PERCEIVED IMPACT OF QUALITY MANAGEMENT OF SCHOOL-BASED FACTORS ON THE ACADEMIC ACHIEVEMENT OF STUDENTS IN SECONDARY SCHOOLS IN RIVERS STATE, NIGERIA
Journal Title: Asian Journal of Management Sciences and Education - Year 2018, Vol 7, Issue 4
Abstract
This study investigates the perceived impact of quality management of school-based factors for enhanced academic achievement of secondary school students in Rivers State, Nigeria. Three research questions and three hypotheses guided the study. This study adopted a descriptive survey design. A sample size of 140 principals was drawn from 140 secondary schools in the State using a stratified random sampling technique. The instrument was validated by experts and the reliability was carried out using test-retest method which yielded an index of 0.96. Mean scores and standard deviation were used to answer the research questions, while the null hypotheses were tested using z-test at 0.05 alpha significance level. The findings revealed among others that, the extent to which quality management of teachers’ functional activities can enhance the academic achievement of students in secondary schools include: reinforcing teaching staff positively for work well-done helps to motivate them perform their duties efficiently which improves students’ learning behavior; paying staff their salaries regularly triggers them to do their jobs perfectly for students’ productivity; establishing research grants for staff enhances their task performance for knowledge transfer to students, involving staff in professional development programmes is a crucial input for productive processes within the school, providing teaching staff with ICT devices (laptops, internet) enhances their task performances for students’ productivity, promoting staff regularly helps them perform their duties as expected for the production of high level manpower, and providing staff with instructional aides helps to improve their skills in preparing the students for further education. Based on the findings, the researcher recommended that, Principals should properly manage teachers’ functional activities to enhance the academic achievement of students in secondary schools.
Authors and Affiliations
Patricia C. Ukaigwe, L. C. Ojule
Keywords
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- EP ID EP591968
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