HIGHER EDUCATION ADMINISTRATORS’ PERCEIVED POLITICS OF EDUCATION CONTROL ON EDUCATIONAL DEVELOPMENT OF TERTIARY INSTITUTIONS IN BAUCHI STATE, NIGERIA

Abstract:
This study explores the perceived politics of education control and its impact on the educational development of tertiary institutions in Bauchi State, Nigeria. The role of higher education administrators in shaping and implementing educational policies is crucial for the advancement of educational institutions. However, the presence of politics within the educational system can significantly influence decision-making processes, resource allocation, and overall educational development.

The research adopts a qualitative approach, utilizing interviews and focus group discussions with higher education administrators in Bauchi State. The participants' perspectives and experiences shed light on the political dynamics that influence the educational development of tertiary institutions. Thematic analysis is employed to identify recurring themes and patterns within the data.

Preliminary findings indicate that higher education administrators perceive the existence of politics in education control as a major challenge to the effective development of tertiary institutions. The study reveals the various ways in which politics manifests within the education system, including patronage, favoritism, and interference from external stakeholders. These factors contribute to resource misallocation, inadequate infrastructure, and compromised academic standards.

Furthermore, the research highlights the negative consequences of perceived politics on educational development, such as reduced motivation among administrators, faculty, and students. The politicization of educational decision-making processes hampers effective planning, obstructs innovation, and undermines the overall quality of education provided by tertiary institutions.

The implications of these findings suggest the need for reforms in the education sector. Strengthening institutional autonomy, promoting transparency, and enhancing the professional development of higher education administrators are vital steps toward mitigating the negative influence of politics on educational development. Additionally, collaborative efforts among stakeholders, including policymakers, administrators, faculty, and students, are crucial for fostering a conducive environment for education in Bauchi State.

The study contributes to the existing literature on the politics of education control in Nigeria by providing insights into the experiences and perceptions of higher education administrators. It offers valuable recommendations to policymakers, educational administrators, and other stakeholders for addressing the challenges associated with politics in education, ultimately enhancing the educational development of tertiary institutions in Bauchi State and potentially across Nigeria.