ROLE OF HEADTEACHERS IN MOBILIZING COMMUNITY SUPPORT FOR QUALITY PRIMARY PUPILS’ ACHIEVEMENT IN PANKSHIN L.G.A OF PLATEAU STATE
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ROLE OF
HEADTEACHERS IN MOBILIZING COMMUNITY SUPPORT FOR QUALITY PRIMARY PUPILS’
ACHIEVEMENT IN PANKSHIN L.G.A OF PLATEAU STATE
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The school
as a social organization is structured towards the training and development of
human resources in the society. For any organization to effectively achieve its
aims and objectives there must be a leader, under whose leadership, the school
activities will be directed towards goal achievement. The educational leader at
the primary school system in Nigeria is the headteacher who is in charge of all
the school activities. Ozigi in Udabor O.F. 2010 recommended that the
Headteacher can be called by a variety of titles; leader of the school,
Headteacher, Principal, School Father/Mother, Adviser, Chief Administrative
Executive, Public Relations-Officer, curriculum director, policy maker,
organizer, Communicator, School Authority Educator, Projectionist, Philosopher,
Provost.
The
importance of headteachers in improving quality education and producing useful
citizenry through the acquisition of appropriate skills, abilities and
competences cannot be over emphasized. Headteachers assume role of supervisors,
chief accounting officers, liaison officers, judges and mail runners of their
schools. Primary school heads also possess adequate knowledge and skills for
effective coordination of the activities of their establishments to discipline
and influence goals, policies as well as programmes and strategies for
procuring and managing available resources needed to achieve the goals of the
school. Headteachers as the key administrators of their schools have to use
different leadership styles in order to partner with the community in managing
their schools.
There are
different leadership style in managing the schools. Tolutope in Oyetunde,
Aliyu, Haggai, & Musa (2010), identified major types of leadership styles
which are, autocratic, democratic, transactional and liaissez-faire. By using
these various styles of leadership, headteachers will enhance cordial
relationship between their school and community and this will encourage
community participation in the school activities hence lead to general
development of the school. Henderson, Mapp, Johnson and Davies (2007), noted
that the more the relationship between families and the school, the greater the
student’s achievement. Where schools engage families in ways that are linked to
improve students learning, students (pupils) make greater gains. When families
are engaged in positive ways rather than labeled as problems, schools can be
transformed from place where only certain students prosper to one where all
children do well. Wekesa (1993), however noted that, if students are to get
quality education in their schools the management of the schools need to be
improved under the leadership of their headteachers.
The
headteacher is seen as one who mobilizes and coordinates all the school stakeholders
and resources towards the achievement of school goals. The headteachers also
collaborates with the community to participate in various activities of the
school, through involvement of parents from all backgrounds. The school
provides information to parents on its reforms, policies and goals. The school
invites parents to discuss concerns about their children and provide regular
opportunities for them to inform the school authorities about events at home or
in the community. Similarly, Oyetunji (2006), agreed that parents are very
important partners in the management of schools. He further noted that the
headteachers should be the individuals to initiate and facilitate parental
involvement in schools. The headteachers initiate projects such as building of
new structures, renovation and general maintenance of the school facilities
through P.T.A. Federal Republic of Nigeria (N.P.E 2009), that there should be
close participation and involvement of the communities in the administration
and management of their schools. Involvement of communities by Headteachers in
managing schools promotes quality pupil’s achievement.
However,
headteachers as any other leaders in a formal organization are confronted with
numerous challenges which hinder the school from achieving quality education.
These challenges have therefore led to a gradual decline in the quality of
primary school pupil’s achievement in Nigeria. Obi (2003), said that, it is now
about three decades that there has been a steady decline in the level of academic
performance of school children as reflected in their poor performance in public
examinations. Some of these problems are due to acute shortage of qualified
teachers, neglect of the sector by successive governments (both military and
civilian) which manifest in inadequate funding, poor remuneration of teachers,
lack of infrastructures and inadequacy of teaching materials. Saraki (2008)
agitated for a state of emergency in the education sector because of his
concern about the steady decline in the quality of education in the country.
His reasons range from poor teaching facilities to the condition of teachers in
the country. Dukku (2008), also identified acute shortage of qualified
teachers, who are poorly motivated, ill equipped, unskilled and have poor
welfare among other reasons being responsible for the decline in the standard
of education in Nigeria. Amadi cited in Gyang (2009), stated that the irregular
payment of salaries is one of the major problems facing the teaching profession
in Nigeria. Lack of payment of salaries and other fringe benefits demoralize
teachers. Headteachers should therefore mobilize the community to support
schools because of the numerous challenges schools are faced with in order to
achieve quality education.
In addition,
not all headteachers in Nigerian primary schools are performing their roles
satisfactorily, this may either be as a result of incompetence, poor training,
lack of knowledge of educational administration or even failure to adhere to
the defined roles of leadership. Nwankwo (1982) opined that, a poor
administrative leader may render ineffective services even where there are best
school programmes, adequate resources and highly motivated staff, good students
and well coordinated community. This situation may result in poor communication
network, inability to manage conflict, non-challant attitude to work, rigid
decision making and lack of implementation by school heads thereby causing
imbalance in achieving quality education in the school system. Others include poor
accountability and transparency, poor interpersonal relationship between
headteachers and their subordinates, with staff, students and the community.
These problems will as well result in poor community mobilization, by school
heads which will in turn lead to poor pupil’s achievement in primary schools.
1.2 STATEMENT OF THE PROBLEM
Evidence
from the introduction has revealed that headteachers are confronted with
numerous problems while carrying out their role of mobilizing community support
for quality pupil’s achievement, which has led to gradual decline in quality
education in Nigeria. The statement of the problem therefore, is to look into
roles that headteachers can play in mobilizing community support for quality
pupils’ achievement in primary schools.
1.3 PURPOSE OF THE STUDY
The research
work is set to investigate into the role of headteachers in mobilizing
community support for quality primary pupils’ achievement in Pankshin L.G.A.
Specifically
the study aims at achieving the following objectives:
i. To identify the relationship between
school and community.
ii. To identify leadership styles used by
headteachers in community mobilization for quality achievement of pupils’ in
the primary schools.
iii. To identify the role of community for
effective quality achievement of pupils’ in primary schools.
iv. To identify the roles of headteachers in
community mobilization for quality pupils’ achievement.
v. To identify the factors or challenges hindering
headteachers in performing their role as community mobilizers to achieve
quality education in the primary school.
1.4 RESEARCH QUESTIONS
i. What is
the relationship between school and community?
ii. To what
extent does the leadership style of headteachers aid in community mobilization
for quality primary pupils’ achievement?
iii. To what
extent does community play its role in effective quality pupils’ achievement in
the primary schools?
iv. To what
extent do headteachers play their role as community mobilizers for quality
primary pupils’ achievement?
v. To what
extent are headteachers hindered from performing their roles as community
mobilizers for quality primary pupils’ achievement?
1.5 HYPOTHESES
Ho1: There
is no significant relationship between the role of headteachers and community
in quality primary pupil’s achievement.
Ha1: There
is a significant relationship between the role of headteachers and community in
quality primary pupil’s achievement.
Ho2: There
is no significant relationship between the role of headteachers and their
leadership style in mobilizing community support for pupils’ achievement.
Ha2: There
is a significant relationship between the role of headteachers and their
leadership style in mobilizing community support for pupils’ achievement.
1.6 THEORETICAL FRAMEWORK
This work
will be based on situational theory of Fieldler, Vroom & Vettem (1967).
This theory focus on many conditions that affect leadership. According to them,
leadership is not a product of only one variable operating within the system.
These could be the leader, the tasks and the role incumbent.
Among the
proponents of this situational theory is Fieldler, who stated that leadership
is determined by the quality of relationship between the leader and the
followers and also the degree to which the task structure and position power of
the leader relates. In essence, decision making context is much determined by
situational variables.
They also
proposed that situational analysis involves asking relevant questions by the
leader about the nature of problems and whether or not to solve the problems
alone or to involve the participation of other members. They came out with five
leadership styles cluttered into three pillars.
a.
Autocratic: Making decision alone and using whatever information available.
b.
Consultative: Sharing problems with relevant members of the group on one to one
basis to get their ideas and suggestions before presenting the ideas at a forum
for final decision making.
c. Group: Leader acts as a chairman at a meeting
of the group shares the problem with members to reach consensus on group
decision and express opinion but not try to sell a particular view or
manipulate the group.
The theory
indicates that, under one set of circumstance, one type of leadership is
effective, and under another set of circumstance, however a different type of
leadership is needed. The believe is that different leadership skills and
traits are required in different situations in order to be successful as a
leader and that no single type of personality or trait can be related or associated with success in leadership.
The reason
of adopting this leadership theory in this study is because it is concerned
about the relationship between the leader and the followers and also the degree
to which the task structure and position power of the leader relates. In a
school system, it is the leadership role of the headteacher that will determine
the relationship between the school and the community. The way the headteacher
relates with the community and how initiative he is in carrying out projects
that will have positive bearing to the school will encourage the community to
partner with the school to achieve quality education.
1.7 SIGNIFICANCE OF THE STUDY
The study
will be useful to the following school members, headteachers/principals,
community members and school supervisors. It will be useful to headteachers
since it will help them to identify factors that hinder them in performing
their role as community mobilizers and how it affects quality school
achievement. It will also help them to identify leadership qualities and role
desirable for effective community mobilization in order to achieve quality
education in primary schools.
The study
will also help community members understand that they need to identify with the
school in their community in order to support it. Furthermore, the study will
help school supervisors to understand the problems faced by headteachers and
how they can help the headteachers perform their role as mobilizers of their
communities to achieve quality primary pupils’ performance
1.8 DELIMITATION
The study is
limited to the role of the headteachers in community mobilization for quality
primary school achievement only and not any other roles of headteachers.
1.9 DEFINITION OF TERMS
Role: The
ability to perform function, tasks or duties. It could also mean
responsibilities given to an individual to carryout.
Headteacher:
A leader of primary school, he is also the chief accounting officer of the
school.
Mobilization:
The ability to work together in order to achieve particular objectives. It is also
the ability to partner with another person for support.
Quality: The
standard of education in a school as compare to other schools in a different
community or country.
Achievement:
Producing successful results in a school(s) or the ability to attain the
desired objectives.
Primary
School: An institution where learning takes place for children between ages
6-11 and above.
Leadership:
Is a process involving two or more people in which one attempts to influence
the others, behaviour towards goal achievement
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