Perceived influence of administrative support on secondary school teachers' effectiveness
DOI:
https://doi.org/10.37134/esss.vol5.2.7.2024Keywords:
Administrative Support, Teachers’ Effectiveness, Teaching and LearningAbstract
The study explores the impact of administrative support on the effectiveness of secondary school teachers in the Oriade Local Government area, Osun State. The effectiveness of teachers in this context refers to how well teachers perform their roles in the educational environment, particularly in secondary schools. The research uses quantitative surveys to gather respondents' views on the study. This study used a descriptive survey research design with an ex-post facto approach to study the influence of perceived administrative support on secondary school teachers' effectiveness in Oriade Local Government Area, Osun State. The sample consisted of 200 respondents from 20 secondary schools and ten teachers. A self-designed questionnaire was titled ‘Influence of Perceived Administrative Support on Secondary Schools Teachers Effectiveness.’ The data was analyzed using descriptive survey, frequency count, percentage, multiple regression analysis, T-test, and ANOVA to understand teacher effectiveness differences. The findings suggest that teachers who perceive strong administrative support report higher job satisfaction and effectiveness in their teaching practices. The study found that 54.5% of teachers perceive a moderate level of effectiveness, while 40.5% believe they have a high level. The study also found no significant difference in perceived teachers' effectiveness based on gender or years of experience. However, there was a significant difference in perceived teachers' effectiveness, indicating a significant difference in these factors. The study concludes that perceived administrative support significantly influences teachers' effectiveness, contributing to the ongoing discourse on educational effectiveness and emphasizing the critical role of administrative support in fostering an environment conducive to teaching excellence.
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Copyright (c) 2025 Yusuf Olayinka Shogbesan, Moses Adeleke Adeoye, Blessing Emoshogwe Osaro-Martins, Zainab Shabi
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