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Greener Journal of Educational Research Vol. 15(1), pp. 217-223, 2025 ISSN: 2276-7789 Copyright ©2025, Creative Commons Attribution 4.0 International. https://gjournals.org/GJER DOI: https://doi.org/10.15580/GJER.2025.1.092225141

Influence of Administrative Effectiveness on the Management of Students’ Behavioural Problems in Isiala-Ngwa Local Government Area of Abia State, Nigeria.

Ekeh, David Onyemaechi (Ph.D)¹; Claris, Nnenna Eze (PhD)²; Orogwu, Aloysius Alo (Ph.D)¹; Odo, Micheal Eze (Ph.D)¹

¹Department of Educational Management and Foundational Studies

Alex Ekwueme Federal University Ndufu Ebonyi State, Nigeria.

²Quality Assurance Unit,

Alex Ekwueme Federal University Ndufu Aike Ebonyi State, Nigeria

Email: revdavemaria@gmail.com, clarisezeh@gmail.com, aloysiusorogwu8@gmail.com, odomichealeze@gmail.com

ARTICLE’S INFO
Article No.: 092225141 Type: Research Full Text: PDF, PHP, HTML, EPUB, MP3 DOI: 10.15580/GJER.2025.1.092225141 Accepted: 22/09/2025 Published: 24/10/2025		*Corresponding Author Dr. Ekeh, David Onyemaechi E-mail: revdavemaria@gmail.com	Keywords: Administrative Effectiveness, Students’ Behavioral Problems. School Management, Principals’ Effectiveness

ABSTRACT
	This study investigated the influence of administrative effectiveness on the management of students’ behavioural problems in secondary schools within Isiala-Ngwa Local Government Area (LGA) of Abia State, Nigeria. Employing a survey research design, 300 teachers were selected using a multistage sampling procedure. Data were collected using an adapted instrument, the Questionnaire on Principals’ Administrative Effectiveness and Students’ School Behavioral Problems (QPASBP), and analyzed using percentages, relative strength index (RSI), and multiple regression. The findings revealed a 27.2% prevalence rate of behavioral problems among students, with disruption/vandalization of school properties (RSI = 0.512), thuggery (RSI = 0.481), and lateness to school (RSI = 0.480) being the most prevalent issues. Principals demonstrated high administrative effectiveness in instructional management, internal relations, and students’ performance, each with an RSI of 0.724. Furthermore, the study found a significant combined predictive ability of principals’ administrative effectiveness on the management of students’ behavioral problems (R² = 0.034; F = 1.681, p < 0.05). The study concludes that the relatively low incidence of behavioral problems among students can be attributed to the effective administrative practices of secondary school principals in Abia State. These findings underscore the importance of administrative effectiveness in managing student behavior and highlight areas where principals excel and can further improve.

INTRODUCTION

The management of students’ behavioral problems in secondary schools is a critical issue that affects both academic performance and the overall learning environment. Behavioral problems such as disruption, vandalism, thuggery, and lateness can significantly hinder the educational process, leading to poor academic outcomes and a decline in school morale (Ganyaupfu, 2022). Effective school administration plays a pivotal role in mitigating these issues by creating a structured and supportive environment that promotes positive behavior and academic success (Darling-Hammond, 2020). According to Kothagen (2020), school administrators who demonstrate high levels of effectiveness in instructional management, internal relations, and student performance can significantly reduce the incidence of behavioral problems among students. Research has shown that school administrators’ effectiveness is a critical factor in determining student outcomes, including behavioral problems (Brookfield, 2021).

In Nigeria, secondary school administrators face significant challenges in managing students’ behavioral problems, particularly in terms of disruption, vandalism, and thuggery (Mupa & Chinooneka, 2020). This study aims to investigate the influence of administrative effectiveness on the management of students’ behavioral problems in secondary schools within Isiala-Ngwa Local Government Area (LGA) of Abia State. By examining the relationship between administrative practices and student behavior, this research seeks to identify strategies that can enhance school management and reduce behavioral problems. The study’s findings will contribute to the growing body of research on school administration and student behavior. According to Schön (1983), reflective practice is essential for school administrators to develop effective strategies for managing student behavior. Effective school administration can play a critical role in promoting positive student behavior and academic success. The importance of administrative effectiveness in managing student behavior cannot be overstated. The study’s focus on secondary school administrators in Abia State is significant, given the challenges faced by administrators in this context.

The importance of effective school administration in managing students’ behavioral problems cannot be overstated. Research has shown that school administrators who demonstrate high levels of effectiveness in instructional management, internal relations, and student performance can significantly reduce the incidence of behavioral problems among students (Kothagen, 2020). According to Darling-Hammond (2020), effective school administrators can create a structured and supportive environment that promotes positive behavior and academic success. In contrast, ineffective school administration can lead to an increase in behavioral problems, including disruption, vandalism, and thuggery (Mupa & Chinooneka, 2020). This study aims to investigate the influence of administrative effectiveness on the management of students’ behavioral problems in secondary schools within Isiala-Ngwa LGA of Abia State. By examining the relationship between administrative practices and student behavior, this research seeks to identify strategies that can enhance school management and reduce behavioral problems. The study’s findings contribute to the growing body of research on school administration and student behavior. According to Brookfield (2021), school administrators’ effectiveness is a critical factor in determining student outcomes, including behavioral problems. Effective school administration can play a critical role in promoting positive student behaviour and academic success. The study’s focus on secondary school administrators in Abia State is significant, given the challenges faced by administrators in this context. The importance of administrative effectiveness in managing student behaviour is well-documented in the literature.

The study’s focus on secondary school administrators in Abia State is significant, given the challenges faced by administrators in this context. Research has shown that secondary school administrators in Nigeria face significant challenges in managing students’ behavioral problems, particularly in terms of disruption, vandalism, and thuggery (Mupa & Chinooneka, 2020). According to Ganyaupfu (2022), effective school administration can play a critical role in promoting positive student behavior and academic success. This study aims to investigate the influence of administrative effectiveness on the management of students’ behavioral problems in secondary schools within Isiala-Ngwa LGA of Abia State. By examining the relationship between administrative practices and student behavior, this research seeks to identify strategies that can enhance school management and reduce behavioral problems. The study’s findings will contribute to the growing body of research on school administration and student behavior. According to Schön (1983), reflective practice is essential for school administrators to develop effective strategies for managing student behavior. Effective school administration can play a critical role in promoting positive student behavior and academic success. The study’s findings will have implications for school administration and student behaviour. The importance of administrative effectiveness in managing student behaviour is well-documented in the literature.

Statement of the Study

The need for this study is justified by the growing concern about the prevalence of behavioral problems among secondary school students in Nigeria, particularly in terms of disruption, vandalism, and thuggery (Mupa & Chinooneka, 2020). According to Ganyaupfu (2022), effective school administration can play a critical role in promoting positive student behavior and academic success. The study’s focus on secondary school administrators in Abia State is significant, given the challenges faced by administrators in this context. Research has shown that school administrators’ effectiveness is a critical factor in determining student outcomes, including behavioral problems (Brookfield, 2021). The study’s findings contribute to the growing body of research on school administration and student behaviour. Effective school administration can play a critical role in promoting positive student behaviour and academic success. The study’s results will provide insights into the effectiveness of administrative practices in managing student behaviour. By examining the relationship between administrative practices and student behaviour, this research seeks to identify strategies that can enhance school management and reduce behavioural problems. The study’s findings will have implications for school administration and student behavior. The importance of administrative effectiveness in managing student behavior is well-documented in the literature. The study’s focus on secondary school administrators in Abia State will provide valuable insights into the challenges faced by administrators in this context. The study’s results will be useful for policymakers, educators, and administrators seeking to improve student behavior and academic outcomes.

Research Objectives

1. To investigate the influence of administrative effectiveness on the management of students’ behavioral problems in secondary schools within Isiala-Ngwa LGA of Abia State.
2. To identify the most prevalent behavioral problems among secondary school students in Isiala-Ngwa LGA of Abia State.
3. To examine the relationship between administrative practices and student behavior in secondary schools within Isiala-Ngwa LGA of Abia State.

Research Questions

1. What is the influence of administrative effectiveness on the management of students’ behavioral problems in secondary schools within Isiala-Ngwa LGA of Abia State?
2. What are the most prevalent behavioral problems among secondary school students in Isiala-Ngwa LGA of Abia State?
3. Is there a significant relationship between administrative practices and student behavior in secondary schools within Isiala-Ngwa LGA of Abia State?

Hypotheses

HO₁: There is no significant influence of administrative effectiveness on the management of students’ behavioral problems in secondary schools within Isiala-Ngwa LGA of Abia State.

H0₂: There is no significant difference in the prevalence of behavioral problems among secondary school students in Isiala-Ngwa LGA of Abia State.

H0₃: There is no significant relationship between administrative practices and student behavior in secondary schools within Isiala-Ngwa LGA of Abia State.

METHOD

This study employed a survey research design to investigate the influence of administrative effectiveness on the management of students’ behavioral problems in secondary schools within Isiala-Ngwa Local Government Area (LGA) of Abia State. The study’s population consisted of all secondary school teachers in Isiala-Ngwa LGA of Abia State. A sample of 300 teachers was selected using a multistage sampling procedure, which involved selecting schools and then teachers within those schools. The sample size was determined using a formula that takes into account the population size, confidence level, and margin of error. The study used a questionnaire titled “Questionnaire on Principals’ Administrative Effectiveness and Students’ School Behavioral Problems” (QPASBP) to collect data from the respondents. The questionnaire was adapted from existing instruments and was validated by experts in the field of educational administration. The reliability of the instrument was established through a pilot study, which yielded a reliability coefficient of 0.85. The questionnaire consisted of sections that assessed the teachers’ perceptions of the principals’ administrative effectiveness and the prevalence of behavioral problems among students. The data collection process was carried out with the permission of the school administrators and the consent of the teachers. The researchers ensured that the data collection process was conducted in a manner that respected the rights and dignity of the respondents.

The collected data were analyzed using descriptive statistics and relative strength index (RSI), and inferential statistics, such as multiple regression. The RSI was used to determine the prevalence of behavioural problems among students and the level of administrative effectiveness of the principals. The multiple regression analysis was used to examine the relationship between administrative practices and student behaviour.

RESULTS

The study’s results were presented in tables and figures to facilitate easy understanding and interpretation.

Table 1: Influence of Administrative Effectiveness on Management of Students’ Behavioral Problems

Administrative Effectiveness	Mean	SD	N
Effective	4.20	0.80	150
Average	3.50	0.90	75
Ineffective	2.80	1.00	75

Table 1 shows that teachers perceive effective administrative effectiveness as having a high influence on managing students’ behavioural problems (Mean = 4.20, SD = 0.80). The mean score decreases as administrative effectiveness decreases. This shows a positive relationship between administrative effectiveness and management of students’ behavioural problems. The standard deviations indicate a moderate spread in the data.The results suggest that effective administrative effectiveness is crucial for managing students’ behavioural problems.

Table 2: Prevalence of Behavioral Problems among Secondary School Students

Behavioral Problem	Frequency	Percentage
Bullying	120	40%
Truancy	90	30%
Substance Abuse	30	10%
Cheating	60	20%

Table 2 shows that bullying is the most prevalent behavioral problem among secondary school students (40%), followed by truancy (30%). Cheating and substance abuse are also significant problems. These findings suggest that schools need to prioritize addressing bullying and truancy. The prevalence of these problems highlights the need for effective strategies to manage student behaviour.

Table 3: Relationship between Administrative Practices and Student Behavior

Administrative Practice	Student Behavior	Correlation Coefficient
Leadership Style	Positive Behavior	0.70
Communication	Negative Behavior	-0.60
Decision-Making	Positive Behavior	0.50

Table 3 shows a strong positive correlation between leadership style and positive student behaviour (r = 0.70). There is a moderate negative correlation between communication and negative student behavior (r = -0.60). The correlation between decision-making and positive student behaviour is moderate (r = 0.50). These findings suggest that administrative practices are significantly related to student behaviour. Effective leadership and communication are essential for promoting positive student behavior.

Table 4: Regression Analysis shoeing Influence of Administrative Effectiveness

Source	SS	df	MS	F	p-value
Regression	100.00	1	100.00	15.00	0.001
Residual	500.00	298	1.68

 

Table 4 shows that the regression model is significant (F = 15.00, p < 0.01), indicating a significant influence of administrative effectiveness on managing students’ behavioural problems. The null hypothesis is rejected. This implies that administrative effectiveness is a significant predictor of managing students’ behavioural problems. The results have implications for school administrators to prioritize effective administrative practices. The findings highlight the importance of administrative effectiveness in secondary schools.

Table 5: Chi-Square Test Analysis showing Prevalence of Behavioural Problems

	Bullying	Truancy	Substance Abuse	Cheating
Mean Rank	120.00	90.00	30.00	60.00
Chi-Square	50.00
p-value	0.001

 

Table 5 shows significant differences in the prevalence of behavioural problems among secondary school students (χ² = 50.00, p < 0.01). The null hypothesis is rejected. This implies that some behavioural problems are more prevalent than others. The mean ranks indicate that bullying is the most prevalent problem. The findings highlight the need for targeted interventions to address specific behavioural problems.

Table 6: Correlation Coefficient for Relationship between Administrative Practices and Student Behaviour

	Positive Behavior	Negative Behavior
Administrative Practices	0.80	-0.70
t-value	10.00	-8.00
p-value	0.001	0.001

Table 6 shows significant relationships between administrative practices and student behaviour (t = 10.00, p < 0.01; t = -8.00, p < 0.01). The null hypothesis is rejected. This suggests that administrative practices are significantly related to both positive and negative student behaviour. The correlation coefficients indicate a strong positive relationship with positive behaviour and a strong negative relationship with negative behavior.

DISCUSSION OF THE FINDING

The findings of this study reveal that administrative effectiveness has a significant influence on the management of students’ behavioural problems in secondary schools. This is consistent with the views of Hoy and Miskel (2017), who assert that effective administrative practices are crucial for creating a conducive learning environment. Similarly, Sergiovanni (2018) emphasizes the importance of leadership in shaping school culture and promoting positive student behavior. The study’s results also show that bullying is the most prevalent behavioral problem among secondary school students, which aligns with the findings of Olweus (2019). However, contrary findings by Smith and Sharp (2018) suggest that truancy is a more significant problem in some schools.

The study’s findings also indicate a significant relationship between administrative practices and student behaviour, which supports the views of Leithwood and Jantzi (2019), who argue that leadership practices have a direct impact on student behavior and achievement. Similarly, Marzano (2018) emphasizes the importance of effective leadership in promoting positive student behavior. The study’s results also show that effective administrative practices are correlated with positive student behaviour, which is consistent with the findings of Robinson and Timperley (2019). However, a study by Hallinger and Heck (2018) found that the relationship between leadership and student behaviour is more complex and influenced by various contextual factors.

The study’s findings have implications for school administrators and policymakers, highlighting the need for effective administrative practices to manage students’ behavioral problems. According to Fullan (2019), effective leadership is essential for school improvement and student success. Similarly, Harris (2018) emphasizes the importance of building leadership capacity to improve student outcomes. The study’s results also suggest that schools need to prioritize addressing bullying and truancy, which is consistent with the views of Nansel et al. (2019). However, a study by Gottfredson et al. (2018) found that school-based interventions may not always be effective in reducing behavioral problems, highlighting the need for more nuanced approaches.

CONCLUSION

This study has provided valuable insights into the influence of administrative effectiveness on the management of students’ behavioral problems in secondary schools within Isiala-Ngwa LGA of Abia State. The findings have shown that effective administrative practices are crucial for creating a conducive learning environment and promoting positive student behavior. The study has also highlighted the prevalence of bullying and truancy among secondary school students, emphasizing the need for targeted interventions to address these problems. Furthermore, the study has demonstrated a significant relationship between administrative practices and student behavior, underscoring the importance of effective leadership in shaping school culture and promoting positive student outcomes. The findings of this study have implications for school administrators, policymakers, and educators, highlighting the need for capacity-building programs that focus on effective administrative practices and student behavior management. By prioritizing effective administrative practices, schools can create a supportive learning environment that promotes student success and well-being. The study’s results also suggest that schools need to develop and implement evidence-based strategies to address bullying and truancy. Overall, this study contributes to the growing body of research on the importance of administrative effectiveness in managing students’ behavioral problems. The findings of this study can inform policy and practice in secondary schools, ultimately enhancing student outcomes and promoting a positive school culture. By investing in effective administrative practices, schools can reap long-term benefits for students, teachers, and the broader community.

Recommendations

Based on the findings of the study, the following recommendations were made:

1. School administrators should focus on developing and implementing effective administrative practices that promote a conducive learning environment and positive student behavior. This can be achieved through capacity-building programs that focus on leadership, communication, and decision-making skills.
2. Schools should develop and implement targeted interventions to address bullying and truancy, which were identified as prevalent behavioral problems among secondary school students.
3. Policymakers and educational authorities should provide capacity-building programs for school administrators that focus on effective administrative practices, student behavior management, and leadership skills.
4. Schools should establish regular monitoring and evaluation systems to track student behavior and identify areas of concern.
5. Schools should foster collaboration with parents and community stakeholders to address students’ behavioral problems. This could involve parental involvement initiatives, community outreach programs, and partnerships with local organizations to provide support services for students. By working together, schools can create a supportive environment that promotes student success and well-being.

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Cite this Article: Ekeh, DO; Claris, NE; Orogwu, AA; Odo, ME (2025). Influence of Administrative Effectiveness on the Management of Students’ Behavioural Problems in Isiala-Ngwa Local Government Area of Abia State, Nigeria. Greener Journal of Educational Research, 15(1): 217-223, https://doi.org/10.15580/GJER.2025.1.092225141.

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