The mediating effect of school based management on climate, bureaucracy and effectiveness in Nigeria secondary schools
School effectiveness is a global issue among education stakeholders particularly in developing countries where difficulties in delivering quality education are widespread. However, internal and external factors in schools make school outcomes unpredictable, thus making bureaucracy an effective manag...
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| Format: | Thesis |
| Language: | eng eng eng |
| Published: |
2018
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| Online Access: | https://etd.uum.edu.my/7451/1/Depositpermission_s900997.pdf https://etd.uum.edu.my/7451/2/s900997_01.pdf https://etd.uum.edu.my/7451/3/s900997_02.pdf |
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| Summary: | School effectiveness is a global issue among education stakeholders particularly in developing countries where difficulties in delivering quality education are widespread. However, internal and external factors in schools make school outcomes unpredictable, thus making bureaucracy an effective managerial and analytical tool which can be used to examine organizational structure and direct human behaviour. This study examined the effect of the school climate and bureaucracy on effectiveness by means of mediating the relationships through school-based management through a quantitative research of the cross-sectional survey type with population of 7,533 teachers. Four sets of instruments were adapted from the study of Ruane (1995), MacKay and Robinson (1966), Hoy and Ferguson (1985) and Bandur (2008) and were administered on a sample of 350 teachers in Nigeria secondary schools through a stratified random sampling of the proportionate method. The preliminary analysis of data was done through the Statistical Package of Social Sciences (SPSS). The Structural Equation Modelling (SEM) analysis with the Analysis of Moment Structures (AMOS 23.0 version) was employed to test the fitness of data in relation to the constructs in the model and further confirm hypotheses generated for this study. The findings of this study revealed that, the underlying predictors were true measure of their respective constructs. There was a mediating effect of school-based management on bureaucracy and school effectiveness while the other path analysis revealed that school-based management did not mediate between school climate and school effectiveness. This study expands theory on bureaucracy as bright side and validates the assertion that, bureaucracy is required in public schools. It further proves that, even though climate is a key factor in school, the composition and structure of school differ across context. This can significantly increase the administration’s ability to collectively address member’s interest and further strengthen the school system. |
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