School Development Planning: A Strategic Tool for Secondary School Improvement in Rivers State, Nigeria

Autor/in	Agi, Ugochukwu Kysburn
Titel	School Development Planning: A Strategic Tool for Secondary School Improvement in Rivers State, Nigeria
Quelle	In: Journal of the International Society for Teacher Education, 21 (2017) 1, S.88-99 (12 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-5968
Schlagwörter	Foreign Countries; Strategic Planning; Educational Improvement; Educational Planning; Secondary Education; Teacher Surveys; Questionnaires; Educational Development; Predictive Validity; Rural Urban Differences; Hypothesis Testing; School Location; Teacher Attitudes; Educational Administration; Regression (Statistics); Statistical Analysis; Nigeria + Suchen Sie Ihr Suchwort? Ausland; Strategy; Planning; Strategie; Planung; Teaching improvement; Unterrichtsentwicklung; Bildungsplanung; Sekundarbereich; Fragebogen; Bildungsentwicklung; Stadt-Land-Beziehung; Hypothesenprüfung; Hypothesentest; Schulgelände; Lehrerverhalten; Bildungsverwaltung; Schuladministration; Schulverwaltung; Regression; Regressionsanalyse; Statistische Analyse
Abstract	The challenge of improving secondary education to achieve the goals defined in the National Policy on Education (FRN, 2013) remains a daunting task. This study addressed the role of school development planning as a strategic tool for the improvement of secondary education in Rivers State, Nigeria. Three research questions and three hypotheses were used to guide the study. Stratified sampling technique was used to select 200 teachers from rural and urban schools in five local government areas of Rivers State. The Teacher Perception of School Development Planning and Improvement Questionnaire (TPSDPIQ) was used to collect data. The findings showed that, in general, teachers' perceptions about the significance of school development planning factors for secondary school improvement were strikingly similar. Specifically, the findings showed that: (a) teachers' perceptions about school development significantly predicted their perceptions about school improvement, (b) there was no significant difference between teachers' perception of school development planning across urban and rural schools, and (c) there was no significant difference between teachers' perception of school improvement across urban and rural schools. Recommendations included the development of a policy requiring all secondary schools in the state to have a school development plan for a specified period, as well as, having headteachers, teachers, and community engage in developing the school plan. (As Provided).
Anmerkungen	International Society for Teacher Education. Danish School of Education, Aarhus University, Niels Juelsgade 84, 8210 Aarhus N. Denmark; e-mail: isftecontact@gmail.com; Web site: http://isfte.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01