Embed Size (px)
Citation preview
University of Nigeria Research Publications
NWOSU, Diamond Omiko
Aut
hor
PG/M.ED/S/92/13034
Title
The Issues and Problems of Ministries of Education Participation in the
Administration of Secondary Education in Umuahia Education Zone of Abia State
Facu
lty
Education
Dep
artm
ent
Education
Dat
e
December, 1996
Sign
atur
e
THE ISSUES AND PROBLEMS OF MINISTRIES OF EDUCATION PARTICIPATION IN THE ADMINISTRATION OF SECONDARY EDUCATION IN UMUABIA EDUCATION
ZONE OF ABIA STATE
NWOSU, DIAMOND OMIKO
PG/M,ED/S/92/13034
DEPARTMENT OF EDUCATION UNIVERSITY OF NIGERIA, NSUKKA
TITLE PAGE
ADMINISTRATIVE PROBLEMS OF SECONDARY SCHOOLS AS PSRCEIVED BY MINISTRIES OF EDUCATION OFFICIALS
I N UMUAHIA EDUCATION ZONE OF ABIA STATE
AS THSSIS PRESENTED TO
THE STAFF OF FACULTY OF EDUCATION UNIVERSITY OF NIGERIA, NSUKKA
I N PARTIAL FULFILMENT OF THE REQUIBEMENTS FOR MASTERS DEGREE
I N EDUCATION .
NWOSU , DIAMOND OMIKO PG/M. ED/S/92/1303 4
SEPTEMBER, 1996.
APPROVAL PAGE
THIS THESIS H A S BEEN APPROVED FOR THE FACULTY OF EDUCATION
UNIVERSITY OF N I G E R I A NSUKKA
g/@ SUPERVISOR
g L C = f L { HEAD OF EPXRTMENT
FACULTY AD I N I S T R A T O R R
CERTIFICATION
NWOSU, DIAMOND O., a Pos tgradua te s tudent i n t h e
Department o f Educat ion and wi th Reg i s t r a t i on Number,
PG/MOED/S/92/13034, h a s a a t i s f r c t o r i l y completed t h e
requirement8 f o r r e a e a r c h work f o r t h e degree of Masters
i n Education i n Educa t iona l Adminis t ra t ion and Planning.
The work embodied i n t h i n t h e s i a / p r o j e c t r e p o r t is o r i -
g i n a l and haa no t been submi t ted i n p a r t o r f u l l f o r any
o t h e r diploma o r deg ree of t h i s o r any o the r Univers i ty .
HEAD OF 1 DEPARTHENT SUPERVISOR
DEDICATION
T h i s work is d e d i c a t e d t o my l a t e parents;
MR. and MRS. NUOSU UZOUKWU; my children . . EMMA, AUSTINE, STELLA and my dear husband
I eaac .
The s u c c a ~ ~ of t h i s research work ia owed t o coopera-
tive e f f o r t s , Hy f i r o t and foremost profound gratitude gaea
t o Dr. Pa A. ~ z e o c h a , who, i n s p i t e of hks other problems
and engagenents found time and energy to superv i s e this ntudy.
I also extend my s i n c e r e l o y a l t y t o the Hiniatry o f
Education o f f i c i n l a .and p r i n c i p a l e of s choo l s i n Umuahia
Educat ion Zone , for t h e i r r e l e n t l e a a e f f o r t s t o contr ibute
in no m n ? ; ~ P B U P C t o the completfon and return of the
quea t ionaz$rs vsed i n gather ing information for t h i e research
worko
-- . .Lz f~ ny oincere thanks t o all nF lecturers in the
U n L v a r s i ? , ~ a? Eiaer ia , Naukka, who n d r i t t h e i r po int of
duty that X - r % i e v e my l i f e desire i n adacntion.
F i n e l k ; , <lag Y extend my henrtg thanka to a l l who, i n
one way or the other contributed to the succcaafu l produc-
t i o n of this research work.
THESIS ABSTRAE
Thie a ? ~ d y i n s nurrey r e a e ~ r c h aimcd at t h e d e t e r -
m i n a t i o n of t h e a d n i n i a t r a t i r e problsma of secondary achoola
i n Umnahia Education Zone,
The ar?ldy camred the f i v e local government area6 t h a t
make np Umuahia Education Zone. They includer Omuahia,
Ikwuano, %pride, Aroc hukm and Ohaf i a . After a red-ow o f I f t e r a t u r a , r c ~ n n r c h questions and
hypotheaca wura pat forward for t e a t i n p in t h e e n t i r e stud?,
Q a e a t i o n ~ ~ l r e , t h e main t o o l of data c a l l e c t i o n waa adminip-
tered on fianpla of (40) m i n i s t r r o f f i c i a l 8 drawn randoaly
from t h s "Ir i s?rp o f Education and X a m l Board8 of each
l o c a l g o ~ * r - w * n t nrea under atudy.
The ; . ~ - . - ' , 2 o f t h e ntady ahowa s m n g o t h e r thingo that:
1 . Lack cf 3 n e l i f i c d a d n i n i a t r a t i v c pcreonnel harnpsra
e f f c c t f r s aacondary achool adminis trat ion .
2 . InenfPf-j -rnt fund d e t e r s t h e employment of q u a l i t y
teacbnr? to man the e a b j e c t s in the echo01 curriculum.
3. Lack of equipment, manpower and f inance a f f e c t s t h e
emor-+.? n n ~ l n i s t r a t i o n o f onr schoe ia ,
- v i i -
Based on the above results, it was concluded that:
1. Viable p o l i c i e s should be formulated by the State
Education Commission i n due conenltation with the
ministry o f f i c i a l s .
2. The effectiveness of secondary achoola administra-
tion r e s t s ~ o l e l y on the quality and q u a n t i t y of
teaching personnel, to mention but a few.
TABLE OF COFTRY'S
TITLE PAGF - * *
APPROVAL PAGI: - 0 -
CERTIFICATIC,Y -* B
DEDICATION 0 . .
ACKNOWLEDGZt!PK . THESIS ABSTRACT ... TABLE OF COY:';-'.I'T5
LIST OF T A B L 5 . . CHAPTER ONE: TYTRODUCTION m o m s t .
1 .I B a c k ~ . ~ - x . ? ?f the Study ... --. 1.2 S t a t c - s r 2 QE Troblen -.- s g e
1.3 Sign i l i : ; :? :? ,~~ of the Study ... ..-- 1.4 Scope 2-56 D~linitation of the Stud.? .., 1 - 5 Renensch g u c a t i ~ n or Hypotheeee m . . CHAPTER TWC- I ;Y: . rTfRq OF RELATEX) LIT'?R4TUAF: o m -
2.1 Inspeoi .i-32 w.? Superv ie ion Rolee s o * ... 2.2 The N P < ~ J : . - P ~ 7 d Role of I n a p e c t i c n 5 e c o n d a r ~
Schools a I a * = m - 0 ..a
2.3 The NR-..:;: = n r ~ d 201e of S u p e r v i s i o ~ ; ir? Secondary SC~OD: .-. - - - . - * . I * a s . .--
2.4 Staff 2~eri:?.tment and Development Role -.. 2.5 How the 51tarature Review Reletea to this Study 2.6 Summar:: :* ' , i t e r a t u r e Review m e * ...
3 A r e a ::.>::?B . . s 0 . -
3.2 1 n s t r 1 : ~ - . n : G ?~ 'c - Data Col lect icr . 3.3 V a l i d i i r ~r T n ~ t r u m e n t s f o r Oata
Study C . ... ... - 7. 3.4 A r e n ::<.: : ::.r.l:z n t t o n of Study 3.5 Analya':e -' .T.Q->.F 0-• 0 . 1
3.6 Rescar-Z ?r~ce?.v,rt ... ..) 3 -7 V a l j . B - ? . i rc; c ;: ~ : J q e n t i o n n ~ i r e . . ,
... 0.0
- 0 0 0 . .
I l e c t b o n and * . . ... m a * ... *. 1 1. 1
iff
V
v i i
v i i i
CHAPTER FOUR: DATA ANALYSIS AND RESULTS ... ... 44
4.1 Research Question One ... ... ... 44 4.2 Reaesrch Q u e e t i o n Two . . . S o - . . 48 4.3 Summnry of A n ~ l y ~ i s ... . - . .*. 5 7
CHAPTER F I X : DISCUSSION AND INTERPRETATION OF THE RESULTS *-• 53
5.1 D i s c ~ n ~ i o n nnd Interpretation ..- . I. 53 5.2 G u f d ~ l i n ~ ~ ~ n d Procedures f o r t h e Z f f e c t i v e
C o n t r o l and Management of the Secondary Schooae 58 5.3 Surn-%~ry ... ... ... 7 . . - -.. 59 5.4 I n p l i c a t f o n s . . . .. ... . . 6 1 5.5 R a c o m ~ n d a t i o n s ... . s . . . 63 9,6 L i m i t n t i o n n and Suggestione for Further Research 6 !r
APPENDICES .,om ... . . ... ... 68 - 80
- x -
LIST OF TASLiS
Secondary School 3 F s t r i k u t
The Factors T h t I n h i b i t The S f f e c t l v e A d m i n i s t r a t i o n Cf Secondary Schoo l s 13 Unuahia 2 d u c a t i o n Zone ... ... The Degree Cf Iaportance C f T5e Factors
Administ r a t ion C1 Unuahia ;ducat l o 1
Responses Zf Cf f : Boards On T a c t o r ; Competencies Amo:
Degree Cf The 3e and Percentages
Page
. 41
"5
47
59
50
CHAPTER ONE
INTRODUCTION
Back~round of t h e Study
N i g e r l ~ ~ e t ~ i n ~ d independence on Sc tobe r 1, 1960 a f t e r
more thaa o m hundred y e a r a of B r i t i a h Imperial rule over
her. U i L 3 3 - n yh* long pe r iod of foreign Ietpsrial dominat ion,
t h e p r o b l m -;or ctancation f o r t h e p e c ~ i e #as p r i a a r i l y t h e
affair6 of t%c churchea and t h e i r n i e e i o n a r i e a , vho, for
t h e moat p s ~ - k , used formal educa t ion a o En instrument for
epreading goapel. European a n d American m i s s i o n a r i e s
founded c=l:ri.:?e.e e a i n l y i n t h e Sortth, v h i l e t h e North wan
dominate2 'I-:? t%e R u n l i m f a i t h . Sabaequently, accondar;r
echoo l s , t n ~ c 5 ~ r t r a i n i n g c o l l e g e s a n d aeminar iea were eata-
b l i a h e d . T k c e achoole and c o l l c g e e ware run by t h e mis-
s i o n s . ?.-:r r e z s o n e y e t undfscloaed by Sbc B r i t i a h C o l o n i a l
Oove rnme~ . : k X - 7 ~ h o w e d very little 5nt.erffat i n e s t a b l i a h -
i n g schoa ie and co l l cgee . Where t h e y d i d , t h e achoole were
few and Im between to aerve the popu la t ion effectively.
Among th- ? T C - r-??xcals they ee tab l5ehc5 w a r e Kings Col l ege ,
Lagos, Gfi--?-rze;~:t Col lege , Umuahia, F : ? % c d i s t Col lege ,
Uzuakol i , 5 ? s ? r x n e n t Col lege , Owerri, m d s. few o the r s .
the mieaionar iee and o t h e r
Renrg Carr, (1897: 21) h e l d t h a t t h e miseionary s choo l s
appear t o be unable t o emancipate themselves fro@ t h e t r a d i -
t i o n a l curr iculum and adopted t h e new; and s o long as they
a r e i n s o l e poesess ion of t h e educa t iona l f i e l d , t h e y a h a l l
not be a b l e t o a d m i n i s t e r
of wel l t r a i n e d teachers 4
admin i s t r a to r s , i n s p e c t o r s ana eupervieors,
The consequence was t h a t
vo lun ta ry agencies . o f t e n i n t n a G u r n w a r r ~ ~ o u r r L n ono a n a t h e r
f looded the
v a r i o u s grac
b i l i t y and r
t o have w i t 1
by t h e stat^, -,l.---,.. --, ,---- -- -.,-,.. ---..,----, --- Aesemblies of God, Methodis t . Anglican. Presbyte r ian and
even Sa lva t ion Army r
While t h e Muslim orocKea t n e easy ways OI spread ing
t h e ~ h r i a t i a n Evangeliem i l r n Provinces , except
f o r t h e Middle Belt a r e a s 1 ry. The Southern
Provinces e s p e c i a l l y t h e O w e r r i , Oni tsha and Calabar d i s t r i c t 8
of t h e Eaetern N ige r i a became the battle ground far t h e Roman
Ca tho l i c s and P r o t e s t a n t s who, when i n eesrch f o r schools and
- 3 -
stopped at nothing t o g e t at each o t h e r e th roa t . Davidson
( 8 9 ) quoting T a i S o l a r i n , s u c c i n c t l y ea id that: "The day
oar independence landed on our hands, t h e r e was not a s i n g l e
town with modern sewage system. no compulsory education. no
q u a l i f i e d and wel l t r a i n e d man]
ones. No employment exchange 1
e a l s e r v i c e s and only one doctb, r v w . r s J ,v,vvv prvyrF . There is no g a i n aay ing t h e f a c t t h a t education is a
very powerful ins t rument f o r national growth and develop-
ment. This f a c t waa h i g h l i g h t e d by t h e Federal Military
Government i n t he Nat iona l Policv on Education (1977) where
i t a s s e r t e d i n t e r alia: '
h a s adopted educat ion as t
development. It is goverl
t r a d i c t i o n , ambigu i t i e s ana AacK ax unirormxzy i n eaucazionar
p r a c t i c e s i n d i f f e r e n t p a r t s of t h e country should be removed
t o ensure an even and o r d e r l y developmentt'.
Nothing has proved more d i s a s t r o u s than to have a n a t i o n
without a planned educa t ion aystem, o r one t h a t haa prosecu-
t e d by fo re igne r s which was t h e ca se when the mi s s iona r i e s
re igned and ru led i n m a t t e r s r e l a t i n g t o teaching and adminie-
t r a t i o n of our educa t iona l system.
- 4 -
A c c ~ r ? - i n . ? to Thomaa J. A l l a n ( 1 9 ? ? ! , e d a c a t i o n a l r e -
f o r m e r s nsst , t h e r e f o r e , undere tand Tars- o r g a n i s a t i o n s
a n d the mmacr i n which t hey o p e r a t e . T h i s i e n o t t o advo-
c a t e a na r row meane-oriented a p p r o ~ c h t o l e a d e r s h i p bu t t o
s t r e s s thc i ~ p o r t a n c o of t h e unde ra t and ing fn t h e h i a t o r i -
cal, a o c i o l z g i c a l and economical a e p c c t e o f o u r s c h o o l s and
c o l l e g e s , F o r cxerngle, by r e v e a l l i n g the impor tance o f t h e
i n f o r m a t i o n a l o r g a n i s a t i o n and t h e difference between mani-
f e a t a t i o a m d latent f u n c t i o n s , ~ o c l o l o g y has p rov ided i n s i g h t a
which arp 3 ~ a c n t i a l f o r t h e aacceaa of change o r i e n t e d leac?crs.
Such m h c o l ~ and c o l l c g a a a d m i n i s t r a t o r s a r e constantly
bombardr? hg a n g ~ e s t i o n a advoca t i ng t h e implementa t ion of t h e
l a t e a t .*F.?, + ? l c h i e gua ran t eed t o eclva a l l the problems of
educa t i og . Tczn teaching, non-grade$- clasarooma and progran-
men budgatc, pra cxamplta of p roccduree which a r e "packagad"
a n d a o l d f o r eaay implementat ion.
Acca+$.zg t o Harold S i l v e r (1930)~ more labour c o n t r o l -
l e d authar:.i:i.em began t o c o n s i d e r comprehensive r s o r g a n i s a -
t i o n * S o w produced echamcs, o f t e n a g a i n a t strong local pro-
grammar g~i:t;r*i.t opposition (occasionally i n v o l v i n g p u b l i c
demonstsrilc?,-, sn f o r example fn G c t a b ~ r 7964 when t h e
Liverpoc.: L'??.:.c- diaperoed a crowd of !!9O Erammar achoo l
- 5 -
p u p i l s p r o t e s t i n g a g a i n s t t h e scheme adopted by t h e Ci ty
Council that month. Mrs. Thatcher a s Conservative Secre-
t a r y f o r Education, withdraw c i r c u l a r 10/65 i n 1970, Mrs.
Williams, as Sec re t a ry f o r Educat ion f n a Labour Government,
p f l o t e d t ha 1976 Educat ion Act which gave t he government
powers t o move from r e q u e s t s t o enforcement of comprehen-
method o r tech lnique o r s tep-by-s tep way by which an adminis-
3 . . . > - . _ 1 _ - L 2 _ . - 2 - t r a t o r d i r e c t s ana conTrols ~ i z e In any organlzar lon in oraer
t o achieve the
and c o n t r o l l i n
c a p i t a l equipu
Co-ordinat ion
Co-ordinating t h e diverse a c t i v i t i e s and purposes of the
v a r i o u s educa t iona l a g e n c i e s is tl
planning. Co-ordinating a c t i v i t i b o AD LL.w w l . = ~ Y I . S
he essence of educa t iona l
,, 4 - a l e * +ha r r r a t 4 . r r
s i d e of organizing.
An admin i s t r a to r is a co -o rd ina t a r who has t o organist?
a c t i v i t i e s i n such a way t h a t t h i n g s muet work emoothly,
qu ick ly and e f f e c t i v e l y . Other a t t r i b u t e s a s s o c i a t e d with - -
- 6 -
a n a d m i n i n t r ~ t a r include t h e a b i l i t y t o p l a n , i n a t r u c t ,
organise, i n ~ ~ e c t , motivate, c o o r d i n ~ t e , d i r e c t t h e a f f a i r a
o f any cr~sa5sation, c o r p o r a t i o n , i n s t i t u t i o n i n which he
aerrea a8 A n s d n i n i a t r a t o r . The ~ t t r i b u t e s of a good admi-
n i s t r a t o r $ 9 t h a t he should be one w i t h good p e r s o n a l i t y ,
very w a l ? . ?a5 n c ~ t l y d r e s a e d ; he should be o f good examplary
behaviou:= .go-thr of e m u l a t i o n by b o t h tha p e o p l e he ia d f i c c t -
17 concerned w i t h and t h e o u t s i d e r s a a a whole,
An * d ? h i s t r a t o r muat b u i l d up h i a employers s e l f
imagea. Tbe . ~ b i l i t y t o a t u d r the l o c a ~ of c o n t r o l o f t h e
o t h e r ; rbethc1:- hc h a s i n t e r n a l o r external l o c u s control
b e h a v i o u r , T%r ability t o know o r t o have a c l e u on whoa
t o a p p o r t i c ~ blame on when something coca wrong i n your
o r g a n i z a t i n a , T o u n d e r a t a n d t h o a e under you who have ex-
t e r n a l l o c n s tha t is t o show t h a t you have t o d i r e c t them
a r i g h t t o be nbla t o a v o i d m i a t a k e s and f o r t h o a e who have
i n t e r n a l lc*-.::~?- re ab le t o t a k e initiatives.
An r - r ~ i ~ : ~ : ? t r a t o r should undera tand the r e a c t i o n s o f t h e
people cac~!.-r tx5.n RO a8 t o r e a d t h e i r coun tenance when t h e y art
motivate?. 37 the parson at the head. This w i l l encourage him
t o con t l a r re oz- change h i n p a t t e r n of s o t i v a t i o n o r reward f:sr
a -Job w+.i ' i ;'.?r.e, g n d a r a t a n d i n g 0 2 i ~ c i i v i d u a l a ' motive pat?.?e.n
can +.t'L,.Tice type of jOb the a . l . . l i~ ia t ra to r w i l l apportion
t o him.
- 7 -
The Formation of Zonal E d u c a t i o n Boards
It w a s i n t h e l i g h t o f t h e above sta ted background t h a t
some n a t i o n a l i s t s saw i t f i t t o b r i n g government into t h e
c o n t r o l o f educat ion. It must b e realised, however, that
t h e i n t e n t i o n was not t o v i c t i m i s e t h e Voluntary Agencies
as some people f e l t a t t h a t time, It w a s p u r e l y a n a t u r a l
h i s t o r i c a l e v o l u t i o n , a i m e d a t n a t i o n a l growth and develop-
ment. N i g e r i a was d o i n g no more t h a n f o l l o w t h e world pa t -
t e r n , where n a t i o n s c o n t r o l t h e i r d e s t i n y through t h e i r sys-
t e m of educat ion. We needed t o r e c o n s t r u c t o u r economy, o u r
t echno logy , and our s o c i a l s t r u c t u r e . All these cou ld be
a t t a i n e d i f w e had t h e i n s t r u m e n t f o r n a t i o n a l ~econstruct i o n
i n educa t ion . I n f a i r n e s s t o t h e missionaries, they no doub t ,
he lped t o t r a i n most of our ear l i eat nationalists, who fough t
f o r our independence. But S t a t e i n t e r v e n t i o n i n t h e adminis-
t r a t i o n of schools w a s w e l l i n t e n t i o n e d and not p u n i t i v e .
S. E, h o k e (7965) s t r e s s e d t h e need f o r s ta te c o n t r o l
has t h e r i g h t t o c o n t
On Ju ly 25th , 19
of Educat ion, D r . S.
"Face t h e Nation I, V
E a s t e r n N i g e r i a would
- 8 -
Boarda, as a means of turning a11 primary or elementary
schools within t h e region to state management and control.
The statement a t t r a c t e d ma
c h ~
wh :
Pul
Ed:
ti(
by
e d
and 1n accoraance w l c n L n e regulaclons anu aucn ux-euLroaxa as
[minister and
w y schools
may be given by t h e State
manage on behalf of the Sl
situate i n t h e i r area and In parG
(a>
- 9 -
( d l To provide recreational f a c i l i
( e ) To c o l l e c t school fees and 0 t h
(f) To perform such othex
Service Coamission ox
t o time delegate t o it , b e m g
on the Teachers' Service I
Board as the case may be 'or r n
The Case of ,Abia State
The picture as it pertams ro
sumrnarised i n the Int-d-q-+4- +a +
on the Xeport of The
(January 1980, p. 1) wnere XL eala:
creation of Imo State i n 1976 and,
ended,
State E
the St€
cat ion
The Pul
t i o n , 1
agency
State i
under '
L "Y.." "LV.. " V ".a" -Y-U..4Y."LI* --A.*-- - OF.-. Education Seview Commission i n Imo State
..I. - - - I L m-- A:-_ - 2 - - - - * L a
F e d e r a l Fc- - * l - zc r l t traneferred i t t o +hc S t a t e Government.
I n t h e Sersz-2=ry School System since 1?76 when Imo State
was created, i t has been under the State S c h o o l s Management
Board ~ n d 5;: ' ? c E d i c t No. 9 o f 1979, the Education S e r v i c e s
Board w i t h :>a c x e c u t i v e chairman and f insncial autonomy to
combine aLL th? ~ d u c a t i o n a l func t ionm c z r ~ e d out e a r l i e r by
t h e State S c h o o l s Management Board and the Teachers S e r v i c e
C o m m i s s i ~ ~ , ,
W i t h t 5 ~ 5-ctroduc t i o n of U n i v e r ~ ~ . T Primary Education
in 1976 h,p 5 3 ~ Federal Military G o v c r z r , ~ a t , which gave added
respansihX.5.~5.es t o education administrators, t h e iesues and
problems sf t 5 e ~ d m i n i s t r a t i o n of b o t h Primary and Secondary
Education i n n ~ u n h i n Zone o f Abia S t ~ t e h ~ a remained an added
acquired d $ . c e ~ ! c i o n s . The s u c c e s s and f a i l u r e of the (U.P.E.)
Universal ?r.I.grry Education t o a greet e x t e n t depends on the
i n e f f e c t f - ? : . + i n i s t r ~ t i o n of the ~ c h o o l s by those entrueted
t o managP ? h c ~ - A ~ t u d j of the i eauea and problems o f the
administrt" .:-2 ;>f mcondary educat ioc 5.a the area has becoae
imperative.
The F e d ~ r ~ 1 Royublic of Ni~eria National P o l i c y on Edu-
c a t i o n ("5'7, :?, 4) s t a t e s among o t h c r t h i n g s that the n a t i o a ~ l
education3.1 d:r- and o b j e c t i v e s art:-
- 11 - (1 ) The i c c u i c a t i o n o f n a t i o n a l c o n s c i o u e n e s s and n a t i o n a l
u n i % y ;
(2) The inculcation of the r i g h t t y p e o f va luea and a t t i -
tudes fcr the s u r v i v a l o f t h e individual and t h e
Nigari~n n o c i e t y ;
( 3 ) The t r a i n i n g o f the mind i n t h e u n d e r s t a n d i n g of the
world around him, and
( 4 ) The acquisition o f a p p r o p r i a t e a k i l l s , abilities a n d
c o m p e t e n c i e s b o t h mental and p h y s i c a l ae equipment
f o r t h e individual t o l i v e i n and c o n t r i b u t e t o t he
development o f h i a s o c i e t y .
For t h e a c aims and o b j e c t i v e s t o be r e a l i s e d , a sound
foundation Icr the education of t h e child ahou ld be l a i d a t
the primary I c ~ e l t h e n t h e secondary echoola . T h i s founda-
tion premppoaes t h e a v a i l a b i l i t y o f s u f f i c i e n t human and
material r b m u r c e a for t h e p r o s e c u t i o n of the e d u c a t i o n a l
p o l i c y . I n :be U m u a h i ~ E d u c a t i o n Zone of Abia S t a t e , e f f o r t 6
a r e geared t o a t t a i n e f f i c i e n c y and a c h i e v e p r o d u c t i v f t y i n
the educat5on of t h e c h i l d ; t o a t t a i n t h e s e t n a t i o n a l aim6
and objectives, have been bedevilled with a s e r i e s of problems.
T h i s s t a t e of affairs was highlighted by the Abia S t a t e Govern-
ment White Pnper on the Repor t of t h e E d u c a t i o n Review C o m m i ~ -
s i o n , ( ~ g 8 i j , 7. 'I), where i t aaid: D l a a a t i s f a c t i o n waa expsr~asd
- 72 - o v e r the c ~ s t t e of management and control aa w e l l an t h e
p h y s i c a l and psychological environment8 of t h e s choo la , the
c u r r i c u l o a , t h a p roduc t s of t h e system, indeed, eve ry th ing .
Among t h e ~ r o b l e m s h i g h l i g h t e d are the fol lowing:-
inadequate accommodation and f u r n i t u r e f o r t h e ever-
growing population of the secondary s c h o o l s in Umuahia
E d u c ~ t i o n Zone ;
i n s u f f i c i e n t aupply of i n s t r u c t i o n a l m a t e r i a l s , aids,
textbooks, libraries;
poor and inadequate a t a f f i n g ;
l a c k of f a c e n t i v e s for e t a f f due t o i r r e g u l a r and non-
payment o f e n t i t l e m e n t s ;
inadequate a a p e r r i s i o n / i n a p e c t i o n o f t h e ~ c h o o l s by
the c f f i c i a l a of t h e Local and S t a t e Government8 and
Hinietrieo of Educat ion;
t n a e l e Tor power of c o n t r o l and management between t h e
a u p e ~ u i m r a ~ n d the inspectors of educa t ion i n t h e
r a r i n u n m i n i s t r i e s of educa t ion ;
non -aun ' l ab i l i t y o f a c c u r a t e and s u f f i c i e n t data t o
aid i n y r s j e c t i o n , p lanning and execution; and
the h i ~ h r a t e of p r e f e r e n c e on appointment of P a r e n t
Teacher Assoc i a t i on (P.T.A.) Governing B o a r d e p o a r d of
- 13 - Governor8 i l l e g a l l e v i e a , r e g i s t r a t i o n f e e s which
m i l i t a t e P - g a i n a t r e g u l a r a t t e n d a n c e t o s c h o o l by
a t a d a n t s ,
S t a t e m e n t of. the Problem:
School a d m i n i s t r a t i o n is of immense impor tance t o any
e d u c a t i o n a l system, hence t h o c r u c i a l r o l e of t h e a d m i n i s t r a -
t o r e of arcoadsry e c h o o l a i n c l u d i n g t h e officials o f t h a board
and t h e p r i n c f p a l s and s t a f f i n keeping o u r e d u c a t i o n a l i n d u s t r y
afloat. Thia i s s u e t h e r e f o r e , demands c o n s t a n t a p p r a i a a l i n t h e
interest ef m e o n d a r y e d u c a t i o n i n N i g e r i a . The involvement of
government i n t h e a d m i n i a t r a t i o n of secondary ~ c h o o l s n o t w i t h -
s t a n d i n g , tharc s t i l l exist myriad o f problems c o n f r o n t i n g
school adni!:istratora. Recent i n d u s t r i a l a c t i o n s r e c o r d e d
i n the entire n a t i o n and p a r t i c u l a r l y i n o u r e d u c a t i o n a l s e c -
tor l e a v e n much t o bc d e a i r e d and t h u e l e n d a a need for a
n e e d f o r n critical i n v e e t i g a t i o n i n t o t h e a d m i n i s t r a t i v e
problems oi s e c o n d a r y ~ c h o o l e . P r i n c i p a l s and t e a c h e r e a r e
o f t e n allaqe+ t o be r e s p o n s i b l e f o r t h e fallen s t a n d a r d o f
c d u c a t i o v 57 :diceria. However, the abcve a l l e g a t i o n at a
c l o s e r l o o k 4.11 be d i s c o v e r e d t o be u n t r u e s i n c e o t h e r fac-
t o r s outside the s c h o o l anvi ronment o r programme implementa-
t i o n make .grca+ imput i n t o t h e anomaly.
P r o b l r a s ~ f c g u i n g o u r e d u c a t i o n a l ~ y s t e m can be said t o
r a n g e from inadequa te supply of c a p i t a l equipment, poor f i n a n c -
ing and sbartage of manpower i n the e d u c a t i o n a l zones , boards
and m i n i ~ t r i ~ s i n o u r e d u c a t i o n a l i n d u s t r y . The o f f i c i a l s
a p p o i n t e d t o oversee t h e day t o day a c t i v i t i e s of t h e p r i n c i -
pals, s taf f and s t u d e n t 6 are e i t h e r l a c k i n g t h e t e c h n i c a l
a b i l i t r o r they preaen t d e v i l may c n r a a t t i t u d e t o t h e job.
The above g i t u a t i o n s e r i o u s l y hampersthe c r e d i t a b l e p e r f o r -
mance of bo th t h e p r i n c i p a l 8 and t e a c h e r s who a re alwara he ld
responsible nnd ~ccountable t o any problem arising from t h e
maladminis t ra t i f in o f secondary ~chools. The e f f e c t of poor
performance nf t h e staff i n t h e i r t a ~ k of impe r t i ng knowledge
t o t h e R t ~ ? . ~ ~ t ~ , r o ~ r performance of ~ " u d e n t a i n bo th i n t e r n ~ l
and e x t e r n a l examinat ions , l a c k of preparedness of s t u d e n t s t o
a i t for exsmina t ions which compel them t o i ndu lge i n t h e a c t
o f cheat in?; -1z d i f f e r e n t s t y l e e c a l l e d "expow. A l l t h e m pro-
blems a r e m% b a s i c a l l y t h a t of t h e p r i n c i p a l s a n d t h e t e a c h e r e
but should 59 d i r e c t e d t o a l l the personne l6 involved . ' For
example, t h z ' s epec to r s and s u p e r v i s o r s , t h e s e c r e t a r i e s who *
~ o m e t i m e e n:~?- l fg the school a u t h o r i t i e s about their oncomine
v i a i t t o t?= ~c? .2o l so t h a t t hey can update and g e t p repared
far t h e v i s i t , I n t h i a case, l e e s o n n o t e s a r e no t w r i t t e n ,
echo01 premisca a r e unkept , a t t e n d a n c e is not checked o r
marked, i n t e r n a l examina t ions a r e not i n v i g i l a t a d s t r i c t l y
and p r o p e r l j by t h e a t a f f . S t u d e n t 8 w r i t e and ~ u b m i t exa-
m i n a t i o n scr ip te o f t h e i r f r i e n d 8 who have no t a t t e n d e d
schoo l for the whole term. The ~ c h o o l is only up and doing
when there f a a wind of i n s p e c t i o n o r supervision which
aometimee happtne once i n a eess ion .
Theac problems and a l o t of others cause a l o t of con-
a e s n t o t h e o d u c ~ t i o n i s t s and t h e a d m i n i a t r a t o r a . The g e n e r a l
pub l i c ia 38 w e l l ve ry much d i s t u r b e d by t h e aame s i t u a t i o n .
The unpatriotic a t t i t u d e s of t h e s o c i e t y f u r t h e r h i g h t e n s t h e
d e t e r i o r a t i o n of t h e a i t u a t i o n . There is urgent need t o c r i -
t i c a l l y i n v e s t i g a t e i n t o t h e administrative probleme t h a t are
persistent i n our educa t ion industry i n g e n e r a l and Umuahia
Educat ion Zoce i n particular with t h e view t o p r o f f e r i n g poe-
e i b l e s o l u t F c n ~ t o a r r e s t t h e s i t u a t i o n b e f o r e it aeaumes an
alarming dimescion.
S i g n i f i c a n c e or the Studx:
It is of great importance i n t h e p r e s e n t d i s p e n s a t i o n i n
o u r secondary ~ c h o o l a d m i n i s t r a t i o n and management t o unde r t ake
the study of the i e s u e a and problems h inde r ing t h e e f f e c t i v e
a d m i n i s t r a t i o n of ou r secondary schoo la w i t h a v i e w - t o f i n d i n g
- 16 - e o l u t i o n s t o them. Conaequently, t h e d i r e need t o c a r r y
o u t t h e study of t h e c i rcumstances sur rounding t h e adminis-
t r a t i v e p ro t lcme s o a s t o de te rmine t h e e x t e n t t o which t hey
have affected secondary school a d m i n i s t r a t i o n and t h e pos-
e i b l e way8 br vhfch they could be a v e r t e d i n f u t u r e . Th ia
r e e e a r c h is hoped t o yield some f i n d i n g 8 t h a t w i l l l e a d t o
a p p r o p r i a t e recommendations and conc lue ions which a r e likely
t o have a% important e d u c a t i o n a l i m p l i c a t i o n s f o r secondary
s c h o o l administratore i n t h e count ry and Umuahia Educa t ion
Zone In p a r t i c u l a r . These recommendations and conc lus ione
would b r i n g about a new awareness t o a l l concerned wi th t h e
b u s i n e s e of educa t ion l e a d i n g t o a re-examinat ion of r o l e s
and genuine d e e i r e t o s e a r c h f o r new and b e t t e r way6 of an-
s u r i n g s m o ~ i h and u n i n t e r r u p t e d school a c t i v i t i e s i n t h e
State i n gacaral and Umuahia Zone i n p a r t i c u l a r ,
Scope a n d + J ~ m i t a t i o n s of t h e Study:
T h i s atudp w i l l be c a r r i e d ou t i n sampled a r e a s i n
Umuahia Zone o" Abia S t a t e . The S t a t e being d i v i d e d i n t o
three zones , Abia North, Abia South and Abia C e n t r a l , The
Abia C c n t r n l i~ t h e c a p i t a l - Umuahia - wi th f i v e l o c a l
gove rnmcn t~ . "he l o c a l governmenta are Umuahia, Ikwuano,
Bende, Arochukvu and Ohaf ia Loca l Gorernments.
- 17 - T h e etuc?? w i l l include the l o c a l zovernment educat ion
t - ,n .?rd~ , ti:-? S r e t c Ninistry of E d u c e t i o n , Zonal Education Board
KO2 Thci the ri in:
HO, The1 the r. nct
B?,, . . T?.EI ' a 2 (
boa] the:
.I secondary ~ c h o o l s in Ur
3 aienif i c a n t educational . .. -. - .
o f f i c i a l s .
l u i p m e n t , f i n a n c e and manpower t o wits and ministry o f f i c i a l s and
- -
This J W G ~ . L U U ur cue U L U ~ V 16 11
aapec
study
blems
vised
organ
t ion
of AmGLibQ &11 bAYI=U.
t ened
Organ
and u
admir
expec
A. ~U, , . ,& .~ * .ZY* U. * * I -a, -"--"A u..+p ----..-.
ii. Supervisary/lnspection Roles
iii. Staf f Recruitrnent~evelopment Roles.
I. ADHINISTRATIVEFEADERSHIP ROLES
In her study t o determine the trai ts most frequently
found i n school administrators, . 1949, vol. X I X ,
- 19 - No. 4, p. 2921, holds t h a t : Leaders]
t a b i l i t y , progress iveness , reverence
a b i l i t y and a
e i t u a t i o n , th
the Zonal Gov
i n t e l l i g e n t 1
not only upgr
on but a l s o , ---- r =-- - - - - - - .I-- - - - - - '
s t a f f ; which rnakee for t h e ovc
In h i s own study, Okeke (
n i a t r a t i o n i n Education i n v o l v e e Lne
o f t h e necessary manpower (personnel
order t o render u s e f u l services t o t:
with a view t o bringing about a deai .
behaviour. He further argues that 1
and i n t e r a c t i o n with persons and thi
i n g r
t i m e t
thin1
impl:
a gil
Thue, t h e leader must
tl
a:
ac
s 1
mary scnooc eaucarlon w n u e c n e n l n l s t r y O f bclucation, 'bonal
Education Board and S t a t e Mana~ement a o ~ r d c o n t r o l s aoet ori-
mary
provi
t h e p
a1 so
t o run was one pOS8lDle inLerpsecacron ox cnerr - p a r L ~ c x p a ~ i o n
in education as envisaged i n the constitution but observed - That the p r a c t i c e o f t h i s i n t e r p r e t a t i o n i n Abia State had led
t o confusion, i n e f f i c i e n c y , waste of resources and backward-
ness on the part of the secoadarg ache01 etudenta and the
- 21 - The good leader fnsairee n t h n r ~ and m ~ t - b n + = -4 -u
of those whc
plays t h r e e
O r urging O ~ L A C L - ~ un n n l l e marnraining an attrtude o f equality
with them. The contribution of all p a r t f c i p a n t s is t h u s
recognised. A second role i s that of acting a s a s u g g e s t e r
of a way out . In t h i s r o l e , she helps t h e group t o get out
of d i f f i c c l t s i t u a t i o n s that might have brought demoralisation.
The t h i r d role is that he i a an impleaentar. A t the stage o f
impleaentat i o n , the leaders ability 18 moat g l a r i n g l y shown.
Where policies and decisions are not actualised, then a feel-
i n g of disappointment i s easily engendered. The leader fn
performing these roles, may delegate a u t h o r i t y but there is
noth ing wrong i n h i s p e r f o r a i n g the three ro le s himself,
"Clea
formi
talen
an ef
rnembe
them
l e a d e
and a
- 72 - In another study, Regan (1979, p. 62) holds that : The
f u n c t i o n s o f managers and governors (as contained i n the
appropriate rules o f management or articles of government)
lie in three main fields: Finance. Sta f f a ~ n o i n t m e n t e and
general conduct
miscel laneous
o f f i c i a l s are
s i o n a l ha1 ida
o u t s i
are r
incolr
Ln covmn
r ies who 01
the Educatj
women chost,
should be pea
Up t o the pre
b e r s and mini
nepotism i n t
staff are smu
o f those in s
. Y . " * * " I . . C ) Y.. " l a - . Y F I C . ~ ~ C I L I b L . - * V * " Y "A "L." * Y I . " - * V a . C I -
l e ta te t h e secondary school system i n Abia State,
.on Review Commissiori ( 7 9 8 0 , p. 8) says: '%en and
r n t n nl =n m n n ~ ~ r r nr. Duarwta a t Z r i ~ a t i n n a l c l n l 4 t - < . a s
;g, probity i
t r .~t i v e , l eadersh ip and
t k
t b
ar
de
se who operate
.. 216 - INSPECTION AND SUPERVISION ROLES
The Nature and R my Schools
Inspect ion the development
of schools . I t 1s cons iaerea rne aost re l iab le means of
:ent t o which present a r f i c i a l policy i s
r r i e d out.
-- -*----** * ...,"*W "-""-"A- ".*" - * . . *w* * A*" "A
government education authoritiss.
L t o keep the ministries of education
I n h ighl ight ing t h e r o l e of Inapectlon of Schools , the
(E.C.S. Public Education Edict 1974) sta tes that the Inspectorate
D i v i s i o n of the Ministry s h a l l ensure that a l l schools are regu- -.
l a r l y inspected to ensure the maintenance of standards, the
ry the :ommissioner in t h a t behalf,
officer or any person far the t i m e being in charge of a school
or inetitution, shall allow the commiesioner or any inspector
or other person author i sed k c
to enter and inspect the school or a n e ~ ~ r u c ~ o a ax any reaaonaole
time, and shall produce for such inspection, any books or
records kept in conne
furnish any informat i
in~nector OF nthnr nsrnnn m a w nernann u i r n cacrarn tn *n- -9 -0
a
a
e
a
t
£
j
1
E
assumed the role of intelligence of f icers from the ministry of
education. The aim of such i n s p e c t i o n is to conform rigidity
t o some
inf lexi
i n s p e c t
carried
%rial GUU'
work - rl n
mee
c om!
t e a
t i o
ins
awa
by
t ha
of l n s t r u
schools a
the judlc
encourage
a23 a mean
pre-war i
lowngrading others, Be that as it may, the
public inte
requ ired i n
schools o r
d e b i t s i d e ,
between t he
m a n i f e s t a t i
fornance of
we1
f ea
sit
set
C 01:
ha1
t hc
tir
Boi
am
A r l
ti,
O f f i c e r an(
- 28 - As,?- I n s ~ e r t c - nf Education and his R ~ R ~ Z in the zone.
~t 20ir3 the Zonal E d u c a t i o n E o ~ r d nsanmes reapon-
~ 5 . 5 i l i t y fur ? ~ . ~ c r v i e i o n of aecondasy echoola but it i a
h~.?d icapped by t h e overgrowing number of schools and a t u d e n t s
~ . n : l t h s P n c ? r i . ? t l y dwindling number of qual i f ied auperriaory
a2c.ff i.- t ? - 3 r-nploy of the Zonal Edncetion Board.
T h e - ---.---- N ~ t u r e s.nd 2n l c of Superviaion in Secondary School
cncl learn:.-.T ~ i . 5 a s t i o n s in education~l i n s t i t u t i o n s .
ona form of mperv ie
a s e f f i c i ~ : : c z . The
to be tie
improve
ieve t h e object ive of helpin]
Barr, Burton and Bruecknor (7947, pp. 11 - 12) assert
that: Supervision is in general an expert t e c h n i c a l serv ice
primarily concerned wit the condition
that surround learning ana sruoenLs grourn. - - . It is a
leadership and the co-operative development of l e a d e r s h i p wcthia
groups.
The term 'cooaerat ive ' in t h i s d e f i n i t i o n is ~ i n n i f i c a n t ,
For mode
teacher
t i o n of
c r a t i c t
sor by t
o r . I t is geared t a
ssupposes accep'
S t a f f R t
recr
ou t ,
empl
duct ox
Roger (New York, 1967) stresses that the purpoee cf a
uitment funct ion is pa ten t ly s t ra ight forward: t o seek
evaluate, obtain cornmitnent from, place and o r i e n t new
.oyses t o fill positions r e q ~ i r e d far the succes s fu l con-
d L L - ,- - * -- ----- 2--A-.--
P i l
c l o t
and
merf
needed to be done, the I
requisition-fill. But sucn an oversirnpli1;ea Lxvlng pracess
would not promote the larger aims of developing human pate3 -
t i a l and b u i l d i n g a strong organisat ion, w i t h effective team
work, by achieving a balance between personsel zobflitg and
organizational 3ealth.
It is therefore sig3ificant t o note t h a t staff r e c r a f t -
men? does n o t end with the f i l l i n g of e x i s t k g vacancies but
also, extends to t 4 e area n Q d m v a ? n n r n m n t n Q mnn -nWer poten-
t i a l s . Thus, in r e c r * ~ aasy school ,
t h e School Education Bvaru S ~ A O U ~ U also o r u v ~ u e ror t h e deve-
is noL rnereq La a m n l o v ana nLacR K n a pmnLoyee on tne jop DUC
also, t o crei ?t on t h e job, his
prevf ous e d ~ ~ a * ~ u u , ~ U ~ L A L i b a b - u n L L - ~ A E ~ L A ~ and experience * aotwithstaading. This brings about prafessiocsl g ~ o w t h scd
job satisfaction to the employee,
Doeringer and P i o r e !197', p. 54) hold that: most p r a -
motions and Istersl t r a n s f e y s - - - sre deter3 ined 2y ability
factors as well as eeniority. The eaphssis on a b i l i t y v a r i e s
i
I
BUW THS LITXKATUM H h V I r i W KhLAT6S TU T H l S STUUY:
As earlier stat1
N a t i o n a l Policy on Ec at ion
inc lu
contr
I
ary e
of t h
the t
leader ur aumrnAacracui- ruu r- aula b u w ~ r z ~ u ~ . c buaaa r u u ~ c ~ u n u
t h e maxim
T
d
t
8
W
a
or imporr;
t h e group
c a t i o n Bo
profese
t o sust
eional
f o r the
and
the aamznaesraGlre p r o u ~ e m s QI secoaaary 6cnoo~a in umuanla
E
t
E
a
e
d
t
t
.---- - d - - - - - - " --- - - - "
rho are wi th in the range of early and mid a
ih ich create i n p e n i t r a h l e problems for the
. . . - _. - L- 3 - --A ,A-'..; -&..r+;...,/a.
C n a n nv . s o c l e ~ v anu nurseu u v L;LC z ~ c ~ u r r u a r . ~ abr.vvr obuucubo
1 tdolesc ent ages,
b smooth runn ing of
c a t i
nat i
country thz
have srnootk
mentioned,
ment and ma
unbalanced
merated ha1
Some (
inc lude: I
without prc
schoo l espc
sending ad1
t i o n date r
i n s p e c t o r s
academi
period^
culum E
rather
school far]
thoroughly
Many o f t h
o f f i c i a l s
at t ainme
.c work of schools. Seasonal problems l i k e fi
; o f the year does not correspond with the sc!
io s tudents cannot learn from the a g r i c u l t u r s '
. - -.. * - -- . _ - 1 - 2 - - - ---:-A- - a -..T
mt with the r e s u l t tha t t h e a
it w o u l a
reae
zone
t ha
t i o n
and
The sample
TABLE 1
LECONDARY SCHOOL DISTRIBUTION IN UMUAHIA E D U C A T I O N SONZ
BENDE
IKWUANO
AROCIIUK'du
OHAFIA
VMUAHIA
TOTAL
Nunber of Schools
Enrolment Teachers
population each Local Sovernment Zonal Board based
the number
3ende
Ikwuano
Arochukwu
3haf ia
Umuahia
o f educat ion o f f i c i a l s i s as f o l l o w s :
two eectio
their v iew
The t o t a l ,
tho mean sl
of respond1
The mean m c r c f?r t h e 10 i t c m a w i l l he ranked in t h e den-
cending o r d e ~ , ?he percentage scores of the entire sample
of each of tlie iuo-point category in each item i t 3 also t o
be calculat~e 2 3 f o l l o w s :
Agree: 20
Frequency 20 = - 100
70 x - = 28:'4$
1
Disagree: Frequency 50 = a IC = 62.5%. 7 0 'I
The d a t a 80 w r a n ~ e d above w i l l . enable the researcher t o t e s t
the reeea
R e s e v. - The
the i s s u e
covering
staff rec
proviaea
apec ialis
Thl
t h i s ch4
quest i a !
sent ed
have be
possess
t h e res
-
a ided the study. The resu s are thus pre -
What ar
Xdminis
- 45 - The respondents were asked t a check t h e i r feelings on
a t h r e e point scale namely '
T a b l e Two shows the fi.
which t h e t o p most grade of
and ministries of education
points scale.
TABLE 2: THE FACTORS THAT INHIBIT THE EFFECTIVE ACFINIS-
TRATION OF SECONDARY SC300LS IN VMUXHIA EDUCATION
FREGUENCY OF RESPCNSES
I T E M S AGRZE DISAGREE
I I S t a f f salaries and o t h e r e n t i t l e m e n t s are
134
P r i n c i r t a l s and t e a c h e r $ in ~muahia Zducation f
I
powers LU U I Y G I ~ L I L I G
s t a f f under them. 1 24 1 285
accommodation, f e . rn i - ture , instruct i o r . a l materials and eqvip- ment in the nchacl n I
I
4.
5
AGREE -
36
- I T E M S -
There is adequate
.-. --- - --- - -- in Umuahia Educat ion Zone. -
DISAGREE UNDECIDED
t h e f e e l i n g o f t h e r e s p o n d e ~ t s sn t h e q u e s t i o n a s t o whether
t h e t i m i n g o f t h e payment of s t a f f s a l a r i e s and e n t i t l e m e n t s
is a f a c t o r t h a t p r o m o t e s o r r e t a r d s e f f e c t i v e a d m i n i s t r a t i o n
o f s e c o n d a r y s c h o o l s i n Umuahia zone . From t h e r e s p o n s e s , it
c a n b e s e e n t h a t among t h e f a c t o r s r e s t r a i n i n g t h e e f f e c t i v e
a d m i n i s t r a t i o n o f t h e s e c o n d a r y s c h o o l s , t h e l a c k o f a d e q u a t e
accommodation, f u r n i t u r e , i n s t r u c t i o n a l m a t e r i a i s and equip-
ment c o n s t i t u t e s t h e g r e a t e s t o b s t a c l e . T h i s i s r e f l e c t e d by
t h e 85% r e s p o n s e . O t h e r f a c t o r s i n t h e i r o r d e r o f impor t ance
+ a r e l a c k of power t o p r i n c i p a l s , d i s c i p l i n e s t a f f - 80% r e s p o n s e
i n f a v o u r ; l a c k o f I n - s e r v i c e t r a l n i n g f o r t e a c h e r s - 6 4 % ; poor
a n d unba lanced s t a f f i n g 54%; irregular payment , 50%.
TABLE 3: THE DZGRSX OF IMPOSTANCZ O F THE FXCTOHS TSAT INHISIT OR PRCMOTE THE 3FPZCTIVZ ADMINISTilATION OF SECON3ARY SC3OOLS I N U X U A B I A Z3UCATION ZONS OF A B I A STATE
M E AGREE 1
1 1.1 S t a f f s a l a r i e s a n d o t h e r I I e n t i t l e m e n t s a r e p a i d r e g u l a r l y and i n t i m e .
1 I
I I T E M S DEG2EE OF IMPCRTANCE 1
p r i n c i p a l s and t e a c h e r s i n Umuahia E d u c a t i o n Zone a r e somet imes g r a n t - ed i n - s e r v i c e t r a i n i n g w i t h pay t o h e l p them up- d a t e t h e i r knowledge and
I compe tenc ie s .
3ISAGREE
50%
64%
UNDZCIDED
12%
I 4%
I ! I T E M S
P r i n c i p a l s i n t h e zone a r e given a d e q u s t e pow- e r s t o discipline s t a f f unde r them,
T h e r e is adequate accorn- modat i o n , f u r n i t u r e , i n s t r u c t i o n a l - materials and equipment i n the seconda ry s c h o o l s i n Tmr ih i a E d u c a t i o n Zone.
The s c h o o l s are w e l l s t a f f e d i n b o t h number and q u a l i t y of t e a c h -
RESGAACiI $USSTZOii FWC: 3or do t h e nembers of P. T. A.,Soard af G o v e r n o r s and Ministries of E d u c a t i o n o f f i c i a l s ~ e r c i e v e t h e a a n a a e n e n t corn- ~ e t e n c i e s t o be i d e n t i f l e d ?
To t e s t t h i s q u e s t i o n , t h e r e s e a r c h conduc ted T a b l e 4 below,
showing t h e f r e q u e n c i e s w i t h which each of t h e o f f i c i a l s ( r e s g o n -
d e n t s ) endorsed A ~ r e e , D i s a ~ r e e , Undecided t o t h e f a c t o r s t h a t
relate to t h e p e r c e g t i o d o f t h e s e c o n d a r y s c h o o l a d m i n i s t r a t o r s
of t h e aanagement c o m p e t e n c i e s t h e y a r e supposed t o e x h i b i t t o
a c h i e v e efficient management o f t h e s c h o o l s .
T a b l e 4 shows t h e f i v e items and t h e f r e q u e n c i e s with
which t h e o f f i c i a l s r e s p o n d e d t o e a c h o f t h e t h r e e p o i n t acalea.
TA3L3 4: RESPONSDS OF OFFICIALS OF THE SCHOOL BOARDS ON FACTORS THAT FSOMOTE 03 RETARD COMPETENCIZS AMONG SCHOOL AUTHORITIES
I T E M -p
I, There appears to be some c o n f l i c t betwe- e n t h e r o l e of t h e Zonal Educa t ion Boards and the Ministry of 2ducat ion officials in the ad- m i n i s t r a t ion o f the
I secondary schools i n Umuahia Zducat ion
1 zone.
The Gducaticn Board officials a r e demo- cratic in dealing vith principals and staff, during mana- gement inspection and s u p e r v i s i o n o f
I schaols.
The Zonal Education 3oard base their policy d e c i s i o n s and p r o j e c t ions on accura te da t a regu- l a r l y .
dance i n t h e schools have decreased since the i n t r o d a c t i o n o f
DISAGREE UNDECIDED -I- -,
NUMBER O? RESPONDEN rs
The p e r c e n t a g e s c o r e s o f the e n t i r e sample on each of t h e response
?
, 5.
c a t e g o r y ( t h r e e p o i n t scale) i n each i t em i s c a l c u l a t e d i n Tab1.e 5 ,
There appears t o b e some c o n f l i c t between t h e r o l e of t h e Zonal Z d u c a t i o n 3oards and t h e Ministries o f f i c i a l s i n t h e adminis- t r a t i o n of secondary s c h o o l s i n Umuahia 3duca- t i o n Zone.
The Zducat ion Board o f f i c i a i s are democratic i n dealing wi th princi- p a l s and s t a f f d u r i n g sanagernent, i n s p e c t i o n and s u p e r v i s i o n of schoo l s .
I T E M
Teachers i n t 5 e zone w e g i v e n r e g u l a r promot ions based on mer i t .
The Zonal Educa t ion Board base t h e i r p o l i - cy d e c i s i o n s and pro- j e c t i o n s on a c c u r a t e d a t a regularly.
AGREX
48
DISAGREE
234
UNDECIDED
7 e
BESPOND31KTS NUMBER OF
3 00
I T E M
4. Enrolment and attendance i n t h e s c h o o l s have d e c r e a s e d still t h e i n t r o d u c t i o n of r e g i s t r a t i o n fees.
g i v e n regular promot ion based on mer i t .
REE OF IMPORTANCE DISAGREE IUNDECIDED
I
SUM3ARP CF DATA ANALYSIS
The responses as d e a a n s t r s t e d i n Tables 4 and 5 p o h t t o
t h e management c o m ~ e t e n c f e s o r l a c k of them, as demonstrated
by t h e managers of secon2ary s c h o o l s i n Umuakia Educat ion Zone
of A b i a S t a t e . A competent d i r e c t o r should be aware of the
fact that promotion opportznitirs for staff, t h e avaidance of
c o n f l i c t of a u t h o r i t y , t h e f o r m l a t i o n of policies and program-
mes based on accurate data are necsssary precondi t ions f o r
successful administration and management.
As is r e f l e c t e d in the responses, 78% of t h e respondents
conf i rm t h a t there i s no regular of s ta f f based on
mer i t . A competent official s h o u l d be aware t h a t regular
promotion prospects amocg staff y i e l d job a a t i s f s c t i o n and
efficiency.
Fur the rmore , 70% o f t h e r e s p o n d e n t s h o l d t h a t t h e r e
is a conflict o f a u t h o r i t y be tween t h e S t a t e E d u c a t i o n Board
and t h e M i n i s t r i e s of Z d u c a t i o n . 56.6% say t h a t I n s p e c t i o n
and Supervision i n s c h o o l s by t h e E d u c a t i o n Board o f f i c i a l s
is n o t d e m o c r a t i c , w h i l e 56% o f t h e r e s p o n d e n t s assert t h a t
p o l i c y d e c i s i o n s and p r o j e c t i o n s by t h e Zonal Government
E d u c a t i o n Board a r e n o t based r e q u l a r l y on a c c x a t e d a t a .
I n summary, i t is t r u e t h a t q u i t e a number of t h e i s s u e s
and problems t h a t face s c h o o l a d a i n i a t r s t i o n i n Umuohia Zdu-
-, c s ' l 2 a one a r i s e frca t h e failure o r i n a b i l i t y o f t h e s c h o c l
d i r e c t o r s t o d e m o n s t r a t e enough management competence i n t h e i r
r e l a t i o n s w i t h staff u n d e r them a n d in t h e p o l i c i e s and pro-
drammes they pursue .
CHAPTER FIVE
DISCUSSION AND INTSRPRETATIQN OF THZ RESULTS
I n t h i s c h a p t e r , the r e s e a r c h e r would d i ~ c u s s and i n t e r -
p r e t t h e f i n d i n g s . The d i s c u s s i o n and i n t e r p r s t a t i o n of t h e
f i n d i n g s r i l l be f o l l o w e d by a summary of t h e study which will
include a b r i e f r e s t a t e m e n t of t h e problem, a description o f
the main f e a t u r e s of t h e methodology and a l i s t i n g of t h e
main findings. T h i s would l e a d t o a d i s c u s s i o n o f the i m p l i -
c s t i o n s of t h e f i n d i n g s on e d u c a t i o n a l practice and adninis-
t rat ion .
Based on t h e s e , some recomnendations would be p u t forward.
I n c o n c l u s i o c , t h e l i m i t a t i o n o f t h e s tudy would b e stated anc!
s u g g e s t i o n f o r f u r t h e r r e s e a r c h xade,
D i s c u s s i o n and h t e r p r e t a t t o n :
The f i r s t research question o f t h e s t u d y was t e s t e d
(Tables 2 and 3 ) t o find o u t t h e factors t 5 s t i n h i b i t the
e f f e c t i v e a d m i n i s t r a t i a n a ? Sec:>z.iary E d u c a t i o n i n Umuahla
S d u c a t i o n Zone o f Abia S t a t e . The o v e r - a l l response shoxed
t h a t among t he major factors n i l i t a t i n g agaicst t h e e f f e c t i v e
a d m i n i s t r a t i o n o f Secondary G d u c a t i o n i n t h e Zone, the lack
o f a d e q u a t e accommodation, f u r x i t u r e , instructional material
and most likely t o be f r u s t r a t e d , where the l eeder or p r i n c i -
p a l h a s n o t the power t o enforce h i s o r d e r s or d i s c i p l i n e ,
I n g e t a n o t h e r response (Table 31, the officials con-
f i r m e d t h a t the t e a c h e r s are n o t g r a n t e d in-service t r a i n i n g
w i t h pay t o h e l p update t h e i r knowledge. Dooley (1946: p*?07)
in h i a study says:
T r a i n i n g is r i o t s o m e t h i n g t h s t i s done once t o new employees . It is used c o n t i n u o u s l y i n e v e r y w e l l r u n establishmezt. Svery tine you g e t s m e c n e t o do work t h e way you want i t done, you a re training. Every t k e you g i v e d i r e c t i ~ e s o r discuss a p r o c e d u r e , you are t r a i n i n g .
P i g o r s and Hyers (1977: p . 250) h o l d that:
No o r g a n i s a t i o n can c h o o s e whether o r no t t o t r a i n employees . ALL new employees, r e g a r d l ~ s s o f t h e i r pre- v i o u s t r a i n i n g , e d u c a t i o n and ex- p e r i e n c e need ta be i n t r o d u c e 2 to t h e i r new e a p l o y e r ' s work enviran- n e a t and t o 3e t a u g h t how t o p e r f o r a s p e c l f i c tasks.
The failure of t h e system t o h e l p u p d a t e t he h o w l e d g e and
p r o f e s s i o n a l c o m p e t e n c i e s of tie teachers t h r o u g h i n - s e r v i c e
t ~ a i n i n g c o n s t i t u t e s a za2or set back i n the a d m i n i s t r a t i o n
o f primary education i n t h e zone.
The d i r e c t o r s , a l s o ( T a b l e 3 ) poor and i n a d e q u a t e staf-
fing and late and/or i r r e g u l a r payment of s t a f f X a l a r i e s and
- 54 - e n t i t l e m e n t s as a constraint. F o r s t a f f t o o p e r a t e i n any
g i v e n s i t u a t i o n t o b r i n g about maximum p r o d u c t i v i t y and e f f i -
c i e n c y , they must have j o b s a t i s f a c t i o n . The mora l e of a
s t a f f equipment h o l d s p r i d e place. It i s i n t e r e s t i n g t o note
t h a t t h e headmasters who are the c h i e f s x e x u t i v e s i n t h e
secondary schools would greatly i d e n t i f y t h e l a c k of equip-
ment and f u r n i t u r e as a major c o n s t r a i n t t o e f f e c t i v e educa-
t i o n a l p r a c t i c e and t eachfng,
I n h i s study (Ckeke: 19'79, p. 352) h o l d s that a d m i n i s t r a -
t i o n i n e d u c a t i o n i n v o l v e s t h e p r o v i s i o n and a a i n t e n a n c e of t k e
necessary manpower ( p e r s o n n e l : and p l a n t f a c i l i t i e s i n o r d e r :o
r ende r u s e f u l s e r v i c e t o t h o s e who teach children with a view
t c k-i::j~:.g a b o u t a d e s f r e d change i n c h i l d r e n ' s Sehaviour.
From t h e resyonses made by t h e r e s p o n d e n t s , i t i s cLear
t h a t t h e administrators of secondary e d u s a t i a n bave f a i l e d to
s u p p l y the n e c e s s a r y facilities and p l a n t which aake effective
administration of schools possiSle. A teacher that lacks ade-
quate accoamodation, f e 2 r n i t x r z , i n s t r u c t i o n a l naterials and
c q u i p e n t for his s t u d e n t s , c a n h a r d l y be i n a p o s i t i o n t o
s u f f i c i e n t l y improve t h e t e a c h i n g - l e a r n i n g s i t u a t i o n i n t h e
s c h o o l .
- 56 - Another i n t e r e s t i n g r e v e l a t i o n o f t h e o f f i c i a l s I T a ~ l e 3:
is t h e stress t h e y l a i d on the fact that they a re no t given
adequate powers t o d i s c i p l i n e staff under them. To be i n
a u t h o r i t y w i t h o u t h a v i n g t h e poxer t o enforce d i s e f p l i n e among
t h e subjects, o f t e n weakena the effectiveness of a leader in
a d m i n i s t r a t i o n . xf fect ive supervision of t h e subordinates is
o f t e n high i f he g e t s h i s e n t i t l e m e n t s when due. He is thus
encouraged to c o n t r i b u t e towards sc3iering the set educational
o b j e c t i v e s of t5e i n s t i t u t i o n . Z i s s a t i s f a c t i o n which reduces
e f f i c i e n c y r e s u l t s where t h e r e v e r s e is t 5 e c s s e .
The second research question o f the study was tested
(Tables 4 and 5 ) to f i n 2 how t h e managers of t h e secon&ary
s c n o o l s , S t a t e Gcvernmect 5 0 ~ c a t i a c soarc? officials, Z o n a l
Sducatlon Xacagenent Boards a n d " i n i s t r y o f S d u c a t i o n dffl-
c i a l s perceive t h e nanzgement c o m p e t e n c i e s t o 5e i d e n t i I i e d .
The o 7 e r a l l r e s p o n s e showed that l a c k o f regular prornot ioc
based an efficiency, c o n f l i c t between t h e r o l e s of t h e S t a t e
E d u c a t i o n Boards and t h e N i n i s t r ; ~ o f E d u c z t i o n o f f i c i a l s ;
a b s e n t e e i s m r e s u l t i n g from h i g h school f e e s ; l a c k of democra-
tic approach t o s u p e r v i s i o n by the Z d u c a t i o n Scard o f f i c i a l s ;
and lack a f ' a c c u r a t e data on which t o base p o l i c y d e c i s i o n s
and projections are s h o r t c o m i n g s from the aanagement side
t h a t t end t o i n h i b i t e f f e c t i v e a d m i n i s t r a t i o n o f s e c o n d a r y
e d u c a t i o n i n Umuahia S d u c a t i o n Zone.
Lack of regular promot ion b a s e d on e f f i c i e n c y dampens
t h e e n t h u s i a s m of t h e workers . D o e r i n g e r and F i o r e (1972:
p. 54) hold t h a t most p r o m o t i o n s and l a t e r a l t r a n s f e r s are
7 d e t e r m i n e d by s b i l i t y f z c t o r s a s well. as s e n i ~ r i t g . s f f i -
c i e n c y i s no doub t , i n c r e a s e d i f the worker l o o k s fo rward to
a f u t u r e regular promotion, based on his output. The i s a u e
of c o n f l i c t of a u t h o r i t y be tween the Soard o f f i c i a l s and t k e
H i n i s t r y of Educatioc o f f i c i a l s creates a d m i n i s t r a t i r e conru-
m s i o n and stagnatior?. -he Voles o f each organ ir, t h e sgsterr,
should Se clearly d e f i x e d t o enksnce e f f i c i e n c y .
Nwaogu (7980: p. 721, i n h i s study h o l d s t h a t :
; d i t h i n c r e a s e d insight i n t o t h e b e n e f i t s o f d e m o c r s t i c and c r e a t i v e a p ~ r o a c h e s t o s u p e r v i s i o n , t h e autocratic and d i c t a - tional p r o c e d u r e s o f o l d , a re s e e n t o be i n a g p r o p r i a t e f o r gezuine and l n s t i c g p r o g r e s s .
Tke o f f i c i a l s of t3e ainis'ries and principals i d e n t i f i e d
lack of d e m o c r a t i c approach by education o f f i c e r s as they
s u p e r v i s e work i n schools. T h i s s i t u a t i o n r u n s counter t o
t h e p r i n c i p l e s o f e f f e c t i v g s u p e r v i s i o n acd t e n d t o s u p r e s s
c o o p e r a t i o n and i n i t i a t i - t e . The a b a e ~ c e of reliable d s t a on
- 5R - which t o base p o l i c i e s and d e c i s i o n s b r i n g s about administra-
t i v e s t a g n a t i o n and c o n f u s i o n , according t o Dagogo (1982).
Guidelines and P r o c e d u r e s f a r the Effect ive Control and
Mana~ement of the Seconda ry S c h o o l s :
The t h i r d research question as to what guidelines and
p r o c e d u r e s are r e q u i r e d f o r t h e e f f e c t i v e control and macage-
ment o f the s e c o n c a r y s c h o o l s a r e a n s u e r e d by r e f e r e n c e t a the
responses made by t k e r e s p o n d e s t s t o research q u e s t i o c s one
and t w o . The r e q u i r e d g i d e l i n e a and p o c e d u r e s for e f f e c t i v e
c o n t r o l and managernect o f t h e sc ! i co l s a r e listed as f o ~ l a ~ s :
Adequate accomnodat fon , furniture, instrxctionsl
materials acd equipment shoa;ld be grsvided t o t h e
schools.
The principals of s e c o n d a r y schools i n the zone
should be given powers to discipline s ta f f under
t hea.
P a y ~ e n t o f salaries a n d e n t i t l e m e n t s shou ld be
r e g u l a r and i n - s e r v i c e - t r a i n i n g w i t h pay should
be g i v e n to raise t h e m o r a l e of t h e serv ing
t e a c h e r s and r a i s e t h e q u a l i t y of t h e i r teaching
t o enhance e f f i c i e n c y ,
- 59 - E d u c a t i o n Board o f f i c i a l s should be d e n o c r a t i c in
t h e i r apgroach to supervision of instruction,
The roles of the Zonal and S t a t e Government Education
i3oard o f f i c i a l s and those of t h e N i n t s t r i e a of Zduca-
tion should be well defined and s p e l t o u t t o a v o i d
c o n f l i c t s of authority,
Policy decisions and projections sbouLd be based on
a c c u r a t e data to cater for t h e present and f u t u r e
needs of t h e s c h o o l s e sFec i a lLp i n t3is ~ e t i d d of
increasing s c h o o l enralnent.
S u m n a ~ y :
The tnveetigatia- - x ''-v' &?e I s sues acd F r o b l e x cf ?inis-
t r i e s of Sducation partizipatizx in ?he Xdn in i s t ra t i sn sf
n - Tv - . Secondary 5 d u c a t i a r r n Umuahic ~cucs%ion Zone of A b t s Sta:e''
w a s undertaken as a r g s u l t o f t > e c a n c e r z t h a t t h e a d z i c i s t r s -
t i o n o f secozdarg e d u s a t i o n by t h e L o c a l and Zonal E d x a t i o n
Boards have no t sdequately net t h e aspiratiam o f t h e g e n e r s l
p u b l i z , It was, t h e r e f o r e , the a ia of this s t c d g , t o identify
the inhibiting f a c t o r s to e f f e c t i v e adninistraticn of the
schools; d e t e r m i n e how t h e o l f i c f a l s of t h e L o c a l and Zonal
Z d u c a t i o n B o a r d s p e r c i e v e t h e management competencies and t o
- 6 0 - s u g g e s t g u i d e l i n e s f o r e f f e c t i v e c o n t r o l and aanagement of
t h e secondary schools.
The s t u d y w z s based on a sample of three hundred educa-
t i o n a l o f f i c i a l s I n Umuahia Education Zone of Abia State.
They answered to the questionnaire designed t o elicit their
p e r c e p t i o n of t h e maior issues and problems of t h e adninis-
t r a t i o n of secondary e d u c a t i o n i n the zone. After a simple
test of validity and r e l i a b i l i t y of t h e i n s t r m e z t s used , the
o f f i c i a l s r e s p a n s e s were a n a l g s e d by t h e use of ncans and per-
centages. Cn t h e b a s i s o f the a n a l y s i s mate, the f o l l s v i n g
were the findizss:
(a! MajorFty o f t h e offluials noted t h e lack 3f adequzte
accommodation, furniture , i n s t r ~ c t ional aaterials and
equ ipnen t .
(b) They held t h a t pr i5c ipa : s were n o t given sdeqxate
powers t o d i s c i p l i h e staPf ~ n d e r them.
( c ) '%he payment of salaries and e n t i t l e m e n t s was o f t e n
late and irregular.
( d ) Edaca t ion Eoard officials were not deaac ra t i c in
their approach to s u p e r v i s i a n , and p o l i c y d e c i s i o r s
and ~rojections w e r e no t Sased on a c c u r a t e d a t a .
- 61 - ( e ) There was no c l e a r d e f i n i t i o n between the f u n c t i o n s
of the M i n i s t r y of Education o f f i c i a l s and the Zonal /
St ate %ducat i o n 3 o a r d s .
I m l i c a t ions :
The r e s u l t s o f the study d i s c u s s e d and interpreted
above , have far r each tng implications for aducntfo3al prac -
t i c e as summed below:
1. K a j o ~ i t y of the r c s p o n d e c t s no ted t h e l a c k cf a d e q u a t e
accommodation f-~rnlture , instruct l o n a l n a t e r i a l an5 , equipment . The i m p l i c a t i o n is t5a' the learning\
teaching p r o c e s s I n t b e s c h o o l s cannot be effective
wFc?aut acconrmda t ion ; e q ~ L 2 n e n t and f u r 2 i t u r e . The
3 f f i c i a l s of t k e s c h o o l s s:lould t h e r e f o r e endeavour
t o make such e q ~ i p m e n t and facilities a v a i h k l e t o
t h e s c h o o l s .
2. The r e s p o n d e n t s held t h a t the p r i n c i p a l s Hers n o t
given powers to d i s c i p l i n e s t a f f wtder them. The
i m p l i c a t i o n of this is that the p r i n c i p s l s are in
a u t h o r i t y S u t have no powers o f d i s c i p l i n e t o back
t h e i r a ~ t h o r i t y . Such a situation h a r d l y makes f o r
d i s c i p l i n e , o r d e r and c o n t r o l i n a system. Some
power t o d i s c i p l i c e must be given the p r i n c i p a l s
- 62 - to win o b e d i e n c e and c o o o e r a t i o n from thei:
s u b o r d i n a t e s .
3 . M a j o r i t y of the respondents h e l d the payment of
s a l a r i e s and emoluments to staff was i r r e g x l s r aad
often v e r y l a t e . A situation s u c h as these, demors-
l i s e s staff as i t is said t h a t : I rA hungry zan is a n
angry man". It is, t h e r t ? f o r e , necessary t h t arracge-
ments be mzde t o l a k e early and prompt paymen's t~
staPf.
z k e a3s+=:-m:= - * . . 9. - le-oa-atiz ag3roack t o s x p e r v l z i c n sz
L ,ne 1 part of e d u c a t i o n S o a r 4 s u 3 e ~ v i s o r s ac2 offizLals
xas nozed. ?F ia?Ii.:atlz?zs sre tha? ~4ke-e khsre is
no democracy, autocracy reig-s a3d where t h e azper-~ iso?
o f i n s t r u c t L o n 53 au toc ra+4 : , h s knrdlg w m s c o c p e r s t l o z
n) fram t h e s u j o r d i n a t e s . - h e s u p e ? v i s o r s s h o u i d t k e r s f a r e
l e a r n t o be democratic ?a make the procees of sugerv i s ion
an i 2 s t r x m e n t for the i~provcment of t k e teaching/learn-
i n g p r o c e s s i n t h e sehoals.
r n 5. he ap2sren t conflict of a u t h o r i t y Setween t h e o f f i c i a l s
of t h e Yinlstrg o f Education and t h e Z o n a l / S t a t e S d u c a t i o n
Boards was n o t e d . The i n p r i c a t i o n is t h a t where c o z f l f c t
e x i s t s , t h e r e is h a r d l y any progress i n t h e opers t ions o f
a systen. It is t h e r e f o r e zecessarg t h a t t h e functions
- 43 .. o f both b o d i e s be clearly defined to aid a d m i n i s t r a -
tion of s e c o n d a r y s c h o o l education i n the zone.
2ecommendat i o n s :
Cn the basis of the f i n d i n g s , i n t h e e d u c a t i o n a l p r a c t i c e
d e s c r i b e d above, t h e r e s e s r c k e r woule recomaend t h e following
t o the a d m i n i s t r a t o r s of secondarj e d u c a t i c n in Cxuahla Educa-
t i o n Zone cf Abia S t s t z :
F w d s shcu ld 5e xade availaSle for t h e pravision of
classroom q a c a , e q u i p ~ e r t and instructiozal a i d s to
L' L ~ e S C ? L O O ~ S .
Sane gowe? s h o u l i be given t o the z r i n c i & s t3 s G ..-s-
c i ~ l i n e staff u n t e r t h e n .
.i sgstea shou id 3e worked 3ut *+here s t a f f salaries
and eaol-3ezts sr2 2rol : t ly p a i d .
Juce~vfaors of instructi~n should Se democratic and
less a u t o c ~ s t i c in t h e execution o f t h e i r f u n c t i o n s .
m &he f u n c t i o n s of t h e Zonal and S t a k e Sducaticn 3 c a r ~ s
and t h a t ~f the Y i 2 i s t r i e s 3f Educaticn s h c u l d Se
deficed o r s p e l t o u t .
Provision should Se nsde t o g i v e p ~ i x i p a l s a c d t e a c 3 e - s
5z-;erviee fraizixg w i t h 2ay t3 update their Lncwlsdge snb
improve efficiency as it is doae in o the r s e c t o r s
of the economy,
Adaka, N. F. (1967). A Comprehensive Study of the Bistori.zal 3evelooment of the P r o b i e n n of the Local A z t h o r i t y Sckools L n XsaSa Di~lsLcn.
Adesina , S . ! : 9 8 1 ) . I n t r o d n c k l a n to Sducational F l a - s t n q - - 11 i3 Nizeria. Nigeria: -,e I f e : u n i - r e r s i t y o f I f e
3 2 . 2. 2 . Xdniz5stzntlvo L e a d e r s h i 3 tl t?? S i e a e s t s r 7 Schoo l . J t i g 2 - m ,- La: !!aeafllan.
Crow, Les t e r and Alice (1961!. s i g h S c h o o l X d u c a t i o n . New York: Odyssey Press.
Doeringer and P i o r e ( 7 9 7 1 ) . ?rcblem of Xbitrsry T r a n s f e r af Teachers and Seniority Syndrom.
Corley, 2 , 2, ( 7 3 h 6 ) , T r a i n i n r r ' i t t h i n Industry In The L'nited S t a t e s International L s b o u ~ Xeview, '101. 54, Nos. j-h.
Eke, '4. U. (1966). The Place of Local G a v e r m e n t 3oard of r.
Educa t lon in a a s t e r n Yirer ia : A 2roSlematLc hanroach t o t h e I s s u e .
i gwe , 5. X. (1981). Sc5ool Ad~inistration and S u c e r v i s i o c . Lagos: X a c n i l l a n .
-. Lucio, ' 4 , R., John, &. F, N e i l 1 ( ~ 3 6 9 ) . :< 3 g z t h e u i s of %ou,?~' and Action. Xew York Fress .
Mba, T. (1976). S c h o o l Administration, Boston: Fioughton Mif f l in .
M b i t i , 3. M. (7964) . F o u n d a t i o n s o f School A d m i n i s t r a t i o n . N a i r o b i , Kenya: Oxford 3 n i v e r s i t g P r e s ~ .
Nuaogu, J c I, (1980). A Guide t o E f f e c t i v e S u p e r v i s i o n of I n s t r u c t i o n i n Nigerian S c h o o l s . Snugu: F o u r t h Dimension ? u b l i she r s .
Okafor, F. C. (?984!, Philcsophp of S d u c a t i o n asd T h i r d 'dorld F e r s a e c t f v e . V i r g i n i a : Srunswick F ' u b l i s k i n g Company.
Okeke, A. N . (7985) . Xdmfn5ste:icg Z d u c s t i o n in X i ~ e r i a : Problems, Prosnects and Views. Ibadan: S e l n e a a n n E d u c a t i o n a l Books L t i .
"eter B. 2 o e r i n g e r and Y. j. P i c r e ! : 9 7 * > . I z t e r n a t i m ~ ? ~ L a S ~ u r ?!arkets and Mancower X n a l y s i s s D s C I Bear and Com>acg, L e x i n g t o n F a s s .
Segan , D. 3. (7979) . Local Sovernnent and Zduca t ion . Georse Allen and Znwin ? u b l i s k e r s .
3oger and xawk (1957;. The 2 e c r z i t n e n t F u n c t i o n . A x e r i c s z .? ganagement Assaclation, New York r x s s .
Ghanon, 2. 2 . (?949). Traits of S c h o o l A d n i n l s t r a t i o n . 3evizu of S d u c a t i o n Resea rc5 .
- Ukaeje, 9. !J. (1979). r o u z d a t i o n o f E d u c a t i o c . ' d i l e s , K i n b e l l ,
3rown and Roseline.
Henry Carr (1987). Memorandum on Educat ion , addressed t o t k e Governer, Sir, X'Call t in ?arm
I n s t i t u t a of E d u c a t i o n , kaU ! ? 9 ? 2 ) . The I n s ~ e c t o r s Eand Jack.
Inoke, S. E. (1965). 3eply to 3 i s h o p Oke af t h e Sathc lLc Church. Eas te rn N i q e r i a n C u t l m k , Aug. 23.
.. Ckake, C. C. The !?elstior,shl-: d-' et.2 Scme L e a d e r s h i 2 S t y l e s
snd S t a f f Task F e r f o r ~ a - c e i n Seconcary Schoo l s i n *-
Anacbra Eta'?. ( v n ? u ~ l i s ~ e b ) ?!. 3. Thesis, - ' n i v e r s i t y of I!igeri.a, !rsukka, :?!?2.
5t5 Novenber , 1995.
The research is cocce rned w t t 5 :
ii. The Supervisorj\Ins;eetion Rale
Fii. Staff Z e c r ~ ~ i t n e n t and 3 e v e l a p ~ a n t Scles of t k e Zonal/ S t a t e Sduc at ion 3oa rds .
The research i s done w i t h a view to improving teaching/learnin~ grocesses in t h e s c h o o l s scd Sring a b o s t an imzr3-~ement in t h e expectations a n c job satisfaction anong t h e teaching pe r scnne l of t h e s c h o o l s .
You are one of the experienced e d u c a t o r s a n d l o r adminis- a t o r s s e l e c t e d t o he12 i n t h e study. This l e t t e r in troduces
A ,o you and solicits your c o o p e ~ a t l a n in completing t5e
a t t a c h e d q u e s t i o n n a i r e ,
1 very much a p p r e c i a t e your caaperatiac.
Yours s i x c e r e l g ,
THE ISSUZS AND PHOXEMS OF MINISTSIZS OF EDUCAT'IOS PA2TICT- PATION IN TBE ADMINISTRATION CF S3C3NDARY SCBOOLS IN UPUAHIA EDUCATION ZONE OF ABTA STAT3
B e l o w is a list o f 10 i t e ~ s c o n s t r m x t e d t o f i n d o u t your o p i n i o n
a b o u t t h e i s sues and p r o b l e m s of Secondary Sc5ocl . & i z i n l s t r a t i m
a p i n t o n against each o f t h e S t e m s 3y narking ( X I b a x e a t k any of
t h e following reasonse c a t e g o r i e s , ".xKreew, "zisaaree"
"Undecided" t o indicate you: f e e l i r , ~ . Cnlg one r e s p o n s e s h o ~ l d - be made in each case.
n c t groperly s t a f f e d . / 9.qree / / 3isaaree / ? 3 n d e c i c e d / /- ,/ ;I
, x 1 / /
H e r e , t he r e s p o n d e z t o p i n i o n is 3 i s a z r e e w i t h t h e s ta temer i t .
1. The re a p p e a r to be some coaflict between t h e r s l e of t h e Zonal and State Zducat ion Soar4s and the ? t i c i s t r y o f zdu- c a t i o n o f f i c i a l s i n t h e adnlnis:ration of t h e secondary schools in Vnuahia E d u c a t i o n %re.
/ Agree ,f / Ltlsagree / Undeciaeb /
2. The Educational Board officials are deaocratic in d e a l i n g w i t h headnesters and staff d l ~ r h g management inspectioc a 9 s:pcrvision of s c h o o l s ,
3 . Staff salaries anb o t h e r e 3 t i t l e m e n t s a r e p a i d regularly and in t i m e t o t e a c h e r s .
L. P r i n c i p a l s and t eechers fn Umuzhia Xducstion Zone a r e sooe t ixes s r s n t e d I n - s e r r l c e training w i t h pay t o he12 . I t h e n up-date the:: ~novledgs and com;eteccizs.
T 3 o Z n r a l m e n t and a t t e n d a n c a i n t 5 e schools h2va dec-eased
since the Fncremect in s c k o c l fees.
7. P r i n c i p a l s in t h e zcne a r e given adequate powers t o d i s c i p l i n e staff uader the=,
8. Teachers in the Z o ~ e are g i v e n regular gramotions based on m e r i t .
/ bp;ree / / Gisauree/ / U n d e c i d e d ? / / / /
9. There is adequa te sccommodaticm, f u r n i t w e , i n s t r u c t i o n a l m a t e r i a l s and e q u i p c e n t i n t b e secondary schools i n Umu- ah ia Zducation Zone of Abia S t a t e .
10, The s choo l s are w e l l s t a f f e d i n 5 0 t h nuabcr and q c a l i t y of teachers .
Instruction:
m :? - 75, +he a n s u e r s a r e indicated against rectangular b o x e s
-1 ~ i r e c t l y beside the q u e a t i o 3 s . b a d ques t io f i acc aark
t h e a p p r o p r i a t e 5cx wttk an "X" t o indicate your answer t o t he
quest ;on. '
7 1 . What is your grade of officer?
(a) Conmissioner
Direc to r General 7 r-7 ( 5 ) P r i n c i p a l Class 2 ,
( d ) S e c r e t a r y
72. Inadequate teaching and ienrn ing processes in t5e s c h o c l s a r e due mainly to:
t \ . - 5 , Lack c f teaczrs; aids
I , d j Lack o f funds
( 5 ) E f f i c i e n c y Sased on good resort
14. The g r e a t e s t S i s s a t i s f a c t i a n s m m g t e a c h e r s arises f r o m :
<a) Poor s e rv i ce conditions
(5: Lack o f s c h o o l equipmen's
Fucds nade a v a i l a b l e to p r i n c i p a Z s of scboolsfor e f f e c t i v e administration of schoo l s p e r annum l i e wit3.in the f o l l o v i n g range :
I c j Between 4:C?,3GO and 32 5, ccc
LIST OF SECONDAXY SCHOOLS I N 311UA3IA LDCCATION ZGl4.2 OF A 3 I B STiiTd
A R C C X X ; $ V L, S. A.
Abam 3igh Schoo l , Aban
Aggrey Elernaria1 Secanclasy Schaol
I s u Seeon a r y Comaunity S c h o o l
Mary S lessar Secondary Technical Schoo l
Chaeke Secandarg SckooZ, Idiza
-. , . Okgo/Xcnara l<igh SchooL, inec2lowa
Ovukwu Secondary 3choo1, -%Sam
Umunnabuo Secondary T s c h n i c a l 3 c h c o l
U tu tu / Ihe 5 i g h S c h o o l
V t u t - ~ Secondary S c h o o l
G t u t u Seconda r ;~ SomnexLaL S c h a c l
E t u t u Secondary T e c k ~ S c a . 1 S C ? . O Q ~ -
3xii3Z Lo G. A *
Alagf Secondary Csrnnercial School
3ende Secandarg Grammar 3chaoi
Zonmunity Sigh S c h o o l , Item
- 1
4. Cornprahemsive Secondary SchaoL, d~dilcro
- 77 - Community Secondary S c h o o l , Arnazu-Umuhu
Comprehensive Secondary S c h o o l , Okoko, I t e m
Girls Secondary School., U z o a k o l l
I g b e r e Secondary S c h o o l
Methodist C o l l s g e , Uzoakoli
O m i t em Secondary Sc3.001
Ugwueke Secondary School
Umuiaenyi Secondar Technical s c h o o l , Nkpa
Uzoakol i Secondary School,
IIC'.iUAi\iC LOCAL X?IGX!i.li-;TP? .~2,.Zil
7. A z u i j i Oloko Seconda ry School
- - 2 Goverznent C o l l e g e , -nuahia
j I b e r e Corn~rehens ive Seconda ry 3c?tool
4, Ikwuano Secondary S c h o o l , aria3
. Oboro Comnunit;r Secandar;r S c k o o l , i i t a l a k w
6 . Gboro Secondary S c h a o l .
O H A F I A LOCAL G0VXX:i,.2?,' .:3EX
1. Akanu O h a f i a Seconba ry 3chool
2. Amangwu Secondary Technical School
3. A r m y 3ay Secondary 3 c h o o l
4. Corocata/Carnnunity Aecondary 3choo1, nsaga
- 75 - OHAFIA LOCAL GOVERNMENT ABZB
5. Sgwuena Girls Seconda ry S c h o o l
6. Znuda Xigh Schoo l
7. Gtitiarna G i r l s Bigh 3 c h o o l
8. I s i a m a Comprehensive Secondary S c h o o l
9. Nkporo Comprehensive 3econCary S c h o o l
to. Xkporo Secondary Commercial School
11. C h a f i a High Schoo l
12. Chaf ia Sirls Secondary S c h o o l
3 . Ohafia " e c h n i c a l C o l l e z e ( ~ n i a )
14. Okamu Secondary Commerclzl S c h c ~ a l
15. Onaruoi s econda ry T e c h n i c a l S c h c c l
16. Secandary T e c h n i c a l S c h o o l , Anurie , Xkporo . U N U A H I A LOCAL GOVEIINiGX'7 ~;i3.1
1. Afarn j e conda rg T e c h n i c a l School
2 . A f u g i r i S i r l s Seconda ry S c h o o l
3 Arnuzukwu G i r l s Seconda ry S c h o o l
4. Carnmunity Secondary S c h o o l , i l s i r i m o
5. C a t h o l i c Seminary , Xh iaeke
6. Evangel S i g h Schoo l
7 , G i r l s 3igh Schoo l , Unuahia
8. G i r l s Secondary S c h o o l
UMUAHIA LOCAL QOVZ2NMXNT AREA
9 . Government G i r l s College
7 0 . Ibeku High Schoo l
11. Isieke Community S e c o n d a q J c h o o l
12. Isingwu Community Seconda ry S c h o o l
1 . Mary Magdalene A n g l i c a n Girls Seminary . .
I 4. Nsir imo Secondary S c h o o l , - 1 s i r i m o
15. O f erne Seconez rg Technical 2ck002
16. Chuhu Cornnunlty Secondary S c h o o l
77. Cka l iuga Secondary 3chocL
18. Olokoro -igh J c h o o l
19, Clokoro Secondary ZechzicaL Sch3o i
20. Cbakala Secondary School
21. Umuopars S e c o n d a r ~ r S c h o o l
2 2 . : ; i i l l iams K e i n o ~ i a l Secondsrg s c h o o l .
