The administrative performance of secondary school principals in Rivers State: The total quality management perspective
The study examined the administrative performance of secondary school principals in Rivers State: The total quality management perspective. Two research questions and two hypotheses guided the study. The design for this study was the descriptive survey. The population of the study was four hundred (400) principals and one thousand two hundred (1,200) teachers in the state. Stratified random sampling technique was used in choosing a sample of 245 public and 155 approved private senior secondary schools, as well as 60 principals and 100 teachers as respondents. Administrative Performance of School Principals Questionnaire for Total Quality Management (APSPQTQM) was the main instrument used to gather data with a reliability index of 0.94, obtained using the Pearson’s Product Moment Correlation Coefficient Formula (r). Instrument was a 4-point rating scale of Strongly Agree (SA = 4 points); Agree (A = 3 points); Disagree (D = 2 points) and Strongly Disagree (SD = 1 point). The instrument was properly validated by experts in the departments of educational management and measurement and evaluation. Mean ( ), standard deviation and rank order statistics were used to answer the research questions, while the hypotheses were tested with z-test at 0.05 level of significance. Findings emerged from the study: school principals in both public and private secondary schools are moderate in their administrative performance and that to be successful implementing TQM, secondary school principals are concentrating on the key elements to eliminate waste and to improve quality improvement in educational institutions. The study concluded that principals should apply TQM principles in their administrative process and that principals should concentrate on every key element involved in setting up a permanent system to improve quality improvement in secondary schools. The researcher recommended that there is need for principals in secondary schools to initiate internal actions that will encourage the application of TQM principles in their administrative process and that prudent and resourceful principals with other stakeholders in education should concentrate on the elements of TQM to bring about sustainable quality improvement in schools.