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An Evaluation Study Of Principal’s Instructional Programme Management Performance As Perceived By Teachers

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dc.creator Peretomode, Victor F.
dc.creator Agu, Uzo M.
dc.date.accessioned 2014-10-08T13:49:35Z
dc.date.accessioned 2015-12-08T10:53:16Z
dc.date.available 2014-10-08T13:49:35Z
dc.date.available 2015-12-08T10:53:16Z
dc.date.created 2014-10-08T13:49:35Z
dc.date.issued 1990-07
dc.identifier Peretomode, Victor F. (1989) An Evaluation Study of Principal’s Instructional Programme Management Performance as Perceived by Teachers, ZJER Vol. 2, no.2. Harare, Mt. Pleasant: HRRC.
dc.identifier 1013-3445
dc.identifier http://opendocs.ids.ac.uk/opendocs/handle/123456789/4684
dc.identifier.uri http://hdl.handle.net/10646/1584
dc.description.abstract This study is both evaluative and comparative in nature. It elicits data from teachers on their respective instructional programmes. One research objective was determined using descriptive statistics (frequencies, percentages, mean scores and standard deviation) and two null hypotheses were tested using the t-test at the 0.05 level of significance. The results show the principals mean performance ratings (by teachers) in the overall management of instructional programmes to be high. Furthermore, there is no significant difference in instructional programme management ratings between male and female principals. However, significant difference exists in the instructional management performance ratings between democratic and nondemocratic principals, with undemocratic principals being rated more highly than principals who exhibited democratic leadership style in overall instructional programme management.
dc.language en
dc.publisher Human Resourse Research Centre, (HRRC), University of Zimbabwe.
dc.rights http://creativecommons.org/licenses/by-nc-nd/3.0/
dc.rights University of Zimbabwe
dc.subject Education
dc.title An Evaluation Study Of Principal’s Instructional Programme Management Performance As Perceived By Teachers
dc.type Article


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