Administrative Function of Principal as a Correlates to Teacher Training Colleges Effectiveness in Littoral Region of Cameroon
DOI:
https://doi.org/10.47604/ijlg.2042Keywords:
Principals, Administrative Functions, Teachers Training Colleges, EffectivenessAbstract
Purpose: This study review literature on principals' function and evaluate how principals' administrative functions correlates to effectiveness in teacher training colleges in the littoral region of Cameroon. Related literature on principals' administrative function was reviewed. This study was substantiated by Henry Fayol (1911) administrative theory and Micheal Fullan (2013) school effectiveness theory. Conceptually the work appraised to evaluate how principals' administrative functions correlates to effectiveness in teacher training colleges.
Methodology: The research design used for this study was the survey research design and the instruments used were the interview guides and the questionnaire. A sample of twelve (12) principals were interviewed and one hundred and thirty-three teachers were administered a questionnaire using the purposive random sampling technique. The variables under the study were content validated and the reliability was calculated at 0.5-0.616 all above the threshold of 0.5 data were made essentially of categorical variables and were analyzed using frequencies, simple percentages and pearson product moment correlation analysis. Chi square test of equal proportion was used to compare perception of teachers and principals of O.5CL. Based on the research questions of the study, four null hypotheses were tested at 0.05 alpha level.
Findings: The findings revealed that Гxy value is 0.012 is lower than the critical Гxy value of 0.172. Thus principals' administrative functions do not correlate effectiveness in teachers training colleges. Furthermore, correlation revealed that Гxy 0.012 is positive. This indicates that principals' administrative functions correlates effectiveness in teacher training colleges in littoral province of Cameroon. Also the correlation of 0.054 is weak positive correlation thus principals' social functions improves effectiveness in teachers training colleges. These results are therefore implying that if the government wants to improve and sustain the employability of the youths, teacher education shall be promoted.
Unique Contribution to Theory, Practice and Policy: It was therefore recommended that the government should recruit graduates of teacher training colleges immediately after graduating. The government shall provide the necessary financial resources as well as didactic materials to teacher training colleges. For principals, they should provide enough incentives and allowances to their teachers and subordinates in other to ensure quality education in teachers' institutions, for teachers, they should ensure that their learners are effectively learning since they are the guarantor of quality education. For parents, they shall encourage their children to go to teacher training colleges given the readily employability potentials. For the students, they should love teaching since it is a noble profession.
Downloads
References
Amin, M. E. (2005). Social science research: Conception, methodology and analysis. Makerere University Press.
Cresswel, J. W. (2003). Research Design: Quantitative, Qualitative and Mixed Approaches (2nd). Sage Publication Inc.
Creswell, J. N., Klassen, A. N., Clark, V. L., & Smith, K. C. (2011). Best practices formixed methods research in the health sciences. Office of Behavioural and Social Sciences Research.
Creswell, J. W. (2009). Research Design, Qualitative, Quantitative and Mixed Methods Approaches (3rd ed.). Sage publications, Inc.
Ebot Ashu, F. (2018). School Leadership and Management Development in Cameroon: A Guide for Educational Systems, Schools and School Leaders. OmniScriptum GmbH & Co KG, Saarbrucken, Deutschland/Germany: Lambert Academic Publishing.
Ebot Ashu, F. (2014). Effectiveness of School Leadership and Management Development in Cameroon: A Guide for Educational systems, Schools and School Leaders. New castle Upon Tyne, United Kingdom: Cambridge Scholars Publishing.
Ebot Ashu, F. (2018). Leadership, Management and Administrative Roles of School Leaders in Cameroon. International Studies in Educational Administration, 46(2), 110-128.
Ebot Ashu,F. (2021). Theories and Practices of Educational Leadership Administration and Planning in Cameroon. Press Book.
Edmonds, R. (1979). "Effective Schools for the Urban Poor''. Educational Leadership, 37(1), 16-18
Fonkeng E.G., Tamajong E.V. (2009). Secondary School Administration and Principalship. Yaounde: Presses Universitaires A'Afriqe.
Fullan, M. (2013). Stratosphere: Integrating Technology, Pedagogy and Change Knowledge Pearson CanadaInc. Toronto
Gay, L.R., & Airasian, P. (2002). Educational research: Competences for analysis and application. 6th edition. Prentice Hall.
Harber, C. and Davies, L. (1 997). School Management and Effectiveness in Developing Countries. London: Cassell.
Joseph, B. B. (2014). Principals' Administrative Effectiveness and Staff Productivity in Selected Secondary School in South West Region, Cameroon. International Journal of Academic Research in Management (IJARM), 3(2), 155-166.
Lockheed, M. E., & Levin, H. M. (1 993). "Creating effective schools". In H. M. Levin & M. E. Lockheed (Eds.), Effective schools in developing countries (pp. 1 -1 9). London: The Falmer Press with the World Bank
Mbua, F. N. (2003). Educational Administration: Theory and Practice. Limbe: Presprint Ltd.
Mbua, F.N. (2002). Educational Planning: Issues and Perspectives. Limbe: Presprint Ltd.
Mertens, D. M. (2010). Philosophy in mixed methods teaching: The transformative paradigm as illustration. International Journal of Multiple Research Approaches, 4 (1), 9-18.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. Sage Publications.
Nana, C. (2018). Research Methods and Applied Statistics: Beginners and Advanced Learners. (3rd Edition). GOOAHEAD.
Okerie, A.N.(1998) " The School Administrator's Many Hats: A New Conception of Leadership Roles and Responsibilities", Studies in Educational Planning and Administration (SEPA): A Journal of the National Institute For Educational Planning and Administration, Nigeria, Ibadan: 1(2). 88-96.
Peretomode, V. F. (2010). Educational Administration; Applied concept and Theoretical Perspectives for students and Practitioners. Joja Educational Research and publishers Limited.
Tchombe, T. (1998). Progressive transformative teacher education in Cameroon. Yaounde: Cameroon.
Weber, G. (1971). Inner school children can be taught to read: four successful schools. Washington, DC: Council for Basic Education.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Anthony Sandag Tanyi, Frederick Ebot Ashu, Peter Agborbechem Tambi
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
