan teaching and learning activities helps in teachers’ effectiveness. In planning the activities of teaching/learning subjects are allocated to the teachers based on the teacher’s areas of specialization.

Effectiveness is referred to as the rate at which a worker, a company or a country produces goods, and the amount produced, compared with how much time, work and money is needed to produce them (Hornby, 2005). Effectiveness denotes the ratio of some specific output to the input of resources required to produce it (Ndu et al, 2007). They emphasized that effectiveness refers to the ratio between the total educational output and the resources input utilized in the production process. For this effectiveness can be said to be an attempt to assess the cost effectiveness of any given system or programme. To some extent, therefore, effectiveness focuses on the cost of production, what it costs to produce a given unit of output and the effectiveness of resources utilization in the system.

Effectiveness has been defined in many different ways. Mali in Nwachukwu (2006) sees it as the measure or how well resources are brought together in organizations and utilized for accomplishing a set of results. Effectiveness is reaching the highest level of performance with the least expenditure of resources. Effectiveness is often seen as total output/total input. Thus this implies that effectiveness of a teacher is seen as the relationship between units of labour input and units of output. The effectiveness of the use of the factors of production to produce goods and services is commonly referred to as effectiveness.

Teacher’s classroom effectiveness, as defined by Ndu et al (2007) is the relationship between the total resources input utilized in the production process. In this context a teacher is said to be productive if such an individual is sufficiently motivated, devoted and committed to his or her duties, and demonstrates willingness to stay in the teaching profession. Such an efficient or productive teacher can be seen to produce maximum output with a given quantity of input or produce a given quality of output with the minimum quantity of inputs. For a highly productive teacher there is an optimal relationship between his output and input. A highly productive teacher makes optimal use of the time available to him to see that the students acquire necessary skills, knowledge and attitudes as specified in the school’s curricular and co-curricular activities. He further said that such a teacher demonstrates sufficient interest in the operation of the school in spite of adverse external influences. Teachers that are highly motivated by the administrator are found to be associated and committed to school work. It, therefore, suggests that for teachers to be highly productive in the school, the administrator has to be dynamic, show good examples and treat teachers as colleagues.

Teacher’s classroom effectiveness can be seen as all the efforts the administrator puts in the administration of their duty in bringing out teachers’ potentials in teaching their students to have better result in examinations. The administrator can promote teacher’s classroom effectiveness  by encouraging them to go for in-service training, workshops, conferences, motivating them and providing conducive working environment (Edem, 2003).

Operationally, a administrators’ school administrator as a factor for teacher’s classroom effectiveness  is defined as all the efforts that a administrator puts in carrying out the duties as the head of a school so that teaching and learning is carried out effectively by the teachers for the students to have a good result in internal and external examination.

The falling standard of education in Nigerian secondary schools has been attributed to the inefficiency of heads of secondary schools. Akinkugbe (1994) was of the opinion that it is in the interest of administrator of secondary schools that teachers should be carefully screened before they are appointed heads of secondary schools. It is not surprising, therefore, that over the years administrators of secondary schools have been accused of various lapses and offences. They are said to be inefficient, and are accused of failing to provide direction and adequate leadership for their schools. As of now, there are great outcries against poor academic performance of students in secondary schools. It has therefore become very necessary that school administrators address themselves to those managerial activities that would lead to improvement of students’ performance, thereby leading to academic excellence in schools.

Statement of the Problem

Education is an instrument for national development. Its importance to national growth and development is inestimable. This instrument and its importance, however, have not been adequately harnessed in Ikeja -Lagos  Education Zone of Lagos State. This has resulted in non-challant attitude of parents concerning their children/wards irregular attendance in schools, students’ mass failure in both internal and external examinations, teachers’ irregularities in school and their non-challant attitude to attending classes. Administrators’ weaknesses in effective management and coordination of the school activities have affected the smooth running of the school activities. Therefore, this study sets out to explore how the administrator will increase the school administrator to promote teachers effectiveness in the secondary school and enhance students’ performance in internal and external examinations.

Purpose of the Study

The main purpose of this study is to investigate the extent to which the  school administrator influences teacher’s classroom effectiveness  in Lagos  education zone. Specifically, the study seeks to:

1. Find out the extent the ’ school administrator influences teachers’ classroom instruction.
2. Determine the extent  school administrator influences teachers’ classroom management.
3. Determine the extent school administrator influences teachers’ self development.
4. Find out the extent  school administrator influences teachers’ moral behaviour.

Research Questions

The following research questions were formulated to guide the study;

1. To what extent does the School administrator influence teachers’ classroom instruction?
2. To what extent does the School administrator influence teachers’ classroom management?
3. To what extent does the school administrator influence teacher’s self development?
4. To what extent does the school administrator influence teachers’ moral behaviour?

Hypotheses

The following null hypotheses were formulated to guide the study and to be tested at 0.05 level of significance;

H0₁:   There is no significant difference between the mean responses of administrators and teachers on school administrator.

H0₂:   There is no significant difference between the mean responses of administrators and teachers on the extent to which School administrator influence classroom instruction.

H0₃:   There is no significant difference between the mean responses of administrators and teachers on the extent to which administrators’ school administrator influence self development.

H0_4:    There is no significant difference between the mean responses of administrators and teachers on the extent to which administrators school administrator influence moral behaviour.

Scope of the Study

The study’s geographical scope is limited to all the public secondary schools in Ikeja -Lagos  Education Zone of Lagos State. The study focused on the Impact of School administrator on teacher’s classroom effectiveness in secondary schools in Lagos, Nigeria

. It examined the extent to which administrators’ school administrator will be a factor that influences teachers’ classroom instruction, classroom management, self development and teachers’ moral behaviour.

Significance of the Study

The school administrators: The findings from the study will enlighten school administrators about teacher’s classroom effectiveness Nigeria education system.

Teachers: The study will serve as a guide to teachers on how strategically enhance classroom management and as such district education officers, district inspectors of schools to realize the effects of poor classroom management on students’ performance.

School Proprietors: it will enable secondary school proprietors to be able to plan systematically for the provision of good classroom which enhance students’ academic performance

Researchers: It will contribute to the existing body of knowledge and will help other researchers when working on related issues.

The result of this study will be of help to examination bodies to evaluate the teacher’s effectiveness in schools, based on their performance in the external examinations. It will help them to organize seminars, workshops and conferences to help the teachers increase their effectiveness in the schools. The result of this study will be useful to the Post Primary School Management Board, They will base appointment of administrators on high school administrator not on personal relationship with the board.

Operational Definition of Terms

School Administrators: School Administrators oversee administrative tasks in schools, colleges or other educational institutions. They ensure that the organization runs smoothly and they also manage facilities and staff.

Teacher effectiveness: Teacher effectiveness refers to a set of within-person attributes—personality, motivation, beliefs, and dispositions—that interact with contextual factors (cultural, social, educational) to influence student outcomes.

Classroom management: Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students.

Student:  Student is a person formally engaged in learning, especially one enrolled in secondary school.

Teacher: A teacher or schoolteacher is a person who provides education for students.

Classroom: A room or place especially in a school in which classes are conducted.

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