ASSESSMENT OF ADMINISTRATIVE ROLE PERFORMANCES OF HEADMASTERS OF PRIMARY SCHOOLS IN EBONYI STATE SOUTH EAST, NIGERIA

Abstract

This study was carried out to identify the administrative role performances of headmasters of primary schools in Ebonyi state, southeast Nigeria. The study also identified the challenges faced the headmasters in performing their roles and strategies for handling these challenges. Three research questions were developed in line with the purpose of the study. Three null hypotheses were formulated and tested at 0.05 level of significance. The study adopted descriptive survey design. The population of the study is 1471 headmasters and 10,188 teachers, and the sample comprised 150 headmasters and 1000 primary school teachers from the area of study. This sample was drawn using multi-stage sampling technique. A–21 item instrument termed “Headmasters’ Administrative Role Performance Assessment Questionnaire” (HARPAQ) was used by the researcher for data collection. The instrument was first validated by experts and reliability was determined using Cronbach Alpha Statistics and the reliability got was 0.85. The administration and retrieval of instrument were through direct contact and use of research assistants with the respondents. Data collected were analysed using mean and standard deviation for the research question while z-test statistics were used for testing the null hypotheses. The findings of the study revealed that all the 21 items were accepted by the respondents. Findings on the hypotheses tested revealed that there was no significant difference in the mean responses of headmasters and primary school teachers from Ebonyi state on the items presented. Adequate funding, prudency and accountability in fund management, regular leadership training of headmasters, formation of formidable umbrella union for the headmasters to always interact with government on issues of school funding and management, involving the PTA and community in school management among others were recommended.