INFLUENCE OF PRINCIPALS’ ORGANIZATIONAL SKILLS ON MANAGEMENT OF RESOURCES IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

This study examined the influence of principals’ organizational and communication skills on the management of resources in public secondary schools in Anambra State, Nigeria. In recent times, the effectiveness of school leadership has come under scrutiny due to persistent issues such as poor infrastructure, resource mismanagement, inadequate instructional materials, and declining academic performance. These challenges raise concerns about the extent to which principals possess and apply key administrative competencies, particularly organizational and communication skills. The study adopted a descriptive survey research design involving a population and sample of 266 public secondary school principals across the six education zones in Anambra State. Two researcher-developed instruments, the Principals’ Organizational Skills Questionnaire (POSQ) and the Management of Resources Questionnaire (MRQ), were used for data collection. The reliability of the instruments was established using the test-retest method with a coefficient of 0.70. Data were analyzed using mean, standard deviation, and paired sample t-tests at a 0.05 level of significance. The findings revealed that principals’ organizational skills significantly influenced resource management, particularly in planning, coordinating, and allocating resources efficiently to achieve educational objectives. The study also found that principals’ communication skills had a highly significant influence on resource management by fostering collaboration, promoting clarity, resolving conflicts, and enhancing decision-making. These findings suggest that effective organizational and communication competencies are crucial for improving administrative efficiency and educational outcomes in public schools. The study concludes that principals who demonstrate strong organizational and communication skills contribute positively to the effective management of school resources. It recommends targeted professional development programs and policy reforms aimed at strengthening the leadership capacities of school principals. By enhancing these critical competencies, educational authorities can improve resource utilization and overall school performance in Anambra State and similar contexts.