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\title{Teachers' Perception of Principals' Leadership Effectiveness in Public and Private secondary Schools in Ondo State}
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             \author[1]{Dr. ALIMI,  Olatunji}

             \affil[1]{  Adekunle Ajasin University Akungba -Akoko}

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\date{\small \em Received: 26 September 2011 Accepted: 24 October 2011 Published: 4 November 2011}

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\begin{abstract}
        


The study investigated Teachers? Perception of Principals? Leadership effectiveness in the important salient aspects of school management: Pedagogical skill, Administrative skill and community relation skills effectiveness. Three hundred and sixty (360) teachers were selected from 10 public and 10 private secondary schools in Ondo State on the basis of proportionate stratification to reflect the varying degrees of their proprietorship, academic qualifications and local government areas. The instrument for data collection was a 30-item questionnaire tagged, Teachers? Perception of Principals? Leadership Effectiveness Questionnaire (TPPLEQ). Three hypotheses were formulated and tested for using t-test statistical tool. The results showed that there is a significant difference in the teachers? perception of principals? leadership effectiveness in public and private secondary schools, with the principals of public secondary schools having low level of leadership effectiveness in pedagogical and community relation skills effectiveness, but high administrative skill effectiveness while the reverse is the case in private secondary schools. The paper finally recommended that since the principals of public secondary schools are perceived to be less effective than principals of private secondary schools in school leadership, appointment as principal should not be based on seniority alone but also on capability as a change agent to influence others through collaborative problem solving strategies with students, staff, community and stakeholders.

\end{abstract}


\keywords{Leadership effectiveness, Accounting officer, Pedagogical skill, Administrative skill, Community relation skill.}

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\let\tabcellsep& 	 	 		 
\section[{INTRODUCTION}]{INTRODUCTION}\par
he notion of principals' leadership effectiveness has come to prominence in educational literature within the last three decades. It is increasingly recognized that the quality of leadership in any organization, school or non-school to a large extent affects the success of the organization (Ukeje,  {\ref Akabogu and Ndu, 1992)}.\par
According to  {\ref Ibukun (2004)}, leadership is the art of influencing others to work enthusiastically towards the achievement of organizational goals. Building on this others in and out of an organization towards the achievement of the organizational goals. This is because the attainment of organizational goal is a function of the cumulative inter play of the forces (internal and external) influencing an organization. An effective leader therefore is one who diligently influences these forces to achieve the specified goals of the organization.\par
The concept of principals' leadership effectiveness in Nigerian secondary schools is often used to express the overall school effectiveness in relation to the attainment of both normative and summative values in students as spelt out in the National Policy on Education  {\ref (FGN, 2004)}. The school principal is the accounting officer of the school who is either blamed or praised depending on the degree of his effectiveness in influencing the relevant others in and outside school to enhance teaching and learning. However, while much of the existing literature on principals' leadership effectiveness in Nigerian secondary schools is often evaluated in relation to quantifiable measure of outcomes such as the Junior Secondary School Examination (JSSCE) or Senior Secondary School Examination (SSCE), perhaps because such normative outcomes as character development and patriotism cannot be easily measured ,there is a less effort by educationist on investigating the principals' leadership effectiveness in both public and private secondary schools form the angle of teachers who themselves are, according to Silva ,Gimbert and Nolan in Pounder (2006) leaders who can "navigate the structures of schools, nurture relationships, model professional growth, encourage change and challenge the status quo". pg 22. In this era of technological advancement, diffused and multiple cultural goals, it is believed that principals are important change agents who must lead their schools to success through collaborative efforts with students, staff and the school community.  
\section[{Global}]{Global} 
\section[{STATEMENT OF THE PROBLEM}]{STATEMENT OF THE PROBLEM}\par
The poor performance of candidates in English Language and Mathematics in SSCE in recent times despite the importance attached to the two subjects as core subjects in the Nigerian Secondary School. Curriculum has posed serious concern to Students, Parents, Governments and even Private Investors. Government is particularly worried that many public secondary schools find it difficult to have candidates to register for WAEC and NECO in OndoState despite her huge investment on education. The situation is more disturbing as the complaints roar that majority of parents, even some principals of public Secondary Schools prefer to send their children \textbackslash  wards to private schools.\par
This study therefore seeks to examine teachers' perception of principals' leadership effectiveness in selected public and private secondary schools in OndoState with regard to the pedagogical skills practiced, Administrative skills exercised, and community relations skill employed. This is because, as Ibukun (  {\ref 2004}) opines, the principal is the leader and chief executive of his school who is expected to perform certain professional and administrative roles in order to ensure proper teaching and learning.Be it big or small, public or private, it is the leader who usually provides direction towards goals attainment  {\ref (Robbins and Judges, 2007)}.\par
Unfortunately, Principals competences and authorities as the administrative, technical and pedagogical head of the school has become a matter of concern in recent years as there are increasing public outcry on accountability. 
\section[{III. RESEARCH HYPOTHESES}]{III. RESEARCH HYPOTHESES}\par
1. There is no significant difference in teachers' perception of the pedagogical skill effectiveness of the principals of public and private secondary schools in Ondo State. 2. There is no significant difference in teachers' perception of the administrative skill effectiveness of the principals of public and private secondary schools in Ondo State 3. There is no significant difference in the community relation skill effectiveness of the principals of public and private secondary schools in Ondo State.\par
IV. 
\section[{METHODOLOGY a) Design}]{METHODOLOGY a) Design}\par
This study specifically adopted the survey method of descriptive research design. The population consisted all teachers of the 298 re-articulated public secondary schools and 500 Government approved private secondary schools in Ondo State. 
\section[{b) Sample and Sampling Technique}]{b) Sample and Sampling Technique}\par
However, samples for the study were 18 public and 18 private secondary schools selected on the basis of proportional stratification with each Local Government Area represented by one public and one private secondary schools. 10 teachers were randomly selected from each of the 36 sampled schools. 
\section[{c) Instrumentation}]{c) Instrumentation}\par
The instrument for data collection was a selfconstructed instrument titled: "Teachers perception of the Principals' Leadership Effectiveness Questionnaire" (TPPLEQ). The instrument was validated and used with a reliability index of r = 0.78. Descriptive statistics of frequencies and percentages were used to analyze the demographic data while t-test was used to determine the significance of the results.\par
V.     {\ref 1} shows that t-cal is greater than critical value, implying that hypothesis 1 which states that there is no significant difference in the teachers' perception of the principals pedagogical skill effectiveness of the rejected.(t (358) = 0.12 ; p> .05). 
\section[{RESULT}]{RESULT}\par
Hypothesis 2 : There is no significant difference in teachers' perception of the principals administrative skill effectiveness of the public and private secondary school principals Table \hyperref[tab_2]{3} shows that t-cal. is greater than critical value, implying a rejection of the hypothesis which says that there is no significant difference in the teachers' perception of the community relation skill effectiveness of the Public and Private Secondary School Principals.\par
(t (358) = -.176 ; p<.05).\par
Figure \hyperref[fig_2]{2} represents the mean outcome of the tested hypotheses in the three areas of Principals' effectiveness in both public and private secondary schools in Ondo State.  \hyperref[tab_3]{2, 3, and 4} VI. 
\section[{DISCUSSION}]{DISCUSSION}\par
The study showed that there is a significant difference between teachers perception of the pedagogical Skill effectiveness of the principals of Public and private Secondary Schools in Ondo State. This finding is consistent with previous research  {\ref (Hall and Lord, 1995)}. However, the finding showed that teachers of Private Secondary Schools have high Perception of their principals' Pedagogical Skill effectiveness than teachers of public schools. This situation is surprising because the teachers in public secondary schools as revealed in table 2, and by extension their principals are better trained and more qualified for pedagogy than those in private secondary schools.  {\ref Adegoke (2003)} opines that an effective principal is a definer of reality in his secondary schools. The principal must have the good opportunity to use his professional ingenuity, resource-fullness, creativity and association in facing challenges and forging ahead through exemplary performance and systematic dialogue with authorities and subordinates to create and sustain the required enabling environment that will engender efficacious secondary school administration. culture in Public and Private Secondary Schools. While public secondary schools are established and funded by the government and are not meant to maximize profit, Private Secondary Schools are established and funded by the private individual or groups and are quite often than not, aimed at maximizing profits through quality improvement of the classroom, teaching and learning.\par
A second reason could be the general laxity and lack of commitment to any governmental project by Nigerians, which has led the government to deregulate the education industry up to the university level. The study also revealed that there is no significant difference in the teachers' perception of the Administrative skill effectiveness of the principals of public and private secondary schools. While teachers of public secondary schools perceived their principals as being more position conscious giving more attention to official mails, delegating responsibilities to teachers and attending meetings. The principals of private secondary schools are perceived by their teachers as being more dictatorial, emphasizing compliances to established rules and high productivity. This is supported by the claim of  {\ref Atkinson (2005)} that the success of the school for the principal to carry out his duties depends so much on his competence as a good administrator.\par
The result of the third hypothesis showed that there is a significant difference in the teachers' perception of the community relation skills of the principals of public and private secondary schools in Ondo State. The principals of public secondary schools were perceived to be less adequate in their community relation skill effectiveness.\par
Generally, it therefore, appears that the public secondary school principal is driven by the ancient Yoruba adage which says that "Oga ta, Oga o ta,owoalaaru a pe", meaning that the servant must be paid his complete wage regardless of the masters' 2. The performance of students in external examinations should be a major factor for consideration in the recognition and promotion of principals. 3. Principals should always state and discuss the mission of their schools, with the stakeholders at the beginning of each academic year and collaborate with staff and even students to prioritize the set plans for implementation. 4. Principals should be more concern about classroom monitoring in order to enhance teaching and learning. pedagogical skill effectiveness despite the latter's evidence of superior professional knowledge. One reason could be due to the differing organizational One major reason could be adduced to the higher rating of the private secondary school principals' sales, whereas in private secondary schools, productivity determines the pay. 
\section[{REFERENCES}]{REFERENCES} 
\section[{VII.}]{VII.} 
\section[{RECOMMENDATIONS}]{RECOMMENDATIONS}\par
The following recommendations were made based on the findings of this study to improve the leadership effectiveness of the principals of public and private secondary schools in Ondo State 1. Appointment of principals in schools should not be based on seniority or experience on the job alone but also on capability as a change agent to influence others through collaborative problem solving with students, staff, community and stake holders.\begin{figure}[htbp]
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\caption{\label{fig_0}}\end{figure}
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\caption{\label{fig_1}Figure1:}\end{figure}
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\noindent\textbf{2}\includegraphics[]{image-4.png}
\caption{\label{fig_2}Figure 2 :}\end{figure}
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\noindent\textbf{} \par 
\begin{longtable}{P{0.5213333333333333\textwidth}P{0.036833333333333336\textwidth}P{0.017944444444444443\textwidth}P{0.21816666666666665\textwidth}P{0.03777777777777778\textwidth}P{0.017944444444444443\textwidth}}
\tabcellsep \tabcellsep \tabcellsep \multicolumn{2}{l}{a) Demographic Information}\\
\multicolumn{6}{l}{Table1 : Frequency and Percentage Analyses of Respondents' Academic Qualification}\\
Qualification\tabcellsep \multicolumn{3}{l}{Public Secondary Schools}\tabcellsep \multicolumn{2}{l}{Private Secondary Schools}\\
\tabcellsep Freq.\tabcellsep \multicolumn{2}{l}{\%Freq.}\tabcellsep Freq.\tabcellsep \%Freq.\\
SSCE/OND\tabcellsep 0\tabcellsep 0\tabcellsep \tabcellsep 28\tabcellsep 16\\
NCE\tabcellsep 72\tabcellsep 40\tabcellsep \tabcellsep 98\tabcellsep 54\\
HND?PGDE?BA?B.ED? B.Sc.\tabcellsep 90\tabcellsep 50\tabcellsep \tabcellsep 48\tabcellsep 27\\
MA? M.SC? M.ED.\tabcellsep 18\tabcellsep 10\tabcellsep \tabcellsep 6\tabcellsep 3\\
Total\tabcellsep 180\tabcellsep \multicolumn{2}{l}{100\%}\tabcellsep 180\tabcellsep 100\%\\
Source: Fieldwork, 2011.\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\multicolumn{3}{l}{Of the total 180 respondents from public}\tabcellsep \multicolumn{3}{l}{respondents, 28 respondents representing 16\% were}\\
\multicolumn{3}{l}{secondary schools, 72 respondents representing 40\%}\tabcellsep \multicolumn{3}{l}{either OND,WASC,GCE or NECO certificate holders, 98}\\
\multicolumn{3}{l}{were NCE graduates, 90 respondents representing 50\%}\tabcellsep \multicolumn{3}{l}{respondents representing 54\% were holders of NCE, 48}\\
\multicolumn{2}{l}{were HND ? PGDE ? BA ? BED ? B.Sc. graduates 18}\tabcellsep \tabcellsep \multicolumn{3}{l}{respondents representing 27\% were holders of HND ?}\\
\multicolumn{3}{l}{respondents representing 10\% were MA ? MSC or M.ED.}\tabcellsep \tabcellsep \\
\multicolumn{3}{l}{Post graduates while none was either OND, GCE,}\tabcellsep \tabcellsep \\
\multicolumn{3}{l}{WASC or NECO certificate holders. However, in the}\tabcellsep \tabcellsep \\
\multicolumn{3}{l}{Private Secondary Schools, of the total 180}\tabcellsep \tabcellsep \end{longtable} \par
 
\caption{\label{tab_0}}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{2} \par 
\begin{longtable}{P{0.32189349112426036\textwidth}P{0.005029585798816568\textwidth}P{0.2967455621301775\textwidth}P{0.06538461538461539\textwidth}P{0.025147928994082837\textwidth}P{0.04526627218934911\textwidth}P{0.04526627218934911\textwidth}P{0.04526627218934911\textwidth}}
\tabcellsep \tabcellsep \multicolumn{5}{l}{and Private Secondary Schools in Ondo State}\tabcellsep \\
Source\tabcellsep N\tabcellsep Mean\tabcellsep SD\tabcellsep df\tabcellsep t-cal\tabcellsep t-val\tabcellsep Sig.\\
\multicolumn{2}{l}{Public Sec. Sch. 180}\tabcellsep 102.09\tabcellsep 40.81\tabcellsep 358\tabcellsep 0.12\tabcellsep .128\tabcellsep P>.05\\
\multicolumn{2}{l}{Private Sec. Sch. 180}\tabcellsep 134.53\tabcellsep 111.57\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
*Significant\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
Table\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \end{longtable} \par
 
\caption{\label{tab_1}Table 2 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{3} \par 
\begin{longtable}{P{0.14959999999999998\textwidth}P{0.36719999999999997\textwidth}P{0.068\textwidth}P{0.047599999999999996\textwidth}P{0.034\textwidth}P{0.06119999999999999\textwidth}P{0.06119999999999999\textwidth}P{0.06119999999999999\textwidth}}
\tabcellsep \multicolumn{6}{l}{Public and Private Secondary Schools in Ondo State}\tabcellsep \\
Source\tabcellsep N\tabcellsep Mean\tabcellsep SD\tabcellsep df\tabcellsep t-cal\tabcellsep t-val\tabcellsep Sig.\\
Public Sec. Sch.\tabcellsep 180\tabcellsep 121.57\tabcellsep 81.15\tabcellsep 358\tabcellsep .879\tabcellsep .383\tabcellsep P>.05\end{longtable} \par
  {\small\itshape [Note: 1=SSCE/OND, 2=NCE, 3=HND/PGDE/BA/B.ED/B.Sc., 4=M.ED./M.Sc./MA]} 
\caption{\label{tab_2}Table 3 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{4} \par 
\begin{longtable}{P{0.37016129032258066\textwidth}P{0.1439516129032258\textwidth}P{0.027419354838709675\textwidth}P{0.08911290322580645\textwidth}P{0.013709677419354837\textwidth}P{0.1439516129032258\textwidth}P{0.06169354838709678\textwidth}}
Source\tabcellsep N\tabcellsep Mean\tabcellsep SD\tabcellsep df\tabcellsep t-cal t-val\tabcellsep Sig.\\
Public Sec. Sch.\tabcellsep \multicolumn{2}{l}{180 100.85}\tabcellsep 53.19\tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep -.176 .247\tabcellsep P<.05\\
Private Sec. Sch.\tabcellsep \multicolumn{2}{l}{180 130.85}\tabcellsep 100.93\tabcellsep \tabcellsep \tabcellsep \\
Not Significant\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \end{longtable} \par
 
\caption{\label{tab_3}Table 4 :}\end{figure}
 			\footnote{© 2011 Global Journals Inc. (US) © 2011 Global Journals Inc. (US) XII} 			\footnote{December} 			\footnote{© 2011 Global Journals Inc. (US) XII} 			\footnote{© 2011 Global Journals Inc. (US) © 2011 Global Journals Inc. (US)} 		 		\backmatter  			  				\begin{bibitemlist}{1}

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