CHAPTER ONE
INTRODUCTION
Background of the study
In recent times, education stakeholders have expressed their concern over the poor performance of students in business education at the school certificate examination. Some blamed the school administrators (principals) and the principals while some blamed the students themselves and the parents. Whoever is to be blamed, the fact remains that, the school and its organizational management has correlation with the academic performance of the students. Leith (2004). The school principal who is the manager has a lot of roles to play in the academic achievement of the students. Ruth et all (1979) Wekessa (1997) Olagboye (2004) noted that to improve students’ performance, principals or managers are required first to improve the management of the schools. This can
be done if the principal set a clear vision for the schools, exhibit instructional leadership, and also allow for team spirit in the school. Lack of vision in the management of school often lead to imbalance in the allocation of and use of resources. This is why Ayot and Briggs (1992) noted that academic achievement of students depends on effective leadership. The principal is the chief executive of the school. He has some administrative tasks to perform such as supervision of instructional programmes in the school, management of school personnel, management of school finance, maintenance of student welfare services and establishment of good community relations. His or her failure to perform these tasks effectively and efficiently will affect the tone of the school
and achievement of academic goals.(Nwankwo 1982 and Peretomode 1991). In the discharge of these tasks, the manager is expected to plan, control, organize, coordinate and direct human and non-human resources in the organization in order to achieve the goals of the organization.(Adeleke 2001 and Onifade 20Hence poor performance of students in examination04) Nigeria education system is largely examination oriented. is always attributed to the school administration where the principal is at the helm of affairs. The poor performance of students in business studies had been largely attributed to poor management of the principals. It appears that most principals fail to monitor, and disseminate current information on educational issues and modern teaching techniques to principals in the schools. This has been a source of concern to the government and education stakeholders. Observation shows that most schools both in rural and urban are not well equipped of learning
materials, enough principals, computers were not available which could have prepared the students for electronic examination in future Even in some urban schools where computers were available the epileptic supply of electricity has limited their use. A consideration of the above posed a challenge to the administrative effectiveness
of the principal. The inability of some principals to encourage team spirit, among principals, poor human relations with principals and inconsistent classroom visitations are all hindrance to effective learning and teaching. A principal who properly exercises his or her leadership responsibility will enable his or her school to realize good academic achievement. This argues the fact that effective management of organization is a prime
contributory factor in achievement (Chitiavi, 2002). Principals are not exempted from the controversy on the poor performance of students in secondary school examinations. The poor attitude of principals to teaching and lack of professional development contribute to poor academic performance of students. A critical look at the students’ academic performances in business studies over the year show that much work is expected to be performed by principals and principals in order to improve the level of academic performance in secondary schools in the state. It is against this background that this study investigated the role of principal’s organizational management on academic achievement of students in secondary schools in Rivers States.
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