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HUMAN RESOURCE UTILIZATION IN POST PRIMARY
SCHOOLS IN ABAKALIKI EDUCATION ZONE OF
EBONYI STATE
BY
NWOFIA, BONIFACE NWANKPU
PG/M.ED/09/51055
DEPARTMENT OF EDUCATIONAL FOUNDATIONS,
FACULTY OF EDUCATION, UNIVERSITY OF
NIGERIA, NSUKKA
AUGUST, 2012.
TITLE PAGE
HUMAN RESOURCE UTILIZATION IN POST PRIMARY
SCHOOLS IN ABAKALIKI EDUCATION ZONE OF
EBONYI STATE
BY
NWOFIA, BONIFACE NWANKPU
PG/M.ED/09/51055
A PROJECT WORK PRESENTED TO THE DEPARTMENT OF
EDUCATIONAL FOUNDATIONS, FACULTY OF EDUCATION,
UNIVERSITY OF NIGERIA, NSUKKA
IN FULFILLMENT OF THE REQUIREMENT FOR THE
AWARD OF MASTER OF EDUCATION DEGREE (M.ED) IN
EDUCATIONAL ADMINISTRATION AND PLANNING
AUGUST, 2012.
i
APPROVAL PAGE
THIS PROJECT WORK HAS BEEN APPROVED FOR THE
DEPARTMENT OF EDUCATIONAL FOUNDATIONS, UNIVERSITY OF
NIGERIA, NSUKKA
BY
___________________ __________________
Prof. (MRS.) C. U. Onwurah Dr. D. U. Ngwoke
Supervisor Head of Department
___________________ ___________________
Rev. Dr. L. K Ejionueme Prof. G. C. Unachukwu
Internal Examiner External Examiner
_______________________
Prof. I. C. S. Ifelunni
Dean Faculty of Education
ii
CERTIFICATION PAGE
This is to certify that Nwofia, Boniface Nwankpu, a Postgraduate student in
the Department of Educational Foundation with Registration Number
PG/M.ED/09/51055 has Satisfactorily Completed the Requirements for Course and
Research Work for the Degree of Master of Education in Educational
Administration and Planning.
The Work embodied in this thesis report is original and has not been
submitted in parts or in full for any other Diploma or Degree of this or any other
University.
__________________ __________________
Prof. (MRS.) C. U. Onwurah NWOFIA, BONIFACE NWANKPU
(Supervisor) (Student)
iii
DEDICATION
This work is dedicated to Almighty God for His mercies and guidance
through out the period of this study and also to my beloved wife , Mrs. Chinyere
Justina Nwofia and all my children, Uzoma, Onyinyechi, Ikenna and Chioma
Nwofia for their support and understanding while the programme lasted.
iv
ACKNOWLEDGEMENTS
To God be the glory! I am very grateful to the most high God for His abundant
love and mercies to me and my family especially during the period of this work. I would
want to thank in a special way my project supervisor Prof. (Mrs.) C. U. Onwurah for her
critical correction from the beginning to the end of this work.
I am also profoundly indebted to the Dean Faculty of Education, Prof. I. C. S.
Ifelunni, Head of Department of Educational Foundations, Dr. D. U. Ngwoke for their
effort towards the success of this work. I would want also to thank all my lecturers in the
Department of Educational Foundations, among who include, professor, Nelson
Ogbonnaya, Associate professor Angie Oboegbulem, Dr (Mrs.) Chiaha and the hosts of
others.
I owe special gratitude to Mrs. Patience Chinedum Oko, the Executive Chirman
Ebonyi State Secondary Education Board (SEB) for her encouragement, support and
motherly advice during the period of this work, without whom this feat would not have
been achieved. Finally, I would want to thank my wife, Mrs. Justina Chinyere Nwofia
and all my children, Uzoma, Onyinyechi, Ikenna and Chioma for their prayers, tolerance
and understanding during this period of the work. May the almighty God bless you all!
v
ABSTRACT
The study examined Human Resource Utilization in post primary schools in
Abakiliki Education Zone of Ebonyi State. The purpose of this study was to
investigate the extent of Human Resource Utilization in post primary schools in
Abakiliki Education Zone of Ebonyi State. The study adopted a descriptive survey
design in which five research questions were posed and three null hypotheses
tested. The population of the study consisted of 1,183 respondents, made up of 67
principals and 1,116 teachers in 67 post primary schools in Abakiliki education
zone of Ebonyi state. A proportionate random sampling technique was used in
selecting 290 respondents (67 principals and 223 teachers) for the study. An
instrument titled “Questionnaire on Human Resource Utilization in Post Primary
Schools (QHRUPPS)”; together with questionnaire of four points rating scale was
developed and used for data collection. The instrument contained 40 items that
dealt with Human Resource Utilization in post primary schools was validated by
three experts from Faculty of Education, University of Nigeria, Nsukka. The 40
items were pilot-tested on a sample of 4 principals and 16 teachers. The data
obtained were computed using Crombach Alpha. This gave an overall score of
0.76. The five research questions were analyzed using means and Standard
Deviation, while z-test statistics was used to test the three null hypotheses at 0.05
level of significance. An overview of the overall results of the study showed a
great utilization of human resources in the schools. In other words, human resource
utilization in implementation of the instruction in schools and teachers‟ utilization
in students-personnel administration were all to a great extent. However, the study
also revealed that human resources are utilized in school business management to a
little extent while teachers are involved in decision making process and deployed
on the basis of their areas of specialization to a great extent. Considering the results
of the study, the researcher recommends that; government through the ministry of
education should make provision for more teachers‟ involvement in school-
business management; Teachers should neither be overloaded with works nor
allowed to be idling; Principals of schools should make effective use of their staff
by assigning roles and tasks to teachers with regard to their areas of specialization
rather than areas of interest. Based on the findings of the study, limitations of the
study were identified and suggestions for further studies were made.
vi
TABLE OF CONTENTS
Title Page i
Approval Page ii
Certification Page iii
Dedication iv
Acknowledgements v
Abstract vi
Table of Contents vii
List of Table x
CHAPTER ONE: INTRODUCTION 1
Background to the Study 1
Statement of Problem 7
Purpose of the Study 8
Significance of the Study 9
Scope of Study 14
Research Question 14
Hypotheses 15
CHAPTER TWO: REVIEW OF LITERATURE 16
CONCEPTUAL FRAMEWORK 17
Concept of Resource 17
Concept of Human Resource 18
Concept of Management 18
Concept of Human Resources Management 19
Concept of Utilization 20
Concept of Human Resource Utilization 20
Concept of Education 21
Human Resource Management for Effective Instruction Delivery in Schools 22
Concept of Administration 24
Students‟ Personnel Administration and Role of Teachers in Post Primary
Schools 25
Concept of School Business Management 31
vii
Importance of Fund and their Sources for School Business Management
in Post Primary Schools 32
Types of Decision Making in Post Primary Schools 34
Effects of Training and Orientations on Staff Deployment 38
THEORETICAL FRAMEWORK 43
Motivational Theory by Abraham Maslow (1954) 43
Behavioural Science Theory by Chester Barnard (1938) 46
Review of Empirical Studies 50
Summary of Literature Review 53
CHAPTER THREE: RESEARCH METHOD 55
Design of the Study 55
Area of the Study 55
Population for the Study 56
Sample and Sampling Technique 56
Instrument for Data Collection 57
Validation of the Instrument 58
Reliability of the Instrument 59
Method of Data Collection 59
Method of Data Analysis 59
CHAPTER FOUR: PRESENTATION AND INTERPRETATION OF
DATA 61
Summary of the Findings 77
CHAPTER FIVE: DISCUSSION OF RESULTS 79
Discussion of Results 79
Implications of the Study 85
Recommendations 87
viii
Limitations of the Study 88
Suggestions for Further Studies 89
Conclusion 90
Summary of the Study 91
REFERENCES 94
APPENDICES 100
Appendix I (Distribution of population) 100
Appendix II (Distribution of Sample Size) 101
Appendix III (Correction of Validated Instrument) 102
Appendix IV (Result of Reliability Test) 108
Appendix V (Group Statistics for Analysis) 110
ix
LIST OF TABLE
Table 1: Mean ratings of secondary schools principals and Teachers on the extent
to which teachers‟ are utilized in implementation of the instruction in school 62
Table 2: Mean ratings of secondary school principals and teachers on the extent to
which teachers are utilized in students-personnel administration in schools 65
Table 3: Mean ratings of secondary school principals and teachers on the extent of
Human Resource Utilization in School Business Management 68
Table 4: Mean ratings of secondary school principals and teachers on the extent to
which teachers are involved in decision making process in schools 70
Table 5: Mean ratings of secondary school principals and teachers on the extent to
which teachers are deployed on the basis of their area of specialization 72
Table 6: z-test analysis of the differences in the mean ratings of secondary
principals and teachers on the extent of teachers‟ utilization in implementation of
instruction in schools 74
Table 7: z-test analysis of difference in mean ratings of secondary school
principals and teachers on the extent of teachers‟ utilization in the area of students‟
personnel administration 75
Table 8: z-test analysis of the difference in the mean ratings of school principals
and teachers on the extent of teachers‟ utilization in decision making process 76
CHAPTER ONE
INTRODUCTION
Background of the Study
World over, organizations depend on the use of resources for their
operations. In any production activity, be it in any organization including
educational organization, the primary action is the combination of resources in
right proportion to achieve the pre-determined output which is the goals of the
organization. In the words of Mc Shane Steven and Lathimore, (2000) an
organization is a group of people who work interdependently towards some
purposes. Also Robinson (1996) viewed organization as a consciously co-ordinated
social entity with a relatively identifiable boundary that functions on a relatively
continuous basis to achieve a common goal. Contributing, Oboegbulem and
Onwurah (2011) defined organization as an institution or an entity, government
ministries, clubs, churches, the army and all civil groups. In this context,
organization is a social group, aimed at achieving their set goals, including school
organization.
The school organization is mainly the institution for carrying out educational
schemes, programs and practices for the achievement of desired objectives through
the proper use of resources Sidhur, (2006). School organizations are made of
school principals, teachers and other resources that can exist in attainment of
1
educational goals. In the school organization there exist both the material and the
human resources such as the buildings, finance, tables and their staff which is
made up of tutorial and non tutorial staff respectively (Ezeocha, 1990).
Resource then is defined according to Hatzell (2006) as the source of
support available to an individual or organization in addition to regular earned or
unearned income for the goods of the organization. Resource is also defined
according to Nnadi and Falodun (2003) as those factors such as labour and capital
which can be used for goods and services of an organization. From the above
definitions, one can define resource as any support, either in material or human
form earned including assets that can be drawn on by person or organization in
order to function effectively.
In another development, Ezeani and Nwankwo (2002) defined Human
resource as men and women young and old, who engage in the production of goods
and services of the organization. To them people are the human resource for the
supply of physical labour, technical and professional skills, which are germane for
the effective and efficient planning of policies, programs, projects, daily activities
and their utilization for development of an organization. Human resources are very
essential in the workforce of any organization, business sector or an economy
Human resource is very vital in the utilization of organizational activities.
According to Uwazurike (1991) the ability of any organization to achieve its goals
depends to a large extent on the utilization of that organizational human resource.
Ogunu (2000) defined human resource as the function of all enterprise, which
provides for effective utilization of human resources to achieve both the objectives
of the enterprise and the satisfaction of the employee.
Utilization then is therefore defined by Huchison and Huberman (1993) as a
critical element used in increasing the effective reach of an outcome. This implies
that until a goal is successfully achieved, utilization cannot be said to have taken
place. This invariably means that utilization is to operate, exploit and to make
effective use of any given situation for intended goal or objective. Hence,
peretamode (2001) defined human resource utilization as the effective and efficient
use of the input of man and woman in such a way that people are neither
overloaded nor idling.
One thing is to have a well trained and competent team of human resource;
another thing is to ensure that those teams of competent and well trained human
resources are utilized effectively. According to Adebayo (2008) it is possible for an
organization to spend or invest huge some of money in human resource
development but fails to ensure that the well trained manpower are effectively
utilized so that the organizational goals are achieved in industrial setting. Hence,
lack of effective human resource utilization may inhibit efficient and successful
implementation in industrial setting as well as in educational organizational
programs.
Education according to Kanu (2000) is a process and means by which people
use the human ability to respond to and interact with the environment, pass on
from one generation to another aspects of their culture and value which they
consider to be worthwhile. According to the National Policy on Education (FRN,
2004) Education is divided into four levels; pre-primary, primary, secondary and
tertiary levels. However, for the purpose of this study, secondary education will be
focused on. The National policy on education (2004) further defined secondary or
post primary education as the education children receive after primary education
and before tertiary with the broad aim of preparing the child for useful living
within the society and for the preparation for higher education.
Human resource in the post primary school includes the tutorial and non
tutorial staff. However, this study will focus on the use of principals and teachers
as the main resources, irrespective of other human resources such as the clerks,
messengers, cleaners and security men and women who are also useful in the
achievement of educational goals. The utilization of these staff to achieve the
broad and specific set objectives of secondary education lies on the principals.
In Ebonyi State, and particularly at the secondary Education sub-sector, the
government for the purpose of uniformity in school administration and also to
ensure increased human resource utilization, in 2006 formulated policies and
guidelines on school administration. This policy documents by state ministry of
Education is given to every new school principal and teacher as a guide, to enable
him/her carry out his/her duties effectively. One of the relevant sections in the
document of the Ministry of Education on Guidelines in School Administration
(2006:4) pointed out that:
“Staff should be involved in the running of schools. It is
important for staff control that teachers know what is
happening in the school. The staff should be involved in
the running of the school. They should be able to identify
themselves with the policies and programmes of the
school and with the fate and progress of the school. It is
necessary that major policies and plans are discussed
and understood so that staf feel part of what is
happening. When policies and plans have been discussed
and agreed on, it is easier to carry staff along in
implementing them”.
The Ebonyi State government realizes that principals cannot effectively
manage or administer schools alone. Tutorial and non tutorial staff are involved in
the major areas of school administrations in order to ensure utilization of human
resources in the school organization. The position of Ebonyi Government is in
support of Mgbodile (2003) which saw administration as that which involves
planning, organizing, staffing leadership, directing, controlling and co-ordinating
of the efforts of the people towards the achievement of goals. This is a feat no
individual can carry out without the collective effort of others, hence the need for
the principal and his teachers to be effectively utilized for educational goals to be
achieved in the educational organization.
In the same vein Adebayo (2008), has similar view as he noted that
administration consist of human beings brought together in a hierarchical set up,
making use of tools, equipment, human and material resources, all in the quest to
attain the objective for which the organization is established. Contributing,
Mgbodile (2004), stated that principals of schools are expected to make effective
use of their staff by deploying them to their areas of specialization for proper
utilization and by involving them in such major areas of school administration such
as implementation of the instructions, students personnel administration, school
business management, decision making process and staff deployment.
The success of any secondary school organization depends on the extent of
staff utilization in the training of the young ones for useful living within the society
and for higher education. According to Ikpor, (2010) students‟ performance in their
external examinations is very important because it is a major indices of assessing
the performance of teachers but appears to have declined and wonders what could
be responsible for this ugly trend. Is it as a result of poor implementation of
instructions or non coverage of scheme of work? He further pointed out that
involved in students‟ personnel administration where their needs could be properly
addressed. The commissioner further accused the principals of unilaterally taking
decisions in the various affairs of their schools administration without involving
their teachers as well as the assumed poor management of school funds among
other problems.
Based on the above background, the researcher is interested in investigating
the extent of human resource utilization in post primary schools in Abakaliki
Education zone of Ebonyi state.
Statement of the Problem
The apparent steady decline in the performance of students in external
examination in Ebonyi State calls for question. Could it be attributed to inadequate
implementation of instructions or as a result of poor instructional methods? Student
indiscipline appears to have reared its ugly heads in the secondary school system
leading to loss of Government property and under utilization of staff probably in
student‟s personnel administration. School heads appear autocratic in the discharge
of the duties, as decisions are taken without involving their teachers as well as in
the area of school business management, claiming that school principals are chief
accounting officers of their schools. Political influence also seem to have
constituted a problem in the appointment of school principals which invariable
affects deployment as inexperienced ones are deployed to the detriment of the
qualified ones.
These state of affairs in various school activities therefore aroused the
interest of the researcher to investigate the extent of human resource utilization in
post primary schools in Abakaliki Education Zone of Ebonyi State.
Purpose of the Study
The main purpose of the study is to examine the extent of human resource
utilization in Post Primary Schools in Abakaliki Education Zone, Specifically, the
study intends to:
1. examine the extent of human resource utilization in implementation of
instructions.
2. determine the extent of teachers‟ utilization in students-personnel
administration.
3. determine the extent of human resource utilization in school business
management.
4. determine the extent of human resource utilization in decision making process
5. examine the extent of teachers deployment on the basis of their areas of
specialization for proper utilization.
Significance of the Study
The findings of this study will have both theoretical and practical
significance. The study is based on motivational theory. This is because for human
resources utilization to fully take place in post primary schools there must be
motivation and satisfaction of basic and other needs of the employees including
teachers and principals. These combinations of needs when fully satisfied leads to
the attainment of full utilization and if these needs are constrained, then human
resource utilization will be affected.
Theoretically, the findings of this study would permit a deeper and clearer
understanding of data and empirical findings with respect to the purpose of the
study. The findings would also permit interpretations and deductions that can be
tested empirically. The study would also provide extensive literature resources for
all stakeholders in education, especially post primary education system.
Subsequently researchers would find this research study an invaluable source of
information and a reference point.
It is expected that the findings of this study will be immense benefit to
principals, educational planners, government, teachers, students, parents,
examination bodies and even donor agencies.
The principals will benefit from this study because it will expose them to
various ways and means of promoting instructions in schools. Principals also will
be aware of various steps of taking decisions that will promote harmonious
relationship between them and their teachers. Principals through this study will
understand their roles in students‟ personnel administration in schools. In this
regard it will promote leadership roles among principals in and outside the school
environment for effective utilization in students‟ personnel administration. This
study will also enable principals to manage fund that will accrue to the school and
avoid wastages.
Educational planners will benefit from this study because it will help them in
planning of educational programmes for the state. Through effective planning,
wastages will be reduced and effective human resource utilization enhanced.
This study will be significant to government in organizing
workshops/seminars for secondary school principals and teachers with a view to
exposing them to various trends in school administration which invariably
enhances human resource utilization in the secondary school system. Government
and its agency such as Secondary Education Board (SEB) will find this study very
useful because it will enable them recruit required and desired workforce for the
management of her schools. In this regard, government will recruit more qualified
teachers and appoint qualified principals to administer the secondary school for
improved human resource utilization. This study will be significant to the
Government because Government will be aware of quality of decisions they will
make for the school in order to avoid such decisions that may bring chaos to school
administration.
Teachers are not left out among those who will benefit from this finding. It
will enable them know the need to cover their schemes of work and syllabus for
adequate implementation of instructions. The teachers‟ adequate coverage of their
scheme of work and syllabus will reduce examination malpractices in the school
system because the students would have been well taught to pass their
examinations. Teachers will also benefit from this study because it will enable
them work closely with their students which to a great extent enhances human
resource utilization in students personnel administration.
Students will benefit from this study because it will promote students
personnel administration in the utilization of teachers and principal. Through
students personnel administration, riots, indiscipline among students will be
minimized because there will be harmonious relationship between students,
principals and teachers. Through this study, students will be used as partners in the
administration of school by appointing among them prefects and also involve them
in taking part in other leadership roles which brings about harmony in the school
administration and subsequently leads to effective human resource utilization.
This study will be significant to parents because to it will enable them to
assist in the administration of the school through regular meetings with the school
authority under the aegis of Parent Teachers Association (PTA) of the school.
Parents will also contribute in funding the school which will bring about quality
education as most school equipment such as desk, tables and books are usually
purchased by parents to assist in the administration of the school. This usual
gesture from parents contributes to effective human resource utilization in schools.
Examination bodies such as West African Examination Council (WAEC),
National Examination Council (NECO) and Examination Development Centre
(EDC) will benefit from this study because it will guide them to assess the extent
of teachers‟ utilization through the performance of their students in the external
examinations. This trend will enable the examination bodies to assess the extent of
coverage of scheme of work and examination syllables by teachers. It will also
lead to improvement in the human resource utilization among teachers in the
school system. This study will also be beneficial to various donor agencies such as
Educational Trust Fund (ETF), United Nations Education Scientific and Cultural
Organization (UNESCO) United Nation‟s International Children‟s Emergency
Fund (UNICEF) World Bank, Department for International Development (DFID)
as it will enable them know if the aids they send to educational institutions are used
for the benefits of the students and for the teachers development and capacity
building, which will make for human resource utilization. The study will also
enable the donor agencies to be well abreast of the educational needs of the
benefiting institutions.
The study will further be beneficial to these donor agencies because they
would prefer assisting or funding schools for affective administration which would
also enhance growth and academic performance of the schools. This would also
engender healthy competition among principals of schools as they would increase
their efforts in human resource utilization so as to attract the donor‟s assistance.
Finally, the study will bring about a new awareness to all concerned with the
business of education leading to a re-examination of human resource utilization in
the school system. This study will not only enhance the smooth and uninterrupted
school work in Abakaliki Education zone of Ebonyi state, but also leads to the
realization of the school objectives of the National Policy of Secondary Education.
It will also assist future researchers who would wish to conduct research in a
similar field as well as those who want to have insight into the effective human
resource utilization with particular reference to post primary schools. The study
will expose further researchers on the more and efficient way to carry out the study
to close the gap that may have been created by the current study.
Scope of the study
The study was carried out in post primary schools of Abakaliki Education
Zone of Ebonyi State. This study also focused on the extent of human resource
utilization mainly on teachers‟ utilization in implementation of instruction;
teachers utilization in student personnel administration activities; staff utilization in
school business management; teachers‟ involvement in decision making process
and teachers deployment.
Research Questions
The following research questions were formulated to guide the study.
1. To what extent are human resource utilized in implementation of instruction in
Abakaliki Education Zone of Ebonyi State.
2. To what extent are teachers utilized in student-personnel administration in
Abakaliki Education Zone of Ebonyi State.
3. What is the extent of teachers‟ utilization in school business management in
Abakaliki Education Zone of Ebonyi State.
4. To what extent are human resources utilized in decision making process in
Abakaliki Education Zone of Ebonyi State.
5. To what extent are teachers deployed on the basis of their areas of specialization in
Abakaliki Education Zone of Ebonyi State.
Research Hypotheses
The following null hypotheses were formulated to guide the study and were
tested at 0.05 level of significance.
HO1: There is no significant difference in the mean ratings of Secondary School
Principals and Teachers on the extent of teachers‟ utilization in
implementation of instruction in schools.
HO2: There is no significant difference in the mean ratings of Secondary School
Principals and Teachers on the extent of teachers‟ utilization in the area of
students‟ personnel administration.
Ho3: There is no significant difference in the mean ratings of Secondary School
Principals and Teachers on the extent of teachers‟ utilization in decision
making process in schools.
CHAPTER TWO
REVIEW OF LITERATURE
This chapter reviews the literature related to the study. The review is
organized under the following headings: - conceptual framework, theoretical frame
work, empirical studies and summary of literature review.
Conceptual Framework
Concept of Resource
Concept of Human Resource
Concept of Management
Concept of Human Resources Management
Concept of Utilization
Concept of Human Resource Utilization
Concept of Education
Human Resource Management for Effective Instruction Delivery in Schools.
Students‟ Personnel Administration and Role of Teachers in Post Primary Schools.
Importance of Fund and their Sources for School Business Management in Post
Primary Schools.
Types of Decision Making in Post Primary Schools.
Effects of Training and Orientations on Staff Deployment
Theoretical Framework 16
Motivational Theory by Abraham Maslow (1954)
Behavioural Science Theory by Chester Barnard (1938)
Review of Empirical Studies
Summary of Literature Review
Conceptual Framework
Concept of Resource
Resource is defined according to Hazell (2006) as the source of support
available to an individual or organization in addition to regular earned or unearned
income for the goods of the organization. Nnadi and Falodun (2003) also defined
resource as those factors of production such as labour and capital which can be
used to produce goods and services of an organization. Further, Adesina (1990)
defined resource as the mobilization of efforts such that could lead to the
achievement of organization goals.
From the above definitions, one can therefore define resource as any support
either in human or material form earned including assets which can be drawn on by
person or organization in order to function effectively.
Concept of Human Resources
The concept of human resources has been defined in various ways by
different authors. According to Onah (2003:51) it is defined as “all the experience,
skills, judgment, abilities, risk taking and wisdom of individuals and associates
within an organisation”. In the same vein, Ezeani and Nwankwo (2002:2) stated
that “people are the human resources for the supply of physical labour, technical
and professional skills, which are germane for effective and efficient planning and
implementation of development, policies, programmes and projects of daily
activities”.
Human resources include all the knowledge, skills and expertise in
mechanical, managerial, social and other areas (Ezeani and Nwankwo, 2002:2).
These definitions are in line with what obtains in the education industry as the
education industry requires the resources such as teachers, principals, buildings,
finance, time and space to enable it function and achieve the organisational goals
of such educational institutions.
Concept of Management
Management according to Griffin (1996:5) is defined as a set of activities
(including planning and decision making, organizing, leading and controlling)
directed at organization‟s resources with the aim of achieving organizational goals
in an efficient and effective manner. Management is also defined as the process of
working with and through others to achieve organizational objectives in a charging
environment (Kreitner 1992:8). Peretomade (1991) an authority in educational
management, described management as the social or interactional process
involving a sequence of co-ordinated events such as planning, organizing, co-
ordinating and controlling or leading in order to use available resources to achieve
a desired outcome in the fastest and most efficient way. From the above definitions
one can therefore define management as the process of achieving organizational
goals through the effective use of human and material resources by applying such
elements as planning, directing, co-ordinating and controlling.
Concept of Human Resource Management
In the words of Oboegbulem and Onwurah (2010) in their lecture note on
organisation and management, human resource management “involves recruitment,
training, retraining and instruction; determination of condition of employment,
payment of salaries, evaluation of performance career progression etc”. Human
resource management according to Ogbonnaya (2000) is defined as the
coordination of all the resources, both human and material of an organisation
through the process of planning, organizing, directing and controlling in order to
attain organisational objectives. Also according Micheal Armstrong (2009) human
resources management is a strategic, integrated and coherent approach to the
employment, development and well being of people working in organization.
The above definitions are in line with the view of the researcher because
human resources involve co-ordination, planning and control, indeed all the
elements of management to achieve organisational goals. There is no way one can
separate management from human resource as both concepts depend on one
another to achieve organisational goals. Therefore, human resource in the school
system cannot be utilized without the human efforts.
Concept of Utilization
Utilization according to Huchison and Huberman (1993) is defined as an
important element used in increasing the effective reach of an outcome. This
implies that until a goal is successfully achieved, utilization cannot be said to have
taken place. This then means that utilization can be defined as any situation one
can operate, exploit in order to achieve an intended goal or objective.
Concept of Human Resource Utilization
Many authors have equally defined this concept in different ways. In the
word of Peretamode (2001:251) human resource utilization is the “effective and
efficient use of input of man and woman in such a way that people are neither
overloaded nor idling” Ezeani and Nwankwo (2002:141) also viewed human
resource utilization as decisions and actions taken to effectively use human
resources of an organisation to achieve its goals and objectives.
Equally, the same concept is explained by Adebayo (2008:184) as “all about
the fitting of individuals to task for which they are most suited by training,
experience and temperament”. These views of peretmode (2001), Ezeani and
Nwaknwo (2002) as well as Adebayo (2008) are in conformity with the view of the
researcher in the sense that the manager or the principal of the school must share
the workload of his school in such a way that some teachers are not overloaded
while others are under-utilised. The principal must also take certain actions in
order to ensure proper utilization of the resources of the organization or the school.
The principal should also ensure that the teachers are deployed to areas they are
best fitted in accordance with their areas of specialization and training.
Concept of Education
Education is defined as the planned and formal process of preparing an
individual for useful living in the society. It requires imparting of knowledge for
all round development of the child, physically, mentally, socially and morally
under the auspices of a teacher and in a school environment (Ezeuwa, 2005). Also
Ikoro (2003) defined education as a process by which every society attempts to
preserve and upgrade the accumulated knowledge, skills and attitudes in its
cultural setting and heritage in order to foster continuously the wellbeing of
mankind and guarantee its survival against the unpredictable a times hostile but
destructive elements and forces of man and nature. Therefore from the foregoing,
one can define education as any planned and organized arrangement which
prepares a child for useful living in the society including imparting those skills that
will enable him develop his three domains – mentally, physically and morally.
Human Resources Management for Effective Instructional Delivery
A renowned educationalist, Imogie (1998:1) saw instruction as “the
teaching-learning interactive experience between the teacher and the learners in
which the teacher delivers knowledge, skills, attitudes and values for learners‟
cognition”. He further stressed that, the classroom is the theatrical centre where the
teacher who is at the centre of curriculum implementation, discharges relevant
information, knowledge, values, attitudes and learning experiences for learners‟
development. Igbokwe (2008) noted that teachers‟ capability to manage
instructions and the emotional climate in the classroom influence learning to a
great extent. Human resource management for instructional delivery is a very
important aspect of instructional leadership. In his view, Mgbodile (2003:143) said
“It is an important component of a school administrators‟ responsibility for
effective learning to take place. Human Resource Management focuses on such
human resource functions as stimulating, controlling, disciplining and evaluating
staff and students for purpose of effective instructional delivery”.
Teachers are the greatest assets of the school. Teachers make learning easier
and meaningful for students. The views of the above educational experts: Imogie
(1981), Igbokwe (2008) and Mgbodile (2004) are quite in support of the
researchers view on roles of teachers in promoting effective instructional activities
in schools. Teachers and principals are the main human resource of the school,
while principals are the instructional leaders. Teachers are personnel who execute
the teaching responsibilities and make learning easier and meaningful for students.
They are the ones who translate and reduce the curriculum and educational
objectives to meaningful and observable terms. Therefore, without teachers, school
objectives, school buildings and curriculum activities would make little or no
impact on the students‟ learning outcome.
Therefore for effective utilization of teachers in the implementation of
instructions, every support and attention is expected on the instructional leader (the
principal) to be accorded to the teacher to do his work. The school authority
(principal) must handle the teacher with care, extend love and friendship towards
him. He must understand their feelings and their problems as they affect the school
work, since they are the last implementation stage of the instructional activities in
the school.
Concept of Administration
Ezeocha (1990) defined administration as the process of directing and
controlling life in a social organization. Pretomode (1996) looked at administration
as being concered with the performance of executive duties, the carrying out of
policies and decisions to fulfill a purpose and controlling of the day to day running
of an organization. Similarly, Adebayo (2008:1) defined “administration as the
organization and direction of persons in order to accomplish a specified end”. He
further stressed that administration could be likened to a situation where two men
co-operate to roll a stone that neither could move alone.
These definitions imply that administration is the ability to make people,
activities and things function so that objectives are achieved. In order words,
administration requires the use of men, materials and funds in an organization to
achieve its objectives. According to Ogbonna (2009) administration has different
branches such as business administration, church administration, educational or
school administration and hospital administration. In the context of this study,
educational administration is being focused on which uses principals, teachers and
students as the major human resources.
Students’ Personnel Administration and Role of Teachers in Post Primary
Schools
According to Oboegbulem (2004) Students - personnel administration
involves all the activities and services, apart from the normal classroom
instruction, rendered to students by the principal, the students themselves and even
the community that are geared towards making an individual in the school an all-
round educated, law-abiding citizen of his community. It involves guiding and
supervising students in whatever they do so that the objectives of the school will be
achieved (Oboegbulem, 2004). She further stressed that student‟ personnel
administration should aim at achieving the following basic educational objectives
at the secondary school level; to make students think effectively, communicate
their thoughts effectively develop the skills of making relevant judgments, play
their parts as useful members of their homes and family, make the students
understand basic facts about health and sanitation, understand and appreciate their
roles as citizens of Nigeria, develop good moral principles, understand and
appreciate their and recognize the dignity of labour.
The view of the above is quite in line with the researchers because; without
students‟ involvement in the administration of the school system, the whole
essence of secondary education would not be completely realized as it is stated
enshrined in the National Policy on Education by the Federal Republic of Nigeria
(FRN, 2004:18)
Furthermore, there are number of activities which the principals and teachers
are expected to perform to help in achieving the aims and objectives of students‟
personnel administration in Post Primary Schools. According to Mgbodile (2003)
these activities include registration of new students; orientation of new students;
enrolment in classes; encouraging positive attitude to studies through guidance and
counseling services; health services; social services; evaluation and marking of
examination scripts; promotion to the next class.
In view of Mgbodile, (2003) registration of new students takes place before
the school resumes. It is expected that new students should be registered before the
old students in order to familiarize them with the school environment. This
registration involves those who are newly admitted in the school into their first
years and those who transferred from other schools to the current school. Teacher
or principal is expected to open files for these students which would be kept for
future use. Such file may include documents like transfer certificate, passport,
evidence of having passed prescribed examination upon which the admission and
registration is offered; and other documents that may be vital to the school.
After registration, new students are taken round the school compound to
familiarize them with the school environment. They are shown different aspects of
the school life buildings, library, infrastructural facilities and equipment. The new
students are introduced to the vice principal, subject teachers, form masters, school
busars, and other staff (tutorial and non tutorial). The motto, tradition and
philosophy of the school are read out by the principal. Orientation gives the new
students a sense of belonging and a feeling of acceptance by members of the
school community (Mgbodile, 2004).
There is also another important role a teacher or principal is expected to play
on students‟ personnel administration. The newly registered students are classified
and enrolled into classes where they can perform effectively. Care must be taken to
ensure that they are enrolled into appropriate classes where they can learn best in
the company of their peers. The enrolment into various classes should be made so
as to project the future population of the school, to facilitate actual teaching and
give the students the necessary skills they required (Oboegbulem, 2004).
Guidance and counselling services are very important functions of students‟
personnel administration. In the word of Oraemesi (1998) the principal and
teachers should encourage positive attitude to studies through offering guidance
and counselling services in the school. Students are advised and encouraged to
behave well, both while in school and outside the school environment. Students are
taught the proper study habits and appropriate behavioural patterns in school. In
the area of career guidance, the students are educated on choice of vocation and
courses that will lead them to such vocations. The principal and the school
guidance counsellor should educate the students on the importance of education
and the need to develop adequate interest in their studies.
In the health services, teachers also play prominent role in secondary
schools. According to Mgbodile (2003) it is the responsibility of the school to help
the students develop good health and personal cleanliness. The school provides
health services to take care of each child‟s health condition. There should be a First
Aid Unit manned by well qualified health and physical education teacher to take
care of students‟ health temporarily before the student is taken to the hospital. The
First Aid Unit in the school should be equipped with necessary health facilities.
The school should be responsible for taking such a student to the hospital before
contacting the parents.
Contributing, Chiaha (2004:169) stated that social services play significant
role in the education of the child. She stressed that principals should see that the
school is properly equipped with all facilities and materials for conducive learning
environment. There should be properly equipped sports facilities for outdoor
games for the general development of the body; socially, emotionally, physically,
intellectually and even psychologically. Without outdoor activities, indoor
activities cannot be re-inforced. She warned that students should be introduced to
games, clubs, excursions and other outdoor activities. All these are part of
education which makes for problem solving in one life.
Evaluation is another important role a teacher or principal is expected to
play in the students‟ personnel administration. Evaluation therefore, in the opinion
of (Mgbodile, 2003) means appraising or determining the extent to which one
achieves an objectives in a given task. Whenever a judgment is made about the
effectiveness of given programme or project, an evaluation has been made. A well
thought-out evaluation programme contributes to the improvement and progress of
the students. In schools, evaluation of students takes place in various forms such as
through oral questions, written tests or examination to determine how the students
have learnt.
Good teachers do not wait until the end of teaching before evaluation.
Evaluation is made at intervals through oral questioning of students to ascertain the
extent students have understood a particular concept. Written tests or examination
are given at the end of teaching in order to evaluate the extent to which the
students have learnt. According to Sidhur (2009) evaluation of students, principals
will be able to determine the level of performance and achievement of the students
individually and collectively. Evaluation of students will also enable the school
head and the teachers to know the areas where special attention should be paid in a
particular subject. Results after evaluation should be entered in the progress
register.
After examinations, students‟ scripts are marked. Also Sidhur (2009) stated
that it is based on the marks and achievements in examinations students are
promoted. Marking and promotion are areas of vital interest to students and
parents. Both parents and students consider school marks or grades as evidence of
success or failure of their children. Students are promoted where there are
evidences that they have performed well in examinations. The school principal
should encourage his teachers to give tests, home assignments and projects to
students. These assignments should be marked and the exercise books supervised.
Implications of roles of the teachers on students‟ personnel administration
cannot be over emphasized. These roles stand out as the most significant roles of
the teacher in students‟ administration. Teachers after playing these important roles
would have been properly utilized not only in imparting lessons to the students but
also in moulding of the overall character of the students, both physically, socially,
morally, mentally in all aspects of the students life to be able to develop into a very
important person in the society. Therefore, the views of these experts Mgbodile
(2003); Oboegbulem and Onwurah (2010) are in line with the views of the
researcher, because all these activities of the teacher on the welfare of the students
also improves on the teachers well being and utilization. Through these roles, vices
in the school system are eliminated as most of the students” and teachers will busy
most of the time with relevant school activities.
Concept of School Business Management
Business management according to Ezeocha (1990) refers to the
management of financial and physical resources; which include the following: -
budget making, budget administration, procuring and handling of funds,
purchasing or the expenditure of funds, inventory, accounting, auditing, financial
reporting, cost analysis, maintaining property, insurance, programming, cafeteria
operations and supporting each school services like health care, meal, library,
transportation and recreational services. This therefore implies that school business
management is that aspects of management of funds available to school. It also
involves sources of school funds and its management procedure for the attainment
of educational goals.
Importance of Fund and their Sources for School Business Management in
Post Primary Schools
Educational Institutions refer to those institutions or organizations that take
care of the education of people from pre-primary to tertiary education levels
(Ogbonnaya, 2000). Fund is very important in all these levels of Education so that
without fund no activity can successfully take place in these institutions as funds
are required for one reason or the other to accomplish the educational goals and
objectives of these institutions. Therefore, the following are the reasons why funds
should be used in educational institutions. Ogbonnaya (2000:10) further stressed
that:
Funds are necessary for the employment and payment of staff in Educational
Institutions. Funds are needed to plan and organize interview for staff to be
employed. It is also required for the payment of staff salaries because
without fund, the goals of education may not be achieved.
Funds are needed for seminars, workshop, and conferences in order to
update the knowledge of teachers and staff in educational institutions.
Changes in instructional methods, techniques and strategies are also made
known to teachers and educators through seminars, conferences and
workshops.
Funds are also necessary for setting up of infrastructural facilities such as
classroom blocks, administrative blocks, library and laboratory blocks. It is
obvious that without funds it will be difficult to achieve all these.
Funds are required for provision of school equipments and furniture
including desks, tables, chairs, and typewriters, including photocopies,
electronic equipment, duplicating machines, laboratory equipments and
chemicals as well as stationeries.
Funds are necessary for purchase or provision of appropriate instructional
materials for the implementation of educational programmes. Instructional
materials include all forms of information carriers that can be used to
promote and encourage effective teaching and learning activities. They
include textbooks, supplementary workbooks, reference books, charts,
magazines, maps journals, periodical pamphlets, newspapers, poster and
non-print materials like films, film stops, models, pictures, radio and video
tapes, records, transparencies, globes, boards etc.
Funds are also important for the setting up of educational projects such as
educational technology centres, bookshop complexes.
Funds are also necessary in educational institutions to meet up with
unforeseen situations that may arise in the course of administrations in any
institution. This comes under miscellaneous expenditures.
School business management according to Enyi (2003) is specifically
concerned with that phase of school administration that has to do with procuring,
expending, accounting and maintaining the financial and material resources of an
educational institution efficiently to achieve educational objectives; it covers other
areas as source of school finance, budgeting, school account and school finance
management. In view of another expert, Ezeocha (1990) he explored various
alternative sources school could raise fund to carryout its activities which involves
procuring and other school expenditures, especially this time around government
declared free education in primary and secondary schools in most states of the
Federation. Speaking further, Ezeocha said that such practice would promote
teachers and principals‟ effectiveness in discharging their school functions easily
using financial resource. Some of these alternative sources include: organizing
fund raising programme, launching of educational programmes using alumni
associations of the school, use of consultancy services in case of tertiary
institutions, encouraging students to participate in Agricultural activities.
In his own further contribution, Enyi (2003) in a paper presented during the
1st Ebonyi State Education Summit suggested among other sources of fund to
include re-introduction of education levy, direct-labour inputs, contribution of farm
crops, use of special fund, Non Governmental Organisation (NGO) participation.
For example, Enyi further suggested that the community labour could be used to
erect temporary school buildings, in the same way; the community members erect
their individual buildings. The materials for building could be obtained from the
locality at little or no cost. The emphasis here is to save cost and ensure that fund
does not constitute an impediment towards effective utilization of teachers in
school business management.
Nature and Types of Decision Making in Post Primary Schools
Decision making is one of the major responsibilities of the education
administration. According to Ogbonnaya (2004), it is simply the process of
choosing from among alternatives ways of providing a solution to a problem. The
implication of this definition, Ogbonnaya (2004) expressed that decision involves
making choices. Also, Oboegbulem and Onwurah (2010) in her lecture note stated
that decisions are the means by which organizations turn ideas into action which
can have a positive or a negative impacton poeple. Also contributing, Ukeje,
(1992:77) summed up types of decisions to include: creative, intermediary, and
appellate decisions which stems from bottom to top in the management hierarchy.
Creative decision falls among the first decisions according to Ukeje (1992)
creative decisions are decisions initiated by the administrator/manager (Principal)
in an attempt to bring about a significant change in the system. They require
insight, imagination, initiative and courage on the part of the administrator. Their
execution requires tact and careful planning to ensure less friction and relative
acceptance by those affected by it. This is because many people resist change.
Creative decisions are necessary in the school settings so that principal can have
effective control of his teachers. Decision making plays a major role in the
utilization of human resources using the indices of control and co-ordination.
Control, as defined by Hodgetts and Kuratko (1991:526) is the process in which
management regulates activities and action which are achieved through decision
making in a given organisation. Another view by Bartol and Martin (1991:594)
defined controlling as the process of regulating organisational activities so that
actual performance conforms to the expected organisational standard and grades.
In Educational set up, control enhances human resource utilization. This is
because for the principal to utilize his teachers effectively, he should have good
control of them by making decision that can be obeyed and respected. He can
achieve this through group or participatory decision. It is also in view of the
importance of control and regulation that Ebonyi State Government came up with a
policy contained in a hand book on Guideline for School Administration (2006:13)
that:
“The principal must ensure that each teacher prepares his/her
lesson notes and cover his/her scheme of work. The teacher
must conduct himself/herself according to the code of his office.
The teacher must ensure he/she covers fully his/her lesson
periods each working day”.
The school heads will achieve effective control of his staff through regulations and
decisions arrived at by the management which of course must enjoy relative
support of the majority of the staff.
Intermediary decisions in his own view, Peretmode (1996) are made in
response to a request or command from a superior officer. Intermediary decisions
do not originate from the school administrator (Principal). Superior officers such as
Commissioner for Education, Chairman, and Secondary Education Boards
normally make request or give directives to their subordinates (principals and
teachers) officers for certain tasks to be accomplished. Other examples include the
production of the school time-table by subordinate officers (teachers). Such
decisions may be called routine decisions. Intermediary decisions require tact on
the part of the school administrator to ensure that he/she gets the support of those
affected by the decision.
Expatiating further, Peretomode (1996) argued that decisions are appellate
when they arise from cases subordinates officers (teachers) refer to superior
(principals). Examples are the following: A principal asking for guidance from
School Board for resolving disputes between two or more subordinates (teachers).
In the contribution of Uwazurike (1991) upheld that decision making
process is a cycle of events that includes the identification and diagnosis of a
problem, the reflective development of a plan to alleviate the problem, the
initiation of the plan and the appraisal of its success. He further explained that
decision making process is conceptualized as an action cycle, and sequential steps
to problem solving. Managers would adopt the following process in a calculative
decision making.
Recognize and define the problem or issue , Analyse the difficulties in the
existing situation, Establish criteria for resolving difficulties, Develop a plan for or
strategy for action, including the specifications of possible alternatives, prediction
of probable consequences for each alternative, deliberation and the selection of an
alternative and initiate a plan of action. Principals in the school system can adopt
the above process in taking decision about any school matter.
Decision making in schools are very important in the sense that they expose
ways of solving problems. From the views of experts in decision making which
include Ogbonnaya, (2000); Oboegbulem and Onwurah (2010); Peretmode (1996)
and Uwazurike (1991) teachers and principals are exposed to various types of
decisions that are usually made and which one that concerns them most. From the
views of above experts, the researcher is in support of decision making in school as
it will to a great extent assist teachers and principals to effectively carryout their
duties in the school for the overall achievement of the educational goals (FRN,
2004) in Post Primary Education sub-sector. It will also to a great extent according
to Peretomode (1996) control and regulates the activities and behaviours of both
students and teachers in the school. Decision making brings about growth in the
utility rate of teachers‟ performance in school because there is rule, order in the
school.
Effects of Training and Orientation on Staff Deployment
Another great scholar, Oboegbulem (2004:160) identified training and staff
professional growth as very important aspects of human resource utilization.
According to her she said,
“For newly recruited members of staff to adapt to the system and put
in all that is necessary to achieve the set goals of the school, he/she
should be properly treated by his/her employer so as to enable
him/her improve upon his/her performance in terms of productivity.
Teachers, both experienced and new, require at one time or the
other, on-the-job training to improve their performance”.
She further stressed that principals should encourage their staff to keep
abreast of the knowledge in their fields through exposure to current issues and
ideas which will involve the following: - Provision of professional growth and
development, In-service educational programmes; seminars and workshop;
occasional teachers‟ group discussions, Regular supervision – classroom visitation,
observation and conferencing and Provision of professional library with adequate
facilities and equipment.
The above views of Oboegbulem (2004) is in line with the researcher‟s opinion,
because proper training of teachers through in-service training and workshops can
effectively assist them in human resource utilization and perform better when they
are deployed to teach in their schools.
Still in the area of staff deployment on the basis of their area of
specialization, there is need to consider recruitment and selection as the major
basis for choosing teachers competence for effective human resource utilization.
Recruitment as defined by Croft (1996:93) is “the analysis of a job and the features
the organization will look for in a potential employee and attracting candidates to
apply to the organization and offering various terms and conditions of employment
to a chosen potential employee”. After the recruitment exercises have produced an
applicant‟s pool, a decision must be made to offer employment to some of the
applicants while rejecting or postponing an offer to others.
Selection therefore as stated by Ezeani and Nwankwo (2002:7) is “a human
resource management tool, which seeks to access candidates in order to choose the
most suitable person” therefore, recruitment and selection process must be capable
of locating potential applicant with desire subjects areas from the anticipated
organisational vacancies with the aim of obtaining adequate number of applicants.
It is on this note Kazmier (1998) noted that before optimal utilization of human
resource can arise, recruitment and selection procedure should be adequate. Thus
proper recruitment and selection enhance human resource utilization, especially if
it is done with recourse to competence of the applicants as this would also to a
great extent determine his deployment and utilization (Eze, 2006).
In the same vein, placement and orientation of tutorial staff plays a major
role in the staff utilization because after an employment has been offered and
accepted, the next step is the deployment of the individual staff to his organisation.
These personnel function is very vital in the achievement of organisational goals.
Highlighting on the importance of deployment and orientation, Ezeocha
(1990:175) stated that “proper orientation of teachers can be of immense
importance in helping them settle on the job.” He went further to state that:
“Orientation can also help the new teachers get to understand better his role in
school. Thus, he gets familiar with his job, the school, its history, its traditions, its
rules and policies, its norms and its vast opportunities.”
This view was further collaborated by Mgbodoile (2004) when he stated
thus: “The orientation of new teachers is an important role of the school
administrator”. There is the need to give the new teachers proper orientation on the
job. A new staff may have a lot of experience in the profession, or not at all. He
might be totally new in the community. He also stressed that the new teachers
impression of the principal should create a favourable impression and make him
feel welcomed in the school and community. The new teacher is given some
orientation to understand the major demands of his job, the major purpose of that
school and the expectations of the school heads, other teachers, students and the
community. The teachers are assigned to specific jobs to perform after their
orientation, usually under the supervision of the departmental head. The major
purpose of orientation and subsequent deployment and assignment of roles is to
enable the teachers fit in appropriately where their offer of services will be
maximally utilized.
The above assertion is in order because a school system can recruit and
select personnel but until the newly appointed members of staff become fully
cognizant of and adjusted to the work to be performed, that environment in which
he will function and the colleagues with whom he will be associating; he cannot be
expected to contribute most efficiently to the realization of the school expectations.
Hence, proper placement and orientations enhances human resource utilization.
Deployment of staff to schools for effective human resource utilization also
requires professionalization in terms of qualifications. According to Egereonu
(1992:35)
“Teachers should be classified according to level of
professional competence. In other words, staff should be
assigned task according to their individual abilities
preparation and experience. The non tutorial staff should
assist in routine duties necessary to the instructional
process”.
The above implies that deploying a graduate of mathematics to teach English
language simply because he/she had credit/pass in it in his/her Senior Secondary
School Certificate (SSCE) or National Examination Council (NECO) certificate is
counter productive. How can we expect such fellow to perform well in teaching
this with certainty? According to Eresimadu (1994) specialization requires that
teachers should be engaged to teach those subjects they studied at the university
level so that they can give their best from their wealth of knowledge of the subject
and experience.
Theoretical Framework
Many theories have been propounded by experts on administration,
especially on related areas to human resource utilization.
Motivational Theory
The key proponent of motivational theory is: Abraham Maslow (1954)
Maslow propounded theory of hierarchy of needs which emphasized that every
worker has a hierarchy of needs to be satisfied. He stressed that human beings
posses five basic needs and that those needs can be arranged in a hierarchy of
importance or order in which individuals generally drive to satisfy them. This can
be seen as represented below in a diagram of pyramidal shape.
The most basic needs are physiological needs while the highest needs are
self actualization needs. Consequently, the satisfaction of the basic and other needs
Needs for self
actualization
Esteem Needs
Acceptance or Social Needs
Security or Safety
Needs
Psychological Needs
of the employee should be a major guiding principle in the organisation of
personnel function. For example, a high school principal who seeks to satisfy self
actualization would strive to become the best principal above other principals in
the same employ.
In the educational set up, human resource should be motivated. To achieve
this, the principal applies such motivating factors as respects, appreciation, status
and esteem but if he stresses those aspects of work which concerns the
achievement of goals only, without a combination of other factors, he is likely not
to succeed. He will have within the environment disgruntled workers. Thus, the
principal in order to utilize his staff properly should show recognition and
appreciation to his staff as soon as possible after a job is well done by the teacher.
Teachers‟ morale is increased when they realize that the principal cares for their
conditions. Hence they will fully participate in the administration of the school.
A condition of service of workers supports the motivational theory as
propounded by Abraham Maslow (1954) because workers need to be motivated for
maximum utilization of the worker in his work place. There is no doubt that in
order to achieve increased productivity in an organisation, the workers must be
well motivated through improved condition of service and adequate remuneration.
Condition of service here include how satisfactory or otherwise the salary of the
worker is, his promotion whether the worker earns his promotion as at and when
due and other fringe benefits such as cars, basic allowances, including housing and
medical services. Better conditions of service not only attract best quality teachers
into the service but also reduce to the minimum the exodus of quality teachers and
invariably ensure quality education in secondary schools.
Nevertheless, the question of financial remuneration for services rendered is
a pertinent one. Hence, wages and benefits in a school is a major factor in
attracting, motivating and utilizing human resource in secondary schools.
For instance, promotion is relative to attracting another ladder of human needs as
postulated by Abraham Maslow (1954) as the satisfaction of one need leads to the
desire of another. Promotion is therefore one of the staff needs which when
provided will make teachers settle down and perform effectively on his job so as to
achieve the set goals of the institutions and subsequently attain self esteem in life.
It is not for nothing that the use of theory in education is advocated. This is
because the utility of theory in educational administration makes it imperative for
administrators (principals) to be able to relate every practice to theory. In the
context of this study, motivational theory will expose various ways principal will
encourage his teachers for effective utilization of human resource in educational
institution. He should also show recognition, respect to the integrity of the teachers
so as to encourage teachers do their work as staff are not only encouraged through
monetary incentives such as salary but appreciation and self esteem as postulated
by Maslow.
Motivational theory will encourage the school administrators (principals) to
develop the spirit of competition among their teachers. This could be done through
exposing them to various school activities such as games, debates, attendance to
duties where prizes could be awarded to the best performing teacher at the end of
the term. This will also encourage the teachers in human resource utilization in the
school; as they will strive to attain their highest desire in the process.
Behavioural Science Theory by Chester Barnard (1938)
Chester Barnard, (1938) propounded behavourial science theory. The theory
emphasized that administrative practices should be linked to human behaviours as
much as possible. The theory was on how to use human behaviours as a basis for
achieving good organisational management. Within this context, Barnard
differentiated between two major concepts - effectiveness and efficiency. To him,
effectiveness refers to the extent to which the set organisational goals are achieved
with given resources. Thus, an organisation which is able to accomplish its set
goals without waste of available resources is said to be effective. Efficiency, on the
other hand, refers to how well a worker performs in the achievement of set
objectives.
The ability to perform depends on how the worker is satisfied with his work.
Thus, a worker who is either poorly or irregularly paid is less likely to be satisfied
or efficient in his work. Barnard‟s concern therefore, was on how to relate
effectiveness to efficiency, as a basis for good organisational management. The
way his relationship is manipulated determines the success of any organisational
set-up. It should be noted that other writers on behavioural science, followed
Barnard‟s line of thought.
Behavioural science theory is also viewed as the synthesis of the scientific
management and human relations theories. The behavioural science movement
started from social science in the early 1940s with the assumption that the best
approach to facilitate work and productivity in an organisation is through an
understanding of the worker, his job content and the work environment. It was no
longer desirable to concentrate either on the work alone, as in the classical
management era, or on the worker, as in the human relations movement. An
integration of the two was considered more helpful in the realization of
organisational personal goals.
Within this context, it was expected that administrators should draw their
knowledge and experience from the various subjects in the social sciences,
incorporating such areas as: psychology, philosophy, economics, anthropology,
sociology, etc, for better understanding of job performance of the workers. It was
believed that with such knowledge and experience, administrators would be in a
better position to understand the workers and their work, and how they should
interact to produce good organisational management.
Thus, in the 1950s, the behavioural science theorists developed what they
called the Tri-Dimensional concept of administration, incorporating three main
elements – the man, the job and the social setting.
The man-element comprises the worker‟s physical, intellectual and
emotional capabilities, as well as his patterns of behaviour. In other words, this
element considers the worker‟s personality. The job-element of the Tri-
Dimensional concept, on the other hand, involves the job content and the process
(es) of executing it. It simply involves the task to be performed as well as the
methods for carrying it out. As regards to the social setting component, the
emphasis is on the work environment and the necessary facilities and conditions to
make it conducive. The behavioural science theorists held the view that increased
productivity in any organisation can only be achieved when there is a balance or
Job
Man Social setting
proper integration of the three elements. This views clearly distinguishes it from
those of the classical management and human relations theorists on organisational
management.
The fact that the theories are social science-based, suggests that school
administrators should be knowledgeable about social science subjects, including
Economic, Sociology, Anthropology, Government, etc. This will help them to
know the basis of the theories and how they are expected to operate. In dealing
with administrative problems in education, administrators should be open, by
drawing from the social science fields. In other words, educational problems may
be solved by looking at their economic, political or social dimensions. Again, in
handling administrative matters, the emphasis should be on reconciling the job to
be done with human element. This means that the administrator must ensure that
there is equal attention to human welfare elements as well as the achievement of
set educational objectives, as a basis for effective educational management. This
means that neither the human element nor the achievement of educational
objectives should be sacrificed for another in order to bring about effective human
resource utilization in schools. Principals must be humane enough to his teachers
to attract their support. Financial inducement in most cases does not attract
effective cooperation but respect including the working environment.
Review of Empirical Studies
This section reviews empirical studies related to the topic under study.
Nwogbo (2007) carried out a study on the ways to promote quality
instructions in secondary schools in Anambra State, with the purpose of
determining the extent to which identified ways are utilized. The study had five
research questions and one null hypothesis. Opinion survey research design was
used for the study. The population of the study was 820 respondents comprising
261 principals and 559 teachers that were randomly selected from the 201
secondary schools in Anambra state. Data were collected using the questionnaire
with 27 items. A reliability co-efficient value of 0.74, was obtained through test
retest method and Pearsons‟ product moment correlation co-efficient for the trial
testing of the instrument. Analysis was done using mean scores for answering the
research questions and z – test was used for testing the null hypothesis.
The study revealed that teachers and principals were aware of the ways to
promote quality instructions in secondary schools, but they did not mostly utilize
these ways. It was recommended that teachers, principals, parents and government
should all be alive to their responsibilities to schools especially in the area of
finances among others to ensure that quality instructions and education are
achieved in the secondary schools. The study is related to the present study in the
sense that the study investigated ways to promote quality instructions in secondary
schools.
Akam (1995) carried out a research on staff- personnel services in secondary
schools: The case of Aba Education Zone of Abia state. Opinion survey research
was used. Four research questions and two null hypotheses were used. The
population of the study comprised all the 77 principals and 1,788 teachers in Aba
Education Zone of Abia State. A representative sample of 300 respondents made
up of all the principals and 260 teachers from 40 secondary and technical schools
were used. Analysis was done using mean scores for entering questions and z-test
was used for testing the null hypothesis.
The study revealed that staff personnel administration in Post Primary
Schools need some strategies to eliminate problems and promote prospects for
effective teaching which will promote staff personnel services.
In another study, Onuselogu (2007) carried out an investigation on the extent
of resource adequacy for the implementation of UBE programme in Anambra State
Public Primary Schools. The study was a survey and was based on 2 research
questions and 2 null hypotheses. The population of the study was 1030 primary
school head teachers, 420 were selected randomly (218 from urban and 202 from
rural public primary schools). The study utilized a-20 items structure questionnaire
using a 4 – point scale. Analysis was done using mean score for answering the
research questions.
The major findings of the study were that the non – human resources were
not to a great extent adequate for the implementation of the UBE. However,
teachers were adequately provided, motivated and supervised. Based on the
findings, it was recommended that the government should provide enabling
environment adequate for conducive teaching/learning, provide infrastructural
facilities to enhance the possibility of implementation of the laudable UBE stated
objectives. This study created a gap in the sense that it investigated on extent of
resource adequacy for the implementation of Universal Basic Education in public
schools. The current study will examine the extent of human resource utilization in
school business management. However, both studies are related in the sense that
they studied extent of resources in schools.
Egboka (2007) also carried out a research on appraisal of job design and
assignment by secondary school administrators in Anambra State. Two research
questions and two null hypotheses guided the study. The research design was a
survey. Data were collected from 1,025 teachers from Aguata Education Zone of
Anambra State. Proportionate stratified – random technique was adopted in
selecting 410 respondents for the study. Questionnaire was used for the data
collection. In analyzing the data, mean and standard deviation scores were used for
the research questions while t-test was used in testing the null hypotheses at 0.05
level of significance.
The study revealed that the administrator (principal) often created job design
that makes for school growth, and ensured effective co-ordination of different job
units in the schools, but rarely did the administrators assign teachers to classes
based on competency, design job assignments in a way that teachers are able to
complete them within stipulated time, assigns job to teachers in a way to avoid role
conflict, ensure task variety in job assignments nor devolve responsibilities and
authorities to only competent teachers. This study created a gap from the present
study because the study investigated job designs and assignment by secondary
school administrators whereas the present study focused on the deployment of
teachers in their areas of specialization. However, the study is related because both
studied issue on deployment of staff to schools
Summary of Literature Review
The review of literature related to this study was carried out under four
broad heading, namely: the conceptual frame work, theoretical framework, review
of empirical studies and summary of literature review. The study reviewed on the
concept of resources, the concept of human resource, concept of utilization concept
of human resource utilization, concept of management, concept of human resource
management, concept of education, concept of administration and concept of
human resource management for effective instructional delivery, students‟
personnel administration and role of teachers. Importance of fund, their sources for
school business management in Post Primary Schools, nature and types of decision
making in schools as well as effects of training and orientation on staff
deployment.
The theoretical framework focused on motivational theory as well as
Behavioural Science Theory, while the last review dwelt on related empirical
studies on various aspects of administration in both primary and secondary schools
and their resources. However, none of these studies had looked into the issue of
human resource utilization in Post Primary Schools in Ebonyi State hence, the
researcher‟s interest to carryout a study on human resource utilization in Post
Primary Schools in Abakaliki Education Zone of Ebonyi State to address the gap
created by other similar works reviewed in this study.
CHAPTER THREE
RESEARCH METHOD
This chapter presents the description of the procedure of the study with
respect to design of the study, area of the study, population of the study, sample
and sampling technique, instrument for data collection, validation of the
instrument, reliability of the instrument, method of data collection and method of
data analysis.
Design of the Study
The study was a descriptive survey design. According to Nworgu (1991:53)
“descriptive survey design is one in which a group of people or items is studied by
collecting and analyzing data from only a few people or items considered to be
representative of the entire group” Therefore, the researcher makes use of this
design because; principals and teachers were used to collect and analyse the
information on the state of Human Resource Utilisation in Post Primary Schools in
Abakaliki Education Zone of Ebonyi State.
Area of the Study
The study was carried out in Abakaliki Education Zone of Ebonyi State.
Abakaliki Education Zone is one of the three Education Zones in Ebonyi State.
The zone is located at the northern part of the state with an average population of
over one million people from the total population of 4,339,136 people in the state.
(Source: National Population Census, 2006) The zone has a total number of
four Local Government areas namely; Abakaliki, Ebonyi, Izzi and Ohaukwu Local
Government Areas. The people of the area are mainly farmers due to the fertile
nature of their land. They are educationally minded and hospitable people. As a
result of this, there are many strangers in the area and consequently, many
55
educational institutions such as primary, secondary and tertiary institutions were
established in the area. This is why the study will be carried out in this area.
Population of the Study
The population of this study comprised all the principals and 1116 teachers in
Abakaliki Educational zone of Ebonyi State. Available data shows that there are 67 Post
Primary Schools with 67 Principals and 1116 teachers, totaling 1183 respondents
in the zone. (Source: Planning, Research and Statistics department (PRS) of
Ebonyi State Secondary Education Board, 2011/2012, Academic Session). See
Appendix I
Sample and Sampling Technique
The entire 67 principals and 67 Post Primary Schools in Abakaliki education
zone of Ebonyi state were used for the study. However, 223 teachers were
sampled out of 1116 teachers. This figure represents 20% of the total
population of the teachers in the zone. To draw this sample, proportionate random
sampling technique was used to ensure equal representation from each stratum for
the study. Each of the local government areas served as a stratum for the study. In
Abakaliki local government area, 39 teachers out of the 195 teachers were
sampled. In Ebonyi local government area, 42 teachers out of 210 teachers were
sampled. In Izzi local government area, 95 teachers out of 474 teachers were
sampled while in Ohaukwu local government area, 47 teachers out of 237 teachers
were sampled. Therefore, the total sample percentage for the study was 290
respondents, representing 20% of the population.
The rationale for selecting 20% of the population is in line with Ali
(2006:17) who states that: “If a population is large, it is only feasible to take only a
portion of the population which defined as a sample and which the researcher can
handle from the total population”. Since the population of teachers is large, the
researcher deems it appropriate to use 20% of the total population of the teachers
to enable him handle them effectively. See Appendix II
Instrument for Data Collection
A structured questionnaire on Human Resources Utilization in Post Primary
Schools (QHRUPPS) developed by the researcher was used for data collection.
The questionnaire has two parts; Part I and Part II. Part I consists of background
information of the respondents and II consists of 40 items built on five sections.
Section A comprises 10 items on implementation of instruction; Section B
comprises 10 items on students‟ personnel administration; Section C comprises 7
items on school-business management; Section D comprises 6 items on decision
making process and Section E comprises 7 items on staff deployment. A four point
rating scale is provided with the following response mode: For sections A, B, C; D
and E Very Great Extent (VGE) ------ 4 points; Great Extent (GE) ------3 points;
Little Extent (LE) -------2 points; Very Little Extent (VLE) -----1 point. See
Appendix III
Validation of the Instrument
To establish the validity of the instrument (QHRUPPS), the instrument was
subjected to face validation by three experts in the University of Nigeria, Nsukka.
Two experts from Educational Administration and Planning Unit; one expert from
Measurement and Evaluation, all from Faculty of Education, University of Nigeria,
Nsukka. The experts were given the instruments to examine with respects to
relevance and adequacy, language comprehensiveness of the items,
appropriateness of the contents and representativeness of the various dimensions to
the problem under study. They were requested to correct and advise the researcher
on the suitability of the rating scale. From their suggestions, the initial draft was
amended and increased the questionnaire items from 35 – 40. Also the response
mode was structured to suit the lead statement on section E on staff deployment.
The questionnaires were then sent for trial testing.
Reliability of the Instrument
The validated instrument was trial-tested on 4 principals and 16 teachers
from Post Primary Schools in Onueke Education Zone of Ebonyi State, outside the
area of the study. To ascertain the internal consistency of the instrument, Cronbach
Alpha was used. Reliability co-efficient for the sections of the instruments were as
follows: - Section A: 0. 64; Section B: 0. 80, Section C: 0. 80; Section D: 0.83; and
Section E: 0.73. These gave an average score of 0.76. The result shows that the
instrument is reliable and hence considered appropriate for use. See Appendix IV.
Method of Data Collection
Data for the study was delivered and collected personally with the help of
four research assistants. The research assistants were trained by the researcher on
how to handle the instrument to ensure optimal return of the instrument.
Method of Data Analysis
The data collected was analyzed using mean score and standard deviation.
Mean score was used to answer the five research questions. The z-test statistics
were employed in testing the three null hypotheses at 0.05 level of significance.
The criterion mean will be 2.50.
S/NO Decision Level Mean Score
4 Very Great Extent 3.50 4.00
3 Great Extent 2.50 3.49
2 Little Extent 1.50 2.49
1 Very Little Extent 0.05 1.49
CHAPTER FOUR
PRESENTATION OF RESULTS AND ANALYSIS OF DATA
The results of this study are presented in line with the research questions and
the hypotheses that guided the study in tables 1 to 8 as shown below:
Research Questions 1: To what extent are Human Resources utilized in
implementation of instruction in Abakaliki Education Zone of Ebonyi State?
61
Table 1: Mean ratings of secondary schools principals and Teachers on the extent
to which teachers‟ are utilized in implementation of the instruction in school
SN ITEMS PRINCIPALS TEACHERS OVERALL
MEAN SD DL MEAN SD DL MEAN DL
1. Planning the scheme of
work for your school
3.39 0.78 GE 3.35 0.80 GE 3.36 GE
2 Selecting specific
instructional test
3.13 0.72 GE 3.14 0.73 GE 3.14 GE
3 Preparing the school
timetable
2.90 1.02 GE 2.85 1.02 GE 2.86 GE
4 Selecting instructional
materials for teaching.
3.43 0.84 GE 3.45 0.80 GE 3.45 GE
5 Developing instruction for
teaching
3.40 0.60 GE 3.45 0.59 GE 3.44 GE
6 Teaching the students as at
when due
3.69 0.47 VGE 3.70 0.46 VGE 3.70 VGE
7 Supervision of student‟s
class activities.
3.36 0.90 GE 3.40 0.86 GE 3.39 GE
8 Evaluation on learning
outcomes of students
3.43 0.76 GE 3.45 0.74 GE 3.45 GE
9 Marking of students
scripts
3.49 0.98 GE 3.56 0.92 VGE 3.54 VGE
10 Resolving learning
problems of students.
3.18 0.87 GE 3.20 0.88 GE 3.19 GE
CLUSTER MEAN 3.34 0.79 GE 3.36 0.78 GE 3.20 GE
Key: SD = Standard Deviation, DL = Decision Level, GE = Great Extent, VGE = Very Great
Extent
Table 1 presents the opinions of secondary school principals and teachers on
the extent to which Human Resources are utilized in implementation of instrument
in schools. Items, 1, 2, 3, 4, and 5, planning the scheme of work for your school,
selecting specific instructional test, preparing the school time table, selecting
instructional materials for teaching and development instruction for teaching
human resources are utilized to a great extent in the opinions of principals and
teachers with the mean of 3.39, 3.35; 3.13, 3.14, 2.90, 2.85, 3.43, 3.45, 3.40, 3.45
and Standard Deviation of 0.78, 0.80, 0.72, 0.73, 1.02, 1.02; 0.84, 0.80; 0.60 and
0.59 respectively. Item 6, teaching the students as at when due, human resources
are utilized to a very great extent in the opinion of principals and teachers with a
mean of 3.69, 3.70 and standard deviation of 0.47 and 0.46. In item 7 and 8,
supervision of student‟s class activities and evaluation of learning outcomes of
student human resources are utilized to a great extent in the opinions of principals
and teachers with the means of 3.36, 3.40; 3.43; 3.45. Item 9, marking of student‟s
scripts, human resources are utilized to a great extent in the opinion of principals
and to a very great extent in the opinion of teachers with the means of 3.49; 3.56
and Standard Deviation of 0.98 and 0.92 respectively. Items 10, resolving learning
problems of students, human resources are utilized to a great extent in the opinion
of both principals and teachers with the means of 3.18; 3.20 and standard deviation
of 0.87 and 0.88 respectively. The overall ratings of both respondents show a
cluster mean of 3.20. This indicates a decision level of great extent. Therefore, the
table shows that Human resources are utilized in implementation of instruction to a
great extent.
Research Question 2: To what extent are teachers utilized in students’
personnel administration in Abakiliki Education Zone of Ebonyi state?
Table 2: Mean ratings of secondary school principals and teachers on the extent to
which teachers are utilized in students-personnel administration in schools
SN ITEMS PRINCIPALS TEACHERS OVERALL
MEAN SD DL MEAN SD DL MEAN DL
11 Completing admission and
registration formalities of
students.
2.60 1.03 GE 2.60 1.30 GE 2.60 GE
12 Orientation of new students 2.67 1.02 GE 2.70 1.01 GE 2.69 GE
13 Selection of student
functionaries
3.67 0.47 VGE 3.65 0.48 VGE 3.66 VGE
14 Considering students uniform 3.37 0.60 GE 3.40 0.58 GE 3.40 GE
15 Resolving conflict between
students
3.81 0.40 VGE 3.80 0.40 VGE 3.80 VGE
16 Conducting Morning
assemblies for students.
3.51 0.61 VGE 3.50 0.59 VGE 3.50 VGE
17 Conducting dismissal
assemblies for students
2.81 1.09 GE 2.86 1.06 GE 2.84 GE
18 Organizing and directing extra-
curricular activities for
students (e.g. Games, Quiz,
School Debates)
3.46 0.84 GE 3.51 0.81 VGE 3.50 VGE
19 Checking student‟s attendance
to school.
3.54 0.70 VGE 3.55 0.67 VGE 3.55 VGE
20 Regulating student‟s
movement during lessons.
3.48 084 GE 3.51 0.80 VGE 3.50 VGE
CLUSTER MEAN 3.29 0.76 GE 3.31 0.74 GE 3.30 GE
KEY: SD = Standard Deviation, DL – Decision Level, GE = Great Extent, VGE =
Very Great Extent
Table 2, presents the opinions of secondary school principals and teachers
on the extent to which teachers are utilized in students-personnel administration.
Items 11 and 12, completing admission and registration formalities of students and
orientation of new students were rated to a great extent by both principals and
teachers in their opinion with a mean of 2.60, 2.60; 2.67, 2.70 and standard
deviation of 1.03, 1.03; 1.02 and 1.01 respectively. For Item 13, selection of
students functionaries were rated to a great extent by both principals and teachers
with the mean of 3.67, 3.65 and standard deviation of 0.47 and 0.48 respectively.
Item 14, considering student‟s uniform was rated to a great extent in the opinion of
principals and teachers with the mean of 3.37, 3.40 and standard deviation of 0.60
and 0.58 respectively. Meanwhile, Items 15 and 16, resolving conflict between
students and conducting morning assemblies for students were rated to a very
extent by both principals and teachers in their opinion with the mean of 3.81, 3.80;
3.51, 3.50 and Standard Deviation of 0.40; 0.40, 0.61 and 0.59 respectively. For
Item 17, conducting dismissal assemblies for students was rated to a great extent in
the opinions of principals and teachers‟ with the mean of 2.81, 2.86 and Standard
Deviation of 1.09 and 1.06 respectively. Meanwhile, Item 18, organizing and
directing extra-curricular activities for students (e.g. Games, Quiz, and School
Debates) was rated to a great extent by principals and to a very great extent by
teachers with the mean of 3.46; 3.51 and Standard Deviation of 0.84 and 0.81
respectively. Also, Item 19, checking students‟ attendance to school was rated to a
very great extent in the opinions of both respondents with the mean of 3.54, 3.55
and Standard Deviation of 0.70 and 0.67 respectively. For Item 20, regulating
student‟s movement during lessons was rated to a great extent by principals and to
a very great extent by teachers in their opinion with the mean of 3.48, 3.51 and
Standard Deviation of 0.84 and 0.80 respectively. The overall ratings for both
categories of respondents, shows a cluster mean of 3.30. This indicates a decision
level of great extent. Therefore, the table shows that teachers are utilized in
students-personnel administration to a great extent.
Research Question 3: What is the extent of Human Resource’ Utilization in
School Business Management in Abakaliki Education Zone of Ebonyi State?
Table 3: Mean ratings of secondary school principals and teachers on the extent of
Human Resource Utilization in School Business Management.
SN ITEMS PRINCIPALS TEACHERS OVERALL
MEAN SD DL MEAN SD DL MEAN DL
21 Planning for disbursement of
school finances.
2.15 1.02 LE 2.14 1.02 LE 2.14 LE
22 Purchasing of equipment and
other materials for the school.
2.09 1.04 LE 2.09 1.05 LE 2.09 LE
23 Purchasing of textbooks for the
school.
2.06 0.94 LE 2.10 0.95 LE 2.09 LE
24 Supervising the building of
classroom blocks.
2.00 1.11 LE 2.06 1.12 LE 2.04 LE
25 Supervising the school
cooperative canteen.
1.76 1.02 LE 1.81 1.04 LE 1.80 LE
26 Collection of school revenues. 2.34 1.15 LE 2.29 1.15 LE 2.30 LE
27 Purchasing of food for the
school.
2.64 1.23 GE 2.56 1.24 GE 2.60 LE
CLUSTER MEAN 2.15 1.07 LE 2.15 1.08 LE 2.15 LE
KEY: SD = Standard Deviation, DL = Decision Level, LE = Little Extent, GE = Great Extent.
Table 3 presents the responses of secondary school principals and teachers
on the extent of Human resources Utilization in School Business Management
Items 21, 22, 23, 24, and 26, planning for disbursement of school finances,
purchasing of equipment and other materials for the school, purchasing of
textbooks for the school, supervising the building of classroom blocks, supervising
the school co-operative canteen and collection of school revenues were rated to a
little extent in the opinions of principals and teachers with the mean of 2.15, 2.14;
2.09, 2.09; 2.06, 2.10; 2.00, 2.06; 1.76; 1.81; 2.34, 2.29 and Standard Deviation of
1.02, 1.02; 1.04, 1.05; 0.94, 0.95; 1.11, 1.12; 1.02, 1.04; 1.15 and 1.15 respectively.
Meanwhile, item 27, purchasing of food for the school was rated to a great extent
by both respondents in their responses with the mean of 2.64; 2.56 and Standard
Deviation of 1.23 and 1.24 respectively. The overall ratings of both respondent
shows a cluster mean of 2.15. This indicates a decision level of little extent. Thus,
the table illustrates that Human Resources are utilized in school business
management to a little extent.
Research question 4: To what extent are teachers involved in decision making
process in Abakaliki Education Zone of Ebonyi State?
Table 4: Mean ratings of secondary school principals and teachers on the extent to
which teachers are involved in decision making process in schools
SN ITEMS PRINCIPALS TEACHERS OVERALL
MEAN SD DL MEAN SD DL MEAN DL
28 The principal adopts prior
decisions without some
explanation to the staff.
2.10 1.23 LE 2.10 1.22 LE 2.10 LE
29 The principal adopts prior
consultation with staff before
taking decisions.
3.28 0.87 GE 3.24 0.89 GE 3.25 GE
30 Teachers‟ opinions during staff
meetings influence the principals‟
actions towards school matters.
2.57 1.26 GE 2.53 1.25 GE 2.54 GE
31 The principal defines the problems
in staff meetings and asks for
individual contributions.
3.21 1.09 GE 3.15 1.12 GE 3.16 GE
32 Teachers are rarely involved in
decision making process in your
school.
2.31 1.06 LE 2.35 1.07 LE 2.34 LE
33 Principal dictates decisions for
implementation to their staff
without their prior knowledge.
1.64 0.96 LE 1.65 0.96 LE 1.64 LE
CLUSTER MEAN 2.52 1.08 GE 2.50 1.09 GE 2.51 GE
Key: SD = Standard Deviation, DL = Decision Level, LE = Little Extents GE =
Great Extent.
Table 4 presents the responses of secondary school principals and teachers
on the extent to which teachers are involved in decision making process. Item 28,
the principals adopted prior decisions without some explanation to staff was rated
to a little extent by both the principals and teachers in their opinion with the mean
of 2.10, 2.10 and Standard Deviation of 1.23 and 1.22. Meanwhile, items 29, 30
and 31, the principal adopts prior consultation with staff before taking decisions,
teachers‟ opinions during staff meetings influences the principal‟s actions toward
school matters and the principal defines the problems in staff meetings and asks for
individual contributions were rated to a great extent in the opinions of principals
and teachers with the mean of 3.28, 3.24; 2.57, 2.53, 3.21, 3.15 and standard
deviation of 0.87, 0.89; 1.26; 1.25, 1.09, 1.12 respectively. However, for items 32
and 33, teachers are rarely involved in decision making process in your school and
principals dictates for implementation of their staff without their prior knowledge
were rated to a little extent in the opinions of principals and teachers with the mean
of 2.31, 2.31; 1.64, 1.65 and standard deviation of 1.06, 1.07; 0.96 and 0.96
respectively. The overall mean ratings of the respondents show a cluster mean of
2.51. This indicates a decision level of great extent. Thus, the table shows that
teachers are involved in decision making process to a great extent.
Research question 5: To what extent are teachers deployed on the basis of
their area of specialization in Abakaliki Education Zone of Ebonyi State?
Table 5: Mean ratings of secondary school principals and teachers on the extent to
which teachers are deployed on the basis of their area of specialization
SN ITEMS PRINCIPALS TEACHERS OVERALL
MEAN SD DL MEAN SD DL MEAN SD
34 Greater numbers of teachers in
this school are deployed to teach
subjects they did not specialize
in.
1.57 0.86 LE 1.50 0.86 LE 1.51 LE
35 Teachers in this school usually
teach according to their areas of
specialization.
3.58 0.80 VGE 3.61 0.80 VGE 3.60 VGE
36 Teachers often reject
deployment to teach except in
their areas of specialization.
2.63 1.24 GE 2.66 1.24 GE 2.66 GE
37 Teachers perform more
effectively in their areas of
specialization.
3.91 0.42 VGE 3.90 0.43 VGE 3.90 VGE
38 Teachers are usually deployed
without regard to their areas of
specialization.
1.69 0.82 LE 1.65 0.79 LE 1.66 LE
39 Principals often assign work
loads to teachers on the basis of
their areas of specialization.
3.66 0.66 VGE 3.65 0.65 VGE 3.66 VGE
40 Teachers who are non-subject
specialist have lighter work
loads in the school.
2.54 1.16 GE 2.61 1.16 GE 2.59 GE
CLUSTER MEAN 2.80 0.85 GE 2.80 0.85 GE 2.80 GE
Key: SD = Standard Deviation, DL = Decision Level, LE = Little Extent, GE =
Great Extent, VGE = Very Great Extent.
Table 5 presents the opinions of secondary school principals and teachers on
the extent to which teachers are deployed on the basis of their areas of
specialization. Item 34, greater number of teachers in this school are deployed to
teach subjects they did not specialize in was rated to a little extent in the opinions
of principals and teachers with the man of 1.57, 1.50 and Standard Deviation of
0.86 and 0.86 respectively. For item 35, teachers in this school usually teach
according to their areas of specialization was rated to a very great extent by both
the respondents in their opinions with the mean of 3.58, 3.61 and Standard
Deviation of 0.80 and 0.80 respectively. Meanwhile, item 36, teachers often reject
deployment to teach except in their areas of specialization was rated to great extent
the opinions of principals and teachers with the mean of 2.63, 2.66 and Standard
Deviation of 1.24 and 1.24 respectively. Also, item 37, teachers perform more
effectively in their areas of specialization was rated to a very great extent by both
respondents in their opinions with the mean of 3.91, 3.90 and standard deviation of
0.42 and 0.43 respectively. For item 38, teachers are usually deployed without
regard to their areas of specialization was rated to a little extent in the opinions of
principals and teachers with the means of 1.69, 1.65 and Standard Deviation of
0.82 and 0.79 respectively. However, items 39, principals often assign work loads
to teachers on the basis of their areas of specialization was rated to a very great
extent in the opinions of principals and teachers with the mean of 3.66, 3.65 and
Standard Deviation of 0.66 and 0.65 respectively. For Item 40, teachers who are
non subject specialist have lighter work loads in the schools, was rated to a great
extent in the opinions of both respondent with the mean of 2.45, 2.61 and a
standard deviation of 1.16 and 1.16 respectively. The overall mean ratings of both
respondents show a cluster mean of 2.80. This indicates a decision level of great
extent.
Hypothesis 1
There is no significant difference in the mean ratings of secondary school
principals and teaches on the extent of teachers‟ utilization in implementation of
instruction in schools.
Table 6: z-test analysis of the differences in the mean ratings of secondary
principals and teachers on the extent of teachers‟ utilization in implementation of
instruction in schools
GROUP N Mean SD z-cal df z-crit Decision
Principals 67 3.35 0.77 0.39 288 1.64 NS
Teachers 223 3.36 0.79
Key: S = NS: Not significant at 0.05 probability level.
Table 6 presents the summary of the z-test analysis on the significant
difference in the mean ratings of secondary school principals and teachers on the
extent of teachers‟ utilization in implementation of instruction in schools. The z-
test analysis shows that the calculated z-value 0.39 is below the z-critical value of
1.64. Therefore, the null hypothesis is accepted. This shows that there is no
significant difference in the mean ratings of secondary school principals and
teachers on the extent of teachers‟ utilization in implementation of instruction in
schools with the mean of principals being cower than that of teachers (principals‟
mean = 3.35, teachers‟ mean = 3.36).
Hypothesis 2:
There is no significant difference in the mean rating of secondary school
principals and teachers on the extent of teachers‟ utilization in the area of students‟
personnel administration.
Table 7: z-test analysis of difference in mean ratings of secondary school
principals and teachers on the extent of teachers‟ utilization in the area of students‟
personnel administration
GROUP N Mean SD z-cal df z-crit Decision
Principals 67 3.29 0.76 0.03 288 1.64 NS
Teachers 223 3.31 0.74
Key: S = NS: Not significant at 0.05 probability level.
Table 7: presents the summary of the z-test analysis on the significant
difference in the mean ratings of principals and teachers on the extent of teachers‟
utilization in the area of students-personnel administration. The z-test analysis
shows that the calculated t-value 0.03 is below the z-critical values of 1.64.
Therefore, the null hypothesis is accepted. This shows that there is no significant
difference in the mean ratings of principals and teachers to the extent of teachers‟
utilization in the area of students – personnel administration in schools with the
mean of principals being 3.29, lower than that of teachers being 3.31.
Hypothesis 3:
There is no significant difference in the mean ratings of secondary school
principals and teachers on the extent of teachers‟ utilization in decision making
process.
Table 8: z-test analysis of the difference in the mean ratings of school principals
and teachers on the extent of teachers‟ utilization in decision making process
GROUP N Mean SD z-cal df z-crit Decision
Principals 67 3.15 0.07 0.008 288 1.64 NS
Teachers 223 3.16 0.08
Key: N = Not significant at 0.05 probability level
Table 8 presents the summary of the z-test analysis on the significant
difference in the mean ratings of principals and teachers on the extent of teachers‟
utilization in decision making process. The z-test analysis shows that the calculated
z-value 0.008 is below the z-critical value 1.64. Therefore, the null hypothesis is
accepted. This shows that there is no significant difference on the extent of
teachers‟ utilization in decision making process in schools with the mean of
principals being lower than that of teachers. (Principal mean = 2.15, Teachers‟
mean = 2.16).
Summary of the Findings
Based on the research questions and the null hypotheses which guided the
study, a number of findings were made. The findings are summarized as follows:
1. Human resources are utilized in implementation of instruction to a great
extent
2. Teachers are utilized in students-personnel administration to a great extent.
3. Human resources are utilized in school business management to a little
extent.
4. Teachers are involved in decision making process to a great extent.
5. Teachers are deployed on the basis of their areas of specialization to a great
extent.
6. There is no significant difference in the mean ratings of secondary school
principals and teachers on the extent of teachers‟ utilization in
implementation of instruction in schools.
7. There is no significant difference in the mean ratings of secondary school
principals and teachers on the extent of teachers‟ utilization in the area of
students-personnel administration in schools.
8. Finally, there is no significant difference in the mean ratings of secondary
school principals and teachers on the extent of teachers‟ utilization in
decision making process in schools.
CHAPTER FIVE
DISCUSSIONS, IMPLICATIONS, RECOMMENDATIONS,
LIMITATIONS, SUGGESTIONS, CONCLUSION AND SUMMARY
This chapter presents the findings of the study based on the research
questions and null hypotheses that guided the study. The implications were
examined with relevant recommendations and conclusions.
Discussion of Results and Findings:
An overview of the overall results of the study revealed that the investigated
human resources are actually utilized to a great extent in post primary schools.
Based on the findings of this study, human resources are utilized in planning the
scheme of work for the schools, selecting specific instructional test, preparing the
school timetable, selecting instructional materials for teaching and developing
instruction for teaching, to a great extent. However, teaching the students as at
when due, human resources are utilized to a very great extent. Supervision of
students‟ class activities and evaluation on learning of students‟ outcomes, human
resources are utilized to a great extent. Marking of students „scripts, human
resources are utilized to a very great extent while to a great extent utilized in
resolving learning problems of students. Generally, the findings of this study
revealed that the human resources are utilized in implementation of instruction to a
great extent. By this result, it implies that teaching and learning interactive
79
experience between the teachers and the students are very effective and efficient.
Teachers are neither overloaded with works nor idling. This is in line with the
earlier assertion of peretomode (2001) and that of Ezeani and Nwankwo (2002)
that the human resource utilization is the effective and efficient use of inputs of
man and woman in such a way that people are neither overloaded nor idling.
Human resource utilization involves decision and actions taken to effectively use
human resources of an organization to achieve its goals and objectives.
As observed also in the result of the study, teachers are utilized in students-
personnel administration to a great extent. The study revealed that, to a great
extent, teachers are utilized in completing admission and registration formalities of
students; and orientation of students. Meanwhile, selection of students‟
functionaries, considering students‟ uniform, resolving conflict between students
and conducting morning assemblies for students, teachers are utilized to a very
great extent. It was further observed that to a great extent, teachers are utilized in
conducting dismissal assemblies for students. According to the findings of this
study, organizing and directing extra-curricular activities for students (e.g. games,
Quiz, School Debates), checking student‟s attendance to school and regulating
student‟s movement during lesson, teachers are utilized to a very great extent.
Meanwhile, the opinion of both principals and teachers is so strong on all the items
that address the extent to which teachers are utilized in students-teachers
administration. Going by the result of this study, it is obvious that teachers are
effectively involved in guiding and supervising students in whatever they do so
that the objectives of the school will be achieved. This is in agreement with the
submission of Oboegbulem (2004) that teachers, involving in students-personnel
administration should aim at achieving the basic educational objectives. Teachers
can perform to help in achieving the aims and objectives of students-personnel
administration in schools through registration of new students, orientation of new
students and so on. Most schools provide a wide range of extra-curricular activities
such as football games, athletics and a variety of clubs and societies. These
activities improve the teachers‟ wellbeing and utilization.
The findings also indicated that human resources are utilized in the school
business administration to a little extent. From the result of the study, it was also
observed that planning for disbursement of school finances, purchasing of
equipments and materials for the school and purchasing of textbooks for the
school, human resources are utilized to a little extent. A further observation was
made from the findings of the study that in supervising the building of classroom
blocks and supervising the school co-operative canteen, human resources are
utilized to a little extent. Furthermore, it was indicated in the result of the study
that collection of school revenue and purchasing of food for the school, human
resources are utilized to a little extent. From the above results, it is noticeable that
both principals and teachers have no different opinions when it comes to the extent
of human resource utilization in school business management. This implies that the
principals and teachers respond to the extent of human resource utilization in
school business management as being demonstrated in schools. Going by the
general result of this study, it is clear that teachers are not actively involved in the
management of financial and physical resources in schools contrary to what
Ezeocha (1990) argued that teachers should be allowed to actively participate in
the management of fund available to schools and its management procedure for the
attainment of educational goals.
It was also found by this study that, to a great extent, teachers are involved
in decision making process in schools. This is revealed by the results of the study
which showed that the principal adopts prior decisions without some explanation to
the staff to a little extent. Also, the study findings showed that the principal adopts
prior consultation with staff before taking decision to a great extent. This study
also pointed out that teachers‟ opinion during staff meetings influence the
principals‟ actions towards school matters to a great extent. Also, to a great extent,
the principal defines the problems in staff meeting and asks for individual
contributions. Moreover, teachers are rarely involved in decision making process
in school and principals dictates decisions for implementation to their staff without
their prior knowledge to a little extent. The above results indicated that teachers are
parts and parcel of decision making process in schools. The result of this study is
in agreement with the postulation of Ebonyi State Government, Ministry of
Education (2006) that staff should be involved in the decision making process and
administration of schools. They should be identified with the policies and
programmes of the schools and with the fate and progress of the schools. When
teachers are part and parcel of the decision making process in schools, they will be
encouraged to ensure the successful implementation of those decisions and policies
made thereby, creating avenue for achievement of the school objectives and goals
of education in general.
From the findings of this study, it was revealed that teachers are deployed on
the basis of their areas of specialization to a great extent. The study showed that
greater numbers of teachers in this school are deployed to teach subjects they did
not specialize in to a little extent. Also, teachers in this school usually teach
according to their areas of specialization to a very great extent. To a great extent,
teachers often reject deployment to teach except in their areas of specialization.
From the study, it was also revealed that teachers perform more effectively in their
areas of specialization to a very great extent. It was further revealed that to a little
extent, teachers are usually deployed without regard to their areas of specialization.
Principals often assign work loads to teachers on the basis of their areas of
specialization to a very great extent. The findings also revealed that teachers who
are non-subject specialist have lighter work loads in the school to a great extent.
Going by the general result of this study, it is clear that both the principals and
teachers have no different opinions when it comes to the extent of teachers‟
deployment on the basis of their areas of specialization. The result of this study is
in line with the view of Mgbodile (2004) who maintained that principals of schools
are expected to make effective use of their staff by deploying them to their areas of
specialization for proper utilization and by involving them in such major areas of
school administration such as implementation of instructions, students-personnel
administration and school business management.
It was also found that there is no significant difference in the mean ratings of
secondary school principals and teachers on the extent of teachers‟ utilization in
implementation of instruction in schools. (Table 6). The study also showed that
there is no significant difference in the mean ratings of secondary school principals
and teachers on the extent of teachers‟ utilization in the area of students‟ personnel
administration (Table 7). Finally, it was observed from the study that there is no
significant difference in the mean ratings of secondary school principals and
teachers on the extent of teachers‟ utilization in decision making process in schools
(Table 8).
Implication of the Study
The finding of this study has provided some educational implications for
secondary school administrators, teachers and students. The investigation into
human resource utilization in secondary schools in Abakaliki education zone of
Ebonyi State is very important in understanding the extent of human resource
utilization in secondary schools.
From the findings of this study, it can be deduced that teachers are
effectively utilized in the implementation of instruction in schools. Teaching and
learning interactive experience between the teachers and the students are very
effective and efficient. Teachers are neither overloaded with works nor idling. This
implies that teachers are effectively involved in decision and actions taken to
effectively achieve schools goals and objectives.
Being that the findings of the study revealed that teachers are utilized in
students-personnel administration to a great extent, it implies that teachers are
effectively involved in guiding and supervising students in whatever they do in
schools so that the objectives of the school will be achieved. Teachers perform to
help in achieving the aims and objectives of students-personnel administration in
schools through a wide range of extra-curricular activities such as football games,
athletics and a variety of clubs and societies. These activities improve the teachers‟
wellbeing and utilization in schools.
Being that the findings of the study revealed that human resources are
utilized in the school business administration to a little extent; the findings of the
study imply that teachers are not actively involved in the management of financial
and physical resources in schools. Teachers are supposed to be allowed to actively
participate in the management of fund available to schools and its management
procedure for the attainment of educational goals.
This study also revealed that to a great extent, teachers are involved in
decision making process in schools. By implication, teachers are parts and parcel
of the decision making process in schools. Teachers are identified with the policies
and programmes of the schools and with the fate and progress of the schools. This
means that teachers are being encouraged to ensure the successful implementation
of decisions and policies made for achievement of the school objectives and goals
of education in general.
The findings of this study showed that teachers are deployed on the basis of
their areas of specialization to a great extent. This implies that principals of schools
make effective use of their staff. Roles and tasks are assigned to teachers with
regard to their areas of specialization rather than areas of interest.
Recommendations
From the findings of the study, the following recommendations are made:
1. The ministry of education should organize workshops, seminars and
conferences for principals, where they will be exposed on the various ways and
means of promoting instruction in schools and various steps of taking decisions
that will promote harmonious relationship between them and their teachers.
2. The government through the ministry of education should make provision for
more teachers‟ involvement in school-business management.
3. Teachers should neither be overloaded with works nor allowed to be idling.
Teachers should effectively be involved in decisions and actions taken to
effectively achieve schools goals and objectives
4. Teachers should effectively be involved in guiding and supervising students in
whatever they do in schools. This will enable them to ensure that the objectives
of the schools are being achieved
5. Teachers should be allowed to actively participate in the management of fund
available to schools and its management procedure for the attainment of the
school objectives in particular and educational goals in general.
6. Teachers should be encouraged to ensure the successful implementation of
decisions and policies made for achievement of school objectives and goals of
education in general by identifying them with the policies and programmes of
the schools and with the fate and progress of the schools.
7. Principals of schools should make effective use of their staff by assigning roles
and tasks to teachers with regard to their areas of specialization rather than
areas of interest.
Limitations of the Study
In the course of carrying out this study, the researcher experienced the
following challenges:
1. Some secondary schools selected for the study are located in very difficult
rural areas; this made the research work very tedious, tiring and cost
effective to the researcher.
2. Constraint of time in visiting and trying to obtain permission from school
principals and also the time taken to explain the questionnaire to students
was very challenging.
3. Respondents were adamant in providing the needed information especially,
as it coincided with the time of their exams.
4. Some respondents from the selected schools were difficult, thereby not ready
to receive or welcome the researcher. Some of them take their opinions by
hiding their actual characteristics.
Suggestions for Further Studies
With regard to the findings of the present study, the following is suggested
for further research:
1. The present study was conducted in public secondary schools. Therefore,
other study can be carried out in private secondary schools.
2. A further study can be conducted on the strategies for utilizing human
resource in post primary schools in the same area or another area or state.
3. Since the present study is concerned with human resource utilization in post
primary schools, a further study can be conducted using primary school or a
higher institution of learning.
4. This study can be replicated in another education zone within the state or
another state.
Conclusions
This research study examined human resource utilization in post primary
schools in Abakaliki Education Zone of Ebonyi State. Based on the findings of the
study, the following conclusions were drawn;
An overview of the overall result showed that human resource is utilized in
post primary schools to a great extent. Although, response from respondents
revealed that teachers are utilized in implementation of instruction in schools to a
great extent. It was also observed that teachers are utilized in students-personnel
administration to a great extent. However, it was observed from the findings of the
study that to a little extent human resources are utilized in the school business
management. Meanwhile, response from respondents revealed that teachers are
involved in decision making process to a great extent. It was also found that, to a
great extent, teachers are deployed on the basis of their areas of specialization.
Findings from the study also revealed that there is no significant difference
in the mean ratings of secondary school principals and teachers on the extent of
teachers‟ utilization in implementation of instruction in schools. The study also
showed that there is no significant difference in the mean ratings of secondary
school principals and teachers on the extent of teachers‟ utilization in the area of
students‟ personnel administration. Finally, it was observed from the study that
there is no significant difference in the mean ratings of secondary school principals
and teachers on the extent of teachers‟ utilization in decision making process in
schools.
Summary of the Study
This study focused on human resource utilization in post primary schools in
Abakaliki Education Zone of Ebonyi State. Literature was reviewed on concept of
resources, concept of human resources, concept of management; concept of human
resource management, concept of utilization, concept of human resources
utilization, concept of education, concept of administration and concept of business
management. The review also covered motivational theory and behavioural science
theory as well as review of empirical studies.
Five research questions and three null hypotheses were stated to guide the
study. An instrument titled Questionnaire on Human Resources Utilization in Post
Primary Schools (QHRUPPS) developed by the researcher was used for data
collection. The instrument contained 40 items that dealt with five clusters. The
instrument was validated by three experts from Faculty of Education, University of
Nigeria, Nsukka. The reliability of the instrument was determined, using trial
testing method of determining internal consistency. The 40 items were pilot-tested
on a sample of 4 secondary school principals and 16 teachers. The data obtained
were computed using Crombach Alpha method. This gave an overall score of 0.76.
The population of the study comprised all the four local government areas in the
zone with 67 principals and 1116 teachers in the 67 post primary schools. The
respondents who supplied the data for the study were the principals and teachers.
Principals and teachers are directly involved in human resource utilization in post
primary schools and therefore stand a better position of providing the required data
than any other group.
Simple random sampling and proportionate sampling techniques were used
to draw the sample population from four local government areas in Abakaliki
Education Zone of Ebonyi state. The five research questions were analyzed using
mean scores and Standard Deviation, while z-test statistics was used to test the
three null hypotheses at 0.05 level of significance.
An overview of the overall results of the study showed a great utilization of
human resources in the schools. In other words, human resources utilization in
implementation of the instruction in schools, and teachers utilization in students-
personnel administration were all utilized to a great extent, although, the study
revealed that human resources are utilized in school business management to a
little extent. Equally, teachers are involved in decision making process and
deployed on the basis of their areas of specialization to a great extent.
The study also revealed that there is no significant difference in the mean
ratings of secondary school principals and teachers on the extent of teachers‟
utilization in implementation of instruction in schools. There is no significant
difference in the mean ratings of secondary school principals and teachers on the
extent of teachers‟ utilization in the area of students‟ personnel administration.
There is no significant difference in the mean ratings of secondary school
principals and teachers on the extent of teachers‟ utilization in decision making
process in schools.
The major findings of the study were extensively discussed, their
educational implications highlighted and recommendations made. Limitations of
the study were identified and suggestions for further studies were also made.
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APPENDIX I
Distribution of Post Primary Schools’ Population, Population of Principals
and Teachers in Abakaliki Education Zone, According to Local Government
Area.
S/N Local Government
Area
Number of Post
Primary Schools
Population of
Principals
Population of
Teachers
1. Abakaliki 8 8 195
2. Ebonyi 14 14 210
3. Izzi 17 17 474
4. Ohaukwu 28 38 237
Total 67 67 1116
(Source: Planning, Research and Statistics (PRS) Department of Ebonyi State
Secondary Education Board, 2011/2012 Academic Session).
APPENDIX II
Distribution Sample % of Schools, Principals and Teachers according to
Local Government Area
S/N Local Govt. Area Sample % of schools Sample % of
Principals
Sample % of
Teachers
1. Abakaliki 8 8 39
2. Ebonyi 14 14 42
3. Izzi 17 17 95
4. Ohaukwu 28 38 47
Total 67 67 223
Sample % of Teachers:
Sample % of Teachers in Abakaliki Local Government Area
20% of 195 = 39 teachers
Sample % of Teachers in Ebonyi Local Government Area
20% of 210 = 42 teachers
Sample % Teachers in Izzi Local Government Area
20% of 474 = 95 teachers
Sample of Teachers in Ohaukwu Local Government Area
20% of 237 = 47 teachers
Total sample of teachers in the four Local Government Areas of Abakaliki
Education Zone of Ebonyi State is 39 + 42 + 95 + 47 = 223 teachers.
APPENDIX III
Department of Educational Foundations,
University of Nigeria,
Nsukka.
21st May, 2012
Dear Sir/Madam,
LETTER FOR ADMINISTRATION OF QUESTIONNAIRE
I am a postgraduate student of Educational Administration and Planning at
the University of Nigeria, Nsukka. I am conducting a research study on “Human
Resources Utilization in Post Primary Schools in Abakaliki Education Zone of
Ebonyi State”.
I Kindly request for your permission to fill this questionnaire to enable me
carry out the study creditably. The information obtained from you will be strictly
used for academic research purpose.
Thanks for your cooperation and understanding.
Yours sincerely,
NWOFIA BONIFACE NWANKPU
PG/MED/09/51055
QUESTIONNAIRE ON HUMAN RESOURCE UTILIZATION IN POST
PRIMARY SCHOOLS
Kindly, read through the following items and tick (√) in the column the best
answer that corresponds to your experience. Use the key stated below where
applicable for all the sections: A, B, C; D and E thus, - Very Great Extent (VGE);
Great Extent (GE); Little Extent (LE); Very Little Extent (VLE).
Status: Principal Teacher
SECTION A:
IMPLEMENTATION OF INSTRUCTIONS
INDICATE THE EXTENT TO WHICH TEACHERS ARE UTILIZED IN THE
IMPLEMENTATION OF INSTRUCTIONS IN YOUR SCHOOL.
VGE GE LE VLE
1 Planning the scheme of work for your school
2 Selecting specific instructional test
3 Preparing the school timetable
4 Selecting instructional materials for teaching
5 Developing instruction for teaching
6 Teaching the students as at when due
7 Supervision of students‟ class activities
8 Evaluation of learning outcomes of students
9 Marking of students scripts
10 Resolving learning problems of students
SECTION B: STUDENT PERSONNEL ADMINISTRATION
INDICATE THE EXTENT TO WHICH TEACHERS ARE UTILIZED IN THE
STUDENT PERSONNEL ADMINISTRATION ACTIVITIES IN YOUR
SCHOOL
VGE GE LE VLE
11. Completing admission and registration formalities
of students
12. Orientation of new students
13. Selection of student functionaries
14. Considering students uniform
15. Resolving conflict between students
16. Conducting Morning Assemblies for students
17. Conducting dismissal Assemblies for students
18. Organizing and directing extra-curricular activities
for students (e.g. Games, Quiz , School Debates)
19. Checking student‟s attendance to school
20. Regulating student‟s movement during lessons
SECTION C: SCHOOL BUSINESS MANAGEMENT
INDICATE THE EXTENT TO WHICH STAFF ARE UTILIZED IN THE
SCHOOL-BUSINESS MANAGEMENT ACTIVITIES
VGE GE LE VLE
21. Planning for disbursement of school finances
22. Purchasing of equipment and other materials for
the school
23. Purchasing of textbooks for the school
24. Supervising the building of classroom blocks
25. Supervising the school co-operative canteen
26. Collection of school revenues
27. Purchasing of food for the school
SECTION D: DECISION MAKING PROCESS
INDICATE THE EXTENT TO WHICH TEACHERS ARE INVOLVED IN
THE DECISION MAKING PROCESS IN YOUR SCHOOL
VGE GE LE VLE
28. The principal adopts prior decisions without some
explanation to the staff
29. The principal adopts prior consultation with staff
before taking decisions
30. Teachers‟ opinions during staff meetings influence
the principals‟ actions towards school matters
31. The principal defines the problems in staff meetings
and asks for individual contributions
32. Teachers are rarely involved in decision making
process in your school.
33. Principal dictates decisions for implementation to
their staff without their prior knowledge.
SECTION E: STAFF DEPLOYMENT
TO WHAT EXTENT ARE TEACHERS DEPLOYED ON THE BASIS OF
THEIR AREAS OF SPECIALISATIONS
VGE GE LE VLE
34. Greater numbers of teachers in this school are
deployed to teach subjects they did not specialize in.
35. Teachers in this school usually teach according to
their areas of specialization
36. Teachers often reject deployment to teach except in
their areas of specialization.
37. Teachers perform more effectively in their areas of
specialization.
38. Teachers are usually deployed without regard to their
areas of specialization.
39. Principals often assign work loads to teachers on the
basis of their areas of specialization.
40. Teachers who are non-subject specialist have lighter
work loads in the school.
APPENDIX IV
RELIABILITY FOR OVERALL CLUSTERS
Scale: ALL VARIABLES
Case Processing Summary
N %
Cases Valid 20 100.0
Excludeda 0 .0
Total 20 100.0
a. Listwise deletion based on all variables in the
procedure.
Reliability Statistics
Cronbach's
Alpha N of Items
.756 40
FOR SECTION A
Reliability Statistics
Cronbach's
Alpha N of Items
.635 10
FOR SECTION B
Reliability Statistics
Cronbach's
Alpha N of Items
.797 10
FOR SECTION C
Reliability Statistics
Cronbach's
Alpha N of Items
.797 7
FOR SECTION D
Reliability Statistics
Cronbach's
Alpha N of Items
.828 6
FOR SECTION E
Reliability Statistics
Cronbach's
Alpha N of Items
.729 7
APPENDIX V
Descriptive Statistics for Cluster A
N Minimum Maximum Mean Std. Deviation
Planning the scheme of work
for your school 290 2.00 4.00 3.3552 .79011
Selecting specific
instructional test 290 2.00 4.00 3.1414 .72809
Preparing the school
timetable 290 1.00 4.00 2.8586 1.01750
Selecting instructional
materials for teaching 290 1.00 4.00 3.4483 .81024
Developing instruction for
teaching 290 2.00 4.00 3.4414 .59264
Teaching the students as at
when due 290 3.00 4.00 3.7000 .45905
Supervision of students‟
class activities 290 1.00 4.00 3.3931 .86690
Evaluation of learning
outcomes of students 290 2.00 4.00 3.4483 .74342
Marking of students scripts 290 1.00 4.00 3.5414 .93009
Resolving learning problems
of students 290 1.00 4.00 3.1931 .87879
Valid N (listwise) 290
Descriptive Statistics for Cluster B
N Minimum Maximum Mean Std. Deviation
Completing admission and
registration formalities of students 290 1.00 4.00 2.6000 1.02495
Orientation of new students 290 1.00 4.00 2.6931 1.01150
Selection of student
functionaries 290 3.00 4.00 3.6552 .47613
Considering students
uniform 290 2.00 4.00 3.3966 .58646
Resolving conflict between
students 290 3.00 4.00 3.8034 .39808
Conducting Morning
Assemblies for students 290 2.00 4.00 3.5034 .59553
Conducting dismissal
Assemblies for students 290 1.00 4.00 2.8448 1.06537
Organizing and directing
extra-curricular activities for students
(e.g. Games, Quiz , School Debates)
290 1.00 4.00 3.4966 .81189
Checking student‟s
attendance to school 290 2.00 4.00 3.5483 .67538
Regulating student‟s
movement during lessons 290 1.00 4.00 3.5000 .81189
Valid N (listwise) 290
Descriptive Statistics for Cluster C
N Minimum Maximum Mean Std. Deviation
Planning for disbursement of
school finances 290 1.00 4.00 2.1448 1.01531
Purchasing of equipment and
other materials for the school 290 1.00 4.00 2.0931 1.04316
Purchasing of textbooks for
the school 290 1.00 4.00 2.0931 .94207
Supervising the building of
classroom blocks 290 1.00 4.00 2.0448 1.11984
Supervising the school co-
operative canteen 290 1.00 4.00 1.8000 1.03302
Collection of school
revenues 290 1.00 4.00 2.3034 1.14562
Purchasing of food for the
school 290 1.00 4.00 2.6000 1.23893
Valid N (listwise) 290
Descriptive Statistics for Cluster D
N Minimum Maximum Mean Std. Deviation
The principal adopts prior
decisions without some explanation
to the staff
290 1.00 4.00 2.1034 1.22106
The principal adopts prior
consultation with staff before taking
decisions
290 1.00 4.00 3.2517 .88162
Teachers‟ opinions during
staff meetings influence the
principals‟ actions towards school
matters
290 1.00 4.00 2.5414 1.24784
The principal defines the
problems in staff meetings and asks
for individual contributions
290 1.00 4.00 3.1621 1.10892
Teachers are rarely involved
in decision making process in your
school.
290 1.00 4.00 2.3414 1.06405
Principal dictates decisions
for implementation to their staff
without their prior knowledge.
290 1.00 4.00 1.6448 .96013
Valid N (listwise) 290
Descriptive Statistics for Cluster E
N Minimum Maximum Mean Std. Deviation
Greater numbers of teachers
in this school are deployed to teach
subjects they did not specialize in.
290 1.00 4.00 1.5103 .81608
Teachers in this school
usually teach according to their areas
of specialization
290 1.00 4.00 3.6000 .79705
Teachers often reject
deployment to teach except in their
areas of specialization.
290 1.00 4.00 2.6552 1.23602
Teachers perform more
effectively in their areas of
specialization.
290 2.00 4.00 3.9034 .42944
Teachers are usually
deployed without regard to their areas
of specialization.
290 1.00 4.00 1.6552 .79687
Principals often assign work
loads to teachers on the basis of their
areas of specialization.
290 2.00 4.00 3.6552 .65375
Teachers who are non-
subject specialist have lighter work
loads in the school.
290 1.00 4.00 2.5931 1.15867
Valid N (listwise) 290
Research Question 1
N Mean Std. Deviation
Planning the scheme of work
for your school
Principals 67 3.3881 .77763
Teachers 223 3.3453 .79529
Total 290 3.3552 .79011
Selecting specific instructional
test
Principals 67 3.1343 .71553
Teachers 223 3.1435 .73340
Total 290 3.1414 .72809
Preparing the school timetable Principals 67 2.8955 1.01704
Teachers 223 2.8475 1.01966
Total 290 2.8586 1.01750
Selecting instructional
materials for teaching
Principals 67 3.4328 .83890
Teachers 223 3.4529 .80330
Total 290 3.4483 .81024
Developing instruction for
teaching
Principals 67 3.4030 .60452
Teachers 223 3.4529 .58991
Total 290 3.4414 .59264
Teaching the students as at
when due
Principals 67 3.6866 .46739
Teachers 223 3.7040 .45750
Total 290 3.7000 .45905
Supervision of students‟ class
activities
Principals 67 3.3582 .89952
Teachers 223 3.4036 .85865
Total 290 3.3931 .86690
Evaluation of learning
outcomes of students
Principals 67 3.4328 .76324
Teachers 223 3.4529 .73905
Total 290 3.4483 .74342
Marking of students scripts Principals 67 3.4925 .97504
Teachers 223 3.5561 .91791
Total 290 3.5414 .93009
Resolving learning problems
of students
Principals 67 3.1791 .86909
Teachers 223 3.1973 .88358
Total 290 3.1931 .87879
Research question 2
N Mean Std. Deviation
Completing admission and
registration formalities of students
Principals 67 2.5970 1.03074
Teachers 223 2.6009 1.02553
Total 290 2.6000 1.02495
Orientation of new students Principals 67 2.6716 1.02081
Teachers 223 2.6996 1.01091
Total 290 2.6931 1.01150
Selection of student
functionaries
Principals 67 3.6716 .47316
Teachers 223 3.6502 .47797
Total 290 3.6552 .47613
Considering students uniform Principals 67 3.3731 .59888
Teachers 223 3.4036 .58386
Total 290 3.3966 .58646
Resolving conflict between
students
Principals 67 3.8060 .39844
Teachers 223 3.8027 .39886
Total 290 3.8034 .39808
Conducting Morning
Assemblies for students
Principals 67 3.5075 .61233
Teachers 223 3.5022 .59179
Total 290 3.5034 .59553
Conducting dismissal
Assemblies for students
Principals 67 2.8060 1.09044
Teachers 223 2.8565 1.05993
Total 290 2.8448 1.06537
Organizing and directing extra-
curricular activities for students (e.g.
Games, Quiz , School Debates)
Principals 67 3.4627 .84079
Teachers 223 3.5067 .80466
Total 290 3.4966 .81189
Checking student‟s attendance
to school
Principals 67 3.5373 .70342
Teachers 223 3.5516 .66832
Total 290 3.5483 .67538
Regulating student‟s
movement during lessons
Principals 67 3.4776 .84132
Teachers 223 3.5067 .80466
Total 290 3.5000 .81189
Research Question 3
N Mean Std. Deviation
Planning for disbursement of
school finances
Principals 67 2.1493 1.01882
Teachers 223 2.1435 1.01655
Total 290 2.1448 1.01531
Purchasing of equipment and
other materials for the school
Principals 67 2.0896 1.04056
Teachers 223 2.0942 1.04628
Total 290 2.0931 1.04316
Purchasing of textbooks for the
school
Principals 67 2.0597 .93551
Teachers 223 2.1031 .94590
Total 290 2.0931 .94207
Supervising the building of
classroom blocks
Principals 67 2.0000 1.11464
Teachers 223 2.0583 1.12354
Total 290 2.0448 1.11984
Supervising the school co-
operative canteen
Principals 67 1.7612 1.01637
Teachers 223 1.8117 1.03994
Total 290 1.8000 1.03302
Collection of school revenues Principals 67 2.3433 1.14881
Teachers 223 2.2915 1.14698
Total 290 2.3034 1.14562
Purchasing of food for the
school
Principals 67 2.6418 1.22724
Teachers 223 2.5874 1.24489
Total 290 2.6000 1.23893
Research Question 4
N Mean Std. Deviation
The principal adopts prior
decisions without some explanation to
the staff
Principals 67 2.1045 1.23257
Teachers 223 2.1031 1.22037
Total 290 2.1034 1.22106
The principal adopts prior
consultation with staff before taking
decisions
Principals 67 3.2836 .86700
Teachers 223 3.2422 .88766
Total 290 3.2517 .88162
Teachers‟ opinions during staff
meetings influence the principals‟
actions towards school matters
Principals 67 2.5672 1.25799
Teachers 223 2.5336 1.24752
Total 290 2.5414 1.24784
The principal defines the
problems in staff meetings and asks for
individual contributions
Principals 67 3.2090 1.09458
Teachers 223 3.1480 1.11524
Total 290 3.1621 1.10892
Teachers are rarely involved in
decision making process in your school.
Principals 67 2.3134 1.06186
Teachers 223 2.3498 1.06694
Total 290 2.3414 1.06405
Principal dictates decisions for
implementation to their staff without
their prior knowledge.
Principals 67 1.6418 .96455
Teachers 223 1.6457 .96098
Total 290 1.6448 .96013
Research Question 5
N Mean Std. Deviation
Greater numbers of teachers in
this school are deployed to teach
subjects they did not specialize in.
Principals 67 1.5672 .85677
Teachers 223 1.4933 .80466
Total 290 1.5103 .81608
Teachers in this school usually
teach according to their areas of
specialization
Principals 67 3.5821 .80055
Teachers 223 3.6054 .79773
Total 290 3.6000 .79705
Teachers often reject
deployment to teach except in their
areas of specialization.
Principals 67 2.6269 1.24116
Teachers 223 2.6637 1.23714
Total 290 2.6552 1.23602
Teachers perform more
effectively in their areas of
specialization.
Principals 67 3.9104 .41675
Teachers 223 3.9013 .43408
Total 290 3.9034 .42944
Teachers are usually deployed
without regard to their areas of
specialization.
Principals 67 1.6866 .82036
Teachers 223 1.6457 .79132
Total 290 1.6552 .79687
Principals often assign work
loads to teachers on the basis of their
areas of specialization.
Principals 67 3.6567 .66406
Teachers 223 3.6547 .65214
Total 290 3.6552 .65375
Teachers who are non-subject
specialist have lighter work loads in the
school.
Principals 67 2.5373 1.15900
Teachers 223 2.6099 1.16065
Total 290 2.5931 1.15867
z-test for Cluster A
Group Statistics
Status N Mean Std. Deviation Std. Error Mean
Planning the scheme of work
for your school
Principals 67 3.3881 .77763 .09500
Teachers 223 3.3453 .79529 .05326
Selecting specific
instructional test
Principals 67 3.1343 .71553 .08742
Teachers 223 3.1435 .73340 .04911
Preparing the school
timetable
Principals 67 2.8955 1.01704 .12425
Teachers 223 2.8475 1.01966 .06828
Selecting instructional
materials for teaching
Principals 67 3.4328 .83890 .10249
Teachers 223 3.4529 .80330 .05379
Developing instruction for
teaching
Principals 67 3.4030 .60452 .07385
Teachers 223 3.4529 .58991 .03950
Teaching the students as at
when due
Principals 67 3.6866 .46739 .05710
Teachers 223 3.7040 .45750 .03064
Supervision of students‟
class activities
Principals 67 3.3582 .89952 .10989
Teachers 223 3.4036 .85865 .05750
Evaluation of learning
outcomes of students
Principals 67 3.4328 .76324 .09325
Teachers 223 3.4529 .73905 .04949
Marking of students scripts Principals 67 3.4925 .97504 .11912
Teachers 223 3.5561 .91791 .06147
Resolving learning problems
of students
Principals 67 3.1791 .86909 .10618
Teachers 223 3.1973 .88358 .05917
Independent Samples Test
Levene's Test for
Equality of Variances z-test for Equality of Means
F Sig. z df
Sig. (2-
tailed)
Mean
Difference
Std. Error
Difference
95% Confidence
Interval of the Difference
Lower Upper
Planning the scheme of
work for your school
Equal variances
assumed .218 .641 .388 288 .698 .04277 .11024 -.17421 .25975
Equal variances
not assumed
.393 110.748 .695 .04277 .10891 -.17305 .25859
Selecting specific
instructional test
Equal variances
assumed .271 .603 -.090 288 .928 -.00917 .10161 -.20916 .19083
Equal variances
not assumed
-.091 110.954 .927 -.00917 .10027 -.20786 .18952
Preparing the school
timetable
Equal variances
assumed .015 .903 .338 288 .736 .04799 .14197 -.23145 .32743
Equal variances
not assumed
.338 108.930 .736 .04799 .14178 -.23301 .32899
Selecting instructional
materials for teaching
Equal variances
assumed .092 .762 -.178 288 .859 -.02008 .11307 -.24263 .20247
Equal variances
not assumed
-.173 105.005 .863 -.02008 .11575 -.24958 .20943
Developing instruction
for teaching
Equal variances
assumed .009 .923 -.604 288 .546 -.04993 .08266 -.21262 .11276
Equal variances
not assumed
-.596 106.575 .552 -.04993 .08376 -.21597 .11611
Teaching the students as
at when due
Equal variances
assumed .284 .595 -.273 288 .785 -.01747 .06406 -.14355 .10861
Equal variances
not assumed
-.270 106.836 .788 -.01747 .06480 -.14593 .11099
Supervision of students‟
class activities
Equal variances
assumed .211 .647 -.375 288 .708 -.04538 .12095 -.28345 .19269
Equal variances
not assumed
-.366 104.750 .715 -.04538 .12403 -.29131 .20055
Evaluation of learning
outcomes of students
Equal variances
assumed .177 .674 -.194 288 .847 -.02008 .10375 -.22427 .18412
Equal variances
not assumed
-.190 105.923 .850 -.02008 .10556 -.22937 .18922
Marking of students
scripts
Equal variances
assumed .879 .349 -.490 288 .625 -.06352 .12975 -.31889 .19186
Equal variances
not assumed
-.474 103.643 .637 -.06352 .13404 -.32934 .20231
Resolving learning
problems of students
Equal variances
assumed .056 .812 -.148 288 .882 -.01820 .12264 -.25959 .22318
Equal variances
not assumed
-.150 110.198 .881 -.01820 .12155 -.25908 .22267
z-test for Cluster B
Group Statistics
Status N Mean Std. Deviation Std. Error Mean
Completing admission and
registration formalities of students
Principals 67 2.5970 1.03074 .12592
Teachers 223 2.6009 1.02553 .06867
Orientation of new students Principals 67 2.6716 1.02081 .12471
Teachers 223 2.6996 1.01091 .06770
Selection of student
functionaries
Principals 67 3.6716 .47316 .05781
Teachers 223 3.6502 .47797 .03201
Considering students
uniform
Principals 67 3.3731 .59888 .07317
Teachers 223 3.4036 .58386 .03910
Resolving conflict between
students
Principals 67 3.8060 .39844 .04868
Teachers 223 3.8027 .39886 .02671
Conducting Morning
Assemblies for students
Principals 67 3.5075 .61233 .07481
Teachers 223 3.5022 .59179 .03963
Conducting dismissal
Assemblies for students
Principals 67 2.8060 1.09044 .13322
Teachers 223 2.8565 1.05993 .07098
Organizing and directing
extra-curricular activities for students
(e.g. Games, Quiz , School Debates)
Principals 67 3.4627 .84079 .10272
Teachers 223 3.5067 .80466 .05388
Checking student‟s
attendance to school
Principals 67 3.5373 .70342 .08594
Teachers 223 3.5516 .66832 .04475
Regulating student‟s
movement during lessons
Principals 67 3.4776 .84132 .10278
Teachers 223 3.5067 .80466 .05388
Independent Samples Test
Levene's Test for
Equality of Variances z-test for Equality of Means
F Sig. z df
Sig.
(2-tailed)
Mean
Difference
Std. Error
Difference
95% Confidence
Interval of the Difference
Lower Upper
Completing admission
and registration formalities of
students
Equal variances
assumed .000 .985 -.027 288 .978 -.00388 .14304 -.28542 .27766
Equal variances
not assumed
-.027 108.251 .978 -.00388 .14343 -.28818 .28042
Orientation of new
students
Equal variances
assumed .034 .853 -.198 288 .843 -.02791 .14116 -.30574 .24992
Equal variances
not assumed
-.197 107.840 .844 -.02791 .14190 -.30919 .25337
Selection of student
functionaries
Equal variances
assumed .446 .505 .322 288 .747 .02142 .06644 -.10935 .15218
Equal variances
not assumed
.324 109.611 .746 .02142 .06608 -.10953 .15237
Considering students
uniform
Equal variances
assumed .006 .939 -.372 288 .710 -.03045 .08183 -.19151 .13060
Equal variances
not assumed
-.367 106.494 .714 -.03045 .08296 -.19491 .13401
Resolving conflict
between students
Equal variances
assumed .014 .906 .059 288 .953 .00328 .05556 -.10607 .11263
Equal variances
not assumed
.059 108.795 .953 .00328 .05552 -.10677 .11333
Conducting Morning
Assemblies for students
Equal variances
assumed .095 .758 .063 288 .950 .00522 .08311 -.15836 .16880
Equal variances
not assumed
.062 105.766 .951 .00522 .08466 -.16262 .17306
Conducting dismissal
Assemblies for students
Equal variances
assumed .282 .595 -.340 288 .734 -.05053 .14865 -.34312 .24205
Equal variances
not assumed
-.335 106.245 .738 -.05053 .15095 -.34979 .24873
Organizing and
directing extra-curricular
activities for students (e.g.
Games, Quiz , School Debates)
Equal variances
assumed .171 .680 -.389 288 .698 -.04404 .11328 -.26700 .17892
Equal variances
not assumed
-.380 104.959 .705 -.04404 .11599 -.27403 .18596
Checking student‟s
attendance to school
Equal variances
assumed .286 .593 -.151 288 .880 -.01426 .09425 -.19977 .17126
Equal variances
not assumed
-.147 104.373 .883 -.01426 .09689 -.20639 .17788
Regulating student‟s
movement during lessons
Equal variances
assumed .134 .715 -.257 288 .797 -.02911 .11329 -.25211 .19388
Equal variances
not assumed
-.251 104.907 .802 -.02911 .11605 -.25923 .20100
z-test for Cluster C
Group Statistics
Status N Mean Std. Deviation Std. Error Mean
Planning for disbursement of
school finances
Principals 67 2.1493 1.01882 .12447
Teachers 223 2.1435 1.01655 .06807
Purchasing of equipment and
other materials for the school
Principals 67 2.0896 1.04056 .12712
Teachers 223 2.0942 1.04628 .07006
Purchasing of textbooks for
the school
Principals 67 2.0597 .93551 .11429
Teachers 223 2.1031 .94590 .06334
Supervising the building of
classroom blocks
Principals 67 2.0000 1.11464 .13618
Teachers 223 2.0583 1.12354 .07524
Supervising the school co-
operative canteen
Principals 67 1.7612 1.01637 .12417
Teachers 223 1.8117 1.03994 .06964
Collection of school
revenues
Principals 67 2.3433 1.14881 .14035
Teachers 223 2.2915 1.14698 .07681
Purchasing of food for the
school
Principals 67 2.6418 1.22724 .14993
Teachers 223 2.5874 1.24489 .08336
Independent Samples Test
Levene's Test for
Equality of Variances z-test for Equality of Means
F Sig. z df
Sig. (2-
tailed)
Mean
Difference
Std. Error
Difference
95% Confidence
Interval of the Difference
Lower Upper
Planning for
disbursement of school
finances
Equal variances
assumed .028 .868 .041 288 .968 .00576 .14170 -.27314 .28465
Equal variances
not assumed
.041 108.501 .968 .00576 .14187 -.27544 .28695
Purchasing of
equipment and other
materials for the school
Equal variances
assumed .085 .771 -.032 288 .975 -.00462 .14558 -.29116 .28192
Equal variances
not assumed
-.032 109.191 .975 -.00462 .14515 -.29230 .28307
Purchasing of
textbooks for the school
Equal variances
assumed .229 .633 -.330 288 .741 -.04344 .13145 -.30216 .21529
Equal variances
not assumed
-.332 109.695 .740 -.04344 .13067 -.30240 .21553
Supervising the
building of classroom blocks
Equal variances
assumed .081 .777 -.373 288 .709 -.05830 .15625 -.36583 .24924
Equal variances
not assumed
-.375 109.414 .709 -.05830 .15558 -.36663 .25004
Supervising the
school co-operative canteen
Equal variances
assumed .109 .741 -.350 288 .727 -.05047 .14414 -.33416 .23323
Equal variances
not assumed
-.354 110.791 .724 -.05047 .14237 -.33258 .23165
Collection of school
revenues
Equal variances
assumed .004 .949 .324 288 .746 .05180 .15985 -.26283 .36643
Equal variances
not assumed
.324 108.558 .747 .05180 .15999 -.26531 .36892
Purchasing of food
for the school
Equal variances
assumed .191 .663 .314 288 .753 .05435 .17288 -.28591 .39461
Equal variances
not assumed
.317 109.991 .752 .05435 .17155 -.28562 .39432
z-test for Cluster D
Group Statistics
Status N Mean Std. Deviation Std. Error Mean
The principal adopts prior
decisions without some explanation
to the staff
Principals 67 2.1045 1.23257 .15058
Teachers 223 2.1031 1.22037 .08172
The principal adopts prior
consultation with staff before taking
decisions
Principals 67 3.2836 .86700 .10592
Teachers 223 3.2422 .88766 .05944
Teachers‟ opinions during
staff meetings influence the
principals‟ actions towards school
matters
Principals 67 2.5672 1.25799 .15369
Teachers
223 2.5336 1.24752 .08354
The principal defines the
problems in staff meetings and asks
for individual contributions
Principals 67 3.2090 1.09458 .13372
Teachers 223 3.1480 1.11524 .07468
Teachers are rarely involved
in decision making process in your
school.
Principals 67 2.3134 1.06186 .12973
Teachers 223 2.3498 1.06694 .07145
Principal dictates decisions
for implementation to their staff
without their prior knowledge.
Principals 67 1.6418 .96455 .11784
Teachers 223 1.6457 .96098 .06435
Independent Samples Test
Levene's Test for
Equality of Variances z-test for Equality of Means
F Sig. z df
Sig. (2-
tailed)
Mean
Difference
Std.
Error Difference
95% Confidence
Interval of the Difference
Lower Upper
The principal
adopts prior decisions
without some explanation to
the staff
Equal variances
assumed .007 .935 .008 288 .994 .00134 .17041 -.33407 .33675
Equal variances
not assumed
.008 107.823 .994 .00134 .17133 -.33827 .34095
The principal
adopts prior consultation
with staff before taking
decisions
Equal variances
assumed .097 .756 .337 288 .737 .04143 .12301 -.20069 .28355
Equal variances
not assumed
.341 110.849 .734 .04143 .12146 -.19926 .28212
Teachers‟ opinions
during staff meetings
influence the principals‟
actions towards school
matters
Equal variances
assumed .006 .939 .193 288 .847 .03353 .17414 -.30921 .37628
Equal variances
not assumed
.192 107.961 .848 .03353 .17493 -.31320 .38027
The principal
defines the problems in staff
meetings and asks for
individual contributions
Equal variances
assumed .053 .819 .394 288 .694 .06097 .15472 -.24355 .36550
Equal variances
not assumed
.398 110.399 .691 .06097 .15317 -.24255 .36450
Teachers are rarely
involved in decision making
process in your school.
Equal variances
assumed .088 .767 -.245 288 .807 -.03634 .14848 -.32859 .25591
Equal variances
not assumed
-.245 109.127 .807 -.03634 .14810 -.32987 .25718
Principal dictates
decisions for
implementation to their staff
without their prior
knowledge.
Equal variances
assumed .002 .960 -.029 288 .977 -.00395 .13400 -.26769 .25979
Equal variances
not assumed
-.029 108.371 .977 -.00395 .13426 -.27007 .26218
z-test for Cluster E
Group Statistics
Status N Mean Std. Deviation Std. Error Mean
Greater numbers of teachers
in this school are deployed to teach
subjects they did not specialize in.
Principals 67 1.5672 .85677 .10467
Teachers 223 1.4933 .80466 .05388
Teachers in this school
usually teach according to their areas
of specialization
Principals 67 3.5821 .80055 .09780
Teachers 223 3.6054 .79773 .05342
Teachers often reject
deployment to teach except in their
areas of specialization.
Principals 67 2.6269 1.24116 .15163
Teachers 223 2.6637 1.23714 .08285
Teachers perform more
effectively in their areas of
specialization.
Principals 67 3.9104 .41675 .05091
Teachers 223 3.9013 .43408 .02907
Teachers are usually
deployed without regard to their areas
of specialization.
Principals 67 1.6866 .82036 .10022
Teachers 223 1.6457 .79132 .05299
Principals often assign work
loads to teachers on the basis of their
areas of specialization.
Principals 67 3.6567 .66406 .08113
Teachers 223 3.6547 .65214 .04367
Teachers who are non-
subject specialist have lighter work
loads in the school.
Principals 67 2.5373 1.15900 .14159
Teachers 223 2.6099 1.16065 .07772
Independent Samples Test
Levene's Test
for Equality of
Variances z-test for Equality of Means
F Sig. z df
Sig. (2-
tailed)
Mean
Difference
Std. Error
Difference
95% Confidence
Interval of the Difference
Lower Upper
Greater numbers of
teachers in this school are
deployed to teach subjects
they did not specialize in.
Equal
variances assumed .516 .473 .649 288 .517 .07389 .11381 -.15011 .29789
Equal
variances not
assumed
.628 103.457 .532 .07389 .11773 -.15958 .30736
Teachers in this
school usually teach
according to their areas of
specialization
Equal
variances assumed .052 .820 -.209 288 .834 -.02329 .11123 -.24222 .19563
Equal
variances not
assumed
-.209 108.386 .835 -.02329 .11144 -.24418 .19760
Teachers often
reject deployment to teach
except in their areas of
specialization.
Equal
variances assumed .005 .943 -.213 288 .831 -.03681 .17249 -.37630 .30268
Equal
variances not
assumed
-.213 108.412 .832 -.03681 .17279 -.37929 .30567
Teachers perform
more effectively in their
Equal
variances assumed .093 .761 .152 288 .879 .00910 .05993 -.10885 .12706
areas of specialization. Equal
variances not
assumed
.155 112.485 .877 .00910 .05863 -.10705 .12526
Teachers are usually
deployed without regard to
their areas of specialization.
Equal
variances assumed .013 .911 .367 288 .714 .04083 .11119 -.17801 .25967
Equal
variances not
assumed
.360 105.605 .719 .04083 .11337 -.18395 .26560
Principals often
assign work loads to teachers
on the basis of their areas of
specialization.
Equal
variances assumed .002 .966 .022 288 .982 .00201 .09124 -.17757 .18159
Equal
variances not
assumed
.022 107.115 .983 .00201 .09213 -.18064 .18465
Teachers who are
non-subject specialist have
lighter work loads in the
school.
Equal
variances assumed .080 .777 -.449 288 .654 -.07255 .16165 -.39071 .24561
Equal
variances not
assumed
-.449 108.827 .654 -.07255 .16152 -.39269 .24759
Hypothesis 1
VAR00002
N Mean Std. Deviation
Hypothesis One Principals 67 3.3671 .76763
Teachers 223 3.2453 .78529
Independent Samples Test
Levene's Test for
Equality of Variances z-test for Equality of Means
F Sig. z df
Sig. (2-
tailed)
Mean
Difference
Std. Error
Difference
95% Confidence
Interval of the Difference
Lower Lower
Hypothesis One Equal variances
assumed .218 .641 .388 288 .698 .04277 .11024 -.17421 -.17421
Equal variances
not assumed
.393 110.748 .695 .04277 .10891 -.17305 -.17305
Hypothesis 2
(Group Statistics)
VAR00002
N
Mean Std. Deviation Std. Error Mean
Hypothesis One Principals 67 2.5880 1.03174 .12492
Teachers 223 2.6009 1.02453 .06767
(Independent Samples Test)
Levene's Test for
Equality of Variances z-test for Equality of Means
F Sig. z df
Sig. (2-
tailed)
Mean
Difference
Std.
Error Difference
95% Confidence
Interval of the Difference
Lower Upper
Hypothesis Two Equal
variances assumed .001 .985 -.027 288 .978 -.00388 .14304 -.28642 .27786
Equal
variances not assumed
-.027 108.251 .978 -.00388 .14343 -.28718 .28042
Hypothesis 3
(Group Statistics)
VAR00002 N Mean Std. Deviation Std. Error Mean
Hypothesis Three Principals 67 67 3.2170 1.09448
Teachers 223 223 3.1360 1.11434
Independent Samples Test
Levene's Test for
Equality of Variances z-test for Equality of Means
F Sig. z df
Sig. (2-
tailed)
Mean
Difference
Std.
Error Difference
95% Confidence
Interval of the Difference
Lower Upper
Hypothesis
Three
Equal
variances assumed .007 .935 .008 288 .994 .00146 .17151 -.33418 .33897
Equal
variances not assumed
.008 107.823 .994 .00145 .17146 -.33839 .34185
x
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