Framing Ubuntu Philosophy to Reconstruct Principals’ Behaviour and Teachers’ effectiveness in Secondary Schools
Keywords:
Ubuntu philosophy, Principals’ behaviour, Teachers’ effectiveness, Secondary schoolsAbstract
The dwindling of teachers’ effectiveness in secondary schools as linked to the behaviour of principals necessitates this study. The study was theorised with Ubuntu philosophy to uncover deficiencies relating to principals’ organisational behaviour indices such as; communication, participatory decision making and stress management as correlates of teachers’ effectiveness in secondary schools in Ekiti State Nigeria. Descriptive research of survey design was used to cover all public secondary schools in Ekiti State. Seven hundred and twenty (720) respondents were sampled; 360 teachers and 360 students were selected using a multi-stage sampling procedure. Principal Behaviours Questionnaire”(PBQ) administered on teachers and “Teacher Effectiveness Questionnaire”(TEQ) administered on students were used to collect data. Face and content validity were used to ascertain the degree of accuracy and appropriateness of the instruments. Test-retest reliability method of the instruments was done with reliability coefficients of 0.77 and 0.94 respectively. Descriptive statistics (frequency counts and percentages) and Inferential Statistics (Pearson Product Moment Correlation PPMC and Regression Analysis) were used to analyse the data. The study found out that the effectiveness of teachers is on average while principals’ behaviour variables are highly significant to teachers’ effectiveness with the conclusion that communication, participatory decision making and principal stress management are the dimension of teachers’ effectiveness in secondary schools.
References
Aina, J. K., Olanipekun, S. S. & Garuba, I. A. (2015). Teachers’ Effectiveness and its Influence on Students’ Learning. Advances in Social Sciences Research Journal, 2 (4), 88-95.
April, K. & Peters, K. (2011). Communal Versus Individual Modalities of Work: A South African Investigation. Asia Pacific Journal of Business and Management, 2(1), 5-36.
Ayamolowo, S. J., Irinoye, O. & Oladoyin, M. A. (2013). Job Satisfaction and Work Environment of Primary Health Care Nurses in Ekiti State, Nigeria: an Exploratory Study. International Journal of Caring Sciences, 6 (3), 531-542.
Bongo, R., & Casta, J. (2017). Emotional and Occupational Stress among Teachers in Tagum North District, Philippines. Available at SSRN: https://ssrn.com/abstract=2892494 or http://dx.doi.org/10.2139/ssrn.2892494
Brack, B., Hill, M.B., Edwards, D., Grootboom, N. and Lassiter, P.S. (2003). Adler and Ubuntu: Using Adlerian Principles in the New South Africa. Journal of Individual Psychology. 59(3), 316–326.
Ekundayo, H. T, Omodan, B. I. & Omodan, C. T. (2018). Dynamics of organizational behaviour: A case of principals’ activities and teacher effectiveness in secondary schools in Ekiti State, Nigeria. The International Journal of Humanities & Social Studies. 6(8): 225-332.
Federal Republic of Nigeria (2004). National Policy on Education. Lagos: NERDC.
Federal Republic of Nigeria (2013). National Policy on Education. Lagos: NERDC.
Garba, A. (2012). Secondary Education in Nigeria: A Synthesis of Basic Student-Specific Concerns from Guidance and Counselling Perspective. Journal of International Cooperation in Education, 15 (2), 195-205.
Goris, J. R. (2007). Effects of satisfaction with communication on the relationship between individual-job congruence and job performance/satisfaction. Journal of Management Development, 26(28): 737-752.
Gray, P. S. (2013). Factors That Impact Administrator-Teacher Relationships. Ph.D Thesis, University of Southern Mississippi. USA.
Holtzhausen, D. (2002). The effect of divisionalised and decentralised organisational structure on a formal internal communication function in a South African organisation. Journal of Communication Management, 6(4), 323-339.
Ige, A. M. (2012). Provision of secondary education in Nigeria: Challenges and way forward. Journal of African Studies and Development, 5(1), 1-9.
International Labour Organisation (2001). Night work of women in industry. Presented at the International Labour Conference; 89 session. Geneva: ILO.
Jamie-Hale, M. S. (2018). The 3 Basic Types of Descriptive Research Methods. https://psychcentral.com/blog/the-3-basic-types-of-descriptive-research-methods/ 01/04.2019.
Kayode, G. M. & Ayodele, J. B. (2015). Impacts of Teachers’ Time Management on Secondary School Students’ Academic Performance in Ekiti State, Nigeria. International Journal of Secondary Education, 3(1), 1-7. doi: 10.11648/j.ijsedu.20150301.11.
Kavita, K., & Hassan, N. C. (2018). Work Stress among Teachers: A Comparison between Primary and Secondary School Teachers. International Journal of Academic Research in Progressive Education and Development, 7(4), 60–66.
Khomba, K. J. (2011). Redesigning the balance scorecard model: An African Perspective. Ph.D Thesis, University of Pretoria, South Africa.
Koen, M. (2018). Relationships. In M Nel (Ed.), Life orientation for South African teachers. Pretoria: Van Schaik. Chapter 16, 283-304.
Kolawole A. O. (2016). Organisational pressure and communication as determinants of quality of worklife of women in tertiary Institutions in Southwest Nigeria. An unpublished Ph.D. thesis, Ekiti State University, Ado Ekiti.
Lefa, B. J. (2015). The Africa Philosophy of Ubuntu in South African Education. file:///C:/Users/bolab/Downloads/AbstractRecovered.pdf/ 31/03/2019.
Mbhele, N. (2015). Ubuntu and School Leadership: Perspectives Of Teachers From Two Schools At Umbumbulu Circuit. Masters Thesis, University of KwaZulu- Natal, South Africa.
Mbigi, L. (1997). Ubuntu: the African dream in management. Randburg: Knowledge Resources.
Mbigi, L. (2000). In search of the African business renaissance: an African cultural perspective. Randburg: Knowledge Resources.
Mbigi, L. (2004). The spirit of African leadership. Randburg: Knowledge Resources.
Moloketi, G. R. (2009). Towards a common understanding of corruption in Africa. Public Policy and Administration, 24(3):331-338.
Msengana, N. W. (2006). The Significance of the Concept 'Ubuntu' For Educational Management and Leadership during Democratic Transformation in South Africa. Ph.D Thesis, University of Stellenbosch, South Africa.
Msila, V. (2008). Ubuntu and school leadership. Journal of Education, 44, 68-84
Msila, V. (2015). Ubuntu: Shaping the Current Workplace with (African) Wisdom. http://www.kr.co.za/knowres-publishing-1/ubuntu-shaping-the-current-workplace-with-african-wisdom/ 31/03/2019.
Nassaji, H. (2015). Qualitative and descriptive research: Data type versus data analysis. Language Teaching Research, 19(2), 129–132.
Nzimakwe, T. I. (2014). Practising Ubuntu and leadership for good governance The South African and continental dialogue. African Journal of Public Affairs, 7(4), 30-41.
Olaleye, F. O. (2007). Dynamics of organisational behaviour in Education. Lagos. Atlantic Associated Publishers.
Omirin, M.S. (2008). Educational Research for beginners. Lagos. Bifocal Publishers.
Omodan, B. I. & Tsotetsi, C. T. (2018). Student-Teacher Relationships as Panacea for Students’ Academic Performance in Nigeria Secondary Schools: An Attachment Perspective. Journal of Social Studies Education Research, 9 (4), 82-101.
Omodan, B. I., Ekundayo, H. T. & Bamikole, O. I. (2018). Enhancing students’ academic performance in secondary schools: The Vicissitude of Classroom Management Skills. The International Journal of Business & Management, 6(11), 106-112.
Oviawe J. I. (2016). Teacher effectiveness as correlates of students’ academic achievement in basic technology in Nigeria. International Journal of Academic Research in Progressive Education and Development, 5(2), 111-119.
Pagayanan, R. (2016). Stress Profile of Public Elementary School Teachers in Tacloban City Division: Inputs for a Proposed Classroom Intervention Program. Philippines: Tacloban.
Rai, J. K. (2018). Exploring the Teacher-Administrator Relationship in Schools: A Workshop to Build and Sustain Relationships. Master Thesis. Vancouver Island University.
Ramose, M. B. (1999). African Philosophy through Ubuntu. Mond Books: Harare.
Republic of Ghana (2013). Inclusive Education Policy. Ghana: Ministry of Education.
Ronnie, L. (2018). Ubuntu is the glue that can bond generations at work. https://www.businesslive.co.za/bd/opinion/2018-05-15-ubuntu-is-the-glue-that-can-bondgenerations-at-work/
Sparks, A. (1990). The Mind of South Africa. London: Heinemann.
Tworeck, C., Hemminga, D., Huber, D. & Dhillon, D. (2015). The Ubuntu philosophy as a management Strategy. file:///C:/Users/bolab/Downloads/UbuntuasaManagementStrategy.pdf/ 31/03/2019.
Ukonu, I. O., Serieke-Dickson, R. & Edeoga, G. (2019). Job-Related Stress among Public Junior Secondary School Teachers in Abuja, Nigeria. International Journal of Human Resource Studies, 9(1), 136-158.
Weber, C., & Scott, S. (2013). Principles for principal preparation. In C. L. Slater & S. W. Nelson (Eds.), Understanding the principalship: An international guide to principal preparation (Vol. 19, pp. 95-125). (Advances in Educational Administration). Bingley, UK: Emerald Group Publishing.
Published
How to Cite
Issue
Section
Copyright (c) 2019 Taiwo C Omodan, Cias T Tsotetsi
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
