PRINCIPALS’ OPENNESS AND AGREEABLENESS AS CORRELATE OF THEIR ADMINISTRATIVE EFFECTIVENESS IN SECONDARY SCHOOLS IN ANAMBRA STATE
Abstract
This study investigated principals’ openness and agreeableness as correlate of their administrative effectiveness in secondary schools in Anambra State. Two research questions guided the study and two hypotheses were tested at 0.05 level of significance. A correlational survey research design was adopted for the study. The population of the study consisted all the 263 principals in the six education zones of Anambra State. All the principals were used for the study. Two sets of researchers’-developed instrument titled “Principals’ Openness and Agreeableness Questionnaire” (POAQ) and “Principals’ Administrative Effectiveness Questionnaire” (PAEQ) were used for data collection. The instruments were validated by three experts and subjected to internal consistency test using Cronbach’s Alpha method which yielded 0.81 for POAQ and 0.89 for PAEQ. Pearson’ Product Moment Correlation Co-efficient was used to analyze data for the study. The findings of the study indicated that there is a strong positive relationship between principals’ openness and agreeableness and their administrative effectiveness in secondary schools in Anambra State. Based on the findings it was recommended among others that there is need for Post Primary School Service Commission to determine the personality traits of would be principals before their appointment to ensure they possess requisite traits to manage the affairs of the schools for effectiveness.
Downloads
References
Adeniyi, W. O., & Anuodo, A. O. (2018). Personality traits and emotional intelligence: Paths to teaching effectiveness of secondary school teachers in Ife Central Local Government Area, Osun State, Nigeria. International Journal of Education and Research, 6(5), 1 – 12.
Ajayi, A., Waliu, S.B., Adewale, A.O., Opeyemi, O.D. & Olowoporoku, A.J. (2017). Influence of personality traits and work commitment on job performance of public secondary school teachers in Oyo South Senatorial District of Oyo State, Nigeria. International journal of Rural Development, Environment and Health Research, 1(1), 68-79.
McCrae, R.R., & Costa, P.T. (2006). Personality in Adulthood: A Five Factor Theory Perspective 2nd ed. New York: Guilford Press.
Alimi, O.S., Alabi, F.O. & Ehinola, G.B. (2011). Teachers’ perception of principals’ leadership effectiveness in public and private secondary schools in Ondo State. Global Journal of Management and Business Research, 12(1), 23-28.
Animba, I.E. (2020). Eelationship between personality and post-traumatic stress disorder experienced by senior secondary school students in Agbani education zone. Sapientia Foundation Journal of Education, Sciences and Gender Studies, 2(2), 10-22.
Danlami, H. and Auwalu, S.M. (2020). Relationship between principals’ personality traits and leadership effectiveness. FUDMA Journal of Educational Foundations, 3(2), 67-75.
Gadisa W.S. (2020). The relationship between students’ personality types and their academic achievement in Oromia Colleges of teachers’ education. International Journal of Psychological and Brain Sciences, 5, (3), 47-55.
Gana, S.J.., Oluwafeyisayomi, A.R. & Idowu, A.S. (2020). Influence of personality traits on English language performance of secondary school students in Oyo. International Journal of Research and Innovation in Social Science, 4(7), 350-355.
Ghani, N. M. A., Yunus, N. S. N. M. and Bahry, N. S. (2016). Leader’s personality traits and employees job performance in public sector, Putrajaya. Procedia Economics and Finance 37, 46 – 51.
Ibukun, W.O., Oyewole, B.K. & Abe, T.O. (2011). Personality characteristics and principal leadership effectiveness in Ekiti State, Nigeria. International Journal of Leadership Studies, 6(2), 248-262.
Sev, J. T. (2019). The big five personality traits as factors influencing job performance behavior in business organizations: A study of breweries and foods/other beverages manufacturing organizations in Nigeria. British Journal of Psychology Research 7(1) 9-36.
Ashok, K. & Ritu, B. (2016). Personality traits and academic achievement of tribal (GADDI) secondary school students. International Journal of Advanced Education and Research, 1(7), 41-49.
Emecheta, B. C., Awa, H. O. and Ukoha, O. (2016). Personality characteristics and employee affective commitment: Nigeria experience. International Journal of Business and Management Review 4(6), 69-92.
Khuda, B., Shafqat, H. & Muhammad, N.M. (2015). Personality and leadership effectiveness. Journal of Education and Human Development, 4(2), 139-142.
UNESCO (2021). Education transforms lives. Education Framework for Action. New York: Retrieved from, www.unesco.org/en/education.
UNESCO (2021). Leading SDG 4 – Education 2030. Education Framework for Action. New York: Retrieved from, en.unesco.org/theme/education.
Federal Republic of Nigeria (2014). National policy on education. Lagos: NERDC.
Copyright (c) 2023 Mokwe, Nwamaka Florence & Prof. Emenike Obi
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Author(s) and co-author(s) jointly and severally represent and warrant that the Article is original with the author(s) and does not infringe any copyright or violate any other right of any third parties, and that the Article has not been published elsewhere. Author(s) agree to the terms that the GPH Journal will have the full right to remove the published article on any misconduct found in the published article.
