PRINCIPALS’ DELEGATION OF AUTHORITY STRATEGIES AND ADMINISTRATIVE EFFECTIVENESS IN PUBLIC SECONDARY SCHOOLS IN RIVERS STATE, NIGERIA
This study investigated principals’ delegation of authority strategies and administrative effectiveness in public secondary schools in Rivers State, Nigeria. 2 research questions and 2 corresponding hypotheses were used in this study. The study population was 290 principals administering the 290 public schools in the State. The study has a sample size of 215 principals from the 290 principals in the public schools in Rivers State which represented 100% of the entire population. Census sampling strategy was used. This was done by involving all the principals in these school represented in the population. The questionnaire used for data collection consisted three sections. Section A was demography of respondent, section B was a 12-item questionnaire of the dependent variables – principals’ delegation of authority strategies and section C was a 10-item questionnaire of the independent variables which was Administrative Effectiveness, was used for data collection. To check the internal consistency of the instrument, Cronbach alpha statistics was used. This guaranteed the use of the instrument and an average reliability coefficient of 0.70 was obtained. Research questions was answered using Pearson Product Moment Correlation statistics, and z-ratio statistics at 0.05 Alpha level of significance was employed to test the null hypotheses. The result amongst others revealed that a positive high relationship exists between principals’ consideration of teachers’ qualification and trustworthiness in the delegation of authority strategies. Recommendations were that school principals need establish disciplinary measures that will compel every actor in the school to follow so that responsibilities, rule and regulations may take its place while administering the school programmes.
KeyWords: Delegation, Authority Strategies, Administrative, Effectiveness, Teachers’ Qualification, and Trustworthiness.
