Educational Management (Onibokun Samson O.)

MODULE 1 Introduction to Educational Management and Planning (PGDE

UNIT ONE: INTRODUCTION TO EDUCATIONAL MANAGEMENT

INTRODUCTION

WHAT IS MANAGEMENT?

Management is an integral part of any organization. The survival of any organization is

dependent largely on the quality of management or administrative services available. Adesina

(1990) simply defined management as the organization and mobilization of all human and

material resources in a particular system for the achievement of identified objectives in the

system. The two key words are ‘human’ and ‘material’. It is the business of management that

both human and material resources within a system should be organized and mobilized so

that the objectives of the system can be achieved to the fullest. The administration or

management therefore influences the results to be achieved, the direction to be pursued and

the priorities to be recognized.

Drucker (1974) sees management as denoting a function as well as the people who discharge

it. He further regards management as:

► Taking place within a structured organizational setting and with prescribed roles.

► Directed towards the attainment of aims and objectives.

► Achieved through the efforts of other people; and

► Using systems and procedures.

OBJECTIVES

At the end of the unit, you will be able to;

► Explain the meaning and scope of educational management

► Discuss the traditional concept of management

► Examine and elucidate the schools of management thought – the scientific, the

humanistic or the behavioural approach, the bureaucratic approach as well as

delineate the shortcomings in the application of these principles to organizational

management.

THE MEANING AND SCOPE OF EDUCATIONAL MANAGEMENT

It is important to note that both the terms administration and management are used

interchangeably, as the two words bear similar meanings. The process of administration is

also the same as the process of management.

Education is concerned with the transmission of skills, knowledge, vocation and culture and

this is usually done through teaching, learning, research and dissemination of the findings for

ultimate utilization. In this view, Bosah (1998) in Eneasator et al, pointed out that

Educational Administration should logically involve, arranging and using human and

material resources and performances available for education, for the transmission of skills,

knowledge, vocation and culture through efficient teaching, learning, research, its

dissemination and utilization for a better society.

The National Policy on Education, (2004:55) states that the success of education is hinged on

proper planning, efficient administration and adequate planning. It further posits that

administration includes organization and structure, proprietorship and control, inspection and

supervision.

From the expositions above, Bosah viewed the scope of educational management not to be

concerned only with teaching/learning process in the classroom but transcends into activities

in the ministry of education, state education commission, political manifestos, policymaking,

planning, supervision and inspection.

TRADITIONAL CONCEPT OF MANAGEMENT

The professionalization of management can be considered as a phenomenon of the 20th

century. The practice of management has been on the past thousand years ago. The Egyptians

for instance, were known to have developed sophisticated managerial skills in order to

manage their empire. The task of constructing the pyramids was one of such complex

enterprises that required effective and efficient management of human and material resources.

Scholars seem to hold a variety of opinions with regard to the use of the word

‘administration’ on the one hand and ‘management’ on the other. Some of these scholars use

the word administration as indicating a specific function, which enters all tasks involving

supervision of the work of others. It is not concerned with the status of those who exercise

this function. Lyridall Urwick also expressed concern at the possible division between

management being seen to apply only to business organization and (public) administration as

applying to the same functions in public service sector.

A directional perception is that private sector organizations are managed and the use of the

term “administration” is associated with public sector organization. However, the term

“management” is now used far more widely within the public sector. This can be seen for

example, following the Plowthen Report in 1961 into the control of public expenditure,

which introduced the idea of management as a central activity and top administrators having

responsibility for management efficiency.

Management is viewed as applying to both private and public sector organizations and

administration is interpreted as part of the management process and concerned with the

design and implementation of systems and procedures to help meet stated objectives.

In order to achieve managerial efficiency, Woodrow Wilson was one of the early thinkers

about profesionalization of administration (Kontz et al, 1980:55). In his famous essay, “The

Study of Administration”, he felt that the improvement of administrative techniques

depended on scholarly study and learning in the specialized field of administration. He

further argued earnestly for the inclusion of the study of administration as a subject fit for

serious treatment by Universities.

MODULE 1 Introduction to Educational Management and Planning (PGDE 113)

ACTVITY I

1. What is management?

2. Discuss the meaning and scope of educational management.

3. Discuss the traditional concept of management.

SCIENTIFIC MANAGEMENT

Management in the eighteenth and nineteenth centuries was not properly mastered by the

then managers who thus resorted to the use of force to get things done. It is important to note

that although they were vested with manufacturing techniques and skills, the aspect of

management, which required a judicious use, and control of human and material resources to

achieve organizational goals was lacking. Management functions were usually improved to

meet needs resulting in various losses being incurred by businesses, but the complexities of

these factories called for more. Based on this, some people took up the task venturing into

more organized forms of management. This gave rise to the scientific management thought,

which is adequately represented in the following selected works:

1. The classical organizational thought (Efficiency movement 1920 –30) whose major

exponents were Frederick Wilson Taylor, Henri Fayol, H., T. Emerson, Lyridall

Urwick and Luther Gulick, Max Weber, to mention a few.

2. The Human Relations School of thought (1930 – 50) whose chief exponent was Mary

Parker Follet, and Elton Mayo.

3. The Behaviourist/contemporaries (1960 – present) whose exponents were Chester

Barnard and Herbert Simon.

1. CLASSICAL ORGANIZATIONAL THOUGHT

i) Scientific And Administrative Management Approach

Frederick Taylor (1856 –1915), the father of the scientific management

movement, sought ways to effectively use men in industrial organizations.

Taylor’s background and experience as labourer, clerk, mechanist, foreman,

chief craftsman, and finally Chief engineer reinforced his belief that men

could be programmed to be efficient machines. The key to the scientific

management approach is the concept of man-as-machine.

Taylor and his associates thought that workers motivated by economics and

limited by physiology, needed constant direction. In 1911 Taylor formalized

his ideas in the principles of scientific management as follows:

1. A large Daily Task – Each man in the establishment, high or low,

should be a clearly defined duty task laid out before him. The carefully

circumscribed task should require a full day’s effort to complete.

2. Standard conditions – The workman should be given standardized

conditions and appliances to accomplish the task with certainty.

MODULE 1 Introduction to Educational Management and Planning (PGDE 113)

3. High pay for success – High pay should be tied to successful

completion.

4. Loss in case of failure – Failure should be penalized.

5. Expertise in large organizations – As organizations become

increasingly sophisticated, tasks should be made so difficult as to be

accomplished only by a first rate man.

Taylor and his associates – The human engineers focused on physical

production, and their time and motion studies sought men’s physical limits and

described the fastest method for performing a given task:

1. The two hands should begin and end motions simultaneously.

2. Arm movement should be simultaneous and made in opposite and

symmetrical directions.

3. Smooth, continuous hand motions are preferable to zigzag or straightling

motions involving sudden changes in direction.

4. Tools materials and controls should be close to and in front of the

operator.

5. Tools should be combined whenever possible.

Although Taylor’s work had a narrow physiological focus and ignored psychological

and sociological variables, he demonstrated that many jobs could be performed more

efficiently. Moreover, according to Drucker (1974) Taylor helped the unskilled

worker by improving productivity enough to raise pay of unskilled labour nearly to

that of skilled.

Taylor created the industrial engineer and generally, emphasized that management

should make adequate provision for workers by careful selection and training. He also

asserts that financial benefits should be based on merit.

Most of the principles advocated by him are applicable to school administration in

that school administrators ensure that qualified candidates are selected for the

teaching job and that teachers are offered proper in-service education to improve on

their performance. Schools also make provision for the supervision of staff.

Although scientific management theory has formed the basis of modern management,

it has been criticized for the following reasons;

- Over-emphasis on efficiency and productivity to the detriment of workers

- Man is equated to be matchines and thereby encouraging mechanical

behaviour

- It utilized a carrot and stick model of motivation to motivate workers ie more

work more pay.

MODULE 1 Introduction to Educational Management and Planning (PGDE 113)

- It has neglected the psychological and motivational factors that are inherent to

man at work.

ii) Administrative Management Approach or Universal Principle Movement

Traditional classical organization thought often called administrative

management theory or universal principle movement was initiated by a French

Gentlemen Henri Fayol (1841 – 1925). He was a French mining engineer and

successful executive who later taught administration. The movement

developed concurrently with the scientific management movement. The two

movements essentially belong to the classical management theory. The

scientific management movement concentrated on the operational level

(worker) while the Administrative Management approach concentrated on the

top management (managers).

Fayol developed some universal principles that characterized successful

administration and management. These can be applied to any organization, be

it industry, education or government. These elements are;

P = Planning

O = Organizing

D = Directing

C = Co-ordinating

C = Controlling

Planning

This is the first step in any administrative function. It involves making

arrangements for the future. It deals on how to use time, personnel and

equipment in future. The future may begin with day, week, month or year.

Plans are made after objectives or goals are set. Planning is usually regarded

as a search for the best method of achieving these goals.

Organizing

The manager decides what jobs would have to be filled and the duties and

responsibilities attached to each one.

Effective organization implies that the right people are assigned to do the

correct jobs at the appropriate times. Activities should be assigned to

individuals on the basis of their ascertained qualification, experience and

interests. On the part of the manager, a lot of wisdom, maturity and objectivity

are required.

Directing

Directing involves giving staff details on how to go about their jobs. It is not

once for-all-activity but an on-going one. Officers have to be continually put

on the right path.

MODULE 1 Introduction to Educational Management and Planning (PGDE 113)

Co-ordinating

This relates to the activities of different units to one another to ensure that the

different activities are met, to achieve the set objectives. Co-ordination occurs

when the Organization’s numerous activities are planned, organized, directed

and controlled.

Controlling

It is the measuring and correcting of activities of subordinates to ensure that

these activities are contributing to the achievement of planned goals. Ukeje

(1992) pointed out that appraisal, evaluating and supervision are the

administrators tools for controlling, directing and leading.

These elements of management could be seen as a cyclical event

Fayol went further to identify a list of fourteen principles upon which the

soundness and good working order of an organization depend (Koontz et al

1980:46).

· Division of work

· Authority and responsibility

· Discipline

· Unity of command

· Unity of direction

· Subordination of Individual interest to general interest

· Remuneration of personnel

· Centralization of Authority

· Chain of command

· Order

· Equity

Cordinating

Planning

Controlling

Organising

Directing

MODULE 1 Introduction to Educational Management and Planning (PGDE 113)

· Stability of tenure of personnel

· Initiative

· Espirit de corps

iii) Bureaucratic Approach

Aderounmu (1981) views bureaucracy as creating a relationship between

functional levels of an organizational hierarchy. It is a relationship between

roles rather than between individuals. Organizational structure is a pyramid of

relationship and authority.

At a period when the workers were being influenced to high degree by the

whims and caprices of the authoritarian industrialist of the scientific

management, Max Weber, a German sociologist saw hope in Bureaucratic

Organization. He hoped that well-run bureaucracy would become fairer, more

impartial, more predictable and in general more rational. According to Weber,

the bureaucracy apparatus would be very impersonal, minimizing irrational

personal and emotional factors and leaving bureaucratic personal free work,

with a minimum of friction or confusion. Arinze in Enaasatio et al (1998).

Weber developed some characteristics of a bureaucratic organization.

- A division of labour based on functional specialization.

- A well defined hierarchy of authority.

- Rules and regulations govern the official decisions and conduct of the

employees.

- Officials assume a kind of impersonal relationship or attitude towards

their clients and other officials.

- A system of procedures that guide the activities of people in that

organization.

- Selection and promotion of staff are based on technical competence.

Bureaucratic organization was advanced primarily to increase fareness and

minimize frustrations and irrationality that may arise from authoritarian

leaders.

Other notable scholars in the classical organizational thought are Luther

Gulick and Lyridal Urwick. These two gentlemen synthesized the work of

Taylor, Fayol and Weber.

Taylor emphasized the principles that viewed administration as the coordination

of many small tasks so as to accomplish the overall job as

efficiently as possible. Fayol emphasized broader preparation of

administrators so that they would perform their unique functions more

effectively. For Weber, bureaucracy was an attempt to minimize the

frustrations and irrationality of large organizations in which the relationships

MODULE 1 Introduction to Educational Management and Planning (PGDE 113)

between management and workers were based on traditions of class privilege.

Arinze (1998: 144).

Gulick and Urwick (1937: 13) in answer to the question “what is the work of

the Chief Executive?” arrived at the acronym POSDCORB in which each

letter represents an activity essential to the proper functioning of the office;

Planning, Organization, Staffing, Directing, Co-ordinating, Reporting and

Budgeting. This administrative process is widely used in school administration

to deal with the –day to –day problems of the school.

Despite the many good aspects of the classical school of management thoughts

with emphasis on task, process and structure, they have the greatest the

greatest limitations of not given consideration to the psychological state of

men at work Again, the rigid insistence with which many classical thinkers

tend to apply some of the concepts in practice is most often attacked. These

limitations gave rise to the wave of a new movement – the human relations

movement.

ACTIVITY II

1. What is the implication of the classical theories as they relate to the school

system?

2. Compare and Analyse the Scientific Management Approach and the Administrative

Management Approach.

3. What are the characteristics of a bureaucratic organization as viewed by Werber?

2. HUMAN RELATIONS APPROACH

The human relations movement developed in reaction against the formal tradition of

classical models. Mary Parker Follet (1968-1933) who wrote a series of brilliant

papers dealing with the human side of administration believed that the fundamental

problem in all organizations was in developing and maintaining dynamic and

harmonious relationships. In addition, she thought that conflict was “not necessarily a

wasteful outbreak of incompatibilities, but a normal process by which socially

valuable differences register themselves for enrichment of all concerned”. Despite

Follet’s work, the break through for the human relations approach occurred in the

Hawthorne plant of the Western Electric Company in Chicago.

Three early experiments were conducted to study the “relation of quality and quantity

of illumination of efficiency”. The first illumination experiment was made in three

departments. The level of illumination intensity in each department was increased at

stated intervals. The results revealed that increase in production rates did not

correspond with increases in lightning, illumination held constant. Both groups

showed increases in production rites that were not only sub stated but also nearly

identical. Finally, in a third experiment, when the lighting for the test group was

decreased and that for the control group held constant, the efficiency of both group

MODULE 1 Introduction to Educational Management and Planning (PGDE 113)

increased. Furthermore, the production rates increased in the test group until the light

became so poor that the worker complained they could no longer see what they were

doing.

Two conclusions seemed justifiable: employee output was not primarily related to

lighting conditions; too many variables had not been controlled in the experiments.

The starting nature of the findings stimulated further research at Harvard School of

Business of Etton Mayo, an industrial psychologist and Roethlisberger, a social

psychologist on the effect of physical conditions of work on productivity. It was

however, suspected that psychological as well as physiological factors were also

involved.

Both the Hawthorne plant and the Harvard experiments revealed that:

- Economic incentives is not the only significant motivator. In fact, noneconomic

social sanctions limit the effectiveness of economic incentives.

- Workers respond to management as members of an informal group, not as

individuals.

- Production levels are limited more by social norms of the informal

organization than by physiological capacities.

- Specialization does not necessarily create the most efficient organization of

the work group.

- Workers use informal organization to protect themselves against arbitrary

decisions of management.

- Informal social organizations will interact with management.

- A narrow span of control is not a prerequisite to effective supervision.

- Informal leaders are often as important as formal supervision.

- Individuals are active human beings, not passive cogs in machine.

Human relation approach has been criticized for being too soft on the workers to the

detriment of the organization. A great deal of attention was given to informal aspects

of the organization and there were relatively little impact upon the formal

organization.

3. BEHAVIOURAL APPROACH OR THE SOCIAL SCIENCE MOVEMENT

Due to the fact that the classical and human relation approaches ignored the impact of

social relations and of formal structure respectively, the behavioural perspective fused

these approaches and added propositions drawn from psychology, sociology, political

science, and economics. Such an approach differs from other behavioural sciences in

its subject matter; worker behaviour in formal organizations.

The pioneer of the behavioural approach to management was Chester Bernard (1938)

who emphasized the need for a systematic approach and conceptual scheme of

administrative behaviour. Herbert Simon (1947) extended the work of Bernard to talk

MODULE 1 Introduction to Educational Management and Planning (PGDE 113)

about exchange theory in organizations. He viewed organizations as exchanging

system where people exchange what they have for what they want, he also saw

administration as rational decision-making which constitutes an important function of

the administrator. Max Weber (1910) integrated his idea of bureaucracy in his

inclination towards the scientific movement.

Following the social science movement, a lot of administrative theories were

advanced among which are;

1. The Theory of Organizational Behaviour

This theory of organizational behaviour seeks to describe, understand and

predict human behaviour in an environment of formal organization. A social

system consists of individual who act together and share a mutual relationship

in the same physical condition or environment in an attempt to achieve an

established common goal.

The dynamic interaction of people with varying personalities within an

organizational set up (as in the school system) is a domain of social process

theory. Arinze (1998) in Eneasator and Nduka went further to buttress that

people within an organization have definite roles to perform, and many factors

that interact help to determine precisely what kind of performance each role

will receive. Each individual must interpret his role and this interpretation

depends to some extent on what the individual brings to the role (which

includes the individuals personality). Role performance is also affected by the

expectations of the Chief Executive of the organization and others who have

some powers to control the situation. Individuals function in an organization in

order to fulfill the needs of the organization and their own personal needs.

There is therefore a relationship between the fulfillment of both the

nomothetic and the idiographic needs. Owens (1981) viewed behavioural act

as a result of interactions of the social system. That is to say, social behaviour

results as the individual attempts to cope with an environment. Needs of an

individual and expectation of the institutions may both be thought of as

motives for organizational behaviour.

Organizational (Nomothetic) Dimension

Institution Role Expectation

Social Observed

System Behaviour

Individual Personality Need-Disposition

Person (Idiographic) Dimension

Fig. 1:Model of the organization as a social system (Getzels - Guba Model)

Source: (Getzels J.M. and Guba, E.C. (1975: 41)

MODULE 1 Introduction to Educational Management and Planning (PGDE 113)

It should be noted that as long as a state of equilibrium exists between the

nomothetic and the idiographic needs, the relationship will be satisfactory,

enduring and relatively productive. To the contrary, conflicts, discontentment,

low productivity manifest themselves.

Aderouunmu 1988 summarily stated that the school teacher comes to the

school environment with professional skills to promote the achievement of

school goals (nomothetic) and in return he is compensated for the services

rendered and he interacts with the different individual (idiographic) involved

in the organization. The individual worker shapes his personal behaviour to

meet the ascribed behaviour of the organization.

A school leader who can motivate his subjects to achieve the goal of the

institution is seen to be satisfying both nomothetic and idiographic dimensions

of the school system. One of the greatest challenges facing school

administrators is how to effectively motivate teachers towards improved

productivity.

According to Eneasator (1998), understanding the motivational basis of people

in organization are based on understanding the nature of the needs that

motivate the behaviour of people in those organizations. Motivation is

therefore seen as an intervening variable between human needs and behaviour

as shown in figure II;

Fig. II

2. The Theory of Human Management in Organization

This was postulated by Douglas McGregor. This theory is also referred to as

Theory X and Y and the theory tries to identify two sets of assumptions about

the nature of people. The theorist argued that the approach or the way an

administrator deals with his subordinate depends on his own perception on the

subordinates.

Administrative behaviour that is typical of theory X is based on the following

assumptions

1. That the average human being has an inherent dislike of work and will

avoid it if he can.

2. That because of this inherent dislike for work, most people must be

forced, controlled, directed and even threatened to do the work.

3. The average human being prefers to be directed as he avoids

responsibility, has little ambition and wants security.

Human need Motivation Behaviour

MODULE 1 Introduction to Educational Management and Planning (PGDE 113)

Administrator that is based on theory X will be characterized by no nonsense,

strongly directive leadership, tight control and very tight close supervision.

Conversely, theory Y embraces some very different assumption of human

beings

1. Work is as natural as play if it is satisfying.

2. People will exercise self direction and self control towards an

organizational goal if they are committed to those objectives.

3. Commitment of objectives is a function of the rewards associated with

the achievement.

4. The average human beings learn under proper conditions not only to

accept but to seek responsibility.

5. The capacity to exercise a relatively high degree of imagination,

ingenuity and creativity in the solution of organizational problems is

widely, not narrowly, distributed in the population.

6. Under the conditions of modern industrial life, the intellectual

potentialities of the average human being are only partially utilized.

Theory Y is optimistic, dynamic and flexible with an emphasis on direction

and the integration of individual needs with organizational demand.

The administrative implication of theories X and Y is that managers who

accept either or both theories will utilize the essential ideas of the theory

(theories) in planning their organizational policy; in formulating their

decisions; and in carrying out other facets of their administrative behaviour

(Arinze in Eneasator 1998).

3. System Theory

One of the behavioural approaches to educational administration is the system

theory. A system according to Ehiametalor (1985) can be defined as an entity

composed of; a number of parts, the relationships of these parts and the

attributes of both the parts and the relationship. The school system can be

termed a system because of the number of its parts, the relationship of these

parts and the interwoven nature of their functions.

For instance, in the college, there are Catering, Academic, Registry and works

departments. Whatever happens to one sub-system affects the whole system. A

problem arising from the school system may be approached by first examining

the relevant sub-systems. Also a particular organizational behaviour may

result from the effects of one or more sub-systems of the school system.

System theory helps administrators to be very alert bearing in mind that a

disruption of a sub-system can damage the entire system. This system has the

advantage of dealing with cause and effect. It also puts us on guard against the

strong tendency to ascribe phenomena to a single causative factor.

MODULE 1 Introduction to Educational Management and Planning (PGDE 113)

ACTIVITY III

1. How important is human approach to educational management?

2. Briefly discuss the importance of behavioural approach to educational

management.

3. Distinguish between Theory X and Theory Y in an organizational set up.

SUMMARY

· In this unit, the meaning and scope of educational management were discussed.

Educational management is not concerned only with teaching/learning process in the

classroom but transcends into other activities in the ministry of education, state

education commission etc.

· The scientific management movement, universal principles and the bureaucratic

theories are regarded as the classical school of management. They focus on

organizations without people, ie emphasis is on tasks process and structure without

considering the psychological state of men at work. Human relation approach focus

on people to the detriment of the organization. A great deal of attention was given to

informal aspect of the organization.

· On the other hand, the social science movement highlighted a better understanding

between formal and the informal organization within a set up.

ASSIGNMENT

1. What do you understand by the term educational management?

2. Compare and contrast the scientific and human relations approaches to educational

management.

3. How significant is the behavioural approach to modern educational management?

4. Write a paragraph on each of the following; Theory of Organizational behaviour,

Theory X and Y and the Systems Theory.

5. List the fourteen principles upon which the soundness and the good working order of

an organization depend.

REFERENCES

Aderounmu W.O. and Ehiametalor E.T. (1981), Introduction to Administration of schools

in Nigeria, Ibadan: Evans Brothers (Nigeria Publishers) Ltd.

Adesina Segun (1990), Educational Management Enugu: Fourth Dimension Publishing Co.

Ltd.

MODULE 1 Introduction to Educational Management and Planning (PGDE 113)

Arinze F.O.M. (1998) in Eneasator G.O. & Nduka G.C., Educational Administration and

Supervision, Abuja: International Academy Publishers.

Bosah H.O. (1998) in Eneasator G.O. & Nduka G.C., Educational Administration and

Supervision, Abuja: International Academy, Publishers.

Drucker P.F. (1974), Management: Tasks, Responsibilities. New York: Harper & Row,

Publishers, Incorporated.

Eneasator G.O. (1990), Job satisfaction among Post Primary Teachers in Anambra State

School System; Some implications for school Principal. Business and Educational

Research 4(1).

Federal Republic of Nigeria (2004), National Policy on Education, Lagos: Federal Ministry

of Education.

Gullick L and Urwick L. (1937), Paper on the Science of Administration, New York:

Colombia University Press.

Koontz, H.O. and Weihrich .H. (1980). Management Aukland: McGraw-Hill International

Book Company.

Owens R.G. (1981). Organizational Behaviour in Education. Eaglewood Clifts, New

Jersey: Prentice – Hall Inc.

MODULE 1 Introduction to Educational Management and Planning (PGDE 113)

UNIT TWO: HUMAN RESOURCE MANAGEMENT

INTRODUCTION

Human resources constitute a vital vein of any organization. Formal organization have great

concern for the development, use and interaction of resources, that are necessary to achieve

the organizational goals. The human resource in a school system will include the teachers,

support staff in the school, students, parents, community members, the ministry of education

officials, employers of labour and a host of other interest group. They are the personnel in a

given organization.

In a formal structure, rules and regulations, course of study, position guides and policies may

be developed but they become significant only when people make use of them. (Morphet,

1959). Administrative activities relating to Personnel in an Organization are referred to as

Personnel plans for and decision about, Personnel flow for institutional purposes. This entails

the ability of administrators to effectively co-ordinate human resources for the

accomplishment of organizational goals.

OBJECTIVES

At the end of the unit, you will be able to

1. Outline the human resource elements and can define Personnel Administration.

2. Identify the purpose of Personnel department in the process of achieving the goals of

the Organization.

3. Identify the role of the Administrator in the recruitment of staff necessary for the

achievement of the goal of the system. The goal of any school system is to provide the

society with manpower needed for development, and to enhance the quality of the

conditions of living of their products.

THE MEANING AND NATURE OF PERSONNEL MANAGEMENT

Human resource management is a basic function of the management, as the Manager uses his

capabilities and those of his Subordinates to get things done. The Personnel department is

expected to make the best use of the Personnel element in the Organization with the ultimate

goal o obtaining the maximum output from the Staff. Aderounmu and Ehiametalor (1981)

defined personnel administration in the public school as a process of getting qualified

Personnel to provide Instructional services necessary for the achievement of the goal of the

system. The goal of any school system is to provide the society with man-power needed for

development and to enhance the quality of the conditions of living of their product.

The Personnel department plays several roles in the process of achieving the goals of the

schools. The main responsibility is to select and recruit professional qualified staff and

supporting staff. Other areas include, staff development, staff evaluation, staff orientation and

so on.

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ROLES OF THE PERSONNEL DEPARTMENT

i) School staff needs and requirements:

The school personnel department asses the needs of the system in terms of the

expected involvement of students and the number of teachers needed to staff the

school. This implies deciding the caliber of staff needed in terms of qualification. The

qualification and experiences of worker usually determine their salaries and other

benefits attached to the status.

The Ministry of Education determines the number and quality of staff required, but

they are usually assisted by the school managers who know exactly the numbers on

ground and how many are required to clear the deficit.

ii) Personnel recruitment/employment of staff:

With regard to employment, the personnel department is the first point of contact in

the school system. It involves an elaborate process, which include drawing on a pool

of qualified candidates, interviewing and testing them with the hope of selecting the

most promising ones among them. They should be selected carefully for their ability,

aptitude and characters.

Employment procedures involves completion and submission of an application for a

job, interview is scheduled, candidates are assessed and finally successful candidates

are assigned to schools.

At the selection interview the constituted pannel has many aspects to consider. These

include the mental stability, physical fitness professional qualifications, wages and

salaries.

(a) Mental stability – The candidates has to posses a stable mind.

(b) Physical fitness – It is important to ascertain that the candidate is in a social

physical condition and must therefore be subjected to a rigorous medical test.

form is used in ascertaining his or her experience and professional training.

(d) Wages and salaries – The criteria for placing on salary grade level should be

clearly stated. The salary structure enables the worker to know what he is

being paid for the job now and what salary he is likely to receive in successive

years.

iii) Staff Development

This simply involves training and re-training of staff. Teacher preparation or training

does not end with pre-service training. It is a continuous process. The teacher must

grow not only in age and experience but also in professional knowledge. Educational

planners as viewed by (Ekpo 1995) envisaged that no matter the efficiency of the preservice

training to teachers, there would necessarily be areas of inadequacies.

Training and re-training of workers can serve as a deliberate and systematic means of

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changing positively the behaviour and attitudes of the trainees towards the

achievement of organizational goals. Occasional in-service training programmes

through workshops, seminars, retreats and organized sandwich and distance learning

programmes should be encouraged.

The government and authorities of various educational institutions should be able to

sponsor teachers who have served upwards for five years to attend a variety of inservice

programmes, since according to Ndu (1991) this will make for improved

performance as the teacher develops a more positive attitude towards his job. The

National Policy on Education (2004: 44) among other advantages of distance learning

programme see it as a long life learning by those who graduate from school and desire

to update their knowledge and skills in disciplines or courses of their choice for their

continuing professional entrepreneurial development. Aderounmu & Ehiametalor

(1981) summarized the purpose of staff development in a school system thus:

i) Correct deficiencies in training

ii) Help experienced teachers to develop further teaching skills.

iii) Make staff members keep abreast of current trends in their areas of

specialization

iv) Upgrade their skills to meet the requirement of an administrative position.

iv) Staff Orientation

The term ‘orientation’ or ‘induction’ of teachers means the introduction of the new

entrants to the teaching profession, with a view to providing them with information

about the school system, its objectives and goals.

Induction should apply to both newly appointed teachers and reassigned teachers or

administrator. An instance is when a teacher is transferred from one school in one

locality to a school in another locality.

At the point of appointment, it is important to make the newly recruited to be aware of

the fringe benefit, attached to their work or productivity and the procedures for

applying for these benefits. These include; hospitality, sick leave, maternity leave,

annual leave bonus, retirement gratuity, rent allowance, transportation allowance and

insurance against hazard at work. Induction or orientation does not only promote

employee’s favourable attitudes towards the organization, it also imbues them with a

sense of belonging.

v) Staff Promotion

Occupational advancement is one of the major expectations of workers over a period

of time. Some staff may feel cheated once they are not promoted for certain period of

time.

According to Vroom (1964): in Eneasator and Nduka (1998), expectancy model of

work motivation should be applied for staff promotion. This model of work

motivation postulates that the efforts one put into work depends on the value one

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places on the expected reward, and the likelihood that the reward actually will be

received if the effort is made. The implication according to Eneasator is that if a

worker feels that he can satisfy his needs without putting in any effort, he will not

make any effort. If he discovers that the satisfaction of his needs is dependent on the

exertion of a given amount of efforts, he will put in the required efforts. Qualification,

hard work and time limit are the ingredients for promotion.

vi) Staff Retention, Transfers and Termination of Service

Important to note is that the ability to keep staff in their jobs and make them want to

stay according to Musaazi (1982) depends on the management ability to encourage

workers and persuade them based on the following guidelines; establishing a clear

policy on the principles of fair play, clear channel of communication, participation in

decision making, welcoming and encouraging new ideas and initiatives.

Transfers on the other hand occur in response to the need to supply the right kind of

staff. Transfer creates certain roles that specify certain behavioural expectations, but

such transfers must be in accordance with the individual’s personality trait.

As the personnel department is the first point of contact with the school system, so it

is the last point of contact. There will be a case for termination of an appointment, if a

staff is found to be disloyal to his employers or to neglect his responsibilities.

A teacher’s appointment can be terminated for the following:

i) Immoral behaviour

ii) Commission of felony

iii) Drunkenness

iv) Repeated failure to comply with official directives

v) Physical or mental incapacity

vi) Continual neglect of duties

vii) Staff Evaluation

The purpose of evaluation in an organization is to help to determine the degree to

which goals are being accomplished and to determine what improvement can be

made. The process of evaluation involves:

i. Determining the desired level of competence.

ii. Determining the level of competence of evaluation

iii. Relating the competence of the subject of evaluation to the desired level of

competence.

Evaluation should be a continuous process and should be assessed by the Chief

Executives of the Organization or his delegates. It should be aimed at improving the

effectiveness of the staff rather than as a means of punishing them. Evaluation if

properly maintained, assist greatly in promotion of staff, since it uncovers the

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particular talents of individuals and helps in discovering areas of weakness that need

improvement.

ACTIVITY

1. Outline the human resource elements in an organizational set up.

2. What are the employment procedures to be considered for the recruitment of a

new staff?

3. Differentiate between orientation and induction.

SUMMARY

· Human Resource is made up of all the personnel in a given organization. The

personnel department makes effective use of these elements in the organization with

the ultimate goal of obtaining the maximum output. In this unit also, the roles of the

personnel department have been discussed under the following; staff needs and

requirement, employment of staff, staff development staff orientation, staff

promotion, transfers, staff retention, termination and staff evaluation.

ASSIGNMENT

1. Briefly discuss the steps to be involved in the recruitment of a new staff in an

organization.

2. Write short notes on the following; staff Retention, Transfers and Termination of

appointments. What are the reasons for termination of staff appointment?

3. Outline the roles of personnel department and give detail explanation on any four.

REFERENCES

Aderounmu W.O. and Ehiametalor ET (1981), Introduction to Administration of Schools

in Nigeria. Ibadan: Evans Brothers (Nigeria Publishers) Ltd.

Ekpo, C.M. (1975) Crisis in teacher education programmes. Journal of Quality Education

(2) 43 – 126.

Eneasator G.O. and Nduka GC (1998) Educational Administration and Supervision.

Abuja: International Academy Publishers.

Federal Republic of Nigeria (2004: 44) National Policy on Education, Lagos: Federal

Ministry of Education.

Musaazi, JSS (1982), The Theory and Practice of Educational Administration Lagos:

Macmillan.

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Ndu, A.N. (1991), Personnel Policy and Teaching Effectiveness – Perspectives in

Teacher Effectiveness. Onitsha: Africana – FEB Publishers Limited.

Okeke Abrose (1985), Administering Education in Nigeria – Problems and Prospects;

Ibadan: Heinemann Education Books (Nigeria) Ltd.

Vroom, V.H. (1964) Work and Motivation. New York: Weley and Sons.

MODULE 1 Introduction to Educational Management and Planning (PGDE 113)

UNIT THREE: ORGANIZING RESOURCES FOR EDUCATION:

PHYSICAL, FINANCING RESOURCES AND

BUDGETING IN THE SCHOOL SYSTEM

INTRODUCTION:

There is no controversy in the fact that the educational system is a system of production. The

school could be viewed as a factory that requires money, men and material resources to aid

production. The school plant, which refers to the physical facilities available in the school

such as the school site, the buildings and equipment could simply be likened to the capital in

an industrial setting. Just like the school system itself, the school plant need to be adequately

managed in order to ensure both effectiveness and efficiency of the system. Available funds

allotted for such school management need to be wisely spent.

OBJECTIVES:

At the end of this unit; you should be able to

i) Indicate, that having appropriate physical facilities to support the educational efforts

is essential

ii) Discuss the school plant maintenance

iii) Draw attention to possible sources of getting money to support the provision of

educational opportunities.

iv) Enable school administrators to appreciate their role in the planning of school plant

and maintenance.

THE SCHOOL PLANT (PHYSICAL FACILITIES):

School plant management is the process of planning to meet the need of the school for

physical facilities, constructing such facilities and keeping the facilities in good condition so

that they can be put into operation when required for teaching and learning.

The school plant is the space interpretation of the school curriculum. One of the ways in

which curriculum finds its physical expression is through the construction and internal

arrangement of the school plant. An effective school plant is a controlled environmental

condition which aids the teaching – learning process and at the same time protects the

physical well –being of the occupants.

Maintenance of school plant is concerned with keeping grounds, buildings and equipment in

their original condition of completeness on efficiency. Knezevich (1975) has rightly stated

that the time it takes for a building to become physically obsolete depends on the quality of

the original construction and materials as well as the quality of house keeping and

maintenance.

It is the responsibility of the supervisor and the school head to formulate the kind of building

operation and maintenance programme that will extend the useful physical life of buildings

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and equipment. In school maintenance, rehabilitation involves the restoration of floors, walls

or ceilings of buildings to their original state. It is a process of face lifting, in which split

walls, leaking or blown off roots, falling ceilings, broken windows and cracked floors are

mended and re-decorated for further educational use. There is close relation between the

quality of custodial services and the need for maintenance.

Kenevich (1975) pointed out, that there is need for a close relationship between the school

curriculum and the school plant. Rehabilitation or improvement on the physical facilities in

the schools should be made for the following reasons.

i) Out dated school buildings should be replaced for modern educational purposes

ii) A new ‘Openness’ about educational purposes and processes is gathering momentum.

Value questions are being asked in a greater degree now than before.

iii) New social, political and educational demands are being imposed on the schools.

iv) Demand for education is increasing especially with the launching of the Universal

Basic Education (UBE) in the country.

Okeke (1985) emphasized that the kind of spaces to be included in the educational plant

depend ultimately on the school curriculum. If Vocational, Agriculture, Home economics,

industrial art, Business education etc are part of the educational experiences within the

system, it follows that space for learning in these areas must be designed. The number of each

kind of space for learning will depend on the size of school enrolment.

Coombs (1974) maintains that the school plant planning starts and ends with the children and

the building are to be designed to satisfy the children’s physical and emotional needs.

Okeke (1985) further pointed some steps to be considered in obtaining a new school plant.

i) Analyse the educational needs of the community and decide on the future school

programme.

ii) Make a survey of the whole school division to know the available plants, their

functional condition and how relevant they are still carrying out the educational aims

and objectives.

iii) Select and acquire a site necessary to carry out the approved plan resulting from the

survey.

iv) Develop carefully the educational specification for each facility envisaged in the new

plant, bearing in mind the anticipated economic and social conditions.

v) Design each separate facility in adherence to the educational specifications.

vi) Publish tenders, secure bids, award contracts and put up the buildings strictly

according to the approved working drawings.

vii) Finally, equip the buildings and put them in use.

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ACTIVITY I

1. Make a survey of your school, and outline all the basic physical facilities within the

environment.

2. What are the steps to be considered in obtaining a new school plant?

FINANCIAL RESOURCES IN THE SCHOOL SYSTEM

The National Policy on Education (2004: 61) sees Education as an expensive social service

and requires adequate financial provision from all tiers of government for successful

implementation of the educational programmes. Education is not free. It has become

abundantly clear that government source alone cannot meet the country’s educational needs.

The concept of education has a far-reaching financial implication for other competing social

services and the ordering of national priorities.

Eresimadu (1996) posits that it has become absolutely necessary to proficiently exploit other

avenues for generating school funds and as well as embark on cost saving devices to be

followed by prudent management. These include;

1. School Fees – The serious financial constraints in the face of widespread demand for

education calls for contribution of beneficiaries of education in terms of payment of

fees. It was in this regard that O’. Donogline (1971) assert that it would be quite

feasible to specify a period of compulsory education and still to charge fees. In this

case, fee is charged on every child that attends school.

2. Education Levies – This is a sort of education levies imposed on every taxable adult.

This may be referred to us capitation or education rate.

3. Taxes – In countries like the U.S.A., more funds accrue to education from taxes,

income, profit and property taxes have substantial contribution to make to education;

others are wealth taxation, and value added tax to help supplement government’s

effort.

4. Endowment Fund – Rich citizens could assist education by means of endowments.

These are funds made available by individual citizens, who have the resources

especially for the advancement of education.

5. School Commercial Activities – According to Anderson and Dyke (1972),

contended students should be partially self-supporting so that they may develop a

sense of financial responsibility, dignity of labour and an understanding of the cost of

education. A survey conducted in Lagos in 1975 according to Adesina (1981) showed

that schools make up to half of the total returns in fees from such activities as sales of

agricultural products, arts and crafts, raffles etc. Schools could also raise money from

the sales of uniforms, books, rentage of halls etc.

6. Non Monetary Measure and Cost Saving Devices – Schools could receive support

from both internal and external sources such as UNESCO, UNICEF, USAID etc.

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These forms include;

i) Supply of expatriate teachers as well as teaching/learning materials.

ii) Scholarships for studies abroad.

iii) Financing of institutions in co-operation with government, communities or

private individuals.

7. Federal Aids – Since the Federal Government has a more powerful taxation ability

and since the oil revenue has boosted its financial strength, a percentage of Federal

Government revenue should be allocated to each state in the Federation for

educational purposes.

SCHOOL BUDGETING

Okeke (1981) pointed out that it is one thing to make funds available to education; it is yet

another thing to spend the money wisely. It is imparative that the providers of money for

education have to be satisfied that the spending is legitimately wise; otherwise if they are not

satisfied, they will refuse to make more money available or else they will specify how the

money should be spent.

Roe (1961) defines educational budget as the translation of educational needs into a financial

plan which is interpreted to the public in such a way that when formally adopted, it is willing

to support financially and morally for a year period.

Adesina (1981) sees school budget as a plan for financing school system for a given period

and grouped it into three parts

i) Education plan

ii) Expenditure plan

iii) Revenue plan

IMPORTANCE OF BUDGET:

Eresimadu in Bosah and Eneasator (1990) posits that the following points are the importance

and purposes of a budget.

i) The budget helps to project educational programme for the next one year.

ii) It helps to indicate the main sources of funds for the educational programme.

iii) It enables variability in prices between one year and the other to be detected for a

particular programme or item.

iv) It guides the school Administrators to disburse school funds with reference to

financial regulations.

v) The public is informed through the budget the kind of educational programme for the

children.

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vi) It helps the public, individuals and governments to evaluate an academic session’s

programme and to recommend improvements for the following years.

vii) The knowledge and experience gained in the implementation of the budget this year,

help in better planning and more effective control measure next year and other years.

viii) The budget shows the contributions individuals, organizations local, state and federal

government in the funding of education.

Finally, the success of the school budget should be judged by the extent to which its estimates

of receipts and expenditures agree with the actual amount received and expended. Under

favourable conditions and in the absence of emergencies, a well made budget will agree very

closely with the actual figures shown in the annual report.

ACTIVITY II

1. Outline the possible sources of getting money to support the school.

2. Design a simple plan of activity within your educational set up that can generate

revenue for the school within a given period.

SUMMARY

· This unit focused on how material and financial resources are organized to achieve

educational objectives. School buildings should be of modern design and should be

reflections of the type of learning that goes on within them, Funds available to

education should be spent wisely, to enable the providers make advance and adequate

plans for better management. Budget controls financial income and expenditure in the

school system and purposes for budgeting are high-lighted.

ASSIGNMENT

1) Define school plant.

2) What are the sources of funds in an educational set up?

3) What is the role of the school administrator in the planning of school plant and

maintenance.

REFERENCES

Adesina S. (1981) Some Aspects of School Management: Lagos. Educational Industries

Nigeria, Ltd.

Adesina Segun (1990) Educational Management: Enugu. Fourth Dimension Publishing Co.

Ltd.

Combs PH and Manzoon (1974) Attacking Rural Poverty. London: John Hopkins

University Press.

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Eresimmadu F.N.J. (1996) Finance and Cost Concepts in Education”, Dimension of

Educational Planning and Economics of Education, (Bosah HO.N and Eneasator,

G.O. (Eds), Lagos: Ed – Solid Foundation Publishers.

Federal Republic of Nigeria, (2004: 61) National Policy on Education, Lagos: Federal

Ministry of Education.

Kenezevich S.J.I. (1975), Administration of Public Education: New York: Harper and Row

Publishers.

Okeke Ambrose (1985), Administering Education in Nigeria – Problems and Prospects.

Ibadan: Heinemann Educational Books (Nigeria) Limited.

Roe, WH (1961). School Business Management, New York: Mac-Graw –Hill Book Co.

MODULE 1 Introduction to Educational Management and Planning (PGDE 113)

UNIT FOUR: LEADERSHIP IN THE SCHOOL SYSTEM

INTRODUCTION

The school system is increasingly challenged with many complex problems. There is a

general outcry that standards of education are falling and morals are flagging. Some blame

the pupils for this apparent decline in education and moral values, a thoughtful few think that

they are due to the nature of change in all directions. Majority blame the teachers for the

woes in our schools. They are not as devoted and dedicated to the cause of education as their

predecessors. Teachers as a group blame parents and the children. They also blame the

government fer unattractive condition of service and for poor physical facilities in the

classroom.

These problems and many more offer too many opportunities to exert leadership. The school

headmaster or principal or the administrator is viewed to be the leader of the school and must

be very effective in his operations. It therefore follows that an effective school leader

translates the educational policies, laws and regulations into practical operational policies.

OBJECTIVES

At the end of this unit; you should be able to

1. Give brief definitions of leadership.

2. Explain the different styles of leadership in administration

3. Outline the qualities of a good leader.

4. Identify the role of the school head in achieving the purpose of the school.

DEFINITION OF LEADERSHIP

Leadership is a long standing and widespread topic of concern and many people see it from

different perspectives.

Thieraut et al (1977) defined leadership as a way of stimulating and motivating subordinates

to accomplish assigned tasks. Although the leader is part of the group, he is distinct from it

and is concerned with guiding, conducting and directing it. The leader moves the

individual(s) or group(s) within the constraints of its maximum capabilities to attain certain

specified goals. The responses of the individual(s) or group(s) will largely depend upon the

capabilities of the leader.

Adesina (1990) sees an effective leader as the person who is not only able to make his

subordinates want to do what they have to do, but also recognizes that they must be

motivated to ensure that the goals and objectives of the institutions, organization or system

are met.

Leadership is the behaviour of an individual when he is directing and guiding the activities of

the group toward a shared goal (Green field & Andrews (1961). According to Ukeje et

(1992), it is an input into organization and involves interpersonal influences as one initiates

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structures and acts that result in a consistent pattern of group interaction aimed at

productivity and individual fulfillment.

A satisfactory definition of leadership should contain the following ideas, influence, group,

situation and goal. The leader most of the time, uses influence as opposed to force. In relation

to educational administration, leadership is the act of influencing a group of people in a

particular situation towards the achievement of a goal or a set of goals. A leader possess the

skill which the group find valuable in attaining the goals.

QUALITIES (CHARACTERISTICS) OF THE LEADER

It is generally accepted that the quality of leadership in an organization, be it religious, social,

educational or otherwise affects to a large extent the success or failure of that organization.

Qualities of leadership according to Adesina (1990) can be categorized under two major

headings – tangible and intangible.

1) Tangible Qualities – They are more obvious and quite easy to evaluate. They have to

do with acquired skills – sound educational qualification, experience on the job, etc.

2) Intangible Qualities – These are less obvious and usually take a long time to grasp –

for example the leader’s imaginative ability, leaders love, consideration for others,

progressiveness, motivation techniques, respect for subordinates, good intentions etc.

Again a good leader must be courageous. This is not the physical courage to face external

threats but the courage to expect and accept risks and failures. He must be able to defend his

actions and protect the interest of his subordinates. He must believe in his own potentials.

In addition to the above Akabogu (1972) (unpublished) outlined the qualities of a good leader

(principal) to be thus;

i) Clear knowledge of what the objectives of schools are and of the means for their

attainment.

ii) Reasonably good health and physical stamina.

iii) Sympathy, confidence, gregariousness and demonstrable capability to work with

people.

iv) Even disposition, sense of humour without intense moodiness and temper fuse-ups.

v) More – than average intelligence associated with mental quickness and acuity.

vi) Orderly life.

vii) Intensive professional training with a social general education.

viii) Comprehensiveness and flexibility in thinking together with initiativeness and

ambition.

ix) A philosophy of life that leads to action with desirable character

x) Balance between introversion and extroversion.

xi) Very wide interest.

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Finally, Ukeje et al (1992), pointed that a good leader should have a religious belief and live

a religious life.

ACTIVITY I

1. Define Leadership

2. What are the qualities of a good leader.

STYLES OF LEADERSHIP

Leadership style is simply a narrower concept that refers to a characteristic way, to which a

leader relates to his subordinates in a working environment.

Many models have been used to analyse leadership styles in order that people would come

out with a statement on the most appropriate style for the administrator to use in order to be

effective as a leader.

1. The Authocratic Style

The administrator determines all policies, techniques and functions. The sub-ordinates

have little or no freedom to make suggestions. They are grounded mainly on fear,

threat and force and hence it is labelled negative. The administrator insists on strict

obedience of rules and regulations. He is not prepared to bend procedures to

accommodate even peculiar needs to people.

Workers engage in eye service and neglect their work in his absence.

2. Democratic Style

The administrator allows suggestions and group discussions in which he plays an

active role. No force is used instead every organization members see the need for

work to continue based on personnel commitment whether the leader is there or not.

Decision making process is participative hence the democratic style is supportive.

3. Laissez-Faire Style

This style is a leader-less style. He gives instructions on the task to be performed and

thereafter remained completely passive. The leader does not worry about –

procedures, nor does he care about rules and regulations. This style usually leaves the

job uncompleted at the end of the day. It allows a great deal of freedom and the group

remains loosely structured.

4. Task – Oriented and People –Oriented Style

These models distinguish between consideration for tasks and concern for people.

In task oriented leadership, emphasis is placed on the work with good relations being

incidental. This styles emphasizes the attainment of goals, rules and regulations. It is

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job centered, production centered and boss centered. This style agrees with the

assumptions of Theory X.

In people –oriented style, attention is given to the needs of people and production is

incidental. His primary aim is to keep sub-ordinates happy and contented. Much

delegation is carried out and there is little or no social distance between him and the

staff.

These leadership style singly or in combination may work best in certain situations,

hence the issue of which is the best may not arise. The choice of style will depend on

the goal, the situation and the people involved.

LEADERSHIP TASKS

The specific task areas of leadership would vary from one situation to another. The major

task of all leaders is how to influence the behaviour of subordinates so that results of the

system are attained.

Motivation – In the school system, the principal motivates his staff by providing immediate

attainable goals toward which the staff should work. He is to ensure that means are provided

for attaining goals set for staff. Another way, is through feedback.

Understanding the Ability of Staff – Since the school system would comprise men and

women of different specializations, it is essential for the school principal to know the

capabilities and characteristics of each staff.

Job Classification – On entering a system, the new employee would like to know what his

specific tasks are. It is the principal’s task to match people and position. This should be done

based on specialization and interest areas.

Staff Orientation – After staff have been recruited and assigned, the school head introduces

them to the system. This minimizes the adjustment problems confronting the staff. The type

of environment in which the new staff finds himself and the first impression he has in his

early days would go a long way to influence his behaviour and moral within the system.

Staff Development – In the school system four types of staff development as viewed by

Adesina (1992) can be conceived. It aims at correcting certain deficiencies which were

known at the time of appointment. It equally enables the teaching staff to face the challenges

resulting from innovation in the school curriculum. Non professional teachers are encouraged

to professionalize while the professionals themselves acquire higher qualifications for greater

responsibilities and status within the school system.

Staff Supervision and Assessment – Supervision helps the new teachers to understand the

purposes, responsibilities, and relationships of his position and the directions of his efforts.

The principal gives clear guidance as to steps, methods and goals of work and makes personal

examination or the work of individual members without straining relationships.

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In assessing staff, emphasis must be placed on the requirements of the position and the

relevance of the staff’s contributions to the institutions activities, aspirations and objectives.

ACTIVITY II

1. Outline and explain the leadership styles in any formal organization.

2. What are the administrative tasks of a principal in a school setting?

SUMMARY

· Leadership is the act of influencing a group of people in a particular situation towards

the achievement of a goal or a set of goals. In the context of Administration,

leadership is defined as the act of influencing a group of people in a particular

situation towards the achievement of a goal.

· It is generally accepted that the qualities of leadership affects to a large extent the

success or failure of that organization. Some well known models of leadership styles

which the administrative leader could use are discussed. The choice of style will

depend on the goal, the situation and people involved.

· Finally some of the administrative tasks which a school head must develop if he is to

succeed were identified.

ASSIGNMENT

1) Define leadership in the context of educational administration.

2) Discuss the implication of the different models of leadership styles in the school

system.

3) What are the basic functions of a school principal?

4) Outline and describe what makes a good leader.

REFERENCES

Adesina Segun (1990) Educational Management: Enugu: Fourth Dimension Publishing

Co. Ltd.

Akabogu G.C. The Role Expectations of the people of the East Central State of Nigeria of

the Principal of a Secondary School, An Unpublished Master’s Degree Thesis,

U.N.N. 1972.

Greenfield, TB and Andrews J.H.M. “Teacher leader behaviour and its relation to

effectiveness as measured by pupil growth” Albert Journal of Educational

Research, 1961.

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Thierauf, R.J. Klekamp R.C. and Geeding D.W. (1977), Management Principles: A

Contingency and Questionnaire Approach, New York: John Wiley & Son.

Ukeje B.O. Akabogu G.C, Ndu Alice 1992, Educational. Administration: Enugu: Fourth

Dimension Publishing Co; Ltd.

MODULE 1 Introduction to Educational Management and Planning (PGDE 113)

UNIT FIVE: MANAGEMENT AND CONTROL

OF EDUCATION IN NIGERIA

INTRODUCTION:

In this Unit, you will learn about the provision and control of education in Nigeria dating

back to the traditional set-up. You will also learn about the activities of the missionaries and

their interest in dispensing education to the natives. Also explained are the roles of the

colonial masters in the provision of education and the metamorphosis it witnessed in the

hands of regional governments. The involvement of the Federal, State, Local Governments,

and private agencies in the control and management of education in the country is also

explained.

OBJECTIVES:

At the end of this Unit, you will be able to:

(i) explain the role of traditional institutions in the management of informal education in

Nigeria;

(ii) discuss he motives of the missionaries in the provision of education;

(iii) identify the factors leading to the eventual take over of schools by the Colonial

Masters;

(iv) appreciate the involvement of the three tier governments in the provision of

education; and

(v) assess the contributions of educational agencies in the control of education.

ORGANISATION AND MANAGEMENT OF TRADITIONAL EDUCATION

SYSTEM IN NIGERIA

Schools as they are known today do not exist as they did in the traditional, pre-colonial

Nigerian society. In those days, everywhere was a training ground for persons who were

expected to learn good social skills, functional vocational skills and life-long occupations

from their parents and forefathers in order for them to be able to live peacefully in and

contribute effectively to the general growth of the society. A good family prides itself of

members who could relate well with others and whose attitudes and behaviours serve as

shining examples to other members too. The young always look up to the elderly ones for

guidance and direction on the best forms of behaviour.

The cultural heritage of the society, which was jealously guarded by the chiefs and the

elderly, was passed on from generation to generation. Every responsible individual of the

society is automatically a teacher. Priests and charlatans combine to play supervisory role in

regulating behaviour and sanctioning wanton violation of societal etiquettes. Children from

good homes are always respected and are scrambled to be married to while those from bad

ones are excommunicated.

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People learn the occupations of their fathers and those of their immediate environments.

People are at liberty to identify with any occupation so long as it could help them to maintain

their families and contribute their quota to the overall development of the society. Farming,

hunting, fishing, smithing and hut-making are the dominant occupations of the traditional

Nigerian society. Since learning skills mostly involves practical work, observation was the

main methodology of determining expertise in a particular trade.

Competition among peers of the same age-grades was encouraged and initiation ceremony

was often organised to celebrate the graduation of training received on specific trades.

A family known for a particular trade always ensured that its members continue to practice

and excel in it by all means. Heredity, therefore, became vital factor of ensuring continuity of

societal trades from generation to generation. A whole family could be successful fishermen,

farmers and hunters and would still be content. Depending on cultural variations, individuals

who excelled in their trades were normally decorated with titles to distinguish them from

others. Hard work and family virtues were always encouraged on occasions by praise singers

who poured encomiums on persons who rendered distinguished service. Failure was often

mocked at as a deterrent for future recurrence.

ACTIVITY I

1. What methods were used in learning trades in the traditional Nigerian Society?

2. Explain the main factors of the traditional education curriculum

THE MANAGEMENT OF FORMAL (WESTERN-TYPE) EDUCATION IN

NIGERIA

The history of formal education in Nigeria dates back to 1842 when the first primary school

was established in Badagri. Gradually, formal education began to spread in other parts of the

country with Christian missions playing a dominant role. The missionaries’ desire to

participate in the provision of education to the natives was not borne out of sheer interest in

educating them but rather to accomplish their main goal – evangelisation. William Boyd

Edmond King stated that “…. The church undertook the business of education, not because it

regarded education as good in itself, but because it found that it could not do its own proper

work without giving its adherents, and especially its clergy, as much of the formal learning as

was required for the study of the sacred writings and for the performance of their religious

duties”. Because of the limited scope of the missionary education curriculum, the education

they provided came under serious criticism for failing to satisfy local needs of having clerks

to work for government administration and commercial enterprises. This necessitated the

colonial administration to take over control of education in 1882 after the enactment of the

first education ordinance. The ordinance made provisions for the constitution of a General

Board of Education, Local Board for Education and drew up rules and regulations governing

the establishment of schools and the award of government grants in aid to such schools. This

move signified government’s intention to take over control of schools in Lagos and its

environs.

MODULE 1 Introduction to Educational Management and Planning (PGDE 113)

The Education ordinance of 1887 laid the foundation of educational laws in the country. It

made provisions for the constitution of a Board of Education; the appointment of an inspector

of schools and other education officers, grants in aid to schools and Teacher Training

Institutions, certification of teachers, establishment of scholarships for secondary and

technical education and empowered Government to open and maintain schools. Other

Ordinances that were enacted later all attempted to improve upon what were provided for in

the old ones. The regional governments enacted laws in the `50s to ensure proper

administration of education in their respective regions. This bold step was initiated by Chief

Awolowo’s Western region, then followed by Zik’s and Sardauna’s Eastern and Northern

regions respectively.

In the early 1970’s, during the reign of military administrators, a landmark was made in the

area of higher education with the promulgation of a policy, which makes higher education the

sole responsibility of the Federal Government. The concept of higher education was seen to

have been limited to University alone as states were allowed to establish other categories of

higher education like the Colleges of Education and the Polytechnics.

Thus far, we have seen a brief history of the management and control of education in Nigeria

from the traditional set-up to the colonial period; we have also studied the administration of

education under the regional governments and how the Federal Government finally took over

control. Now, we are going to look at the roles of the various tiers of governments in the

management of Nigerian education system. But let us attempt this activity before we proceed:

ACTIVITY II

1. What was the primary goal of the missionaries in the establishment of schools?

2. Discuss the steps taken to revolutionise control of education in Nigeria.

THE ROLE OF THE THREE – TIERS OF GOVERNMENTS IN THE

MANAGEMENT AND CONTROL OF EDUCATION IN NIGERIA

Because of the critical nature of education and its importance in turning around the sociopolitical

and economic fortunes of the nation, its administration has been vested in the hands

of the federal, state and local governments for proper formulation and implementation of its

policies. This then makes it imperative for us to look at the role(s) each tier plays and the

various organs (departments) that ensure the translation of education policies into concrete,

practical terms.

The Federal Government

The federal government considers education as a very important tool for development and so

has decided to take full responsibility of its administration and control. It initiates and

formulates national education policies in National Council on Education (N.C.E.) meetings

after receiving inputs from Joint Consultative Committee on Education (JCCE), which draws

its membership from all educational institutions and states in the country. To simplify its

activities, the federal government published a National Policy on Education in 1977, which

MODULE 1 Introduction to Educational Management and Planning (PGDE 113)

was revised in 1981 1989 and 2004 with the sole aim of helping to direct its focus in the

discharge of its educational obligations to its citizens. Taiwo A. etal (1992: 85) posits that the

federal government has drawn up the national policy on education around the overall national

objectives of achieving national development, integration, and unity. “Education in Nigeria is

no more a private enterprise, but a huge Government venture that has witnessed a progressive

evolution of Government’s complete and dynamic intervention and active participation. The

Government of Nigeria has adopted education as an instrument par excellence for national

development”.

The organ that discharges the Federal Government’s role in education is the Federal Ministry

of Education which has its executive head as the Federal Commissioner or Minister.

Appointed by the President, the roles of the Minister for Education are to: direct and develop

national education policies; initiate policy decisions at federal level and co-ordinate those

initiated at the state level. He serves as the accounting officer of his ministry as he takes final

responsibility for all educational matters. He is answerable only to the president of the

Federal Republic of Nigeria.

The Minister is being assisted by the Permanent Secretary (Director –General) who is

expected to be the most senior Director of the Federal Ministry of Education. His position

makes him the most knowledgeable and experienced staff to advise the Minister in the

formulation and implementation of education policies. He is responsible for the

administration and control of the Ministry, co-ordination of its activities, general direction of

its policy and other decision – making matters. He ensures that government’s decisions and

policies are carried out to the letter and presides over the meetings for the Permanent

Secretaries of State Ministries of Education. Under him is an array of Directors who head the

various departments of the Ministry. Each Director is assisted by Deputy Director(s) and

Assistant Directors. Below the Assistant Directors is another range of civil servants including

administrators, professional officers and supporting staff who work together as a team to

assist the Minister in education policy formulation and implementation.

There are many agencies that help the Federal Government to dispense its educational

obligations through the Federal Ministry of Education.

These agencies include the Nigerian Educational Research and Development Council

(N.E.R.C.), the National Teachers’ Institute (NTI), the National Commission for Nomadic

Education (N.C.N.E) the Nigeria Universities’ Commission (N.U.C.), the National

Commission for Colleges of Education (NCCE) and the National Board for Technical

Education (NBTE),the Universal Basic Education Commission (UBEC), among others. All

these agencies help to regulate and control education in Nigeria.

Departments of the Federal Ministry of Education

The Federal Ministry of Education has many departments, which work together to actualize

the educational aspirations of the Federal Government. Let us now look at some of them and

the functions they perform in the Ministry.

MODULE 1 Introduction to Educational Management and Planning (PGDE 113)

(i) Administration and Personnel Management Department.

It is in charge of the appointment, promotion, discipline, training, and staff welfare in

the Ministry.

(ii) Finance Department

This deals with all the monetary affairs of the Ministry including budget proposals,

administration of funds, control of expenditure, appropriation of accounts, payment of

grants, payment and allocation of votes.

(iii) Planning, Research and Statistics Department

The task of this department is to provide statistics on the registration of teachers and

students; offer planning and projection analysis; ensure academic programme

monitoring and evaluation and help in the provision of information on the economics

of education and education insurance projects.

(iv) Primary and Secondary Education Department

This department deals mainly with various levels of education such as primary,

secondary, teacher training, technical, adult education, curriculum development, and

in-service training. It also controls the administration of unity schools and education

for the gifted and the handicapped.

(v) Post secondary and Higher Education Department

This department ensures the provision of higher education at the Polytechnics,

Colleges of Education, and university levels. It liaises with other professional bodies

in discharging its educational duties. Such bodies include the National Board for

Technical Education (which supervises Polytechnics and Technical Colleges), the

National Commission for Colleges of Education (NCCE) and the National

Universities Commission (NUC). Others are the Joint Consultative Committee on

Education (J.C.C.E), which deals with certain matters affecting education in Nigeria

and the National Council on Education (N.C.E.), which deliberates on emerging

trends, and issues on education and ensures that standard and quality control in

education are not compromised.

(vi) Inspectorate Department

Due to the grassroots nature of its role, the Inspectorate Department has been

decentralized with zonal and area offices established in all zones and states of the

federation. Its role is to ensure quality control in education at primary, Secondary,

post – secondary and technical colleges with a view to accomplishing the national

objectives of education.

The Federal Ministry of education does not rely only on its internal Departments in

carrying out its assignments as other ancillary agencies contribute variously to

promote education in the country. The National Manpower Board, for example, helps

MODULE 1 Introduction to Educational Management and Planning (PGDE 113)

the Ministry in the area of conducting surveys on manpower needs and development

and makes recommendations for consideration and implementation; Examination

Bodies such as the West Africa Examination Council (WAEC), National Teachers’

Institute (N.T.I) and the National Examination Council (NECO) assist in the

administration of tests for grading, selection, and certification purposes. The mass

media, which consists of somel government agencies, also help in he promotion of

education by broadcasting educational and informative programmes on radio and

television sets. The mass media had been very successful in reaching out to the

masses of Nigerian society by keeping it abreast with the development in and around

the world.

ACTIVITY III

1. Identify the principal officers in the Federal Ministry of Education and explain their

roles.

2. Discuss the functions of any six (6) Departments of the Federal Ministry of Education

you know.

3. Why did the Federal Government decide to take over the control of Education in

Nigeria?

THE STATE GOVERNMENTS AND EDUCATION

Individual states of the federation have their own laws that help guide them in the provision

and administration of education. The states are bestowed the powers to finance and fund

education at primary and post primary levels. They establish schools and determine their

closures based on the existing operational procedures. States are also mandated with the

powers to prescribe conditions of service for teachers such as tenure, retirement, salaries,

fringe benefits, and teachers’ qualification and, in some cases, even their certification.

The education system under state Governments is run by the State Ministries of Education,

which participate in the formulation of educational policies that suit the peculiar needs of

individual states.

The State Ministries also participate in the control and administration of education at both the

primary and secondary levels with a view to providing education to the wider spectrum of the

state populations. Other functions the State Ministries of Education perform include planning,

research and development of education at state level; inspectorate services to maintain and

improve standards; co-ordination of the activities of agencies concerned with the provision of

education in the states such as the State Board of Education, the Local Schools Board, the

Local Education Authorities; examinations particularly certification of primary school

teachers and the establishment of the State Teacher Registration Councils. It also administers

the disbursement of funds provided in the budget.

The Commissioner is the chief executive officer in the State Ministry of Education and he is

appointed by the Governor on the confirmation of the House of Assembly. He is responsible

MODULE 1 Introduction to Educational Management and Planning (PGDE 113)

for the promotion of education in the State through policy direction and formulation. He is

answerable to the state Governor and the State Legislature.

Like the Federal Ministry of Education, the Permanent Secretary or the Director-General is

the next officer to the Commissioner for Education in the state. He is the chief administrative

executive of the Ministry who is responsible for the daily administration and control of

education in the state. As a seasoned education administrator, he serves as the Chief Adviser

to the Commissioner on matters of education administration and control in the state.

The State Ministry of Education has a number of Departments which are headed by

Directors. The functions of State Directors are almost similar to those performed by their

counterparts in the Federal Ministry but in a narrower scope since they operate mainly at the

state level.

Due to increased responsibilities in running education and its rapid expansion at both the

primary and secondary school levels, the State Governments, through Ministries of

Education, have decided to establish educational agencies that will shoulder part of the

responsibilities. Though their functions vary from state to state, their establishment is

generally considered a healthy development for the growth and expansion of education at the

state and local levels. The following are some of the agencies commonly concerned with the

provision and management of education in the states:

(i) State School Boards

These are intended to perform some of the functions of the State Ministries of

Education and they are generally responsible for education at post-primary level. The

Boards are charged with the responsibility for the appointment, promotion, posting,

and discipline of staff. They also ensure and maintain quality of instruction in schools

and co-operate with various personnel in the Inspectorate Division to achieve this

objective. They also administer the programme of educational funds and aid to

institutions that require them and then assist by raising funds for educational

purposes. The Boards are also required to perform such other functions as may be

conferred or imposed on them by the State Governors in relation to teachers or

institutions of learning:

(ii) State Primary Education Board (SPEB)

This is another body established by the State Government to chiefly supervise the

dispensation of education at the primary level. The Board liaises with the Local

Government Education Authorities (L.G.E.As) to ensure that primary schools are

established where they are required and that they are adequately equipped with

infrastmetural facilities. The Board, in conjunction with the L.G.E.As, also deals with

such matters as the provision of guidelines on the establishment of new schools and

new capital projects; retirement, recruitment and re-absorption of teachers; approval

of schemes for the training and re-training of teaching and non-teaching staff;

assessment and provision of salaries and allowances of staff; rendering of advisory

and consultancy services and the promotion of high-quality education. The Local

Government Education Authorities (L.G.E.As) also administer funds from the State

MODULE 1 Introduction to Educational Management and Planning (PGDE 113)

Governments and may supplement it from local source. However, with the advent of

the Universal Basic Education Programmes, the Universal Basic Education

Commission (UBEC) has established Universal Basic Education Boards (UBEBs)

which are to effectively take over the functions of the erstwhile SPEBS. The State

Primary Education Board (SPEB) is headed by a Chairman while L.G.E.A is headed

by the Education Secretary. Both have staff that assist them in the discharge of their

responsibilities

ACTIVITY IV

1. Discuss the role of the State Ministry of Education in the management and control of

education.

2. The control of education cannot entirely be placed on Government’s shoulders.

Identify the relevant educational agencies you know and explain their roles in the

management of education in your state.

SUMMARY

· Control of education dates back to the period when traditional form of education was

given. At the period, everybody with special skills could be a teacher and emphasis

was laid more on cultured behaviour and acquisition of life – long (vocational) skills.

The formal type of education was introduced in the country by the missionaries who

wanted to train clergymen for the propagation of the gospel. Their curriculum was

limited to few subjects with emphasis on 3 R’s (Reading, ’Riting and ’Rithmetic). The

colonial masters found the curriculum used by the Missionaries as inadequate and

they took over the provision of education by introducing more schools and more

teaching subjects. This was envisaged to provide training to the natives that will later

serve as their secretaries, clerks, and administrative officers.

· The regional governments also played significant role in the provision and control of

education in the 50’s. Aggressive campaigns preparatory to Independence led to the

launching and declaration of free primary education by leaders of the regional

governments.

· At independence, Federal Government realised the importance of education and so

decided to take full responsibility for it. The Federal Ministry of Education and other

educational agencies are vested with the powers to provide, promote, and control

education throughout the federation. At state level, control of education is in the

hands of State Ministry of Education, and education-related agencies such as School

Board, SPEB and the L.G.E.As.

ASSIGNMENT

1. Undertake a study tour of your Local Government Education Area (L.G.E.A) and

examine how they administer and control primary education in the area.

MODULE 1 Introduction to Educational Management and Planning (PGDE 113)

2. Explain the procedure for the appointment, promotion, and retirement of post-primary

schoolteachers in your state.

REFERENCES

Albert O. Ozigi (1977) A Handbook on School Administration and Management: London

and Basingstohe Macmillan Education Ltd.

Taiwo A. and Joshua A (1992) A Functional Approach to School Organisation and

Management: Lagos Triumph Books Publishers.

Aderounmu W.O. Ehiametalor E.T. (1981), Introduction to Administration of Schools in

Nigeria, Ibadan: Evans Brother (Nigeria Publishers) Ltd.

Adesina Segun (1990), Educational Management, Enugu: Fourth Dimension Publishing Co.

Ltd.

Enessator G.O. and Nduka G.C. (1998) Educational Administration and Supervision,

Abuja: International Academy Publishers.

Musaazi J.S.S. (1982), The Theory and Practice of Educational Administration, Lagos

MacmillanT

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Educational Management (Onibokun Samson O.)

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