The Micropolitics of School Principals’ Decision Making in Nigeria: Principals’ Perspective

Abstract

This study depicted a micropolitical analysis of school principals’ decision making as regards the influence of formal and informal groups on school administrative processes from the point of view of principals. It was based on descriptive survey study of all 24 public secondary schools within Ile-Ife community, Osun State, Nigeria, out of which a sample of 10 schools was purposively selected. The instrument for data collection was an open-ended questionnaire titled “The micropolitics of school principals’ decision making in Nigeria: Principals’ perspective”. The results showed that decisions’ themes focused on improving quality of teachers and physical facilities in schools. The formal groups responsible for these decisions were principals, teachers, government officials, and parents. The informal groups were watchmen or night guards, non-governmental organizations, mass media agencies, students, and landlords. The study concluded that a complex micropolitical interaction existed in the decision-making processes of school principals due to formal and informal groups’ participation, a consequent of School-Based Management Committee (SBMC) system.

Extent of Ward Schools’ Compliance with the 2014 Education Policy Guidelines on Parental Involvement in Rukwa Region, Tanzania

“…Though parents recognized the importance of conferences with teachers, they indicated concerns for lack of decision-making forum. Similar findings were reported by Mulwa, Kimosop, and Kasivu (2015) and Olayiwola and Alabi (2015) However, it is not clear whether the heads of schools were guided by legal framework or not. There was no particular government directive to parents that was assessed in view of its implementation.…”

“…In Tanzanian situation, they apply to school committees, improvement teams, parents-teachers' associations and others (URT, 2015;2016). It is an effective means of participatory school leadership that has been found to be more effective and efficient (Okumbe, 1998;Bell & Bush, 2002;Glanfield, Ngalawa, Simmt, 2015). The theory's strength was the cogent justification for its use on assessing parental involvement in this study…”

“…The reviewed studies indicate that parental involvement was generally to a low extent in the respective countries (Zahara, 2014;Okeke, 2012;Olayiwola and Alabi. 2015;Ngigi, 2014).…”

Okul Müdürleri̇ni̇n Okul Yöneti̇m Süreçleri̇yle İlgi̇li̇ Görüşleri̇ni̇n İncelenmesi̇ (Demi̇rci̇ İlçesi̇ Örneği̇)

“…Yapılan tarama ile ulaşılan araştırma sayıları: "School Administrative Process" için Google Akademik üzerinde 25 sonuç, Eric üzerinde 268 sonuç; "School Management Process" için Google Akademik üzerinde 248 sonuç, Eric üzerinde 954 sonuç; "Okul Yönetim Süreçleri" için Google Akademik üzerinde 25 sonuç şeklinde gerçekleşmiştir. Çalışmanın bu haliyle; bir bütün olarak örneklem, yöntem ve kullanılan ölçme aracı bakımından ilgili veri tabanlarında yer alan son beş yıla ait diğer araştırmalardan (Girgin, 2019;Olayiwola, & Alabi, 2015;Schlebusch, & Mokhatle, 2016) farklılık arz ettiği görülmüştür.…”