| dc.description.sponsorship | The study is concerned with the "attitude of the
primary school headmasters towards educational innovations." The sample was composed of 120 headmasters who were categorised in terms of their professional qualifications, experience and headmatersi inservice educational expErience.
Data were collected by means of the Likert type of summated rating questionnaire. This was given to the primary school headmasters to answer. The null hypothesis tested was, "there is no significant difference in mean
attitude scores between t in-serviced a and r non-inservicei_!'
headmasters". Further comparisons 'v~eremade in terms of mean attitude scores for various professional levels and
mean attitude scores for the 'experienced' and 'in-experiencedi
headmasters. Interaction was sought using MjOJA techni quas ,
From the study, the following conclusions were made; Firstly, there was a significant difference between the mean attitude scores of 'in-serviced' and non-inserviced'
headmasters. This led to the rejection of the null hypothesis in favour of the 'non-inservice' headmasters. The evidence strongly suggests that the headmasters' inservice programmes had insignificant impact on the choice of headmasters to
attit~e items in the questionnaire. c.. ~.
Secor~ly, no remarkable difference was shown in mean attitude scores of various categories of headmasters
,. either.by professional standards or in terms of Experience
~-exc~pt in the six categories (table:"23,24,25,31,37,38;
shown by results in Chapter Four'. These were t-test for
\ intergrGu_p comparisons.
The study is concerned with the "attitude of the
primary school headmasters towards educational innovations." The sample was composed of 120 headmasters who were categorised in terms of their professional qualifications, experience and headmaters' inservice educational expErience.
Data were collected by means of the Likert type of summated rating questionnaire. This was given to the primary school headmasters to answer. The null hypothesis tested was, "there is no significant difference in mean
attitude scores between tin-serviced' and inon-inservice:.!'
headmasters", Further comparisons ;ere made in terms of mean attitude scores for various professional levels and
mean attitude scores for the 'experienced' and lin-experiencedw
headmasters. Interaction was sought using ANOiA techni .ques,
From the study, the following conclusions were made; Firstly, there was a significant difference between the mean attitude scores of lin-serviced' and non-inservicedl
headmasters. This led to the rejection of the null hypothesis in favour of the 'non-inservice' headmasters. The evidence strongly suggests that the headmasters' inservice programmes had insignificant impact on the choice of headmasters to
attit~e items in the questionnaire.
Seco~ly, no remarkable difference was shown in mean attitude scores of various categories of headmasters
either._by professional standards or in terms of experience
~- '
eXCE:3ptin the six categories (table:323,24,25,31,37,38)
shown by results in Chapter Four. These were t-test for
\ intergroup comparisons.
These differences favoured the non-inserviced headmasters except in the headmasters' attitude scores which are related to modern methods of teaching. (see tables 37 and 38).
Thirdly, the results indicated that the headmasters were generally in favour of educational innovations. This finding was encouraging though the headmasters need to support this with their practical commitments to the innovations. The general impression from personal observation revealed that there was non commitment of the headmasters to innovative ideas.
Therefo~ this seems to be a further area of research.
_ ..
Fourthly, the research findings never supported the view that the 'old headmasters' were more conservative than the 'younger headmasters' in their attitude to innovations.
Moreover, the professional levels of primary school headmasters never showed any considerable effect on the attitude of headmasters towards educational innovations.
In conclusion, the findings were examined and their implications sought; especially withreference to the improvement of headmasters' in-service programme and
~
the implementation of innovations in the primary schools~
Lastly, the role of a headmaster in educational change was outlined. The main emphas'is in modern education is that efficient school administration needs high standards o_!/proTB5s1onalism in headmasters. Therefore, there is
growing need for headmasters' in-service course. But these
prog~ammes for headmasters' courses should encourage
\
primary scho~l headmasters in the innovations process, i.e. implementation and initiation of new ideas in education. | en |
