AFRICAN JOURNAL
EDUCATIONAL STUDIES
ISSN: 1116-0382
Volume 4, Number 2, September 2006
AFRICAN JOURNAL OF EDUCATIONAL STUDIES
VOLUME 4, NO. 2 SEPTEMBER 2006.
 AJES, 2006
All rights reserved. Ho part of this publication may be reproduced,
stored in a retrieval system, or transmitted in
any form or by any means: electronic, mechanical,
photocopying, recording or otherwise, without prior permission of the
copyright owners.
A Publication of
The Faculty of Education,
University of Botswana,
Gaborone, Botswana.
EDITORIAL BOARD
EDITOR
Professor Augustus A. Adeyinka
Department of Educational Foundations
University of Botswana P/Bag 0022, Gaborone, Botswana.
ASSISTANT EDITOR
Edmund Mazibuko
Faculty of Education
University of Swaziland
P/Bag 4, Kwaluseni, Swaziland.
John O. Abiri
CONSULTING EDITORS
Joyce Goodman
Former Dean, Faculty of Education
University of Ilorin, llorin Nigeria.
King Alfred's College
Winchester, UK.
Claudius O. Daramola
Department of Arts and Social
Sciences Education
University of llorin, Ilorin Nigeria
V. P. Franklin
Teachers' College
Columbia University
USA.
EDITORIAL COMMENT
The Volume 4, Number 2 edition of the African Journal of Educational
Studies has followed much the same pattern as the last edition with the
additional bonus of expansion in scope which has resulted in the
additional volume.
More emphasis is placed on reports of empirical researches in this
edition which will prove invaluable to all readers, especially stakeholders
in the educational profession in Africa and beyond. As usual, we thank
all the people that have kept faith<iwith us in making the publication of
this edition of this edition a success, especially our consulting editors for
the editorial advices offered.
Professor Augustus A. Adeyinka
Editor
Iii
NOTES TO CONTRIBUTORS
1. Manuscript should be submitted in triplicate to the
Editor, with a diskette, saved in Microsoft Word.
2. Manuscript must be typewritten, double spaced, A-4
size, and typed on one side only. They should be
accompanied by abstracts of not more than 200 words
in length.
3. Manuscripts, typewritten as indicated above, should be
between 10 and 20 pages in length, excluding the
abstract and references.
4. Details of reference to each work cited (including
sources of tables and diagrams) must be given.
5. The journal has adopted the following bibliographical
description:
a).
Books
i)
Author's surname first, then followed by initials or first
names,
ii)
Place of publication, followed by a colon, then, name of
publishers in parentheses
iii)
Title of the book to be italicized followed by a comma;
iv)
If applicable, name of editor or translator, indicated as
("ed") or ("trans"), followed by a comma;
v)
Number of edition used (if not first) followed by a semicolon;
vi)
Plumber of pages to which reference is made, preceded
by "p" or "pp" followed by a full stop.
iv
b)
i)
ii)
iii)
iv)
v)
vi)
6.
7.
8.
9.
10.
11.
Periodicals
Author's surname first, followed by a comma and the
initial(s) or first names and year of publication in
parentheses/brackets
Title of the article in double quotation marks
Title of the periodical, italicized, followed by a comma;
The volume in Arabic figures, the issue number in
brackets;
The date of the issue or volume to which reference is
made followed by a comma;
The page numbers of the article followed by a full stop
Tables and figures should be kept to the barest minimum
and these should be placed at the end of the paper, before
reference.
The point at which each table or figure is to be inserted
should be indicated in the text.
Footnotes are not allowed.
Bibliographical references should be arranged in
alphabetical order of authors' surnames.
Citations should be made in brackets within the text
giving the name of the author, the year of publication and
the page numbers, where applicable.
All correspondence should be addressed to:
Professor Augustus A. Adeyinka
Department of Educational Foundations
University of Botswana
P/Bag 0022, Gaborone, Botswana.
v
CONTENTS
Editorial Board..............................................................................iii
Notes to Contributors....................................................................iv
Notes on Contributors...................................................................vi
Attitudes and Reactions of Students to the Opposite Sex in
SelectedColleges of Education in Oyo, Ekiti and Ondo States of
Nigeria. Dr. O. O. Oyerinde.............................................................1
Improving Education of the Handicapped through Community
Participation Dr. Steve Metiboba.................................................13
Science Process Skills among Botswana Primary School Pupils.
Professor Cephas David Yandila & Daphine Letsholo..................25
Relationship of some Home Environmental Factors and Teachers'
Assessment of their Academic Performance: A Study in Ilorin
Metropolis, Nigeria Dr. (Mrs.) Mary O. Esere & Mrs. Mary C.
Arewah...................................................................42
Sociological Constraints in the application of Existential Concepts in
Nigerian Education System Dr. I. O. O.Amali........52
Laboratory Teaching Methods in Science-Based Discipline, Dr. E. O.
Omosewo.........................................................................65
The Level of HIV/AIDS awareness among visually impaired
adolescent: A case Study of Akropong School for the Blind-Ghana
Dr. (Mrs.) Florence Banku ObiGf Vincent Mamah....................74
The Role of Traditional Education in Curbing Restiveness among
Nigerian Youths Dr. M. N. Sule.................................................85
vi
Role Conflict and Administrative Effectiveness of Vice-Principals of
Public Secondary Schools in Kwara State,
Nigeria: Implications for their Morale.
Dr. (Mrs.) Rhodah Olape Oduzvaiye............................................95
Women and Time Managements
Mrs. Heline M. Molagun.............................................................106
School Proprietorship and Teachers' Perception(s) of, and
Preference(s) for Social Studies Curriculum Models in Nigeria Junior
Secondary Schools Dr.R. W. Okunloyee.........................117
Instructional Media and Their Sources for Teaching and Learning in
Tertiary Institutions. A Nigerian Perspective
Dr. M. A. Fakomogbon & Dr. (Mrs.) M. V.Adegbija...............127
Influence of Gender on Knowledge of HIV/AIDS among Secondary
and Tertiary Institution Students in Ilorin Metropolis: Implications for
Counselling
and
Education
Dr.
J.
A.
Omotosho.....................................................................138
Secondary Education Provision in Africa: What form should it take
in the Twenty-first Century?
Dr. Nona. Adu-Pipim Boaduo FRC...........................................152
Implications of Wole Soyinka's "The Lion and the Jewel" For Women
Empowerment Dr. Stephen Billy Olajide.................178
vii
NOTES ON CONTRIBUTORS
Dr. O. O. Oyerinde is a Senior Lecturer in the Department of Physical
and Health Education, Faculty of Education, University of Ilorin,
Ilorin Nigeria.
Dr. Steve Metiboba is a Senior Lecturer in Department of Sociology,
University of Ilorin, Ilorin Nigeria.
Professor Cephas David Yandila is a Professor in the Department of
Mathematics and Science Education, University of Botswana,
Botswana
Daphine Letsholo is a Lecturer in Francistown College of Education,
Botswana.
Dr. Mrs. Mary O. Esere is a Lecturer in the Department of Guidance
and Counselling, Faculty of Education University of Ilorin, Ilorin
Nigeria.
Mrs. Mary C. Arewah is a Lecturer at Federal Polytechnic Bida,
Niger State, Nigeria.
Dr. I. O. O. Amali is a Lecturer in the Department of Arts and Social
Sciences Education Faculty of Education, University of Ilorin, Ilorin
Nigeria.
Dr. E. O. Omosewo is a Senior Lecturer in the Department of Science
Education University of Ilorin, Ilorin Nigeria.
Dr. J. A. Omotosho is an Associate Professor in the Department of
Educational Guidance and Counselling University of Ilorin, Ilorin
Nigeria.
Dr. (Mrs.) Florence Banku Obi is a Lecturer at University of
Calabar, Calabar Nigeria.
viii
Vincent Mamah is a Staff of University of Education Winneba Ghana
Dr. M. N. Sule is a Staff of Faculty of Education University of Jos,
Jos Nigeria;
Dr. (Mrs.) Rhodah Olape Oduwaiye is a Staff Department of
Educational Management University of Ilorin, Ilorin Nigeria
Mrs. Heline M. Molagun is a Lecturer in the Department of
Educational Foundations, Kwara State College of Education Ilorin,
Nigeria.
Dr. R. W. Okunloye is a Leturer in the Department of Arts and
Social Sciences Education, Faculty of Education, University of
Ilorin, Ilorin Nigeria.
Dr. M. A. Fakomogbon is a Lecturer in the Department of Science
Education, Faculty of Education, University of Ilorin, Ilorin Nigeria
Dr. (Mrs.) M. V.Adegbija is a Lecturer in the Department of Science
Education, Faculty of Education, University of Ilorin, Ilorin Nigeria
Dr. Nona Adu Pipim Boadu FRC is a Professor in the Department
of Languages and Social Sciences Education, Faculty of Education,
University of Botswana, Botswana
Dr. Stephen Billy Olajide is a Lecturer in the Department of Arts
and Social Sciences Education, University of Ilorin, Ilorin, Nigeria
Ix
ROLE CONFLICT AND ADMINISTRATIVE
EFFECTIVENESS OF VICE PRINCIPALS OF PUBLIC
SECONDARY SCHOOLS IN KWARA STATE, NIGERIA:
IMPLICATIONS FOR THEIR MORALE
Dr. (Mrs.) Rhoda Olape Oduwaiye
Abstract
This paper is a report of an investigation into the influence of role conflict
on administrative effectiveness of Vice Principals in Kwara State secondary
schools. Three hypotheses were generated while using the instrument, Role
Conflict and Administrative Effectiveness Questionnaire (RCAEQ) to elicit
the opinion of 150 vice principals in Kwara State schools. Pearson-product
moment correlation and t-test statistics were used to analyse the data. The
results of the study showed that there was a significant relationship between
role conflict experienced by the vice principals and their administrative
effectiveness while there was no significant difference between the role
conflict experienced by vice principals of urban and rural schools. Based on
the findings, it was recommended that roles of vice principals should be
clearly stated, junior and senior secondary schools should be separated
administratively with each school having their own principals and not more
than two vice principals. This will give opportunity for many senior staff to
have effective duty posts while seniority should be purely used for the
assignment of duty posts.
Introduction
Since the government take over of secondary schools in 1970, a
number of changes have taken place. One that is worthy of note
here is the issue of population explosion especially in urban areas.
By 1986, Kwara State established a number of secondary schools
known as "neighbourhood day secondary schools". This was to
bring schools within walking distances from students' homes. This
brought about changes in the behaviour of students. Secondary
schools are becoming more sophisticated in terms of urban
influence and the challenges of indiscipline began to grow, school
95
Rolf Conflict and Administrative Effectiveness of the Principals of Public Secondary School in
Kwaru State, Nigeria: Implications far their Morale Dr. (Mrs.) Khoda Olape Oduwaive
administration becomes more obvious. The rapid expansion of
secondary schools according to Obemeata (1982) dictated that the
experienced teachers became thinly spread out among the large
number of secondary schools and the young, inexperienced teachers
were called upon to head the newly established secondary schools.
The roles of the secondary schools' heads and their aids also have
been changing with the changes that are also taking place in both [he
secondary schools and the society. The head of a secondary school is
generally known as the principal. The principal is entrusted and
charged with the business of controlling the staff, finances and
activities of the school. He then becomes responsible for running the
school. He sees that government policies are executed and a number
of times, makes policy decisions and "determines the direction and
objectives of the school". Many people see the school head, according
to Obemeaia, (1982! as one whose work revolves round the school; its
reputation depends on him and he can make or mar a school.
Among the roles of a secondary school head according to Titiloyc
(19^7) are being a counsellor, a public relation officer, a building
contractor, a nurse, a curriculum developer and a teacher trainer. He
also interprets policies, also charged with staff and students
discipline. He also has one of the most important roles to resolve
conflicis, inducting staff, admission of students, finance and
accounting was also his major role and besides all these varied roles
he liaises with the immediate community and the Ministry ol
Hducaiion or Teaching Service Commission. These roles, which are
very varied, are expected to be shared by the immediate subordinates
who are known as Vice Principals. In main1 schools now, because of
the large population and because many senior stall had attained the
rank of principals, they are made Vice Principals. In many schools,
these Vice Principals are as many as three, four or even five. Contrary
to expectation, many heads of schools (principals) do not involve
their Vice Principals in the process of policy making or even share
many of these varied roles. Some roles are not delegated to them and
where roles are delegated, power and authority that go with it are not
delegated. Roles are sometimes
92
African Journal of Educational Studies Vol. 4 No. 2 Sept. 2006
duplicated as the number of vice principals increases and this makes
their roles to be ambiguous. The role ambiguity/role dissatisfaction/
role conflict experienced by these Vice Principals may affect their
administrative effectiveness.
Role conflict occurs when the norms that arc consistent with
one role that is played prevents one from beha\ ing in accordance with
the norms consistent with another role. Ro'e ambiguity is a lack of
understanding of their jobs as in periods of organizational change
because role expectations change.
According to Rixzo, Howse and Lirtzman (197Q), the roles
assigned to group members may be the cause of internal conflict.
There are two major types of role conflicts - Interrole conflict and
Intrarole conflict. Interrole conflict, according to Rizzo and others
(1970) occurs when an individual is assigned simultaneous roles with
conflicting expectations. It is a case of wearing too many hats. For
instance, a group leader that is expected to lead the group for
productive venture and also ensures that profit is distributed to
members for their welfare is likely to suffer interrole conflict.
Conflict may also result from an overload of expectations. Intrarole
conflict occurs when too many directives are sent to one group
member. This is a case of too many bosses. Kahn, Wolfe and Quinn
(1984) identified likely causes of role conflict, role ambiguity and
role stress as follows:
1.
roles in changing organizations.
2.
roles for which there are considerable differences in
expectations among various members of the role set.
3.
roles that require co-ordination across departmental or
organizational boundaries.
4.
roles with responsibility to more than one supervisor.
5.
roles that require the supervision of others.
In an organization, role conflict and role ambiguity are predictors of
job dissatisfaction. Role conflict can be either constructive or
destructive while it can also provide stimulus for innovative
approaches.
Administrative effectiveness in school, according to Adesina,
(1988), is a function of leadership, that is, quality of leadership
which a
97
Role Conflict and Administrative Effectiveness of Vice Principals of Public Secondary Schools in Kwara
Stale, Nigeria: Implications for their Morale Dr. (Mrs.) Rhoda Olape Oduwaiye
principal is giving to motivate and inspire other staff to adapt. It is
expected that such staff should be able to adapt so as to be able to
achieve and maintain individual and organizational goals. In other
words, it is the ability to get all members of the school community to
work together towards the achievement of the excellent goal of the
education of all the students. Oluchukwu (2000) expressed a similar
opinion that the school principal motivates and directs employees to
use their energy towards maximum attainment of the goals of the
institution.
Many authors have measured administrative effectiveness
using different criteria. Hunt (1992), Handy (1993) saw
administrative effectiveness as the achievement of operative goals,
capabilities, experiences, energy goals and value, while Rizzo, Howse
and Lirtzman (1970) perceived it as the satisfaction derived by
members and subsequently the internal structure and operation of the
organization. Morale, faculty performance and their satisfaction were
used to measure administrative effectiveness by Oduwaiye (1997).
The same criteria were used to measure the effectiveness of the, Vice
Principals in Kwara State secondary schools in this paper.
Problem Statement
The roles of the vice principals are not clearly stated. In many
schools where there are schedules of duties, they are merely roles or
duties taken from the roles of the Principals. They are just roles
delegated to the Vice Principals. In a case where such Principals do
not delegate duties, the Vice Principals become redundant. Many
times, roles delegated to the Vice Principals are ambiguous.
This study endeavoured to find answers to the following questions:
1.
How does role conflict affect the administrative effectiveness
of Vice Principals in Kwara State public secondary schools?
2.
What are the implications of role conflict on the morale of
Vice Principals in Kwara State public secondary schools?
98
African Journal of Educational Studies Vol 4 No.2 Sept, 2006
t
Research Hypotheses
The following hypotheses were generated and tested.
Ho1
There is no significant relationship between Vice Principal's
role conflict and administrative effectiveness in Kwara State
Secondary Schools.
Ho2
There is no significant relationship between Vice Principal's
role conflict and their morale.
Ho3
There is no significant difference between Vice Principal's
role conflict in urban and rural areas.
Research Methodology
Research sample - There are 560 Vice Principals in Kwara
State public secondary schools. Of this figure, 320 are in Ilorin
metropolis while 240 are scattered in other schools in Kwara State.
Out of this population, the schools were stratified into urban and rural
schools. Simple random technique was then used to select a sample,
having 100 from the urban representing 31.25%, while 50 were
selected from the rural.
The instrument used for the study was the researcher designed
Role Conflict and Administrative Effectiveness Questionnaire
(RCAEQ). The instrument was personally administered on the
respondents by the investigator. There are 26 items subdivided into 3
sections. The items are of Likert-type made up of 22 items ranging
from extremely positive to extremely negative statements with the
following options - Strongly Agree (SA), Agree (A), Disagree (D)
and Strongly Disagree (SD). The instrument was pretested on five
Vice Principals using test-retest method and the reliability coefficient
was 0.89.
Pearson Product Moment Correlation Coefficient was used to
test hypotheses 1 & 2 while t-test statistical method was used to test
hypothesis 3.
Hypotheses Testing
Ho1: There is no significant relationship between vice principal's
role conflict and administrative effectiveness in Kwara State
secondary schools.
99
Role Conflict and Administrative Effectiveness of Vice Principals of Public Secondary Schools in Kwara State,
Nigeria: Implications for their Morale Dr. (Mrs.) Rhoda Olape Odttwai\e
Table 1:
Relationship between Vice Principal's Role Conflict and
Administrative Effectiveness in Kwara State Secondary Schools
Variable Cases Mean
Standard
_______________________ Deviation
Role
150
25.3400 2.4600
conflict
Admin
150 16.0860
1.8117
EffectiveNess
Calculated Critical
r-value
r-value
.3899
.196
Decision
Significant
or rejected
.05 = significant level df = 149
From the result on table 1, the calculated r-value between role conflict
of vice principals of Kwara State secondary schools and their
administrative effectiveness is .3899 while the critical r-value is .196
at 149 degree of freedom. This shows that there is significant
relationship between the role conflict experienced by vice principals
and their administrative effectiveness and thereby the hypothesis is
rejected.
Ho2: There is no significant relationship between role conflict and
their role performance.
Table 2:
Relationship between role conflict and morale of Vice Principals
Variable
Cases
Mean
.
Role
150
25.3400
conflict
Admin
150
33.3800
Effective
ness
Standard
Deviation
271509
Calculated
r-value
3.1509
.2707
100
Critical
r-value
.196
Decision
Rejected
African Journal of Educational Studies Vol. 4 No. 2 Sept., 2006
Table 2 shows that the calculated r-value of the role conflict and
morale of vice principal is .2707 while the critical r-value is .196.
This hypothesis is also rejected since the calculated r-value is greater
than the critical r-value at 149 degree of freedom and at .05 level of
significance.
Ho3:
There is no significant difference between role conflict of
Vice Principals in rural and urban secondary schools.
Table 3:
Difference between role conflict of Vice Principals in rural and
urban schools
Variables: Cases
Mean
Role
Conflict
Urban
100
25.3429
Rural
50
25.2727
Standard
Deviation
1.701
3.189
Calculated Critical
t-value
t-value
0.30
3.52
Decision
Accepted
.05 = significant level df = 148
Table 3 shows no significant difference between role conflict of vice
principals in urban and rural areas. The table shows a calculated tvalue of 0.30 while the critical t-value is 3.52 at .05 level of
significance and 148 degree of freedom. The hypothesis is accepted.
Discussion
The results from hypotheses 1 and 2 showed that the two
hypotheses were rejected. The results showed that there is significant
relationship between role conflict and administrative effectiveness.
Effectiveness here was measured majorly by the morale of vice
principals. The role performance of vice principals is quite low
because during the research, the roles of vice principals »s clearly
stated by the TSC are for vice principal (Administration) and Vice
Principal (Academic). From the recent past, the top echelon of
teaching staff began to swell, and thereby causing the need to create
positions of Vice Principal (Special Duties); Vice Principal (General
Duties) and in some schools Vice Principal (Administration) I and
101
Role Conflict and Administrative Effectiveness of Vice Principals of Public Secondary
Schools in Kwara State, Nigeria: Implications for their Morale Dr. (Mrs) Rhoda
Olape Oduwaiye
II. Many schools have up to five Vice Principals. The implication of
this is that the roles are no more clearly stated. The roles of these Vice
Principals are fashioned out by the principals. Many times the roles
overlap and therefore resulting to role ambiguity. The role
performance therefore began to drop and therefore resulting into low
morale experienced by many Vice Principals. This result counters the
view of Oduwaiye (1997, 2004) that the role conflict experienced by
the academic staff of the Nigerian universities does not significantly
affect their administrative effectiveness. Also, according to Hienila
(1979) cited in Oduwaiye (1997) that the role conflict of role overload
strengthens the mental alertness of academics and prepares them to
face challenges with zeal. The role conflict experienced in the case of
Vice Principals is that of role underload and role ambiguity as five
vice principals now perform the duties of two main vice principals.
There are a lot of implications of this role conflict for the
effectiveness of the vice-principals on their jobs. Among them is the
low morale of this set of workers and their subsequent job
dissatisfaction.
Hypothesis 3 showed that there is a significant difference between the
Vice Principals' perceptions of role conflict in rural and urban areas.
This is because the role performance of vice principals is essentially
the same as that of the Principals. The population of the schools in
rural areas is low and in many schools in the rural areas are low and
in many of such schools, there is only one Vice Principal. Principals
do not have any problem relating to one Vice Principal. He (the
Principal) easily makes the Vice Principal to act for him in his
absence. Most Principals in the rural areas see their Vice Principals as
'partner in progress'. This has a positive effect on their morale.
Conclusion- and Recommendation
From the findings of this study, it was concluded that the Vice
Principals of Kwara State secondary schools experience some role
ambiguities and role underload which influence significantly their
administrative effectiveness. As a result of this role underload, many
Vice Principals are redundant and this has
102
African Journal of Educational Studies Vol. 4 No. 2 Sept., 2006
significant influence on their morale.
In view of the findings of this study and subsequent
conclusions, the following recommendations are made to help
improve the morale and effectiveness of Vice Principals in Kwara
State secondary schools.
(1)
The practice of posting four or five vice principals to a
school does not help effectiveness. Two or at most three
in case of large schools with well-defined schedule of
duties would enhance effectiveness. The principals can
use their initiative to co-opt other senior teachers into
other administrative duties especially supervision.
(2)
Many vice principals have low morale because they
claim that they are senior to their principals in terms of
rank and academic qualifications. This issue is a serious
one and should be addressed as it negatively affects the
administration of a school and its effectiveness.
(3)
The roles of each vice principal should be clearly
defined and their schedule of duties made known to
them. Though the duty of vice principals is to assist the
principals in the day-to-day running of the schools, this
is vague. The vice principals should know which area of
assistance should be their own duties. They should not
be left at the mercy of the principals.
(4)
Each segment of the school as in the case of junior
secondary and senior secondary schools should be
autonomous schools with their own principals and vice
principals. This will be able to accommodate more
senior staff who are itching to take administrative
positions. The population of the schools would also not
be too large thereby bringing about effectiveness.
103
Role Conflict and Administrative Effectiveness of Vice Principals of Public Secondary
Schools in Kwara State, Nigeria: Implications for their Morale Dr. (Mrs) Rhoda
Olape Oduwaiye
References
Adesma, O.A. (1988). The Development of modern education in
Nigeria. Lagos. Heinemann.
Hainila, K. (1989). The significant of evaluation. Bulletin of the
Federal International, Chaffernhan. 1- (15) 63-65.
Handy, R.W. (1993). Administrative style and stall morale. Journal of
Educational Administration 15, 105-126.
Hunt, WJ. (1992). Managing People at Work: A managers guide in
behaviour in organization. London, McGraw Hill.
Kahn, R.L., Wolfe, D.M., Qumn, R.R (1984). Organizational Stress:
Studies in role conflict and ambiguity. New York. John
Wilevy & Sons.
Obemeata, O. (1982). The Role of the Principal in School
Management: Guidelines for Principals and Teachers. Ibadan.
Heinemann.
Oduwaiye, R.O. (1997). Influence of role conflict on administrative
effectiveness in Nigerian universities. Unpublished doctoral
thesis. University of Ilorin.
104
African Journal of Educational Studies Vol. 4 No. 2 Sept., 2006
Oduwaiye, R.O. (2004). Influence of role conflict on administrative
effectiveness of academic staff in Nigerian universities in
International Journal of Educational Management. Vol.3, pp.
190-199.
Oluchuckwu, E.E. (2000). School mapping and planning for
efficiency in the school system. In J.O. Fadipe and EK.
Ojedele (Ed.) Management of Nigerian Education: Personnel
Administration and Quality in Education. Ibadan, Daily
Graphics.
Rizzo, J.R., Howse, R.J. & Lirtzman, S.I. (1970). Role Conflict and
Ambiguity in Complex Organisations. Administrative Science
Quarterly 15 265-268.
Titiloye, Oyebola I. (1997). The role of the principal in the
preparation and conduct of secondary school examinations in
D.K. Madugu, A.O., Arowosaiye & D.O. Omoniyi (Ed.)
School Management: Guidelines for Principals and Teachers.
Ilorin, Teaching Service Commission, Kwara State.
105