Influence of Principals’ Administrative Practices on the Quality of Teaching in Senior Secondary Schools in Bauchi State

Abstract

This study examined the Influence of Principals’ Administrative Practices on the Quality of Teaching in Senior Secondary Schools in Bauchi State. Specifically, it assessed the effects of school planning, teacher supervision, and financial management on teaching performance. A survey research design was employed, targeting 4,930 principals and teachers across Bauchi, Central, and Katagum educational zones. Using proportionate stratified random sampling, 346 respondents were selected. Data were gathered through a validated questionnaire titled Impacts of Principal Management (I.P.M.)with a reliability coefficient of 0.77. Descriptive statistics (mean and standard deviation) were used to address the research questions, while one-way ANOVA tested the hypotheses at the 0.05 significance level. Findings indicated that principals’ planning of school activities was inadequate and contributed minimally to effective teaching. Teacher supervision was rated moderate, though reports varied between supportive practices and instances of victimization. Financial management was considered unsatisfactory, with cases of mismanagement and unnecessary levies negatively affecting instructional quality. The analysis further revealed significant differences between principals’ administrative practices and teaching effectiveness, but the effect sizes were small. The study concludes that administrative practices among principals in Bauchi State are insufficient to foster high-quality teaching. It recommends that principals embrace transparent financial practices, strengthen supervision, engage in visionary planning, and maintain school facilities to enhance teacher morale and improve teaching outcomes.