Relationship between Principals Managerial Role Performance, and Students Academic Achievement in Public Senior Secondary Schools in North Central States, Nigeria
DOI:
https://doi.org/10.67378/00egt519Abstract
The study examined the relationship between principals’ managerial role performance, teachers’ and students’ academic achievement in public senior secondary schools in North Central States, Nigeria. Correlation research design was used in this study. The population of the study comprises 1,115 principals and teachers in 1,115 public senior secondary schools in the North Central States. The sample for the study comprised of 259 principals. The instrument used for data collection was Questionnaire on school managerial role performance and students’ academic achievement (QSMRSAA). To establish the validity of instrument, the questionnaire was given out to expert in Educational Management, Nasarawa State University, Keffi. The expert scored the instrument and, in the process, a validity index of 0.72 was obtained. The instrument was further subjected to pilot study. The instrument was pilot tested on 10 principals; the respondents were part of the population but not part of the sample for this study. The data obtained the pilot test was used to compute the internal consistency of the instrument using Cronbach alpha method. Results obtained from the exercise were used to obtain reliability index of 0.77 for the instrument. The data collected for the study was analyzed using Pearson’s product moment correlation. The findings from the study showed there is a significant relationship between principals’ monitoring role and students’ academic achievement in North Central States, Nigeria and there is a significant relationship between principals’ supervision role and students’ academic achievement. The study concludes that principals’ managerial roles significantly relate to students’ academic achievement in public secondary schools in North Central States, Nigeria. The study recommended that there should be effective monitoring and supervision of classroom instruction by principals in order to ensure they engage in teaching and learning activities that will help enhance students’ academic achievement.
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