University of Nigeria Research Publications

OKUDE U. Agwu

Aut

hor

PG/M.ED82/1327

Title

A Study of the Administrative Management Problem of the Imo State’ Colleges Between 1976 and 1984

Facu

lty

Education

Dep

artm

ent

Education

Dat

e0

July, 1984

Sign

atur

e

T I T L E P A G E

A STUDY O F T H E A D M I N I S T R A T I V E IWNAGEMENT PROBLEMS

O F T H E I M O S T A T E TEACHERS ' COLLEGES

BETWEEN 1976 AND 1984

A RESEARCH PROJECT

f p h P R E S E N T E D T O THE DEPARTMENT O F

EDUCATION, U P J I V E R S I T Y O F N I G E R I A

!XSUKKA

I N P A R T I A L F U L F I L M E N T O F T H E

REQUIREMZNTS F O R T H E DEGREE O F

MASTER O F EDUCATION (M.ED) I N

EDUCATIONAL A D M I N I S T F A T I O N AND

P L A N N I N G

OKUDE U. AGWU ( P G / M . E D ~ ~ ~ ~ I 327)

J U L Y , 1984

T I TI-1L;SI.S H '.S X J T O D FOR THC

DdPARTIIS:i'.J'T OF XDlJC AQI~N

iii

DEDICATED TO

FOR

HER PATIENCE AND UNDERSTANDING

DURING THE PERIOD O F T i T S RESEARCH

V U l e I claim re spans ib i l i - ty f o r t he shor t -

comings of Lhic work, I have r e l i e d very much on

-the a s s i s t a n c e of mmy incl ividuals wi-thou% whom

't h i s p ro jec't would n o t have been ac compli shed. I

have -the p l e c s u r c t h e r e f o r e , t o express my

gra-Litude a n d indeb'tednesn -to a l l ... of 'them.

My .thankc ,md deep apprec ia t ion go 'to

riy p r o j e c t acivioer, D r . P. A. Bzeoclia of t h e

'Jniversi ' ty of Niger ia f o r l i i r , u n t i r i n g e f f o r t s

i n providing me wit11 exper't advice and relevm't

books which encouraged me ,mcl made me work hard

-tliroughou-t -the per iod of' t h i s resenrcli.

I am grntef 'u l 'Lo my wife, Angela Uzomo Agwu

f o r lisr moral and encourageme;n%, t o t h e

P r i n c i p a l , Students and S t o f f o f rny insti-tu-Lion,

W.T. C. Afikpo f o r t h e i r c o o p e ~ a t i v e a-t t i tucle

throughout t h e resecrch period.

I thank t h e au-tliors whose works I have quoted

i n -the research ,md tlic . t yp i s t s - Bea.trice, ~d Ugo

who contribu'tcd i n . t he i r own wws 'to br ing 'the work

to sucemo

PAGE

TITLE PAGE o o o o o o o o o

APPROVAL PAGE m o o e o I 0 0 0

DEDI CAT1 ON o o o o o a e o a

ACI(N OFLEDGEMXN T . * o e

TAB;LE OF CONTENTS o o o e e e

LIST OF TABLES e o e * 0 0

PROJSCT BSTRACT 6.0 w o o

W I I ? E R ONZ:

INTRODUCTION : ----a-

0 0 0 0 0 0 0 6 0

4 . Background of -I; he s-tudy 0..

2 . S t a t emcn-t of Prob?. em ... 3, The Purpose of 't h e study e.O

4. The Signif icance of - the study

5. The s c o p e o f t h e s t u d y .. O 6 Research Questions - a .. C m y ? ? *

LI T-R-I EW : -* 0 0 0 0 0 0

7. The Impnr tmce of BTucn-tional Admini 3% r a t i o n . .. m e *

8. Financia l M,m,zgemen-t - a

9. Provision of I n f ras - tmc- tura l F a c i l i - t i e s . . . ~ W O e e 0

10. he Role of -the Ministry of Bduc3.t ion and Sta t e Education Board.

ii

iii

i v

v i i i

11. Summary of the items r evi ewed . . . .. . 41

CHAPTER THREE: r-.. ----).C=I.-

12 Researcli procedure . . . 49

13. Type of s'tudy . . . . * . 49

14. Description of t h e Populn.tion 49

15. The szmple ... e m . 49

I 60 InstrumenL fo r Dz-ta Collect ion 5 1

17. Reliabi l iLy and vdidi'l;y of I n st rmrnen-l; s . a s . . . 52

18. Data Analysis Teclmiques .. . 52

-. C HAP -=_ - TE.R FOUR :

RESULTS AND DATA ATJALYSI S 0 0 " 54

19. Answering tlis research questions 54

OpT-: -

DISCUXE&IJ?T\TRJF~,V-LTS: 0 0 0 63

20, Discussion of -the f indings 63

21. Summary of t h e Results . O D 80

22. Conclusion . - . o r n o 84

23. Educations1 Implic,-,'tions of the s-tucw . .. ... .. . 86

24. Rscommndnkions f o r Further Resemcli , m e . 89

25. Limi-La-Lions of t h e cvl;udy ... 90

26. Suggestions Towards solving -the Ac1n1in.t s t ra ' t ive Problems 9 1

27. Bibliography o m - .. 93

8 p i : Name of Teacher Training Colleges

wes-Lionnaires f o r the P r inc ipa l s of TTC, Clzssroom teachers and p r i n c i p a l o f f i c e r s of -the Ministry of Educs-L .ion and t h e S'ta-l;e Education Bo ard . O D

vi i i

Table 4 :

Table 2:

Table 3:

Table 4:

Provi d o n of Inf rac t ruc tura l

F a c i l i t i e c

Estimated Annual Grm-to from t h e

Federal Government.

Major role^ played by -the

Ministry of Mucation and t h e S ta te

Mucat ion Board.

PROJECT ABSTRACT

The purpose of t h i s study i s t o i d a b i f y

-the major problem areas 'that hamper effect ive

school adminis'tra't ion of Imo S - t d e Teacher

Training Colleges. T h r ~ e working research

Wes-tiono were asked f o r -the p r p o s e of

collec-t ing data, namely: - Does f inancia l cons-t m i n t hamper effect ive

adminis'tra'tion of Irno Stake Tmcher

Training Col leges?

Does l ack of infras-trmc.Lural f a c i l i t i e s

a f fec t t h e adminisLra'tion of Imo Sta te

T-hers Colleges?

Does improper role dLfferentia-bion be'twsen

the Ministry of Xciucntion and -the SLa-te

Muca'tion Board a f fec t school adminis'tra-Lion?

Data were col lected by means of questionnaires,

interviews a d l i b r a r y research. The a-ta

co l lec~tsd were malysed ,and -the r e s u l t s of t he

f'tndings revealed -that: - ( 1 ) Lack of enough f'md af fec t eff iciency i n

admini s t ering Teachers Colleges i n Imo

S'ta'Le of Nigeria.

( 2 ) Absence of cuff icien-k infrss-t ruc-tural

f a c i l i t i e s makes school adminis'tra-tion

ineffective.

( 3 ) Conflicting ro les of -the Minis-try of Education

and 'the S'La'te Education Board help 'to weaken

school admini s-l;rntion.

Educci.tiona1 implicz.l;ions of 'tlie finding^; were

1xighli;Lcd m d a few recommendations made by t h e

wri ter , namely: - ( I ) That grm-l;s -to TTCs should be mnde dirsc-k t o

school s ra ther - thm pa soing through the Mini ot ry

of Educa'tion and the S-tr*te Educti-Lion Board.

(2 ) Thst o f f i c i a l s who embezde mcaey should be made

-to r c m d 'the money or be dismissed from service.

(3) That Pr incipals of schools should be subjected

'to regulzr auditing.

(4) Th2.t every c i t i zen should be made t o p,ay education

levy f o r adequn-te fnnding of schools i n Imo

S'ta'te, etc.

In view of tlic limi-l;a'kions of -the s-tudy,

recommends-Lions were mnde f o r ftrLure research.

Bacaraund -to the Study: - This study ma conduc-ted i n the fourtern

Teacher Trsining Colleges i n Imo State of Nigeria.

Those collegeo were established .to t r a i n teacher6

who would take up appointment i n the Primary and

Post-primary insti-tu-tions.

The demmd f o r trainedl teachers became acute

a f t e r the Migerian Civil War and the introduction

of the U n i v e r ~ a l Primary mucation (UPB) i n 1976.

After %hi G year Nigeria wi'tnesoed ac t ronomical

increase i n ~ c h o o l enrolment, a aitua-tion which

pers i s ted ' t i l l about 1982 whem most Sta-teo

introduced payment of fees i n who 01s.

The ro l e of the teacher during th io period

was of grea-t importance i n order t o c a t e r f o r t h e

enrolment explocion i n cchoolo. The r o l e of

-teachem wag c l ea r ly s t a t ed i n t h e Nigerian

National Policy on Educc;.tion (I 977: 32).

It s t a t e d tha t : -

"Teacher education w i l l continue t o be given

a major emphasis i n a l l our educational

planning because no educational system

can r i s e above the qua l i t y of i t s teachers".

It went f u r t h e r t o i d e n t i f y the major funct ional

areas as follows:-

1 . Production of adequate number of the Universal

Primary Education;

2. Production of high qua l i t y teachers; and

3 . The r a i s i n g up of se l f -d isc ip l ined,

responsible and dedicated teachers who i n

tu rn would take up the t a s k of making .- - b-.

fu tu re c i t i z e n s and leaders of tomorrow.

This then means t h a t t o achieve the above

object ives the teacher t r a in ing col leges must be

e f f ec t i ve ly administered. The implications

therefore, a r e t h a t : There must be enough funds,

goud administrat ive s t ruc tu re , good personnel

administration, and above a l l , good leadership

and public re la t ions .

I n the administrat ive hierarchy of our

educat ional system, the school administrator or the

p r inc ipa l occupies a s t r a t e g i c pos i t i on because h i s

day-to-day a c t i v i t i e s a re most d i r e c t l y i n touch with

the s t a f f and students and can therefore exer t a

l a rge measure of inf luence on them, I n carrying out

h i s funct ions , the administrator o f ten runs i n t o

c o n f l i c t with the o ther r o l e p layers such a s the

d f i c i a l s from the Ministry of Education and the S t a t e

Education Board because of the f a c t t ha t the r o l e s of

each of these school administrators a r e not disSkhctly

marked out.

Before the Nigerian C i v i l War, the p r i n c i p d s C f f

Teachersr Collezes under the church and the Government

owned col leges had a la rge amount of au thor i ty i n t h e i r

respect ive schools. A b r i e f review of the h i s t o r y of

Nigerian educat ional system and the p r inc ipa l ' s

autonomy, as out l ined i n the Memorandum on the Review

d f Educational system of Imo S t a t e - (~ppend ix $?A

( i i ) : 428 - 429, 1980) gives support t o t h i s claim.

On the reasons why church r e l a t e d schools successful ly

operated " A sound Administrative Structure" the Imo

State conference of p r inc ipa l s confirmed t h a t i n the

then Eastern Region, "The schools symbolised the

pr incipals and the pr incipals symbolised the schools.

The pr incipals had considerable powers and autonomy i n

running the schools - r ec ru i t i ng and d i sc ip l in ing the

s t a f f , se lec t ing t h e i r students, handling f inances

of t h e i r schools and introducing some imovat ions

within certain l i m i t s .

I n the post c i v i l war Nigeria, the s t a t e take-over

of schools saw the establishment of administrative or

advisory bodies such a s the Sta te Education Board,

Board of Governors, Zonal Education Boards,

Advisory Committees (Imo Sta te Education Law

No. 20 of 1980: 5) . These i n s t i t u t i o n s were

es tabl ished t o maximise output i n education, but i t

has been observed tha t they have very much encroached

upon the a c t i v i t i e s of the pr incipals , r e su l t i ng t o

the decline i n d i sc ip l ine among the teachers and

students , a l so a decl ine i n f a c i l i t i e s and

f inanc i a l support f o r schools. These and other

f ac to r s have a f fec ted the power base of p r inc ipa l s

and i n consequence created administrat ive problems

i n t h e i r work a s school administratam.

One can r ip;ht ly describe the years following

the Nigerian C iv i l War (1967-1970) a s the ' olden Age

of Education i n Niger ia t . This w a s the time when

Nigerian Government showed the g r e a t e s t and much

ac t ive i n t e r e s t i n educational development ( ~ a i l y

S t a r of Sept., 9, 1981 page 7 ) , communities and

individuals ( ~ a i l y Zimes of Sept. 21, 1981 :L). A t

t h i s point , education was highly valued and demanding,

ye t the paradox of post war public education i n

Nigeria showed some t h r e a t s of education - parents

protes ted of sky-rocketing cos t s of education (Weekly

Trumpet of February 28, 1982 : 6). The public showed

i t s concern f o r the so-called ' f a l l i n g standard' i n

educat2on and demanded new or ien ta t ion i n education - (Weekly Trumpet, Ju ly 26, 1981 : 8 and Daily Times,

January 3.5, 1983 : 38),

Pr inc ipals complained of lack o f adequate funds

t o cont r ibute meaningfully towards the achievement of

qua l i t h t i ve education emphasised by the National

Pdl icy on Education (Nigerian Mirrrbr, July 15, 1981

: 3 ) . Teachers made joint e f f o r t s and pressed f o r

regular payment of t h e i r s a l a r i e s and b e t t e r

conditions of service ( ~ a i l y Times, Feb. 3, 1982 : 1 )

and ( ~ a i l y S ta r , Feb. 25, 1982 : 11).

Students r e s i s t e d school r u l e s and regula t ions

with impunity (Daily Times, Iflay 16, 1981 : 1 ) and

educat ional ly backward communities demanded fo r

equal educational opportunit ies , hence the

p r o l i f e r a t i o n of schools and col leges without

minding whether or not they are equipped f o r

e f f ec t i ve teaching and learning s i t u a t i o n ( ~ a i l y

S ta r , October 21, 198L : 11).

Classrool~ teachers, with l i t t l e or no

managerial experience were o f t en pulled out from

classrooms t o take up administrat ive r e spons ib i l i t i e s

as heads of schools.

This s t a t e of d i s - s a t i s f ac t i on has crea ted

some administrat ive problems f o r the p r inc ipa l s

and thus a f f e c t s the achievement of a qua l i t a t i ve

education which the Nigerian public expects from

the pr incipalship despite the ' c r i s i s s i t ua t i on ' .

STATSiUNT OF THE PROBLEM P1 -A -

A proulem i d e n t i f i e d i s a problem ha l f

solved. So the i d e n t i f i c a t i o n of problems i s

c e r t a in ly the best approach t o the so lu t ion of

problems i n educational administrat ion.

This study the re f ore focused i t s a t t e n t i o n

on the i d e n t i f i c a t i o n of major administrat ive

problems i n the following areas:-

1. Financial Management

2. The r o l e of the Ministry of Education

and the S ta te Education Board i n

School administration.

3. The provision of i n s t r u c t i o n a l and

i n f r a s t r u c t u r a l f a c i l i t i e s as they

a f f ec t school administrat ion.

According t o Howell ( ~ 9 6 6 : 15) ,

"The educat ional administrator needs t o

contiruously examine the purpose of h i s

organisa t ion a s i t attempts t o servsce its

unique r o l e i n our soc i e ty and t o make

recommendations f o r re-shaping the organisat ion

a s well a s t o operat ing it".

Hobbes (1972 : 13) a l s o sa id ,

"Since management i s the management of the mind

which i s not predic table , management of fund

which requ i res accountabi l i ty and the public

with d i v e r s i t y of i n t e r e s t s , the administrator

i s placed under d a i l y and perpetual problem

of analysis" .

A favourable s i t u a t i o n f o r e f f e c t i v e administration

i s aa id t o e x i s t , when the p r inc ipa l of a school i s

allowed f r e e hand i n the exerc ise of h i s legi t imate

au thor i ty without some hi tches .

Under the present school adminis t ra t ive s t ruc tu r e

i n Imo S ta te the s t a t e ac t ing through the S ta te

Education Board, plans the curriculum, recommends text -

books and provides equipment f o r the schools. It i s

a l so responsible f o r r ec ru i t ing , post ing, t r ans f e r s ,

and promoting both t he academic and non-academic

s t a f f . It conducts entrance examinations i n t o and

s e l e c t s s tudents f o r admission i n t o schools. Under

these c i r c ~ s t a n c e s it i s t o be expected t ha t both

teachers and s tuden t s should see the p r inc ipa l ' s

pos i t i on a s car ry ing l i t t l e or no author i ty . This

s i t u a t i o n could r e s u l t i n lack of co-operation on the

Pa r t of the s t a f f and lack of respect on the p a r t of

the s tudents , leading t o f u r t he r underminding

the pos i t ion of the p r inc ipa l and c r ea t i ng se r ious

d i s c i p l i n e problems, because of the f a c t t h a t s tudents

would then f l o u t school r u l e s and regula t ions .

I n the face of t h i s s i t u a t i o n P r inc ipa l s of

Teacher Training Colleges i n the S t a t e appear

t o be handicapped i n maintaining d i s c ip l i ne a s a

r e s u l t of c e r t a i n guidel ines imposed by Government

Policy.

The Imo S t a t e P r inc ipa l s o f ~ e a c h e r s ' Colleges

faced with these conf ' l icting demands seemed t o be i n

a c r i s i s of i d e n t i t y - t h a t i s they seemed t o have

d i f f i c u l t y i n i den t i f y ing t h e i r proper r o l e s a s

administrators .

They therefore found i t d i f f i c u l t t o reconci le

these cons t r a in t s and pressures with what t h e i r

funct ions a s school l eaders had beenbe fo re the

S t a t e Take-over of schools, which included:

d i s c i p l i n i n g the s t a r f and s tudents , Provision of'

school needs and i n f r a s t r u c t u r e , preparing school

Budget with the Board of Governors, rece iv ing and

d isburs ing grants made t o school, e t c . d ducat ion Review Commission Appendix.! Ill I 980 p.443 - 444).

In t h i s study therefore the wr i t e r i d e n t i f i e d

such envisaged problem areas t ha t cons t i t u t e

administrat ive problems and thus hamper %fie smooth

running of Teacher Training Colleges i n the S ta te*

It i s hoped t ha t by iden t i fy ing these problems

one would have made the first leap towards solving

them.

THJ3 PURPOSE OF STUDY

The purpose of t h i s study i s t o f i n d out how

the i d e n t i f i e d problem areas m i l i t a t e against the

smooth running of Teacher Training Colleges i n

Imo S t a t e so a s t o f i n d solu t ions t o them f o r

e f f e c t i v e school administration. Although some

P r inc ipa l s lack leadership po ten t i a l , most of

them do not know t h e i r pnoper r o l e s a s the

a r c h i t e c t s of school administration. This i s due

t o the f a c t t h a t the po l i cy makers and the executive

arms have so much i n f i l t r a t e d i n t h e i r adminis t ra t ive

domains.

The memorandum submitted by the Imo S t a t e

Conference of Pr inc ipa l s of ToTeCs and Secondary

Schools t o the S ta te Education Review Commission

1980 s t a t e d e labora te ly the views and pos i t ions of

p r inc ipa l s on various aspects of education system

i n the S ta te . Accordingly, the memorandum s t a t e d

t h a t the educa t iona l system i n Imo S t a t e 9 seen a t

present does not make enough room f o r consult ing

p r inc ipa l s of schools i n decis ion making espea ia l ly

i n matters t h a t a f f e c t them and the welfare of t h e i r

schoolso Even when consulted t h e i r views and

opinions a re never considered se r ious ly i n the

formation of educational po l i c i e s ,

This s i t u a t i o n r e su l t ed t o loas of courage on

the pa r t of t h e p r inc ipa l s a s they f e e l l e f t out,

and consequently education su f f e r s , The Pr inc ipa l s

a l s o f e l t t h a t powers were over concentrated i n the

S t a t e Education Board with whom they dea l more

c lo se ly than the Ministry o f Education. This had

very often caused The de lays of ac t ions and had

rendered those a t t h e lower hierarchy r a the r

pe r iphera l i n cont r ibut ing e f f eo t i ve ly t o the system,

The purpose of t he &udy c an theref ore , be

summarised as follows : - To f i n d out how f i n a n c i a l cons t ra in t cons t i t u t e s

a problem i n school administrat ion;

To f i nd out the ex t en t t o which the r o l e

r e l a t i onsh ip between the IVlinistry of Education and the

S t a t e Education Board a f f e c t s the work of the

p r inc ipa l as the school administrator; and f i n a l l y ,

t o f i n d out t o what extent lack of enough i n f r a s t ruc -

t u r e s a f f e c t s school administration.

THE SIGKIFICANCE OF THE STUDY

Teacher educat ion, i n Nigeria has been

cons i s ten t ly experiencing a l o t of changes a s we

have been observing since the '80s. Many

i n s t i t u t i o n s are expanding t h e i r teacher

education praogrammes t o face the challenges i n the

demand f o r teacherso The ca l ib re of the teaching

personnel i s changing and t eachers are becoming

more mi l i tant . This idea was expressed i n the

d a i l y S t a r of December 16, 1981 page 2 and the

weekly Trumpet of February 2 , 1982 page 9, There

has been an enormous increase i n school population

and s tudents themselves a re becoming more sophis t ica ted

a s expressed i n the Sunday Times of February 14, 1982

page 9. S ta te Governments are phasing out or

re t renching t h e i r untrained teachers and t ra ined

but unce r t i f i c a t ed teachers i n place of t r a ined

and c e r t i f i c a t e d teachers; knowledge changes i n

content and di rec t ion; b e l i e f s and a t t i t u d e s as

t o how t o improve teaching and learning are

changinig. I n the face of a l l these innovative

ideas being expressed i n the rank and f i l e o f the

Nigerian Society, i t becomes mandatory t h a t education

planners be s ens i t i ve t o these changes and c l a r i f y

the contemporary needs of p r inc ipa l s as school

administrators . This study, therefore i s an

embodiment of many f ac to r s t o Nigerian educatdms

and pr inc ipa l s i n t h e i r quest f o r qua l i t a t i ve education

which can only be achieved through the programmes of

the Teachers Colleges. The study w i l l be of

immense operat ional importance t o the Federal and

Sta te Governments, p rac t i s ing educational adminis-

t r a t o r s and planners who may wish t o s t up

i n s t i t u t i o n s f o r the t r a in ing of teachers i n f u t u r e by

providing them with useful h i n t s and guidelines on

the appropriate procedure f o r e f f e c t i v e school

administration. This i s so because with the acute

shortage of qua l i f i ed teachers i n the country,

more teachers ' col leges are bound t o be b u i l t or

establ ished.

a d m i n i s t e r i n g t h e i r s c h o o l s and t h e i r i m p l i c a t i o n s

f o r e f f e c t i - v e s c h o o l a d m i n i s t r 2 t i o n v!ould

c o n t r i b u t e imense ly towards a b e t t e r and c l e a r e r

u n d e r s t a n d i n g of t h e e d u c ~ t i o n a l system i n

Imo S t a t e and c o n s e q u e n t l y tociprds j-t s grer?t e r

e f f i c i e n c y .

The s t u d y i.s res t r r i c t e d t,o T.T.Cs. i n Tmo

S t a t e and i n v o l v e s P r i n c i p a l s and t e a c h e r s from

t h e s e Coll-egcs. Also i n c l u d e d i n t h e s t u d y a r e

t h e P r i n c i p a l O f f i c e r s i n t h e ?/Tinis try of

Educa t ion and t h e S t a t e Educat ion Board. The

T, T, Cs. a r e f o u r t e e n i n number and t h e y

i n c l u d e :-

I . Women T r a i n i n g Col lege , Afikpo

Teacher T r a i n i n g Col.lege, Azaraegbelu

S t , J o s e p h ' s Teacher T r a i n i n g Co l l ege , .Aba

Teacher Tra in . ing Co l l ege , m i m e Tea.cher T r a i n i n g Col-lepe, Xgbema

Teacher Trainj-ng Coil-ege, I r e t e

Teacher Tr2. ining Co! l e p e , Ihj-e 4

MacGregor Tep c h e r ? ra in5 pg Co3. l e~e , .Afi.kpo

Teacher T r 3 i n i n g Col l e g e , ITsu ,

Bishop Shanaham Teachers Co l l ege , (PSTC) Orlu .

11. Teacher Training College, Uzuakoli

12. Teacher Training College, Uturu

13. Women Training College, Umuahia

14. Teacher Training College, Umudi.

Limited l i t e r a t u r e on t h i s s tudy posed a b ig

c o n s t r a i n t so t h a t t h e r e sea rche r b a s i c a l l y

r e l i e d much on l i t e r a t u r e from Niger ia and

o t h e r Countries.

RESEARCH QUESTIONS

Since t h e s tudy i s a survey research

involv ing problem i d e n t i f i c a t i o n and i t s e f f e c t

on school admin i s t r a t ion , t h e w r i t e r considered

t h e use of research ques t ions p e r t i n e n t f o r t h e

study. The fol lowing research ques t ions were

however considered very import:mt f o r t h e purpose of

c o l l e c t i n g r e l e v a n t data:-

1 . Does f i n a n c i a l c o n s t r a i n t hamper e f f e c t i v e

admin i s t r a t ion of Irno S t a t e Teachers Colleges?

2. Docs non-provision of enough i n f r a s t r u c t u r a l

f a c i l i t i e s a f f e c t t h e admin i s t r a t ion of t h e

Imo S t a t e Teachers1 Colleges?

3. Does t h e r o l e r e l a t i o n s h i p between t h e

Pi inis t ry of Education and t h e S t a t e

Education Board a f f e c t t h e admin i s t r a t ion

of the Tmo S t a t e Tc3chersf Collpges?

The r e s e a r c h e r discussed the xe~.-ia-:~ ,

o f l i t e r a t u r e under t l l e f o l l o w i n g Pour h e s d i n g s ,

namely, t h e imvor tance of e d u c a t i o n a l a d . m i n i s t r ~ t 5 o n ,

f i n a n c i a l management ; t h e r o l e p layed by t h e V i n i s t r y

o f Educat ion an$ t h e S t a t e Kducation R o ~ r d ; and

f i n a l l y t h e i m ~ o r t 2 n c e of t h e p r o v i s i o n . o f

i n f r a s t r u c t u r e s i n c l u d i n g t w c h i n g a i d s . The

r e s e a r c h t h e r e f o r e focussed i t s a t t e n t i o n OF. t h e . - above a r e a s which t h e w r i t e r assumed d i d

c r e a t e a l o t of problems t o s c h o o l a d m i n i s t r a t o r s ,

Examining an e d u c a t i o n a l system i n o r d e r t o

a p p r a i s e i t s c o n t r i b u t i o n s t o n a t i o n a l develonment

e n t a i l s a system a - n a l y s i s o f e d u c - t i o n i t s e l f .

Educs t ion i s n o t j u s t an end i-n i t s e l f b u t an ,

i n v e s t m e n t , a means t o an end.

Combs (1968 : 9 ) s a i d t h a t tvrhpt seemed t h e

i s s u e of t h e day was t h e re-examination of t h e

o r g a n i s e d , p r o c e s s by which a s o c i e t y pursued.

e d u c ~ t i o n , and whether t h a t , p r o c e s s n n c l , i t s r e s u l t s

cou ld b e made more r e l e v a n t , mean ingfu l , e f f i c i e n t

and e f f e c t i v e w i t h i n t h e c o n t e x t of t h e p a r t i c u l a r

s o c i e t y and i t s developmenta l t a s k s .

Today e d u c a t i o n i s u n i v e r s a l l y a c c e p t e d * -

a s a form o f l -nves tment i n human b e i n g s which y i e l d s economic b e n e f i t s o r r e t u r n s and c o n t r i b u t e s

t o a n a t i o n ' s f u t u r e vreal th and development by

i n c r e a s i n g t h e p r o d u c t i v e and consumpt iye c a p p c i t y

o f i t s c i t i z e n s , I f viewed i n t h i s way, a31

e x p e n d i t u r e i n e d u c a t i o n c o u l d b e t o a g r e a t e x t e n t

j u s t i - f i e d i n t e r m s of t h e p o t e n t i a l c o n t r i b u t i o n o f

e d u c a t i o n t o economic growth and n a t i o n a l development ,

E d u c a t i o n must t h e r e f o r e b e c o n t i n u o u s l y p l a n n e d as

a form o f s o c i a l and economic i n v e s t m e n t whose

b e n e f i t s c o n v i n c i n g l y w a r r a n t t h e enormous sums of

money s p e n t on e d u c a t i o n . T h i s was t h e most r e a s o n

why t h e ashby Commission o f 1960 te rmed i t s

c l a s s i c a l Repor t on th .e man-nower n e e d s and h i g h e r I

e d u c a t i o n i n PTiqeri.a, - l t Inves tment I n r;l'duc;trionfg ,

T h i s r e p o r t 17rrs i m p o r t ~ n t p r i m n r i l y b e c a u s e i t r e p r e s e n t e d a symbol o f t h e d e t e r m i n a t i o n o f

i n d e p e n d e n t b? iger ia t o e x p n d i t s e d u c a t i o n

s y s t e m a t i c a l l y i n o r d e r t o u n d e r w r i t e s o c i a l and

economic p r o g r e s s ,

However, v~hcn e d u c a t i o n i s t h o u g h t O f a s a n

i n v e s t m e n t , rre must n o t f o r g e t t h a t e d u c a t i o n i s n o t

e a s i l y comparable t o o t h e r forms o f economic

i n v e s t m e n t because i t h a s , few p e c u l i a r c h a r a c t e r -

i s t i c s . f i r s t l y , e d u c ~ t i o n i s b o t h a n i t e m o f

consumption and a v i t a l f a c t o r o fproduc t ion . It

may b e d e ~ a n d e d f o r i t s own sake. The Tanzanian

p r e s i d e n t , Nyerere (1967 : 1 7 ) had i n f a c t i n s i s t e d t h a t , p u b l i c l y provided "educat ion f o r e d u c a t i o n ' s

sake1' must b e g e n e r a l educa t i on f o r t h e masses. A s

a f a c t o r of p roduc t i on , educa t ion produces t h e attitude:

s k i l l s , knowledge, and p e r s o n a l i t i e s upon which modern

t echnology , i n d u s t r i a l i 7 , a t i o n and organ ised

development a n d ~ r o d u c t i o n depend. #

Secondly, i n economic concep ts educa t ion y i e l d s

a h igh margin of l n d i r e c t r e t u r n s s i n c e i t i s aimed

a t modifying peopl-e r p t h e r t h a n t h i n g s , hence Thomas Aquainas de f ined educa t i on as " the a c q u i s i t i o n o f t h e

p e r s o n a l d i s c i p l i n e neces sa ry f o r l i f e ' s adventure . T h i r d l y , as a n i n s t rumen t f o r n , t iona l

development, t h e c o s t s o f , and t h e b e n e f i t s t o be

de r ived from educa t ion a r e a f f e c t e d and circum-.

s c r i b e d by t h e c o u n t r y ' s e x i s t i n g gene ra l l e v e l o f

p o l i t i c a l , s o c i a l and economic development.

And l a s t l y , educg t ion as an i n t e g r a l p g r t o f

a t o t a l c u l t u r e , met re fo rmer s u s e i t as an

i n s t r u m e n t f o r s o c i a l and c u l t u r a l r egene ra t i on .

When e d u c a t i o n f a i l s t o s a t i s f y some o r a l l . - o f i t s expec ted g o q l s e s p e c i a l l y i t s b e i n g a means

o f s o c i a l r e c o n s t r u c t i o n , p e o p l e t u r n round t o t a l k

o f f a l l i n g s t a n d a r d s i n e d u c a t i o n . T h i s i n o t h e r

words r e f e r s t o t h e f a c t t h a t t h e r e i s l a c k o f

q u a l i t y e d u c ~ t i o n a s we know today , I n a t t e m p t i n g

t o answer t h e i s s u e of f a l l i n g s t a n d a r d , p e o ~ l e

t e n d t o blame i t upon noor e d u c 3 t i o n a l p l a n n i n g a

and a d m i r A s t r n t i o n , and t h e end r e s u l t would be a

d e f e a t of t h e n a t i o n a l g o a l o f e d u c a t i o n f o r

q u a l i t a t i v e e d u c a t i o n e n s h r i n e d i n t h e n a t i o n a l

P o l i c y on e d u c a t i o n .

A d m i n i s t r a t i o n i s a g e n e r a l i s e d t y p e of

b e h a v i o u r found i n a l l human o r g a n i s a t i o n s ,

It i s t h e p r o c e s s of p l a n n i n g , c o n t r o l l i n g ,

and c o o r d i n a t i n g f a c t o r r e s o u r c e s , t h e l i f e and

b e h a v i o u r of p e o p l e i n an o r g a n i s a t i o n . A l l

a d m i n i s t r a t i v e b e h a v i ~ u r s t a k e p l a c e w i t h i n t h e

c o n t e x t o f o r g a n i s a t i o n . Admin i s t r a t ion a r i s e s

where t h e r e i s an o r g a n i s a t i o n . An o r g a n i s a t i o n i s

composed of any g roup o f p e o p l e who have u n i t e d

t o g e t h e r t o . p u r s u e and accompl ish a common purpose

as one team. T h i s co l . l . ec t ive e f f o r t and t h e p o o l i n g o f r e s o u r c e s t o a c h i e v e a common aim i s what i s r e f e r -

r e d t o as a n o r g a n i s a t i o n , O r g a n i s a t i o n cou ld b e

fo rmal o r i n f o r m a l , Formal o r g a n i s a t i o n s have

members whose a c t i v i t i e s a r e governed by c e r t a i n

s p e c i f i c r u l e s and p r o c e d u r e s which d e t e r m i n e t h e

d e g r e e of a u t h o r i t y and behav iour of each

~ a r t i c i p a t i n g member. In fo rmal o r g a n i s a t i o n s

a r e s o c i a l g roups o r c l i q u e s which deve lop w i t h i n

t h e formal o r g a n i s a t i o n i n ord'er t o f u l f i l

i n d i v i d u a l s o c i a l needs. According t o Simon

(1965 : 148);

I9No formal o r g a n i s a t i o n can o p e r a t e

e f f e c t i v e l y w i t h o u t an xcornpanying

i n f o r m a l o r g a n i s a t i o n f l .

I n a s c h o o l system such i n f o r m a l o r g a n i s a t i o n s

do e x i s t , P u p i l s group themse lves i n t o c l i q u e s

a c c o r d i n g t o t h e i r s o c i a l i n t e r e s t s . A l l

o r g a n i s a t i o n s aim at t h e accomplishment of goa l s .

It i s t h e accomplishment of t h e s e o o l l e c t i v e

g o a l s t h a t p r o p e r a d m i n i s t r a t i o n i s needed.

P a r s o n s (1960 : 1 7 ) d e f i n e d an o r g a n i s a t i o n

as a s o c i p l u n i t which i s d e l i b e r a t e l y c o n s t r u c t e d

and recOnst ruct ,ed i n o r d e r t o seek s p e c i f i c g o a l s .

The d e d u c t i o n h e r e i s t h a t o r g a n i s a t i o n is made u p

o f human b e i n g s and t h e i r a c t i v i t i e s towards

a c h i e v i n g c o l l e c t i v e g o a l s .

E d u c a t i o n a l i n s t i t u t i o n s a r e examples o f - -

formal o r g a n i s a t i o n s whose members have an

o b j e c t i v e o r o b j e c t i v e s t o achieve . These -.

o b j e c t i v e s a c c o r d i n g t o T a m (1962 : 209) i n c l u d e d

t r a n s m i s s i o n and p r e s s e r v a t i o n o f t h e p e o p l e ' s

c u l t u r e , t h e development o f e f f e c t i v e work-habi t s

and s k i l l s and t h e development of e f f e c t i v e ways of t h i n k i n g ,

I n N i g e r i a , t h e o b j e c t i v e s which o u r

e d u c a t i o n a l i n s t i t u t i o n s a r e supposed t o a c h i e v e

a r e c o n t a i n e d i n t h e N a t i o n a l P o l i c y on Educa t ion

- t h e i n c u l c a t i o n o f n a t i o n a l c o n s c i o u s n e s s

and n a t i o n a l u n i t y ;

C t h e i n c u l c a t i o n o f t h e r i g h t t y p e o f

v a l u e s and a t t i t u d e s f o r t h e s u r v i v a l

o f t h e i n d i v i d u a l and t h e bTigerian

s o c i e t y ;

- t h e t r a i n i n g o f t h e mind i n t h e under-

s t m d - i n g o f t h e w o r l d around; and # - t h e a c a u i ~ i t i o n of a n p r o p r i n t e s k i l l s ,

a b i l - i t i e s , and competences b o t h m e n t a l

and p h y s i c a l as equipment f o r t h e i n d i v i d u a l t o l i v e and c o n t r i b u t e t o

t h e development o f h i s s o c i e t y .

Educa.tiona1 i n s t i t u t i o n s i n o r d e r t o f u n c t i o n

p r o p e r l y and. a c h i e v e t h e s e o b j e c t i v e s must have I

f a c t o r r e s o u r c e s such as manpower, f i n a n c e , c a p i t a l

equipment nnd m o t i v 3 t i o n . A s a r e s u l t o f s c a r c i t y ,

o f t h e s e r e s o u r c e s , o r g a n i s a t i o n s had t o manage,with r e s o u r c e s t h a t c o u l d b e a v a i l a b l e 1-ike manpower,

f i n z n c i a l and c a p i t a l equipment which have t o , b e

c o n t r o l l e d 2nd c o - o r d i n a t e d r a t i o n a l l y . Thus, t h e

p r o c e s s Of c o - o r d i n a t i n g and c o n t r o l - l i n g a v a i l a b l e

f a c t o r r e s o u r c e s i n ord'er t o a c h i e v e t h e d e s i r e d

o b j e c t i v e ( s ) i s what i s r e f e r r e d t o as a d m i n i s t r a t i o n ,

b lb i t i ( 1977 : 2 ) d e f i n e d a d m i n i s t r a t i o n as :-

"A f o r m u l a t e d sys tem which i s i n t e n d e d t o , I

c o n t r o l , s u p e r v i s e , plap1 .nd make d e c i s i o n s

a b o u t t h e v a r i o u s a c t i v i t i e s o f a n o r g a n i s a t i o n

on t h e b a s i s o f establ i .sHed a u t h o r i t y . In I

s h o r t , a d m i n j - s t r a t i o n i s t h e a u t h o r i t a t i v e

art of g e t t i n g t h i n g s donesg.

School ad rn in i s t r a - t ion d e a l s ma.inly w i t h p o l i c i e s ,

p e r s o n n e l and programmes. T h i s view was suppor ted by Walton (1969 : 48) who a c c e p t e d a d m i n i s t r a t i o n

as concerned w i t h c w r y i n g o u t o f . p o l i c i e s and

prograriimes t h a t had been a c c e p t e d , t h e d i r e c t i o n

o f t h e e f f o r t s o f p e o p l e working t o g e t h e r i n t h e i r

r e c i p r o c a l r e l a t i o n s s o t h a t t h e aims o f t h e

o r g a n i s a t i o n may b e accompl ished,

I n h i s own c o n t r i b u t i o n Fafunvia (1974 : 3 )

quoted P i t t i n a e r as d e f i n i n g a d m i n i s t r a t i o n as

s e l e c t i o n , appointment and assignment of t h e ,

s c h o o l ' s employod pe r sonne l - employees, pupixs ,

board members and members of t h e community i n

c r e a t i n g , execu t i ng and improving p o l i c i e s which

make f o r sound and e f f i c i e n t educat ion . Personne l - ,

i t s procurment , c o o r d i n a t i o n and l e a d e r s h i p - i s

one main element i n t h i s d e f i n i t i o n . P o l i c i e s - ,

t h e i r c r e a t i o n , imp l imen t a t i on and improvement - comprise ano ther . Achievement of sound e d u c a t i o n a l

g o a l i s t h e t h l r d .

As t h e c h i e f Adrn5.nistrztive O f f i c e r o f t h e School , t h o P r i n c i p a l i s r e s ~ c n s i b l e f o r t h e

o v e r a l l a d m i n i s t r a t i o n of t h e s choo l - s u p e r v i s i o n

o f sta.f f ; improvement o f i n s t r u c t i o n and cur r i cu lum development, . n d t h e development of s choo l and community r e l a t i o n s .

-.

Nwogu (1980 : 159) a s s e r t e d t ~ a t :

"finance i s one o f t h e f a c t o r r e s o u r c e s ,

v e r y impor tan t f o r c lassroom i n s t r u c t i o n .

Educat ion must h e p a i d fo r . Teachers who

i n s t r u c t t h e s t u d e n t s must be pa id .

Accommodation f o r i n s t r u c t i o n a l purposes

must b e b u i l t . T r a i n i n g Teachers

and p r o f e s s i o n a l l y s o t h a t t h e y

can i n s t r u c t e f f e c t i v e l y and c f f i c i e n t l y ,

canno t b e accomplished wi thou t f inance . 4

I n f a c t , f i n a n c e i s t h e l i f e w i r e of

e f f e c t i v e c lassroom i n s t r u c t i o n w .

S u p e r v i s i o n of i n s t r u c t i o n i s a key a s p e c t

i n a d m i n i s t r a t i o n , and s o any f i n a n c i a l c o n s t r a i n t

i n any s e c t i o n a f f e c t s t h e whole a d m i n i s t r a t i v e s e t

u p i n any o r g a n i s a t i o n ,

T o s i and C a r r o l (1976 : 348) w r i t i n g on

employee ' s compensat ion s a i d , Wnployee compensation

can b e c o n s i d e r e d t o i n c l u d e , a l l va lued r e s o u r c e s

such a s h o u r l y wage payments, s a l a r i e s and i n c e n t i v e

p.ays g i v e n by an o r g a n i s a t i o n t o employees as a

r e t u r n f o r t h e i r workqv. Ehployee compensat ion ,

a l s o i n c l u d e s f r i n g e b e n e f i t s such as p e n s i o n s ,

v a c a t i o n s , s t o c k o p t i o n s and employee d i s c o u n t s ,

a l l o f which r e q u i r e e x p e n d i t u r e hy t h e

o r g a n i s a t i o n . Cornnensation p rogrmmes have -

s e v e r a l o b j e c t i v e s among which a r e :- I . a t t r a c t i n g ~ u a l - i f i e d human t a l e n t ;

2. m o t i v a t i n g members t o perform a t a h igh

l e v e l ;

3. maintenance of employee s a t i s f a c t i o n .

S a t i s f a c t i o n on t h e job l e a d s t o r e a s o n a b l e ,

c u t p u t , Frringe b e n e f i t s , minimum s a l a r y s c h e d u l e ,

h o n e s t y i n h a n d l i n g t h e s t a f f a f f a i r s and prompt

payment would encourage t h e t e a c h e r s t o p u t i n

t h e i r b e s t and . t h i s w i l l l e a d t o b e t t e r s c h o o l

B e t t e r c o n d i t i o n s of s e r v i c e n o t

o n l y z t t r a c t b e s t q u a l i t y t e a c h e r s i n t o t h e

s e r v i c e , b u t a l s o t h e y r e d u c e t o a minimum f r e q u e n t

exodus o f good t e a c h e r s t o o t h e r f i e l d s and

i n v a r i a b l y e n s u r e q u a l i t y e d u c a t i o n i n Secondary

T r a i n i n g Col leges , T h e r e f o r e ,

e f f e c t i v e s c h o o l a m i n i s t r a t i o n i n our s c h o o l s

r e q u i r e s adequa te fund ing , 4

k c o r d i n g t o Tay lo r (1974 : 201, g'The d e g r e e

02 s u c c e s s of t e a c h e r s depends on t h e c o n t i n u i n g ,

s u p p o r t t h e y rece i .vs , t h e r e s o u r c e s a v a i l a b l e t o

them and t h e i r p u p i l s . . f o r t e a c h i n g and l e a r n i n g

t h e d e g r e e o f s e c u r i t y and c a r e e r p r o s p e c t s

t h e y en joyv , The s u p p o r t a t e a c h e r r e q u i r e s may b e i n t h e a r e a s o f improved c o n d i t i o n o f s e r v i c e - s a l a r y s t r u c t u r e , h o s p i t a l i z a t i o n b e n e f i t , r e t i r e m e n t

b e n e f i t s , g r i e v a n c e p rocedures , s e l f p r o f e s s i o n a l ,

improverflents, and s i c k and s t u d y l e a v e s , I n 8-11

t h e s e c a s e s f i n a n c e i s t h e answer, The above a r e

f a c t o r s Or" m o t i v a t i o n . Mot iva t ion a c c o r d i n g t o

M b i t i (1974) h a s t c do w i t h employee I s i n t e r e s t

i n p u t t i n g t h e u tmos t e f f o r t i n t o h i s work. It

i s one O f t h e key f a c t o r s t h a t l e z d s t o e f f i c i e n c y .

Such i n t e r e s t must have t o b e c u l t i v z . t e d by t h e

employer th rough a d m i n i s t r a t i v e methods, Mot iva t ion

i s t h e i d e a - o f g e t t i n g t h e mcmhers o f a team come

t o g e t h e r f o r t h e coarnon good o f t h e o r g a n i s a t i o n .

The v e r y measures u,qed f o r conpenoa t ion cou.ld 8

b e used. f o r m o t i v a t i o n . For example, a t t r a c t i v e " 4

s a l a r i e s , promotion o p p o r t u n i t i e s , a n n u a l l e a v e 0 d 6

s t u d y t o u r s , i n - s e r v i c e programmes, and

o t h c r f r i n g e b e n e f i t s a r c measures which t h e employer can u s e t o m o t i v a t e h i s employees.

I n Imo S t a t e enough funds a r e n o t a l l o c a t e d

t o s c h o o l s t o meet t h e s e demands and under such

s i t u a t i o n one canno t b u t s e e a l a i s s e z - f a i r e

a t t i t u d e i n t h e a d m i n i s t r a t i v e system because o f ,

t h e a t t i t u d e s o f t e a c h e r s , who a r e aggr ieved w i t h

a s i t u a t i o n where t h e y a r e d e p r i v e d o f t h e i r

l e g i t i m a t e r i g h t s .

NIVOEU (1980 : 1 14) obsc rved t h a t :

Tod2.y s t n f f seem t o come and go i n

r a n i d s u c c e s s i o n i n most of our s c h o o l s .

Many of t h e s t a f f z r e young, many

a m b i t i o u s f o r q u i c k prombt ion , n o t a l l

r e a l l y want t o t e a c h b u t s e e t h e

p r o f e s s i o n o n l y as a s t e p p i n g s t o n e t o

something t h e y c o n s i d e r ' h i g h e r ' 2nd

' b e t t e r 1 and l e s s e x e r t i n g and t h i s

makes t h e p r i n c i p a l I s t a s k o f knowing

each member o f h i s s t a f f and k n i t t i n g

them t o g e t h e r a d i f f i c u l t oneff .

Lack of s u f f i c i e n t funds i s p e r h a p s t h e most

s e r i o u s hand icap f o r e f f e c t i v e a d m i n i s t r a t i o n , E f f i -

c i e n t a d m i n i s t r a t i o n i n v o l v e s p l a n n i n g ahead.

P l a n n i n g means p u r p o s e f u l p r e p a r a t i o n i n advance o f

what i s t o b e done i n f u t u r e . It i s a w i s e way o f

avod ing t h e f l u s t r a t i o n o f hciving t o do t h i n g s a t

t h e l as t rninut e, 3 a n s which a n t i c i p a t e d expans ion

i n one segment o f t h e s c h o o l must c o n s i d e r expans ion

i n t h e c o r r e s p o n d i n g segments. For example, an

i n c r e a s e d s c h o o l enrolment demands expans ion of s t a f f ,

c l a s s r o o m s , t o i l e t s and p laygrounds . Funds were n o t

a v a i l a b l e t o p r o v i d e t h e s e f a c i l i t i e s when N i g e r i a

w i t n e s s e d enrolment e x p l o s i o n i n s c h o o l s as a- r e s u l t

o f t h e i n t r o d u c t i o n o f t h e U n i v e r s a l Prirnqry

Educa t ion (UPE). T h i s s i t u a t i o n rrF,s obse rved by

Oz,igi (1979 : 20) when h e h i g h l i g h t e d t h e c u r r e n t

p r o b l e n ~ i f i s c h o o l m ~ n a ~ e m e n t 2,s ' @ r i s i n g from h i g h

r a t e o f e x p l o s i o n as a r e s u l t o f e x p l o s i v e and . , .

i n c r e a s i n g demand f o r educa t ion . . , , .whish l e ? d s

t o uncontrol .a .ble enrolment growth and i n c r e a s e i n c l a s s s i z e f 7 .

I n s u f f i c i e n c g o r n o n - a v a i l a b i l i t y o f f u n d s can I

t o t d l y c r i p p l e e f f e c t i v e t e a c h e r educa t ion . Hence, I

Plumer (1924 : 3 1 ) m a i n t a i n e d t h a t , 'IHe who wants

g r e a t n e s s s h o u l d b e r e a d y t o f i n a n c e i tfr . One can I i

r i g h t l y a ~ p l y Plumer Is i d e a t o e d u c a t i o n a l .. .

9dmin i s t rp . t ion . T h i s i s s o because non-payment of I

t e a c h e r s s a 1 9 r i e s can make t e a c h e r s n o t t o t e a c h w e l l , ,

T e a c h e r s may n o t s u p e r v i s e t h e i r s t u d e n t s v e r y w e l l 1 !

d u r i n g t h e i r P r p c t i c e TenchJng i f funds a r e n o t

p r o v i d e d f o r t h e e x e r c i s e . Teaching and l e a r n i n g

may n o t b e e f f e c t i v e l y p r a c t i s e d when a p p r o p r i a t e and

s u f f i c i e n t r e s o u r c e m n t e r i a l s a r e n o t provided.

R e a c t i n g t o t h e above, Rosentengel and Estmond

(1957 : 2 8 ) s t r e s s e d t h ~ . t i%dequate s u p p o r t i s b a s i c

t o t h e e f f e c t i v e f u n c t i o n i n g of e v e r y a s p e c t of s c h o o l

programmefi, By i m p l i c a t i o n a d e q u a t e s u p p o r t c o u l d I

b e s e e n t o r e a n t h e r o l e of f i n a n c e i n any s c h o o l 1

I *

system. T h i s s h o u l d b e s o because Campbell and Co, I !

('1977 : 144) s t a t e d t h a t , v v I ~ a money economy such as 4 d

o u r s , t h e s e r v i c e s of p e r s o n n e l , t h e b u i l d i n g s ,

equipment , t h e s u g r l i e s an6 o t h e r i t e m s n e c e s s l r y t o i \

t h e o p e r a t i o n of a s c h o o l system must b e p a i d fo rP1 . I Campbe l l ' s i s an i d e a l which shou ld b e s e e n i n e v e r y t

o r g s n i s a t i o n . I n N i g e r i a , such d o e s n o t o p e r a t e as I

evidenced from t h e p r i n c i p a l s cons t an t compla in t s

and demand f o r money, Th i s unp l ea san t f i n a n c i a l

handicap f r u s t r a t e s t h e e f f o r t s of t h e dedic; l ted

p r i n c i p a l s and t h u s r e n d e r s t h e i r a d m i n i s t r 2 t i o n

i n e f f e c t i v e . The s i t u a t i o n i s worse i n tea-chers

c o l l e g e s where e x t r s funds a r e expected because of t

t h e need t o f i n a n c e pr(n.ctice t e ach ing , r e s o u r c e

c e n t r e s , p rov i s ion of aud io-v i sua l a i d s f o r t h e

t e ~ . c h e r t r a i n e e s t o meet u p t h e i r r euu i rements f o r

1 ea rn ing ,

P R O V I S I O N OF IN-XUCTURAL KACILITIES -- -- - -- --* In t h i s s e c t i o n t h e w r i t e r emmined

t h e i n f r a s t r u c t u r a l f a c i l i t y p o s i t i o n of Imo S t a t e

t w c h e r t r a i n i n g c o l l e g e s through t h e views

expressed by o t h e r s c h o l a r s , '

Campbell-, ?. R, and o t h e r s (1977 : 144) s t a t e d

t h a t , "Bui ld ings , equipment and s u ~ p l i e s a r e ve ry

e s s e n t i a l f o r t h e o p e r a t i o n of educa t i ona l progr~.mrnes~.

The Min i s t ry of Educetion and t h e S t a t e Boards

i n p a r t i c u l a r a r e r e s p o n s i b l e f o r f i n a n c i n g Teacher

T r a i n i n g I n s t i t u t i o n s a s w e l l as p rov id ing

i n f r a s t r u c t u r a . 1 f a c i l i t i e s , t o s c h o o l s t o h e l p

p r i n c i p a l s and t h e i r s t a f f do t h e i r work wi th l e s s

d i f f i c u l t i e s , A c l o s e l ook i n t o t h e laws o r e d i c t s

s e t t i n g u p many c f t h e s c h o o l b o a r d s r e v e a l t h a t

t h e o b j e c t i v e s f o r which t h e b o a r d s were e s t a b l i s h e d ,

a r e n o t b e i n g f a i t h f u l l y f u l f i - l l e d . These b o a r d s ,

p e r h a p s n o t r e a l i s i n g t h e magnitude m d e s s e n t i a l

n a t u r e of t h e i r a s s i g n m e n t s , are t o o s low, and some-

t i m e s t h e s lowness b o a r d e r s on l a z i n e s s , They a r e

Yet t o conv ince t h e g e n e r a l p u b l i c t h a t t h e y a r e

d i s c h a r g i n g t h e i r r e s p o n s i b i l i t i e s h o n e s t l y , 7

s e r i o u s l y and w i t h d e s p a t c h ,

Schools need t o b e b u i l t , and o l d o n e s r e n o v a t e d ,

r e p a i r e d and proper l -y m a i n t a i n e d , Many o f t h e

s c h o o l s a r e never v i s i t e d by e i t h e r t h e b o a r d s 4

o f f i c i a l s (Rduca t ion O f f i c e r s , S e n i o r S u p e r v i s o r s

and A s s i s t a n t S u p e r v i s o r s ) o r o f f i c i a l s from t h e I

M i n i s t r y of Educa t ion (Chief I n s p e c t o r s , Area o r d

Zonal I n s p e c t o r s and A s s i s t a n t I n s p e c t o r s ) , t o s e e #

t h e d e p l o r a b l e c o n d i t i o n s o f some of t h e s c h o o l s , e s p a c i a l l y t h o s e i n remote a r e a s . They o fben complain

o f l a c k o f o f f i c i a l v a n s o r poor a c c e s s r o a d s o r t h a t

c l a i m s made a f t e r v i s i t i n g remote s c h o o l s a r e never

pa id . A s a r e s u l t t h e y o n l y r e s t r i c t t h e i r i n s p e c t i o n s

o r v i s i t s t o t h e few s c h o o l s w i t h i n t h e u r b a n towns,

d

T e a c h e r s need b e t t e r t r e a t m e n t , b e t t e r under-

s t a n d i n g and more synpa tby from t h e s c h o o l boards .

Schoo l s need t o b e b u i l t , equipped and main ta ined .

& A t p r e s e n t t h e b o a r d s do n o t seem t o b e aware o f

t h e d e p l ~ r ~ b l e , c o n d i t i o n s , o f o u r . s c h o o l s - l a c k , o f

good b u i l d i n g s , equipment , seats , t a b l e s , w a t e r ,

l i g h t , t r a n s p o r t f a c i l i t i e s , s c i e n c e l a b o r a t o r i e s ,

a r t workshops o r rooms, games equipments , modern

t o i l e t f a c i l i t i e s , p laygrounds , a g r i c u l t u r a l equip- d

ments , t e a c h i n g a i d s o f a l l s o r t s , k i t c h e n s , , , I

c l a s s r o o m s , d i n n i n g h a l l s , d o r m i t o r i e s , t e x t b o o k s , 4

e t c . and where p r o v i d e d , t h e y a r e n e i t h e r ep6/

n o r a p p r o p r i a t e .

Morphet and Co (1963 : 413) m a i n t a i n e d t h a t , I 1

l ' O b s ~ l e ~ c e n c e , o v e r - crowded c la s s rooms , and doub le

s e s s i o n s i n many sys tems need t o b e e l i m i n a t e d

th rough new c o n s t r ~ c t i o n ~ ~ . The r e s e a r c h e r s t r o n g l y

s h a r e s t h e view el~pressed above. In N i g e r i a t h e

problem of i n f r a s t r u c t u r e i s a g g r a v a t e d b y i n c r e a s i n g

d e s i r e f o r mass e d u c a t i o n . I n Imo S t a t e i n f r a s t -

r u c t u r a l f a c i l i t i e s a r e i n a d e q u x t e and u n s a t i s f a c t o r y

i n t e a c h e r t r a i n i n g c o l l e g e s r e s u l t i n g from p o p u l a t i o n

e x p l o s i o n i n schoo7. enrolment s h c e t h e i n t r o d u c t i o n

o f t h e U n i v e r s a l P r i ~ g r y Educat ion (UPE). Lack o f

enough accommodation and equipment h a s r e s u l t e d t o

c l a s s e s b e i n g r u n i n ' S h i f t s ' o r ' S e s s i o n s v as

Morphet p u t s i t i n o r d e r t o c o n t r o l and accommodate

t h e s o many s t r e a m s c r e a t e d i n schoo l s . The

a v a i l a b l e b u i l d i n g s a r e never f u r n i s h e d o r equipped,

h p h a s i s i n g on t h e degree o f i n f r a s t r u c t u r a l ,

def f i c i e n c y i n t e a c h e r s co l l . eges , .Anyanw~ (1981 : 2 5 )

d i s c l o s e d s h o r r i n ~ t h e growth r a t e i n 7 o p u l a t i o n and - f a c i l i t i e s o f t h e Bishop L,sbrey Teacher T r a i n i n g

2

C o l l e g e #, I r e t e , i n t e n y e a r s from 1970 as fo l lows : -

I n P a o n h d F a c i l i t i e s

Sample I Bishop Lasbrey Col lege , I r e t t e

-- .. ----

The t a b l e above e x p l a i n s t h e degree o f

inadequacy of i n f r a s t r u c t u r e under which t h e

Teacher T r a i n i n g Col.l.eges a r e s u b j e c t e d t o

f u n c t i o n , It i s a shock t o n o t e t h ~ t e i g h t

p E y s i c a l p e r m ~ n e n t e l a ss rooms which s e r v e d 240 d I

s t u d e n t s i n 1970, cou ld a lso s e r v e 1 ,270 s t u d e n t s

i n t h e 1978/79 s e s s i o n as t h e t a b l e i n d i c a t e s .

I n a s i t u ~ t i o n such as t h i s s t u d e n t s c o u l d n o t be

expec ted t o f u n c t i o n e f f e c t i v e l y , Rout ine

a c t i v i t i e s may n o t b e p o s s i b l y d i s c h a r g e d

a c c o r d i n g l y , Th i s s t a t e o f a f f a i r s g i v e s r i s e

t o d i v e r s e problems which t o a l a r g e e x t e n t impede

t h e smooth a d m i n i s t r a t i o n of t e a c h e r s ' c o l l e g e s i n

t h e S t a t e .

THF- RClT.\T COPs;7, JCT BETWEEN THE MIRISTRY OF - EDUC ATIOrT AND T ~ ~ S T A T E EDUC f lTION BO 4RD: -

Thompson (1977) noted t h a t t h e s t r u c t u r e of

any o r g a n i s a t i o n i s t h e i n t e r n a l d i f f e r e n t i a t i o n *A

and p a t t e r n i n g o f r e l a t i o n s h i p s between t h e v a r i o u s

p o s i t i o n s and r o l e s i n t h e e n t e r p r i s e . When t h e

S t a t e E d u c ~ . t i o n Board was s e t u p i t s r o l e s were

c l e a r l y d i f f e r e n t i a t e d from t h o s e o f t h e M i n i s t r y

of Educat ion , b u t one s e e s t h a t l a t e r i n t h e c o u r s e

o f p e r f o r m i n g t h e s e r o l e s , one t ended t o perform

t h e r o l e s which were supposed t o b e per formed by

t h e o t h e r , .4s t i m e went on t h e r o l e s o f t h e

S t a t e Educa t ion Boards c o u l d no l o n g e r b e

d i f f e r e n t i a t e d from t h e r o l e s of t h e p r i n c i p a l s

o f s c h o o l s ,

T h i s n o t i o n c o u l d b e w e l l u n d e r s t o o d from

t h e r e v i e w o f t h e s e t u p o f t h e Rducat ion Roards

which c a n e n l i g h t e n u s on s ~ e c i f i c r o l e s s e t a s i d e

f o r each o f t h e two b o d i e s - t h e M i n i s t r y o f

E d u c a t i o n and t h e S t a t e Educa t ion Board.

B e f o r e t h e e s t a b l i s h m e n t o f t h e School Boards,

t h e M i n i s t r y of EducrQt ion was i n c o n t r o l of t h e

Government Schoo l s and v o l u n t a r y agency s c h o o l s ,

b u t s i n c e t h e c r e a t i o l i o f t h e School Boards

c o n f u s i o n seemed t o have s e t i n which h a s h e l p e d

t o p a r a l y s e t h e a d m i n i s t r a t i v e and s u p e r v i s o r y

f u n c t i o n s i n o u r e d u c a t i o n a l i n s t i t u t i o n s . . -

From t h e works o f Lewis (1965 : 2 8 ) and

Rot imi (1951 : 7 0 ) we came t o know e x a c t l y t h e

s i t u a t i o n under which t h e s c h o o l Boards were

e s t a b l i s h e d , According- t o them t h e r e was

d i f f e r e n c e Fetween t h e p r e s e n t s c h o ~ l b o a r d s an.d

t h e c o l o n i a l s c h o o l boa rds . The p r e s e n t s c h o o l

b o a r d s i n N i g e r i a u n d e r d i f f e r e n t a p p e l l a t i o n s

, by v a r i o u s S t a t e s o f F i g e r i a - School Boards,

4

S t a t e Boards of Educa t ion , S t a t e Educa t ion Boards

o r Commissions a r e v e r y f a m i l i a r t o many p e o p l e i n . I

N i g e r i a , p a r t i c u l a r l y t e r c h . e r s , p u ~ i l s and p a r e n t s . 2

According t o th.em, t h e School Bo,rds as we know them

t o d a y a r e o f r e c e n t c r e a t i o n . They a r e q u i t e

d i f f e r e n t from t h e C o l o n i a l Boards o f Educat ion

e n a c t e d by t h e N!est A f r i c a n Educat ion ~ r d i n m c e of

1882, and t h e board o f governors , which was formed

The p r e s e n t s c h o o l b o z r d s came i n t o b e i n g as

a r e s u l t o f t h e g e n e r a l s t r i k e by t h e N i g e r i a n ,

t e a c h e r s i n 1964, when t h e i r rminerous a p p e a l s t o

t h e Volun ta ry Agencies f o r b e t t e r s a l a r i e s and

improved c o n d i t i o n s o f s e r v i c e were i g n o r e d . When

i t was r e n l i s e d t h p t t h e t e ~ c h e r s ' i n d u s t r i a l a c t i o n was ~ a r a l y s i n ~ t h e t e a c h i n g s e r v i c e t h r o u g h o u t t h e

Country, t h e F e d e r a l Government s e t UTY a N a t i o n a l

J o i n t Counci l f o r T e a c h e r s i n 1965, Tbe Counci l w a s empowered t o c o n s i d e r t h e g r a d i n g s , r e m u n e r a t i o n s

A

and c o n d i t i o n s o f s e r v i c e f o r t e a c h e r s and t o mL&e reconniendat ions. I n t h e s e s s i o n a l p a p e r (No.2 of

1965) t h e F e d e r a l Government accep ted among o t h e r t h i n g s

t h e e s t a b l i s h m e n t of School Boards,

s t r i k e 2 c t i o n s a s a r e s u l t of , l , ck of r e g u l a r i t y i n

t h e payment of t h e i r s a l a r i e s , most of t h e S t a t e s

have s t a r t e d handing over some schoo l s t o t h e i r

p r ev ious owners.

Though t h e s t a t u t o r y f u n c t i o n s of t h e school I

Boards vary from S t a t e t o S t a t e , c e r t a i n f e a t u r e s 4 I

a r e common t o most of them, namely, t hey pos se s s t h e # a

powers t o apno in t , p r m o t e , t r a n s f e r and e x e r c i s e

g e n e r a l d i s c i n l i n a r y contro3. over a l l t e a c h e r s under them. They a l s o pay t e 3 c b e r s 1 s a l a r i e s and

al lowances.

I n some S t a t e s t h e boards undertook t h e

management, r e p a i r s , and maintenance of educa t iona l

i n s t i t u t i o n s ; review- of budgets , a sd t h e co-ordination

of l o c a l educa t ion plans . Besides, i n S t a t e s where

t h e r e w a s S t a t e c o n t r o l of educnt ion , i t was t h e

t a s k of t h e school boards t o admin i s t e r t h e u n i f i e d

t e s c h i n g s e r v i c e f o r t e a c h e r s i n p l a c e o f t h e

government and vo lun t a ry agency a u t h o r i t i e s . The ,

composit ion of t h e boards v a r i e d from S t a t e t o S t a t e ,

d-epending on t h e p r e v a i l i n g c i rcumstances . I n some S t a t e s where schools were many and t h e number of - -

t e n c h e r s very l a r g e , such as i n Imo S t a t e , t h e r e was

u s u a l l y a c e n t r a l board which c a t e r e d f o r a l l

t e a c h e r s i n t h e pos t primary schools , and l o c a l

o r d i v i s i o n a l o r zonal educa t ion boards which handle

A l l t h e governments o f t h e F e d e r a t i o n of 2

N i g e r i a accep ted t h e e s t n b l i s h m e n t of School Boards,

which when e s t a b l i s h e d would s e r v e t h e c9 ,pac i ty of

Volun ta ry 4gency Tec?chersl S e r v i c e Board f o r a l l

tc:'chers i n v o l u n t a r y agency i n s t i t u t i o n s . I f t h e s c h o o l b o a r d s were t o f u n c t i o n p r o p e r l y , s c h o o l s had

n o t o n l y t o come under one c o n t r o l l i n g a u t h o r i t y

b u t i n a d d i t i o n had t o b e graded, T h i s meant t h a t

a l l t e a c h e r s would cone under one s t a f f l is t t o

e n a b l e t h e a u t h o r i t y s e e them 9n a compact form,

T h i s was why t h e FeCYeral Government (1967) s e t u.q

h s a b i a Commission, commonly c a l l e d ' Cornnittee on t h e

Grad ing Of Duty P o s t s i n Volun ta ry Agency Educa t ion

I n s t i t u t i o n s ' . The recommendations of t h e Commission had s i n c e been a c c e p t e d and adopeed by t h e

governments o f t h e F e d e r a t i o n . The former Western

S t a t e o f N i g e r i a w g s t h e f i r s t t o s e t u p t h e s c h o o l ,

b o a r d on J u l y 1 , 1968, fo l lowed by t h e former

Midwestern S t a t e o f N i g e r i a on J u l y 30, 1968.

The S t a t e s i n t h e former E a s t e r n Region o f N i g e r i a

began t o e s t a b l i s h t h e i r s c h o o l b o a r d s a t t h e end o f 1 t h e C i v i l War i n 1970. Todzy n e a r l y a l l t h e

\ n i n e t e e n S t a t e s o f t h e F e d e r a t i o n have s c h o o l bo=ds.

Most S t a t e s have s i n c e t a k e n o v e r comple te c o n t r o l o f

a l l s c h o o l s i n t h e i r S t q t e s . However, due t o t h e I

N a t i o n ' s economic d e p r e s s i o n and t h e f r e q u e n t t e a c h e r s

t h e affairs o f t h e t e a c h e r s i n t h e p r imary s c h o o l s ,

I n any S t a t e t h e bo3rd w a s no rmal ly mad.e u p o f a I

f u l l - t i m e c h a i r m m , two o r t h r e e f u l l - t i m e members

and a few p a r t - t i m e members. Each board was g i v e n

a number of o f f i c i a l s who h e l p e d i n d i f f e r e n t

c a p a c i t i e s i n c a r r y i n g o u t t h e b o a r d ' s e x e c u t i v e

f u n c t i o n s . The h.ecad of t h e o f f i c i a l s w a s d e s i g n a t e d

' S e c r e t a r y 1 o r Chief Educa t ion O f f i c e r .

The School Boards came under heavy attacks

from q u a r t e r s i n , N i g e r i a , incluct.ing t h e p r e s s , gover3--

men t s , academics , t e a c h e r s , p a r e n t s and even

s t u d e n t s , The a c c u s a t i o n s r anged from f a v o u r i t i s m ,

c o r r u p t i o n , u n f a i r t ' reztment and l a c k o f i n t e r e s t

i n t e a c h e r s ' a f f a i r s t o f a i l u r e t o r a i s e s t a n d a r d s

o f e d u c a t i o n , Frequent d i s s o l u t i o n s o f t h e b o a r d s a-v # # I .. -

CalaBar , t h e c r i t i c s emnhasised were s i g n s o f

weakness on t h e p a r t of t h e b o a r d s and t h e i r f a i l u r e

t o meet t h e s t a n d a r d s s e t f o r them by t h e governments

o f t h e F e d e r a t i o n .

Speaking at a symposium org,mised by t h e

s t a f f and s t u d e n t s of F e d e r a l Government Co l l ege ,

Warri (December 6, 1975) Dr . Oroge, head of t h e

Department o f Arts of t h e I n s t i t u t e o f Cont inuing ,

Educa t ion , Benin C i t y , c a l l e d on t h e governments o f

tHe I?eder,l Republic of N ige r i a t o d i s s o l v e n l l ,

forms o f educa t i on b o ~ . r d s i n t h e coun t ry , because

acco rd ing t o him, t h e y c o n s t i t u t e d a nu i sance t o t h e

educa t i on system. He accused t h e boards o f l @ z i n e s s ,

f a v o u r i t i s m and i n d i f f e r e n c e t o t h e a f f a i r s of

t e a c h e r s ,

The former M i l i t a r y Government of Bendel S t ~ t e ,

Cole George I n n i (on 3 0 t h January , 1976) i n a speech A -

a t t h e i n a u g u r a l ceremony of t h e r e c o n s t i t u t e d Bendel I

S t a t e E d u c ~ t i o n Board, accused t h e former board o f

i n d d i o u s and a r b i t r a r y management o f t e a c h e r s I

a f f a i r s , which, a cco rd ing t o him, czused a c r i s i s

o f conf idence . He condemned t h e methods used by t h e ,

board f o r p o s t i n g , t r a n s f e r , promotions and s a l a r y

g r ad i ngs , and r e g r e t t e r l t h e l a c k of coope ra t i on

between t h e board and I ' l in i s t ry of Education.

I n ano the r development, Aghenta ( 1 976 : 51 )

exp l a ined t h a t "The boa rds exper ience a r e a l c o n f l i c t

Of i n t e r e s t from t h e M i n i s t r i e s of Education, I n

some c a s e s t h e c o n f l i c t l e a d s t o open c l a shes . The

bone of c o n t e n t i o n i s over t h e c o n t r o l of t e a c h e r s ,

which t h e v3 r ious i n s t r u m e n t s s e t t i n g up t h e bonrds

Bad p l aced under t h e a u t h o r i t y of t h e boards1f. Some

i n d i v i d u a l s i n t h e M i n i s t r i e s of Echcat ion kave

r ega rded t h i s as str iming them o f f t h e i r

t r a d i t i o n a l a u t h o r i t y over t h e t e a c h e r s ; hence

t h e r e i s much b i t t e r n e s s and l a c k of cooperation.

Attempts were be ing made i n some q u a r t e r s t o r e w r i t e

some paragraphs i n t h e Education Edict so t h a t t h e

boards would come d i r e c t l y under t h e M i n i s t r i e s of

Education.

Under t h i s circumstance, t h e school p r i n c i p a l found i t d i f f i c u l t t o r e c o n c i l e t h i s r o l e c o n f l i c t

i s s u e wi th h i s a d m i n i s t r a t i v e p o s i t i o n i n t h e

school , e s p a c i a l l y where h i s t e a c h e r s were no t

s a t i s f i e d i n e i t h e r s ide . For example, t h e

Graduate Teachers Assoc ia t ion , bo th i n t h e Bendel d

and Eas te rn S t a t e s , t h e NCX Teachers t Associa t ion

i n Western S t a t e s , and t h e Grade Two Teachers t

~ s s o c i a t i o n s i n many of t h e S t a t e s had i n one way

o r t h e o t h e r t h r e a t e n e d t o d e c l a r e t r a d e d i s p u t e s

.over t h e de lay of t h e School Bonrd i n c a r r y i n g ou t

promotion e x e r c i s e s f o r t eache r s .

SUMMARY :

E f f e c t i v e a d m i n i s t r a t i o n , supe rv i s ion and

i n s t r u c t i o n undoubtedly can h e l p improve t h e q u a l i t y

of educa t ion and t h u s r a i s e our hope f o r t h e

r e s t o r a t i o n of s t anda rds i n educa t ion which i s s a i d

t o b e f a l l i n g . The N a t i o n a l P o l i c y on e d u c a t i o n

(1977 : 4) s t r e s s e d t h e need f o r q u a l i t y educa t ion , , 1

When i t d i r e c t e d t h a t , t h s q u a l i t y of i n s t r u c t i o n

a t a l l l e v e l s had t o b e o r i e n t e d towards i n c u l c a t i n g

r e s p e c t f c r t h e wort& and d i g n i t y o f

i n d i v i d u a l s ;

f a i t h i n m s n P s a b i l i t y t o make r a t i o n a l

d e c i s i o n s ;

mora l and S p i r i t u a l v a l u e s i n i n t e r p e r s o n a l

and human r e l a t i o n s h i p s ;

s h a r e d r e s p o n s i b i l i t y f o r t h e Common

good of t h e s o c i e t y ;

r e s p e c t f o r t h e d i g n i t y o f l a b o u r ; and

promot ion o f t h e emot iona l , p h y s i c a l and

p s y c h o l o g i c a l h e a l t h .of a l l Chi ldren .

The s u c c e s s of any system of e d u c a t i o n i s h i n g e d on

p r o p e r a d m i n i s t r a t i o n which i n c l u d e s o r g a n i s n t i o n 4

and s t r u c t u r e , p r o p r i e t o r s h i p and c o n t r o l , i n s p e c t i o n 4

and s u p e r v i s i o n . The objectives nf p l a n n i n g ,

a d m i n i s t r a t i v e , i n s ~ e c t i o n , s u p e r v i s o r y and f i n a n c i a l

s e r v i c e s i n e d u c a t i o n a c c o r d i n g t o t h e p o l i c y were:

( 1 ) t o e n s u r e a d e q u a t e and e f f e c t i v e p l a n n i n g f o r a l l e d u c a t i o n a l s e r v i c e s ;

(2) t o p ronote c f f i c i e n t a d m i n i s t r a t i v e and

malagenent c o n t r o l f o r t h e maintenance

and improvement of t h e system;

( 3 ) t o ensure q u a l i t y c o n t r o l through r e g u l a r

i n s p e c t i o n and cont inuous supe rv i s ion of

i n s t r u c t i o n a l and o t h e r education,?l s e r v i c e s ;

(4) t o provide adequate and G a l a n c d f i n a n c i a l

suppor t f o r a l l educa t iona l s e r v i c e s ;

.i - - -; - proper a6n l in i s t r a t i on or s u p e r v i s i o n i s no t rnefde

L t i s obvious t h a t t h e r i g h t type of va lues may not

3, inculcatecl i n Pur c h i l d r e n who a r e t h e f u t u r e '

Leaders of our country.

From our review i t aould be seen t h a t

a3rninis t ra t iOn e s s e n t i a l l y concerns i t s e l f wi th

j ~ l a n n i n g , c o n t r o l l i n g and coordinati .ng f a c t o r

r csources , t h e l i f e and behaviour of people i n an

o rgnn i sa t ion . S p e c i f i c a l l y educz t iona l admin i s t r a t i on

~~evc l .ops and r e g u l a t e s t h e dec i s ion making process i n

the most e f f e c t i v e manner p o s s i b l e towards t h e

achievement of t h e expected educa t iona l ob j ec t ives .

According t o t h e works reviewed by t h e w r i t e r ,

, - , c r y f ~ r m a 1 orgnnisaticjn must have 2 f i n a n c i a l base

:or t h c e f f e c t i v c ope ra t ion , I n educa t iona l

~ d m i n i s t r a t i o n f i nance i s c r u c i a l f o r t h e maintenance

of t h e v a r i o u s segments of e d u c ~ ~ t i o n a l i n s t i t u t i o n s ,

Teachers who a r e engaged i n t h e t r a i n i n g of t enchers

have t o b e provided c e r t a i n b e n e f i t s a s i n c e n t i v e s o r

compensations t o moti-vnte thcm and r e t a i n them i n t h e I I

j o ~ , , Teaching a i d s , i n f r a s t r u c t u r a l f ? c i l i t i c s , bu i ld -

i ngs , playgrounds, o f f i c e s t a t i o n a r i e s , acconmodation-

f o r t h e s t a f f , job s e c u r i t y , p ronot ion o p p o r t u n i t i e s ,

prompt payment o f t e a c h e r s s a l a r i e s - a l l h e l p t o

reduce s t r a i n s and s t r e s s e ~ on t h e p a r t of t h e school - -

a d m i n i s t r a t o r a d t h u s m,&e h i s a d n i n i s t r a t i o n

e f f ec t ive .

Campbel, Morphet and A n y m whose views have

been d i scussed , a l l agree t h a t i n f r a s t r u c t u r a l

f a c i l i t i e s a r e impor t an t ly unavoidable i n m y

educa t iona l i n s t i t u t i o n , I n Niger ia and Irno S t a t e

i n p a r t i c u l a r d e s T i t e t h e s h i f t i n g system c l a s s e s

m e somctirnes conducted in t h e open f i e l d s under t h e

sheds of t r e e s due t o l a c k of accommodntion, Under

such c i rcumstance both t h e a d m i n i s t r a t o r s and t h e i r

s t a f f cannot show t h e i r b e s t i n performing t h e i r du t i e s .

The p o s i t i o n of i n f r a s t r u c t u r e observed by Anyanwu

i n h i s school i s comnon t o a l l t h e t r a i n i n g c o l l e g e s

in Ino State . I n t h e Women Tra in ing College, Afikpo

Where t h e r e s e ~ v c h e r b u i l t up h i s exper iences , t h e

p o s i t i o n o f i n f r a s t r u c t u r e i s no th ing t o 4

home about , wi th p a r t i c u l a r r e f e r e n c e t o

w r i t e

playgrounds.

S ince t h e p a s t f ou r s e s s i o n s s t u d e n t s have no t

p r c x t i s c d s p o r t s and have n o t been o r g a n i s i n g t h e

,annual i n t e r -house s p o r t s compe t i t i ons which every

i n s t i t u t i o n i s supposed t o o rgnn i se o c c a s i o n a l l y ; y e t t h e a u t h o r i t i e s . concerned have never querriecl

t h e awful s i t u a t i o n , We a r e a l l aware t h a t i n

N i g e r i a s p o r t s habe formed p a r t of our l i f e o r

c u l t u r e , Such i s evidenced by t h e space a l l o t e d t o 4

i t i n t h e p r i n t e d media, r a d i o a d t e l e v i s i o n ; t h e

number of s t a d i a and t h e amount c f time spen t i n t h e

evenings a t s p o r t a r e m . C u l t u r a l l y boys and g i r l s

a r e brought UP t o i n t e r n a l i z e from e a r l y s t n g e s

t h e i r a d u l t s e x r o l e s . The boys are expected t o

p a r t i c i p a t e i n s p o r t and o t h e r n c t i v i t i e s which

dem,and ~ h y s i c a l e x e r t i o n and prowess t h a t a r e marks

of maleness, The g i r l s a s f u t u r e mothers a r e expected t o be f r a g i l e , d a i n t y and a t t r a c t i v e s i n c e t h e i r r o l e i s mainly t h a t of chj.ld b e a r i n g or home

keeping,

Lever (1979) noted t h a t

" the World of p l ay and g m e s a c t i v i t y

may b e a major f o r c e i n t h e development

and p e r p e t u a t i o n of d i f f e r e n t i a l

a b i l i t i e s Between t h e s exes - d i f f e r e n c e s

t h a t r e i n f o r c e t h e p r e p a r a t i o n of g i r l s

46

fn" t r n c l i t i o n a l socio-emotional r o l e s ,

Tk? re fo r c c l l l t u r a l i m p o s i t i o n on t h e female

f?::;nficially i n t h e ITigerian Soc i e ty may lead t o

a d i f f z r e n t i a l - s o c i a l i z a t i o n as w e l l as h e r

phj_:t-?ii.ocd s o c i a l i z , c t i o n i n t o s p o r t s . The above

-j ~ d i - 7 t e G -Lo us t h e value of s p o r t s t o boys and

t!:c T p 9 v i ~ i o n of s i z e a B l e p laygrounds f o r s p o r t s ,

~ , r ~ c ' c i c c s re n o t p rov ided , development of

i t 'iNerr b o i l s down t o t h e f a c t t h a t when d

- L . - , - O L E E.re de f l i c i en t i n i n f r u s t r u c t u r e s , t h e

--.::Lr,~ip& a: e impa i red because t h e working tc lo ls f o r h i l l a d h i s s t a f f a r e i n s h o r t supp ly To? any e f f e c t i v e c r s u c c e s s f u l a d m i n i s t r a t i o n ,

17rc)m our rev iew we found 0u.t t h a t t h e

~ d a t l c n s h i p s between t h e Min i s t r y of Education

2i :~ l t h c StcLte Sducat ion Board and between t h e two

Coards and t h e p r i n c i p a l s o f school@ a r e n o t

.;.r?rc!inl due "c o c o n f l i c t o f i n t e r e s t i n t h e m 3 k n n d

.!-7-c of t h e s e t ups , The rez.snn why t h e schoo l

The boards d e t d with a very l n r g e number o f

s choo l s and t e a c h e r s i n many S t n t e s such as i n , , ,

Ino S t a t ? , whose nroblems of r ec ru i tmen t , pos t ing ,

t r a n s f e r , promotion and d i s c i p l i n e a r e a legion.

The s i z e of e~.ch of t h e boards i s minimal, u s u a l l y

t h r e e full-- t ime, and two o r t h r e e p a r t - t i n e members

ns a l r eady s a i d , wi th a ske le ton s e r v i c e of o f f i c i a l s ,

many o f whom hz.ve no exper ience i n school adn in i s t -

r a t i o n o r superv is ion . These problems a r e f u r t h e r

conpouMkd By two c r u c i a l f a c t o r s , namely, l a c k of

funds and l a c k of cooperat ion from t h e Minis t ry of

Education, The i s s u e could only be reso lved by t h e

governments i n power re-examining t h e i r admSnis t rnt ive

s t r u c t u r e s and determining and c l e ~ r l y d i f f e r e n t l a t -

i n g a c t u a l r o l e excec ta t inns of e ~ . c h s e t up based

on proper ly de f ined goa l s f o r each of t h e board ies .

Looking a t t h e s t r u c t u r e of an e n t e r p r i s e as

t h e p a t t e r n i n g of r e l a t i o n s h i p s formerly e s t s b l i s h e d

f o r t h e achievement of management o b j e c t i v e s , Eyre

(1982 : 61) p o s i s t e d t h a t , <'It i s through t h i s

Crrmework of r e s p o n s i b i l i t i e s , a u t h o r i t y and d u t i e s

t h a t a l l t h e r e s o u r c e s of an e n t e r p r i s e are brought

t oge the r and cowrdinated f o r t h e achievement of

a d m i n i s t r a t o r ' s c13>cctives~~.

On t h e i r n p o r t , ~ n c e P E c l e ~ r - c u t g o n l s i n -

an o r g a n i s , t i o n , TSowell (1966 : 16) s t a t e d t h a t : J

" I f i n an o r g n n i s o t i o n , t h e r e i s no c l e a r g o a l

o r if t h e r e n r e s e v e r a l competing gonls , , , . .. , t h e n members o f t h e o r g a n i s a t i o n will b e at c r o s s

purposes , m t h o r i t y and l e a d e r s h i p w i l l b e

unst ,&le and i t w i l l . be u n l i k e l y t h a t t h e

o r g a n i s a t i o n w i l l n a x i n i s c t h e p r o b a b i l i t y o f

g o a l a t t a i n m e n t p r .

The r e s e a r c h e r a g r e e s t h a t o n l y c l e a r - c u t # #

g o a l s , d i s t r i b u t i v e r o l e r e l n t i o n s h i p s , s t r o n g I

a d m i n i s t r q t i v e s t r u c t u r e , and above a l l

c c o p c r a t i ~ n of a l l concerned could compromise

t h e m i s u n d e r s t a n d i n g between t h e powers and t h e

s c h o o l p r i n c i p a l s o t h a t a s t r o n g and e f f e c t i v e

e f f e c t i v e s c h o o l A d m i n i s t r a t i o n c o u l d b e achieved.

RVSEARCH DESIGN OR PROCEDURES TYPE 7 --- --SLS AN:

T h i s s e c t i o n d e s c r i b e s t h c r e s e a r c h p rocedure ,

t y p e o f s t u d y , d e s c r i p t i o n o f t h e p o p u l a t i o n , t h e I

*

smip le , i n s t r u m e n t f o r dz.tz c o l l e c t i o n , r e l i a b i l i t y

2nd v a l i d i t y o f t h c instruments and dz.ta m , d y s i s

t echn ique .

TYPE OF STUDY: - The r e a c a r c h i s a s u r v e y s tudy . It a i m s a t

I

i d e n t i f y i n g n d r ; ~ i n i s t r a t i . v e problems, and t h e i r

% j c r c z u s e s i n t h e ~ . d n i n i s t r ~ ~ t i c n o f Imo S t a t e

Teacher Tro-ining Col leges .

ROPUL,9TIOP . a AND SAMPLE DESCRTPTION :

'i'hc t a r g e t p o p u l a t i o n f o r t h e s t u d y wcro

a11 t h c p r i n c i p a l s and t h e academic o r t u t o r i a l

s t a f f o f a11 t h e f o u r t e e n T e ~ ~ c h c r T r a i n i n g C o l l e g e s

i n h o S t a t c s c h o o l systcril. Based on t h c 1982/83

*adendc s e s s i o n , t h i s population^^ abou-t 520,

The p o p u l a t i o n d s c i n c l u d e d a11 t h e p r i n c i p a l

c f f i c e r s o f t h e M i n i s t r y o f Educat ion and t h e

S t a t e Educa-Lion Board i n t h e Stale, There were about

108 i n number i n t h i s cadre.

A t o t a l of about 260 t e s c h e r s including 'the

P r i n c i p a l s were taken from the nciioolc and about

54 p r i n c i p a l o f f i c e r s ware tsken from -the two

ins- t i tu- t ions - -the Mini c t r y of IXuc o-tion and 't he

S'ta'te Edu~a.ti012 AO ardn Selec t ion from e i t h e r s i d e

r ~ p r e c e n t s 50% of' t h e t o t a l populz-tion. One tab3e

was required showing -the names of in s - t l tu - t ions nnd

'the o f f i c i a l s se l ec ted f o r t h e s'tudy.

The method of s e l e c t i o n w a s by simple rmdom

ssinpling of 'the - t o t a l populn'tion.

--oLI -n r-- -*--r: -- -i_= - NAMS OF INSTITUTION TOTALI NO. OF

Macgregor T.T.C.Afikpo

.- --*-a( -r -=

Ministry of 12

S-tcte ~ l u c a t i o n Bonrd I 30

INS TRUMENTATION

The instruments were designed by t h e

reaearchcr himself. Ques t ionnai re was t h e main

instrument used. The r e sea rche r used a two poin t

s c a l e of agree and d isagree which was ind ica t ed

by the respondent t i c k i n g a r i g h t ( 4) i n s i d e the

box provided f o r t h a t purpose. Three s e t s of

ques t ionnai res were designed, one f o r t he p r inc ipa l s ,

t h e next f o r t he p r inc ipa l o f f i c e r s of t he Ministry

of Education and the S t a t e Education Board, and t h e

t h i r d f o r t h e s e l e c t e d teachers from the teacher

t r a i n i n g col leges . Eash was s t a r t e d with personal

d a t a , followed by o the r ques t ions b u i l t around

the research ques t ions ra i sed .

I n add i t ion t o the quest ionnaire , o r a l

in te rv iew was conducted t o cross-check the d a t a

c o l l e c t e d from t h e quest ionnaire . A t l e a s t t h ree

t o f o u r respondents were interviewed from each

group I

U&IDITY OF - THE INSTRUMENT

To a s c e r t a i n t h e v a l i d i t y o f t h e i n s t r u m e n t t o

1 ) : used f o r t h e s t u d y , t h e r e s e , z r c h e r s u b j e c t e d t h e

i';ems c f t h e i n s t r u ~ ~ e n t t o e x p e r t s o f schoc l

a G n i n i s t r n t i o n who were r e q u i r e ? o r requested. t o

i n d i v i d u a l l y c r i t i . s i z e t h e i t e m s and t o make

z u g g e s t i o n s t c t h e r e s e m c h e r f o r improvement.

The r e s o a r c h e r a n a l y s e d t h e r e s p o n s e s o b t a i n e d

m a p i l o t s t u d y t o o b t a i n t h e r e l i a b i l i t y o f t h e

; I q t rument Based on t h e s p l i t - h a l f t e c h n i q u e ,

PTiOFOSED DATA ANALYSIS .. -- Three r e s e ~ r c h q u e s t i o n s were ansv~ered r e g a r d i n g

-khz major a . d n i n i . s t r a t i v e problems encoun te red by

3 c : l co l ad rn i r r i s t ro to r s i n Imo S t a t e t e a c h e r t r a i n i n g

For t h e t h r e e r e s e a r c h q u e s t i o n s , t h e

- r h r ana:.:rsed t h e d z t a c o l l e c t e d u s i n g t h e -

c ~ l c w i n g c r i t e r i a :

Any i tem w i l l be a c c e ~ t e d i f i t i s r a t e d

''Yes" by 50% o r inore c f a l l t h e respondents. This

v ~ i l l deterr:ij_nt? t h e e x t e n t t o which t h e assumed

probl-ens hamyor e f f e c t i v e a d n i n i s t r a t i v e p r q c t i c e s

i n Imp ? t ~ ~ t . e Teacher&' Col-legcs. Below i s t h e

i l l u s t r q t i o n :-

N = T c t d number c f resncndcnts useJ i n t h e

Study ,

F = Frequency (Number of responses from t h e s u b j e c t s

on e ~ c h i t em i n t h e ques t i onna i r e ) .

= Percen t~ .ge of responses from each o f t h e i t e n s

i n t h e ques t i onna i r e .

Th is i s c a l c u l a t e d by t h c formu1ar:-

CHAPTER FOUR

DATA ANALYSIS AND RESULTS

This fourth chapter deals with analysis of data

collected by means of questionnaires. Three sets of

questionnaires were structured; one for the

Principals of Teacher Training Colleges, the next for

the Classroom Teachers and the third for the principal

officials of the Ministry of Education and the State

Education Board. Of the 14 questionnaires dietributad

to the Principals of Schools, twelve were collected,

and of the 178 distributed to classroom teachers, 136

were collected and finally, of the 9 and 8 distributed

to the officials of the Ministry of Education and State

Education Board, 6 and 7 questionnaires were collected

respectively.

ANSNERING THE RESEARCH QUESTIONS

Question One:

This first question ashwhether financial handicap

hampers effective administration of Teachers Colleges

in Imo State School System. The responses to questions

in the questionnaire by the principals of T.T.Cs will

help to prove this research question.

Lcolring zt Tnble one above w e could x o t i c e 4 . ,. . . > n a t an cnic;v.nt o f money r ang ing Between Ea1,000 ,?nd

I

%?0,000 as g r n n t Ivns made n v a i l a b l e t c t h e T. T. Cs .

S ~ s e d on t h e populn t ion of t h e school by t h e

Federql Government between 1976 and 1979. And

t ha t from 1980 - 1984 no cuch g r m t w a s given t o

the Colleges.

bout eighty-cix percent (86% represents t h e

responses of t he pr incipals of Teachers Colleges

who received such grantso The s m e percen-tage

a l so continued that no such g r m t s were msde t o

'these ~ c h o o l s since 1980 being the period of

c i v i l i a n adminis'tra-tion under Shelm Shagari.

&UESTION TWO

The second research p e s t i o n asks i f l ack of'

inf pas-truc-tural f a c i l i ti es off ec-bs t h e smooth

running of Teacher Training Colleges i n Imo State. The

responses of Pr incipals t o t h e questionc asked i n the

quss'tionnaire w i l l help t o t e s t this ~ a a o n d question.

57 TABLE 13:

Provision of Major Infrastrmc-tural F a c i l i t i es I n Imo S ta te ~ e a c h e r n ' Colleaeg

Major Inf rasLructures

Classrooms

Toi le t f a c i l i - t i e s

Playgrounds

Science laborxt o r i es

Teaching a id s

Textbooks

E quipp ed Staff - room

Confr mc e h a l l s

Dinning h a l l s

Pr incipals Responses

Teachers Rmponses

A look a-t t h e above tab le reveal^ the posiLion

of infras- t ruc- turd f a c i l i t i e s i n our Teacher

Training Colleges. Apar't from classroomfi, oea'bs md

science laborator ies wliich represent 55% , 67% and

72% resronses respectively, -the r e s t of -the

inf pas-tructureo have very low p erc en'tage reoponoeo

which indic a t eslh'L ouy Teacher Training Colleges

a re ill-equipped. . The fnci l i ' t iea worn-t h i t a re

transport f a c i l i - t i e s and teaching aids with zero

p erc en-t ag e responses from Principals

20% responses respec-tively *om -the teachers.

&UESTION TiBEE

The t h i r d research question seeks t o know

whe'tker %he ro les played by the Ministry of Educa-Lion

and 'the S-ta-te Educa-Lion Bosrd i n cchool adndnis-trn'tion

of TeachersColleges i n Imo Statee Responses of -me

Principal o f f i ce r s of %he Minis-try of Educa-tion m d

-the St,-,-te Blucn-Lion Board w i l l help t o answer t h i s

th i rd queslion.

TABLE I11

Major Roles played by the Ministry of Educn-tion

and %he S-Late Education Board i n school admini s t ra t ion :

Major Roles of Ins-t i - tut ions

Forrrmla-t ing Education Pol ices

Giving G r m - t ~ t o Scliool Boards

Set t ing and marking exams

Giving Gran-t s -Go Schools

Curriculum Develop- men-t

Appoin-hen-t of Pr inc ipa l and Teachers

Promotion of T esching S'I;df

Supsrvision, d i sc ip l in ing of -I; eachsrs

Incpm-tion of schools -

Pr inc ipa l Officer: Responses i n t h e Mini s t r y of Educ a t i on

Pr incipal Off icers Responoes in -the S'l;aLe Education Board

w = - O = P * - . I I . z _

Major Roles of Ins-tiLu-tions

Payment of S t a f f

Se lec t ing Candida-tes i n t o T.T,Cso

Supply of Equipment

$e% -Ling s-t mdnrds t o be a%-tained by t h e schools

M c ~ ag em en-t and main-tenace of schools

Budge -t c Revi ew

Giving approvalc f o r suspension and D i srni s a l of s tudent s

Promot ion of s'l;ucTe-l;ns t o new c l a s s e s

App0intmen-l; of members of Board of Governors Lo schools

Table th ree above speaks f o r i ' t s e l f . The

bu lk of t h e school manag ernen-t ,and admini s-t r a t i o n

i s c a r r i e d out by t h e S t a t e lHuc,?Lion Boardo

The major func t ions or r o l e s of each of 'Glle two

ins-tiLu-Lions are ind ica ted by the number of

reopcnsee of 'the Pr incipal Off ic ia l f i which a r e

a l ~ o rep esent ed by t h e i r percentage equivalents.

From -the 'table -the responces proved t h a t

'the key ro lea played by the MFnis-try of Educa-tion

a r e f EW while 'those of 't he S t a t e Education Board

a r e may. T h i s chows t h a t the bonrc? p lays more

r o l e s than t h e ?dinin-try.

The dz-ta c l n ~ l y ~ e d deal with -the resul ' ts

obtained by ancwsring 'the research questions.

The questions cover -three aspects of 'the adminic-tra-

t i v e problems, tkamely, f i nanc i a l handicap,

adequacy i n t he provision of infras't ruclurec and

the role-relat ionship be-tween *the pol icy makers

md t h e p r inc ipa l s of schools, The t h r e e 'tables

provided have help ed 2; o i n t erp re 't e -the data through

renponsss which determine the resu l t s . H i g h

perc en-tzge response determine8 pos i t ive r e s u l t

while low perden'tzge rsoponse on t h c o-ther hand

de't ermines negative r e s u l t Reasons f o r e i t h e r t h e

high o r low percentage resul- ts a r e no t dea l t with

T h i s has been ca re of' by t h e

sect ion deal ing with -the discussion of rs sul-to.

From t h e responses, on6 sees -that much money

was being a l loca ted .to t h e sclio o l s , especirslly

during -the period of -the UY3progrrme, When -the

c i v i l i a n governmen't se-t in towards -the a d of' 1979,

.bliings s t a r t e d -to ch,mge ns t; resul't of' $lie global

scclnomic recension. &I; -the -terminr;tion of t h e WE

school g r an t s became draa ' t ica l ly reduced 'to no f ixed

amoun-t by -the S'tnt e Governmen'tc. The oize of 'the

school l a rge ly de't ermined -the subventions -to

schools, The respondan.(;s agree t h s t both %he Federal

,and the S-tzte Governmat a mzde some money

ava i l ab l e t o T. T . C s Y but t h a t ' this money was

inadequate 'to mnks both a d o mcc-t i n t h e

ailminis-bration of scliools.

&&JESTION I:

T h i s quss-tion which seeks 'to know i f l ack

of su f f i c i en t M d helps 'to weaken t h e

adminis-trc-Lion of TencherP s Colleges i n 'the

S t a t e i s upheld by -the r e su l t s of t he findings,

The of the inveo-tigat ion revealed

'that 't lie m u a l gr,m-t alloca.tionc t o Teacher

Training Colleges between 1976 ,and 1983 were

inadequate, AmOun-tn of money mnging bstween one

thousand na i r a (BI ,000) ten thousmd n s i r a

(HI 0,000) were made ava i l sb l e -to heads of schools

direc-t from t h e Federal Governmen-l; f o r the

main-t a a n c e of sclio 01 s , AILhougli 'the amounts

seemed subs t a in t i a l , 'they were insufficien-t f o r

t l is proper ca re of -the schools, It could be

reca l led 'that t h i s period wi-tnessed 'the laudable

Universal Primary Education (UPE) when so much

money due -to -the t h a o i l boom i n Nigsria was

being pumped i n t o ochoolo -to make t h e scheme

successful. I n 'the hmdo of a few caref'ul school

heads, -tlze money was wisely used f o r maintaining

cchools. Some school headri' m i ammaged t h e money

i n various ways ranging from embezlemen-t -to

misplacema-t of p r i o r i t i e s a s were rcvcaled by

the govesnmen't audi'bors who were l a t e r sent t o

inspect -the accounts i n 'the d i f f e r en t schoolc.

From 1982 when -the Federal Government ceased

i'ts f i n c n c i a l a ids -to Teachers' Colleges, throughout

t he federa l ion , many S-ta'tes including Imo State,

beg,m t o introduce payment of f ees i n schools

which publ ic ly proved the f a i l u r e of 'the Universal

Free Primary &lucs-tion, During t h i s period mmy

S t a t e s collec-Led sc l~oo l f e e s from 'the pup i l s with

diffesen-t names o r t i t l e s . For example, i n Anambra

S t a t e it was c a l l e d equipment fees , Here t h e r e

arose a conflic-t over f i nanc i a l con t ro l between

schools md the school manaement boards. In Imo

S-ta-te, T. T. c s o pa id s ~ x t y n a i r a ( ~ 6 0 ) a s

tu i - t ion f ee s ,dn tc r which ezch school head was

authoriced t o kecp about Len n a i r a (~610) from -the

f ee s paid by each pup i l a s running cos t f o r t h e ocllools.

School heads were ins-tmc-ted t o use t he money t o

defray minor debts of t h e i r schools including

hoummas~ters, Science teccherc

allowmcec, as well a o running

md annual leave

t h e school, The

amoun't WG s -too meagre -to achieve -the above - * I

expeetat ions.

A s a r esul-t of t h e i n a b i l i t y of mhoolo 'to

meet the demads, many s c b o l s began -to owe t h e i r

Teachers ' their annual l e svs allowance. I n course

of 'time the E6.10.00 per c h i l d w a s reduced -to t h ree

na i r a ( ~ 3 ) per chi ld under t h e same condition o-t i l l .

With 'the r i s ing cost of l iv ing 'the amcunt when

collec.tsd beczme too small even -to pay for minor

s-taLionaries For 'the schc.01. With t h i s l i t ' t l e sum

heads of schosils s'tnrted 'to experience f inanc ia l

d i f f icu l t i en . I n t h e Teacher Training Colleges

'te,-,chers wlio conducted 'the prac t i c a1 % eac hing

exLunina-Lions f o r -their schools could not be paid t h e i r

usual ,dlow,mc es f o r -the teaching pract ice . Their

teachers equslly faced 'the problem of disccimj3ortc

owing 'to such deprivation of r ights . Teachers

residen-tisl quarters i n 'the scliool compounds were

nost renova-ted,mmy o f -the quarters s t i l l lacked

basic f a c i l i - t i e s such ss l a t r i n e s , bathrooms,

ki'tolicns, boys quarters , etc . Individual teachem

embarked upon making f o r -themselves major and

minor r epa i r s of t h e i r l i v ing quar-tero, repainting .

t h e i r houses, digging new p i t l a t r i n e s , buying

metres f o r t h e i r buildingr; - a l l i n a b id -to

fiecuring minimum cornfort f o r themselves all a-t

-Llieir own personal expense which ne i the r t h e w11oc;l

nor t h e school board cc~uld be prepared t o refund.

Al'though laudable s'truc-tur s s were provided by

t h e f ederal governmm.t i n .tescherst colleges

during -the inception o f the UPE, ins-talla-tionc of

%he modern e l e c t r i c a l appl5,mees have no% been up

$111 today possible. Consequently students were

compelled t o go 'to local s-tresms -to f e t ch

water f c : r t l i c i r cooking, t h e cooks had to use f i r e -

wood a d not gas cooker f o r t h e cooklng ,ad the

s t u d ~ ~ ' b o had a l so to use p4-t l r - t r i n e s m d papers - o r s t i c k s f o r cleaning. Many of the modem

equipmat were seen r u ~ t i n g away because of lack of

use and -the absence of care-takers, such as t h e

l ab attendan-ts, plan-t a-t%endants t o -take core of

the minop e l e c t r i c a l f a u l t s i n -the school, o r t he

carpen-ter f , , r minor repa i r s I n -tlic clamrooms and

teachers quarters.

67 * I Under t h i s f inancial conslrapint b ~ t h the studen-!; :;

and t h e i r -t enchers were never happy i n d i ocharging

t h e i r du-ti es as -t enchers d r students. Principals

on -the other hand found i t diff icul-t if not impossib:lc:

t c enforc e strong d i scipl ine among -the student s anc?

'the teachers. The si'tua-t ion was made more d i f f icul-t

a s neither the PTA nor the Government could meet

the basic demmds of the teadhers such as regular

payment of salaries. Thic str ingent measures

fur ther deprived teachers nnd pupils from putt ing in

t h e i r best tvhile -the principals themselves found i t

hard -to main-t ain effective admini st rat ion in 'their

G C ~ O O ~ S *

The N i g e r i , ~ conference o f Principals

of Teacher Training Colleges meeting a t I r e t e

T.T.Co near Owerri i n Imo State recently cal led

on the Federal Government Lo take up the funding

of Primary and Teacher muca-tion i n -the country a s

a step -towards alevia-ting -the sufferings of the

Pr incipals who are engaged i n school administra.tion

as well a s achieving a quali-ta'tive education f o r

Niger%, This c a l l a t t he Federal level was an

indication -tha.l; -the poor f i n m c i a l posit ion of

Temhers colleges was -the same i n a11 S'ta'tes, but

worse i n Imo State because of i t s peculiar problem of

thick popula-tion as weel a s i'tn being -the most hit

in. the lao-t c i v i l war, I t s Teachers Collegeo which

were being reactivated by %he federal government had

since been abandoned and neglec-bed, thereby creaLing a

heavy f inancia1 burden on Imo State Government, hence

Llie recent maon retrenchment of unqualified teachers.

The f i n m c i a l constraint now a f f i l i c t i n g the Imo

State Teachers Colleges could also be blamed on the

f ac-t that 'the S%aLe had more schools than it could

comfor-tsbly maintain. In other words the school

popuz-tion had gone beyond i t s op-timum s ize which again

had merging schools during i%s

recent excrciss on ra-l;ionaliza'tion of school sys-t em i n

the S'ta-te. There i s no dmb-t -that the f inmc2al base

13 'the only source through which org,m~sa'l;ional g o a h

could be reached, Training insti- tutions are not

excluded from t h i s analysis and so where a school i a i n

a f in .ancid mess, the adminis'tra'tors c w o - t effect ively

P ~ W Sh&r edmintstratSve roles.

Ln order t o make room fo r eff ec-tive school

administrn-tion i n our schoolc e s p a c i d l y the Teachers

Collegen the governmen-t should from 'time 'to time make

a subs-tmtial grant -to schools and concluct r egu la r

checlco on 'the use of such money. The Pr inc ipa l with

a ctPang Tin,u?cial backing w i l l o b v i o u ~ l y improve

upon his aclminis'tra'tive ro le , s ince he could -then

ensure a comfortable working environment f o r his or

he r o-Gaff,

Responsefi from m,wy of t h e t eachers however

show Lhz2.t some p r i n c i p a l s of schools spend g rea t e r

p a r t of 'the s l i o o l g r m t on i r r e l e v a n t -things thus

ninplacement of p r i o r i t i e s af lecLed t h e i r mode of <.

zccounting. Some of -them diver'ted 'the money meant

f o r -the fichool t o . their personal 'mnk accoun-ts. Some ,

of them -too became 'too demo-l;ic i n t h e i r adminis-trative I

1 r o l e s thd t they could n o t consul t -I;heir teachers f o r

m a jro deci s ions involving spencting bu-t only agreed

with 'the scliool bursars i n ' their clubious acAbs.

T h i s queo-tion which seeks .to know if lack of

in f rao- tmc- tu rd f a c i l i - t i e s impedes -the moo-th running I I I , \

of ~ c h o o l s i s upheld by -I; he resul ' ts o f t he finding.

70

The f indlngs of -the inves'tiga't ion revealed

.t11a't e s s m t i d o r major inf r ao t ruc - tu rd f a c i l i t i e s

were lacking i n the Imo S t a t e Teacher Training

Colleges, and even tlione ava i l ab le were never

adequate f o r teaching - 1 earning ni'tua'tion. The

explanxtionn t o ' th is inadequacy were not f a r 4 etchsi..

To begin ~ i t l i , Lhs problem of i n f ran-truc-turd

inadequacy w a s brought abou'l; by 'the enlargement

o r expmsion programme embarbd hg -the Federal

Government during t h e in-l;roduction of -the W E - S : ho 01 sy s-t ems t hrouglioul t h e St a t e s of t h e

Federation were -to be enlarged, e spsc i a l l y -the

primary m d t e ~ c l i s r education.

Mmy primary school^ a r e es tabl ished t o

provide p laces f o r a11 ch i ld ren of school age

s ince 'the ob jec t ive wan -Lo e rad ica te i l l i t e r a c y i n

-the c cwlt r y . ,and old anes

t eachers f o r

i n gt i'tu-Lions

Many new T , T, C s , , were b u i l t

were enlarged -to help -brain a

t h e primary and pos't-primary

a l l over t h e Federa-tion. A't t h i s .

-Lime 'teaching aidn m d o the r f a c i l i % i e c were of

Ugh demmd 'LQ make -teaching md adminic'tra%icn

easy, Although -the Federal Governmen-b provided

money t o t h e Stn'te, 'the UPE wac a jo int ven-ture.

The iosue of bacic i n f r s c t m c t u r d f a c i l i ' t i e s

wag made more p::ob:,emat%c: a s a r e w l - t of school

enrolma-t explosion, Ls t e r t h e problem of mak2ng

-the major inf'ras'truc-tuml f 'ac i l i - t ies avai lable to

reach all Lhc schooln aroce, Consequently, major

infroctruc-Lure s such as: clascrooms , 't rmcpor t

f a c l l i % i e s , sea-tc,, modem t o i l e t f a c i l i t i e s , -tex-tbookc,

playgroundsS other teaching a i d s 9 dormitories,

l abora tor ies e t c were inadequately provided,

Obviously, Teacher Training Colleges owned by

t h e F e d e r d Government enjcged more infrac'truc-turec

-than the Sta te owned schools. Imo S-ta-te sufTered

more i n ' this regard because of i ' tc number. In some

T. T. CG. i n -the Sta'te, fichool refec-torlec were

converted -to clasbrooms, lecsons were held under chedy

t r ee s , while improvised G-truc-turec were provided by

t h e oliucbntc ~tliemselvso Lo serve a s clasrrooms. Pi%

la ' t r ines were sunk i n place of -the modern water

cyn'tem, The c-tuden-ts i n most commwl.ilien were l ev ied

on behalf of t h e i r parents o r guardi,ms a n a meanG

of' helping t o colve 'the problem of accommodation^

With -these l e v i e s clasr,room blocks w d dormitoriec were

erec-bed. Sometimes c-tuclen-be on admi mion t o %he

Teacher Training programme provided %heir own beds,

writ ing -tables and seats . I n the absence of dinning

h a l l s 9 studen-ts a t e a t t h e i r corners i n the

dormi.torieo9 thas depriving 'them of the 'training

i n good t ab le manners.

A t -the expiration of c ix years of the UPE,

t h e Federal Government wfthdrew i t s fin'mcial ai'd t o

t h e Stake Government s9 t h e a r o l m a - t i n cchoolc

which had exceeded optimum s i ze s t a r t e d t o f a l l

because of some str ingent meacures applied by t h e

Sta-ten. Some of t h e measurec applied included,

merging o f schoolc, closing md reducing of school^

-to a reaconzble o r manageable number. At t h i c

period of auc-terity measures 'to check t h e global.

jnfla-tionary wave, governments - both Federal ,and

St,-,-tes began t o be l e s s concerned with echo01

equipmert o r infractruc-turn1 f zci l i ' t ies . They

eeemcd 'to be more concerned with meamrec 'towardc

regular payment of t h e i r workerc, emac ia l ly

-tezclierc. T h i s Wac the mot-t Peacon why workere

had -to be r e t i r e d a't the t o t a l working experience of

-thirty-f i ve years. Thece meamrec notw3+thc'tmding 9

-the number of teaching ~ ' t z f T i n Imo Sta te School

cyctem was till formedaboe ,and GO it was hoped

tha t socmer o r l a t e r other unqualified -teachem

would be expec-Led -to be l a i d off ,

Al'Lhough school enrolment had continued 'to gr

down due -to -the in-troduc-tion of heavy t u i t i o n and

boarding feeso many schools were & i l l lacking

playgrounds which we know a r e very impor'tcint f o r 'the

developmen-t of 'the s'tuden-ts phycic,d fi-tnecc. T h i s

ci-tua-Lion i c i n deed c r i t i c a l e s p a c i a l b i n a

ci-tuation where some schools C L ~ ne i the r hold

t h e i r ,annual in-ter-house compe-ti-tiono nor have

enough space f o r - thei r physical t ra ining prac'ticeo.

One could see f rom -the pr inc ipa l s and teachers

responses 'that even -though 'there ex is t strong ,and

adequa'te c las~rooms, dormi-torieo, labora-tories and

o-Lher equipmen-f i-n some of -the cchools; major

i n f r a s l ruc'tures l i k e l i g h t and wa-ter , -l;r,mspor't

f ac i l i - t i e s , -t ex-tbooks, modern t o i l e t f ac i l i ' t i e s ,

equipped staff-rooms, etc are s t i l l lacking i n many

schools.

%hey sa id a r e expensive, they complained giving

various reasons, one of which was -that t h e i r

burning in t e res t c i n %he t eaching profession had

been k i l l ed by -the way teachers a f f a i r s were being

handled by the Imo State governmen-t pa r t i cu la r ly the

i ssue of i r regular payment of -teachers sa lar ies .

We a11 know -the place of teaching aids i n 'the - school, Their absence makes learning uninterest ing

rnd monoLonous because more emplmois i s of-ten l a i d on

theory ra ther 'Lhm practice. Laziness on 'the par t of

-the 'teachers could also con-tribute t o lack of in t e res t

but summarily compmsa-tion and other fac tors of

mo-tivation c,m spur up iazy teachers md make -them

pu-t in t h e i r best -to reciproca-ts any favour done t o

-them by -their employers. T h i s was observed from the

Leschers i n Imo S-bate when -the army patd -them t h e i r

a r rears of s a l a r i e s owed them by t h e ous-bed ~ i ~ i l i E m

government. T h i s l i t - t l e ges'lure awtoma-tically changed

-t eacllers st-ti'tudes -to work wh9ch included punc'tuality

-to work, oerioumess i n the classroom, prepara'tion o f

lessonsb running personal expences f o r impmvised

teaching aidsp md a - total cornmi-tment t o -the teaching

profession,

QUESTION 3:

T h i s question which asks i f the roles played

by the Ministry o f Educa'tion and 'the State Education

Bo,ird i n -the admini st ra-ti on c f schools hmper

effec-Live school adminio'tra'tion i s upheld by the

r e su l t s of t he findings.

The findings of t h e invesAl;iga'Libn revealed 'that

the role relat ionship between -the two policy makers,

a f fec t the admini s t ra t ion of Teachers' Colleges i n

'the State, 1-1; a u l d be recalled -that before t h e

es-tablishmeh% of 'the school board^ t h e f'unc-Lions now

performed by t h e -t wo bodies were performed by a single

body - t h e Ministry of Education. For the purpoce

of decen-tralization of authority and for the proper

care of -the teachers, the Sta-te School Boards d ' t h

various names i n a l l the S-bates of 'the Federa-tion

were created. The S-tate Education Boards have t h e i r

own Direc-tors9 Chief ~ u c a t i o n Officers, Deputy Chief

Education Officers and other subordinate ofTicialo a s

dis-t inct from -those o f the Ministry of IZIuca-tion.

During -the e s't ab l i shment of the scho 01 boards

the major roles of 'the Ministry included, policy

formula-Lion; se-t-ting md maintenLance of dxndard;

77

inspect ion of cclio 01s f o p approvd , upgrading and

closure; se-t-ting ,and marking o r ex'ms, and award

of school leaving ce r - t i f i c a t e se But today, 'the

r o l e s have increased 'to development of the

curriculum, giving gr,m.l;s t o scliools and grcm-ting

requests f o r scliolarsl?jp awards and in-servic e or

study leave t o teachers wiching Lo upcia-te ' their

experiences through further s-Ludien. ,& L he o ther

hand, %lie S-Late Boards of Educa'tion were assigned

'the du-tics 'to supervise schools i n order t o maintain

the s'tmdarcio set by -the Ifinis-Lry of Educa-tion, t o

equip and mainatain schools, 'Lo recrmit m d d i s c ip l i ne I

1 I

teachers , -to appoint members of Board of Govemorn, LLc. I

-I

A s time went on ' h e boards added -to themselveo

numberous du-Lies xhich a-tLrac-ted wide public

cr i- t iciam b e c a u ~ ; of ineff ic iency i n the discharge of

Llicir c3u-Lieso For example 'the B-bate School Boarda

went a s f a r a s performing 'the r o l e s which the

p r i n c i p a l s performed during -the missionary era - such a s se-t-ting 'Lhe ccliool exams without conml t ing

some of -the specrialist 'teachers wlia a r e come'timeo

more qu,dified than -they -themselveso They a l so make

p o ~ i c i ~ s aff ec-ting schools witliout c onml-ting the

principals. The pr incipals cannot suspend my ----.---- L

chi ld wi-thou't approval from the board. Teachers a re

posted 'to mcl out of schools without due consul-Lation

w i - L h the princip,ds who should give informa-tion on -the

school's areas of need, Annual allocations are made

'to sc11001s without f irst fincling out from -the

pr inc ipa ls who only know 'the f inancial needs of the

he pr incipals of teaohers colleges a re never

inviLed -to se lec t -the ca l ibre of candidates Lo be

-trained i n t h e i r schools. Tr,msfers of teachers

could be effected without 'the knowledge of -the

pr incipals who are i n a posi-tion Lo give ,umu,d

evaluation rqor-to of t h e i r -teachers which of-ten

serve as a guide i n -the hymsfering' and retaining of

teachers, Again 'the school boards prepare -the

syllabus or the scheme of work without reference to

-the pr incipals and t h e i r teachers who a re more

famil iar with -the comrnunl-ty and i - t s needs, The

a n i s t r y and not 'the .t eacher determines who should

repeat a class and who should be promo-lied -Lo a new

class,

I n -Lliis way the principal of a school has li-l;-tle

o r no authority over his o r her pupils and 'teachers

since lie c,ulzlot ac-L independen-tly t o maintain

d i sc ip l ine i n t he school, The r e su l t i s t h e

s-buden-Ls rio-Ls which a r e a t present

charac - teri s-Lie of m a n y pos-t-primary ins t i tu t ions . / The ro l e s of 'the -Lhree au tho r i t i e s - -the pr incipal ,

'the Ministry o f Educa-Lion ,and -the S ta t e Boards o f

Education a r c not c l e a r l y defined even 'though i - t i c

-Lhe pr incipal who i s of ten made -Lhe ocape goat.

@en there i s a clash between the Ministry and

the board on which of them should con-trol 'the fees

paid by s-tuden-tso The f'unc-tions of the school

boards ware becoming -too broad t h a t eff iciency may i n

f'u-Lure be sacr i f icede T h i s is why t h e boards a l l

over 'Lhe Federation s-J-ffcr f r o m s.Lruc'tura1

n s b i l - y Mnny S'tates had several times

dissolved t h e i r school boardso

However, when 'the school i s disolvecl, -the

Mini s t r y of Ecluca'tion performs a l l 'the dut i ec

formerly perf ormcd by t h e board. Some educa'tionists

from 'Lhe Nigerian Public have badly c r i t i c i o e d 'the

corrupt ns'ture of -the boards ,and m,my have sugges'tsd

t1-v~-l; .they be scrzped off and t h e i r numerous f'unc-tions

trLmsf ered 'Lo 'the Mini s-try of Educ a t ion, Both the

Principals and the general public argue -that

schools had some s o r t of autonomy i n the past

a d that school admini st r a t ion was more eff ec-tive

i n t he hands of 'the School heads than a t presen-t,

They i n 'their argumm-t f ee l 'Ghat enlarged Ministry

o f Education could be preferred .to maintaining a

corrupt and inef f ic ien t school board. I-t i n

f'ur'ther f e l t tha t 'thc d-L ssolution of who 01

boards i s absolu-tely very necessary , par t icu lar ly

a-t t h i s period of economic recession when Nigeria

i s o-truggling .to revamp the economy. They argue that

because of Zonal and Area Oflices the inoti'tu-tion of

the School Boards i s both redund,m-t and expensive.

I n this chapter which deals with the

discussions of the reml- t s of -the findings,

highlights have been given on -the reaaons fo r -the

posi t ive resu l t s of .the research questions. For

example, when -the UPB programme star ted i n 1976,

the Federal Government ende~voured t o es tabl ish

new Teacher Training Colleges and reactivated 'the

81

old exist ing ones owned by *the Micsionaries.

New buildings m c l infras-tmcturen were added

and new land0 acquired for expmcion purposes

ac well a s Lo ease 'the problem o f accommoda'tion.

When 'the Federal Government wi'tl~drew i t a

f i n a n c i d aids -to t h e schools, S'tate Governmen-LG

took over the f i n a c i d control of -teacliero'

colleges, To be able t o maintain these schools,

f ees were imposed ,and from %his pr incipals of

sbhools were empowered -to re ta in cer ta in mount

of money as running coo-ts, The amount t o be

retained depended on the enrolment strength of -the

school, Pr incipals however complained on %he

limi-bted resources which m~de l i t t l e o r no

impact on -the proper main-t ermance of schools.

On infras t ructures , e f f o r t s were maae but

just before -the Federal ~overnmen-tf o withdrawal of

f inanc ia l aidc, schools i n -the S'ta'te had wi-tnessed

enrolment explosion tlmt it became d i f f i c u l t f o r -the

available i n f raa%ruc'tures 'to compare f avourably with

the number of pupi ls using -them, Gradually acl~ool

populaLion thinned down because of -the imposition of

~ c h o o l fees. A t present infras-tmc-t;ur;ll f ac i l i ' t i es

such as classrooms, seats , dormitories, laborator ies ,

e-to a re no longer posing much problems i n most schools

i n the r u r a l areas. Other aspects of inf rzs t ruc-hres

such GS p l ~ g r o u n d s , 'ter;ching aids , o f f ice o r adminis%-

ra'tive blocks, conference hal ls , water supplies, ' toi let

fac i l i - t ies , s taff quarters, e-tc are s t i l l lacking i n

many schools,

With regards -to role rela-tionsliip between -the policy

makers and -the principals of schools, we notice that the

heads of ~ c h o o l s a r e almos-t l e r t wi th l i - t % l e o r no

authori-by over 'their st aff md s-tudents, Schools main-

tained some sop-t of autonomy pr io r t o the establishmen-t

of school boards. Nowadays, principals of schoolo

c m o - t exercise ,my form of au-thori-ty over t h e i r pupils

hdw ~ d ~ t l y m

The school bonrds are constan-tly dissolved due -to

- their ine f f i c im0 performance of t h e i r duties, When .this

happens* t h e i r numerous du-ti es a r e usually performed by

'the Ministry of Education, Thus, heads of schools are

f requenlly exposed 'to s'tudying md aquainsting thsmselveo

with t h e managerial o r adminis-tra'tive s-tyles of e i ther

the hlinistry o r the State Board of Muca-tion. In .tho

face of dl these, principals of schools are bound

-to meet with diff icul- t ies i n 'their school administrationo

I-G i s therefore hoped -tlza.G i f c l ea r cut

roles are differen-tia'bed between the policy

make20 . ,wd -the school heado, t h i s w i l l go dong

ww -to helping principalc ps r f o r m eff'icien-Lly

in L heir acimini s-tra'tion ~ o l e s d

CONCLU SC OD

The w ~ i - t e r based h i s study on the

adminis-Lra.Lion of Teacher Training Colleges i n

Imo S'La-Le during the period of government take-

over of schools and the establishment of t he S ta te

ES~llca-tion Bonids. Before t h i s innovalion these

t ra ining colleges were established, run and

managed by the missioneries. His personal

experience a s a teacher ' trainer motiva'ted him t o

delve in to $his change of hand i n school

admini s-tm-tion.

The researcher made use of questionnaires, .F inLerviews and the l i b ra ry allfiwhich formed 'the

wo: king too l s f c -the research. Research question^

wers .Len'La-Lively foprnula'ted a s guide t o -the

collec-Lion of necessary d a t a f o r the s-tudy.

AT?-ter 'Lhe invest,igation, i t was discovered tha t

al-Lhough after sometime, schools were poorly

fin,mc ed2 heads of schools m i smmaged 'the 11-L-tle

amoun-L of money alloca-Led 'Lo them ss running costs.

A s a resu l t o r poor financing enough ins t ruc t iona l

m d in f ras-t ruc-tural f a c i l i - t i es were no t

provided by 'the S%z-t e Goverrmen-t . The inves t iga t ion B r t h e r proved 'tha't t h e

S'ta-te Education Board has -too m~my f'unc'tiona t o

perform and -that p r i nc ipz l s now have l e s s work

'to do, a s i tua- t ion which make6 them loose

authori-ty over - the i r pupilo. The school hea.ds

seem -to be receiving ins t ruc- t ions from e i t he r

of -the 'two a u t h o r i t i e s - -the Ministry of Educc-tion

and t h e S t a t e Educn-tion Board. This ind ica tes 'thzt

-the ro l e s of -the -two bodies a r e not dis-tinc'cly

marked out. Under 'Lhi s si-tua't ion pr inc iphls of

schools c m o ' t perform wel l i n admini st er ing

t h e i r instiLuLiono.

Due t o f i n m c i a l and time f a c t o r s t h e

researcher d id no-t inc lude a l l -the f a c t o r s 'thnt

cons-ti-tut e admini st r a t lve problems i n t h e

inves-tiga:tion. This i s t h e most reason why he

included a few recommends-tions f o r mr' ther

research. I n order -to help -the au-thori 'ties

concerned -to f i nd so lu t ions -to some of -these

admini s t rn ' t ive problemsp he mgges'ted messures f o r

improving 'the poor s'to-te of our schools i n t h e

S-bat c , eopacial ly -the t r a i n i n g collegeo,

From -the resu l t s of 'the inve stiga-tion

we can -therefore confirm the ea r l i e r formulated

assump-t ions and c onclude tha t effect ive

administration o f .tenclierst colleges i n Imo State

School cystem i s lacking due -to poor f inancial

managemen-t, lack of infras'truc-tures and

ins-trucetional ma%erials, and 'the conf'lic t ing role-

relationship between -the powers on policy makers.

EDUCATIONAL IMPLICATIONS

The educa-tiond implicationo of t h i c research

i s obvious f o r both t h e principals o f s l i o o l s and

-the authori-ties concerned with 'the es tabl i shmen-t

of Teacher Training Colleges i n 'the State. These

authori t ies have been blamed fo r a l l the shor-tcomings

i n school administration. he at-ti-tudes o f the c autliorities 'towards -the welfare o f -the schools

under them by ref'using 'to provide enough fund and

infras-1;ructurec fo r -the proper running of the

G 1 s have resul-bed t o -the pr incipals t

inefTectlveness i n school adminis-1;ration.

If by -this research principals a re made 'to

know -their specific roles i n terms of -their

commi-tmen-t s a s school admini s-t ra%ora, then they

would have some measure of authority over -their

s ta f f md students. When -the s t a f f and pupils see

-that -their heads have got some authoritat ive

control over them, then they would give t h e i r f 'u l l

respect -to .the school au-tho r i t y , -thereby maintaining

d isc ip l ine among -themselve so Indi acipline among

stud en-t s no doubt help a t o weaken scho 01

adminisLra'tion. This i s so because where a ch i ld

knows tha t the head teacher cannot exercise even

the l e a s t power over him such as, flogging, suspension

o r expulsion, ref'usal -to take school f'inal exam etc,

the ch i ld i s bound -to prove obstinate 'to -the school

aut ho ri-t y

With -the o f f i c i a l s who form the policy making

group, this study w i l l help them Lo formulate oome

important pol ic ies on school adminis'tra'tion, Some o f

t he cri t icisms on -their administrative ro le relation-

chips would help them t o make some adjus tmats

towards improvement,

RECOMMENDATION FOR FURTHF,R RESEARCH

For the purpose of f 'urther research by 'those who

might be inleres'ted i n carrying out fur ther reoearch

on problemo affecting effect ive admini o'tratjon of

the following mgges*tions were made:-

Indiscipl ine i n schoolo ac a major f ac to r mi l i t a-ting clgainst moot h m i n g of nchools by the pr incipals of poot-primary ins-ti-tutions.

If good performance by the ochool admini s t r a t o r a't the oec ondary scho 01 level i s a passport t o good psrformmce a t the Univerai-ty o r higher ins-ti-tu'tion 1 evel.

The which lack

po ten t i a l on t h e pa r t of t h e school

I q a c ' t of the howledge acquired ao a

pr incipal of a school o r as a head of

a te-t iary inati tu-t ion on t h e same of f i ce r

who l a t e r joins t h e Ministry o r the school

board no a policy maker o r a propriator

of a s~h001.

The e f fec t of l ack of spec ia l i s t o r

qualif ied teachers on oc hool admini stra-tion.

LIMITATIONS OF THE STUDY:

This research which ougl~t -to have been

extended t o a l l 'the Teacher Training Colleges i n

t h e Federation could not accomplish - this because,

l imi-ted .to -time, f inance m d mater ia ls , t h e re-

s e s r c l ~ e r limi-bed t he o-tudy -to a l l t h e ex i s t i ng

four-teen Teacher Training Colleges i n Imo State .

Knowing 'that F r mr-ther inves- t igat ions a r e

made, t oo m,my problems a f f ec t i ng school

administrat ion could be discovered, t he research

w s s l imi-ted t o the inves t iga t ion of t h e -three

major cnvisnged problems, namely, f inance ,

i n f r a s t ruc tu r e , ,ad r o l e differen-t ia . t ions among

the powers -that deal wi th the manapmen-t and

administrct ion of school, because 'these a r e 'the

a reas ' t h ~ t cons ' t i .htc major problems -to .Lhe school

admini s t rn'to r o e

The reaearch w n s fur-tlier limi-ted due 'to t h e

f a c t t h a t quect ionnaires which would cover a11

t h e primary and secondzry ~ c h o o l s i n 'the S'tate

would be -boo bulky f o r meLaingfUl and r e l i a b l e

work -to be accomplished. The w r i t e r was a l so of

The research pro j e s t c m serve as a reference book

-to school pr incipals who can a l w a y s make use of it t o

read 'and then know the fac-tors vrhicli con'tribute .to

weaken adminis-tra'tion jnd then be able -to guard

against -them.

To t h e ordinary 'teachers in -the rchool -the

research can be of imenoe help -to 'them since they can

always r e fe r to i - b -to ac quire -the theore-1;ical

knowledge about school admini st ra-ti on because 'they c ?in

one day ascend -to -the post of a scliool adminiotrator.

Such knowledge can mr-ther help -them -to make usefbl

sug&esLions t o those a-t the head.

If everybody in-berested in the affa i rs of -the

school including the general public knows the mecif i c

ro l e s each category of people should play f o r the i n t e r e s t

of education i n -the S-tate, -then 'the school principalfi

would not encounter m y d i f f icul-ty i n main't aining

effec-bive administration i n 'tlieir scliools. This i s s o

because ignorance on -the par t of -the school heads on

- their proper roles alao helps -to c rea ie administrative

problems i n sclioolse

t h e opinion t h c t i f proper foundation i s l a i d a t \

4Bin level, aminfa- t ra t ive p rob lam~ a t t h e higher

l e v e l s o r ino t i tu t iona would be minimined t o aome

Should the Federal Government decidea 'to t ake

WE the m d i n g of teacher education i n t h e

country, then the federa l g ran ts t o Teacher

Training Colleges ohould be made d i r ec t t o

t h e cchoolo ra ther than ~ u c h grclnto p a ~ o i n g

through the Minictry of Education or the

S t a t e Education Board.

head^ of Schoolo who embezzle achool money

should be mads t o ref'und the amount so embezzled

or be d imisned from semriee.

Pr incipalo of ~ c h o o l ~ fihould be rmb3euted t o

regular audit ing t o check high r a t e of r

m i capprop r i a t i on of fundo.

Based on t h e po ten t i a l working populcl'tion of

t he S t a t e every c i t i z e n ohould be made 'to pay

education levy i n order t o provide fund f o r

t h e adequate Rznding of ochoola in t he State.

5. Imo S ta te fihould entabl iah 'Education

Development Bank which could lend money

f o r important Education pro jec-to.

6. Launching of Education m d a m t Fund i f i

aloo a necessary step f o r t he r a i ~ i n g of

f'undo f o r 'the a%lrrrtersnrr~co of cchoolo.

7. The S-tate Education board^ &ould be

diosolved f o r ' their i ne f f i c i en ty and t h e

Mini o t ry of Education -to t ake over t h e i r

d u t i e ~ 3 o i n 'the past.

10. Eyre, E, C o p &~,t=inp; B&c-mg&g&g-&, London, -the MacMillim Press L i m i t ed, 1982.

Institute of Educa-t ion, Universi

.12* Fiedler , Fred E. "A contingency Model of Leadership I

Effec-tiveo" ~ * % V Q , C - ~ Social P s p h o l o + Exlo v r " f :T% e'w?! r AC ad e

13. Ifughes, Larry, W; Ubben, Gerald C. Recon- Boston: Allyn

17. M b i t i , Do "General Theory of ~drninis ' trotion" Foundat - - ----- ion -.n o * - o r,r f J&~Ao~o_la in i . t - , I

Oxford University Press , Nairobi, I i977.

I I

18, Morphetp El Lo eL ctl, ~ ~ ~ & i ~ n t l ~ O ~ ~ ~ s i i _ O , n , p ~ d Adrn~n&- t ; _ r , - t i on Conc m.t s , - Prac-tices, Issues , New York: P rm- t i c e H a 1 1 Inc, mglewood C l i f f 8,

New Jeresy, 1974.

19. Nyerere, J. K. Educz.tion For S~_lf"relimca, Dar e s Salam, Publ. Miniamtry of Information ,and Tourism, 1967,

20. Nwogu, J. &mi& -to Ef'fective Supervision of InaLruction In Nigerian Schoo&. Four'bh Dimenoion Pub. * Co. Lt-d. , Enugu, Nigeria , 1980.

21. Ojelabi , Adenkule. $ guide 'to I_UI-- School Mmu emen-t. Nigeria. Valu'ba Educa'tional Publ i shers , I 981.

22. Persons, T, $-true-Lure m d Proceos I n Modern o c i e t i e - Tew York: The Free Mm

Press , - 1 9 0.

23. Rosenotengel, W. E. and Eao'tmond, J. N. Scho0.1 Ronald Preoa Coy, New York:

24. Simon, H. A., Adminis-trctive Behmiour, New York, Free P r e s s , 1965.

25. Tosi and Carol l , Mmc.emenmt: Con-tiaencieg, S'trmc .Lure and Proc ecn , John Wiley & Sons, New York, 1 97c.

26. Tabe, Hilda: Curriculum Develosmen-b: Theory, g ~ d P r a c t i c e , New York, Harcour't Brace J o v m i t h , 1962,

27. Wal-ton, John. Administrr ,- t~n-ad P o l i c ~ n , Bal-timore:

I 969.

q b Imogi, I, ItTo Ehsure Be t te r W B C Result t f Observer, Oc-tober;,.25, 1975 , P.25

2, Ozigi, Ao 0. tfPopula-tion E&plor;ion I n School 'Enrolmenttt , New Nigeria, September 5, 1979, P O 200

3. Wlgwe, F, and V?alip Hafiz, "National ~eacher r ; ' Ino.l;ifxLet c Launching of Dist,mce . - - Learning Programmett, Daily Timeab Lagos, Nigeria , Apri l 21 1984, P e l

4. Jongo, E o 0. , "Towards At-talning @mli-thtive and f'unc .t ional Muc a-l; i on I t , _Sundn;v 3-t a t esrnan , March 24, 1985, PS 8.

C@NmRENCl$&JND GOVE.RNIVEET PUBLI CATIONS ----

I. Anyanwu, S. B. C. ' tConferace of Pr inc ipa l s of Teacher Training Collegestt, Calabar, Nigeria, 1981.

2 , Fafunwa Babs A. "The Purnose of Teccher ~duca-t ion ' ' , Report of ~ a t i o n ~ l Curriculum conr erenc 6 'i7 - I2 September, I 9a, Lagos: Federal Republic of Nigeria, Ministry of Education, 4970.

3R O b a ~ m j o , Olusegun, "Conference & Workshop on Disc ipl ine i n nchools", o f P r inc ipa l s of Secondary Schools, T.T.Cs. and Federal Schools of A r t s and Science, Ju ly 12, 1 9 7 7 ~ University of Lagos - NNDC Report.

4. Udoh, S. U.-. "The Role of t h e Secondary School Pr inc ipa lo i n curriculum Developma-t and Improvemen-t ' I ,

Paper presented a t In t e r - na t iona l Curriculum Conference, Jos, 1982,

5. East Central Shtc.Le o f Nigeria: mb& of Sc ho 01 Admini o.l;ral;crLon, Enugu, Government P r i n t e r I 975.

6. Federal Republic of Nigeria, National Policy 2n-F~ a t i on , Pub. Federal Mini s-try of In%maet i on, grin-Ling Divioion, Lagos.

7. Federal Re

1965, Federal Ministry of Informa-tion, Prin-t ing Division, L a o s , 19650

Federal R epublic of Nigeria: w o r t of the &b,ia Commi-t-tee on Grading of Duty Pos t s I n Vo-taw Ae: - enc .~ Ino-ti-GuLionb Federal Minis-try of Informa-tj-on, P r in t i ng Division, Lagos, 1 967.

Akabogu, George, "The Role met-tatlono of t h e Public of -the East Central Sta te of Nigeria of t he Pr inc ipa l of Secondary Grammar School", M. Ed. Deoser-ta-tion, U n i v e r ~ i t y of Nigeria, Nouklca, 1972.

mbuniwe, J. No "The Role of the Nigerian Secondary School Princi-oal I n Curriculum -

1rnpovemen-ttt , M. Ed. Thefiio, University of JOG, N i g e r i a , ~ 983.

0. , "An Invectiga'tion In to the General Administro'tion and Organisation of the Ful l Secondary school^ and Higher Elernentory Teacher Training Ins-ti-tu-biono i n West ern Nigeria", 14. A. Thesic, (syncuse 1951).

F 4 p ' D I X I

Names of Imo S t a t e ~ e n c h e r a ' Collagec

f o r 'Lhe atudy: - Women Training College, Afikpo

St. ~ o o e p h ~ a TerLcher Training College, Aba

Teacher Training College, Azaraegbelu

Teacher Training College, Ehime

Teacher Training College, Egbema

Bishop Laobry T.T.C., Ire-te

Teacher Training College, I h i e

Maceregor Tescher Training College, Afilqm.

Teacher Training College, NGU

Biohos Shmahm To To C., Orlu

Teacher Training College, Uzunkoli

Teacher Tsaining College, Uturu

Women Training College, Umucihia

Teacher Training College, Umud-i

1 St. J o n e p h ' o Abn

1 T.T.C. .J3hime

T.T.C. %bemu

T.T.C. I r e t e

i 4 T.T.Cw NsU I I B,S.T.C. O r l u t i [ T.TwC. Uzuenkoli ! ? T.T.C. U-turn d 1 W.T.C. Umunhin 1 4 $ T.T.C. Umudi

1 M i n i s t r y of E d u c a t i o n

II 1 S-t a t c &luc at ion B o a r d

Local Govsmmen-t Area of t h e tescher: ............. .................................. Name of achool:.

Rmk of teacher:. ................................. ...................................... Na'tionality:

Sex:..*. .......................................... ........................... wdi f iae~ion( f i )~ . , . . . .

Area of Sub jec-t specialica'tion: .................e~ What extra cu r r i cu l a r aast ivi ty do you ho3.80. .....a

Indica't e your rela-tionahip with the achool o r 8.t af f : ( Tick e / ;

( a ) T h e p r inc ipa l delega-tea du-bi en Lo teachers

(b) The pr inc ipa l bel ieves i n oonml-t a t io;l r--'~ i---I-

( c ) The pr inc ipa l i o app~oachable md r - i a good mixer, I

(d) He supervises uo while teaohing and make6 mggeo'tiono dt -t he end through *-- Pa-therly cX counoiona ~~~

(e) He digcuof; es -teacher6 pmbl emo individual ly md makeo mgge atione towards so;-u-tions, i

(f) H e holda regular meetinga with 'teacherc

(g) He encaurageg f i e l d t r i p o

(h) He provide8 teaching f ac i l i - t i e c

( i ) H e disburses the school gr,mto 1 ' w i ~ e l y

( j) H e comploino of l a c k of money always L

and overlooks major repairs i n the school 1 ~ z . l

(k) H e i~ Q ~ W Q Y S glow i n making recomnendationo f o r major ochool equipment.

10, Do you a t t a d 'the s'taff meetingfi regularly? @ ---I !- 1 I . Do you n'btend the PTA meetings regularly? -.- I--J

13. If the p r inc ipa l does not p u l l hisher weight f'inancinlly, suggeat a reason f o r h i s h e r m-tiono

14. From your obcervetion and experieno.e i n the school, do you th ink -the p r i n c i p a l is performing efficiently

.15. If .24 above is No, give one o r more reasons f o r hi6 poor parfo rmance and suggest measures f o r improvement:

16. Do you th ink your ochool has good rels- t ionship with e i t h e r the Ministry of Education o r t h e S3ta't.e

17. If 16 above is No, w h a t is t h e cause:.. .am......m.

.................................................. Th,?nlc you,

SECTION 'A' MINISTRY OF EDUCATION OFFICIALS 0

I. Rank of Officer:, .......... . m m e e . e e m . e e D e e e o e m e

3. How many years have you served i n t h i s

4. Sex: Male Female -1 ( t i c k 4 1-

Which o f these ro les below does your H n i s t r y

perform? ( ~ i c k &

6. Formula-tlng Education po l i c i e s

7. Giving grants 'to schools

8, Qiving grants t o school boards

I Curriculum developmen-t

11 . Select ion and appointmen.t of p r inc ipa l s a d teachers

2 2. Promotion of -t eaching s t a f f

13. Sum ension, d i sc ip l in ing md dismissal of 'teacherc

14. Award of scholarohips and granting in-servic e -to 't eachera

15. Inspection of schools

16. Approval and clocing schools

17, Payment of s t a f f s a l a r i e s and o ther benefi-tc

18. Selec-t ing cclndida-t es i n t o TTCs

19. Supply of 'tex'tbooks t o schools

20, Supply of ewuipmen-t and 'their mainl enmc e

21, 00-ordinathg t h e a c t i v i t i e s of t h e ochoolo and school board^

22. If the above ' t a ~ k o are not comprehenoive, could you please s t a t e specifically other role^ played by the Imo State hfinistry of ~ & i a m :

23. Fpom your urperienee do you think the Mhio t ry hh performing efficiently?

24. If no. 23 above i o No, ouggest any measure fo r imp rovernent .

25. Is t he re any occasion %hat t h e Miniamtry may have overlapping rolec? Be b r i e f m d specif LC:

.-

How many yearc h ~ v e you ~ ~ r v e d in t h i s

Which of these flulctkona below doso your

Board perform? ( ~ i c k L/)

Appoin-tmm-t of teachers and princ i p d a

Promo-Lion, t r m a f ering and disciplining

n of -t eacher fi m Acser;amen.t and payment of teachers

a d a r i e n

Awarding ncholar&iprr and granting

in-cervi ce -to -L;eacherse

Management, repa i r s , md maintenmce of Educ a-tional Inst iLutionc in .the Sta te , 0 Review of budget6

42. C ~ o r d i n a t i o n of l o c a l government plmc a 1 Apart from t h e above func t ions a r e t h e r e

o ther ones which t h e board performs but

z r e not covered? Sta-te them b r i e f l y :

-r--

14, From your experience, i~ t h e board

performing e f f i c i e n t l y ?

45. If 14 i~ No, suggest a major conct ra in t o r

my s t r a t egy f o r improvement: