Behaviour and Instructional Management Strategies as Correlates of Public Secondary Schools Effectiveness in Imo State

Abstract

The study empirically determined if behaviour and instructional management strategies are correlates of public secondary schools’ effectiveness in Imo State. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. The correlational survey research design was adopted for the study. The population of the study comprised all 306 principals of public secondary schools in Imo State. The sample of the study comprised 306 public secondary school principals. Two structured questionnaires developed by the researcher were used for data collection. To ascertain the face and content validity of the instruments, the questionnaires were presented to three experts. Furthermore, a pilot test was conducted to determine the reliability of the instruments. The data obtained from the pilot test were analysed using the Cronbach Alpha method to determine the internal consistency of the instruments. Pearson Product Moment Correlation was used to analyse data for the study. Findings of the study revealed that behaviour management strategies have a high positive and significant relationship with public secondary schools’ effectiveness in Imo State. Findings of the study also revealed that instructional management strategies have a high positive and significant relationship with public secondary schools’ effectiveness in Imo State. It was therefore recommended that the Imo State Ministry of Education should organise regular training programmes and workshops for principals on effective behaviour management strategies to help maintain discipline and create a conducive learning environment in public secondary schools. It was also recommended that the Imo State government, through the Ministry of Education and the Post Primary School Services Commission, should provide continuous professional development programmes for principals on instructional management strategies.