Demographic and personality correlates of principals’ performance in the management of secondary schools in south-south nigeria

Thesis Abstract

The study examined the relationship between demographic and personality variables and principals’
performance in the management of secondary schools in South-South, Nigeria. The corelational survey design
was adopted for the study. 13 research questions and 10 hypotheses guided the study. The population of the
study comprised of 1,356 principals of public secondary schools. The sample for the study consisted of 310
principals obtained using Taro Yamen’s formula. Proportionate stratified random sampling was used to select
the number of principals per state while disproportionate stratified random sampling was used to select the
number of principals per senatorial zone for fair representation. Four instruments namely principals’
motivational factors questionnaire (PMFQ), principals’ leadership style questionnaire (PLSQ), principals’
performance scale (PPS), and plant observation rating scale (PORS) were used for data collection. These
instruments were face validated by three experts Two in educational administration and planning, and one in
measurement and evaluation, from University of Nigeria, Nsukka. The overall internal consistency reliability
co-efficient index of the instruments obtained through cronbach alpha method were 0.97 for principals’
motivational factors questionnaire, 0.60 for principals’ leadership style questionnaire, 0.93 for principals’
performance scale, and 0.95 for plant observation rating scale. The data collected were presented using means,
standard deviations, and correlation co-efficient. The null hypotheses were tested using multiple regressions and
associated t-tests at 0.05 level of significance. It was found that most principals were males, married, had first
degrees in different aspects of education, and have served as principals and vice principals for not more than 11
years. Principals in South-South, Nigeria exhibited open leadership styles. The factors that motivated principals
in the performance of their duties were nature of work, recognition, responsibility, achievement and prospects
for advancement. Principals’ performance was high in instructional supervision, communication, decisionmaking,
provision of incentives, financial management, adherence to legal status, and conflict management.

Their performance was low in human resources development, public relations, and school plant management.
Leadership styles, educational qualification, and working experience had substantial correlation coefficients
with principals’ performance in some task areas of management of secondary schools. Demographic and
personality factors had joint significant relationship (P<0.05) with principals’ performance in all the task areas
of management of secondary schools. These variables predicted 16.3%, 25%, 28.7%, 38.3%, 32.6%, 20.8%,
15.2%, 17.4%, 34%, and 6.8% of the variance in instructional supervision, communication, decision making,
provision of incentives, human resource development, public relations, financial management, adherence to
legal status, conflict management and resolution, and plant management respectively. The following variables
predicted performance in different task areas; Leadership style predicted in all the task areas except plant
management; location in instructional supervision, communication and plant management; marital status in
decision making and public relations; experience as principals in financial management; and academic
qualification in plant management. Age and gender did not predict principals’ performance in any of the task
areas. Major implications is that leadership style, experience, qualification and marital status impacted
positively on principals’ performance; and the performance of principals will not depend whether the person is a
male. Based on these findings and implications, it was recommended that appointment of principals should not
be based on age and gender since they have no substantial relationship with any of the task areas while
educational qualification, years of working experience, and marital status should be considered since these
variables have significant and substantial relationship with principals’ performance in different task areas of
management. Professional development and capacity building programmes in human resources development,
public relations, and school plant management should be constantly organized by government for principals
since their performance was low in these tasks areas. Besides, effort to improve the level of motivation of
principals should be made by the respective state governments on the provision and maintenance of school
facilities, and the involvement of principals in decision-making.
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