Professional development packages newly appointed principals attended and the impacts of development programmes on the newly appointed principals in secondary schools in Enugu State

Abstract

The study investigated Professional Development Packages Newly Appointed Principals attended and the Impacts of Development Programme on the Newly Appointed Principals in Secondary Schools in Enugu State. Two research questions and two hypotheses guided the study. The study adopted descriptive survey design. Population of the study was 88 newly appointed principals. The respondents were 13,612 teachers. The sample size for the study was 618 made up of 88 newly appointed Principals and 530 respondent teachers. Professional Development Packages and impact Questionnaire (PDPIQ), Structured Interview Questions and Document Analysis were used for data collection. Face and content validities were ensured. The Cronbach Alpha method was used to determine the internal consistency of the instrument. The reliability co-efficient of PDPIQ were 0.838, 0.787 and 0.713 respectively. Data obtained were analyzed using mean and standard deviation to answer research questions. Hypotheses were tested using z-test and were subjected to alpha level 0.05. Any mean calculated for an item on each of these variables that feel below the value of 2.50 showed rejection while any one that rose above 2.50 indicated acceptance. Hypotheses were tested using z-test and were subjected to alpha level 0.05. It was revealed that newly appointed principals attended professional development programmes such as peer- observation, mentoring staff-meeting, on-the-job training, conference and ancopss. The study showed that the impacts of Professional development packages on newly appointed Principals make them to be effective in school management.