CHAPTER ONE
INTRODUCTION
1.1
Background to the Study
Management of secondary schools in
Nigeria has suffered several setbacks which primarily are attributed to
inadequate resources and mismanagement of same. These evidences are glaring in
the face of inadequate human, financial, material and mismanagement of time
resources in the schools. Lagos state, like any other state in Nigeria, has
encountered similar problems. Secondary school, which is a heterogeneous
organisation, has great need of various resources for the achievement of set
objectives which increasingly demand effective management. This is so because
resources direct and control the progress of the organisation concern.
Thus, the productivity in the secondary school
setting is dependent on indispensable resources such as material, human,
financial and time which are entrusted to the administrative ability and
initiative of school managers. Therefore, management of resources in secondary
schools requires good leadership towards the available resources. Without able
managers and evaluation of the various resources, the resources of production,
even when available, remain merely resources and never become productive.
Hence, the goal of the organisation becomes inept where there is insufficiency
or absence of the required resources. In a competitive economy and ever
changing environment, the quality and performance of managers determine both
the survival as well as success of the school organisation.
Resource management in secondary schools
refers to the effective and judicious utilisation of all available resources
found in the organisation for the achievement of goals aimed at quality output.
This is fundamental because resources occupy such an important place in the
school that the effectiveness of the entire system is dependent on it. Since
material, financial and time resources are limited and scarce, its management
is paramount for the purpose of control and benefits. Human resources also
require proper management because they are drawn from different socio-economic
backgrounds, influenced by peer groups and thus, are bound to exhibit different
patterns of behavior that may not conform with instructional standard of the
school. Therefore it follows that for the goals of secondary schools to be
achieved these resources must be effectively managed.
Planning, integrating, co-ordinating,
mobilizing, and harnessing the utilisation of resources by the school principal
for school operations in such a manner as to reach the defined goals depends on
his management competencies. Resources therefore, must be properly harmonised
to achieve maximum result required. Availability of these in quality and
quantity helps to promote quality output. Hence, the principal and government
have a great task of effective resource management; ensuring that these four
resources work interdependently and inter-relatedly towards the stated goals.
This is so because the success or failure of the school is first attributed to
the principal, then the government, which is subject to the availability of
resources and the management of same. Moreover, scholars and philosophers from
ancient times to present day of science and technology have identified the
ineffective management of resources in the education sector as the cause of
most
educational
crisis in Nigeria (Ibadin, 2010).
However, effective resource management
promotes positive outcome which may include commitment of teacher to duty,
staff motivation, transparency/proper accountability of school plants,
maintenance culture, time and financial resources. Conversely, ineffective
resource management results in negative effects such as inadequate staffing,
low morale of teachers, preference for personal business during school hours,
feigning sickness to delay policy implementation, lack of maintenance culture,
overcrowded classrooms, dilapidated buildings, misappropriation, corruption and
time wastage among others. Consequent upon the foregoing, it becomes imperative
to evaluate resource management in secondary schools in Lagos state of Nigeria.
This is significant because school resources are under severe pressure due to
spiral increase in school enrolment, dwindling financial resources and
steep-rise in the cost of education materials.
1.2 Statement
of Problem
Availability of resources and its proper
utilisation is the essence of the existence of schools without which there
cannot be development. Resources are therefore the most essential instruments
for educational advancement. Resources properly managed help to motivate
students towards good academic performance. Moreso, proper management of school
resources helps to achieve results through their utilisation.
In public secondary schools, the
responsibility of making appropriate resources available rests on the
government, while the effective use of the resources in accomplishing
educational purposes rests with the school manager or the principal. The
failure or success at this level of education hinges on the latter. Therefore,
school principals are expected to acquire managerial skills for effective
management of resources.
However, among
the multifarious problems confronting the secondary schools today are the
imbalances evident in acute shortage of school facilities, inadequate supply of
teaching and non-teaching staff, overcrowded classrooms, poor maintenance
culture, poor supervision, poor learning environment, incompetent leaders and
low morale among teachers due to incongruence in basic conditions of salaries.
There are also the problems of low quality of teachers, poor attitude to work,
inaccurate statistical data, update of educational curriculum without a
commensurate resource allocation, inadequate supervision of instruction,
divided loyalty among staff, retention of unqualified staff, inadequate planning
and incessant wage strikes. Other problems include principals’ relationship
with subordinate staff, conflicts among teachers, time wastage,
misappropriation of funds, government poor financial allocation to education
which inhibits proper maintenance of human and non-human
resources in the schools. These are
major indicators that school resources are not properly managed.
Corroborating
these lapses, Adelabu (2005) affirmed that the Union of Teachers in Lagos state
expressed teachers’ grievances as to why schools located in rural areas suffer
lack of good/quality teaching staff. This was attributed to the lack of basic
infrastructure such as good roads, electricity, portable water and
communication facilities among others. This and others adversely hamper good
academic performance among students in secondary schools in Lagos State.
1.3 Objectives
of the Study
The general objective of this study
is to examine resource management in secondary schools in Lagos state. The
specific objectives are to:
1.
find out whether human
resources are effectively managed in secondary schools in Lagos state in such
areas as staff posting, appointment of staff, remuneration, promotion, staff
motivation, supervision, conflict management among others;
2.
determine whether
material resources such as classrooms, furniture, scientific equipment and
instructional materials are effectively managed in secondary schools in Lagos
state;
3.
find out whether
financial resources are adequately managed in such areas as budgeting, fund generation,
accountability and judicious utilisation of funds in secondary schools in Lagos
state;
4.
examine whether time is
effectively managed in secondary schools in Lagos state with respect to school academic calendar,
school daily routine and time tabling, timing for staff meetings, class
attendance;
5.
find out the challenges
encountered by school principals on resource management with regard to early
staff posting, rural posting, lateness to school by teachers, divided loyalty
among staff, in secondary schools in
Lagos state.
1.4 Research
Questions
The following
questions guided the study:
1.
To what extent are
human resources effectively managed in secondary schools in Lagos state?
2.
What is the extent of
material management in secondary schools in Lagos
state?
3.
How prudently are the
finances managed in secondary schools in Lagos
state?
4.
How effectively is time
managed in secondary schools in Lagos state?
5.
What are the challenges
which principals encounter in the process of managing school resources in
secondary schools in Lagos state?
1.5
Research Hypotheses
In line with the research
questions, the following null hypotheses were formulated for the study:
H01.
There is no significant difference in the opinion of stakeholders on the
effective management of human resources in secondary schools in Lagos
state.
H02.
There is no significant difference in the opinion of stakeholders on the
management of material resources in secondary schools in Lagos state.
H03.
There is no significant difference in the opinion of stakeholders on the
management of financial resources in secondary schools in Lagos state.
H04.
There is no significant difference in the opinion of stakeholders on time
management in secondary schools in Lagos state.
H05.
There is no significant difference in the opinion of principals with respect to
the challenges they encountered in managing school resources in
secondary
schools in Lagos state.
1.6 Basic
Assumptions
The researcher
is of the view that:
1.
Human, material and
financial resources are inadequate to meet the ever demanding educational needs
in secondary schools.
2.
Time resources are not
effectively utilized to meet secondary school
objectives.
3.
Availability of human,
material, financial and time resources (in quality and quantity) are
fundamental to the success of the secondary school system.
1.7 Significance
of the Study
There cannot be effective
management of secondary schools without availability of resources and their
proper management. The research work basically sought to enlighten school
principals on the importance of school resources and their proper management.
It is expected that the outcome of the research would help the school principals
to make adequate plans on human, material, financial and time resources needed
for each academic session and how to effectively manage them when challenges
arises. The findings of the research would help the state government in proper
allocation of resources to secondary schools. The study would also be of great
importance to the planning unit of the Ministry of Education of Lagos state
towards good record keeping and statistical update of same so as to re-order
their planning strategies towards the provision of adequate resources to match
the ever increasing population of students.
The outcome of the research would help to
educate school teachers on effective use of time and school equipment among
others to improve quality of instruction. It is intended that the result of
this study would offer students the awareness required for proper management of
school materials, the significance of school facilities and why they must be
kept in good condition. It is expected also that the study would enlighten the
general public of the position school resources occupy and the effect of proper
management in teaching-learning
situation.
In addition, it is hoped that it would serve
as a useful addition to the existing literature, especially other researchers
who intend to work on similar topic would find the outcome of this study a
reference point.
1.8 Scope
of the Study
Resource management is an important
aspect of school administration which is central to goal achievement. A study
of this nature would have covered the entire country, however due to time
limit, financial challenges and other logistics, the study has been limited to Lagos
state of Nigeria.
The study focuses on various resources in
public secondary schools which include human, material, financial, time and the
need for effective management. Management of school resources requires input
from different
individuals/stakeholders. The study
also looked into the state government and principal’s perspective.
Furthermore, Lagos
state has three senatorial districts with thirty (30) local government areas
evenly distributed among the districts. For the purpose of the study, a random
sample of thirty three (33) secondary schools from Lagos
East, West and
Central senatorial districts were made.
1.9 Operational
Definition of Terms
Management: This
is a range of activities directed towards the maintenance of a social group in
its efforts to achieve organisational objectives.
Evaluation: Evaluation
is the act of testing the effectiveness of human, material, financial and time
resources in the secondary school system so as to judge their effectiveness.
Roadblocks: Lapses
that hinder the achievement of secondary school objectives.
Human Resources: This
refers to the teaching and non-teaching personnel or staff who combine skills,
intellect and effort together for the purpose of accomplishment of predefined
objectives of the school.
Material
Resources: Material resources are a feature of
school plant or facilities. Other aspects of school plant are school buildings,
laboratories, classrooms, libraries, equipment and such others.
Financial Resources: Refers
to all fiscal money made available to the school.
Time Resources: Various
occasions or moments earmarked for different
activities in
the school.
Heterogeneous Organisation:
Business organisation with varying needs.
Administrative Ability: School
organisation functions which relate to daily routine.
School Managers: These are government officials and school
principals who take charge of school management.
Leadership: Refers
to school head or principal who directs the affairs of the day-to-day running
of the school.
Resources of Production:
Factors of creation which include human, material, financial and time
resources.
Interrelated: This refers to different units, elements
which relate to each other for the primary purpose of achieving a specific aim.
Ineffective: Unsuccessful
outcome of management functions
Dwindling Finance: Declining
monetary resources in the country and states
under it.
Output: These are the
residual learning, skills, attitudes, values and ways of thinking that students
acquire due to their exposure to the system of education. The output can
therefore, be regarded as the value added to the student as a result of the
education acquired.
Stakeholders:
These includes, Ministry of Education officials, Zonal Education officials,
principals and teachers
Supervisory Team:
Ministry of Education officials and Zonal
Education officials