ADMINISTRATIVE STRATEGIES TO ENHANCE TEACHERS’ COMMITMENT IN DELTA STATE PUBLIC AND PRIVATE SECONDARY SCHOOLS IN NIGERIA

Autores/as

  • M. A. Onafowope Department of Educational Management and Foundations, Delta State University, Abraka, Nigeria
  • E. J. Egwunyenga PhD, Department of Educational Management and Foundations, Delta State University, Abraka, Nigeria
  • V. G. Oweikpodor Department of Educational Management and Foundations, Delta State University, Abraka, Nigeria

DOI:

https://doi.org/10.46827/ejae.v8i1.4693

Palabras clave:

administrative strategies, teachers’ commitment, public secondary schools, private secondary schools

Resumen

This study examined the administrative strategies to enhance teachers’ commitment in Delta State public and private secondary schools. Four research questions and four hypotheses guided the study. A descriptive method of ex-post facto research design was adopted with a sample size of 414 public and 620 registered private secondary schools in the 25 Local Government Areas. A validated and reliable questionnaire was the instrument used for data collection. Mean and standard deviation was used to answer the research questions while independent samples t-test was used to test the null hypotheses. The findings of the study revealed amongst others that available administrative strategies to enhance teachers’ commitment include, monitoring teachers’ activities, maintaining a proper channel of communication, use of committee system in schools, performance appraisal of teachers, teachers’ participation in decision making, the delegation of duties, regular staff meeting and motivation of teachers. The study also revealed that there is no significant difference between principals of public and private secondary schools on the available administrative strategies used to enhance teachers’ commitment in Delta State; that there no significant difference between public and private secondary school principals on administrative strategies commonly used to enhance teachers’ commitment in Delta State secondary schools; that there no significant difference between public and private school principals on preferred administrative strategies more positively inclined to enhance teachers’ commitment in Delta State secondary schools; and that there was no significant difference between public and private school principals on suggested administrative strategies to enhance teachers’ commitment in Delta State secondary schools. The study recommended that School principals should create an environment that will enhance collaborative practice. When a conducive environment is created in the school and collaborative practice is encouraged teachers will be committed to their job.

Biografía del autor/a

  • M. A. Onafowope, Department of Educational Management and Foundations, Delta State University, Abraka, Nigeria

    Rev. Sr. Mary Adesola Onafowope (OSF) is currently a Lecturer in the Department of Educational Management and foundations, St. Augustine’s College of Education, Akoka, Lagos State affiliation to University of Ibadan. She holds a B.th in Theology Catholic Institute of West Africa in affiliation to University of Calabar, Post Graduate Diploma in Education, M.Ed. Educational Administration and Policy studies (both from Delta State University, Abraka). She is currently undergoing Doctoral Studies in the department of Educational Administration and Policy studies (Delta State University, Abraka, Delta State). She has several years of experience as an Administrator in Catholic Secondary schools. She is a member of the Nigerian Association of Educational Administration and planning.

  • E. J. Egwunyenga, PhD, Department of Educational Management and Foundations, Delta State University, Abraka, Nigeria

    Prof (Mrs) Ebele Joyce Egwunyenga is currently a lecturer in the Department of Educational Management and foundations, Delta State University Abraka. She holds a Bachelor of Education (B.Ed) degree in English Education, Master of Education (M.Ed) Educational Administration (P.hD). She has several years of experience as a professor.

  • V. G. Oweikpodor, Department of Educational Management and Foundations, Delta State University, Abraka, Nigeria

    Vera Gbaeprekumo Oweikpodor is currently a student in the Department of Educational Management and foundations, Delta State University Abraka. She holds a B.Sc. (Physiology/Pharmacology Technology), Post Graduate Diploma in Education, M.Ed. Educational Administration and Policy studies (both from Delta State University, Abraka), She is currently undergoing Doctoral Studies in the department of Educational Administration and Policy studies (Delta State University, Abraka, Delta State). She has several years of experience as an Administrator in Delta State University, Abraka. She is a member of the Nigerian Association of Educational Administration and planning and Association of Nigerian University Professional Administrators.

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Publicado

2023-03-01

Número

Vol. 8 Núm. 1 (2023)

Sección

Articles

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