Decision-making Skills and Public Senior Secondary Schools Principals’ Administrative Effectiveness in Oyo State, Nigeria

Abstract

The study investigated the relationship between decision-making skills and administrative effectiveness of principals in public senior secondary schools in Oyo State, Nigeria. The role of school principals is crucial in creating an environment that fosters effective teaching and learning, and their decision-making skills have a significant impact on the overall functioning and success of the school. The study hinges on Management Theory of Henry Fayol and Fiedler’s Contingency Theory of leadership. A mixed method approach is utilized, combining quantitative surveys and qualitative interviews. Stratified and simple random sampling techniques are used in a multistage sampling procedure to choose the respondents. Data from 629 principals and 4,204 teachers were analyzed using descriptive statistics and Pearson Product Moment Correlation (PPMC). The study revealed a high level of administrative effectiveness (overall weighted mean = 3.47) among principals in planning (weighted mean = 3.48), coordinating (weighted mean = 3.39), and supervising (weighted mean = 3.47) activities in their schools. However, areas for improvement were identified, such as ensuring the provision of necessary resources, planning for maintenance of school infrastructural facilities, and deciding how the school budget will be spent. The prevalence of autocratic leadership (44.5%) among public secondary school principals in Oyo State was also found, but a significant proportion reported using democratic and digital leadership styles. The findings from the study indicate that there is a significantly high positive relationship (r = 0.960) between decision-making skills and administrative effectiveness. The study suggested among others that there is a need for principals to explore alternative decision-making skills that promote teamwork, collaboration, and shared decision-making.