Identifying the Administrative Problems Encountered by Secondary School Principals in Agbani Education Zone

Kalu Thankgod Ugochukwu

doi:doi:10.11648/j.ijsedu.20241203.14

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Identifying the Administrative Problems Encountered by Secondary School Principals in Agbani Education Zone

Kalu Thankgod Ugochukwu^*

Published in International Journal of Secondary Education (Volume 12, Issue 3)

Received: 26 July 2024 Accepted: 5 September 2024 Published: 26 September 2024

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Abstract

This study aims to identify and analyze the administrative problems encountered by secondary school principals in the Agbani Education Zone. The research adopts a descriptive survey design, focusing on 594 respondents, including both principals and teachers, from a population of 1,142. Data were collected through a structured questionnaire, validated by experts, with reliability established using Cronbach’s alpha. The study is guided by two research questions and two hypotheses, tested at a 0.05 level of significance. The analysis utilized mean, standard deviation, and t-tests to evaluate the perceptions of principals and teachers regarding administrative challenges. Key findings indicate that secondary school principals face significant challenges, including truancy, indiscipline among students and staff, poor communication facilities, and inadequate financial resources. These issues were found to detrimentally affect school administration and educational delivery. To address these challenges, the study suggests several strategies, including organizing regular seminars and workshops for principals, involving parents more actively in the administrative process, and improving communication facilities within schools. The study concludes that addressing these administrative issues is essential for improving educational outcomes and overall school management in the Agbani Education Zone. The proposed strategies aim to enhance the leadership capabilities of principals, foster a collaborative environment among stakeholders, and ultimately improve the quality of education in the region. These recommendations underscore the need for a comprehensive approach involving all stakeholders, including government authorities, to create a supportive and effective educational environment.

Published in	International Journal of Secondary Education (Volume 12, Issue 3)
DOI	10.11648/j.ijsedu.20241203.14
Page(s)	75-80
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Administrative Problems, Secondary School Principals, Agbani Education Zone, Educational Management, School Administration, Indiscipline, Communication Facilities

References

[1]	Chidobi, R. U. (2012). Administrative challenges in secondary schools. Journal of Education and Practice, 3(6), 45-54.
[2]	Adepoju, T. L., & Ojo, M. O. (2019). Enhancing school management: Challenges and strategies for educational leaders. Journal of Educational Leadership and Management, 12(4), 135-145.
[3]	Ezeocha, P. A. (2005). Effective communication in educational management. Enugu: Fourth Dimension Publishing Co. Ltd.
[4]	Akomolafe, C. O., & Adesua, V. O. (2020). Administrative effectiveness and school management in secondary schools. International Journal of Educational Administration and Policy Studies, 12(1), 34-41.
[5]	Obasi, M. U., & Okpara, N. C. (2018). The impact of inclusive decision-making on school administration. International Journal of Educational Administration, 6(4), 39-52.
[6]	PRS PPSMB Agbani Education Zone. (2023). Statistical record of principals and teachers.
[7]	Ali, G., & Yusuf, A. (2022). Strategic management in educational institutions: Challenges and opportunities. Journal of Educational Management Studies, 18(3), 112-123.
[8]	Ogunleye, A., & Aluko, O. (2021). Financial constraints and administrative effectiveness in Nigerian schools. Journal of Education Finance, 15(2), 89-97.
[9]	Uzochukwu, E. O., & Nwaeze, N. M. (2023). The impact of teacher indiscipline on student performance in Nigerian secondary schools. Journal of Educational Studies, 10(1), 22-34.
[10]	Adewale, K. A., & Salami, O. (2022). Stakeholder involvement in school administration: A pathway to sustainable education. Educational Planning Journal, 28(4), 56-68.
[11]	Eke, C. I., & Ndukwe, U. C. (2021). The role of school location in determining academic performance: Evidence from Nigerian secondary schools. Journal of Educational Research and Practice, 13(2), 77-86.
[12]	Bamidele, M. O., & Ajayi, S. B. (2022). Addressing examination malpractice in Nigerian secondary schools: Challenges and solutions. International Journal of Educational Integrity, 18(2), 45-58.
[13]	Onyebuchi, J. O., & Ekene, F. K. (2023). Enhancing educational leadership through professional development: A study of Nigerian schools. Journal of Educational Leadership, 19(1), 99-110.
[14]	Obi, N. O., & Mba, I. E. (2021). Effective communication strategies in educational management: A Nigerian perspective. International Journal of Educational Studies, 14(3), 115-126.
[15]	Oladele, B. T., & Ibitoye, K. J. (2023). Overcoming staffing challenges in Nigerian secondary schools: Policy and practice recommendations. Journal of Educational Workforce, 22(4), 78-89.

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APA Style

Ugochukwu, K. T. (2024). Identifying the Administrative Problems Encountered by Secondary School Principals in Agbani Education Zone. International Journal of Secondary Education, 12(3), 75-80. https://doi.org/10.11648/j.ijsedu.20241203.14

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ACS Style

Ugochukwu, K. T. Identifying the Administrative Problems Encountered by Secondary School Principals in Agbani Education Zone. Int. J. Second. Educ. 2024, 12(3), 75-80. doi: 10.11648/j.ijsedu.20241203.14

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AMA Style

Ugochukwu KT. Identifying the Administrative Problems Encountered by Secondary School Principals in Agbani Education Zone. Int J Second Educ. 2024;12(3):75-80. doi: 10.11648/j.ijsedu.20241203.14

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@article{10.11648/j.ijsedu.20241203.14,
  author = {Kalu Thankgod Ugochukwu},
  title = {Identifying the Administrative Problems Encountered by Secondary School Principals in Agbani Education Zone
},
  journal = {International Journal of Secondary Education},
  volume = {12},
  number = {3},
  pages = {75-80},
  doi = {10.11648/j.ijsedu.20241203.14},
  url = {https://doi.org/10.11648/j.ijsedu.20241203.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20241203.14},
  abstract = {This study aims to identify and analyze the administrative problems encountered by secondary school principals in the Agbani Education Zone. The research adopts a descriptive survey design, focusing on 594 respondents, including both principals and teachers, from a population of 1,142. Data were collected through a structured questionnaire, validated by experts, with reliability established using Cronbach’s alpha. The study is guided by two research questions and two hypotheses, tested at a 0.05 level of significance. The analysis utilized mean, standard deviation, and t-tests to evaluate the perceptions of principals and teachers regarding administrative challenges. Key findings indicate that secondary school principals face significant challenges, including truancy, indiscipline among students and staff, poor communication facilities, and inadequate financial resources. These issues were found to detrimentally affect school administration and educational delivery. To address these challenges, the study suggests several strategies, including organizing regular seminars and workshops for principals, involving parents more actively in the administrative process, and improving communication facilities within schools. The study concludes that addressing these administrative issues is essential for improving educational outcomes and overall school management in the Agbani Education Zone. The proposed strategies aim to enhance the leadership capabilities of principals, foster a collaborative environment among stakeholders, and ultimately improve the quality of education in the region. These recommendations underscore the need for a comprehensive approach involving all stakeholders, including government authorities, to create a supportive and effective educational environment.
},
 year = {2024}
}

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TY  - JOUR
T1  - Identifying the Administrative Problems Encountered by Secondary School Principals in Agbani Education Zone

AU  - Kalu Thankgod Ugochukwu
Y1  - 2024/09/26
PY  - 2024
N1  - https://doi.org/10.11648/j.ijsedu.20241203.14
DO  - 10.11648/j.ijsedu.20241203.14
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 75
EP  - 80
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20241203.14
AB  - This study aims to identify and analyze the administrative problems encountered by secondary school principals in the Agbani Education Zone. The research adopts a descriptive survey design, focusing on 594 respondents, including both principals and teachers, from a population of 1,142. Data were collected through a structured questionnaire, validated by experts, with reliability established using Cronbach’s alpha. The study is guided by two research questions and two hypotheses, tested at a 0.05 level of significance. The analysis utilized mean, standard deviation, and t-tests to evaluate the perceptions of principals and teachers regarding administrative challenges. Key findings indicate that secondary school principals face significant challenges, including truancy, indiscipline among students and staff, poor communication facilities, and inadequate financial resources. These issues were found to detrimentally affect school administration and educational delivery. To address these challenges, the study suggests several strategies, including organizing regular seminars and workshops for principals, involving parents more actively in the administrative process, and improving communication facilities within schools. The study concludes that addressing these administrative issues is essential for improving educational outcomes and overall school management in the Agbani Education Zone. The proposed strategies aim to enhance the leadership capabilities of principals, foster a collaborative environment among stakeholders, and ultimately improve the quality of education in the region. These recommendations underscore the need for a comprehensive approach involving all stakeholders, including government authorities, to create a supportive and effective educational environment.

VL  - 12
IS  - 3
ER  -

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Author Information

Kalu Thankgod Ugochukwu

Department of Educational Management, Michael Okpara University of Agriculture, Umudike, Nigeria

Contact Email

http://orcid.org/0000-0002-4147-3416

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Plain Text BibTeX RIS

APA Style

Ugochukwu, K. T. (2024). Identifying the Administrative Problems Encountered by Secondary School Principals in Agbani Education Zone. International Journal of Secondary Education, 12(3), 75-80. https://doi.org/10.11648/j.ijsedu.20241203.14

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ACS Style

Ugochukwu, K. T. Identifying the Administrative Problems Encountered by Secondary School Principals in Agbani Education Zone. Int. J. Second. Educ. 2024, 12(3), 75-80. doi: 10.11648/j.ijsedu.20241203.14

Copy | Download

AMA Style

Ugochukwu KT. Identifying the Administrative Problems Encountered by Secondary School Principals in Agbani Education Zone. Int J Second Educ. 2024;12(3):75-80. doi: 10.11648/j.ijsedu.20241203.14

Copy | Download

@article{10.11648/j.ijsedu.20241203.14,
  author = {Kalu Thankgod Ugochukwu},
  title = {Identifying the Administrative Problems Encountered by Secondary School Principals in Agbani Education Zone
},
  journal = {International Journal of Secondary Education},
  volume = {12},
  number = {3},
  pages = {75-80},
  doi = {10.11648/j.ijsedu.20241203.14},
  url = {https://doi.org/10.11648/j.ijsedu.20241203.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20241203.14},
  abstract = {This study aims to identify and analyze the administrative problems encountered by secondary school principals in the Agbani Education Zone. The research adopts a descriptive survey design, focusing on 594 respondents, including both principals and teachers, from a population of 1,142. Data were collected through a structured questionnaire, validated by experts, with reliability established using Cronbach’s alpha. The study is guided by two research questions and two hypotheses, tested at a 0.05 level of significance. The analysis utilized mean, standard deviation, and t-tests to evaluate the perceptions of principals and teachers regarding administrative challenges. Key findings indicate that secondary school principals face significant challenges, including truancy, indiscipline among students and staff, poor communication facilities, and inadequate financial resources. These issues were found to detrimentally affect school administration and educational delivery. To address these challenges, the study suggests several strategies, including organizing regular seminars and workshops for principals, involving parents more actively in the administrative process, and improving communication facilities within schools. The study concludes that addressing these administrative issues is essential for improving educational outcomes and overall school management in the Agbani Education Zone. The proposed strategies aim to enhance the leadership capabilities of principals, foster a collaborative environment among stakeholders, and ultimately improve the quality of education in the region. These recommendations underscore the need for a comprehensive approach involving all stakeholders, including government authorities, to create a supportive and effective educational environment.
},
 year = {2024}
}

Copy | Download

TY  - JOUR
T1  - Identifying the Administrative Problems Encountered by Secondary School Principals in Agbani Education Zone

AU  - Kalu Thankgod Ugochukwu
Y1  - 2024/09/26
PY  - 2024
N1  - https://doi.org/10.11648/j.ijsedu.20241203.14
DO  - 10.11648/j.ijsedu.20241203.14
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 75
EP  - 80
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20241203.14
AB  - This study aims to identify and analyze the administrative problems encountered by secondary school principals in the Agbani Education Zone. The research adopts a descriptive survey design, focusing on 594 respondents, including both principals and teachers, from a population of 1,142. Data were collected through a structured questionnaire, validated by experts, with reliability established using Cronbach’s alpha. The study is guided by two research questions and two hypotheses, tested at a 0.05 level of significance. The analysis utilized mean, standard deviation, and t-tests to evaluate the perceptions of principals and teachers regarding administrative challenges. Key findings indicate that secondary school principals face significant challenges, including truancy, indiscipline among students and staff, poor communication facilities, and inadequate financial resources. These issues were found to detrimentally affect school administration and educational delivery. To address these challenges, the study suggests several strategies, including organizing regular seminars and workshops for principals, involving parents more actively in the administrative process, and improving communication facilities within schools. The study concludes that addressing these administrative issues is essential for improving educational outcomes and overall school management in the Agbani Education Zone. The proposed strategies aim to enhance the leadership capabilities of principals, foster a collaborative environment among stakeholders, and ultimately improve the quality of education in the region. These recommendations underscore the need for a comprehensive approach involving all stakeholders, including government authorities, to create a supportive and effective educational environment.

VL  - 12
IS  - 3
ER  -

Copy | Download