PRINCIPAL ADMINISTRATIVE PRACTICES AND TEACHERS’ COMMITMENT TOWARDS UNIVERSAL BASIC EDUCATION (UBE) IN SOUTHWEST, NIGERIA
Taofeek Oyesola Lamidi 1
Senimetu Ileuma 2
Department of Educational Management, Faculty of Education, Lead City University
Ibadan, Oyo State, Nigeria 1 & 2
Corresponding Email: ileumasenimetu@gmail.com 2
Abstract
This study investigated principal administrative practices and teachers’ commitment towards Universal Basic Education (UBE) in Southwest, Nigeria. Two research questions and two hypotheses were raised. Descriptive research design was employed. Population included 54,870 teachers and 2,398 principals. 3013 teachers and 911 principals were sampled using multi-stage procedure. Teachers’ Commitment Questionnaire (TCQ) (α = .876)”, and Principal Administrative Practices Questionnaire (PAPQ) (α = .805)” were used to collect data. Data were analysed using descriptive and inferential statistics. Results showed high level of teachers’ commitment to the school (x̅ = 2.542) and students (x̅ = 2.535) but low commitment to teaching/profession (x̅ = 2.459). Principals highly adopt supervision (x̅ = 2.564) and involvement of teachers in decision-making (x̅ = 2.550) for teachers’ administration. In conclusion, principals’ administrative practices significantly influence teachers’ commitment in universal basic education. It was recommended among others that attention should be given to improving teachers’ commitment by organising mentorship meetings to improve principals’ administrative practices.
Keywords: Principals Administrative Practices, Teachers’ Commitment, UBE
