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Addis Ababa University Libraries Electronic Thesis and Dissertations: AAU-ETD! >
College of Education >
Thesis - Educational Planning & Management >
Please use this identifier to cite or link to this item:
http://hdl.handle.net/123456789/3878
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| Title: | PRINCIPALS' PERFORMANCE OF MANAGERIAL PRACTICES IN THE SENIOR SECONDARY SCHOOLS OF SOUTHERN AND SOUTH WESTERN ETIllOPIA |
| Authors: | Bezuayehu, W/Yohannes |
| Advisors: | Dr. Yalew Ingidayehu |
| Keywords: | PRINCIPALS' PERFORMANCE OF MANAGERIAL PRACTICES
SENIOR SECONDARY SCHOOLS |
| Copyright: | Jun-1996 |
| Date Added: | 22-Nov-2012 |
| Publisher: | AAU |
| Abstract: | The major purpose of the study was to identify certain practices wherein principals of senior
secondary schools in Southern and South-western Ethiopia were less comptent as judged by
teachers. Besides, it was investigated whether school size and administrative experience of
principals affect the performance of principals. The extent to which the principals of 15 senior
secondary schools performed 55 managerial practices was evaluated by 275 teachers.
The data obtained through questionnaire was tested using t-test, ANOVA and multiple
comparison test. The analysis of data revealed that: (1) teachers perceived the principals to
perform below the average on 14 of the 55 managerial practices, which generally indicated that
principals gave less attention to certain practices related to instruction, school community relations,
plant administration, record keeping, and special services or to those which required reflective
planning; (2) teachers and principals significantly differed in the evaluation of the principals'
performance on 37 of the 55 practices included in the study, (3) both groups gave a higher rating
to the controlling function than to the directing, organizing and planning, (4) principals of large and
small secondary schools varied sgnificantly in their performance of all of the management functions
except in planning, (5) length of service in principalship is not found to bear sgnificant relation to
the mastery of the job.
Finally, the assignment of trained principals, provision of inservice training on practices
principals demonstrated less comptence, and the need for frequent assessment of the schools by the
REBs were [orewarded as major recommendations in order to bring about effectiveness in the
sampled schools. |
| URI: | http://hdl.handle.net/123456789/3878 |
| Appears in: | Thesis - Educational Planning & Management
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