PRINCIPALS’ SCHOOL SELF-ASSESSMENT PRACTICES FOR SECONDARY SCHOOL IMPROVEMENT IN AWKA EDUCATION ZONE OF ANAMBRA STATE

Nonye Ifediorah Okeke, Chimaa Okaforcha, Amaka Ekwesianya

Abstract


The purpose of this research work was to determine the extent of principals’ school self-assessment for improvement of secondary schools. It is a descriptive survey and was carried out in public secondary schools in Awka Education zone. The population of the study comprised of 76 secondary school principals and 895 teachers in the area of the study while the sample for this study consisted of 486 respondents made up of 38 principals and 448 teachers. Fifty percent (50%) principals and teachers respectively were selected by simple random sampling technique. Instrument for data collection was a questionnaire developed by the researchers. The instrument was validated by experts and their reliability indices determined using Cronbach alpha method.  Data were collected by the researchers through direct hand-delivery process and were analyzed using mean and standard deviation for answering the research question while t-test was used to test the hypothesis.  It was among others found that that principals in public secondary schools in Awka education zone of Anambra state practice school self-assessment for school improvement to a low extent. It was therefore recommended that the state government organize in-service training for principals on school self-assessment.


Keywords


Principals; Secondary School; Self-assessment practice; School improvement.

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