DATA MANAGEMENT PRACTICES OF HEAD TEACHERS IN KOSOFE EDUCATION ZONE OF LAGOS STATE.
This study focused on data management practices of head teachers in
Kosofe education zone of Lagos state. The study tries to investigate how
head teachers in Kosofe zone carries out data management. The
Population for this study was 36,278 which comprises of 277 head
teachers and 3,6001 assist, where the sample size used were 277 head
teachers and 277 assistant head teachers making the sample size of 554.
The reliability coefficient of the instrument was 0.96 using Cronbach
Alpha while three experts – two in Educational Administration and
Planning and one from Measurement and evaluation carried out the face
and content validation of the instrument. Four research questions and four
null hypotheses tested at 0.05 level of significance guided the study. Mean
and standard deviation were employed to answer the research questions. A
twenty four item questionnaire on data management practices of head
teachers in Kosofe education zone of Lagos state was used to get the mean
scores, the following results were obtained.
Background of the Study
One of the most serious setback to educational development in
Nigeria is none availability of data or lack of authenticity where available
Nwagwu, 2003). In the blue print put forward by the implementation
committee on the National Policy on Education (2004) it was noted that:
Difficulties are encountered in Nigeria in obtaining such basic data like
the population of students, the population of teachers, the number of
instructional materials available in schools, tile number of school building
to be renovated and many others (lgwe, 2004).
The state ministries of education lack accurate data which affects its policies and programmes and this is as a result of fabricated data supplied to the ministry by the school head teachers (Federal Republic of Nigeria, 2004). According to Ikpe (2002), statistical data on educational expenditure are not always available and if available, they do not give a sufficient breakdown to
make the data valuable for most planning purposes in the ministry of
education. Uyanga (1993), opined that educational planners all over the
developed economics of the world, sets future educational target based on
objectives identification, peoples aspiration, problems of the society,
needs and gaps in the field of education. This is made possible through a
careful examination of the past and present efforts of stakeholders in education.
In the absence of data, the said examination degenerates into “the rule of thumb”. Aghenta (2000), put it (hat most data obtained from head teachers are not factual but ambiguous, they are not accessible on demand and this has caused failures in some programmes carried out by the government. The administrators of the current Universal Basic Education (UBE) programme needs accurate data to be able to plan,organize and administer the programmes effectively.
They are bound to take various decisions which should he useful to the children, school system and the society. This is decision sometimes becomes impossible in the context of accurate data. From the above observation it is
imperative that there is need for data management awareness to the head
teachers who are the custodians of data in their various schools in
Data are simply referred to as statistics. Data are numerical
measures of phenomena and they are used in the process of scientific