MANAGING FUNCTIONAL EDUCATION AT SECONDARY SCHOOL LEVEL FOR SUSTAINABLE NATIONAL DEVELOPMENT THROUGH EFFECTIVE LEADERSHIP PRACTICES IN ANAMBRA STATE, NIGERIA
DOI:
https://doi.org/10.46827/ejes.v0i0.2977Keywords:
functional secondary education, sustainable national development, leadership practicesAbstract
This study therefore investigated ways of managing functional secondary education for sustainable national development through effective leadership practices in Anambra State. Four research questions guided the study. The researcher employed a descriptive survey research design. The population of the study comprised 6,230 principals and teachers from all public secondary schools in the six education zones of Anambra State. Nine hundred and eight (908) respondents comprising two hundred and twenty (220) principals and six hundred and eighty-eight (688) teachers selected through the use of simple random sampling techniques constituted the sample size for the study. The instrument for data collection was a - 36 item questionnaire tagged "Managing Functional Secondary Education for Sustainable National Development Questionnaire” (MFSESNDQ). The instrument was duly validated by three experts in the Department of Educational Foundations and Management and all from Chukwuemeka Odumegwu Ojukwu University, Anambra State. The reliability of the instrument was determined through a pilot-testing that was carried out in selecting a sample of 6 principals and 24 teachers from 6 public secondary schools in Delta State. Thereafter, the scores were measured using Cronbach Alpha method to obtain an internal consistency reliability value of 0.72 and were considered adequate for the study. Findings from the study showed that: the principals' applied little instructional leadership practices, students' personnel practices and teacher collaborative practices for managing functional secondary education for sustainable national development in Anambra State. Out of these findings, recommendation were made which include: Anambra State Government in Collaboration with Post-Primary Education Board (PPEB) should mandated to support and strengthen external collaborative practices between principals and the local communities as a way of improving managing functional secondary education for sustainable development in Anambra State.
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