BUSINESS STUDIES TEACHERS' PERCEPTION OF THE EXTENT TO WHICH PRINCIPALS ADOPT THREE ADMINISTRATIVE STYLES IN SECONDARY SCHOOLS IN ANAMBRA STATE

The study was intended to establish the business studies teachers' perception of the
extent in which principals in Anambra State secondary schools adopt three administrative
styles in their schools. Three research questions and four null hypotheses guided the study.
Descriptive survey design was adopted and a population of 295 business studies teachers was
used for the study. A 40-item validated questionnaire, structured on a 5-point response
options with 0.96 reliability coefficient was used for data collection. Data were analyzed with
the arithmetic mean, standard deviation andz-test at 0.05 level of significance. Findings
revealed that secondary school principals in the area of study adopt the democratic
administrative style to a high extent and adopt autocratic and laissez-faire administrative
styles to a low extent. Experience did not significantly affect respondents' opinions but gender
and school location did. Based on the findings, it was concluded that secondary school
teachers in Anambra State Nigeria should be well equipped on infrastructural facilities in
order to perform better in decision making. It was recommended, among others, that the
principals should continue to adopt democratic administrative style and also encourage their
counterparts in other states to emulate them in order to enhance teacher performance.

Democratic administrative style, autocratic administrative style, laissez faire administrative style,

View PDF

Adeyemi, T. O. (2006). Fundamentals of educational management. Lagos: Atlantic
Associated Publishers,
Blankstein, A. M, Houston, P. D., & Cole, R. W. (2010). Data-enhanced administration.
Thousand Oaks, CA: Corwin Press.
De Hoogh, A.H.B & Den Hartog, D. N. (2008) Ethical and despotic administration
relationship with administrators social responsibility, to management team
effectiveness and subordinates. Optimism: A multi-method study. Administration
Quarterly 1(2), 297-311.
Dubrin, A. J. (1998). Administration: Research, findings, practice and skills. Boston:
Houghton Mifflin Company.
English, F. W. (2008). The art of administration: Balancing performance and accountability.
Thousand Oaks, CA: Sage.
Federal Government of Nigeria. (2004). National policy on education (Revised). Lagos:
NERDC Press.
Grant, R. (2011). Contemporary strategy analysis. New York: Wiley.
Heenan, D.A & Bennis, W. (1999). Co-administrators: The power of great partnership: New
York: John Wiley and Sons.
Hersey, P. & Blanchard, K. (1988). Management of organizational behaviour: Utilizing
human resources. New Jersey: Englewood Cliffs. Prentice Hall.
Hornby, A. S. (2007). Oxford advanced learners dictionary of current English. New York:
Oxford University Press.
Hoy, M. K. & Miskel, C.G. (2001). Educational administration theory, research and
practice. New York: Random House
Ibukun, W. O. (2000). The roles of the Nigerian secondary school principals today and in
the next millennium. Journal of Educational Studies 2(3), 94 - 102.
Igwe, S. O. (1990). Professional handbook for teachers, Owerri: New African Publication.
Ijaiya, N.Y (2000). Failing Schools and National Development: time for Reappraisal of School Effectiveness in Nigeria. Nigeria Journal Educational Research and
Evaluation 1(2); 16-42.
Ishaq, K. (2009). Supervision of evaluation: Principals' worst nightmare. National.
Journal Publishing 3(2) 23-31.
Kasule, R. (2007). Effects of administration styles on teacher productivity in
private secondary schools in Wakiso District. Unpublished masters
dissertation Kampala Makerere University.
Nwadiani, N. (1998). Educational management for sub-Sahara African, Nigeria
Society for Education. Edo-Ekiti: Nigeria Green line Publishers.
Olaniyan, A. O. (1999). Principal Perception Selection and Administration roles.
Teachers and teaching in Nigeria. Benin: Festa Press Ltd.
Okeke, B.S. (1985). A handbook on educational administration. Owerri: New
Africa Publication.
Omoregie, N. (2006). Re-packing Secondary Education in Nigeria for great and
dynamic economy. Paper presented at the 2nd Annual National Conference of
Association for Encouragement of Qualitative Education (ASSEQEN).
Oosterlynck, S. (2011). Bridging the gap between planning, implementation and
turning transformative visions into strategic projects. London: Taylor &
Francis.
Oyetunyi, C.O. (2006). The relationship between administrative style and school claimant:
Botswana Secondary Schools. Unpublished Ph.D. Thesis: University of South Africa.
Parker, G. (2011). Key concepts of planning. Thousand Oaks, CA Sage.
Peterson, M. F. & Hunt, J. G. (1997). International perspectives on international
administration quarterly, 8(3), 203 - 231.
Rowold, J.? & Henintz, K. (2007). Transformational and charismatic
administration: Assessing the convergent divergent and criterion validity and
administration of the MLO and the CKS. Administration Quarterly. Journal
of Business and Management Review 1(2), 1-13.
Smylie, MA. & Jack, W.D. (2000). Teachers administration tension and
ambiguities. Organizational perspectives in educational administration.
Journal of arts and humanities. 1(2), 224-245.
Talbert, J. E. & Mibrey, W. M. (1999). Teacher professionalism in local school contexts.
America: Journal of Education 1(2), 123-153.
Weindling, D. (1990). The secondary school head teacher: New principals' in the
United Kingdom. National Association of Secondary School Principals
Bulletin 74 (526), 40-45.
Yukl, G. (2006). Administration in organizations. New Jersey: Englewood Cliffs
Prentice-Hall.