Principals’ managerial behaviour and school climate in public secondary schools in Cross River State, Nigeria

Abstract

An unconducive school climate is inimical to the attainment of effective teaching and learning in schools. Studies have focused on issues bordering on the relationship between school climate and school effectiveness. The extent to which principals’ practices have contributed to the nature of school climate is secondary schools appears to be under-researched. This study examined Principals’ Managerial Behaviour and School Climate in public secondary schools in Cross River State. One research question was answered in this study. One hypothesis was tested in the study. The correlational research design was adopted for the study. The population of the study comprised all the 281principals in public secondary schools in Cross River State. 150 principals were selected as sample for this study. Principals’ Managerial Behaviour and School Climate Questionnaire (PMBSCQ) was used for data collection. The research question was answered using Mean and standard deviation, while data for hypothesis were analyzed using Multiple Regression analysis at the .05 level of significance. The result of the study revealed that the nature of school climate in public secondary schools in Cross River State is negative and that principals' managerial behaviour significantly predicted the nature of school climate in the schools. Based on this result, possible recommendations were made for school effectiveness including that principals should adopt effective conflict management approaches, maintain good leadership behaviour, ensure that facilities are adequately provided and allow teachers, students and parents to participate fully in the decision-making process of the school system

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