Principals Mentoring Characteristics As Correlates Of Effective Administration Of Secondary Schools In South East, Nigeria
Ngerem, Eucharia Iheoma Ph.D.,
Michael Okpara University of Agriculture, Umudike
Igboekwe Rosemary Nneka
Michael Okpara University of Agriculture, Umudike
Nwokoro Henrietta A.
Michael Okpara University of Agriculture, Umudike
Keywords: Principals, mentoring characteristics, instructional administrator, secondary schools
Abstract
The study investigated the extent Principals Mentoring Characteristics Correlate Effective Administration of Secondary School Principals in South East, Nigeria. To guide the study, three research questions and three null hypotheses were formulated to guide the study. It adopted a correlational research design. Population is made up of 1, 430 principals, 27, 431 teachers in Public Secondary Schools in South East, Nigeria. The study samples were 333 principals 385 teachers selected via simple random sampling techniques. Two instruments titled: Principals Mentoring Characteristics Questionnaire (PMCQ) and Effective Administration of Secondary Schools Questionnaire (EASSQ) were developed by the researcher. Data collected were analyzed, using Pearson Product Moment Correlation (r) for questions. While Simple Linear Regression was used to test the null hypotheses at 0.05 level of significance. Findings of the study revealed that listening skill, experience, willingness to share skills are the mentoring characteristics of principals that relates to effective administration and that there was very high significant relationship between the extent of principals mentoring characteristics and effective administration of secondary schools in South East, Nigeria. Based on the findings, it was recommended amongst others that principals should adopt all the mentoring characteristics for effective administration of secondary schools