International Journal of Innovative Research and Development

Abstract

This study is based on time competencies and practices of Enugu state primary school head teachers in knowledge and learning management. The study adopted the descriptive survey design. The area of study for this research is Enugu state. 732 head teachers and 11, 782 primary school teachers in Enugu state formed the population of the study. Multi stage procedure, purposive and simple random sampling were adopted in selecting samples for the study. Instrument used for data collection was a 28 item questionnaire items with sections A and B. The instruments were divided into two, one for head teachers, and the other for teachers. The one for head teachers was tagged Time Management Competencies and Practice among Head teachers in Knowledge and Learning Management (TMCPHKLM); while the one for teachers tagged Extent Head teachers Practice Time Management Competencies for Knowledge and Management (EHPTMCKM). The instruments were validated by three experts. The reliability coefficient was determined using Cronbach Alpha reliability coefficient technique which gave coefficient of 0.76, 0.74, for cluster A and B which gave a total value of 0.75 respectively. Analysis was done using arithmetic and standard deviation to answer the two research questions while t-test was used in testing the hypothesis on .05 degree.  Findings show that primary school head teachers in Enugu state practice time management by assigning roles to pupils and teachers to ensure that school programs are carried out on time. These programmes include environmental cleaning, morning devotion, sticking to time table, and extracurricular activities. Based on these findings, it was recommended among all that head teachers should be consistent in management of time in their schools as this will be emulated by teachers who will in-turn ensure that learning is effectively managed in the 21^stcentury.

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Abstract

The quest for better leadership in Nigerian secondary schools has also been the vision of stakeholders in education who have invested hugely for the success of our education system. This study therefore examines educational leadership for institutional best practices and goal achievement among secondary schools in Enugu state. The study adopted the descriptive survey design for the research. Area of study is Enugu state. The population consist of 6321 secondary school teachers in Enugu state. Multi stage, stratified proportionate and purposive sampling was employed in selecting samples for the study. The instrument used for the study was a 15-item questionnaire drafted by the researcher. The instruments which has three sections were validated by three experts. The reliability coefficient was determined using Cronbach Alpha reliability coefficient technique which gave coefficient of 0.73. Arithmetic Mean and standard deviation were used as analysis tool. While t-test was used to test the hypothesis. Findings show that to a high extent, leaders among secondary schools in Enugu state were democratic. They share duties and involve their teachers on academic activities. It was also revealing that they were not autocratic, nor lazy in their primary responsibilities. Based on these findings, it was recommended that to a high extent, leaders and teachers in secondary schools should be constantly undergo re-training exercise on implementation of educational leaderships in schools to enhance best practices and achievement of goals in schools.

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