Teachers perceived effective school management as correlate of their school connectedness in secondary schools in Anambra State
Abstract
The main purpose of the study was to determine the relationship between teachers' perceived effective school management and their connectedness in secondary schools in Anambra State. Three research questions guided the study, and three hypotheses were tested. The study employed a correlational survey design to determine teachers’ perceived effective school management and their school connectedness. It was conducted in Anambra State, which has six education zones and a total of 267 public secondary schools with 5,677 teachers. The sample of the study consisted of 320 teachers, selected from the population of 5,677. Two validated structured questionnaires were used to collect data for the study. The reliability of the instruments, using Cronbach's Alpha, was found to be 0.74 for TQSC and 0.85 for TQESM, indicating high consistency of the items in the instruments. Aggregate scores, Pearson correlation statistics, and a t-test were used to analyze the data. The findings of the study revealed that the majority of teachers were connected to their schools. The findings also indicated that most teachers believed their school management was effective. Furthermore, the study revealed a very high positive relationship between teachers' school connectedness and their perceived effective school management. Based on the findings, the researcher recommended, among other things, that teachers should not only make learning meaningful for students but also foster a positive classroom culture.
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