UNIVERSITY OF EDUCATION, WINNEBA.

DEPARTMENT OF EDUCATIONAL LEADERSHIP

TOPIC

EXPLORING FACTORS RESPONSIBLE FOR INDISCIPLINE AMONG

JUNIOR HIGH SCHOOL FINAL YEAR PUPILS IN SELECTED
SCHOOLS IN KUMASI METROPOLIS.

BY

VIDA BOATEMA
INDEX NO. (8141770009)

TABLE OF CONTENT

1.0 Introduction
1.1 Background to the study.
1.2 Statement of the problem
1.3 Purpose for the study
1.4 Objective of the study
1.5 Research questions
1.6 Significance of the study
1.7 Delimitation
1.8 Definitions of terms
1.9 Organization of the study
REVIEW OF RELATETED LITERATURE
2.0

Introduction

2.1Theoretical and Empirical review

2.2 Conceptual framework
2.3 Philosophical argument

RESEARCH METHODOLOGY
3.0

Introduction

3.1 Research Design

3.2 Population
3.3 Sample size and Sampling Technique
3.4Research Instrument
3.5Reliability and Validity of instrument
3.6 Designing and Piloting the Instrument
3.7 Data Collection Procedure
3.8 Data Analysis
3.9 Validation of Research Finding
3.10 Position of the Researcher
3.11 Ethical Consideration

References

Background to the study

Education is an indispensable means of building individual s awareness and sensitivity
to the world, the community and humanity for effective participation in the society. (Harbison,
1973). Report from the World Education Forum, (2000) indicates that education is a fundamental
human right which forms one of the basic needs for human survival and is key to sustainable
development, peace and stability within and among countries according to Article 26 of the
Universal declaration of Human Rights (United Nations, 1948) even though it is still out of reach
of some rural people in the third world countries.
The school is considered as a social system composed of people who have varying
orientations, capabilities, attitudes, expectations, interest and roles to play in the development of
the individual through education which helps the nation to attain growth and development. (Katz
and Kahn, 1978) cited in Danchi, (2014). The head teacher is the symbol of authority in the
school. He determines the direction of the school by shaping the condition and climate for
teaching and learning which is mediated through people, events and organizational factors such
teachers classroom practices, motivation and working conditions, students effort among others
(Hallinger and Heck, 1998) and therefore having the required leadership skills and techniques for
maintaining discipline is crucial to the overall success of the school. Daniel Duke (1989) points
out that the goal of good behavior is necessary, but not sufficient to ensure academic growth.
Head teacher must employ effective school discipline strategies that seek to encourage
responsible behavior and provide all students with a satisfying school experience as well as to
discourage misconduct.

Discipline is coined from a Latin word Discipulus meaning to learn. This implies that
discipline is a means hereby individuals are trained to be law abiding, orderly and ensuring
peaceful coexistence within a community (Kochhar, 2001). According to Adesina (1990),
discipline is the readiness or ability to respect authority and observe conventional or established
laws of the society or organizations like the school. It calls for sacrifice, perseverance, tolerance,
and recognition of human dignity and in the school situation student are to be taught to respect
authority and observe the schools laws and regulations to maintain an establish standard of
behavior.
School discipline is the system of rules, punishments and behavioral strategies
appropriate to the regulation of children and the maintenance of order in schools. Its aim is to
create a safe and conducive learning environment in the classroom. Archer, Adentwi and Sam,
(2008) explains that school discipline encompasses all the legal consideration of the actions that
reflect the rights and responsibilities of those involve in the management of the school such as
the head teacher, teachers, service personnel, school board and students. They argue further that
the area of concern for school leaders does not have to do with only teaching and learning but
also the maintenance of discipline in the schools.
Dunham, (1984) is of the opinion that discipline creates a good image foe a school and
prepares learners for the future besides helping to achievement of goals, expectation and
responsibility in students. Skiba & Peterson, (2000) also added that the success story of effective
school leadership greatly depend on discipline that exists in the school. Leadership must ensure
order is maintained which requires that boundaries of behavior are set in a code of conduct and
communicated to all. (Bakhdu, 2004). It is therefore undisputable fact that discipline is an
indispensable aspect of school effectiveness.

However, research reveals that indiscipline has become a major challenge to school
administration leading to a decrease in classroom achievements. Timothy (2008) says
indiscipline is the direct opposite of discipline; i.e. lack of in discipline. He expanciated it by
saying is the unwillingness of students to respect the constituted authority, observe and obey
school rules and regulation and to maintain high standard of behavior conducive to teaching and
learning process and essential to the smooth running of the school to achieve the educational
objectives with ease. He further cited (Otu, 1995) who define indiscipline as unruly acts and
behaviors, acts of lawlessness and disobedience to school rules and regulations.
Most schools in Ghana and else where are struggling to deal with acts of indiscipline
ranging from absenteeism, lateness, examination malpractices disrespect for school authority,
occultism, drug abuse, cyber crime just to mention few particularly among students in the senior
high and little about the basic schools. There has also been several media report that shows that
indiscipline is on the increase in many senior high schools in Ghana, for instance the act of
indiscipline such as leaving school without permission, possession of mobile phones and
unprescribed dresses for school leading to the suspension of some 400 students. (Daily Graphic,
2013).
Moreover, indiscipline among the final year pupils in junior high school after registration for the
Basic Education Certificate Examination and completion of mock examination which include
massive absenteeism leading to examination malpractices supported by some head teachers,
teachers and even parents have become a major issue of concern to all. A more recent report was
on Wednesday, 17 June, 2015, Five BECE papers were cancelled by WAEC due to over massive
leakage. The cancellation was necessitated based on a statement issue by the Deputy Director of
Public Affairs, Mrs. Agnes Teye-Cudjoe, in pursuance of its quest to demonstrate its abhorrence

for examination malpractices of any sort, safeguard the sanctity of its examination and integrity
of certificates issued the council has cancelled the five papers.(Ghanaweb.com)
Wright & Kate, (2003) therefore admonished that there is the need to maintain discipline
in our school because teachers and learners can never be encouraged to give off their best in an
atmosphere of constant confusion and friction which is common with schools where indiscipline
is highly rated.
There are theories that suggest appropriate leadership approaches to dealing with
indiscipline; for instance, (authoritarian, Humanistic, Progressive) that leaders could draw upon
to deal with different and unique situations, especially when it has to do with indiscipline acts
that impact negatively on students academic performances.
Research also reveals theories such as theories of deviance, parental control, human behavioural
theory, developmental stages and adult development theory, supervision of young people and
many more that explain concept and to control of indiscipline.
To this end, indiscipline can be seen as mode of life not in conformity with rules and nonsubjection to control and capable of obstructing the smooth and orderly functioning of the school
system which has the potential of greatly affecting academic work. (Timothy, 2008). This
therefore calls for studies to be conducted at the basic school level since it is the student that
graduate in to the senior high schools.

Statement of the problem

It is generally thought that good and effective leadership skills of head teachers leads to good
performance of teachers and consequently good academic performance. On the contrary many
factors come to play and one of such indicators is school discipline. Studies reveals that schools
in which indiscipline is very high teaching becomes unpleasant for teachers, pupils fail to learn
and neither of them is encouraged to give off their best because of the atmosphere of constant
confusion and friction.(Wright &Kate,2003)
There has been a number of research on which leadership style is suitable for the expected
change in poor performing school but the fact remain that leadership itself does not have direct
impact on performance. Rather a collaborative work between the school leader, the teachers, the
pupil among others and one of such is discipline.
It has been observed that there has been downward trend of performance in most of the public
schools in Kumasi metro district of the Ashanti Region which has given cause to school leaders,
teachers and parents to be worried. The probable causes of the poor academic performance have
bearing with ineffective leadership skills and supervision couple with high rate of indiscipline
among the pupils during the final year.
The Basic Education Certificate Examination results are used as yardstick for measuring pupils
academic performance and for that matter effective and successful leadership and as a result head
teachers in recent times are trying to salvage the situation of poor performance by helping
students out during examination which is increasing indiscipline among the JHS three pupils in
which schools in the Kumasi metro are not exceptional. They do these by enticing the

supervisors with money in order to allow them solve the questions and let student come out for
them intermittently as the examination is in session.
A typical case for instance, was a staff meeting held prior to the 2013 BECE, when one teacher
objected to the fact that money should not be paid to any supervisor or teachers be allow to
follow pupil to the centers to go and teach them. These were the statement made by a head
teacher;
I would not sit back for other schools to obtain 100 percent knowing the means; I feel
embarrassed to go for the result early when they are released due the poor performance
of his students. (Owusu-Acheaw, 2013).
The problem of the study is that the acts of indiscipline among the JHS three pupils which
include massive absenteeism after registration for the BECE among the JHS three pupils in
Kumasi metro in the Ashanti Region is very alarming and need to be attended to in order to bring
out the expected change needed in an effective school. This study therefore intends to delve into
factors accounting for indiscipline acts among junior high final year pupils in Kumasi metro with
Breman circuit being the focus of the study, (the school factor, home, leadership, and pupil
factor) and then find the possible means of dealing with it outlining the role of each stakeholders
(head teachers, teachers, students) and those that have a say in educational issues to maintain
discipline to enhance the academic performance of students. The study will also focus on impact
of indiscipline on students, teachers, leadership and the possible strategies and techniques
available for controlling it to maintain discipline.

Purpose of the study

In order to address the issue of indiscipline acts such as massive absenteeism among the JHS
three pupils leading to examination malpractices where head teachers and their teachers are
supportive, the purpose of this study will be to explore the factors accounting for the indiscipline
among the JHS three pupils and strategies for curbing the situation and maintain discipline in
schools.

Objective of the study

The study shall be guided by the following objectives
1) To identify the various acts or types of indiscipline prevalent among JHS three pupils.
2) To identify the causes or factor accounting for indiscipline among the JHS three pupils.
3) To identify the possible ways school leaders and teachers can manage or handle
indiscipline among JHS three pupils.
4) To identify the role of educational authorities, pupils and parents in managing
indiscipline among the JHS three pupils.

Research questions

The study will be guided by the following research questions

1) What are the various acts or types of indiscipline prevalent among
junior high school final year pupils?
2) What are the causes or factor accounting for indiscipline among the JHS three pupils?
3) What are the possible ways school leaders and teachers can manage or handle
indiscipline among JHS three pupils.
4) What role do educational authorities pupils and parents play in managing discipline
among JHS three pupils?

Significance of the study

Disciplinary issues have been a problem in many institutional administrations and basic school
administration is not exceptional. This study is significance for enhancing and promoting effective
school through exploration of the main factors that account for pupils indiscipline act such as
absenteeism after registration for the Basic Education Certificate Examination. The research findings
will enable institutional heads to identify strategies for maintaining and handling such occurrences in
order to increase pupils academic performance.
Finally, the outcome of this research is intended to add to knowledge and provide additional evidence
on the role of leadership, parents, pupil and those who matter in school discipline.
Scope of the study,

The study covers head teachers, teachers and pupils of public basic schools the whole of Kumasi
metropolis in the Ashanti region but the time span for the study will not permit the researcher
hence it will be limited to selected schools in the metropolis. Specifically seven public Junior
High Schools which falls under the jurisdiction of Breman Circuit out of the thirty circuits under
Kumasi metro shall be involve in the study. The target group shall include the head teachers,
teachers and students. A simple random sampling method shall be used to select participants to
respond to given semi-structured questionnaire and interview.
In addition the study will be confined to exploring pupils indiscipline and its control even
though there is the problem of teacher indiscipline and management indiscipline.

LITERATURE REVIEW
Introduction
The researcher will reviewed books, journal, articles and any relevant material from the internet
that has relevant bearing on the topic. The literature will focus on the concepts and definition of
leadership, administration and management, educational leadership roles or responsibilities, the
concept of discipline, the types, causes effects, purpose, ways or approaches to managing
indiscipline or maintaining discipline. Theories such as the human behavior theory, deviance
theory among other explaining why adolescent behave in a particular way as they develop will
also be reviewed.

The concepts of leadership, administration and management.

The concept of leadership is of great contemporary interest which has produced several
definitions in literature. The term has been used interchangeable with administration and
management but there are clear differences between these terms.
Administration according to Rebore, (2007) is the social process of managing human financial
and material resources towards the fulfillment of a mission.
Management involves efficient and effective utilization of human, physical and informational
resources (Fleet & Peterson, 1994). A manager therefore ensures that waste is avoided in the
process of using resources.

Leadership is seen as a group function which occurs when two or more people interact or when
leaders intentionally seeking to influence the behavior of people (Owens, 2007)
Jones et al(200) defined leadership as a process by which a person exert influence over other
people, inspires, motivates and directs their activities to help achieve group or organizational
goal.
According to Bendix (1996), a leader should processes skills, perception, physique, technology
knowledge, memorizing, determination, endurance and courage so that he can lead his followers.
That is because leadership forms an integral part of management and plays a vital role in
managerial operations.
Bolman & Deal, (1997) suggest that leadership and management need equal prominence if
schools are to operate effectively and achieve their objectives they added that though distinct
they are both important and must dealt with as such when they call for in their different setting
and time..
Schermarnm, Hunt and Osborn (2000), also suggest that in an organization such as the school
leadership is crucial in creating an environment that strives to achieve educational excellence.
Similarly, Waters, Marzono and McNulty (2004) also thinks school leaders effectiveness can
significantly boost a positives school climate which intend enhance students achievements. This
is an indication that the core mandate of the school leaders is to create an atmosphere that foster
productivity and effective teaching and learning
However the creation of the atmosphere depends mostly on the various leadership styles
employed by the leader. The implication of the above is that leadership involves unequal

distribution of power between leaders and group members. The members influence group
activities to some extent but the leader usually has the power to make the leadership process
possible (Owens, 2001)

Leadership Theories
Studies shows that leadership theories have been categorized into three namely the trait,
behaviorist and the situational or contingency theory.
The Trait theory stance from the 1930s to 1940s and claimed that leadership ability is in born.
(Bryman, 1993). It focuses on personal qualities and characteristics. Gardner (1989) cited in
Afful-Broni (2006) states anyone who exhibits unique attributes such as physical vitality and
stamina, intelligence and action-oriented judgment, task competence and eagerness to accept
responsibility could be effective leader. Studies label leaders like Nelson Mandela, Dr. Kwame
Nkrumah, Margaret Thatcher and Mahatma Gandhi as leaders who have exhibited unique
qualities that distinguish them from non leaders. According to Kusi (2015) the theory argues that
some people are born with some traits that enable them to become leaders naturally. However it
is worth noting that there are only few people who are born with natural talent to lead because
experts in leadership have suggested that leadership is the result of the interaction between the
individual and the social situation and not the result of a predetermined set of traits.
The behavioral theory says leaders are made not born; because it paid close attention to what
leaders do which includes how they spend their time, the pattern of their activities, responsibility

and functions for the job. (Yukl, 2010). The theory focuses on identifying critical behavioral
determinants of leadership that in turn could be used to train people to become leaders. The
implication is that leaders can be trained and traits that leaders must possess could be taught and
developed. (Kusi, 2015).
Afful-Broni (2006) indicates that behavioral theory describes the manner in which a leader
relates to or behaves within the environment. This shift emphasis from the leader (trait) to
leadership (behavior) in which Wright, (1996) cited in Afful-Broni(2006) offers styles as concern
for task and people, directive and participatory leadership as some major style for leaders at
work.
Robbins and Judge (2011) add their thoughts and emphasizes that the theory propose specific
behaviors that differentiate leaders from non leaders. They offer four behaviors that make one a
leader other than natural qualities. That is initiating structure by defining roles for both leader
and subordinates, consideration which deals with trust and respect for followers ideas and
regard for their feelings. A who leader emphasizes interpersonal relationship, takes interest in the
need of subordinates and accepts individual difference among members they term employeeoriented leader while a leader who emphasizes technical or task aspect of the job they term
production-oriented leader.
The situational and contingency theory of leadership shifted emphasis away from the one best
way to lead and argues that there is no one best way of exercising leadership rather; there are
ranges of leadership styles which can be applied differently according the situation in which
leadership is required (Yukl, 2010). It suggests that leadership is specific to the situation in which
it is being excised.

Based on these a number of models have been propounded and these include Fiedlers
contingency model, that suggest that effective group depend on a proper match between a
leaders style of interacting with subordinates and the degree to which the situation gives control
and influence to the leader. (Robbins and Judge, 2011)
Hersey-Blanchards leadership model, underpin that there is no single best style of leadership
and effective leaders are task-relevant and adaptive to style base on maturity. (Kusi, 2015)
According to Hersey & Blanchard (1977) cited in Afful-Broni (2006) and Kusi,(2015) the theory
suggests appropriate leadership styles (i.e. telling, selling, participatory and delegating) that
leaders could draw upon to deal with different and unique situations
Leader-Member Exchange model, argue that leaders form different kinds of relationship with
various group of subordinate (the in-group and out-group) and Path- goal theory assumes that
leaders influence performance satisfaction and motivation of their subordinates by means of
offering reward for the achievement of performance of goal, clarifying paths towards these goals
and removing performance obstacles.

Leadership Functions
Buchanan and Huczynski, (2014) identifies the establishing of direction, aligning people,
monitoring and inspiring subordinates and influencing outcome as some functions of leadership.
The main administrative functions that the school head is expected to perform to ensure effective
teaching and learning has been identified by Gorton (1983) cited in Archer, Adentwi and Sam,

(2008) includes curriculum, instruction and appraisal, pupil personnel service, and staff
personnel service.
The headteacher is expected to ensure good school community relation, school finance and
business management, provision of physical facilities and educational materials. There are
general administrative duties such as organizing and conducting meetings, handling interpersonal
issues and delegation of duties to staff which also forms part of the leadership functions.
School leadership is responsible for shaping a vision of academic success for all students
especially one based on high standard, creating a climate which is hospitable to education in
order that safety, cooperative spirit and other foundation of fruitful interaction prevail. School
leaders are again responsible for cultivating leaders in others so that teachers and other adults
assume their part in realizing the vision of the school. They improve instruction to enable
teachers to teach at their best and students to learn to their utmost,

Types of Leadership
Depending on the personality of leaders, the way they present themselves before their followers
and communicate their visions, leaders may be considered to provide different types of
leadership which includes charismatic, distributive, transactional and transformational. (Kusi,
2015)

Leadership Styles
Yulk (2006) define leadership as the ability to influence a group towards the achievement of its
goals. He further said a leaders effectiveness has been the most important and when a leader is
managing a team or individual workers, the leadership style is very crucial to its success.
Leadership style is the manner and approach of providing direction, implementing plans and
motivating people. (Kurt Lewin, 1939) cited in Mankoe, (2007). Thus they describes the ways in
which a manager or administrator undertake the leadership functions. Leadership styles play an
important role in shaping the behavior and attitude of the members of an organization like the
school they describe various means by which leaders are able to craft the achievement of
organizational goals.
Leadership style includes the total pattern of explicit and implicit actions performed by the
leader (Newstrom Davis, 1993).The first major study of leadership styles was performed in 1939
by Kurt Lewin who led a group of researchers to identify different styles of leadership (Lewin,
Lippit, White, 1939). This early study has remained quite influential as it established the three
major leadership styles (US Army, 1973)
Leadership styles are traditionally classified into three namely autocratic, democratic and laisszefaire. Lewin, Lippit and White (1938). According to them, great leaders need to adapt and
change based upon the objectives, needs of the group and situational factors. Brown (1984) also
classified it into three as the situational, the dominant and the persuasive leadership styles. Other
classification of leadership style include Conways the crowed propeller, the crowed-exponent

and the crowed representative while Wolf also classified leadership styles into three, the radical,
the conservative and the scientific. (Archer, Adentwi and Sam, 2008). Hersey Blanchard and
Johnson (2001) also stress on telling, selling, participating or delegating leadership styles. There
are also the transactional, affiliative pace-setting and coaching leadership styles.

Leadership and Culture

Robbins and Timothy (2011) explain organizational culture as a system of shared meaning held
by members which provides identity for its members thereby distinguishing the organization
from other organizations. Culture is transmitted among staff through behavioral expectations and
normative beliefs than through deeper values and assumption. (Ashkanasy, Broabfoot, & Falkus,
2000). However, a study by Bass & Avolio, (1992) indicates that transformational leadership
and organizational culture contain the key to understanding organizational effectiveness.
Similarly, Domiri,(2001), Desianty (2005) Acar, (2012) suggest that leadership styles has
positive and significant impact on organizational culture and commitment although this is
contrary to result of research by Lumbanraja (2009) which showed that leadership styles does not
affect organizational culture.
Research indicates that leadership styles influence the culture of schools through strong positive
and collaborative culture by which student achievement can be increased. (Barnet & McCornick,
2004)
Atchison and Hills, (1978) says leadership styles influences teaching and learning. They argue
that under the autocratic leadership there is usually disregard to certain contributions originating

from the subordinates which could enhance the growth and overall development of the
organization. The leadership is characterized by nagging, distrust and suspense which normally
due to lack of effective communication between the leader and subordinates giving room to
rumour, black mailing and poor management.

Leadership practices
According to the Wallace Foundation (2013) effective leaders perform the following key
practices, shaping a vision of academic success for all students, creating a climate hospitable to
education and cultivating leadership in others. In addition they improve instruction, manage
people, data and process to foster school improvement.

METHODOLOGY
Introduction

This aspect covers a discussion of research design, setting of the study, population, sample size and
sampling technique or procedures, research instrument, reliability and validity of instrument, designing
and piloting of instrument. It will also look at data collection and analysis procedures,
Research approach
The plan which a research study follows or the series of advance decisions that are taken
detailing the plan and method for systematically and scientifically collecting and analyzing data
for a study is referred to as research design (Amin, 2005).
The purpose of this study is to explore the factors that influence the choice of leadership style
and how these affect the school culture and teaching and learning (students academic
performance). A mixed method approach will be employed for this study. According to Creswell
(2012) the design requires the collection of both quantitative and qualitative data in a single
study by a researcher to understand a research problem. Tashakkori and Teddie (1998) are of the
view that the design enables the researcher to build a study based on the strengths of both
research methods, which provide a more complete picture of a research problem.
In justifying the reason for the use of the mixed approach, Greene & Caracell, (1998) states that
the use of mixed method design can yield richer, more valid and more reliable findings than
evaluations based on either the quantitative or qualitative design. Creswell (2012) also opines
that using different sources and methods in a single study helps the researcher to build on the
strength of each type of data obtained thereby minimizing the weakness of any single approach.
Specifically, the sequential explanatory design of mixed method approach will be employed for
the study. This design starts with first collecting quantitative data and then collecting qualitative

data to explain or elaborate on the quantitative results. (Creswell & Plano Clark, 2011). They
further state that the, findings are presented in two phases in which the researcher clearly identify
each phase with a heading and uses the qualitative data to refine the result of the quantitative
data.
The justification for the use of the explanatory design is to according to Creswell & Plano Clark,
(2011), the design provide a general picture of the research problem; more analysis, specifically
through qualitative data collection which is refine or extended to explain a general picture. This
is also an advantage to readers as well as for those designing and conducting research.

Case selection and access,

The effectiveness of headteachers is very significant for the improvement of schools in Ghana.
This presupposes that study that covers the whole region or country is important. However,
constrains such time frame for a study, finances to travel with will make it impossible for a
research to cover such a large area. It is based on this that the researcher deems it appropriate to
conduct the study in the Suame sub-metro of Kumasi in Ashanti Region.
In justifying for the selection of the case several factors influence my choice. Firstly, it is a
typical case. Secondly, the size will be manageable within the duration of the study instead of the
whole Kumasi metropolis. Thirdly, geographical convenience to the place; reaching the

participant to collect data will be less difficult because the transportation system are well
developed. Finally, accessibility factor; the researcher has some links with participants because
they all belong to the Suame Teachers and Workers Association (SATWA) she is hopeful that
they will be more than willing to participate in the study.

Population, sample size and sample strategy

A population is defined as a group of individuals or people with the same characteristics and in
whom the researcher is interested. (Kusi, 2012). For the purpose of the study all headteachers
and teachers in the Kumasi metropolis constitute the population.
In most cases, researchers find it difficult to study the entire population because of constrains relating to
time and available resources. A sample which refers to a sub-group of the entire population is therefore
selected for the study. Amin, (2005) define a sample as the sub-set or portion of the population whose
result can be generalized to the entire population. It is for this reason that 292 made of 20 headteachers
and 272 teachers will be involved in the study. This sample size is also based on the assertion in
Nachmias and Nachmias (1996), that if the population are few hundreds, a 30% or more sample size
will do; if several hundreds, a 20% sample size will do, if a few thousands, a 10% sample will do; and
if several thousands, 5% or less sample size will do.
The quantitative phase shall constitute the 272 teachers who will respond to a set on semistructured questionnaire using the simple random sampling technique. The sampling technique is
the most basic of the probability sampling technique by which all elements in the population has

some possibility of being selected. (Amin, 2005). According to Asamoah-Gyimah, K & Duodu,
F. (2007) when the universe are fairly homogenous in their attribute which is being studied, there
is no justification to prefer any particular unit to another hence any unit can be included in the
sample and so the simple random sampling is the choice for the researcher. For the qualitative
phase, all 20 headteachers will be involved in the study because it will be manageable.

Methods and instrument for data collection

The data will be collected using questionnaires made of five Likert scale type, beginning from Very
Little 1 mark, Little 2 marks, Some Influence 3 marks, Significantly 4 marks and Great Deal 5
marks.
The quantitative data will be analyzed using descriptive statistics such as mean, percentages, standard
deviation and Pearson Correlation to show distribution of the responses. The qualitative data will be
analyzed thematically
Validation of research instruments,
Position of the researcher
Ethical consideration

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