Principal Leadership Practices and School Effectiveness in Niger State, Nigeria

Autor/inn/en	Umar, Ombuguhim Salman; Kenayathulla, Husaina Banu; Hoque, Kazi Enamul
Titel	Principal Leadership Practices and School Effectiveness in Niger State, Nigeria
Quelle	In: South African Journal of Education, 41 (2021) 3, Artikel 1859 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Umar, Ombuguhim Salman) ORCID (Kenayathulla, Husaina Banu) ORCID (Hoque, Kazi Enamul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Principals; Department Heads; Boards of Education; Administrator Attitudes; School Administration; School Effectiveness; Leadership Effectiveness; Leadership Styles; Secondary School Teachers; Professional Development; Educational Needs; Correlation; Foreign Countries; Nigeria + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Ausschuss; Schuleffizienz; Führungseffizienz; Führungsstil; Educational need; Bildungsbedarf; Korrelation; Ausland
Abstract	In the study reported on here, we investigated the effectiveness of principal leadership practices in secondary schools in Niger State, Nigeria. Surveys were conducted with 154 principals, 269 heads of the department and 25 members of staff from the Secondary Education Board in Niger State. The findings indicate that the extent of principal leadership practices and school effectiveness attributes in secondary schools in Niger State is high. The result of multiple regressions shows that about 14% (R[superscript 2] =0.14) of the variation in school effectiveness accounted for leadership practices. We recommend that the Federal and State Ministries of Education in Nigeria focus on issues other than leadership practices, such as training programmes for secondary school teachers to enhance school effectiveness. There is also a compelling need for secondary school principals to identify and promote the professional development needs of teachers and to ensure that teachers are effectively trained to enhance the development of secondary schools into centre of excellence. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01