THE
ROLE OF PRINCIPAL ON STUDENTS ACADEMIC PERFORMANCE IN KHANA LOCAL GOVERNMENT
AREA
Deedenwii,
Bariture N.
(Nd,
D.CL)
Tel:
+234-7012543482 or +234-9050517580
School
of Management Sciences
Department
of Office Technology and Management
Kenule
Beeson Saro-Wiwa Polytechnic
P.M.B
20
Bori
ABSTRACT
This work
investigates the role of principal on students academic performance in Khana
Local Government Area. To effective explain this principal styles of leadership
from the central point of focus, hence the drive force for improve academic
performance. The conceptual review and empirical review form the nucleus of the
work; this research used the descriptive research method and hence adopted the
qualitative form of analysis. it was found that mix style of leadership will
enhance principal role in students academic performance and therefore posits
that principal and vice principal should be trained regularly on the best style
of administration to improve student academic performance in both internal and
external examinations.
Keywords: Principal,
Students and Academic Performance
INTRODUCTION
The
achievements of educational performance of every secondary school depend on the
administrative pattern of the principal as the head of the institution. In
achieving this objective, the school principle has important roles to play.
Among these roles include providing effective leadership in secondary schools,
thereby enhancing academic performance of the students (Naruna, 2015). Igwe,
Ndidiamaka & Chidi (2017) posits that school are institution or an
environment whose efforts are deliberately coordinated by principals for the
purpose of imparting knowledge, skills and attitude to students or pupils in
order to achieve predetermined educational objectives or goals. The leadership
style of the principal influences the activities of the student in relationship
to know how serious they are to their studies. The role of the principal hinges
on the administrative style of the principal in achieving the student’s
academic performance. It is argued that the principle get things done with the
assistance and cooperation of other people within the school system (Agenta,
2001) nowadays, the role of principal is to emphasize his or her activity as
the transformational and instructional leader. This is because effectiveness is
ultimately determined by the impact of the principal on students leaning
outcome. Most of the research findings in the literature strongly correlate
that the principal is the most important in providing leadership for improved
instruction and better curricular in order to enhance high academic excellence
in educational performance. (Igwe, Ndidiamaka & Chidi, 2017)
The
role play by the principal to greater extent influences the effectiveness of
the students and school performances academically. Collaborating and
accentuating to the above principal and the style of administration emerges as
the key to academic excellence, or outstanding characteristic of the school.
Therefore there is no doubt that those seeking quality in education most ensure
its presence quantum proportion and that the development of potential leaders
must be given poorly (Abrar, Baloch and Ghouri, 2010, cited in Igwe, Ndidiamaka
and Chidi, 2017).
It
is ‘critical to say here that principal is an important personality in the
governance and management of the school for several reasons which include
upholding the culture of the school, maintain school ethnics and discipline,
management of school funds, management of the general welfare of staff and
students soliciting support for schools from the host test community and
developing the quality and standards of education (Obama, Eunice & Erodho,
2015). It is crystal clear that the quality and management ability of principal
will always lead to quality academic performance of students. Therefore, it is
against this background that this study was prompted and sought to compare how
principal role enhances students’ academic performance in Khana Local
Government Area of Rivers State.
STATEMENT OF THE
PROBLEM
With
the problem that emanates from the outcome of school examination most especially
NECO and WAEC has put a question mark on the role principal play in the
academic performance of students in secondary schools.
Result
from this problem and the anxiety created in the mind of the stake holders in
the education sector, it has come to mind the best way or style principal
should adopt to increase academic excellence of students. With the comparelism
with order countries and the surge for the acquisition of quality education,
the priority is place on what best method or leadership style the principle
should adopt to meet up with the fund. In Rivers state and especially in Khana
Local Government Area Principals are face with a long challenges of academic
performance of their students which are result of government inability to
provide conducive learning environment, that are obtainable in most private
schools. This difficult become a night mare for principal of public schools to
meet up with the stake holder need of academic excellence.
Igwe,
Ndidiamaka and Chidi (2017) educated that there is no gain saying the fact that
academic performance of students examination is determined by many factors,
such as leadership style which play a very significant role in the quality of
education delivery. Studies by scholars and researcher have established the consensus
that principals’ leadership styles have significant impact on students’
performance and achievement in examination.
Identify
in this research are the lack of effective principal style of leadership or
types that will enhance student academic performance. It is also argued that
lack of knowing the relationship between the principals leadership variables
(styles, educational qualifications and experience) on the schools performance
and students academic achievement and lack of school principals model to follow
the suits.
Fundamentally
less was been targeted to the relationship between principle leadership
behavior and academic achievement of students because of the perception of the
stake holders. Resulting from the quest for academic Excellency it therefore
the interest of this study to examine the how leadership styles and types
exhibited by principals, their effects on the academic performance of students.
RESEARCH QUESTIONS
This
research has the following research questions:
1. What
are the roles of principal toward academic performance of secondary school
students in Khana Local Government Area?
2. What
are the styles adopted by the principal for achieving academic excellence of
secondary schools students in Khana Local Government Area?
3. To
what extent is the level of student’s academic performance improved by the more
commonly used leadership style in schools?
4. What
is the best leadership style to enhance academic performance of secondary
schools student in Khana Local Government Area?
OBJECTIVES OF THE STUDY
1. To
determine the role of principal in academic performance of secondary school
students in Khana Local Government Area.
2. To
determine the style of leadership adopted by principal in achieving academic
performance of secondary school students in Khana Local Government Area.
3. To
ascertain the principal style in achieving academic performance of secondary
school student in Khana Local Government Area.
4. To
determine the best leadership in enhancing Academic performance of Secondary
School Students in Khana Local Government Area.
SIGNIFICANCE OF STUDY
This
study is significant because the principal function that leads to students’
academic achievement could be more appreciated. It could also help the ministry
of education to appreciate the extent of the school principals’
appropriateness. It could also go long way to assisting timely decision making
concerning the schools and the principal by the ministry of education and the
other stakeholders, also the society will have an insight of a unique model for
leadership and that in turn boost the student’s academic achievement.
Finally,
the findings of this study will be highly contributed to knowledge, which might
justify stake holders’ expectations of the principals. The researcher believed
that the starting point to improve the performance of the teachers as well as
the improvement of the student’s academic achievement and to provide Nigerian
principal with the adjustable leadership style(s) that will create conductive
leaning environment.
SCOPE AND LIMITATION OF
THE STUDY
The
aim of this study was to examine the role of principal on academic performance
of secondary schools students in Khana Local Government Area of Rivers State.
The target population of this study was the Khana Local Government Area
principals, Vice principal and teachers especially from the public secondary
schools. The scope of this research is that it measures the principal’s role in
achieving academic performance of secondary schools students. The study
investigates and associated the leadership style of the principle in providing
academic excellence in consonance with the style of leadership.
The
study was limited by some other factors ranges from time constraint, finance,
distant and the activity of the respondent to give the necessary information
heeded for the study.
DEFINITION OF TERMS
Principal
Principal
is a person with the influence authority or most important position in an
organization or institution. Principal is the chief or head or director of the
school. He is an overall person in charge in the school setting.
School Performance
School
Performance encompass the fill range of activities that would characterize a
school as being successful in term of achieving higher number of student that
performed well in examination.
REVIEW OF RELATED LITERATURE
CONCEPTUAL FRAMEWORK
Much
effective school research over the past two decades has concentrated on
examining the relationship between the leadership behavior of school principals
and the enhancement of organizational performance (Shum & Cheng, 1997). Of
particular interest have been studies that highlighted the mediating role
principals serve between teachers and learners (Sins & Murray- Harvey,
1999).
Interestingly,
results from these studies have suggested that principals have the ability to
indirectly affect student achievement by improving the tone or learning
environment of a school (Johnson, Livingston, Schwartz & Slate,
2000).However, while the concepts of school leadership and school learning
environment seem to be intuitively linked, there has -been few studies that
have related these concepts together (Griffith, 1999).
Furthermore,
recent paradigm shifts in conceptualizing leadership have also encouraged
educational researchers to consider these relationships from the perspective of
new leadership models. Prominent among them is the transformational and
transnational leadership model (Bums, 1978) which suggests that follower
performance can be lifted to beyond what is normally considered to be
acceptable (Bass, 1985). Again, transformational leaders are able to manipulate
and alter their environmental constraints in order to achieve performance goals
(Kirby, King and Paradise, 1992).
Adeyema
and Bolarinwa (2013), brought into focus a dimension of leadership style that
is associated with the autocratic/democratic continuum. This is the task
orientation- versus relationship-oriented style of leadership with the task
orientation being similar to the autocratic method and the relationship
oriented style being similar to the democratic method. According to the
authors, current research has established that the difference between the
effectiveness and ineffectiveness of the four leadership styles is the
appropriateness of the leader’s behavior to the particular situation in which
it is used. With respect to the foregoing, Duze (2012) states that one of the
basic factors that would elevate or debilitate each of the four leadership
styles is the basic task maturity of the individual or group being led with
maturity being defined in terms of the capacity to set high but realistic
goals.
Kemp
and Nathan (1989) identified three styles of leadership namely authoritarian,
democratic or delegated, and or laissez-faire. According to Adeyemi (1998) the
authoritarian or autocratic leadership style is used when leaders tell their
employees what they want done and how they want it accomplished, without
getting the advice of followers. This style results in the group members
reacting aggressively and uninterestingly in the work environment. They further
suggest that authoritarian style should normally only be used on rare
occasions. This often results in unending industrial disputes in an
organization hence affecting the achievement of the overall goals and
objectives. The participative or democratic leadership style involves the
leader including one or more employees in the decision making process in
determining what to do and how to do it. However, the leader maintains the
final decision making authority. Using this style is not a sign of weakness;
rather, it is a sign of strength that your employees will respect (Obama,
Eunice and Orodho, 2015).
Nsubuga
(2008) maintains that an effective principal pays more attention to planning
work, special tasks and permits teachers to participate in decision-making processes
in an effort to achieve school goals. Using this style is of mutual benefit. It
allows them to become part or the team and allows you to make better decisions.
According to Ogunasanwo, (2000) the participatory leadership style provides a
climate of sense of unity in pursuit of set goals.
Delegated
or free reign is where the leader allows the employees to make the decisions.
This is used when employees are able to analyze the situation and determine
what needs’ to be done and how to do it. The laissez-faire style of leadership,
according to Flippo and Munsinger, (1982) is where a leader succumbs to Theory
Y. The theory argues that people are innately motivated, naturally like to do
work and therefore there should be no rules since everybody has an inborn sense
of responsibility. However, this style of leadership may result in indiscipline
due to non-enforcement of rules and regulations in a school leading to poor
performance in both national and external examinations.
Pervasive
and sustained student learning is more likely to occur in schools with strong
instructional leadership. Morphet, Johns and Reller (1974) stress that
administrative efficiency will be valid only to the extent to which it will
contribute to the attainment of goals of the organization, the goals of actors
in the organization and the extent that it will meet the requirements of the
environment for that survival of the organization. Bell (1992) notes that
effective leadership will provide schools with a vision, explicit philosophies
laid on consultation and team work and lead to success in attainment of good
results in national examinations. Abrar, Baloch and Ghour (2010) further assert
that incompetent principals are a big problem to the overall administration and
management of education in any country.
EMPIRICAL STUDIES
REVIEWED: LEADERSHIP AND STUDENTS’ ACADEMIC PERFORMANCE
The
term ‘academic performance’ has been described as the scholastic standing of a
student at a given moment; it refers to how an individual is able to demonstrate
his or her intellectual abilities. This scholastic standing could be explained
as the grades obtained in a course or groups of courses taken (Daniels and
Schouten, 1970), Owoyemi, 2000). Animola, (1990) commented on the scholarstic
standing of students and argued that performance is a measure of output and
that the main outputs in education are expressed in terms of learning, that is,
changes in knowledge, skills and attitudes of individuals as a result of their
experiences within the school’s system. Thus, in determining academic
performance, Daniels and Schouten (1970) emphasized the use of grades in
examinations and reported that grades could serve as predictive measures as
well as criterion measures. Findings made by Al-Shorayye (1995) and Adeyemi
(1998) gave credence to this point.
Academic
performance therefore is largely identified by a range of statistical
indicators. Science Teachers Association of Nigeria (STAN, 1992) supported this
argument and reported that performance is the level of attainment of a person
in an examination, that is, how an individual is able to demonstrate his or her
abilities in an examination. Performance has been regarded as a measure of
educational output (Adeyemi, 2006). This fact buttresses Oberneata’s (1992) argument
that the performance of students in public examinations in many Nigerian
schools has been poor as a result of shortage of teachers, inadequate funding
of schools and the broad secondary school curriculum. Supporting these
findings, Animola (1990) expressed that this poor performance of students has
been a great concern to curriculum planners and stakeholders in the education
sector.
Ornotoso
(1992) attributes the causes of dwindling performance of students in Nigerian
schools to the poor financial position of government which has made the funding
of schools inadequate. This situation has placed a greater burden on the
Parents Teachers Associations which is saddled with the funding of most capital
projects in schools. The introduction of the Structural Adjustment Programme by
the Federal Government of Nigeria in 1986 led to the rising cost of textbooks
and stationery in Nigeria. Hence, the running grants to schools were often
delayed and grossly inadequate in view of the rising cost of living (Ige, 2001).
Ibukun (1990) supported this view and reiterated that poor training of
teachers, lack of textbooks and inadequate facilities often lead to poor
educational results. As a result, he asserted that the educational system in
Ondo State, Nigeria is being seriously challenged, as it appears to be true in
opinion of many people that the standard of the educational enterprise is
falling in the State.
Principals
play a significant role in determining the academic performance in secondary
schools due to their varied tasks and roles together with their constant
supervision of their teachers determined to a great extent the level of teacher
input and students academic achievement (Budohi, 2014). Many of them have
failed in school leadership because of many management problems relating to
institutional planning, human relations, discipline, instructional supervision
and community relations experienced which ultimately impact on students’
academic performance. Studies carried out by many scholars indicate that students’
academic achievement is mainly dependent on environmental factors and personal
factors of the students (Okumbe, 1998). Students’ personal factors include
intelligence, discipline and personal goals. Environmental factors include the
principals’ leadership style, quality and quantity of teachers and learning
materials (Olaniyan, 1999) finance (Okumbe, 1998) and home environment
(Griffith, 1999).
Commenting
on the inadequacy of physical facilitates in schools, Animola (1990) remarked
that there were over-crowded classrooms especially in urban schools and the
absence of laboratory facilities in many rural schools thereby inhibiting
effective teaching and learning processes. This situation tends to have adverse
effect on students’ academic performance in schools. Towards this end, Adeyemi,
(1998) conducted a study on schools and teacher variables associated with
students’ academic performance in Undo State secondary schools and found that
students’ performance in the major subject of the school curriculum was at a
low level. Similar finding were made by other researchers (Aghenta, 2000; Ige,
2001).It needs to be mentioned, however, that the pattern of scoring in the
senior secondary certificate examinations was such that: Al to C6 are credit
grades. As such, students are required to obtain credit grades in 5 subjects
including English Language and Mathematics in order to qualify for admissions
into higher institutions in Nigeria (WAEC, 2010).
In
essence failure to master their leadership roles and lack of proper
induction/training on school leadership are probably the most frequently cited
reasons why most principals fail to improve on student’s academic performance
and objectives. Effective leadership style is essentially a tool which
principals should use to raise teachers’ job efficiency and consequently
improve the dwindling academic performance of students in both national and
external examinations.
Research Methodology
This
section is a presentation of the research methodology adopted in the present
study. The chapter is organized under the following sub-headings research
design, population of the study, sample and sampling technique instrumentation,
validation of the instrument, reliability of the instrument, administration and
date analysis.
Research Design:
This
is a descriptive study; hence attempt is made to know the role of principle on
the academic performance of secondary students in Khana Local Government Area.
Population
The
population of the consists of all secondary schools pupils in Khana Local
Government Area made of Nyo-Khana Ken-Khana, Babbe and Bori Urban. But purpose
of applicability, the population is made of 80 students and principals.
Sample and Sample
Technique
The
sample is made up of 80 students and principals draw from schools in Nyo-khana
District Babbe, Ken-Khana and Bori Urban. For the selection of these students,
a ransom sampling techniques was adopted.
Instrument
A
questionnaire titled the role of principle on the academic performance of
secondary schools student in Khana Local Government Area. The questionnaire was
based on the review literature and the research questions. The questionnaire
comprises two section, A and B. Section A contains personal data of the
respondents, while section B is the questionnaire proper with response label.
Section B of the questionnaire has an open ended question; (Yes or No) this was
used to determine the responded answer to the various variables in the
questionnaire. The score from the responded was added and divided by the total
number of response labels in order to get the percentage to work with. The
percentage is used to determine whether an item in the questionnaire is
accepted or rejected.
Validity of the
Instrument
To
validate the instrument, the questionnaire was given to five lecturers in the
centre to go through the contents of the questionnaire for their comments and
inputs as well remarks, observation and suggestions. Their views were taking
into consideration by the researcher in the producing the final copy of the
questionnaire.
Reliability of the
Instrument
After
the preparation of the questionnaire items, a sample of twenty five
questionnaire item were administered to twenty five student in some randomly
secondary schools in Khana Local Government Area of the state. The questionnaire
items were administered to these students in two stages.
The
first twenty-five students were given the questionnaire to fill after which
they were collected for analysis. Two weeks later, the questionnaire items were
given out to the same twenty five (25) students in the same Local Government
Area which they filled and returned which were also analyzed. The data from the
two samples were analyzed with simple percentage.
Administration of the
Instrument
Before
administered the questionnaire item especially in schools, permission were
sought form the school principles to use their schools for the study. When that
was done students were used to assist the researches, copies of the
questionnaire were given out and collected from the respondents on the spot.
Data Analysis Procedure
Based
on the data collected, the respondents were giving on the basis of “Yes and No”
and the number of yes for each questions were added together, also the number
of No were added together. It was divided with the number of frequency and
percentage to determine the percentage. Any item that fails below 50% was
rejected, while these above 50% were accepted.
Mathematically
express as:
n/n x 0/0
where
x
= number of yes or no
n
= number of frequency
%
= percentage
Data Presentation and Analysis
The
major focus of this chapter is the presentation and analysis of data.
4.0 DATA PRESENTATION
For
addressing the research questions formulated in chapter one, the primary data
of (80) copies of questionnaires was administered to the respondent; out of the
80 copies administered, 76 copies were duly completed and returned in the order
below.
Table 4.1
Administration of Questionnaire
|
Schools
|
No. of questionnaires administered
|
No. of questionnaires returned
|
Percentage
|
|
Community
Secondary school Wiiyaakara
|
20
|
18
|
22.50
|
|
Community
Secondary school Bori
|
20
|
20
|
31.25
|
|
Community
Secondary school Luawii
|
20
|
19
|
23.75
|
|
Comprehensive
High school Bori
|
20
|
19
|
23.75
|
|
Total
|
80
|
76
|
94.7
|
Source: Field Work 2019
The
above shows the total number of questionnaire distributed to four schools at 20
copies. Each of the school were administered 20 copies representing 25%
distribution to determine the impact of principal administrative style on the
academic performance of secondary school students in Khana Local Government
Area. To total of Eighty (80) questionnaires were distributed of which 76
copies were duly filled and returned representing 94.7% of respondents.
Analysis of Research
Question I
What
are the roles of principal towards academic performance of secondary schools
students in Khana Local Government Area?
Table 4.2 Question 1
|
Responses
|
No.
of Respondents
|
Percentage
|
|
No
|
20
|
6.8%
|
|
Yes
|
274
|
93.2%
|
|
Total
|
294
|
100%
|
Source: Field Work 2019
From
question 1; in answering to the research questions, it indicated that role of
principal toward academic performance of students is crucial. In the table
93.2% of the respondent answer “yes” that principal play an important role in
the academic performance of students. If the principal leadership is
questionable it affects the students performance academic hence 6.8% respondent
say “No”, indicating in the negative that principal role out weight any other
things and therefore it is role will continue to boost the academic performance
of students in his/her school.
Analysis of Research
Question 2
Does
principals adopts a good leadership styles in achieving academic performance of
secondary schools students in Khana Local Government Area?
Table 4.3: Question 2
|
Responses
|
No.
of Respondents
|
Percentage
|
|
No
|
18
|
28.9%
|
|
Yes
|
209
|
81.1%
|
|
Total
|
294
|
100%
|
Source: Field Work
2019.
From
the table above, the responses of the people to “YES” is 209 representing 81.1%,
agreed that the principals adopts good leadership styles in achieving academic
performance of secondary schools students in Khana local government area, While
the responses of the people to “NO” is 18 representing 28.9% that principals do
not adopt good leadership style to achieve academic performance of secondary
schools students in Khana Local Government Area.
Research Question 3:
Does
the level of students’ academic
performance improved the leadership style in secondary schools in Khana Local
Government Area?
Table 4.4: Question 3
|
Responses
|
No.
of Respondents
|
Percentage
|
|
No
|
65
|
22.1%
|
|
Yes
|
229
|
87.9%
|
|
Total
|
294
|
100%
|
Source: Field work 2019
From
the table, the responses of the people to “Yes” is 229 representing 87.9% of
the student academic performance is determined by the improved and the most
common used leadership style. This indicate that the acceptable style of
leadership style that is practicable and commonly used in the area effectively
drive the improvement of academic performance of students in Khana Local
Government Area of Rivers State. Also from that the respondents, responses to
that common used style and did not improved academic performance did not have
the required percentage as 65 representing 22.1% say “No” it clear that the
most commonly used style of leadership like the democratic and participating
style resulted in the improved performance of the students academic
performance.
Research Question 4:
Does
good leadership style enhance academic performance of secondary schools
students in Khana Local Government Area?
Table 4.5: Question 4
|
Responses
|
No.
of Respondents
|
Percentage
|
|
No
|
87
|
30%
|
|
Yes
|
217
|
70%
|
|
Total
|
294
|
100%
|
Source: Field work 2019
Table
4.5 shows that the respondents to question 9-10, that indicated that a total of
294 responses responded, and that 217 respondent representing 70%affirmed “yes”
while 87 representing 20% say “No” the indications is that larger number of the
respondents (217) representing 70% become crystal clear that for the improve
performance of student academic performance, the best style of leadership was put
in place or a combination of the best styles. The respondents has clearly shown
that students academic performance in school solely dependent upon the best
style of leadership exercise by the principal toward the teacher as well the
students with the low degree of responses on the negative angle, it is
leadership exercise by the principal influences student academic performance.
DISCUSSION OF FINDING
From
all the research questions in the research conducted it is abundantly clear
that the academic performance of students in Khana Local Government Area of
Rivers State depend on the style of leadership adopted by the principal in the
relationship with the students or teachers, the style of leadership or the role
of the principals can either be negative or positive or on the students
performance. In all the research question greater affirmative response to “yes”
which indicated that for academic excellence of students the principals play a
key role.
CONCLUSION AND RECOMMENDATION
CONCLUSION
This
work investigated the role of principal on the academic performance of students
in Khana Local Government Area of Rivers state, for any academic performance
the principal leadership capacity is driven factors for that will either bring
about the improved academic performance or deterioable academic performance,
therefore the researcher factors this in the background to the study and
problematize the problem there in and the understanding that leadership style
is the foundation of academic performance which is exercise by the principal as
the administration head of secondary schools.
The
study tried to determine the role of principals as the driven force(s) for
academic performance. In the reviewed of literatures, was reviewed under the
conceptual review and empirical review to show the relationship among the
variables in the study.
This
investigation asserts that leadership styles of principals are critical
variable in the administration and management of secondary schools in Khana
Local Government Area of Rivers Stale. This was
Evidence
in the findings which indicated that the common used style of leadership by
principals has the capacity of enhancing student academic performance in
internal and external examinations. The study also view that there is no single
best leadership style for high performance of principals rather a mix is
advocated and should be applied based on contingency.
RECOMMENDATIONS
Based
on the conclusion the following recommendations were made:
1. The
principals, should applied the best and the common leadership styles desirous
of improved academic standard especially in increasing the level of students
academic performance.
2. It
is also recommended and training and development programmes should be given to
principal and vice principal to update them with current trend in school
administration in order to achieve academic performance.
3. Finally,
schools administrator, like the principals should periodically undergo training
and should be also monitor by the Ministry of education to ensure the best
style of administration is instituted to enhance academic performance of
students.
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