PRINCIPALS' PERCEIVED ADMINISTRATIVE STRATEGIES FOR ENHANCING TEACHERS' ASSESSMENT SKILLS IN SECONDARY SCHOOLS IN ENUGU STATE
Abstract
This study investigated principals' perceived administrative strategies
for enhancing teachers' assessment skills in secondary schools in Enugu
State. Two research questions and two hypotheses guided the study. The
descriptive survey design was used. The population of the study was 361
principals. Through stratified random sampling, 196 principals were
sampled from the 6 education zones in Enugu State. The sample consisted
of 173 and 23 principals of public and private schools respectively. A
researcher-made structured questionnaire titled 'Principals
Administrative Strategies for Enhancing Teachers Assessment Skills
Questionnaire' (PASETASQ) was used to collect data. The validity of the
instrument was established by experts in the faculty of Education, Enugu
State University of Science and Technology using Cronbach Alpha
statistics which gave coefficients of .79 and .82 for A and B clusters.
Frequency counts and percentages were used to answer the research
question. Stated hypotheses were tested with t-test statistics. The result
indicated many administrative strategies that can be used to enhance
teachers' assessment skills such as assisting teachers' professional
development and growth, periodic and regular supervision of teachers
and disciplining truant teacher. Findings revealed that the principals'
implementation of the administrative strategies was low. Based on the
result, it was recommended that principals create opportunities for
teachers' professional development and growth by organizing regular inservice
training on student's assessment to enhance teachers' assessment skills
in cognitive, psychomotor and effective domains of knowledge. Principals should upgrade and implement the administrative strategies to enhance teacher's assessment skills.
Keywords: Principals, Administration, Strategies, Teachers, Assessment, Skills.
Igwebuike, Felicia K. & Anukaenyi, Blessing A.
PRINCIPALS' PERCEIVED ADMINISTRATIVE STRATEGIES FOR ENHANCING TEACHERS' ASSESSMENT SKILLS IN SECONDARY SCHOOLS IN ENUGU STATE
Abstract This study investigated principals' perceived administrative strategies for enhancing teachers' assessment skills in secondary schools in Enugu State. Two research questions and two hypotheses guided the study. The descriptive survey design was used. The population of the study was 361 principals. Through stratified random sampling, 196 principals were sampled from the 6 education zones in Enugu State. The sample consisted of 173 and 23 principals of public and private schools respectively. A researcher-made structured questionnaire titled 'Principals Administrative Strategies for Enhancing Teachers Assessment Skills Questionnaire' (PASETASQ) was used to collect data. The validity of the instrument was established by experts in the faculty of Education, Enugu State University of Science and Technology using Cronbach Alpha statistics which gave coefficients of .79 and .82 for A and B clusters. Frequency counts and percentages were used to answer the research question. Stated hypotheses were tested with t-test statistics. The result indicated many administrative strategies that can be used to enhance teachers' assessment skills such as assisting teachers' professional development and growth, periodic and regular supervision of teachers and disciplining truant teacher. Findings revealed that the principals' implementation of the administrative strategies was low. Based on the result, it was recommended that principals create opportunities for teachers' professional development and growth by organizing regular inservice training on student's assessment to enhance teachers' assessment skills in cognitive, psychomotor and effective domains of knowledge. Principals should upgrade and implement the administrative strategies to enhance teacher's assessment skills. Keywords: Principals, Administration, Strategies, Teachers, Assessment, Skills.