Perception of School Administration and Professional Effectiveness of Secondary School Teachers in Cross River State, Nigeria

Abstract

The aim of the study was to determine the influence of teachers’ perception of school administration on their professional effectiveness (Lesson presentation, use of instructional aids, evaluation of students, learning motivation, supervision of cocurricular activities personal/professional qualities) in Cross River State of Nigeria. We determined whether the level of professional effectiveness among some secondary school teachers is related to the way they perceive school administration. An ex-post facto design was adopted in carrying out the study. The sample size consisted of six hundred (600) secondary school teachers drawn from 60 out of the 230 public secondary schools in the state using stratified random sampling technique. Data were analyzed using the independent t-test. Our results showed that perception of school administration has significant influence on five dimensions (Lesson presentation, use of instructional aids, classroom management, evaluation of students, learning motivation). Thus, for the teachers to develop good and positive perception of the school administration, favorable atmosphere should be provided for teaching and learning.

Keywords: Perception, Administration, Effectiveness, Secondary School, Teachers, Cross River State