IMPERATINESS OF SCHOOL ADMINISTRATORS’ TECHNICAL SKILLS ON STUDENTS’ ACADEMIC ACHIEVEMENT IN TECHNICAL SECONDARY SCHOOLS IN THE SOUTH WEST REGION OF CAMEROON
Abstract
This article aimed at investigating the impact of school administrators’ technical skills on students’ academic achievement in Technical Secondary Schools in the South West Region of Cameroon. The variables investigated were; project management skills, financial management skills and school management skills. Data were collected from primary sources through administration of eighteen (18) questions items questionnaire using a four point Likert scale. Three (3) open ended questions items for data collection were constructed. These instruments were administered to eighty eight (88) school administrators and two hundred nineteen (219) teachers. Eight (8) interview guides questions were administered to fifty (50) students, given a total of three hundred and fifty seven (357) participants. The participants were randomly sampled from twenty five (25) functional technical secondary schools in the South West Region of Cameroon. The data collected from the research instruments were both quantitative and qualitative. Findings revealed that; project management skills have significant impact on students’ academic achievement with a calculated Chi-Square of 252.361, financial management skills have significant impact on students’ academic achievement with a calculated Chi-Square of 56.214 and school management skill have significant impact on student academic achievement with a calculated Chi-Square of 158.256. It was recommended amongst other things that, schools administrators should be trained to effectively manage school activities and finances for the interest of the schools toward students’ academic achievement in technical secondary schools in the South West region of Cameroon.
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