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Ekpung, Akata, Charles
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PRINCIPALS’ ADMINISTRATIVE COMPETENCIES IN THE MANAGEMENT OF SCHOOL PLANT IN PUBLIC SECONDARY SCHOOLS IN IKOM EDUCATION ZONE OF CROSS RIVER STATE Ekpung, Akata, Charles; Effiong, Anietie Imo
Journal of Geography, Regional Planning and Development Vol. 2 No. 3 (2025): Journal of Geography, Regional Planning and Development
Publisher : ANTIS PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/jgrpd.v2i3.1449

Abstract

Objective: This study focused on Principals’ Administrative Competencies in the management of School Plant in Public Secondary Schools in Ikom Education Zone of Cross River State. Method: The design of this study was descriptive survey research design aimed at eliciting information from the respondents based on the research questions and null hypotheses that guided the conduct of this study. The population of the study comprised 113 principals and 1487 teachers of public secondary schools in Ikom Education Zone of Cross River State while sample of the study comprised of 200 teachers and 38 principals using a multi stage sampling technique. The instrument used for data collection was structured questionnaire and data were analyzed using mean and standard deviation for research question and t-test was used to test the null hypotheses at 0.05 level of significance. Results: The findings of the study revealed that procurement-related competencies and utilization-related competencies are needed by secondary school principals while the findings in the hypotheses revealed that there is no significant difference in the mean rating of principals and teachers on the procurement-related competencies needed by principals in school plant management; there is no significant difference in the mean rating of principals and teachers on the utilization-related competencies needed by principals in school plant management. Novelty: Based on the findings, the study revealed that secondary school principals should be subjected to in-service training on the usage of school plants for effective management.
PRINCIPALS’ ADMINISTRATIVE PROCESS STRATEGIES FOR THE ACHIEVEMENT OF QUALITY ASSURANCE IN SECONDARY SCHOOLS IN IKOM EDUCATION ZONE OF CROSS RIVER STATE Ekpung, Akata, Charles; Ebam, Ndep, Tiku
Journal of Geography, Regional Planning and Development Vol. 2 No. 3 (2025): Journal of Geography, Regional Planning and Development
Publisher : ANTIS PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/jgrpd.v2i3.1450

Abstract

Objective: This study examined principals’ administrative process strategies for the achievement of quality assurance in secondary schools in Ikom education zone of Cross River State. Specifically, the study was to examine principals’ planning strategies, organizing strategies, and principals’ coordinating strategies for the achievement of quality assurance in secondary schools in Ikom Education Zone of Cross River State. Method: The study adopted descriptive survey research design. The population of the study comprised 129 principals of the 129 public secondary schools. The entire population was used. The instrument was of Principals’ Quality Assurance Strategies Questionnaire (PQASQ) with reliability coefficient of 0.76 was used for data collection. Mean and standard deviation were used to answer the research questions. Independent t- test was used to test the hypotheses at 0.05 level of significance. Results: The result showed that principals’ administrative strategies do significantly impact on quality assurance of secondary schools in the areas of enhancing instructions and promoting school plants management, provision of instructional materials, encouraging job training and staff development, promoting sports and psychomotor domains, and supporting financial management and accountability. Novelty: Based on the findings of the study, it was recommended among others that principals should be adequately enlightened with more robust administrative strategies through seminars and conferences which may include classroom observation, analysis/strategy, post observation conferences and post conferences analysis and that Ministries of Education should make it mandatory for all school heads to be involved in quality assurance in order to assess teachers’ job outputs as well as students’ academic performance.
Co-Authors Ebam, Ndep, Tiku Effiong, Anietie Imo