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 Background of the Study

 Primary education is the foundation upon which all other levels of education are built. If it is weak, it is likely that all other levels of education will be affected negatively and vise versa. The administrative head of the primary school is the head teacher. The quality of a head teacher’s leadership is important to the achievement of the set objectives of the primary school. Evidence abound on the importance of the leadership role of the primary school head teacher as a factor in promoting the school’s all round performance, improving pupils growth and discipline and the teacher’s development (Enyi, 2011 and Igwe, 2006). It is also recognized that effective leadership of the primary school heads is not inherent in the position of authority of the head teacher, but is developed by systematic training. To be effective in the discharge of their duties, and to cope with the challenges of the demands of the current 9- year Basic Education introduced in Nigeria since 1999, primary school head teachers must acquire a repertoire of relevant skills and competencies on the job among which must include skills in managing all facets of his school’s administration. Enyi (2011) in support of the above noted that in the current 9-year basic education, the head teacher is having more role functions and is more than ever before subjected to more responsibilities and challenges for school management and supervision of instruction. Such challenges according to Enyi (2011) include: Population explosion in primary schools leading to overcrowded classrooms, indiscipline among the pupils in the school, limited financial resources for school use, staff personnel management, challenges in curriculum implementation, assigning of tasks to carefully selected and trained teachers and decision making. The foregoing issues demand that the head teachers should be equipped with skills and competencies to handle the existing challenges. Skills in the opinion of Osinem and Nwoji (2005) are the abilities to perform an activity expertly. The authors further added that, skill is a well established habit of doing things and involves the acquisition of professional capability through repetitive performance of an operation. Skills in the context of this study involve activities which primary school heads perform to be able to manage the primary schools effectively. Such skills can be developed through training. Developing skills of the head teachers prepares them to face the challenges of the management of primary schools. It is the process of equipping individuals with the skills and access to information, knowledge and training that enables them to perform effectively or better in their jobs. Skill Development according to United Nations Development Programme (UNDP, 2008) focuses on series of actions directed at helping participants in the development or training process to increase the knowledge, skills and understanding they possessed and to develop the attitude needed to bring about desired developmental change in them. Skill development in the context of this study refers to efforts geared towards improving the level of knowledge, skills and attitudes possessed by the head teachers in primary schools for proficiency in the management of the primary schools. Skills development of the head teachers, therefore, is any training given to them in order to increase their capacity, skill, knowledge and attitude for effective management of the primary schools for the benefit of the pupils, teachers and the community where the schools are located.

Project detailsContents
Number of Pages155 pages
Chapter one Introduction
Chapter two Literature review
Chapter three  methodology
Chapter  four  Data analysis
Chapter  five Summary,discussion & recommendations
Chapter summary1 to 5 chapters
Available documentPDF and MS-word format


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