This study assessed administrative networking strategies and principals’ supervisory effectiveness in assessing teachers’ notes of lessons, teachers’ instructional delivery, students’ records, and non-academic activities in Cross River State, Nigeria. Three null hypotheses were formulated accordingly to direct the study. The study adopted a descriptive survey design. Census technique was adopted in selecting the entire population of 667 secondary school administrators in Cross River State. The instruments used for data collection were two set of questionnaires designed by the researchers including: Administrative (...) Networking Strategies Questionnaire (ANSQ)”, and “Principals’ Supervisory Effectiveness Questionnaire (PSEQ)” respectively. The reliability of the instruments was established through Cronbach Alpha, and reliability estimates of .89 and .92 were obtained for the two instruments respectively. The null hypotheses were all tested at .05 level of significance using Pearson Product Moment Correlation Analysis with the aid of SPSS v21. Findings from the study revealed that; there is a significant relationship between principals’ effective communication, school-community relationship, and teachers’ involvement in decision-making, with their supervisory effectiveness respectively. Based on the findings of the study, it was recommended amongst others that; secondary school principals should endeavour to communicate relevant ideas, messages, and information to both teaching and non-academic staff of the school; and ensure that appropriate feedback mechanisms are provided based on such information. (shrink)

This study explored the nexus between teachers’, students’, and school system effectiveness in Cross River State, following a factorial research design. One null hypothesis was formulated to guide the study. Convenient sampling technique aided in selecting a sample of 271 principals and 329 teachers from a population of 271 principals and 4,336 teachers respectively. “Teachers’, Students’ and School System Effectiveness Scale (TSSSES)” was constructed. The validity of the instrument was established through Factor analyses (EFA and CFA) with Promax rotation and (...) eigenvalues greater than one. Cronbach Alpha yielded reliability coefficients of .982, .983, .930, and .941 obtained for teachers’, students’, school system effectiveness, and the overall instrument. The Kaiser-Meyer-Olkin measure of sampling adequacy was employed and revealed a coefficient of .960 providing sufficient evidence to conduct factor analysis. The confirmatory factor model fit determined by RMSEA (.068), CFI (.935), TLI (.931), and SRMR (.029) all indicated a good model fit for accepting the proposed model. The null hypothesis was tested at .05 level of significance using Path analysis. All the computations and analyses were aided using MS-EXCEL v2016, Stata v15, SPSS v23, and Amos v23. Findings from the study revealed, among others that, there is a significant direct and indirect parsimonious nexus between teachers’ effectiveness, students’ effectiveness, and school system effectiveness. It was recommended that the government at all levels should provide funds and supply public schools with good school plants such as buildings, laboratories, libraries and teaching aids towards promoting effectiveness. (shrink)