PRINCIPALS’ SUPERVISORY TECHNIQUES AS PREDICTORS OF SCHOOL ADMINISTRATION IN SECONDARY SCHOOLS IN RIVERS STATE

Abstract

The study investigated principals’ supervisory techniques as predictors of school administration in public secondary schools in Rivers State. Two research questions were answered while two null hypotheses were tested in this study. The study is a correlation research design with a population of 286 principals from the 286 public secondary schools in Rivers State. The sample size of the study is 200 principals drawn from 200 schools representing 70% of the population. Two instruments, Principal’s Supervisory Techniques Questionnaire (PSTQ) and School Administration Questionnaire (SAQ) were used for data collection. The instruments PSTQ and SAQ were face validated by three experts. Internal consistency reliability type through Cronbach alpha techniques gave the reliability coefficients of 0.71 and 0.74 for Principal’s Supervisory Techniques Questionnaire (PSTQ) and School Administration Questionnaire (SAQ) respectively. Linear regression was used to answer the research questions while t-test associated with linear regression was used to test the null hypotheses at 0.05 level of significance. The study revealed that principals’ classroom visitation supervisory technique significantly predicts school administration to a very high extent in secondary schools in Rivers State. More so, the study revealed that principals’ team teaching supervisory technique significantly predicts school administration to a very high extent in secondary schools in Rivers State. Based on the findings of this study, the researcher recommendations that the school teachers should always visit the classrooms at will without informing the classroom teacher. More so, the principals should make frantic efforts to monitor the development strategies and strands in each of the departments in the school in order to ensure that everyone is carried along and shown sense of belonging in their teaching profession