Principals’ administrative instrumentalities and social responsibility involvements for sustaining peaceful learning environment in secondary schools in Bayelsa State

Abstract

This study examined Principals’ administrative instrumentalities and social responsibility involvements for sustaining peaceful learning environment in secondary schools in Bayelsa State. Two (2) research questions and 2 hypotheses were answered and tested in the study, respectively. The design of the study was the analytic descriptive survey, with the population as the 188 public secondary schools in Bayelsa State. These schools have a staff strength of 4579 (3,872-teaching and 707-non-teaching) from where 371 (321- teaching and 50-non teaching) were selected as sample, using the purposive and stratified random sampling techniques. The instrument of the study was a 19 item researchers’ designed scale, titled Principals’ Administrative and Social Responsibility Instrumentalities for Sustaining Peaceful Learning Environment Scale, with a reliability index of 0.83, obtained using the Cronbach Alpha model. Mean scores and standard deviation were used in answering the research questions while z-test was used in testing the hypotheses at 0.05 level of significance. The results of the study show that Principals’ administrative instrumentalities and social responsibility involvements help in sustaining peaceful learning environment in secondary schools in Bayelsa State. Consequently, it was concluded that administrative and social responsibility involvements of Principals assist in sustaining peaceful learning environment in schools. It was therefore recommended that school Principals and other stakeholders in school administration should continue to use existing administrative and social responsibility instrumentalities in sustaining peaceful learning conditions in schools.