Principals’ Administration Skills Adopted in Handmaid of the Blessed Virgin Mary in Grant-Aided and Private Secondary Schools in Enhancing Pupil Academic Performance in Lusaka, Zambia

Abstract

The study was conducted to examine administration skills adopted by Handmaid of the Blessed Virgin Mary Principals in Grant-Aided and private secondary schools which, enhance high student academic performance in Lusaka District, Zambia. The study was guided by the following research questions: What are the administration skills used in Handmaid of the Blessed Virgin Mary Grant-aided and private schools in enhancing student academic performance in Lusaka District? Why is there a higher student academic performance in Handmaid grant-aided and private schools compared to government managed schools in Lusaka District? How effective are the administration skills in achieving high student academic performance in Lusaka District? What challenges are encountered by principals in executing the administration skills in handmaid schools in Lusaka District? What strategies can be put in place by the school administrators in enhancing better student academic performance? The study employed Symbolic Interactionism theory by Max Weber, (1864-1920) which deals with individuals and how these individuals relate to society. The population of the study comprised of 5 (five) principals, 180 teachers, and 2500 students. Mixed methods designs was used which is a combination of quantitative and qualitative designs. In qualitative design, survey design was used while in qualitative design phenomenology design was used. The study used both probability and non-probability sampling techniques. The questionnaires and interview guide were used to collect data from Principals, teachers, and students. Quantitative data were analysed using descriptive statistical Package for Social Science (SPSS) version 21 to make a descriptive analysis to give percentages and frequency distribution which displayed data systematically for reporting. Inferential statistics were used to check the relationships between the study variables and presented by using tables and graphs. Qualitative data that was generated in the study was organised in themes and patterns, grouped through content analysis and then tabulated. All ethical considerations were observed. The findings show that principals who use administration skills acquired through frequent in-service training and workshops prepared by their schools, attain high student academic performance. These principals achieve high results by motivating their teachers to work hard through different incentives and this promotes effective teaching. The perception of the teachers about their principals in Handmaid schools is that, through acquired administration skills, they promote team work and time management which helps in accomplishing school syllabuses and all other activities in time. Usage of technology in Handmaid schools proved to be a contributing factor to achieving better results. When evaluating/considering learner participation in attaining better results, students‟ perception is that, they take school work seriously and that through motivation by their principals and teachers, turn to enjoy doing their homework and other school activities. The study makes several recommendations such as: The government, through relevant ministries and departments need to invest in and embrace the introduction of compulsory in-service training and workshops for managers and teachers. This will serve as an alternative to administration and teaching education, for them to achieve better academic performance in their schools. Further, more emphasis should be put on learner centred activities. This can be achieved students through their homework and full participation in school activities that in turn contribute to their learning effectiveness.