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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/3878

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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