INSIGHTS OF STAKEHOLDERS ON ESTABLISHMENT AND MANAGEMENT OF RESOURCES IN SENIOR SECONDARY SCHOOLS IN NORTH – WEST ZONE OF NIGERIA.

INSIGHTS OF STAKEHOLDERS ON ESTABLISHMENT AND MANAGEMENT OF RESOURCES IN SENIOR SECONDARY SCHOOLS IN NORTH - WEST ZONE OF NIGERIA.  

ABSTRACT 

This study investigated the perceptions of stakeholders on provision and management of resources in Senior Secondary Schools in North-West Zone of Nigeria. The study was set to achieve objectives such as examine the provision and management of human resources, determine the provision and management of material resources and find out the provision and management of financial resources in senior secondary schools in North – West Zone of Nigeria to mention but a few. Seven research questions were asked in line with the objectives. Also, seven null hypotheses were postulated some of which are; there is no significant difference in the opinions of stakeholders on provision and management of curriculum resources in senior secondary schools in North – West Zone of Nigeria, there is no significant difference in the opinions of stakeholders on time resource management and there is no significant difference in the opinions of stakeholders on provision and management of resources in rural and urban senior secondary schools in North – West Zone of Nigeria. Descriptive survey was used for data collection. The target population of the study was 24,978. A sample of 455 respondents, comprising 70 principals, 350 teachers, 35 ministries of education officials were selected using purposive sampling technique. A structured questionnaire adopted from Maina (2016), which was made up of 53 item statements was the main instrument used for data collection. The data collected were first compiled and presented using frequency counts and simple percentages and later subjected to One Way Analysis of Variance (ANOVA) and Scheffe multiple comparison test. Seven hypotheses were formulated in line with objectives of the study and the research questions. The findings revealed that enough social science, arts, vocational and technical subjects teaching staff were not provided in most of the senior secondary schools. It was discovered that enough teaching, learning and recreational facilities were not provided in some of the senior secondary schools. However, the material resources provided were well managed. Adequate financial resources were not provided in most of the senior secondary schools and the few provided were not properly managed in some of the secondary schools. Most of the respondents disagreed that enough time resources were provided in most of the secondary schools. Curricula of most subjects were not reviewed regularly in secondary schools. However, the curricula of most subjects provided were well managed. Enough human resources were not provided in boarding schools, particularly in arts and commercial subjects and enough non-teaching staff such as cooks, security men were not provided. However, most of the resources provided were well managed in most of schools. From the findings, it was recommended that the state governments should recruit more teaching and non-teaching staff for secondary schools. Also, there should be more provision of material resources such as classrooms, offices, laboratory equipment, recreational halls and text books in areas of teaching and learning facilities. All agencies responsible for the review of curriculum should be mandated to do their work to meet the current needs of the study.

CHAPTER ONE

INTRODUCTION 

1.1        Background to the Study

Secondary education is the education given to students after primary school. It serves as a ladder through which learners climb to tertiary school education. It is at the secondary level that the future academic careers of the students are largely determined.

Education is expected to be a carefully guided process of initiating young men and women into meaningful thinking and behaviour in a society. All these positive roles could be achieved through good resources utilization. The resource available for the management of establishments and institutions in the country have been adversely affected. This sad situation has increased the concern of the government, private sectors and Administrators of schools, over how best to utilize the minimal resources with the education sector having to compete with other public sectors for limited available resources. Administrators of secondary schools are forced to demonstrate competence in the management of resources. The topic of this research “Perceptions of Stakeholders on Provisions and Management of Resources in

Secondary Schools in North – West Zone of Nigeria” is timely, presently and logically

important in view of the present realities in our society. By fostering the creation of growth of organization members and environment that are supportive of creativity, team building and participation in solving problems. Schools administrators can then tap into the powerful energy of inner motivational forces that traditional organizational environment routinely represses and discourages.

Every organization exists to achieve certain goals and for them to be achieved, effort has to be made towards the resource utilization. Productivity is therefore, a function of performance and can only be increased through better, more effective and more efficient performance of individuals and groups in an organization. This can be achieved through effective leadership. Resources in organizations are limited, which often turns potential conflicts into real conflicts. If resources were abundant, then all various constitutions within the organization could satisfy their goals. But because they are limited, not everyones interest can be provided for. Furthermore, whether true or not, gains by individuals or groups are often perceived as being at the expense of others within the organization, competing for the organizations limited resources. The state of affairs places a lot of challenges to the educational administrators and planners whose responsibility is to manage resources effectively, to ensure the realization of goals and objectives of secondary education.

The achievement of goals and objectives of educational institutions in Nigeria in general and secondary schools in particular, is premised on a number of in school and out of school factors. Of particular importance in this regard is the availability, functionality and adequacy of resources based on their quality planning, maintenance and effective management. Financial resources has equally been recognized as a major resource in the development of any educational system. The National Policy on Education (NPE) (2013) recognizes this fact, when it states that education is an expensive social service that requires adequate financial provision from all tiers of government for successful implementation of educational programmes in the country.

Another vital resource according to Olatoun (2013), is the human resources. They are seen as the greatest and most precious asset or factor in production process. Ndiomu in Olatoun stressed that the indices for measuring national growth and development hinged in the conditions of human resources that such nation possesses. However, Amao in Olatoun (2011) stressed that poor staffing has been a recurring features in the country‟s educational system. Kassah (2008) defined human resources management as the process of accomplishing organization objectives, acquiring, retaining terminating developing and properly using human resources in organization.

The importance of school facilities (material resources) in enhancing effective teaching and learning cannot be over emphasized. Since teaching and learning takes place through the interaction of the learners with the teaching environment. The quality and quantity of school facilities such as classrooms, offices, library, laboratories furniture and so on, enhance the quality of teaching and learning as well as effective school management. Attesting to this, Olutola (1981) Korede (1999) and Abdulkareem (2003) said despite the importance of these resources in achieving education goals, adequate attention has to be paid to their provision and management in Nigerian schools.

UNESCO (2008) states that the following facilities are very important in any learning environment.

1. Enough teaching materials;
2. Enough classroom furniture;
3. Availability of various teaching aids.
4. Availability of effective health facilities and indoor air quality.
5. Full spectrum and national lighting; and
6. The presence of qualified teachers.

 

Mohammed (2009) states that studies reveal significant relationship between learning facilities and academic achievement.

Instructional resources (material resources) are also aids that help in effective teaching and learning in secondary schools. Without instructional resources, learning will not effectively take place. Umeh (2006), stressed that a teacher can only achieve his objectives in teaching if enough resources are available and utilized appropriately. He also notes that previous researchers revealed that availability and effective use of instructional resources make the subject matter of curriculum more realistic and relevant. Nwosu (2002) further affirmed that when teachers are encouraged to acquire and develop basic skills and knowledge in planning, designing and producing teaching and learning materials, and are motivated to produce the materials as a regular part of their teaching, they will readily appreciate the need to use materials as necessary and integral part of their instructional task. They will also gradually develop a positive attitude towards teaching and learning activities.

It is a known fact that without skilled management and dedicated managers, no amount given will make any impact or transform the school into an effective, efficient and result oriented organization. Fagbamiye and Durosaro (2000), further affirmed that there have been increases in the investment in education which has risen up to 40% of the annual budget at State level and about 24% at the Federal level. The increase in the expenditure on education has resulted in greater awareness and interest in the quality of education. Thus, the need for prudent and competent principles and accounting staff to handle allocated funds in order to minimize financial crisis and wastage in the secondary education sector.

Resources allotted for secondary education services delivery hinges on finance. There is seemingly low productivity of educational product in spite of the high amount of money vested on education. Olatoun (2001) emphasized that Nigerians expect secondary school system to be efficient in a way that quantity of output is obtained with minimum input, but anecdotal observations of secondary school operation in Nigeria reveals that there are elements of inefficiency in the system. Majority of the students failed examination because only 31% of them obtained the university requirements of five credits including English and Mathematics in 2010.

Drucker in Al-Jeraisy (2001) maintains that “time is the most scarce resources. If it is not managed, nothing else will be managed”. Ketchum (2015) maintains that lack of punctuality not only affects the “machine: -of work place…it affects the people in it, which may lead to resentment, as co-workers who are on time compare themselves to late-comers. Being late throws you out of loop, as you may miss important information. This may also cause a harmful division among employees. Leaders affect the entire workplace but when they are late, it sends an irresponsible message to employees, which may lower morale. When leaders are punctual, it exhibits a work ethic to aspire to.

Curriculum is the total efforts of the schools to bring about desired outcomes in the school and out of school situations. Kerr (1968) conceives curriculum as all the learning which is planned and guided by the school whether it is carried out in groups or individually, inside or outside the school. It could be seen as an essential means of education. It is everything that the students and their teachers do. Thus, it is two fold in nature, being madeup of the activities of the things and of the materials with which they are been done. Muhammad (2008) observed that curriculum has been overtaken by developments, in science and technology. There should be review to update and incorporate new information and communication technology for accounting education. He further, said curriculum revision should be an ongoing process, if it is to serve the need of the society that sustain it.

The expectations of all concerned is that school administrators should make judicious use of the scarce educational resources in ensuring that students stay for the minimum number of years expected in the school system thus promoting high efficiency in the system.

 

1.2        Statement of the Problem

In all most every sector of Nigeria‟s educational system, there is a general absence of support services such as unit personel and services provided by resource agencies to aid the teaching and learning process.

Provision of adequate facilities such as classrooms, furniture, toilets, water, recreational facilities, electricity and health services are inadequate in most senior secondary schools. Instructional materials and equipment remains a major impediment to effective teaching and learning in most senior secondary schools. Most schools in North – West Zone of Nigeria schools kept empty libraries and where a library exists, it is full of old, and obsolete books, sporting equipment and classes were not well furnished for any meaningful teaching and learning to take place.

Inadequate funding and poor management were the main factors responsible for the near collapse of the educational systems, in most of the senior secondary schools in North – West Zone of Nigeria. It is evident that majority of human resources such as teachers, nonteaching staff and students in schools were not punctual to work. The repercussion of not being punctual are many, such as building up tension resulting into stress and fatigue. Engagements of students by some parents in domestic activities during school hours, which prevents students from doing their home studies and take home assignment. Due to poor moral training, precious time is often wasted in watching films, football matches, play computer games by students instead of reading their books. Most of the senior secondary schools do not have the reviewed curriculum that will aid them in teaching the prescribed subjects.

The state of affairs places a lot of challenges to the educational administrators and planners whose responsibilities is to manage school resources effectively to ensure the realization of the goals and objectives of senior secondary school education. The paper tries to evolve the perceptions of stakeholders on provision and management of resources in senior secondary school in North – West Zone of Nigeria.

 

1.3        Objectives of the Study

The study was set to:

• examine the stakeholders‟ perceptions on provision and management of human resources in Senior Secondary Schools in North-West Zone of Nigeria;
• determine the stakeholders‟ perceptions on provision and management of material resources in Senior Secondary Schools in North-West Zone of Nigeria;
• find out the stakeholders‟ perceptions on provision and management of finance resources in Senior Secondary Schools in North-West Zone of Nigeria;
• ascertain stakeholders‟ perceptions on provision and management of time resources in Senior Secondary Schools in North-West Zone of Nigeria;
• assess stakeholders‟ perceptions on provision and management of curriculum in Senior Secondary Schools in the North-West Zone of Nigeria;
• find out the stakeholders perceptions on provision and management of resources in day and boarding Senior Secondary Schools in North-West Zone of Nigeria; and
• ascertain on the differences between the perceptions of stakeholders on provision and management of resources in rural and urban Senior Secondary Schools in North-West Zone of Nigeria.

 

1.4        Research Questions

The research sought to answer the following questions:

• How do the stakeholders perceive the provision and management of human resources in Senior Secondary Schools in North – West Zone of Nigeria?
• How do the stakeholders perceive the provision and management of material resources on Senior Secondary Schools in North – West Zone of Nigeria?
• How do the stakeholders perceived the provision and management of finance in

Secondary Schools in the North-West Zone of Nigeria?

• How do the stakeholders perceive the provision and management of time resources in Senior Secondary Schools in North - West Zone of Nigeria?
• How do the stakeholders perceive the provision and management of curriculum resources in Senior Secondary School in North-West Zone of Nigeria?
• How do the stakeholders perceive the provision and management of resources of boarding and day Senior Secondary Schools in North – West Zone of Nigeria, and
• How do the stakeholders perceived the rural and urban school location influence on provision and management of resources in Senior Secondary Schools in North – West Zone of Nigeria?

 

 

1.5        Research Hypotheses

The following null hypotheses were postulated:

HO₁: There is no significant difference in the opinions of Principals, Teachers and

MOEO (stakeholders) on provision and management of human resources in Senior secondary schools in North – West Zone of Nigeria;

HO₂:  There is no significant difference in the opinions of stakeholders on provision and management of material resources in Senior Secondary Schools in North-

West Zone of Nigeria;

HO₃:  There is no significant difference in the opinions of stakeholders on provision and management of financial resources in Senior Secondary Schools in North-

West Zone of Nigeria;

HO₄:  There is no significant difference in the opinions of stakeholders on provision and management of time resources in Senior Secondary Schools in North-West Zone of Nigeria;

HO₅:  There is no significant difference in the opinions of stakeholders on provision and management of curriculum resources in Secondary Schools in North-West Zone of Nigeria;

HO₆: There is no significant difference in the opinions of stakeholders on provision and management of resources in day and boarding Senior secondary schools in North- West Zone of Nigeria; and

HO₇: There is no significant difference in the opinions of stakeholders on provision and management of resources in rural and urban Senior secondary schools in

North- West Zone of Nigeria;

1.6        Basic Assumptions

The study was on the assumptions that:

• Human resources constitute a very important factor in the functioning of Senior secondary school in North – West Zone of Nigeria;
• Material resources such as teaching, learning, water, recreational facilities cannot be ignored if effective teaching and learning has to take place in Senior secondary schools;
• It is assumed that financial management in schools is an area where many principals have neither pre-service nor in-service training prior to their appointment and this contributes immensely to their failures as principals;
• Time is considered a common factor for the personnel at the professional level;
• An effective curriculum must take into consideration the needs of learners and the society;
• Teachers of day/boarding secondary schools are true models to their learners. The commitment to duty, the discipline, the respect from the society, the sincerity of purpose and the desire in building future generations were unquestionable; and
• It is assumed that there are challenges associated with rural and urban secondary schools education which require special attention as it has direct bearing on the outcome of the students performance and predicts the ultimate future of such candidates.

 

 

1.7       Significance of the Study

The study is significant to all stakeholders in education and especially to the federal government, state and local governments who provide resources for Senior secondary school education. The state ministry of education will benefit immensely because they are to a large extent responsible for Senior secondary education in the state. It will also assist by showing where challenges are, and strategies for allocation of resources.

The finding of the study will provide information to policy makers and educational planners when making their plans. It is the hope of the researcher that all principals, teachers and MOEO will appreciate and benefit from the findings and recommendations made for better effective and efficient management of Senior Secondary Schools in Nigeria. To teachers, the study will encourage them to put more efforts and maximize their performance capabilities; this will help them improve the performance of students in cognitive, affective and psychomotor domains.

It is also significant to researchers carrying out similar studies as they will be enriched with new knowledge, methodologies on the ways of improving quality and maintaining standard of the scarce resources available for Senior secondary school principals.

 

1.8        Scope of the Study

The research focused on identifying the perceptions of stakeholders on provision and management of resources such as human, material, curriculum, finance and time in Senior Secondary Schools in North – West Zone of Nigeria.

The research was limited to the following resources – curriculum, material resources

(such as facilities, learning resources), human and time resources, funds, it is also limited to public Senior Secondary Schools in North-West Zone, Nigeria of Learning resources in this research is limited to equipment, books and teaching aids while human resources is limited to teachers, personnel and students.

INSIGHTS OF STAKEHOLDERS ON ESTABLISHMENT AND MANAGEMENT OF RESOURCES IN SENIOR SECONDARY SCHOOLS IN NORTH - WEST ZONE OF NIGERIA.  

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