University of Nigeria Research Publications

NSUDE, Nnamdi Nsude

Aut

hor

PG/M.ED/97/23874

Title

Strategies for Improving the Management of Theological Institutions in Umuahia Abia State

Facu

lty

Education

Dep

artm

ent

Education

Dat

e

July, 1999

Sign

atur

e

STRATEGIES FOR IMPROVI ANAGEMENT OF , ' THEOLOGICAL INS TlONS IN

UMUAHIA ABlA STATE

. -- *:%

I-

A RESEARCH REPORT PRESENTED TO THE UNIVERSITY OF NIGERIA, NSUKK.4 /

IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DECREE OF MASTERS IN EDUCATIONAL

ADMINISTRATION AND PLANNING

NSUDE, NNA3IDl NSUUE (REV) I'C/MED/97/23874

APPROVAL PAGE

THIS RESERCH REPORT HAS BEEN APPROVED FOR THE DEPARTMENT OF EDUCATIONAL FOUNDATIONS

UNIVERSITY OF -*- NIGERIA, .: NSUKKA .-- -:. . . *

i :

EXTERNAL EXAMINER HEAD OF DEPARTMENT

DEAN OMA$ULN

CERTIFICATION

NSUDE, NNAMDI NSUDE, a postgraduate student in the Department of

Educational Administration and planning and with Registration Number

PG/M.ED/97/23874, has .. - satisfactorl\l~~nmpleted .. I the requirements for course and

research work for the degree of Master i f Education in Educational Administration and

planning.

The work embodied in this project is original and has not been submitted in part

or full for any other D~ploma or Degree of this or any other I Jniversiiy.

HEAD OF DEPARTMENT

DEDICATION

,... -:-

This project is dedicate J !o the Almighty God.

v

ACKNOWLEDGEMENTS

l'lie researcher is vely ratef fill lo Dr. Nelson Oybcmaya, the resenrcher's Slrpenisor

fbr his u7or1derf1-11 attention lo this wnrk. His profourx-l gralitrrtde 3150 go to rhe La te Dr. P.A.

Excw:.~~, Dr. T.6. M ~ ~ i l e , Dr. (Mrs) Chukw~na and Dr. G.N. Nyoka for their helpful yuide

during thc rvrihg of this work. Others that need to be lnenlioned are llr. Dark Enyi. Dl- P.C. .--- --- -.

Enmurr , Dr. Chris Uriuuka, Dr. H.U. Obi and Rev Fr (IJrol) A.U. Akubiie for their constructive

criticisms and advice.

The researcher is grateful to His Grace, nllosl Rev M.U. Ogo, Rt Rev. J.O.1. Nnonah,

P c h Chinelo Nsude J n v dear w~fe, OuchE Onyiyc, Uzochuk~u, Arnarachi, and all the nielnbers

of Metlmdist Clluroh in Nsukkn tbr their wolderful suppal, grayera and encotr~-agenlent.

The researcher extel~ds his hean k1t apprec iah r to tho Rectws or heads of all the

theological institutions, academic and administr~tive srnffuf all the rhedog.icaI institutions in

Url~unliia, Abia State for filling the questionnaire arrd givin~ him all the information needed for

the study,

It is important to acknowledge the researcher's brothers, sisters and other relations in

their continued prayers, moral and financial support without which the cor~ipletiorl O F this

research could not have Been possible,

Grcat thanks to EIIC Almighty Gad for firength, good I~ealth and inspiration Ilc proviclcd

throughout thc pcriod of [his stud;

NSUDE, N.N. (Rev) Department of Education University of Viger-in, Nsukka.

July 1979

TABLE OF CONTENTS Page

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TillcI'nec i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ilpj'rovalPage 11 ...

Ccrlification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ddication iv A . -. - . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ . . . . . . Acknowledgements ..,-. b. v

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 'I'ablc a€ Contcnls vi

ListofTables - . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Abstracl is

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CHAPTER ONE: Inti-odnctior~ 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ilackground uTtIlr: Study 1

Statement of Problem . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I'urpose ofthe Study 7

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sigr~ificanc~ ofthe Study 7

ScnpesfthcShrrly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Research Questions 9

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IIypotheses 9

. . . . . . . . . . . . . . . . . . . . . . . . . . . CHAPTER TWO: Review of Literatare .. 10

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 'Thc Concept of Management 10

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Cornponcllts of h3anagen1cnl 15

. . . . . . . . . . . 'l'he Impo~tmce ef Managencnt in Educalionai hslilutians 20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 'I'hcorics US Educational Manngcmcrit 25

. . . . . . . . . . . . . . . . A Mmagcrial Ephasis or LRc Scientific Manage~ncnt 27

. . . . . . . . . . . . . . . . . . A 12urnnn Relation Epl~asis or Behaviourist Sclmu! 25

. . . . . . . . . . . . . . . . . . A Social Scicnce Epl~asis or Modern Organisnlion 3C

Factors Resources Necessary for Achievement of Organisntional

Objecrivcs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Personnel Resources 3:

Financial Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . _ 76 l'lrysical Rescsurm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 ~Managerncnt Functions olFHeads of Educalional and

'IcheoIogical Institutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Summary of thc Review of Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

CHAPTER THREE: Rescarch Metilortology and Procedure . . . . . . . . . . . . 49 4:-c Design OF the Study..-. . . . . . . d... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Arm ofrhe Sludy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Population of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Sample and Sampling Tcchniclue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SO

lnstrurncnt for DaCa Cvllcction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SO Vnlidntiun ul'~nsrmn~cfit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SI hdrninistralion of the fnstn~rnent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 1 Method or Data Collwiion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Mcrhod of Data Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

CHAPTER FOUR: Data Analysis and Rcsdts . . . . . . . . . . . . . . . . . . . . 53

Sunmary of the findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

CHAPTER FIVE: Discussion of Results. Implicatiorrs of Research . . . . . . . . . . . . . . . . . . . . . . . . Endings. Kecorli~rrenclations 69

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ilisc~ission of Rcsults 69 . . . . . . . . . . . . . . . . . . . . . . . . . . . . lmplicakms nf the Rcsearch Findings 69

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Rcconln~cndations 74 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1. imil.ltions of rhc Study 79

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Suggestions For Further Rnearch 80 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Summary of the Wholc Wwk 81

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . REFERENCES 85

APPENDICES 84 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

LIST OF TABLES

TARLE

... 1'111

PAGE

Mean Ratings of Administrative and Acadcmic SMT on Financial

Mnnirgcment Straiegies that wit1 irnprove the Management of 'Thcologica! Ins~itutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

1-

-'

Mean Ratings of Administrative and Acailemic Staff on Stratcgiss to be . . . . . . ....... gdopicd to enhance discipline in ~T~eulagical institutions - 57

Mean Ratings ofhdministrative and Academic Staff on Stratcgies to k. adoprcd to enhance Staff' Personnel Mnnagemcnt in thculugicnl institutions.. ................................................ 59

Mean Rntirrgs of Ad~ninistrative and Academic Staff on Strategies to

inl-prow the phy siczll facilitiw and equiprncnt in thcologicaf

institutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

Z-test Analysis of thc differcncc between the nredn scores of academic

and ncln~inistrative srdfolr the financial ~nxnagemtint strntegics that ivill

improve the rnanagenxnt of tI-heologicuf institutions . . . . . . . . . . . . . . . . . 63

%-test Analysis of the difference between rhe mean scores of Academic

and Administrative S t a n on the sirntegit's h r staff persorlncl

managciderkt SIM[C&S that will improvc Ihc nmagement ~f theologicai . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . institutions 65

The establishment oftheological instirutions was necessitated by the need to provide highly

train& minidcrial manpower fw the church. T k y are regard4 as divine and sacrosanct

by many individuals, organisations and even the government. This plttitudc prevents

everybody frorn interfering with their n>.?ernent. I-lowevcr recent events in the c..

ad~ninis~rafmn of such ihmlogical ins~itutions in Abia State seem 20 suggest that thcre may

be some ~vcaknmscs. This study was therefarc designed to identify stratesies L'or

improving rhc rnanagenmt of tlieologicd institution in Umuahia. Abia Statc.

Acon~parativc reviewof literature was undertaken to serve as guide to thcresearch. Four

researd~quesrFans and two null hypotheses were formulated to guide the study. A 30-item

questionnaire was developed and administered to 64 academic staffand 48 administrative

staff' of the Methodist Theological Institute, Trinity (Union) Theological College and

Assemblies of God School of Divinity, Urnnalua.

The data collcctcd were analyscd with respect to the four research quesrions using mean

scores. A mean of 2.55 was adopted as cut-off point or acceptarlce levcl for the items,

whilc Z-tcst statistic was employed in testing the two null hypotheses formulatcd for the

study.

Among the findings of thc study are:

S

I . I t was the opinion of the adrni~iistrative a

institutions in Umuahia: Abia State: that t h e fina~iclal management strategies that

aould be adopted to improve fhe management of theological institutions include

the fact that rectors should raise funds fiir their institutions through many sources,

institution^' needs should bc ~djusted to respond to funds available, heads of - -:, departments should spcrid hnds only Gn items of necessity, rectors should ensure

that hnds are expcndcd only on ifems -budget4 and should engage qualified

accounting perso~inels in dheir institutions, nccomting hoks or rccords of the

institutions should be aud i td perbdically and all nmftey colleckd should be

deposi~cd in nk bank promptly.

2 The ndministrative and academic staff of theological institutions in Umuahia, Abia

State are ofthe opinion rhclt the following strategies in the arms ofdiscipline could

be adopted in order to improve d ~ e managemen! of theological institutions, the

collcge auhritics should be involved in the feeding of thc studenf~, prizes should

be awarded to the best behaved students in theschool, rec~ors.$huld involve their

students in students' disciplinary council, staff should dernonsrrtzte examplary

behaviour both within and outside the school, retreats and workshop aimed at

spirilual npliftrnent should beorganised fbr students periodical!yand rectors should

establish c.ounselling services so as to help thc students adjust properly.

3 The administrative and academic staff of' theological institulions in Umuahia, Abia

State indicated that the adoption of the following staff personnel milnagcment

strategies will help to improve the management oftheological instituthis, lecturers

and administrative staff should meet regularly to

rectors should organisc orientation programnles arid svorkshops for the newly

recruited teachers, staff of the college should be adequately rcn~uncrated, rectors

should assign duties to the staff bearing in mind their academic qualifications,

intcrest and competencies, recruitment of staff slirxlld be based on experience and

/Y. academic qualificatiozs, recton sh(~u~cr organisc workshops and seminars for

scn~ing teachers in order to inlprove their performancc, rectors should givcpriority

attention to the wclfare oft heir stati, staff salaries and othcr allowances should be

paid to then1 regularly and otl time, and staff quarters should bc ~efurbished

pcriodically in order to motivate them.

The investigation was concludcd with the discussion of the rcsults, implications of the

research findings, recommendations, limitations and suggestions for further research.

C m R ONE

INTRODUCTION

13ackgrouod o f the Study

'rhe establishment of T1~ologic;il hstihhorls has beell necessitated by the need

that the tnnia ailns and ob-jectives of these i~dh i t i ons include the training of priests

wlio can interpret, preach and teach the W O F ~ af God as well as shephetcd

congregations in the Cliurch. It will be noted that si~lcc church rne~~~bersllip su;e

illcreasing in gmrnetricd propoltion, there is the meed to pruvide enough shllcd

insthtions. It will be noted that Trinity (Union) Tlleologicat College, Umuahia. was

cstablishcd io promote the develop~ncnt of iheological education in Nigcria. Tllc

Colkge was established by tlu-ee Chris~ian denonzinations, namely, Methodist,'

Presbyterian and AngIican. The College wnu opcntd in Okwulaga Mxaukwu,

UmuaIu'a i t1 1950. 'The i~istitutiola is ant: of the Ecunenical enterprises in Nigeria. The

Collegc is funded by the three denominations ~!lat established it and fees paid by the

students. It is administered by ri Goverrling Coiincit. The Chairrn;~nship of Lire

Gove~ning Council and thc Office of t h Rector [who is tlz Chief Exectftive of the

Insfituinn) are rolatary alnong [lie w-operating de~lominations. Tlie College is

aEIiated to the University of Nigcria, Nsukka and runs both Diploma and Degree

The Metlwdist Thedwgwt Institute, Urnuahia wasestabiishod by the Methodist

Church Nigeria in 1956 The Institute \.vasestabtished to train lay church workers mch J- -

as Evangeiists, Church Agents, Youth Organizers and Wonlen FeIlowship leaders,

Following thectisis that erupted in the Methodist Church Nigcria in 1976, ~ h c Church

was forced to upgrade the instituk in 1986 so as 20 provide training for her Ministerial

workers The Institute is administered by a Governing CounciI appointed by the

Gonfmenee of the Methodist Church Nigeria Tire appointmenr af ehe Rector who is

the Chef Executive of rhe Institute is made by the Conference of the Churcli The

Conference is the highest decision and policy making organ of the Church. The

Instih~te low nlns both diploma and degree prcsgramnm. The Ch!leg~ is afiliated to

the University of Calabar and University rsf POIT Harcoufl. It also trains both lay and

nlinisterial manpower for the Church. Though the Colkge is owned and funded by the

Methodist Church Nigeria, it accepts students from ocher denonlinations. It also runs

the continuing education programnle of the Church Far sewing clergy of the Church

and other Church workers.

The Assemblies of God Divinity School of Nigeria was established by the

AssembIies of God Mission in I95 I as Central nible Institute at Old Umuahia. 'The

objective of the College was to tmin and prepme nrcn and women for the task of

3

teaching and preaching the word of God with a view of getting God's pcople Iillly

prqxired Sor the Second conling of Jcsus. Tlie school ivas established to train rue11 (uld

worncrl who had low or 110 ed~ciltional qualification to work hi I.hc Church. After the

Nigerian Civil War. in 1970, the Clillrch wifxessed great changes, more men and

worncn who had high educalional qualifhtions Joined h c ninistty of the Church. - - The ~o le s of rhc Church Wnrkeis alsa changed, the need to llave highly traincd

Inanpotwi. arose. The Colle~e was thcn lipgraded by the Church to acconwimdatc

these clianges and incrensir~g needs. The name of the college was then changed to

Central l-lib!e CoIlegc and Tllstitute (C.B.C.1.). The training i11 the College

klcooinnlodated those who had high educational qmlifications. In 1988, the Coliege

\vitncssctl arlother change. The Clin~.cIl recogrlized the danger of "the Pew becorning

grcatel- and hid-rer tI1a11 the Pulpit." The College that was n~ ruu~ lg only certificate and

diploma piogsammes since its inception was lipgraded to a degree mrlning Institution.

'The College has a wolkmg relatio~lsllip with iulother College owned and fuirnded by the

Church ill Cni td Stntcs of hlerica. The College is now afifirtled w i h tTlc Uriiversity

of Uyo for the degree psograinnie. Likc the Methodist Tlleologicnl Inrtitr~tc. Uni~.lallia,

the Asserl~blies of God Divinity School of Nigeria is onmed and funded by Assemblies

of God i\4ission, the College acccpts cantlidatcs fiom other denonlinittions. The

Psesidznt is tllc C h i d Esecutive of rlic Institute and the College like the other

iilsti trrtiom irl this study is administered by n Board of Goveniors.

7'he p i t ion of a Keclor or PrincipaVPrcsidenl in any Theological College is a

very important one as he is the Chief Exmulive. He is the seat olaccountability. The

success or failure of the institution depends on t'hc adminisfrativc style ot' the rector.

Therefore it is in~pof ian t that administration of 'rhedogical Institutions should be

entnrsred into the harlds of people who are knowledgeable in educational

administration This i s so because sclic~sl adnlinistrators sllcnlld be in a position to

tmnsla~ecducat iond ~ b j e c t i v ~ to concrete he11.a ioriral aclivities which arc vital for the

achievement o f thc country's ctlucationa! goals (N'7eak0, 19%). 11 is tnic that these

institutions were established by voluntary agencies, their products uhimatelv affect and

influence the educationat goals of the nation, and the entire life of llrc nation.

The Rcctorsor Principals are thenewe center ~rfnun~erous activities perfornled

for the sealisation of the goals of theological education Their roles include orpanising

controlling and co+rdinatin,o rhe factors resources which includc manpwer, finance

and capital equipment This view was supparted by Ozigi (1981) ivl~en he wrote that

"the Principa! is the M a n who understands relalionship, prdicla rsults and influences

outcome in a situation where men are organised to work together for a common

purpose

It will bc noted [Rat ithe funding of these instifutions are by !he different

denomination and fees paid by the students. These funds are not usually prlouglr to meet

the needs of the institrrtivns 'The lack of fiinds is a serious handicap for erective

There are fkw cases of indiscip!iric anlong staff and str~dents. Due to the

peculsir nahu-c of dicse schools, the c a w c of seine of these mnlbcltaviours on the part

u f staff 2nd shldents vary rrom l l ~ c co~i&ntiooal scl~ools. Staff salaries wlvllich always

to adopt certain strategies to improve the ~nanagenlemt of these C u l l e p sol as to

Theological Institutions are regardcd as divine and sacrosanct by man!

ir~dividuals, organisations and even the governincnt. This prevailing a~!ilude tends to

priests who arc men of God. there are no weaknesses in t k i r administralion.

1.iocenl events in the ~\1"niinistralio:r ni most theological ir~stirutionsl in hbia

paying attention TO rhe welfare of staff According to tlonuba (19981, the Rector of the

Trinity (Union) TkologicaE College, Urnualiia had also bsen indicted for

misnianagen~ent of hrlds. Ojirnadu 1-8). Funher obsmd that the students oft hesc

insritutionx includin~ the students ~oFAssembIies of God School of Divinity of Nigeria

(A C. S.D.1) Un~uahia had once mrnplained oflack ofbasic ins~n~crior~a~ rnatcriels. All

these indicate that there may be obvious wcakmsscs in the rnnnagcnlcnt of these

theologica1 institutions.

The problem of this S I U @ tilerefwe pitk in question form is nJhat a m the

strategies for irnprwing the rnanagernsnt ofThmToginl Insriturioils in Umtrahia, hbia

State'?

! . Idcn~iiy financial management sfrategies; that will improve !he manaymwnt of'

tllcdogical ins~itufior,.,.

2 Idenfitjl Strarcgics for i~nprovin~ Diwiplinc ill theological institulions

3 . Find nur h e strategies for iniproving stafTpcrsonnel nmiagcmenc in ~heological

ins~itulb~ts.

4. Establish the strategies to bc adopted in ~ h c area of physical facilities and

equipnient to improvc ~ h c managenrcnt of theological insritwtims.

Significmce of the Study

l'hcological lnstitu~ions arc v c q i~iipumnt institutions bcsausc rhcv arc

established to train priests who can preach, teach, inierpret the word of God to their

adherents. So they are concerned witti the Spi~~uaI upbringing of their nicmbers For

this rcason, many people look ~ i p to tIie11i for spiritual growth. Therefore a stildy ninlcd

at cslablishing strategies for improving the management of the institutions becomes

necessary since i t will give itiforn~ation about the measures t h a t should bc adopted

'Thc fincling of thc study will crcatc nwarcncss in the minds of four christnirl

denoniinatioris that establishcd thcsc institi~tiorls and their soverning councils about

3

the strategies that should bc adoptcd to i n ~ p r w e the n~anagcnrnmt of' these t heolo@cal

institutions.

'T'hc rcsufr of thc studw would ertable the acadeniic arid the adnlinis~rative stafF

of the institulious 10 know the specific fina~xial nianagerwiit arid stail' pcrsorlnel

rneasurcs for inlprovi~~g [he managernenl of theologica! institulions i l l Urnual~ia. Also

the Rcctors nfthe instilutiorts ;>odd be in n v~arion to know and employ the strategies

that engcndcr etFectii1~ managenicnt.

The hdinss when pt~r in p r a c h would prepare thc R~ciu is very ncll to ficc

the administrative challenges in 11ieir ins~itutions.

Scope of rRe Study

This study iscclitclrcd on cstabtishing strare~ies for improving the management

ofthmlogical instifutionsirs Uniuallia hbia Stalc. It will also address itsclf to such areas

;as:

Financial managenmt strategies;

Tlisciplirwry Stfategies;

Staff' Personnel Administration,

Physical, Facilities nnd equipment.

I t c s c ; ~ ~ ~ c h Qlreslions

Thc follonin~ rcsearch queslions will be an~ivcrcd.

1 \{'ha1 are the financial mamtgenienl s~ra~egics thar can k adopted to i~nprnvc

the manapement or the administ ~ators nliedogicat Inst iluticsns9

2 What strategies can be employed by adminislrators of theological institiitions

10 cnharm discipline ;;I thc ins~iti~t!c~;is

3 \'dRat ~ i ~ c e s m s can be employed by che atlminis?rarars of tl~eolc@cal

~~ist~lutions 'to et'lhancc staR p.monneI rnrtnagcnient~

4 What strategies can be adop tcd to iniprovc tbc pliysica! fiwlitks a11d quipmenr

in TIirologjcal Instituticrns~

Hypo t lirrses

The following two null hypoiheses were formulated to guide the study.

1 Therc is no significant dift'crencc betwccn the mean ratiiigs of academic and

administrative staffof tllc Theological Institutions with rcpard to thc stratcgics

tbr i~nproving thc firlancial nlarlagenlcnt of'l'hcological rnstitutions i n Unlnahia

Abia State.

11. Tl~cre is no significant diference between tlie mean rahngs of acadcrnic and

administrative staff of the theological institutions will1 re~ard to rhc strategies

for improving s taR pcrsonncl ~tiaiiagcrncn t

C I+WTE I-? TSf 0

REVIEW OF LITERATURE

I I

cornriiunicate, co-ordinart, ccrt~raol and ciimct !he actions and actit.i tics of pcoplc rv hc>

work for thc orgnjsatican o.xvards tlic acliievemcnt of organir;iltioclal goals or

objcutives Ellall (1987) in citiny bnmlly ( 1987) agrccrl tha t ~l~an~gcn~crir is a prcxcss

undcrtakcn by two or more i~~dividz~als t w o - o r d i ~ ~ a ~ e the activilics ofdler's to acllici e

rcsults 11ot xliievabc by an iridividual a c t i ~ alone

Ellah (1957) in Ilk. own view d e h d managemcut as the process of getting

things dew dirough 111e co-opcmtion and asidancc cfot hw pmpk Hc euplained !ha!

managenlent exists in any organisation 10 make resources productive in order that the

or ganisat~on may nchicve its goals This implies hat ille dub of managers in any

organrsations include bringing rogctherall ihercsousces that are necessary to gather for

etTective operations of thc orga~lisation, Thesc rcsoilrccs include nwney, people,

~ n a t e ~ i a l s arld mr tch i i ~q

Rdcsina ( I 990) in his o w view defined management as the organisation and

rnobilisntion of dl h u n m and n~arcrial res~urces in a particular ~ystcni for ~lrc

achievcnlent of identified objectives in a systcnl Koontz, D'Oonnell and Wcil~rich

(1980) cxplaincd that the basics task of all managers at all kvcls and in all kinds of

cnterprkes is to design and maintain an cnhnn len t in which individuals, working

togcther in groups, can accomplish prcsckctcd missions an8 lob-jectives 'rhcy furthcr

esplnined t h a t managers are charpd n it11 Ihe rcsponsibilitv of takins actions I hat nil1

makc i t possible for individi~ah to makc their best contritnlticrns 10 group

14

work in^ within the 01-ganisalion in their reciprocal relations to the clxi that !he

organisations purposes may be atlaincd.

Eyre (1982) gavc his own detinirion s f rna~lapen~crn to ir~clirdc;

A social process entailing rcsponsibilily fur the effect and economical planning

and rcgula~ir~g of h e operations artin entcrprisc, in fulfilrncnt of a given purpose or

task, si~cll res,sponsibility involving:

a. a judgment and lifecision in dcterrnining plans and i n zkng clala to control

performance against plans; and

b. the p ~ d a ~ i c e , intcgration, rnolivation arid supervision of the pcrsor~r~el

comprising [hc entcrprisc and ca~-~yirlg out ~t s operations.

\Vhat could bc deduced fi-om this definition is that managcmcnt irivolves getting things

done ttlrough and with people in a formal organised way. This implies that there has to

be applicativn of skiik in directing people's efforts and the aesourccs available in wdcr

toattain thcpredetcrrriined objectives. Eyre(1982) fhherobservedihat adnlinistration

is part of nvinaycment arid is rarely taken to be involved in policy-making chxisions. It

will ttitainlybc v c q n.ruch c o n c ~ n c d in the in~plenlenring ofpolicy, but its fbxdoni of

actir~g wit! bc li~tiitcd by ellc decisions 6f'policy laid don11 by those charged with laying

do~r~n and plannrng of general objccfivts Hence ~i~anagenwnt and adnillistration are

then used interchangcablc.

15

Com~)oner~ t s o f R'lnnagcrnelrt

N\vacIlukwu (1988) clelirled nlau~agcnient as h e process of plau~ing, oiga~iizing,

leading ; ~ t l r l cor~trolling the efforts of orgariisational n~cnlbcr-s and the use of other

organ~sation resources in order to achieve tlic orgalisation's goals. Hougli to~~ et. a1

(1975) noted that nlauagemcnt itnplies.directio11, plaruling, prograrnrning, regulating,

firmcial. personnel and equipment rnanagernent, the conduct of n l e e h g and upward

as udl as lllc downward co~nnlunrcations. Koontz el, al. (1980) whilc quoting Fayol

outline the follonring cle~ilc~its of managenlent as its Function, planning, organising,

co~l~rnanding, coorciinating arid contl-olling. Con~poricrlts of tna~lagetuetlt are what

sorilc writers described tithcr as clculents of nianagc~nent or riial~ngcnlent functio~ls.

Tlic Pollowirig co~ilpo~lenls of niauagclnent will be described in this study - Planning,

Organisiug, Directing, Coordinating, Conl~nuriicatiori arid EvaIuating.

Plon~iing

Ellah (1997) dcfi~ietl planning as a purposciul preparation in ativarlce of what

is to bc donc in future. Planning is au altempt to get rcaching for future today a i d

~licrefor-c a wise way of avoiding the f?ust~-ation of having to do tlli~igs at the last

nlinute. PIar~r~hg involves setting ot~~jectives a ~ ~ d developing strategies ~uld tactics for

rencliulg those ol~jcctivcs. Agbaegbu (1997) observed that the success of any system

of cclucatiot~ is Iiungetl 011 proper planning, efficient adnlinistsation and adequate

16

fu~aicing. Ukqje, Akabuog mid Ndu (1992) agreed that planr~i~ig bridges the gap from

where wc are to wlicre Ive want to go. They outline sfeps in planning involvit~g three

elements of:

a) W1et.e we are

11) \\%ere we want to be - -c - - L -- - c) how we get allerc.

0rg:lnising

This nspect of components ofmanageil~erlt is soal ally cnIled orgarrising while

sorne cxprts pr-efer the term progriltruning, This involves establishing as irlte~nal

structure of roIes in a formally lorgmised enterprise. Orgrtnishg or prograrrmling

inlplies bmking the work to be done into ~natlage:ibIe units. Decisions n u s t bc taken

on such issues as who ha~ldIes wliichjobs and respo~isibilitics, who reports to whom

arid how infortnation is cllatlnc.Ilcd (Elloll, 1997). Uke-je, Akabogu and Ndu (1992)

observed that v;llcn a rnruiager or an executive is orgnnising he has to deal ~ i t h three

aspccts of work:

i) Idcntiiication and grouping of work: The executive must first ideritifil the ~vork

that ~nrrst be done to achieve thc organization's ob-jectives. Hc divides the work

into parcels that can be perfonncd by single individuals.

17

i i ) Delirution and dele~atiori of Iiesponsibility arid aut-hority. The executive ivill

sce to it that each individuals knows exactly what work he is to do and what

righls a r~d powers he may exercise in doing it, ivliat the incumbent's limitations

in the use of nlaterials are; what his limitations in hiring ;uld dismissing people --- are.

i i i ) Esl-a0lishnlent of relationships: the executive sets up certain rules for teamwork

to enable his people work I~n~iiioniously together u~icier all possible

Directing

Ellah (1997) defined directing as achieving organisationa1 objectives by

1110 tivating mid guiding subordlnatcs. In other words, directing involves motivating

:mil guiding subordinates to achieve organisatio~iiil ob-iectivcs. Ukeje el. al ( 1992)

noted that what Fay01 referred to as cornrnand otllers called directing, others call it

s h u l a f i n g or i~ffluerlcing while otllers call it leadership. All thcse words coluiote the

present day corlcept of making tfiings happen tIiroiigh other pcople. From the above

slatcmcnts, this component of n~a~iagement has been givulg other rlarncs such as

cu~nrnai~d. contt.a!Iing, stiniulating, us motivating. It involves n~otivatirig and guiding

prsonne! so that the ~b~icct ives of the orga~iization c o d d be achieved. Campbell ct.

al ( 197 1 ) agrwd that administrator can stimulate or. motivate people to act tl~rougli

IS

supwwisio~s of workers as they perfor-rn their jobs, providing rewards such as

promotion. pay increase, opp~tun i t i e s for staff devclopnlent.

According to Mghl i le {19SG), h e sti~nulaling ernployces to work toivards the

ctchieue~l~cnt of the goals of n n ~rganisation is an important arid crucial stage in the

-< - administrative process. The-4dministratr;, :.;us2 h o w how to tmnslate thc actions of

planriing and or;gaaising inta a more meaningful and practical reality.

Co-ordinating

Co-orclinnting rrccurbi~~g to Canlpbell et a! (1971) invoIves bringing into

approp-iafc relationsl~ip thc people md things necessary for the. or~,;lrlisntion to achieve

its purposes. Ellah (1997) viewed coordinating as means of rmangir~g the vnrious

activities of the organisation in such a w;ly that the whole process flow srnoothly

without ( M a y , collision or friction. It is a11 attctnpt to keep a11 the different w i t s of the

osganisaiion in tune with thc rest so that the entire system car1 function smoothly. A

good nlnnagcr should nrmige the programmes and activities of die organisa t io n in such

a manner that thcse are no clashes and the resources are adequately utilized mcl

wastase are rcduccd to the lo~irest ~ n i n i ~ n u ~ n .

IS

Communicntion

Koontz, O'DOIIIICII, Weih~ich (1980) defincd conununicatio~l as thc transfer of

~nforrnntiorl from the sender to the receiver. Ellah (1997) viewed co~nrni~nic:ltior~ as

the means b); which social inputs arc fed inlo the social systern and the nlems by

whch behaviour is modified, cIlunged is zlffnnt.cd, information is made productive and

goals ;ic;hieved.

Koontz. O'Do~u~ell, Weiluicli (19%) outIined rile purpose of coinn~unication

tht1s:

Communication is needcd to establish and disseminate goals of an enterprise,

to tlcvclop platls for their achicvement to organise Ilunlan and other resources in the

no st effective and effic~ent way, to select, develop, and appraise nlembers of the

o~.gnn~sation, to lead, direct nlotivak, and create a ctirnate in which people want to

conhibule and finally to controI pe~formance.

Evaluating

Managers ulust have the skill and rh knowledge of monitoring llow the

oijcclivcs of thc mganisatiori is bcing sclrieved. Thc hf lanapx mmt nlways employ

the process of cvnlual~on. Tt is through tllc evaltlation that the ad~n in i s~~a to r or

n~ariagcr detern~it~cs how far the oh.iectivcs of the organisation arc achieved atld also

dotelmjnc what faclors ~vere responsible for ~ h c failures e~lcotmtelmi and what should

20

be clone to prevent future failures (Campbell et 31 1971). Accol-ding to Ukcje,

Akabumgu m d Ndu (192), evaluation is essentia! to the progress of any group because

activity without evaluation may be frnialcss. Evalwtion applies to programmes,

policies, and la the organization itself with reference to its productivity and

- - . cffectivtness.

The Importsnce of Management in Eclucational Institutions

The purpose of educatio~ial organisatio~i according to Ogboti~iaya (1997) is

c~iliancc~iicnt of tcacliing arid leanling. There is the need of ensuring that 311 those

irivolvcd in acliicvi~ig this goal ate properly n~obilisecl. Educational administration

accordirig lo Ogbo~ll~aya (1997) consists of the activities of the educational

organisation as gearcd towiirds the at[ainnierit of the goals of teaching 011 the part of

teachers, md learning on the part of pupils.

Tlic esselicc of administration in educntio~ial institu~ioi~s is the tnl~an~eriicrit of

tencluilg and learnirig prlxcsscs. He Tulflher oiitlinecl what c d r ~ ~ a t i ~ t i a l adniinistrs~ion

i~nplics.

Tl~cse ~riclt~dc:

I . Educatiou;~l ndmlnist~.artio~i irivolves the aclivilies of pla~inirig arid orgn~iising

resources for the attainrne~it of objectives of the schools.

2. Educational administration invoIws staffing providing the personrieVteacliiug

and lion-teaching staff who will assist or contribute to the achievcrnent of the

objectives of education.

3. Educational administration implies guidance, leadership, direction and control

of the cffbrt of a group of individuals towards some common goal.

4. Educational administ;.&on is conr:cr~led with procuring and managing the

human and material rcsources necessary for the support and ~naintenance of the

organization and its programme.

Peretornode (1991) defined educational administration as the systematic

arrangement of human and niaterial resources and programmes that are available for

education and carehlly using them systematicaIly within defined guidelines or policies

to achieve educational goals. In his own view, Educational Management is concerned

with the planning arid for~naulation ofeducational policies or progranmes with a view

to acllicving cduwri~rtal pais. I t is also the processes of planning. organising.

coordinating, controling and evaluating human and marcrial resources

On the importance of Management i n educational institutions, Peretornode

(11595) poir~rs out that a keen understanding of basic principles. of marragmenk is very

necessary because such ~mde~sranding helps to increase efficiency and effectiveness of

s c M l ~dnunisfration . In effect these principles are the backbone, essentiaf

22

i~igredients to intelligent planrling, organisi.ng, co~itrol l i~~g, decisio~i making,

co~~mutiicating, motivating, Ieaduig and evaluating the whole process of organ isa t I onal

operations. Hc further stated that educatio~ial ~nanagenient is ncccssary i n order to

achievc stated educational goals or ob-jxtivcs while tllc basic purpose of educationd

adruinislration is to enhmce teaching aiilZ-Iq~1Ug.

Administration is an indispeusible tool in acl~ieving the goaIs of any human

01-ganisatiorl. Orpnisations are set up to achieve particular objectives. Parson ( l 9 G O )

defined an organisation as a social unit which is deliberately constrircted and

I-econstrcted in order to scek specified ob-jectives or goals. Ella11 (1997) noted that an

orga.rkation is a social group that pursues specific goals wllicll they are structured to

se~vetl. I-Ie frlltlm espIainet1 ha t thcse orgmisations illclrrde PI-isons, churches, schools

and rlnivcrsilies, I'eretonmie (199 L ) defined an orgar~isntion thus:

a :ui association of persons (wit11 a degree of permanency) grotrpcd togcther for

the p~irsr~i t of pre-determined goals;

b the estabIishnlent of an efficient fi-arl~ework for tllc purpose of achieving

ob-iectives;

c all i~lstitutiol~ cstablisl~cd to acllic\pe a goal;

d a Illech~rlis~ll or basic framework enabling persons to work effectively i 1 1 ~ 1

achicvo the set goals thmugh integrated g o u p efforts.

23 , , LV

F h*/

In his o\vn view, Yordcr (1971) observed thi;coganisation is a major tool in

aclolinisbxtioo and that organisation as an asset creates and maintains the setting, the

cnvironement a11d dinlate in which Irt~magers make the adminstration take place.

Educational hstihitions are orgnnisations which have objectives they are expected to

achieve. These objectives according . -- ~u%Iin (1965) include die transmission of

cuIture, socialisation, the allocation of individuaIs to positions in the society and

raising a generation of people ~ 1 1 0 call think for themselves respect the views and

feeIings of others, respect the dignity of labour, a id appreciate these values accepted

by the larger co~~vlirlnity and Iive as good citizcns (Nationd Policy on Education: 198 I

Revised). The need for a consious combination; i~itergratioli and a systematic

u-rangenle~lt of vi~rious resources (money, men, machine, ~natcrials a ld management

of capital) is what olg;ukttion is all about. The pnrision of all tlmc resourns ctvlnot

achieve the expectcd objectives but proper management of these resources is what

counts in thc achievement of an orgmisatona! objectives.

Ezmcha (1990) supported t he views expressed above when he stated that

without orgarrisation there can be no ~fianagcnient or administration. Tllis however,

agrees to a h fact that control and ca-ordination of efforts of people, resources -

money, rnetcrids and lniicllinc are necess'uy for dle attainment of stared objectives and

i~nplementation of policies and progratnmes of educatior~al imtitufions.

24

Nwachuhw (1988) wrote that principles of management or school

administration heIp in subordinate development. Without these principles, development

would depend on trial and error. He stated that a course in management development

oAen stresses the time tested principles formulated over the years through experience

and experinlentation and that withoutv.tlyxe principles the understanding and *I--

, ,& . L. -

development of management or school administration would be an arduous task.

Another hnction ofthe school is change in behaviour ofthe learner. The learner

is made to go through teaclin~ and learning process in other to effect the desired

change in behaviour. Mgbodile (ed) (1986) noted that the educational administrator

irrespective of the place where he works (Primary, Secondary or Tertiary) should have

the primary responsibility for the enhancement of teaching and learning process.

Ibeagi (1997) observed that in educational administration dl the activities are

directed towards the attainment of the goals of teaching and learning and all who work

in the educational institutions have the obligation to contribute towards the

accomplishment of these goals. What this implies is that the educational administrator

is essentiajiy an organiser and implementer ofplans, policies and programmes meant for

specific educational objectives.

2 5

'I'hcories of Edrrcationnl h'lnnngen~ent

' i ' heork of ducnl iona l maragemcnt are the basis upon ~vhicli prnciples of

cbucahm4 ~rnxiagerncnt are cferived. A principle according to Manilla in Ogborulayn

and r-ljagbaonwu (ed) (1 997) is delined as a fundarneutal trutli or+ what is beleved to

be hue a t r? given bme. A ptiicipk couk! be med to eqdain relationships behveen hvo -

os Innre sels of variables (dependent and independent variables). tIe fi~r-ther esplnincd

that psi~c.iplcs are dcrivecf fi-om tlwories which ace products of scientific ~nethocl of

scarclijng for- facts. Me furthcr outlined cc~ta in benefits or irnportancc of 111-inciples in

educa(iona1 adminislratio~~ ns follows:

1 They help In a c h a r understarrding of ed11cationa1 actministration;

2. They ~ u i d c the action of the educatioual administrator tonrmls effectiveness

and eflicieticy i l l Ihc or~;unisntio~i;

3 They provide m e f d guidelines to handle problenls in different administrative

situations;

4 ?'hey help in minimising nduiinlstra~ive emrs as a result of the risky practice

of Rial and error;

5 11 i,s only f~~r~damc.n~n!s or pinciplcs whicll h:rtpc k e n disrilled its it werc fro111

esperie~wx that cata be learned and tmnsferred to a new sihiarion instead of file

callection of problcn~s nnd solutions that h a w k e n txperie~rccd ;I! rhe past

whicll are nevcr csactly duplicated.

26

6 P r i ~ ~ ~ i p l e s lead 10 the formation of theories, p v i d c s basis fbr- JllOl'C research in

the utilization of resources in educational organisation. Thcory has bceu

dekiilcd by the coillplete Cliristain Uictionay for Iio~nc and school (1990) as

I an explanation which are believed to be true, but which has not been

p r ~ v d or tested. .< . . - ii the general principles of a science or at-t as opposed to its practice.

According to Oxford English Dictionary, Theory is dcfit~ccl as:

I Mental vicw;

. . 11 /I, co~lccption or. nlcutal scllcnic of something to be dorlc or of the

ruetl~otl of doing it; a systematic stale~llerlt or r d e s of principles to be

rd lowcl ;

. . . I I I Reasoned supposition put fonvard to explain, facts UI- events.

This implies that in various fields of study, tllcre nre ruental views or cunceptions or

reasoned supposition put fonvard tllnt guides thoughts and actions. 'The following

theories in d ~ c study rrf administration will be examined.

a A n~nrraycz.ial Ernphusis or Scicrltiilic X lnrirrgc~ucn t :

b A Hurnari Relations E~llgasis or Bthnviourist School;

c ,4 Social Scicnce Enlphasis or hiiodern Organisations.

A Man:~gcment Emphasis o r the Scientific RIariagement . Accotliug to Ukeje, Akabuogu and Nth (1992), tlie earliest systtnatic mental

#

conception of administ~ation was that administration was intended to maxirnise the

out-put of workers in an organistion by ;q)plying the priliciples of Scier~tific

M~iagement. Tllis tlieo~y is based on the-wm:k of' Frederick Mr. Taylor. Taylor viewed . . . . - I. -

that they sllodd be ratiorlal nualysis of adniinistrativc proceciurcs for exploiting llwnari . atld l late rials resources in order to attain h e ob-jectives of an organisation most

expeditiously, (Ukcje, Akabuogu and Ndtr 1992). Wiat this implies is that nlanaglnent f

could be rnost effective when what workers are expected to do are li~iowrl arid tile11

etisurirlg that they are done i l l the best and most ccorlo~nical way. Onc other

assumption by Taylor is that what worklncn want for their enlploycrs above evely

olher 111ing elsc is higIicr wages and what employers want for their \vorkrncn most of

all is a low labour cost of'tna~wfactl~re. Olhcr people according to Uke-ie, Akabuogu

auci Ndu (1992) who made usefill contributio~is and are atlvocntes of scientilic

~nanagenierit include Henry Fayol, Gdick, U ~ v i c k , Cubberley, S ~ a y e r awl lieeder.

Thcse people held thc view that the superintendent tllust be the orgalisel- who plans

the educational policy to bc follo\ved, even ~IlougI~ he may find i t wises to keep the

details of tlie policy to Iiinlself; the Executive who comes to escrcise rathcr larger

powers and the si~pervisor who lcls his broadec psofcssio~lal hlolvledge a~lcl his 1;lrgcs

1 . It ellcouraged the fingincntation of the admi~lis!rative fi~nctiolls into separate

tasks; .-- - I r

2. I t crlcouraged iuslnlction of the would be adri~irlislraror in principles in

prese~~tations ofstandard tasks Ihat need to bc done arld s twdard techniques for

Administrators of theological institutions should design the tasks to be

perfomecl by s t a f f n ~ ~ n l ~ r s bearing in mind the ubjeclives of tflc institutions and the

gods to bc attairicd. These tasks nlust be broken clowri intu 1111its with the obiectives .

of cach ~mit clearly statctl. The institutions should also be dcparttnentalised for easy

atlrninistratiot~ and luanagc~ilcnt,

A Humfin Relation Etriphasis or Behnviour-ist School

This crtlpllasis came illto being due to rcnction againsf the Scierttific

Matiagcmctlt. This i s based on physical cmdi r io~~s of tllc workers' work am1

its suppo~tcrs Kmt Lewin, Chris Agyris, Edgar Scliein, Ricllartl Wallon. accord in^

iviadla (1997), they brought into the earlier classical, scientific. managenlent tlreories

a new diniarlsiori with a human face, which gressed the need ro take into serious

co~~sidera t io~~ the k t dint employees ~s;ork:::g in organisafions are 11ulna11 beings wi th

e~llotions and feclrngs. The basic pl~ilosophy of this rnovcment is that the ivorkcr must

bc seen lit-st as a I~ulnnri bcmg and then as a worker.

I)eretomwlc {IiW5) wliilc qi~oting Mort nrid Kass (2957) poinrccl ou t that

htmanitarian considerntian demands that leach Ilu~ilan being be dealt with by his

felfours as n living growing, potentially flowing organism that has n right to be

participant ill decision !hat stand to affect him. Mc went further to describe at least

three human or social pnticiples of orgar~isational nianagclnent. They are: Democracy;

Just~cc and Eqi~nlity of Opporlunity.

S a h r ~ e s and allo~vanccs of the stnf'f'sllould be glverl proper attent~on. They ,

should be coun~nc~~surak Lo the effot~s and pcrfomarlce of staff. Oppol-hlniles should

bc p ~ ~ ~ I ~ c ~ for staff to grow within thc collcgc a d cad1 staff s l i ~ ~ l l d bc ~llowetl [he

oppo l ru~~ l t~~ to pt lclpate 111 some of the acti~itics of thcir churclles or denoroeotio~ls.

3 0

A Social Scicllcc Eml,h:~sis or 3locfet-n Or-gnnis:~tiorl

Adercmirnu and Eliianlcialor ( M 5 ) wro te that Mociern Organisa t i~r~ sr Social

Science eriiphasis lias bvo features that differentiated the system from scietltific and

Iiu~i~ariistic theories. They consist of (a) emphasis in the organisntional system as a

wholc; (b) ithe integration of howlcdg~,frf'rcrna my diseiphc into a system.

l i c ~ lhc theorists undersfand organisation ns social system of symbiotically

iiiterdcpendcnt palls, whicll has its basis on uriigirical rcscarcl~ work. The theorists

also accept [hat ilic only useful way to slt~dy orga~iisation is ia slutly i t as a system.

Pert tor~iodc [ 199 1) o b s e n d that during the period of cIassica1 nintiagement

theory, there were some people who tried to blend the tlunking of scientific

managenlait acid administl-ative theory by recommending organisatiord structures or

designs based o n stvict r;~lional and logical laws of order. The result was a

bnreaucrncy in which nlrl the px-sot~nel held spc-cialised jobs that were operated in

acco~dance with specific: 1-1dcs and standards. T!iey dso c a ~ r i e d out their duties in a

spirit of formalistic irripemnality.

Burearicracy, according to Manilla (1957) is the super-imposilior~ of men,

materials, conipetencc and authority ulmn onc nnothcr is the process of nttninins the

goals of an organisation. Dmeaucracy WIS put fonvard to rnininlise frustrations and

in-atioriality i n large orga~iisatisons in which ?he relationsliips between nlanagernent

and nwkets were based 01, class cliscri~ninitdon. MariIIa ( I 937) fill-ther explained that

3 1

111 tIlc school system, the application of bureaucracy leads to the derivation of the

benefits of specializntion alld accountability a i d therefore a more effective teaching-

Icat7iing interaction h1 effect, assig~inlerlt given to acadelnic staff should be based on

a.reas of spccialimtion, cou~pentenccs and interests of thc staff. This will afford tlicrn,

h e oppol-t~rrlitrcs lo perform o~timally. h c l i m f f slioold bc seen to bc expel t in his

own arca and shotrld be encot~rngcd to lvork as such.

Fnctor Resources Necessary for Achievcnient of Organisational Objectives

l t is necessary to t~ntIershntl thc ~neaning of orgnoisational Ob-jectives before

one can apprcciak the factor resources necessaly for achieving them. I11 doing this,

the ter-111 orgmisation will be defined as well as the [em oh-jectives. According to Eyre

(1992'$, Organisation can bc defi~~ed as die fiat11ewkn.k of rmponsibifities, authority and

duties whic.11 all the ~;esourccs of an entei'ljrise are brouglll- to@licr and co-ordinated

in !'he nchievenmt of nranngement objectives. Peretoriiode (199 I ) defined an

orgar.tjsatim as il swia'l' group 11iat has been deliberately co~atn~cted in order to acllievc

cui?taus specific goals. He fiuiher ou~lined Lhat dle study of x!~niriist~ation i s concemcd

with both formal a i d i~formal mganisations. X h r ~ n a l organisation is pririiarily a

carnplos goal-seeking m i t \vllic;li i r i order to mmive, 111ust acconiplished secondary

tasks. H c then defined a formal orgtiisatiori thus:

3 2

a , an nssoc~ation of' persons (with a degrce of Penuanency) grouped together for

the pursuit of predclel-mined pa i s :

6. the estoblishrnet~t of an efficient framework for the purpose of achieving

o6.jwiiws;

c. an rnstitution established to achizvc 7 goal;

1 . a n~eclianism or hasic hnework euabting persons to work effectively and

a c h i ~ w 111e set goals through integlatcd group efforts.

Exmha (IYN) in his own view, &en.ed t T ~ t urgaru~ntion nrises wheu a group

of pcople mnlc togethcr to sltive towards comn~on puryosc. According to him, hvo

I~asic condilions always make ail organisation important a d these are members or

padcip,mt.s arid diverse operations, Industries, hospitals, universities, Post Office are

exnnrples of organisations set u p to ~cliicve specific crlijectrves A ScIlool is an

organisation wl~ose luau1 d~jec~ivcs d u d e the promotion of knowledge and

devclqment ohcertairl attitudes aznorlg its ~neinbers, Alesander and Saylor (1959)

ckfi t~cd nbjective~ as the tnotivational force of the individual tvho i s engaging in the

experience as well as rhc p ~ ~ ! u c t s ofthe espcnencc dcsired by h e ~tcachcr. .-tccordin~

to Koo~atz, O'Do~meIl and Weihrich (1980) objejeclives arc dlc el& towards ~vhicll

activity i s a i twb. Thcy rcprcsent not oldy the end point of planning, but the cud

towtrcls wlticl~ organrsing, staffing, !ending and con~mll~ng are aitncd.

From t11c definitions ourluied nbove, o~anisatiotial oGectives tlwufore implies

the end toward which the activities of an institution arc directed. Institutions arc set

up to nchieve sp~cif ic goal$. Organisations thererore exist p r in i~ i ly to achieve such

goals.

According to Perct~mode [!9Sf,l), men money, machines, ma[erials and

n~anngcment calibre for the production of g o d s sncl or services are resources or

~~LCIOI-S necessary h r the acl~ieveincnt of organisational ob-iectives. Thesc I-esources

or ractors rnust k conscior~s!y and systematically conibiucd so that the objectives of

any siren orgmisation could be achieved; this inchided i~~stitlitlons like TheologicaT

Colleges. 'These resources c.ould be outlined as folIo\ta:

1. Personnel Resources;

. . 11. F i a a ~ ~ i a l Resousccs;

... 111. PhysicaI ICesoucces.

Persuntlel Resources

I'crsonnel Resources n4icll is also rcfcued to as Mulnan resources is vety

imp01 tant because of its plnce in the achiewne~i t of or gmisntional objectives. The

lristitutc u f Pc~mnnel Mmngcii-tcnt (19G3) ~~cstcd t h n t Personnel resources is ouc of Ithe

most valuable reesources of an q n n i s a t i o t l . Tliis agsces with lyede (IFIS) n h saw

Personnel resources 35 thc niost vi t i~ l ofdie resolirccts [hat Rre at thc disposal of the

cducatiorial services to sh~dents.

Accordi~~g fa I!nlntba ( 1998) thc ma-jor goal of staff personuel administration

(Pasoilriel Resources Mnnagcmc~lt) in way eclrrcnlio~id instihrlion is to sccure

dewlop and rnai~l tain adcquatc nntl qualified staff since k s e staff cco~itribute

significxntly in the implementation of etlucationnl policies and progra~n~ne. Academic

atd adrnhistrative stan in Theological Colleges have rna-ior contributions to riak kc in

h e i~nplc~ncntation of various aspects of the Scllool's yrogranunes. Ilorir~ba (1998)

further stated that the knching staff pcrfort~i academic and advisory fimcrions while

the ndniinistl'aiiue staff oqanise, dircct, and co-ordinak tllc Ilurnan ~natcrials and

financial resowces needed for 11ie achievement of tlieir ob-jcchres of the establrshed

Sz~ni~~nrics .

From the foregou~g. the deduction that could be mnde is ~hnt Tlicolo~icnl

Colleges/Seluinnries required high cnhbre s t a 4 t h n t is both fenclling and

adnli~lrstrativc staff in mdcr to aclucve the okjwtives of establish in^ thein. These staff

must bc profcssionels i n Lcir arcas m ~ d must possess the rcipired skills and

and ~naintaining h e right calibre of siafl-. Itonuba (1998) while c i h g Taylor (1974)

obscrwc1 that the dcgec of' success of teachers dcpend in the cot~tirluing support they

receivc, the resources available to them and their pupils for leaching and Iearllirlg and

the degree of sccwity and career p r m w t s they enjoy. S11c.h srrpports include

Iiinanci:~l Rcsotirccs

Many people have indicated the importance af financial resources in the

achict ing of the organisatlonal goals. 01rc of srich pespk is Hans (1957) w11o

obscrved that the percentage of iinEiotlal I-cvcnue spcnt on cclucatiou, the division of

burdens betwcen the ccntral 2nd lwaf au~horities a t ~ d the systeril of grant adopted by

the govemnrent are a11 reflected in the sfn~ctlirc and qualify of National System. The .

ilnl~lication of this view is that the mount of funds spetiE in cdilcationrtl progranuiies

and IIOW g o w m l c n t s of variou nations allvcared smh f i~nds havc great nnrt lasting

ill1pac.r 111 the qualily of cducn t i a~ and tllc SYjTClu of educntion l h n t nil\ r z w k one

o h r rlcduction one can make fro111 tliis i s that 110 arnowt of Turds alfocnted to

ed~rcation ca, i ~ c tcgarded as waste ralber i t goes ro intprovc the qualify of education

aid school system (haeby helping in achieving tl~c ovcrall objectives of the cduca t io~~ .

l l icreforc nccdctl Tt~r Ihc. e s l w s r o n o f er i t~ca l io r i a r ~ l i t or1111y pr rlg1-;l14itn1t.s ~ r . i a l~ ; i f tlie

o1,jecrivcs ; ~ r l t l rl~c nccds of' cot111 tries 7 0 h ~ ~ I o ~ 1 . ~ ~ ~ ' l i ~ ~ ~ ~ l n ~ i c ~ I! \ - . t * t ~ t l i w i i i c ; d 1%. anr!

socin Ily.

111 h i 5 L ~ ~ \ , T I tic\\, ~7!~lloni1:1> ;-I ( l Q ~ ~ - \ ;ic~c:u!.\ ! I t a , ! I/,(* ~~~ I~~ : - \ ~~ I~ ) : : I ~ I t - ~ I ! ~ ~ ~ : l ~ ~ , ~ t ~ ~ i l

coals dclxnds nli ficlequatc f ?na~~c i i l I sq11m-1 \ l c h l ~ l e I 1 11~5 \ wppvted ~ I i i i 1 w n L

Accordi~i~ lo lii~ii. education is 1101-1iialI\. ; I spcidcr ~ ~ [ l l c t - ~ 1 1 x 1 a c v l l e c t ~ ~ ~ of' I.IIII&. find

a grcat tlcal o f : i c I ~ n i ~ ~ i s ~ . ~ . a r i ~ : c e r h - t i s t iccdetl 10 c.rist1r.e t l ~ a t 111e c(lcrr(lii~g rr; n.isclX,

39

as hey wrote that most prograrnlnes of irlstn~ctio~a and p q d services rrqlrire sotnc

physical fhililies. Such facililies includc school buildings, sc.hnoF grou~ids and

equipment needed in instruction arld i~icidcnlal to ir~str-uction. They also il~clirde

scliool buses and o t l w trar~sportation eqrriprnent.

h i (2997) outlillcd the ilripo~tatice nf physicill facilities thus: Research findings

have show11 Biat there i s a positive retatinnship betwee11 the academic perfoniiance of

pl~pils i n scl~ools ant i tlie availability and nature of die school plant. Learning takes

place better atid fi~stcr i n ;I schtml crivirn~irwrit with Iiigh level or buildings.

a c c o ~ i ~ r i i ~ ~ ! a ~ i o ~ ~ . fwniturc arid eqt~ipnicriT t h i iri an er~virnnrircrit ~vliew tlresc 1te111s are

Insking. I ( is tllc responsibilily of the Missio~is tha t establishcil tliese ~hecllogicd

instittitions to provide irifrastructtlrd facilities for the smooth nlnnir~p of ~ l i c colleges.

Adequate cIassrootn spaces, library facilities, electricity arid sporting facilities sliould

be providcd arid maintained witliio tlicsc Colleges. I t \votrld bc ol~sen'cd that in some

of these Colleges, most of tlic buildings were erected hefore the Nigeria11 civil war.

Only vety few buildings have bee11 erected within lfiese Colleges i n tlie recent time.

II is onc issuc to p~nviilc lhesc ph34cal f ; r c i l i t i c~ find r f ~ c trlllcr imimrt;lrlt ~ S S I I C

is that tlicsc ;~~liysical facilities ongllt 10 n t lqua te l j ' ti~ninfnined. In as rnuch as '

College authorities shoi~ld design arid clewlop a prctgrarnrne to expa~id tlie physical

facilities livitliili their schools, tlilcy sliodd also develop n pruga:mriie of ~naintanance

and repaus or the existing faciIities. Canipbelf et al. (1971) agreed that .school plants

4 0

like other physical i'aciiities. require il constant program of ~naiutem~lce. Equipnlcnt

!wars out and must bc repaircrl. Roars cvcr~tmlly leak and r.cquirc rcpair.

e) Financinl Function.

Ogborin;~!,a (1997) I)clic\ctl 1I1;\1 Ilcatls I)!' cduc.;\tlurlill ~ r ~ i t i t u ~ i c ~ ~ l s initiate

educatiollal pol~cies a d programmes. Thcy procure a ~ i d i i~a~lqge I I U I I I B I ~ . tmtcrials and

financial resources for the effective implementatinr~ of school progt.anin1es arid

undertakes regular inspection and supervision of i ~ w ~ m c ~ i o n s . I!kqic el . aT (1492)

educational instilutions. 'These functions were classified thus:

i > improving the educatiorial programme;

ii) selec~itig atid developi~lg thc personnel;

i i i ) working with the conitiiunifg and

iv) ninnaging tlic sclinol

lrnprovin y the Fdt~cation:il I'rwgrnnlme

Ezcoclia ( 1 W O ) notcd that one maior. task of hcads of cd~rcatiorial ir~stitutions

is the rnariagenient and adnlinistrstion of crlrricdurir R I I ~ i~istnlcti~m. C'urr ic~~I~~rn

simply means some acadcmic and no~i-acadcuiic taught within the school. Ct~rricduur.

he filr~llt'r notcd. has changed froin contetit of courses o f stud>l and list of subfects to

a11 tllc experiences which are oflked to lear~lcrs under the auspices or direction of thc

scllool.

5 7

instituiior~s sl~ould clrsm-e that only !lie car~didates that met the qualities or. a t t d ~ u t c s

requirctl by the job are enga~ed .

Accor-ding to lyede (1395), interview is a selccrion tcchr~ique ni~ucd at gettilig

more infvn~latiol~ or1 how suitable a candidate is for h e unsitiorl sllcA~c: is seeking.

The heads of tl~eulagicnl irrstitutio~~s sl~lould eilsrrrc that the right kind of pesrde fire

sclected to senx in the sdectron panel. l l i c panel must t t ~ c an appropriate procedure

that will help detctsnine such factors as ~ncutal ability. physical cliat-act~ristics.

personal cllatactel-isrics. academic and professional clmacteristics, ( ~ d d i c a ~ i o n s arid

ot l~cr a! trilwtcs (lcsil-ed by the oppositio~l (lyede 1905).

Dcvelupmc~~t r.)I'pcrsoll~iel i s anotlicr- major rnsk of llic Iici~ds r~l'~~tl~rc.;~tior~;ilI

ins t i fu t io~~s. Dcvcloprtic~lt of perso~uiel according to lyctlc ( 1 ? 0 5 ) incl~~rle such

tneasures that will improve tthe knowledge, skill. expcr-ierice, attitide a ~ l d probably

release e~i~ployees latent poteiltials. so that tliell- pote~ltinl cor!ld be i~lcr-eased to meet

the present R I ~ future job l-equirerl~~nts, t l ~ m to meet its oh-iectives. Ukcjc, Akabriogu

a11d Ndu f 1992) outlined some of tllc mrasur'es that could be ndo~rtcd l r y heads of

erfucalionai institutions lo clcvclop tllc mo~-ale of staV pcrstmr~cl l o ~ ~ i c l ~ ~ c l e , t a k i n ~ the

i~ii~tia~ivc ill h x t 1 1 1 1 i n ~ L~111ilta1, ~ v i f h d i ~ HCC& i1~1tV i ~ ~ l ~ r c s l ~ ~f ir idit i&1;11 T I ? < ~ I I ~ c ~ < (-1'

the starf. r ecngnis i~ l~ ~ c l i i e ~ . e ~ l ~ c n t s of staf'f nle~nbers. presidi~iy for stnfr rsrcrlibcrs to

be iiifo~-~liect of the work of ottliers it1 the scl~ool arid u f arlll~iriistratiw ac~ioris or

44

lclecisiolis wllicli afkcf their work, encouraging teacller-participatio~i in sclioot planning

and encouraging all staff tiiernber-s to offer suggestions.

Wul-king with the Con imu~~ i ty

Tlie scliool exists within a given conunntlity , The school shodd tlicreforc have

some influerlces on the cornti~unity and the co~nnluuity sho~lld have sornc influences

or1 the schoo1. It is the task of the heads of educational institutions to build a link

between thc school and the community. Accosdi~lg to Ukqje, Aktlbiqy and Nbu

( 1 9921, the schou! head's rote in working wirh h e conirnunity incluclc,

a. krrnw the community

b . take nctivc part in the growth and irnl~lnvcn~ent of the cornrnunity and

ericourage the staff to do likewise.

c. facilitate cotr~munity partic.ipation in the life of the school.

d. provide for interpretation of the school to tllc conlniunity.

hlnnaging thc School

Tlie scliool as a fonilal organisation is established with definite ol~jcctit.es.

Somc of thcse ob-jectives incIudc creating a rlrsirablc change in behnviour and

tsansmitting of acceptable rlornis and values of the society. Thc lieads of educatrorial

45

ir~stitrxtwris have to nialiage lllcse i~~stilrilio~is in order rn cliszlre Ilia( f l u e gonls ai-e

achieved. According to Olele (1995), i t is the duly oftlre I m t l rzf scllool to orrer.see the

proper nmning of the school in tenns of staff atid stude~lts welfare. development arid

irnplernentation of educa~iorlal programmes, cliscipli~~e, proper keepirlg o f school

nccords. studcri!~ admissions, proper docurnen~atim olfschcxd hances and the creation

of a coliducivc lewi ing arm osglicre,

Ukc-ie, Aknbriogt~ arid Ndu f I992) oull~ricd the role ol'schnol Iicatfs i n rnariagitig

the scl~ool to include,

available in tIie scliools are properly ot-ganised. harnessed and utilized in order to

acliicvc the institt~tioti's stated objcc.iives.

'Fro111 thc krgonc, m e coi~ld jlren se~r~m~nrite the maliageli~ellt fi~rictiolis of

Iieads of cduc;rtio~~al inst~ti~tio~is arid ~ticulogical colleges to iriclr~tle the folIon.ing.

iriiproving the educational pt-ogranltne, selcclilig and dc~:cIopi~ig flie pers01~1~1:

Surnmnry of the Review of literature

TTic ~ t r i c w OC literature rclated fo this s l t d y tuns cru-rierl out iinrlcr tlic Ib!lowit~g

sub-headings

I L . Tfieoreticd Fratnewoak for educaliorial ~iianagerncnt

a. Tlic Concept of Manngement

. Components of Management

c. The itnyortance of rnariageliient in erlucational institutions

tf. 'Hieor-ics n f educational ~nanagenient.

2 . Factor resources necessary for acliiei~e~ncnt of' ~r~nnisatiorinl objccti\-.es.

3 . Managcnient fiulcfiouers of Heads of ediicalional arid TIleological I~istilutions.

37

l r i tlic rcview of literalure, efforts wcrc ~riade a0 defined tlic concept of

rnarli1gernent. I11 lhis scchon, the components of nianage~ncnt were outl~rletl lo i~iclu(!e

plmnhlg. organking, directing, co-osdinahg ca~i~rnunication and Evalriating. This has

bee11 tlcscribed as elctt~erlts of ~na~iagenlent ur ttianagenrent fr~nctions The inipostance

of managerncrit in e(lucational institutions was seen as geared to the entiancement of

teaching and Icarriing. T'his seclion also h k c d ilt tl~cories of cducat i~ml riianngernent

u p m wlrich primiples of cducatio~ial rnatragerilctlt nre dcri~wl. Tllc following theories

w r e exammcd; a n~ariagertal crnphasis or Scicnfik managcnlerlt. n !1ut11~11 relations

Erzlphasis or behaviourst Scliool, and a social science eniphasis or motlern

nrganisations, Factors resources riecessrry f r acliiuvcrncnt nf r>rganisational

&jectives were discussed in this secfion. Rgairr i n his seclion, the m r q c n i c n t

fitnctions of lleads of cducatiotlal and tlleological inslihilions as thus. imptovir~g the

cducatimal prograr~~riie; selecting and rlcvclopuls tlic pct.su~lnel; \vorkir~g with the

cornrnunity and martaging the scI~ooI.

No empirical study to the best of knowletlge of the researcher bas becn

conducteci or1 the strategies for improving the ~nanageruent oh t lmlog ica l institntions

it1 Urnuahia, Abia statc. H o w e l w related srurlics l1a1.c I m n rnr-vied out on h c

adniuli~trntion of some thcologrcd colleges ill U m u n l ~ i a and (III con1part.lti1.c st~~d!. of

the ad~~iiriseration of sumc of tlic tlielologienl colleges i n Zlrnrwhin This stud!.

tflercf'orc i s vc~y vilal since it fcrcr~scs on Ihe strntcgies fiv' inlproz~tng the r n m q e n ~ e ~ i t

4 8

of thcologicnl itistifirions in Uniuahia, Abia State. It will tl~crefore makc significant

contribufions to [lie alrcady existing rescarc1.r work on ctlucationa! nia~lagcnlent and to

future rcscarcl~crs i n lhc liclcl of lheologicn! ducalion and Ihc ~r\annge~nclnt: uf

theologicnl institutions.

7'1iis chapter will pr-escnt the research procetfures rrf ~ h t shrdy. The

issues that wi l l bc discussecl Iicrc i~~cliidc tllc following: research rlcstgt~. A w a

of Study. PopuIatioti Saniyle and Sarnpling Teclinique, I~~stnlriient Tot Data

Collection, Description of the lr~stnrt~~erit Validatiori nf the I~~stt~rment.

Adrnir~is~l-atian of the Jnslrurnenf, Ccktliods of Data Collection and Analysis.

Desigr~ of the Sttidy

Thc design of this study was survey. Njvorpu (1981) dcfiricd sirivcy

rescarch as those studies which airilcd at collecting dais on and describing in a

systcntatic manner, the characteristics, featirres or facts about a given

population. I t will seek to identify shategies for iniproving the niatiagmieilt of

Tlicological Institutions in Ut~luallia. Abia State.

Area of thc Study

'I'l~c s~iid\- \ ins can-icd out i ~ r I.'rnu;lIlia LI?TIC ~ f ' . - \ b i ~ ~ T ; I I C

The population for this study comptised all tile academic and

adniinistrativt staff of Tl~cological ;(~istitutior~s in Il~nuahia Zone of Abia State.

Baser! on ihc 1998/99 School year. this poprilrllion was 53 for Trirlity (Union)

Theological Collcge, Lcrnuahia, 34 for Mchod is t Theological Institute.

Utnualiirr. 65 for [he Divi~lity SchooP of l'lieahgy. U~nualiia respcc t i % cly. l 'hc

total population was 162 respo!idenrs.

Sample and Sampling Technique

No sample was taken from the p p u l a l i o ~ ~ instead the entire popi~latioti

of 162 academic arid administrative staffofTlicoIogical lnstiti~tiotis in Umuahia

were involwd in the study btcause of die stilallness of the population size.

Instrument Ibr l h t a Collection

Tlic instrunlent that was uscd is a questionnaire. titlcd "Strakgies for

improving tIic Management ofTlleological lristitritiorls in Unlual~ia. Abia State"

developed by the rcsearcher. This was administered to all the academic and

adn~inist~ativc staff of the 111stit1rlion.s of the study,

The instrument that was used for data collection is the questionnait~c

designccl by the rcscarchcr.

It consisted of thirty (.qO) items h i l t up in four clusters - I1 with

instructions for scspmding 10 i t sct out i t 1 sinipk English larigua~c. A Four-

5 1

point rating scale of SA-StrongIy Agree (4 points), A - Agrce (3 points), IS - Disagree (2 points) and SD - Strongly Disagtec 0 poinr) was provided for

respondents to make their responses to the qucstionnairc.

Valirlation o f lnstrun~rr~i t

The questionnaire was facc-valida~ed by !he rcsearc.l~cr's S~rpcr visor- and

three other expcrts i n educational administratio11 of the Department of

Educational Foundations, University of Nigeria, Nsukka. These experts were

requested to point to the researcl~er statetucnrs that are poorly wortled and that

do not agree with the purposc of thc study. T l i q were also requested to advise

the researcher on the suitability of the rnting scale.

Reliahili ty nf the Instrrr menl.

The instrument was administered to 30 administrative and academic

study of theological ir~stitutior~s in Aba Zone of Abia State for itlkrnal

consistency. The Alpha was detennined for each of the four d4f"4i or sections

of the instrument. Each alpha yielded \aluc ranging from 0.72 to 0.75. A11 he

alpha put together yielded 0.74. This high index of I-cliability confirmed that

the instmnent was liighly rcliat~le ror the study.

Administration o f the Instrument

The researclier etnpliryed !tic direct delivery technique ill the

administra~iun of the qucstio~ulairc. This i~nplics that the wsearcher

administered the instrtrrncr~t ptrsonalIy to the respondents, This offcrcd the

Rlct liod o f Dntn Collection

One Iurndrcd a d sixty-two copics o f the qucs!iorinaire wcrc

adrniriisltcrcd to liw rcspondcnts by the rescnrclicr* after ot)tairlirlg pcr~i~issioti

from Colkgc authorities on he issuc. 7.11~ Trinily (Union) fheological Cdlcge

was visited first, The next institufion tha t was visitcd is Metliodist l'licdogical

Iliislitutc. 1Jrliuahia whik Assctlib!ics of God Scl~ool of Divinity of' Nigcr-ia \\.as

visitcd last.

Method d Data Analysis

'The responses for each of !lie item w r e tallied, thc total points

calculated atid weighted using the four poirlt rating scalc.

A rilean of 2.55 was adopred as the acccptmce or agreement level for tlic

items.

1 Tlic %-tcst S t a t i s t i c \\.as criiplo\cd t~ tcsl I l ~ c - null I n ~ w l ~ t x ~

fonilulared for lie studs.

C I W r E R FOUR

DATA ANALYSIS AND RESIJLTS

This chapter is n presentatiot~ of the results of this study. The data are presented

according to the order of the four research questions and two null hypatheses that

guided the study.

The data for providing answers to research question one are presented irr Table

qualified accormts per-sclrinel in their instittttians

Accoririts books of the

audited periodically I I I

,u! cl by

governnient a u d ~ tors periodically

All money cdected sliould be deposited in

TnbTe I shows that the m a n ratings nfAd111inistra~ivc.c and academic staff to tight (8)

items ale above [be c u t 4 point of 2.55 wllile otily one ( I ) item falls below the cut-ofr

point of 2-55. For administrative s h l K i t e m 1.2.3.4.5.G.7 and 9 Imt rlieali scores of

3.54.3.58.3.5 1.3.53.3.55.3.66J.7 1. and 3.GS wit11 standard deviation of

0.72,O.G9,O.78.0.80,0.70.0.57 and 0.54. Itenr 8 wfGch falls below t thc cu t-o Ff poi11 t has

iilean score of 2.2 1 with standard deviation of 1 .OG.

For the ncnderliic staff, itenis 1.2.3.4.5.6.7 mid 9 hale uiicm scmcr; r7f 7 50. 1.42.

3.50,3.28.3.3 1 3 . 8 l.j.76 and 3.67 lv i th standard de~iaticrn n f 0.62. 0.73. 0.67.

5 6

0.90,0.77,0.39.0.50 and 0.59. Item 8 which falls bellow the cut-olTpoirit has tuean

scorc of2.17 will1 shrldar-d devialior~ of I .OG

TIIIXC s11ow that in the oyinicm of atl~~lin~strative and ncatlct~lic staff the

finallcia1 nlar~agcment strategies that can be adopted to improve the nlat~agcnlcnt of

theological institutions irlclude tflc fact h a t rectors shotiltl raise fu~ids for their

sl~ould be deposited in the bank proulptly

I~csearc l~ Qr~estion 2

What strategies can bc mpIaycd by administrators nf~heolo~ica l ilrstitirtior~s

to enhance discipline it1 their i~tstitutions.

Tllc rlara for yrovidi~ig ariswcrs to t*cscntmch rlrrcstion rwo are prese~ltcd u r ~ fable

2 \,clo\i

57

Table 2: Mearr rating of Adrilinistrntive and acac1eri~ic staff on strategies to be adopted to er~lirlrlce disciphe in Cheo'Iogical institutions.

DiscipILnnry strategies

'The coElege avtl~orities should be involved in (lie feeling of t l ~ students

Rectors should invo1vc their stcdcnts in students discipliric m y councils.

Retreats arid .svorksl~ops airned a t spiritun! irpliftment should be organiscd for studci~ts periodically

Rectors should establislr counselling scrvices so as to help the studenfs ad-just properly

Decision

Table 2 shows that the mcan ratings of adriiinish-ative and academic staff' to six (G)

items are above [lie cut-off point of 2.55. For ariniitiistrative stafT. itenls

siucknts in studcnl disciplinruy council, staff should cle~nrmstrate excrnpla~y behaviorir

both w~tllrn atld outside the schooI, rctl-caw and worksliops ailaictl zit spiritual

upl i f t~~le~l t sl~oulr l be orgauised for students pct-ioclicnlly a d rcctors should cstab!isll

counselling services so as to help the students adjust properly.

59

'The data for providing answers to research question 3 are presented on table 3

below

Table 3: R1l e m ratings of administrative and :icndcnlir stsff' on strategies to bc ndoptcd to enlinrlcc staff ~)ersonncl nr:tnspcment irl fher,logirnP institutions.

affairs of tlic scliool.

17 ' Rector sliotllcl orgmist: orientation 3.G5 0.58 pragrmmes and workshop for the newly recr-uitcd teachers

18 Staff of the college should bc 3.65 O.G4 ;tdcquateIy rm~inernted

19 Rectors slrotilcl assign duties to tlie slnff 3.73 0.45 bearing in mind their academic

sfiould be adequatcty rernuncrated: rectors sllould a s s i p duties to the staff benritlg in

mind {heir academc qualificatiorls. interest and competence, ~~ccruitrnent of staff'

should also be based on expc~ience and acadenuc qu~lificaticm, I-cciors sllorrlcl organise

allowances strouid be paid to thc rcpiiarly and o~z time ar

refurbished periodically in order to motivate tlietn.

Rrsaarch Qrrestion 4

Whnl shnlegics can IIL' ado~l[ed lo l l l l j lr~vc the physic4

in llieologic.al institutions'?

'The data fur providing answers to resea-CII qucstio~l fi

4 bclow.

Table 4: Rlenliing Ratings of Admirlistrative and aca to improve the pl~ysical faciiities and e institutions.

Physical facilities and Adniinist rative staff cquipnle~lt.

Library facilities should b t tefrrrbished as the wed arises

New books, magazines, Journals and ccfcrence rnaleiids should be acqllired 011 a regularby basis

o s a116 111cir acccsso~-ics sl~ould lw acquired by the collegc autlloritics.

6 I

~d staff quarters should be

Rectors s l ~ o l ~ l d enlist llic support arid ctwlwatiot l of clitud~ r)rganisations, groups and alurnrli assoctntions to consli-t~ct classroo~n blocks and hostcTs

ScTioal equipnient that are available should be rcgnlarly ~ ~ l a i u t a i l m i by the I m d s of r k mst~tutron

Table 4 shows h i the mciin ralings of adminisfratiw and academic staff to six (6)

i t e m ii1.e above the cut-off point of 2.55. For aclministrative staff, items

25,26,27.28,29, srd 30 h a w mean score of 3 .7O,3,65.3.63.?.65, 3.67. armd 3.78 witti

standard deviation of O.63,O.G9.O.G8,O.58,0.53. and 0.42.

Fur the ncaclemic staff items 25.26.17.28.29, a n d 30 have mean scort sf

3.73,3.70.3.61,3.G1, 3.G1 ntd 3.64 wilh statidard deviation of0.35.0.43. 0.55.0.49.0.58

and 0.63,

Tllcsc sllow that in the opinion of adnlinistr-alive and acat ler~~ic staff. the

p l n sic;~l tkc~lirics nml cqurprnmt r i ~ a n a y e n ~ m r r t rn t e y r t h a t cnri 112 x l q l l d t~

improve the nianagenlent of theological institutions include the fact that librar~r

faiirities slior~ld be 1erz11-bisfied as tllc r l ~ d ~I I ISVS . r l c t ~ hawks. ~ i q w i l i c ~ . J O ~ I I I ~ ; I I S and

63

reference materials should be acquired on regularly basis. conlprrters and their

accessories should he acquired by the college authorities. I-ectors sl~ould cr~list tlie

support ;ttld co-operation of cllirrcll organisation groups and alutn~ii associat~ori to

instnrct classroam blocks nrrd hos~els. school equiptilerit that are awilitblc sliould bc

r-cgdarly ~liaintarncd by tlic hcads o f tfic inst i t~~ti~ns ;wd ucctors should keep all

ir~vc~itory of cq[~lptricr~t in (Iic S C I I U O ~ .

Wypothcsis One

TIicre i s no significant difference belwen the mean ratings sf academic and

;rdriiinistralive staff of the theological institntiol~s wit11 regard to die strategies for

irnpr-wing Ulc financial ~lianagcn~ent of theological institutions i r ~ Unlrrnhia, Abia state.

'fnble 5 : 2-tcst Analysis of the Difference between the mean scores o f Acnrlcrnic and Adniinistrative staff on thc fin:~ncinl management strategies that will improve the n i a~ inge~ne t~ t of tIieoIogicn1 institutions.

Decision 1

6 4

Table 5 I-cpreset~ts tlic 2-test analysis of the difference between the mean score of

1-1 ypo t lmis T w

Tllcre i s no sigtliiicarlcc difference between the Inearl raling of academic and

a d ~ n i n i s t m h ~ staff of the tllcological irlstitlrtiorls will1 regard to the strategies for

(improving) Staff Personnel managctnent.

Academic arid admiuistraCive st:iff on tlw slnff persotmel ni:mtgemcnt strategies that impr~ve tlw hlan,?gement sf theolugic;~l institutions,

Tablc G represcntv t l~c Z-test analysid uf lhe diflcrwce between the ii lear~ score nf

Group

Acndc~nic slnff'

Ad~ninislrn~ivc slafS

aclniinistrative and acadeniic staff or1 the strategies for staff persvrinel nianagement of

theological instit~itions in Uniuahia, Abia state.

Looking at tlie table, one can see that thc calculated Z-value of 0.4 1 at !GI) degrees uf

freedom and 0.05 level' of sigtiificance. Since the calculated value of 0.4 1 is Tess than !lie

critical (tablc) value of 1.96, tlie second Null Hypothesis is ACCEPTED.

Therefore there is no significant dinerence be~weeri the opinions of tldn~inistlrative

staf'F and acadc~nic staff of theological institution with regard to the strategies for improving

staff persot~ciel nianagments of theological i~istitutioris i n Umuahia, Abia state.

Sumnla~y Of Tliie Findings

The follo~ving are the sunmap of the findings of th is srudy

I. it was the opinion sf the adrnirktralive arid acadcmic staff in theological institutions

ill Uliiualiia, Abia state that the lirlancial rnanagernenf strategies Illat cwrlcl be adopted

Nmbcr

64

98

R

3.62

3.58

SD

U.55

dF

160

0.68

Icvcl of sig~~ifica~~cc

0.55

Cahlitkd Z-cdl

Q.4 1

Z- lrtblcs

196

D ~ ~ k i o n

Ho2

ACCEPTED

instirulions, accounling books ur records o f the iristitutio~i sliurrld Ix airclitcd

pcriod~cally and all rncwcy collected should bc deposited in !he ba lk immp\Iy

. .. 2. The adni in ia t ra t ivc arid academic slaK of thcoIogica1 i n s h t '

6 7

tead~ers. staff ofthe collcge should be adeqi~atel\j rcn~~rr~cratetl. rectors shoitld assign

duties lo the stalT bcnr-ing i l l n i i~ id tlicir xarieri~ic qualilicn~ioi~. interest arid

calnpetcncicu, rccruit~nent of' s t a r sllould be based on cxperienc~ arid academic.

qi~alifications, rcctors s110uld organise workshop arid seminars fbr savi~ig tci1cT1er.s in

order to improve llieir performance rectors shotlld give priority attention to the welfare

of their stnlT, stafTsalarics and ollier alIo\v~~ice sl~oilld be paid to thein regularly and

on ti me, mid staff' Quarters should be retirr~bislicd periodica fly in arder. to ~im!ivilt tv

tlieni

4. 11 wiis I I K opinion of tlic ndi~~inis[rative a ~ l r l ncaden~ic staf1'c)t-t l iec~loyici~l insfitutions

in Umualiin, Abia state, that the tbllowin~ stratcijes cwld be nclnp~ecl ir! the

nima~cntent of physical facilities and equipment in theological irlsti~u~ioris: library

Encilities should be refurbished as the need arises. new hooks. magazines, Journal ard

refcrer~ce materids should be acquired on a regular basis, Cornpirtm and their

tlcccssories should be acquitcd by the college au~horitics, r~c ro rs -:l~nu!d erilist tlic

suppord and corporatiou oFchur-c.Fi ~~rganisntions, g n ~ i p s and alururrai associatinr~s ot'

var-inus scl~ools to coristnrct classrnon~ blocks and Iiostcls, sclwui cqiiipulerit [hat are

availnblc sliould be regularly r~iaintained by rhc heads ol'the inslitlrtinns ant! ~-txtur.s

slictllld keep an invcntont of the equipment i n i l~e scl~ool

. . -l There nas no i~n i f i ca r~ t dit't'crence t ) e t i \ e ~ n ! f l ? cy ln~ : . ?n s cf aic-ll-ls:-?.r.; f ~::!?:'~4

academic staRof tlieological Institutions i t1 L'iiiuallia. Abia S ta te 1i.ith rcynrd to the

CI-UPTER FIVE

DISCUSSION, IRlPLlCATlON AND RECOiIlM ENDA'TIONS

This Clliaptcr presents the discussion of the results of his study; the iniplications of

the rescarcli findings, recomn~endntions, limitations awl suggestions for further research. The

procedure adopted is that the research questions thnl have relatcd I~y,ptlicscs 31-e discussed

first jointly. wliile the ones that Iiavc no hypatliescs are prcse~itcr! separately ;ti the end. Thus

research question 1 and hyyutllesis I are discussed jointly. Also r e s e a ~ d ~ question 3 and

hypatliesis 2 go joinlly.

Discr~ssio~i Of' Results

The ncadclnic and adniinistrarive staff responses as slwtvn in Table 1 ir~tlicated that

in thcir upiriion r41e tinar~cial manayment strategies chat will iniprove the rnal~agerner~f of

~heological ins[itutions in U~i~unliia Abia Sralc inclucfc ri~isiny crf fi~r~rls for h s e iristiti~~irrns

through many of her sources, the weds of the institutions sllot~ld rcons!antly be adjusted to

respond Lo funds available, heads of units or de.partments should s p e d n1011ey oiilp on items

ofal~solute neccssitv, before purc11;ms are made rectors st~oi~ld conduct il S I I T Y C ~ to detcrniinc

\vherc item can l>c hor~glit nt rc'diicrd 111-iccs. r-ccrors ~ l l r r ~ r l d cr1sur.c rhnl ti:!lS.; ar r r x ; w ~ d c d

. . o n onh- 1ttx11~ b i ~ d ~ ~ [ e c l , t~:!~~Iitied ?~cc>::;~:in; r5:s,x!-:-2' <!:.>*.I'.+ > $ c-::~';.. 5 , ; . :.L~I-,.:-:? :.: l-;!

should be mdited periodicall!. and dl nlone!v cdlecrcd slloirld he clcpusi~ed in the hank

~mmptly.

letter, this tvould be a bold attempt by government to finance education. I l e j)rvprieton of

l l iese ~lieologicnl inst~tuttons sl~ould devise ot.licr sources to furid rlicir cdticational

rcsporlsc to avnilnblc resources. All g-anctiosc and luxuw projccts r m l s t he c:u~ hack and. i f -

r w c d bc. conlplctcly sirspendcd unlil tlicre IS i n~p rovc i l ~e~ i t in sctluol [inances Ngoka (l'J98)

advocatetl tha t irn~versitics 11eed ltca I.~ar~not~ize thcir linancinl rcgi~latioi~s and cspe~iditurc

~:o~lrl-d tn bring diem in line with reality and modern c.lianges so as to avoid wnstc as well as

I-cspond positively to areas ncctlirig firmcial in-puts and s~ipport

7 I

Hypothesis Onc

'Thcrc is no significant difference between the nicm ratin~s of administrahe and

scade~nic s t a r of theological institutions wit11 regards to Ilie stratepies for irnpruvirig the

fir~ancial nlanagcrnerlt of theotogical institutions in Uniualiia, Ab~a Stalc

The rcsuIt of his hypothesis (Table 5) indicated h a 1 there was no significant

diKerenc.e between the opinion of adni~nistrativc and academic staK wit11 regard ~ C I the

financial n~anagetnent strategies for ~niprovins the managenicnt of thmlo~ical institutions

This finding is supported by research questio~~ one with the cluster mean of 3 44 and 3 38,

a n indication of no sisnificant d~ffercnce bctwce~l the opinions of tlic two catqorics of

respondents. So, although tlie n~agriitude of the administrative staff mean score 6.1 44) is

grealel- than tha~ of tlie acadernic staff (3.38). t tie difkeiice is not statisticnllv siymiicnnt

The administrative and academic stal'fresponses as sliown r n Table 2 indicated tliat

in their opinion the disciplinary strateg~es that will iniprove the management of theological

institution in Un~uahia. Abia state include tliat the college autlloritics slimid be irwolvetl i n

the [ceding of tlic students, prizes should be awarded to the besr behaved stridcn~s i n the

school, rectors should irivolve their students in students' disciplitiary council, staf'f sliould

demonstrate excrnplary beliaviours both willlin and outside t lie school, PA rcats and ivsrksl~ops

ai~nctl at spiritual upliflniecil shot~ld he organised for siudc~its ~~eriodical!\*.i wlor should

establish counselling sen'ice.; SP as to help t l ~ e r;ruden:- dv .151 prcrerl;

Discipline according to Dittimiya(1995) is the ability to respect coristi~uted authority

and to observe cstablishcd laws and regulations of m y organlza[ion or society. According

72

Ditlimiya ( 1 W 5 ) . the purpose of discipline i n the school context i s 10 pruthcc n breed ot'ivell

cultivated boys and girls who w~ll develop not only respect for themselves bur a l w fbr the

sociery at Inr-gc. Accord~ng to hiin. one of thc i \7i ivS of I ~ a n d l ~ ~ i ~ intltsc~plinu i s throuyh

counsclliny ('ounscllors cat1 be elTrctive coml~u nicatiou c.liarincl ber\vccn st ucfcrit s and

parcnts ar~d between students and schml authorities.

T'licse findings are in li~w with lhnt of Dun1 ( 1997) wlio undertook a survcv study of

tho s!ratr.yres for enhancing disciplirlc in secondary scliools of' Orlu cducnr i r r nal tolie of Irno

state Dursu found oul that i n [lie vicw of seconda~y scl~ml teacliet-s a114 jw~~~ctpnfs. the

strategies that could bc adopted to enhance discipline incltidc awarding PI-rzrs to the best

bel~avcd srrdents, involving stltdcnts in disciplinary conir~ii~tcus trt' !lie schcwl. and yct tirig

counsellors l~ell, sludcnrs to adjust pwperly. Al~l~c-rryli I h u ' s sti~dy was cc~rl&~cted at t l ic

scconclanl scllool lcvel. [he findinys go tu buttress the fhct that sucli strate,qies can bc adopted

to enhance discipl i~ie in educational ins~i~ution.c.

7 ' 1 ~ administrative and acaden~ic staft' responses as shown i n Table .1 irldrcnted Ittat

in their opi~iion, the following strategies in area of staff personnel management cmld bc

adoprcd to i~iq-rove the manngemetit of thcologicnl instirutions in Umualiia. Ahia State.

lecturers atid administrative sra tT sliould nicct regularly to discuss the alfait s ot' tlw schtml.

. . -. r~ct015 ~ / \ ~ ~ \ l l L ] ~ > ~ . ~ ~ ~ l ~ i ~ ~ L~l~ipp[;![ it~fl r1L8921;!1r4,;5 J-<~'-;;- - *I..: . .-- . . m a .. - L . . . - . . - - -

tcncliers. stnKot'rhe college should be adequardy rcni!~nera!ed- r m c r s z i ~ ~ l . i ! c l a r s l L n - & : I ~ F

to rlle stall' henring in ri~irid tllcir ncadcmic q~taliliciltions. inrerest <lrrd soiilpetencc.

rccmitme~ir nl'staft'should bt? based ori csperierlsc and acadcnlio qirnlifica~iorl. rectors should

73

organise workshops and seminars for serving teachers in order In improve their

performances; rectors shtn~td give priorily atlention to the welfare of their safT, st2K

salaries and other allowa~ices sliould bc paid to them regdarfv and on ~ilnc and srafT

quarters slrouM be rehrbished periodically in order to motivate theni.

Their findings are in h e with the strategies put fonvard by Peretomode (1995)

in his write u p on managing human resources in education. Pereiomode argued t h a ~

heads of institutions should organise orientation and workstlop for newly recruited

staff, giving attention to the welfare of staff and ~ssign duties to staff bearing in mind

their academic qualification. interest arid wnlpetemies

HypoZI~rsix Two

There is no significant difference between the mean ratings o l academic and

administrative staff of the theological institutions will1 regard to the strategies for

improving staff personnel management.

The result of this hypothesis (Table 6) indicated that there is no signifi~ant

difference between the opinions of academic and adminis~rative staff personnel

management of tl~eological institutions in Umuahia Abia State This findings i s

supported by research question 3 with the clusfer mean of 5 62 and 3.58. an indication

of no significant between the opinions of the two categories of respondents. So

although the magnitude ofthe adminisirafiut staff mean score(3 6 2 ) is greater than that

of the academic staff (3 581, the difference is no1 ati is tic ally significant

74

l'he administrative and acadetiiic s t a r responses as shown in Table 4 indicated that

in theit own opinion, the following strategies can be adopt to iniprove the nianagement of

physical facilities ar~d equipment. library C~cilities should be refurbislled as the Need arises,

need books, magazine, Journd and reference materials sllould be acquired on R regular basis,

computers and their accessories should be acquired by the c.ollege authorities, aect nrs should

enlist the support arid cooperation of cllurcIl or~anisations, groups and nlumni associations

of various scl~ool to construct classroo~n blocks and Iiostel, s ~ f ~ o o l equipment that are

available should be regularly maintailled by the heads of the institutions and rectors sl~oufd

keep an inventory of equiprtient in the school.

These findings are in line with the suggestions of Fagbemi (1986) and Peretonlode

( f 995) in their two separate write-ups on practical strategies for school adrliinistratiorr under

austerity and maintenance orschool facilities by school managers. Fagbemi ( t 986) suggested

that library facilities should be rehrbislred as the need arises and that school equipment that

are available should be regularly maintained by the authorities of 1l1e instit~~liorrs. On his or1

part Peretcrnode (1995) stated that educational authorities sl~oulc! as nluch as possible

rel~abilitnte, remodel. niodernise and replace sc.lioo1 eqilip~nent that are dilripidatcd

I~nplications Of T h e Resenl-ch Findings

The findings of this study have sorile irnporta~it educational iriiplicatbns. The

implicatio~ls of each finding as they related to education in general and ad~ninistrative practice

in particuhr are hereby highlighted.

7.4

I t was the opinion of the administrative and academic .staff i n the~logica! institutions

En U~nualua. Abia state that firra~icia! managetnerrt strategies thal could be adoptcd to improve

the management of theological institutions include the fact that rectors should raise funds for

their institution through many sources, institutions needs should be adjusted ro respond to

funds available, heads of departments should spend filnds only 011 items of necessity, rectors

sliould ensure that funds are expended only on items budgefed and should engage qualified

accounting personnel in their institutions, accounting books of the institutions s11ouTd be

audited period~cally and all money collec!ed sf~ould be deposited in the bank promptly

These findings suggest that, there is inadequate financial suppot? ior !Fie nlaua_~crnent

of theological institutions under study. In other words funds for the r n n n a p m v l of tliesc

institutions are not enough. Therefme the financial management strategies found out iri this

study are crucial for the rnanagcrnent of theological Insritutions. There i s therefore the need

for the Metliodist Theological Institute, the Trinity (Union) College and Assenlblies of God

Divinity school 10 employ the financial managenient strategies identified in this study to

inipmve the si\tlations in their institutions

I t Ivas tl-ie opinion of the adniinistratiw and acadeniic stawin thcol'ogical institutions

in Umuahin. Abia sfate tlial the clisciplirmy strntegics to be ndoptcd to improve the

management ~Ftheological institutions in Umuahia, Abia state illat the disciptinary strateyies

ro be adopted to irnpro\e !he rnana2ernent of theological iristitutioris include the fact that !he

college authorities should be imvlwd in the feeding of llie studenls, prizcs sliould be awarded

10 the best bellavcd studerits in rhe school, rectors should involve their students in students

76

disciplinary council, staff should demonstrate exemplary behaviour both u~illii~r and outside

the school, retreats and workshops aimed at spiritual upliflrnent should be arganised for

students periodically, and rectors should esrablisli counselling services so as ro help the

students adjust properly.

These Findings imply that academic and ~dniinistrativc stafldthmlogical institutions

are ware of tlie measures that can be adopted to enhawe discipline in the institutions These

findings also suggest that the methods adopted by academic and administrative staff to

maintain discipline were not effkctive. I n ofher words the methods employed to maintain

discipline did not acliieve the desired objectives There i s t hcrefore the implication that the

proprietors of these theological institutions including all academic and administrative staff be

made aware of these strategies so as to ensure i f 3 adoplion i n schools.

I t was tire opinion of the administrative and ac~denlic staff it1 tllcological institutions

in U~nuahia, Abia State that the staff personnel management strategies to bc adopted 10

improve the ~ntlriagemcnt of theological institut'mns include the fnct that Iccturcrs and

administrative staff should mect regularly to discuss the affairs of the school, rectors sliould

organise orientation programme and workslmps fur newly recruited teachers, staff of the

colleges should be adequately remunerated. rectors should assign to the staff bearing in nind

their academic qualifications, interest and co~npetencies, recruitment of staff should be based

nn espcrience and acadeinic qualifications. retrors slimrld orzanise orkrliops arid crrninars

for serving teachers in order to iniprove their pcrforninnce, rectors should give priority

attention to the welfare of their staff. staff salaries and other aliowances shcr~~ld bc paid to

77

them regularly and on time and staff quarters should be refirrbishcd periodically in order to

motivate them.

These findings i n ~ p f y that thc academic and admitistrafive stam of the ~thedogicnl

insti!utions under study are aware ofthe staff personnel management strategies that can be

adopted to improve the management of theological institutions There i s rllcrefore the

implication of the need for rectors of these institutions to organise orientation proyraninies

and workshop for the newly recruited academic staff and to assipn duties to stnRhcarity in

mind their acadewic qualifications interests and conipetences The proprietors of these

theological instilutions should ensure that academic and admi~iistrative staff adopt the

identified staff personnel nianagement strategies to iriiprove their efliciency

I t was tlie opinion of the administrative and academic staff in theological institutions

in Unnraliia, Abia state that the srrategies that could be adopted in the nmnapmcnt of phvsical

facilities and equipment include that fact that library facilities should be refirrbisbed as the

need arises, new books, magazines, Journals and rcfercnce materials should be acquil-ccl on

a regular hasis, computers and their accessories should be acquired by the college ai~tliorities,

rectors should enlist the support and co-operation of chu rch organisations. groups and alumni

associations ofvarious schools to constn~ct classrooni blocks and hostels. schools equipment

that arc available should be regularly maintained by tlie heads of the institutions and rectors

should keep a n inventory of equiprnetit i n [lie sclmol.

These findings suggest that there are obviotts lack of physical facil~ties and equipment

ao ilnphnent various instructional prograninies of the ~lieological institutions under study

78

There is therefore !be wed for tlle arrthorities of these institutions to adopt the

strategies identified in t h i s study ro improve: their physical faci.lities an8 equipnlent.

Rectors shouId enlist the support of the various church orgariisatims who own the

institutions groups and the alumni associations to coristntct classroorri blocks and

hostels as well as ensure that available school equipment are regularly maintained by

the heads of the institutions.

The result of the first hypothesis indicated that there was no significant

difference between the opinions of the administrative staff and academic staff with

regards to the financial management strategies [Rat wit! improve the management of

theological institutions in Wtnuahia,, This findings suggests that the fwo categories of

the respondents share the same view with regard to the financial management strategies

that could be adopted in the tl~mlogical institutions. I n o h - words the opinions of

academic and administ rat ive staff do not differ m this issue.

There was also no significant difference between the opinions of acadcniic and

administrative staff of the theological institutions with re~ards to the strategies for

improving staffpersonnel management. This again suggests that the two categories of

the respondents shared the same view wifA regard to the strategies for iniproving staff

personnel nlanagement in their institutions [n ~ W F words the opinions of academic

and administrative stafldid riot differ on this issue.

The following ~.ecomn~endations have been made in the light of t11e findings, the

discussions that followed and tlie various iniplications which have been I~ighlighted.

The manayen~ent of the Melllodist Theological Institute, Trinity (Union) Thedogicd

collcge and Assernblies of God scliool of Divinity Urn~~aliia should ralse h t ~ d tllrough

many sources. This can be tl~raueh c.oritriCn~lions from Alunilii, forciyi miss io~~

organisalions, and public - spirited individuals. This is necessaty since the firnds

provided to the institutions by their proprietors are never enough to cope with their

needs.

The Rectors of tlie three ir~stirutio~is sliuuld try as nlucli as possible to ensure that

funds arc sperit on items of absolute necessity as well as ensure that their fi~ia~icial

books are audited by external auditors i n a regular basis.

The arfllmri~ies of ~ h c three institr~tion should erisurc that discipline is maintained

RecIors sllcruld involve srudcnrs in s!udenrs i:tlisc.ipli~inry councils as this lvill ensure

nliat all the decisions taken by tfw corlricil is adllered to by the s~udents

The Rectors of the Lhree theological institutions should regularly orgnnise retreat and

workshop aimed at spiritual upliftnien! of the studenrs.

The rnanagenien! or the 11iree thedo~ical id tut ions should organise orientation

progrrin~n~es arid v..orkslxlp for rlle r w v l y ~ecnliled ncndemic staft-nr:d should ensure

that all sfaff nre adeq~rntcly reiii~~riera~eri

f3 I

Swpgcstions for- F~rrtlwr~ Research

Based cln the findings of this study the researcher suggests that further research be undertaken

in the following areas

I . Ev~lua t Ion of the rttanagenlent of 1heo1ogic.d institutions in Unluahia.

i i . A conlparative study of the management of two theological institution in Unluahia.

. , . I U . Docu~nentation af~vailablc facisties and equipment in any theological institutions in

Abin, Inlo or E ~ ~ u y u state.

Summary or the Whole Work

The cstabfishn~ent of theological institutions was, rrecessitated by the need to provide

highiy ltraincd ministrial manpower for the church. They are regarded as divine and

sacrosanct by many individuals, orymisations and even Ithe governmerit This attitude

prevents everybody from interfering with their nlanagernent. However recent events in the

administration of s~ich theological insfilutions in hbia state; Seem to suggest that they may

be some weaknesses This study was therefore designed to identify strategies for improving

the manaeement of ll~eological institution in Un~uafiia, Abia s t a k

A comparative review of literature was undertikcn to serve as guide to the research.

Four research questions and two null hypothesis were fortnulated to guide tfle study A 36

item questionnaire was developed and administered ts 164 academic staff and 98

adminisfrative staff of the Mcfhadist fl~eofogical institute Trinity (Union) Tlieological college

and Asxenablies of G d Scliaol of Divini~y Urnz~allirt

82

The data collected were analysed \vith respect to the Four re'search questions using

mean scores. A mean of 2 55 wa3 adopted as cut off poililt or xcepfanee l e d for the items

while 2-test statistic was employed for the study.

The following \+we the findings

1 T L mas rlie opinion of 1I1e ad~ninistrarivc 2nd academic staff in theological institutions

in Umuahia Ahia state that the linnncid manayemetit strarcgies that could be adopted

to iiiiprvve the management of theolosical instit~~tioris include the h c t that rectors

olimld raise funds for their institutions through many sources, institutions needs

should be adjusted to respond to funds available, heads of dcparttiients slioi~ld spend

Ei~lids only on itcnis of nccrssity, reclors should ensure that Li~rKls 8r.e eupended only

OH itenis budgeted and should engage qimlilied acccn~nting pe1sonneT i n their

ir~sritutions. accountiny books or records of the institution should he audited

periodically and HI! money collected should be deposited in rhc bank promptly.

2 The adnli~~istrative and acadcmic staff of ~heologisal institutions i n U~iiunhia Abia

state arc of the opinion that the followins strategies in !lie areas ofdiscipline could be

adopted i n order to iniprove the tilanagenlent of tlieolosical institution; the college

arirhorities shoirld be involvcd in [he feedings of the sti~dents prizes sllould be

awarded to the best behaved students in the scliool, rectors shuuld involve their

students iri s~udenrs diwipl innn- council. staff sliould derncw.rrrn~e euemplnn.

bchaviour both within and outside the school. retreats and ~vorkstlops aimed at

8J

spiritual uplifhent s 1 ~ ~ 1 l d be organised for sttidents periodically. and rectors slioi~ld

establish counselling scnlices m as to help the students adjust properly.

3 Tlie adrni rh l ra l iw and acadcmic s t u f i - d ilicolo~ical institutions in Umuahia Abia

state indicated that the adoption of the fnllowing staff personnel ~nan a 2 ement

stra t e~ ics will help to iri~prove the mnagenlent OF tlieological institutions lecturers

and adminislrative staff should m e t regularly to discuss fhe affairs of the school.

rectors shoulcI orga~isc orier~tatkm ~srogra~i~~tics and workshops for rlre newly recnritcd

~caclici.~, statrof the college sho~rlcl bc adquately renninerated, rectors should assign

duties to the siaT bearing ill mind their academic qualification, interest and

competence, recmitruenr of gaff should be based on espcricrice a d academic

qualifications, rectors should orgai~ise workshops and seminars !'or serving teachers

in nrder to improve their performance, rectors sl~ould give priority attention to the

ivelfare of Iheir, staff salaries aud other allowancc3s shoukl be paid to them rcgrrlarly

and on lime, arld aafiquarteis should he refurbished periodically in ordcr to niotivate

them.

4 . I t was the opinion arthe acl~ninistra~ive and acadernic staff of theological i~lstittition

in Urnuahia, A h a state that the followins strategies could bc adopted i l l the

n~anagcment of physical and equipnicnt i n theological instituhm: library facilities

should be refbrbislicd as the need arises. new books. magazines Jor~rnal and refereme

materials slio~~ld be acquired on a regular basis. conrputers and their accessories

sllot~td be acquir-ed by zhe college authorities. rectors should enlist the support and

84

cooperation of clwcli organisalions, groups and alumni associa.ltic~ns oS varinnq

schools to construct classroom blocks find hostels, scliool equipment !hat are available

should be regularly maintained by the heads of the institutions and rectors sliould keep

an inventory of equipment i l l the school.

5 . There was no significant difference between the opinions of administrative staff and

academic staff of tl~eoloyical institutions in Umuahia, Abia state ~ d h regard to the

financial manayc~nent strntegics that will improve the iiianapement of tl~eological

institutions in Urnuahia, Abia stale.

6 . There was no significant diffcrcnce bctwertn [he opinion of administrative staff and

academic staff of tl~ealogical indturions in Unxmhia, Abia state with regard to the

strategies that could be adopted to i~nprovc statTpersotmel management of tlreological

institutions in Uniuahia. Abia sratc.

The irivestigntion was concluded with the ilisaossio~~ orllle results. implications of rcseareh

findings, recomtne~ldations. linlitetio~ls and s u ~ ~ e s h n s for fiwtl~er research.

Eyre, E.C. (1982), hfcrc,clo,ir~g /Icrsic Mcrrrc~gett~e~rl, Hans Kong. The Macmillan Press Ltd

Ezeocha, P.A. (19301, Educnriomd Atfillii~iswnfio~~ mrd Pkrr~nitrg Nsukka: Optimal Computer Solulions Ltd.

Honglitor~, V., RlcHugIi, R Atid Morgan, C. (19751, The Managetnent of 0rg;llriisatiori and Individual, ond don. Ward Lock md Educntional.

Ibeagi, hl.lJ. (1997), Constraints to Administrative Functions of the Secondary Education Managenlent Board in Abia Slate, Unpublished h?l.Ed. Pro-icct, Department of Education, University of Nigeria, Nsukka.

Ilonobn, R.U. (1998), A case Study of the Adn~inistration of Trinity (Union) 'Tlieolo~ical College, U~mraliin. Unpublished M.Ed. Projcct . Dryarltuent of Education University of Nigcria. Nsukka.

Imt i t r~ t e of Personn~l Rlanngcnleel (C9d3), Statement on Personnel Managenlent arid Personnel Policies I,ondm I I M

Koontz, H.. O'T)onaeIl C., W e i f ~ r i c l ~ , H. {1980), h k v ~ c r ~ p ~ t r r c ~ ~ New York. hIaGraw Hill.

M ~ b o d i l e , T.O. (1986). Educational Admiris~ration and Supervision. Ihadan: IJrriversity Press

Ngoka; G.N. ( [998) , Administrative Suppo~t for Generatiw of Local lncorne in Nigerian IJnivcrsities: An Issue Cn~cia l to Efective h~lanagenierit of Nigcria~i IJniversities, Review of Education Vol XV N o 1 , Institute of Education. University of Nigeria, Nsukka.

National Policy on Etlr~cntion (1981) Reviscd)

Nzenko, C.V. (1996), Strategies for EfTective Administration of Secondary Schools i n Awka Education Zone of Ana~nbra State, Unpublished M Ed Project, Department of Education, University of Nigeria, Nsukka.

Ogbonnnyn, N.1. ( I 937), The Nartire of Educational Administra~lor~. In Ogbonnaya N. 1. and A-jagbaonwu, C.I. (ed) Major Concepts ~ n d lssr~es in liihco/iotml Aifi~ritri.v/r.o/iot~, Onitsha, Cape Publishers Inte.rnational

Ojimaclu, C1.D.S. (1979) A. Comparative study of h e Adlniriistration of Metlicdist Theological Institute and Divinity School of Theology, Un~wtliia. U~lpubli~lied M.Ed Pro-iccl. Department of Education, University OF Nigeria, Nsukka.

OIeIe, C. ( 19 95). The School Administrntor. In Peremmode 1'. F . (Ed]. lr~troilric/i~r~ h~

Edrcnlio~rnl A t i ~ ~ ? i ~ ~ i . r l r ~ ~ / t o ~ ~ Y l m i ~ ~ i ~ g C I I ~ S~I~CJ=I -~ . ( .~OIE . Layos. Joia Educa tional Rcsenrch nntl Publist~crs l,td.

Osunh, E.C. ( 1 9841, bjflcu Miu~rgvn~cr~t { I ! rl~ipericr. Aha; Educational I~ublitatitm Niy Ltd.

APPENDIX I

Uepar-tnient of Education L[nivcrsily of Nigeria Nsukkn

18th March. 1999.

Dear Sir-Madam

Strategies for Improving The Mmageoient of Tl~eological I~ist i t l~t ions in 'Unruahia, Abin S h t e

I am a Postgraduate student of the Department of Educ.ation. Wniversity o f Nigeria, Nsukka. I arrl carrying out a study oli the lopic sta!cd above. The purpose of the study i s lo establish the strategies for improving !he managenlent of Thenlq$cal Insti tutions in Urnuahia. Abia state.

Your co-operarion i s thcrcfbt-c, highly needed in order to nmke th is w o r k n sirccess. I n the Questionnaire, you arc provided with four options. Strongly Agrec. Disagree, Stmngly Disagree. You are requested to mark ( J ) it1 Ilie culunln against the itcm yoit fceI i s applicable. I wish to assure you that aII the information given by you will be treated in strict confidence ~ n d used purely for research purposes

, . I hanks F i r your anticipated co-operation

Yours sincerely

Nsrrdc, N.N. (Rev) Student

APPENDIX 2 Questionnnire For Ad~niuis t~~~t i tre and Academic staff

STRtjTEGJES FOR IRlPROVING THE MANAGEMENT OF TIIEOLOGICAL INSTITUTIONS PK UMUAllM. ADlA STATE

Each item is followed by a t~umlxr of options. Indicate your answer to each option by placing a check mark J ) in any one of the columns marked: stronyIy Agree (S A), Agree (A) Disagrec (0) and Sfrongly Disagrce [SD).

Cluster A: Financial irlanagen~ent of theological Instif~~iiorr, the following financial rnnrragemenf strategies c o ~ d d be etnpIoyetl.

1 Rectordt3eads of tRc college sllould raise h r~ds Tor their ntistitutions through many sotlrces

2 Institirtions needs sl~ould hc constan~ly adjusted to respond to funds available.

3 Heads of Units and bepar lmen(s s l l o ~ ~ l d spend money only on items of absolute necessitv

4 Before purclmes are made Rectors should conduct a , sunley to determine where items can be bought a1

reduced prices

5 Rectors should ensure Illat funds are expanded 0 1 1 only itenis budgeted

6 Rectors should engase qualified account personnel in their ir~stitutions

7 Accounts books o f the institutions should be audited periodic.ally

8 The financial bonks of rllese institutions sllol~ld be examined by pvernrnent auditors periodically

9 All money collected slmuld be deposited in the bank

SA

-

SD r

A U

Rectors sl~ould involve their students in studcnls discipliimy council.

The College authorilies shoirld be invoived irl feeding of the students.

Prizes shotrld be awarded to best behaved students in the

J

Staff sliould tlerno~is~ratc exan~plnry behaviozir h t h within and ou~G lc the school.

Retreats and workshops, aimed at spiritual ~rplifrmerlt should be orgnniscd for sttidents yeriodically.

-

school.

To improvc h e management of Theolayica! Insritdons, the following staff I'ersonnel

1

Rcctors should establish counselling senlices su as to help the students adjust properly. I

-

management strategies c.ould he ernpfoyed.

SA A n Lecturers arid administrative staBsliould meef regularly to discuss the aRairs o l the school.

Rectors should organise orknration prograt~.rmes ~ n b , nlorksllop ibr the ncwly recruited teachers. ,

StaII' o r Ltlc cnllcgcs should bc adequately remuncl-ated.

Rcctors should a s s i y duries to the staff bearing in mind ~ I i e i r acatlct~iic qi~alifica~irms. inreresf nnd con~perence

6

1

Recruitment of staff sliould also be based on experience and academic qualiftcafion.

Rectors sl~ould organise worksT~ops and seminars for serving teachers in order to improve t k i r perfor~nances

Rectors should give priority attenticn to the v.dfare of their staff.

S M f salaries and other allo~vnmes should bc paid to them regularly m d on time.

S t a r Quarters should be and refurbished pe~iodically in order to motivate tllcm.

Cliislcim D: Pbysicd Facilities R I I ~ Eqniprnc~it (strategies] To improve the Rlnnagenlent of Tl~eological Instit~rl ions, the following strategies on physical fncilities and equipment could he employed.

Library facilities should be refbrbished as thc need arises

New books, magazines, .Journals and reference n~aterials shodd be acquired rcfcrence ~rinterials sliodd be acquired on regt~larly basis.

Comp~rters and thcir assessories should bc acqr~ired by the college authorities

Rectors sliould cnlrst the support and co-operation of cln~rch organisations, groups and alumni associatio~is to conslmct classraor~i blocks end bostels.

Scllilol cquipmena that are available should be regularly rriaintairied by the !wads of the institutions

Rectors ~hould keep an i~~ve~itory of equipnient in school

Appendix 3

Cornputnlion of 2-test for Ilypotlresis 1

APPENDIX 4

Computation of 2-test far Hypothesis 2