University of Nigeria Research Publications
Aut
hor
ANOKAM, Kalis Chukwuma
PG/M.Ed/SD/03/33940
Title
Assessment of Strategies for the Improvement of
Administration on Primary Schools in Owerri West Local Government Education Authority,
Imo State
Facu
lty
Education
Dep
artm
ent
Education
Dat
e
August, 2005
Sign
atur
e
TITLE G E
ASSESSMENT O F STRATEGIES F O R THE IWds:PROVEMENT O F ADMINISTICQATION O F
PRIMARY SCHOOLS IN OWERRI =ST LOCAL GOVT. EDUCATION AUTHORITY, IMO STATE.
ANOKAM, KALIS CHUKWUMA REG. N O P G / M E D / S D [ Q ~ / ~ ~ ~ ~ Q
A SEARCH PROJECT SUBMITTED T O THE DEPARTMENT O F EDUCATION, UNIVERSITY
O F NIGERTA, NSUKKA IN PA LFILLMENT O F THE THE AWARD O F MASTER'S DEGREE IN EDUCATIONAL ADMINSTRATIQN AND
PLrnNING.
4PPROVAL PAGE
This research project has been read and approved
for the Department of Education
University of Nigeria Nsukka.
MEAD OF DE MENT
DEAN
ACKNOWLEDGEMENTS
The researcher of this study, Mr. Anokam Kalis
Chukwuma, wishes to express his deep gratitude and
appreciation to my supervisor, Dr. C.U Nkokelonye, of the
Department of Education, University of Nigeria Nsukka for
his immense supervisory guidance while this research work
was in progress.
The researcher is also grateful to Chinyere P. Nosiri,
PhD, of A.1.C.E Owerri whose contributions were source of
inspiration to me. My heart warm thanks also went to Dr.
0.T Ebiringa of F.U.T Owerri, whose logistics support gave
me some sense of direction.
I am profoundly gratefully to my wife, Mrs. Anokam,
Emily Nkeonye and my children, Master Kelehi Promise
Anokam, Master Noble Chidi Anokam and my dau@ter,
Chioma Sandra Armkarrt.
I become heart-rending whenever I remembered my
parent, Mr. And Mrs. Benson Anokam, whom I lost during
,the period of my study.
I &nk God in every thing. f
AN0IQb.M KALIS CHUKWUMA,
DEPARTMENT OF EDUCATION
UNIVERSITY OF NIGERIA
NSURKA
The purpose of this study was to identify the strategies
through the opinion of primary school teachers and
education officers in Owerri West I,ocal Government
Education Autliority in lrno State. Tlie researcher adopted
fotlr researcher questions a n d three liypotheses. A 2 5 -item
questionnaire were administered to 178 school teachers and
59 to education officers. The instrurncnt was scored on the
4-point likert scale. The design used for this study was a
simple descriptive survey design. The average mean was
used to answer researcher questions while the t-test
statistics was adopted to test the hypotheses formulated for
the study. The findings for this study include giving good
accounts of all finances collected in the school, mobilizing
village heads and parents to erect classroom blocks, and
parents to erect classroonl blocks, providing instructional
materials like pictures and newspapers, monitoring and
evaluating teaching and learning. The state universal basic
. Education board, Imo State and the Local Government
Education Authority of Owcrri U7est were recommended to
adopt all the strategies identified in this study to enable it
iinprovc thc overall task of primary school administration
in Owerri West Local Government Education Autliority.
'I'ABLE OF CONTEN'I'S
1 7 . Iltls page - - -
Approval page -
Acknowledgments -
Abstract - -
'Table of cmtents -
1 ,A of tabks -
Uackgrwi~d of the study - - - -
Statement of the problem - - - - -
Pr~rpose of the study - - - - -
Significance of the study - - - - -
Scope of the study - - - - - -
Kcscarclr questions - - - - -
- Hypotheses - - - - - -
CHAPTER TWO: REVIEW OF LITERATURE
The theoretical / conceptual frame work - -
The Administrative theories - - - -
'I'he Empancal Studles - - -
S~llnlllary - - - - -
Vlll
TEW THEEE: RESEARCH METHODOLOGY
Design - - - -
Area c.f s tudy - - - -
130pulat~on of the study - -
S a m ~ ; ie: a n d sampling techniques
I n s t i ~ ~ r n e n t for da ta collection - -
Validit-y of
Reliability
Method of
Method of
the ins t rument - -
of the ins t rument - -
d a t a collection - -
da ta analysis - -
CHAPTER FOUR:
Presentation Of Results And Analysis Of Data 41
ER FN3: DISCUSSION OF RESULTS, SUMIMAWY
CC)NCL'JSION, IMPLICATIONS OF FINDINGS,
KEC(:lhi VIENDP,TIONS, LIMITATIONS O F THE STUDY,
SUC1.5 ESTIONS FOR FURTHER RESEARCH STUDY.
Discussion of ResuIts - - - - - 6t
Summary- - - - - - - - 6 9
Conclusions - - - - - - - 72 Ii-nplications of the Research Findings - - 7 3
Reconxnendati.m - - - - - - ?a l,~nailatiot>s rrt. + - I . -- - - - 8J Suggestions 10: nl LL, iilcl. Research Studies - - 81 References - - - - - - - 82
Appendix I : A .letter of introduction to respondents.
Questionnaire - - - - 83
Appendix 11: Number of primary schools involved
in the study - - - - 9 0
Appe11di.x 111: Excel package for hypotheses one,
two and three. - - - - 9 2
LIST OF TABLES
TABLE
1 . Number of primary school teachers and Education
officers involved in the research study -- - -PAGE 3 7
2 Presentation of the mean scores of the school teachers
and education offices of Owerri west local government
education authority on the financial management
strategies to be adopted to improve the administration
of primary schools - - - PAGE 42 3. Presentation of mean score of the primary school
teachers and education officers of Owerri Wes t Local
Government Education Authority on the ways in which
- phjsical facilities and equipment can be improved for effective administration . . . &
4. Presentation of mean score of the primary school
teachers and education officers on ways in which
school community relation's functions of school
administrators can be improved for effective
administration of primary schools in Owerri Wes t Local
Government Education Authority PAGE r(6
5. Presentation of mean scores of the primary school
teachers and education officers of Owerri West Local
Government Authority on strategies that can be
adopted to improve on the supervision of instruction
for effective administration of primary schools . . pg 4.1).
6 . The t-test for hypothesis one . . . .page 52
7. The t-test for hypothesis two - page 57
8. The t-test for hypothesis three - page 60
Background of the Study
The elementary education act of 1870 marks the
beginning of a new stage in the history of education through
out the whole world. It dealt mainly with primary school
manzgxncnt.
The renowned British educationist John Blackie who,
concerned with how to improve the public school system in
England, decided to undertake a comparative study of
educational opportunities, achievements and resources
,distribution in Britain, France and the United States of
America (USA). His study led him to conclude that:
I t is certain that British Children today
do not learn in our public schools as
much as their parents and teachers did
or hoped. He attributed this apparent
failure to tlie fact that: it must be
admitted that British educational
thinkers today, are not all of one mind
about the learning process and there is
quite a great dcal that they do not know
yet about it.
(Ohnkwo, 1996 p.6)
P ~ r h a p s , the concern for this situation, gave birth to a
number of commissions and conferences directed a t
imp] oving public school education delivery in the African
sub- region. Such commissions and conferences include:
the A:;hkd commission in Nigeria which published its report
in l % O ; ".... To enquire into and examine all aspects of WY
public education system having regard to its content,
structure and direction, its function as a n instrument of
national unity and detect defects in the present system"
(Oko~~kwo, 1996 P.6).
In the same vein, the federal government took similar
tneasui-es for the improvement of the administration of
primal-y schools in the country. Okoli (199 1 ,P.80) reports 012
the terms of' reference for the National primary education
comtnission extracted from the Federal ministry of
educali~ii news letter (1 988, P. 14) which states as follows:
1 . 7'0 advise the federal government on the
funding of pritnary education.
2. To receive the National primary education
fui-~ds and allocate to appropriate bodies
designated by each state and the Federal
Capital territory, Abuja and to any agency
responsible for- federal sponsored primary
school projccts in accordance with prescribed
formula.
3 To rollate after consultation with all state
qovernments periodic master plan for a C
balanced and co-ordinating development of '
prirnary education. Such plans shall include
21-oposals to the Federal government on the
basic National Curriculum and syllabus to be
pursued by primary school.
4. To collate, analyze and publish information
relating to primary education, publish a
corn prehen sive list of primary school teachers
in each state and ensure a regular personal
audit.
5. To carry out specific directives by the
education minister or orders of general notice
. to the commission.
The commissions and administrative measures
demonstrate the primary importance for the improvement of
primary school administration in the country in general and
in Owerri West Local Government of Imo State in particular.
No wonder, the United Nations adopted the Universal
declaration of human rights in 1948, which attempted to
oilarantee the individual not only the right to education, but
also free education a t least in the elementary and primary
stage. This emphasis on primary education led the United
Nations assembly to recommend that primary education
Shall be made compulsory.
Sequel to the United Nations declaration of 'human
rights in 1948, the government of Nigeria has established a
number of commissions and conferences directed a t
in~proving the administration of public primary schools in
the country. 111 1969, the Nigerian Educational Development
coun::ii (NERC-Now NERDC) concerned about quality
education in the Nigeria's public schools, sponsored. a
National conference on curriculum development.
The conference which dealt specifically with the
ob~ect~ves of the Nigerian Public school system, reviewed the
old goals, identified new goals and involved a new set of
administrative strategies for the attainment of the new goals
based on the present needs of the Nigerian society. Thea
conference provided a forum for an extensive review of all
aspects of Nigeria educational system.
i- : mever, the recommendation of ' this conference led
the government summoning in 1973 a seminar of
disti~~guished educational experts. The recommendation
undei-went modifications by government, which became
National Policy 011 education and it spelt out the following
objectives for primary education:
1 . The inculcation of permanent literacy and numeracy,
and the ability to communicate effectively.
2. The laying of a sound basis for scientific and reflective
thinking.
3. Citizenship education as a basis for effective
participation in and contribution to the life of society.
, 4. Character and moral training and the development of
sc und attitudes;
5. Developing in the child the ability to adapt to his
changing environment.
6. C iving the child opportunities for developing
manipulative skills that will enable him function
effectively in the society within the limits of his
capacity.
Having stated these objectives on primary education
prescribed by the National policy on education, Okoli (1991:
p13) reports some number of steps taken for the
improvement of administration of primary schools in Owerri
West Local Government council of Imo state.'
I . Ttle introduction of the universal primary education
programme in 1976.
2. The formal launching of the new 6-3-3-4 system of
The publication of new syllabuses based on the guide-
lines on primary school curriculum (197 1). .
The introduction of the progarmme of continuous
assessment along with a series of in service training
workshop and symposia for teachers.
A greater emphases on use of the mother - tongue a s
medium of instruction in the junior classes of the
primary school.
'The establishment of the National Commission 'for
primary education.
Establishment of Local Education Authorities to take
the full responsibility for primary education.
Establishment of a gifted children's programme.
However, this study focused on some strategies to
asses the extent of improvement of primary school
adninistration in Owerri West local government of Imo
state.
The strategies were:
1. Financial management strategies took care of physical
facilities and equipment of primary schools.
2. Regular classroom visitation of schools by supervisors
of instruction.
3 . Community relation's functions.
In recent times, there were wide spread problems
that confronted primary education in Owerri West
Local government area of lnro State. There were problens of
increasing enrolment, lack of conducive environment for
teaching alid learning. UIceje (1980 p. 2,3) observed that:
With the introduction of Universal
prinary education (U.P.E), Nigeria has
met series of crises in her primary school
system. There is the crises of supply and
demand, the crises of administrative
structure and control, the crises of
equality of educational opportunity and
the crises of relevance and realities.
The phenomenal increase in school enrolment
triggered off by the introduction of universal primary
education in the country created numerous administrative
problems in primaiy schools in Owerri West Local
Government Area of Imo State. Stressing on the problems
posed by this introduction, Ukeje maintained that, "school
buildings have been in short supply, qualified teachers,
teaching materials including text books, indeed every thing
connected with the proper education of children have been
in short supply".
Another problem facing primary education in Owerri
West Local governinent area of Imo State was that of
inadequate fund. Ezeocha (1985) observed that, "no
organization can survive or carry out its functions effectively
wit120 ut adequate financial resources at its disposal". He
further maintained that, "money was needed to pay staff
salaries and allowances, maintained the plant and keep
scpices going".
Although the various problems that faced the
administered of primary schools in Owerri West Local
government of Imo State have been reviewed but the likely
effective strategies to be adopted for the improvement of
primary school administration were still in doubt.
In the recent past, there have been wide spread
assumptions and speculations on the appropriate strategies
for the improvement of primary school administration
especially in Owerri West Local government area of Imo
State. Although, the speculations were wide spread, their
validity has to be established using appropriate research
procedures. In view of this fact therefore, there was every
nerd to c:i~.i.j it t l ~ e strategies for the improvement of
pnmnry school administration in Owerri West Local
Govi.!-nment area ol In-io state, using the appropriate
scsewch procud u IFS:
STATCM ENT OF THE PROBLEM
01 1 ct of the grcaiest crises facing organizing education
today in Nigeria and indeed throughout the so called "third
~ ~ 1 - 1 d " w a s the increasing demand for education without the
c:orresponding increase in the resources to provide quality
edu c i ~ t i o ~ ~ . 'The in trod uction of National Universal free
i n education scheme in September 1976, was
per t~ays , the greatest milestone thus far in the development
o f O I - ~ I I ~ ~ L ' C ~ education in Nigeria. But the U.P.E had set in a
motion a chain of crises in the educational system. The
impact of' this clevelopment resulted to high incidence of
adnlir~ istrative lapses in primary school in Owerri West
Local Chvesnmel~t area of imo State, coupled with Staff
red ~ 1 1 7 ~ : i ~ n c y , overt lateness among teachers and pupils,
I - truancy and dwindling rate of academic
ac l rkv emen t among primary school pupils. The situation
cou pled with the poor environment in which primaiy school
teachers and pupils work tended to generate doubts as to
whether primary schools were being properly administered.
Although, numerous studies conducted focused on the
problems of primary education in Nigeria, (Ezeocha 1990).
Adequate research studies have not been given to effective
strategies for improving primary school administration.
Most of the strategies suggested were purely based on
mere speculation in which cases, therefore, the exact
strategies for the improvement of primary school
administration was not yet known. The problem of this
study was to establish the strategies for improving primary
school administration in Owerri West Local government
Area of Imo State.
PURPOSE OF THE STUDY
The purpose of the study was to determined the
strategies for improving the administration of primary
schools in Owerri L.G.A.
i. To determine how financial strategy can help in
improving the administration of primary schools in
Owerri West Local Government Area of Imo State. . - 11. To investigate how the physical facilities and
equipment of primary schools were improved for
effective administration of primary schools.
I * . . \ & ; I I I , I Tn ;(src~t.-tai.n ways in which the school
r.m-niii I rnity relatinns of p.1-ima-ry school head teachers
TI (1 f-eachers were in1 proved for effective
~1 r-Itninistra tion of primary school .
(1 )To identify the strategies which were applied to
improve teaching a n learning in p-imary
schnols.
$XXUFPCANCE OF THE STUDY
T h e sti~cty exploi-ed the strategies for improving the
~ r i m i l r y school a d miiiisl-ra tinn in Owerri West' Tacal
Gov~i..nnient Area. of Trno Sta-te. Tt f1.1rnished the schools and
thc st3 ff of the Inca1 government on the imports-nce . of
i t I - 4 one of the strategies tha t improved the
.actrni1,1i~tration nf pi-imaiy schools in Owerri ' West Total
.uov~i-r-i tnent Area of Trno Sta~te. U
i-r.;~clc-~~-r;, Pal-rnt Teacliers Associa.tinn a.nd the general public
I-lip importance. of physical fa.rilities and ep?ipment and
si ~ p c ~ v i s i n n of instrl~rt ion a s a stra t e a that can facilitate
e f f ~ c + ~ l ~ primary school administration in Owerri West Tncal
Govc~~-n rnent A r w of Trno State.
1 - s t ~ i d y also intimaied the head tea-chers a:nd
IPHC~;PI -S both in the pt~bl ic primary schools and private
schools the n e ~ d for r e ~ i i l a r si~pervision of instnlction and
lea t-nine t owards improving primary school administration
in Owerri West T m x l Government Area of Tmo State,
The impact of the stitdy promoted equitable
d i s t r i h ~ ~ t i o n of manpower and other ma-terial resources for
cffcctive school administra tion a t the: primary education
levr>l The s t l ~ d y also informed the general public and other
ini-erest golly, and lovers of ed11.cation the effort of the
~ o v e r n m e n t in the establishment of commissions, seminars U
a n r i l~ fe rences towards improving the primary school
administration in Owerri west Tmcal Government Area of
Imo Statc.
SCOPE OF THE STUDY.
The s t ~ r d y focl~sed on the assessment of strategies for
the: irnprov~mr-tni of adrnini~tra~t ion of primary schools in
(lwert-i U'i' I . . ! Government area of Tmo State. The
s t ~ r d y t . o ~ ~ ~ r - t ~ i i i l ~ r n following a reas of primary school
7 , Fir~itncial management strategy
2. Physical facilities and equipment
3. Schoolcommunityrelations
4. Supervision of instruction
RESEARCH QUESTIONS
These research questions were formulated for the
purpose of cart-yit~s out this study.
What financial management strategies can be adopted
to improve the administration of primary schools in
Owerri West Local Government Area of Ilmo State.
In what ways can physical facilities and equipment of
primary schools be improved for effective,
administration of primary schools.
I11 what ways can school Community relations function
be improved for effective administration of primary
sc hook?
What strategies can be adopted to improve on the
supervision of instruction for effective administration
of primary schools?
HYPOTHESES
These hypotheses were formulated to guide the study.
I There is no significant difference between the opinions
of primary school teachers and education officers of
Local Government Education Authority in Owerri West
i 111 regard to the financial management strategies for
improving the administration of primary schools as
measured by their mean ratings on the questionnaire . . 11 There is no significant difference between the opinions
of primary school teachers and education officers' of
Local Government Education Authorities in Owerri
West with regard to the ways in which the school -
community relations and functions of primary school
. teachers can be improved for effective administration
a s measured by their mean ratings on the
questionnaire. . . . ~u There is no significant difference between the opinions
of primary school teachers and education officers of
the Local Government Education Authorities in Owerri
West Local Government Area with regard to the
strategies for improving the supervision of primary
smools as calculated by their mean ratings on the
questionnaire.
Tl~c related literature was rcviewcd undcr the following
sub-hcaclings:
1.. Tl;coretical/ conceptual framework.
2. Review of Administrative theories
3. The Empirical studies
In this clzapter, the researcher looked at the
theorcticd/ conceptual framework of administration and
educational administration by different authors. One of the
theoretical and earliest authorities of educational
adniinistration was that 011ered by Adams (191 3 p. 207),
who sees Zducational administration as, "the capacity to
coordinate many, and often conflicting social energies in a
sjiigle organization so adroitly, that they shall operate as a
unity". This conceptional frameworlc of Adams implies that,
"there must be a leader to co-ordinate the activities and
resources of an organization: it also implies that the
activities a n d resources must be so organized and
coordinated so as to achieve the objectives of the
organization".
h o t h c r conceptual framework of administration was
that provided by GULICK AND URWICK (1939), According to
them:
Administration has to do with getting
things done with the accomplishment of
the defined objectives. The science of
administration is thus the system of
knowledge where by man may
understand relationships, predict results
and influence outcomes in any situation
where men are organized a t work together
lor a common purpose.
The concept implies that administration involved,
"organizing activities to get things done in order to achieve
group objectives. It also implies that administrators7
influence out comes through coordinating men and
materials".
Ozigi (1977 ) and Nwanhwo (1982 ) agree that,
"educational administration aims a t using both human and
material resources within the educational system for the
achievement of objectives".
Nwankwo, in particular, defined educational
administration a s "arrangement of the human and material
resources and programmes available for education and
Nwankwo, in particular, defined educational
administration as, " arrangement of the human 'and material resources and programmes available for education
and carefully using them systematically for the achievement
of articulated objectives".
Nwankwo's .conceptualization agrees with that of Eden
(1 982), who viewed administration as, "involving the
planning and organization of activities and resources aimed
a t the fulfilling of the goals of the particular organization."
As enunciated by Edem these activities include:
i. Describing tasks to be performed to
accomplish certain objectives.
ii. Assigning these tasks to carefully selected
and trained personnel.
iii. Making the personnel efficiently by using
the tools provided for them.
iv. Co-ordination some formal structure which
permits a hierarchical. allocation of
responsibilities with a communication
flow.
According to Igwe in Igwe, Nosiri, Elele and Ozurumba
(198S), contributing to the fact that, "administration
involves co- ordination of human and material resources
? I
' towards I.hc nlI.i~inmenl of p c - detcr~nined objecctives." ,
Continaing, thcy reported that.
ct I tcrpi-ise. So wl~cllicr i l l J~ospil al,
l)r~sir~c:ss or- i i i l s ~ i l , tnilit ary 01-
I - w l i m t ion ol' sct objccf ivcs.
* cl'ficiently to I U I - tlic c1cf~:i~se ant1 pr-otcction of' the
6< ac Imin i s t~ -a~ io~~~ is tlicr-efot-c a n inlcgral part of any
o g O I . I1 has bccn cl~aracterizccl as a scl-vice, activity
'To these scholars, educational administration consist
- f tile activities of the educational organization as geared
c)ival-c.ls the attainment of the goals of teaching on the
p a r ~ s of teachers and learning on the part of pupils.
1L Similar1y the w o s d ~nanagement" is used
interck:;ulgeably i t the word "Administration." Some
mii-,c.i.s ai. times ponder to ask whether there are similarities
:.: n c i tli f'fe~-e-nces between the two words. To know whether
actual . . cX5:rences and similarities exist, one has to know the
cxrncepC~i i:
highly trained men. A decision must be adequate to the
solution of the problem"
The bank further stated that,
Decision on important matters
are not outside the reach of small
men and women who do not have
the knowledge of facts and the
forces working on them often
times people postpone making
decisions by giving one type of
reason or the other.
The problem is that such people find it difficult to take
decision. For example, the execution of a n accused and
condemned person is never a n easy one. The decision to be
on either the side of a mother or father during a family
squabble is not an easy one. While these decision were
postponed, one must guard against postponing taking the
decisioiis till a dangerous point is reached.
The Royal Bank of Canada then epitomized that since
management is a decision-making process, its special
function involves choosing from alternative ways of arriving t o
a t the best solution,the problem. The bank concluded by
saying; "Doing business in a n economy like ours demands
foresight and judgment besides resourcefulness and
courage. Only the person who applies all these qualities in
making decision advances his company's businessn.
This statement was also true with the business of
education. Again, Nwankwo (1985)' divided management
into top ledel and low-level management:
I11 the school system; administration
involves such people like permanent
Secretaries, Secretaries of State
Education Commission, Chief
inspectors of Education etc. it is this
top level management Cadre that are
involved in school administration.
Principles of school, vice principals,
senior inspectors constitute the middle
management cadre while teachers and
departmental heads constitute the
lower supervisory cadre of
management.
Accor-cling to Nwankwo, it implied that the degree of
administrative decision-making varies correspondingly with
the level that one occupied in the school management.
111 both adiiuilistration and management, decision-
making is involved. Therc seems noL to be a very clear
difference bctwecn the two concepts by Monahan (1975 p.1) shows
that, "while management is priniady oriented to the use of capital to
accumulate capital, adininisti-ation is oriented to the use of capital to
most socially mandated needs".
Huges (1993) in Ejidike (1998: 15)
Principle of administration is seen more a t the
levcl or how a vehicle works, how to drive it, how
to conduct one self as a driver, than at the level
of whether we should all decide where to travel,
or for what purpose. So it sliould be viewed as a
technology rather them a f~mdanenta l science or
body of theory or value system
Ejidike (1998: 15)
Hughes buttress his points, "the principles of administration is
like means and there can never be means without ends and should
not be managing of schools without ground rules.
ADMINISTRATIVE THEORIES:
CONCEPT THEORY
Educational administrators have adopted theories for the
advancement of their profession. Theories are generalized statements
made that leads to formulation and testing 'of hypotheses on the
statements. Based oil the results of the hypotheses, general
principles are used to predict or explain administrative actions, as
theories. Educational administrators use these theoretical
formulations as bases for their action. Theories are used because ever3
administrator's action is expected to be backed up by at least one
theory.
According to Oraemesi (1988:4), reports that:
Our society is made up of many organizations
such as industry, business, the church, the
military, the hospital and thc school. Jus t as
the scientist employs formulac, principles and
theories to solvc. problems and pursue
excellence, so also the scliool administrator
i~x~l tes usc of wr l ; i i n ~ ~ c ' o I - i e s or the social and
behaviour scicncc.
The researcher in his own view, sees theory as a key to
dministrative success or as a principle of simple machine through
which educational administrators could adopt to overcome their
administrative loads and achicve administrative convenience.
In the work of Ndu (1997:121), looked at theory as, a series of
assumptions that under gone some verifications and utilized to predict
events or phenoniena"
MAJOR EXAMPLES OF ADMINISTIUTIVE THEORIES
Administrative theories are those that focus on the behaviour of
the leader/manager/ad~iiinistrator.
Oraemesis (1988:5), illustrated the growth of administrative
theory. These may be tabled as follows:
Approximate
Time - period
Labels applied to the
theory
Classical or scientific
theory
. -- - - Human relations
tl~eory
Behavioural theory
Representative
concepts
Line and staff, Span
of control, utility of
conlmand -- -- Moral group
dynamics
participative
supervision
Role
Reference groups
lcader behaviour L
The growth of administrative theory 1900 - 1970.
Oraeinesi ( 1988:5)
The theory of human engineering set fort by
McGregor ( 1 9 G O ) gave an insight into the nature
of human beings. He dichotomized the nature of
human beings into two categories: negative (x)
and positive (y). Theory x seems to rely on the
lower level needs to motivate people to perform
while theo~y y connotes self control and self
direction towards the achievement of goals to
which they are committed.
BEHAWOURAL THEORY:
This theory is viewed as the synthesis of the scientific
nianagement theory and Human Relations theory. According to Ndu
et al (1997:123) reports that;
The behavioursit approach laid less stress on economic
motives and emphasized the provision of such inducements as the
opportunity for power, desirable conditions of works, a chance to
-experience pride of workmanship, the feeling of working towards
altruistic ideals, pleasant associations with others, the opportunity for
participation in the course of events, and group membership.
The researcher concludes that incentives, should be employed
to increase workers motivational levels.
THE EMPIRICAL STUDIES
The empirical studies of school administration would be
reviewed under the following strategies:
a. Democratization
b. Effective supervision
(c.) r\4;1in tenance of school climate
(d) 19epa-tmentaliza tion
(c) in-service training for school administration
DEMOCW\TIZATION:
Ac.cording to Roberts ( 1975) he discussed
cicrnoc i Lltization in I-elation to "leadership styles of school
iid~nii~i:..L!-ators". In his own view, Robert summed u p the '
basic principles of democratic school administration as:
Democratic administration attempts to
locate the leadership and encourage its
exercise by each person in accordance
with his abilities, capacities,
lxicl.rgroui~d, experience, interest and
needs. Dernocratic administration
provides for such flexibility of
organization that adjustments may be
made from time to time in the matter of
human relationships, as the occasion
a n d development may seem to indicate.
Co~mnenting to back-up the views of Roberts, Oludare
( 1 980) r :dvocates that;
The application of the right type of
leadet-ship style in dealing with staff
and students and the lay public since
such strategv creates the right social
climate for advancing a programme. He
commends giving opportunity for
individual contribution in co-operative
ways of planning, thinking and solutions
of common problems as the right
strategy. Such co-operative work should
be achieved through such bodies as
examination committee, disciplinary
committee and other school bodies.
EFFECTIVE SUPERVISION
Oraemesi (1988) maintained that;
Supervision is a positive process provided
by the school system for improving
programme and for helping the teacher to
become increasingly a better teacher; and
through this improvement to do a more
effective job of leadership in guiding the
learning activities of students and pupils.
In order to show support to the words of Oraemesi,
Robert (1975), reports that, "he maintained that a
regimented atmosphere, however often act as a deterrent to
effective and meaningful school administration" the
researcher argues that head-teachers and school
a d mini : ! ~-:L?.oI-s should look for and encourage initiative in
1 1 and ability to allow staff and students to
participate in making clecisions that would affect them for
ellective :;a pcrvision in the school system.
I n tlie same vein, hleliltan (1986), in his study on
d r ~nocra tizz t ion alvd administrative effectiveness reports,
tlll ,s, " t hat an irquir-y into the h I I in standard of education
W i l S , di l w t ly related to the mode of leadership employed by
1x1 1001 administrators".
Melilia~l i'urther reported that, "the personality test
[..I scd crxf'ii-meci Chat the school admin.istra.tors used for the
I dy r over-t2y rigid, punitive and condescending to
rec2ip-s arid students". Melilcan also observed that
" ~~,nclernoc rat ic attitudes of head teachers has contributed
ser.ious!jr to poor work attitude am0n.g classroom teachers
and !he xsociaied poor ac,a.demic performance of students."
i rt h i s own view Ezescha (1 9'30) recommended that
effective supervision is an interesting strategy for
admjni::,ti-a~:ive imprcrvemeni in the school system. He
- o r - t a t thus ;
Supervision d.eals mainly with
imp-ovenlent of learning and
teaching and help teachers to
r-ecognize arid accept general
aims, and work towards the achievement
of the purpose to help them to see beyond
their present performance and seek
improvement to identify and coordinate
efforts and resources for more efficient
and greater impact on important
educational problems; to increase the
amount and quality of learning by
students; to promote continuous
appraisal of performance of all who
emerge in the educational process.
Carter (1990) in Ejidike (1998:42) threw more light on
supervision and maintained that:
The efforts of designated school officials
directed towards providing leadership to
teachers and other educational workers
in the improvement of instruction.
Supervision involves the stimulation of
professional growth and development of
teachers, the selection and revision of
educational objectives, materials of
instruction, methodology of teaching and
the evaluation of instruction.
MAINTENANCE OF THE SCHOOL CLIMATE:
Another outstanding strategy for the improvement of
administration of schools is the maintenance of the school
climate. In an attempt to show different climates that can
be seen in schools, Halpin and Croft (1963: 13 1) in Ndu
(l978:3O 1) reports:
In one school the teachers and the
principal are Zestful and exude
confidence in what they are doing. They
find pleasure in working with each other.
This pleasure is transmitted to students.
In a second school, the brooding
discontent of the teachers is palpable, the
principal tries to hide his lack of sense of
direction behind a cloak of authority.
And the psychological sickness of such a
faculty spills over on the students, who
in their own frustration feed back to the
teachers a mood of despair. A third
school is marked by neither joy nor
despair but by hollow ritual (Ndu
l978:3O 1)
Barker and Gump (1994) in Ejidike (1998:44) in their
contributions, identified six major methods by which
characteristics of environments have been related to indices
of human functioning and efficiency in school
administration: who reported as follows:
Ecological dimensions which include both
geographical-metrological and
architectural physical design variables:
Behaviour settings, which are the only
unit thus far proposed which are
characterized by both ecological and
behavioual properties; variables relevant
to the functional and reinforcement
analysis of environments.
Barker and Gump that, "the three major dimensions of
the school climate necessary for effective school
administrations are the physical climate, the social climate
and the psychological climate."
DEPARTMENTALIZATION:
Departmentalization has also been viewed a s an
indispensable strategy for the improvement of
administrative process of educational institution.
Daniel (1994) reports that:
Efficiency is achieved when the job is
shared. This will shift administrative
burden and ensure that the job is
distributed to competent hands, since
other members of the institution are
more confident and more decisive.
Beatrice stressed that preparations in
these dimensions are indispensable in
the effective teaching and management
service.
SUMMARY
The literature review was carried out in three sub-
headings, namely: theoretical/conceptual framework of
school administration, empirical studies and summary.
111 the first sub-heading, the theoretical framework of school
administration was reviewed.
Administration, in a nutshell, has to do with getting things
done with the accomplishment of the defined objectives. It is
also seen as involving the effective utilization and co-
odination of resources such as capital, Plant, material and
labour to achieve defined objectives with maximum
efficiency.
I r i the second sub-heading, the empirical studies
re la td to school administration were also reviewed. The
empirical studies dwelt on related interesting strategies for
the improvement of school administration. The strategies
are: democratization, effective supervision, maintenance of
school climate, departmentalization and in-service training
for school administration.
TI- : literature review of the theoretical/conceptual
framcl.vor-k and empirical studies hope to build some
significant contribution for further knowledge in this
direction.
RESEARCH METHODOLOGY
This chapter is described under the following sub-
headings; research design, area of study, population of
study, sample and sampling procedures, instrument for
data collection, validity of the instrument, method of data
collection and method of data aixdysis.
DESIGN
This study adopted a simple descriptive survey design.
The study used a simple descriptive approach to survey the
strategies for the improvement of the administration of
primary schools in Owerri West Local Government Area of
Imo State.
Descriptive survey design is concerned with
identifying, determing or describing situations or events as
they are and interpreting the results of the identification,
determination or description. Descriptive survey is chosen
as the best for this study because it is easier and less
rigorous to carry out and report. It also takes a short period
of time to complete. Descriptive design describes events
and situations as they are.
AIREA OF STUDY
The study covered all the 44 primary schools and
Education Department in the Owerri West Local
Government Education Autliority in the Owerri West Local
Government Area of Imo State.
POPULATION OF STUDY
The population of the study were 987 teachers from 44
primary schools and 49 Education officers from Education
Department all of Owerri West Local Government Education
Authority .
SAMPLE AND SAMPLING TECHNIQUE
The simple random sampling technique was adopted in
selecting the teachers and Education officers for the study.
Out of 987 teachers in the Local Government
Education Authority, 17 1 teachers and 49 Education
officers from Education Department were randomly selected
. respectively for evaluation of the study in the Owerri West
Local Government Area of llno State.
TABLE 1
The table below shows the number of teachers and
education officers chosen for the study in the Owerri West
Local Government Education Authority of Imo State.
Name
education I schools
Ochie I Ara 1 1.1
--- - -- .. - . ...
Umunwaoha 14 t Total 1 44
S&r.mp ke Education
of officers
teachers
Source: Owerri West Local Government Education
Authority, Umuguma, Owerri West L.G.A Imo State.
INSTRUMENT FOR DATA COLLECTION
The questionnaire was the instrument used for data
collectjoii.
The questionnaire were drawn up into two sections-
"A7> and "B". Section "A" covered personal information about
the respondents. The section carried the name of school,
sex of respondents, qualification(s) and years of experience.
The second part "B" of the questionnaire comprised 25
items and adopted Likert scale and covered strongly agree to
strongly disagree.
The four-point rating scale provided the respondents
with the choice to make their responses as follows:
Strongly Agree - (SA)
Agree - (A)
Disagree - (D)
Strongly Disagree - (SD)
VALIDITY OF THE INSTRUMENT:
I11 order to ensure the validity of the instrument, the
researcher submitted the initial draft of the questionnaire to
th.e experts to study. These included experts in Educational
Administration and experts in measurement and evaluation.
These experts studied the items to determine the adequacy
of the items, relevance, suitability of language, the
structuring and sequence of ideas. The comment and
observation of these experts were used for the modification
of the instrument.
RELIABILITY OF THE INSTRUMENT:
In order to estimate the reliability of the test
instrument, a pilot study was carried out in some school. In
. administering the test instrument, the split - half method
(internal consistency measure) was adopted to estimate the
reliability of the test.
Concisely, the researcher extracted item 1 - of the
questionnaire of the responses in the opinion of school
teachers and Education officers on financial management
strategies.
( School Teachers 1 officers
Sum of
scores
The researcher administered the test instrument on a
group of respondent by splitting the scores of the
respondents into a group of 3 teachers in odd members and
3 education officers in even members.
.Respondents Scores in odd Scores in even for
numbers for education officers
teachers
The researcher added each respondent's scores in all the
odd numbers separately and did the same for the even
numbers. The researcher then correlated the two sets of
scores.
Therefore, splitting the scope of the entire test and
correlating the-two halves gave an idea of how much all the
items were measuring related objectives. The items that
ncasured related objectives wcrc internally consistent,
otheiwise refered to as reli;: bility caefficieiit.
The reliability coefficient in this case is the degree of
30 sistency of all the items that measured the related
objectives. "Reliability coefficient obtained through this
process is regarded as a measure of internal cons i~ tency~~
(Iwuji, 1997:55)
WEETHO3 OF DATA COLLECTION
The researcher personally administered the
instruments to all the respondents. The respondents were
instructed to indicate their responses with a tick ( d ) in the appropriate column corresponding to the items of their
choice. Responses on each of the three sections of the
instrument were considered separately for the purpose of
answering the research questions.
Copies of tlie questionnaire -were retrieved from the
respondents immediately after completion to void
instrumental mortality.
F DATA ANALYSIS
The data was analyzed descriptively using mean and
standard deviation/variance . The analysis and computations were base on the 4 point rating scale.
CHAPTER FOUR
P-ENTATIBM OF T AND ANALYSIS OF
This < h p t c ~ ~ presents the results of the study. These
r-csdl:-; a re presented in tables according to the research
cluust ioils and hypotheses to which they relate.
11-1 this s tudy 220 qucstio~maires were administered to
both pi i~naq,' school teachers and education officers of local
govern ' - I ( 111 cci tication authorities in Owerri West.
'1'1; t. I-c-searcher aclop ted 4-point likert scale;
' "07- instance:
* '1 .>'L - St ror-I 6137 Agree
. A Agrw
i '1 - 14isagrce
SI) - Strongly Disagree.
1 . W h a t financial management strategies can be
hclopted to improve the administration of
I - i n schools in Owerri West Local
G~-~vernt -ncnt Education authorities area of Imo
Stcltc.
The &ta for answering the above research question are
PI-escnkri 011 the table 2 below. The analysis ancl
coniputation are based on the 4-point rating scale. A
mean of 2.55 was adopted a s the acceptance level.
Table 2:
Presentation of the mean ratings of the primary
school teachers and education officers on the
financial management strategies to be adopted to
improve the administration of 'primary schools in
Owerri West L.G.A
Primary school
teachers Questionnaire item
-- Decision
SA
Decision ---
SA
- - -- - - -- I lc.,id te,~c.hcrs should give good accounts o f all financcs collected on 1 1 LC, sc~llool - - - - -- Shoulcl observe and keep all the tin:~ncid guidelines set out for p ri rn; - i ry school administrators
- . . - - -- 1 r 1 L payincnt of salaries to Icc:.cllcrs is an cfiective strategy in :rl;:i.;ing ~ c ~ i c h e r s work hard to achievc
i
Table 2 above is the presentation of the opinions of the
primary school teachers and education officers on the
financial management strategies that can be adopted to
improve the administration of Primary schools in Owerri
West Local Government Education authorities of Imo State.
These strategies include item 1,2,3,4,5 and 6. These items
have cluster mean of 3.16 for primary schools teachers
while education officers have cluster mean of 3.29. The
table shows that the items have mean scores above the
acceptance level of 2.55 on the four-point scale.
I t is therefore the opinion of the primary school
teachers and education officers of Owerri West Education
authorities that the financial management strategies can be
adopted 1.0 improve the administration of primary schools in
Ou-err-i West.
Research Question Two
In what ways can physical
facilities and equipment of
primary schools be improved
for effective administration
of primary schools?
Table 3:
Presentation ol mean score of the primary school
teachers and education officers of Owerri West
Local Goveni~nent Education authorities on the
ways in which physical facilities can be improved
for effective administration. - --
~ r i m ~ schoo~T~ducat i on
teachers I oJficers westionnuire item I
Decision i Decision
SA
SA
SA
A
-- - . . - -- -It.ad teachers should liaise with the
)a rent teacher Association and
tnc~bilize village heads, and parents to
: r ~ ~ . t classroom bloclcs in thcir school - - - - - - --- t Icati tcac1ic.r should sensitize tfie P.'!..A to rcnovate class room blocks
- - -- --- -- t lvad teachers should involve
philar~thropists in the communities to
do, iatc tow~ircis S ~ O I - t s development in
tile school
l'n\, lYI'A and LGEA should provide
c l w h s, chairs and tablcs for effective
L(>,u lmlg dnd leaning.
I tc,ac.hcr sl~oul(l bring to the
Icnowlcdgc of relevant educational
depart~nents the instructional
rcsources nceded that cannot be
1111p1-ov1scd. - - -- --
kj,atl tVachcr should inspc-ct facilities
and equipment of the school
1 c.gu larly. - - - -- . -- -
1 1 tsad i c-achcr s h o u lt l hold any pupil who destroys any equipment accountable - Sor- the damage 'I'o promote a stable administrative scliool environment for teaching and learning, head teachers should get q p r o v a l from the local government tducation author-itics bcfore repairing dorndgcd property of' the school. - -- - --- -- -. -
Thf! table (3) above presents the opinions of primary
school teachers and education officers in the local
government education authorities of Owerri West on the
physical facilities and equipment that can be improved for
effective administration of primary schools. These strategies
include item 7,8,9,lO, 11,12,13 and 14.
The above items have cluster mean of 3.32 and 3.12
for primaiy school teachers and education officers
respectively. The table also shows that item
7,8,9,10,11,12,13 and 14 have one item out of the eight
items mean s c o r e s b e b ~ the acceptance level of 2.55 on the
four- point scale.
' I ' opinions of both the two categories of the
respondents in the local government education authorities
of' Oaen-i West shows that the identified strategies on
physical Facilities and equipment can be adopted to improve
administration of primary schools.
Research Question: Three
In what ways can school community
relations' functions of primary school
administrators be improved for
effective administration of primary
schools?
Table 4
Presentation bf mean scores of the primary school
teachmt and education officers on ways in which school
community relations functions of schools administrators
can be improved for effective administration of primary
schools.
Primary school
teachers
Mucation
> fficers Questionnaire item
Decision
3 A
Decision
SA
?nsure that instructional materials
like chairs, pictures and newspapers
,~r-c provided tor eflkctlve teaching and
I < ~ I O \ V about thc problems and
c!;l'r ic ullics o f thcir school - --- - .
i-ic.
?sble 4 above represents the spinioris of the primary
school teachers and education officers s f Owerri West Local
government education authorities on ways in which school
community relation's functions of school administrators can
be improved for effective administration of primary schools.
The table also shows that item 15,16,17,18,19,20 and
2 1 respectively have mean scores above the acceptance level
of 2.55 on the four point rating scale. All the items on the
table have cluster mean of 3.45 for school teachers and 3.55
for eduw tion officers.
11 is therefore evident that school community relations
f~lncticarls of school administrators can be adopted to
iinprove ad~ninistration for effective primary schools.
Research Question Four
What strategies can be adopted to
improve on the supervision of
instruction for effective administration
of primary schools?
Table 5
Presentation of mean scores of the primary school
teachers and education officers of Owerri West Local
Government Education Authorities on strategies that
can be adopted to improve on the supervision of
instruction for effective administration of primary
Primary school
teachers
Education
officers
Decision Decision - -
1 1c;111 t c.;lchers should monims and
c-/;:!r i l t c . teaching antl learning in
1 lici! schools - - - - - - c)wc.ri-i West Local Government
cd ucation authorities should provide
1 1 1 ~ 1 I ucL1011'il ~ n a t c r ~ ~ l l s to the s ~ h o o l s
10 promot c cffect ivc teaching antl
l c >11-r1111g. - --- -. --- - -- -
Thc. state primary education board in
corljunction with Ower-ri Wcst Local
government educabon authorities,
h l ~ o u l t l pr-oviclc. ill-scrvlcc tsaining Sor
l ~ c ~ ~ t f tcachcrs, tcachers and
vcluca t ion olficers.
/ P ~ a t e pr imaq education board in 1 cunjunction with 0wer1-i West L.G.A 1 should promote conferences and I : :>< rn lnas for head tcacliers, tcachcrs
Table 5 above presents the opinions of the primary
scllool teachers and education officers of the Owerri West
Local government Education Authorities on the strategies
that can be adopted to improve on the supervision of
instruction for effective administration of primary schools.
From the table, we can see that all the items have
mean scores above the acceptance mean level of 2.55 on the
four-point rating scale. All the items have cluster mean of
3.6 1 for primary school teachers while education officers
have c l x i e r mean of 3.51.
It is therefore the views of primary school teachers and
education officers that all the items on table four above
include strategies that can be adopted to improve on the
supervision of instruction for effective administration of
primary schools.
Hypothesis One
Ho: There is no significant difference between
the opinions of primary school teachers and
education officers of local government
education authority in Owerri West with
regard to the financial management
strategies for improving the administration
of primary schools.
FREQUENCY OF OBSERVED RESPONSES ON FINANCIAL
MANAGEMENT STRATEGIES BY TEACHERS
WEIGHTED SCORE ON FINANCIAL MANAGEMENT
STMTEGIES BY TEACHERS
/ TOTAL 1
FREQUENCY OF OBSERVED RESPONSE ON FINANCIAL
MANAGEMENT STRATEGIES BY EDUCATION OFFICERS.
WEIGHTE SCORES ON FINANCIAL MANAGEMENT
STRATEGIES BY TEACHERS . . . . . . . . . . . . . -. . .-
S / N S / sA 1 1 3 5 x 4 .- . ......--..- 2 1 2 3 x 4
i , --- -- ................ ... 3 I 34 x 4
.- -.
4 17x4 . . I 5 I 12x4
-- - C 6 , 1 2 5 x 4 ___ L ... .......... Let the total of weighted scores for teachers = xl and total
% weighted scores for education officers = dC
TESTING FOR THE DIFFERENCE IN THE MEANS OF
THE TWO GROUPS OPINIONS USING THE T-TEST OF
THE EXCELS PACKAGE GIVES THE FOLLOWING
RESULTS;
Testing the significance of
difference in the opinion of school
teachers and education officers
o 11 financial management
strategies:
T-Test: Paired two sample for means.
. . ... . .-. .. - ~ -.
Result I X1
Variance - - - - . - - --- --
Observations
Pearso n col-relation . 10.90375604 1 - . - .. - - -- -
Hypot3 ~esized mean differences
T- stat
P (T
The above results show that the calculated t-value =
1 1.444, ~rhile the t-critical for 5df and 0.05 level of
significance for one-tail test and two-tail test are 2.0 15 and
2.57 1 respectively.
Since the calculated value is greater than the critical
values, we reject HO and conclude that there is a
significance difference between the opinions of primary
school teachers and education officers of local government
authority in Owerri West with regard to the financial
management strategies for improving the administration of
primary schools.
Hypothesis Two:
Ho: There is no significanbl: difference between
the opinions of primary school teachers and
education officers of local government
authorities in Owerri West with regard to the
ways in which the school community
relations and functioning of primary school
teachers can be improved for effective
administration.
FREQUENCYOFOBSERVEDRESPONSESBYTEACHERS
WEIGHTED SCOFWS OF TEACHERS RESPONSE
FREQUENCY OF OBSERVED
OFFICERS
RESPONSE FOR EDUCATION
WEIGHTED SCORES OF RESPONSE OF EDUCATION
OFFICERS
TOTAL
LET WEIGHTED SCOfPES FOR TEACHERS = X1 ANa
WEIGHTED SCORES FOR EDUCATION OFFICERS = %2
TESTING FOR THE SIGNIFICANCE IN MEAN
DIFFEFCEMCE USING THE T-TEST, GENERATES THE
FOLLOWING RESULTS:
Testing the significance of difference in the
opinion of school teachers and education officers
on school community relation strategies.
t-test: paired two sample for means
Result:
Table T
Result
Mean
Variance 13150.4
0 bsei-va tions
Pearson correlation 1 -0.416175203 1 Hypothesized mean differences
T- stat
t critical one - tail
-- - - - - -- - -- - - . - -- -- P (T
H y p o t h e s i s T h r e e :
Ho: There is no significant difference
between the opinions of primary school
teachers and education officers of the
Local Government Education Authority
in Owerri - West L.G.A with regard to
the Strategies for improving the
supervision of primary schools.
FREQUENCY OF TEACHERS RESPONSES
WEIGHT SCORES OF TEACHERS RESPONSES
FREQUENCY OF OPINION OF EDUCATION OFFICERS
WEIGHTED SCORES OF OPINION OF EDUCATION
OFFICERS
LET WEIGHTED SCORES FOR TEACHERS = X1 AND
WEIGHTED SCORES FOR EDUCATION OFFICERS = X2
TESTING T H E SIGNIFICANCE IN M E W DIFFERENCE USING
T H E T - T S S T GENERBTES T H E FOLLOWING RESULTS;
5@
S/NO ' SA A -
1 8 x 3 22-
DA SD TOTAL -- - - - -- - --
2 x 2 O x l i / 4 - -
29 x 4
'Testing the significance of difference in the
opinion of schoolteachers and education officers
on supervision strategies.
T-test: Paired two sample for means
Table 8
Variance
Observations
Pearsori correlation / 0.880548067 1 . - - . - .............. -- . -. .-.... -----
Hypothesized mean differences
t-stat - -- - - - - - -- P (T
CHAPTER FIVE
DISCUSSION O F RESULTS, SUMMARY, CONCLUSION,
IMPLICATION, BECOMMENDATIONS, LIMITATIONS AND
SUGGESTION
This chapter is the presentation of the discussion of
results, summary and conclusion. They are followed by
implications of the findings, recommendations, limitations
and suggestions for further studies.
In the discussion of result, the procedure adop t edBjw
that the research questions that are related with the
hypothesis are discussed
DISCUSSION OF RESULTS
RESEARCH QUESTION ONE
What financial management strategies
can be adopted to improve the
administration of primary schools in
Owerri West Local Government
Education Authority of Imo State.
11 was the views of the two categories of the
respondents in Owerri West Local Government Education
Authciriiy that the financial management strategies that can
be adopi-etl to improve the administration of primary schools
include giving good accounts of all finances collected in the
school, keeping all the financial guidelines set out for
primary school administrators, prompt payment of salaries
to teachers, identifying other sources of funds, providing
loans to teachers when salaries are delayed and writing
other institutions during inter house sports competition to
raise fund towards sports development in the school.
This result findings is in agreement with Ogbonnaya
(2000:6), "knowledge of education finance also enables
administrators to acquire the necessary skills needed in
preparing, a budget, writing a detailed statement of account,
and a~:d;ling any institutions account". This view is in line
with the result findings. Both Ogbonnaya and the result
findings shared the same view because the strategies
adopted by financial management administrator of primary
schools and education finance administrator play a
complementary role. The strategies adopted by education
finance administrator include acquiring the necessary skills
needed in preparing a budget, writing detailed statement of
account and auditing any institutions account. The school
administrator equally adopted the method of financial
management strategies to improve the administration of
primary schools in Owerri West Local Government
Education Authority.
Hypothesis One:
There is no significant difference between the opinions
of priinaly school teachers and education officers of Local
Government Authority in Owerri West with regard to the
financial management strategies for improving the
administration of primary schools.
The results of the hypothesis shows that the calculated
value was greater than the critical values, we therefore
rejected Ho and concluded that there was a significant
difference between the opinions of primary school teachers
and education officers of Local Government Authority in
Owerri West with regard to the financial management
strategies for improving the administration of primary
s~hools .
This finding was supported by research question one
with the mean of 537.3333333 for teachers and 161 for
education officers. The results showed that since the size of
the mean score for teachers was greater than that of the
education officers, the differences was statistically
significance.
Research Question Two:
In what ways can physical facilities
and equipment of primary schools be
improved for effective administration of
primary schools?
It was the opinions of the two categories of the
respondents in Owersi West Local Government Education
Authority that the ways in which physical facilities and
equipment of primary can be improved included mobilizing
village heads and parents to erect classroom blocks in their
school. Lensitizing P.T. A to renovate classroom blocks,
involv;,lg philanthropists in the communities to donate
towards sports development, bringing to the knowledge of
r d e v a ~ t educational departments the instructional
resources needed, inspecting facilities and equipment of the
school regularly, holding any pupil who destroys any
equipment accountable for the damage and getting approval
from the local government education authorities before
repairing damaged property of the school.
The above stated result findings also agreed with the
one of' Ndu et a1 (1997:281), that "creative schools do not
just ha.p3en, there is need to involve individuals of different
talents to make for healthy, safe, comfortable and
convenient school environment which can promote high
standard of academic work in the school". According to
Nd u, "individual of different talents", included parent
teachers' association, philanthropists and relevant
educational departments were strategies that can be
adopted to improve the physical facilities and equipment for
effective administration of primaiy schools
RESEARCH QUESTION THERE
. In what ways can school community relations function
of the school administrator be improved for effective
administration of primary schools?
i t was the views of both categories of the respondents
in Owerri West local government education authority that
the ways in which the school community relations function
of the school administrators can be improved for effective
administration of primary schools included, ensuring that
instructional materials like chairs, pictures and news
papers were provided, bringing in the parents through
Parent Teachers Association to know about the problems
and difficulties of their schools, soliciting good ideas from
PTA on the improvement of teaching and learning, iiiviting
resource persons from other professions to teach the pupils
skills ir, special areas, providing for pupils field trip outside
their oun school environment, reporting to parents the
performance of the children's progress and enlightening
edacation 3 t wi?r,a~-i and iunior secondz1-v schocls. This
result f i n c i i ~ ~ ~ s :weed ii-it12 !Yd LI et a1 1 W7:267\.
That s13eakel-s x-ith sgecific com-mtencies
should be aslied to address the student
bodv: membel-s of the communitv can be
invited tc visit the school or te attend or
mrticisate i12 seine of Its activities such as
s~eec l? 2nd ouen dav. s ~ o r t i n ~ - activities.
sc hoo! social ProFrammes. staff ~ a r t i e s and
:;on on.
education officclrs in Owexi West local ~overnment -
made te move to the c o ~ ~ m u ~ i t v . accord in^ - to Ndu et a1
Schaol facilities and resources can be
mzde z~vailable t~ the communit,.~ for
educational 2nd social uurnoses: the
Pare12 t Teachers Association l-nav like
to hold reg~ilar meetims - in the
schoel: the local educztion officers
zna~ u-ant to arrange even in^ - classes
or use tl2c a s semb!~ hall. teachers
fi-om the local community may like to
Lise the school for i12-service courses
or hclding vacatios classes.
There is !lo sianificanr -- different between the opinions
of nrinm1-\- school teachers and education officers of local
~ o v e ~ - n ~ x e i ? t education nuthoritv in Owerri West with recard -
to the \I-RVS in \vhich the school cornnzunitv relatiom and
functic??iw of nriv.ar:. school teachers call be irn~roved for
effective adxlnistration.
W h a t stratepies -- can be a d o ~ t e d to i m ~ r o v e on the
suuervisio~? of i!?struction for effective administration of
! t .\?.as the o ~ i n i o n s of urimary school teachers and
educatio1.1 officers in Owerri West local ~overnrnent --
educatim a~lthority that the s t ra te~ ies - that can be a d o ~ t e d . .
to n o su9ervlsmn of instructior, include monitoring
provid!'!~:~ instructiond materials to the schools to promote
fbr head tmchers. x i s . educatior, officers and
~ r o m o t i ~ w confer-mces ~mc! seminars for head teachers.
teachei-s 2r!d ed~:catior! clfficel-s. These result findi~ws - were
in tanclcw it]? Nd a c t a! i i . 120 I-crm-tcd that. "s~i~ervisorv
P ~ C ticm that sho u!d be emr>!oved . . bv school administrators
inclxded direct observation d u r i n ~ -- classroom visits.
~~L~c!.c'I-!?s' ;xnw-ais81 2nd teacher self- evaluation. The
rt~e3rc!;"i- ar-gild thzt ?mth N ~ L ! and the result findincs -
adouted the same stratepies ... that can be em~loved - - to
second 2rv school levels resuectivelv.
Thr.1-e is no simificant -. differe~ce between the opinions
rrovernment e d ~ ~ c a t i a l a ~ ! thorities in Owerri West Local
irnprovit?:r t ? ~ e s~1pen;ision of instruction a t the primary
school.
S U M M A W
The assessxent zf stratezies .- h r the i m ~ r o v e r n e ~ t of
aclrnii~isti-ntion ef oi-irna1-v schcols is a well
I - schco! ma12a~ement -. in Owerri
thought out
the task of
West Local
h4:ic;?:1::ement a s earlier discgssed is a process of
I - e o - f3r the ~?,ccom~~lishment of the ure-determined
I : 13ilrDCSe zf this s tuc!~ was to identifv these
strategies I!-11-ough the c p i ~ i z n s of' ~ i - i ~ n a r y school teachers
anC! ed~tcatior, zfflcers in the Lcca! Government Authority of
On-erri \!lest. Sxcifical1)-. the stud; is desimed - t~ find out
the straiezies for the improvement o f , administration of
~ r i m x - \ - s c h o ~ l s in O\?-erri West ~f Imo state.
In s:r, atiemr2t to fmus =TI the study. four research
qlcl*estlc?~?s ~ i ~ d three h~ .mtheses \?;ere fsr,mulated. A 25-item
quest i o ~ m a i x \{-ere develoned and administered to 1 78
schoo! te,.ic??ws and 59 to e d w a t i m officers ir, the Owerri
West Lec-xi Government Education Authoritv. The
instrume~tt w ~ s scored on the (l--coir,t likert scale.
Averace mean were used to answer the research
auestioss 1a;hile the t-test statistics was adopted to test the
hvnotheses - - formulated h r the study.
Tht fol!on%x resu!t,s \rere obtained. I t was found that
the f ina~cial management stratezies -- incl~lde zivinz - -- ~ o o d -
acco.u~~ts c?f' a!! finances collected in the school and k e e ~ i n ~ -
all the financial zuideli~es set out for ~r i rnary school
admi~is t ra tors etc.
!t \?:as also found that the wavs in which uhvsical - -
f cilitits 2r,d . e z u i ~ m t ~ t . of ~ r i ~ a r y schools can be improved
for- effective administration include rnobilizinrr - villarre - heads
ar,d o:t~-er,!r t s erect classroom blocks. sensitizin~ - the PTA
to r enox te school classroom blocks and involvinr
the
development in the school etc.
donate towards snorts
The f ind in~s - sho1ved that school cornmu~ity relations
functims of' crimm-y school administration car, be irn~roved
for ef1cctive adl.r,inistration of ~rima1-y schools included
inst r w tiona! mztel-ials like pictures and nemrsmDers.
!inowin? about the problem and difficulties of their school.
solicitim mod ideas from PTA on the irn~rovement of
texhinc 2nd !ea~-r,in~ and invit in~ - resource ~ e r s o n s from
other r~sofessions to teach the - PUD~!Y - skills in s~ecia! areas
like cr;:fi;s. Etc.
Thc. f!'r?dines also shov.~ecl th3t the stratepies - that can
be adocted to imm-ove su~enrision of instruction included
mcnitorinrr and cvduat im teacl~inc -- and learning. providins
ins t ruct io~?~l materials to the schools to Promote effective
t t ~ i c h i r , ~ -. m d !earnix -. a d ~ r o ~ i d i w -- in-service training for
head teacl~er. teachers and educaticn officers.
Thcr-e ~ v r ~ s relationshin that existed between the
opinions of the schoo! teachers and education officers on
the f'ir!:tncis:! m ~ n x e m e r , t s t ra te~ies -- for im~roving the
administ r:xticn cf ~r i rnanr schools.
Th~rc;' I:-:?s simificant difference ths t existed between
the t \w c2te~ories - of the r e s ~ o ~ d e ~ t s on the wavs in which
the schcm! co~llrn~:nit:z relations and functions of ~ r i rna rv
schoo! !ertchers can be im~roved for effective administration
A simificant difference exist in the restmnse of school
t e a c h ~ r s 2nd cducatior! officers on the stratecies - for
improvinz the supen~ision of instr~zction in the Local
CONCLUSION
Here conclusions are drawn based on the major findings of
the study.
The financial management strategies include giving
good account of all finances and identifying other sources of
funds that can be adopted to improve the administration of
primary schools in Owerri West Local Government.
The physical facilities and equipment strategies
include mobilizing village heads, and parents to erect
classroom locks and sensitizing the pa rents Teacher
Association to renovate school class room blocks were
procedures adopted to improve the administration of
primary schools in Owerri West.
The school community relation strategies include
providing instructional materials and bringing in the
parents through Parents Teachers Association to know
about the problems and difficulties of their school were
strategies adopted to improve the administration of primary
schools in Owerri West Local Government Authority.
The supervision of instruction, monitoring and
evaluating, providing in-service training, conferences and
sc .n~ inxx 71.c:-c icimtified as strategies that can be adopted
to irxprcn. c !he :~dminlstratim of primary schools.
I 71 ! rlcrc. i s r-ehtionship that existed between the two
ateqor ies of' the responde~ts on the financial management
strategic>.:: that can be adopted to improve the
adnir?iz,tr:~i.ic\r! of primary schools in the Local Gol~ernrnent
E d ~ ~ c a t i ~ : ? A~~thor i tv of Onrerri West.
-, n;f!'crer,cc L existed bet.mer, the two categories - of the
I-espc\r:dcnts on the school community relation and
firkctiw7111~ ~ f . ~ r i m a ~ school that can be equally adopted to
tm :3r01b1c t h e nd~ixis t rs t ior , of primarv schools.
IMP LPCBIOMS BF TEE RESEARCE FINDINGS
this i a:~c.ture, the researcher would highli~h -- - t some
:arx-!:: r,+ ec! ~!ci?, tion$ imn!ic:ttions: ,- -% 1 ! 1 r n a n a c e ~ e n t strategies that can be
adoa::!ed ?o improve the xhinis t ra t ion of pri=ar-y
sc hc:ols i nclvde giving gcod accounts of all finances
collc.cted ir! the school, keeping all he financial
:::I idelines set out for primary school administrators,
~n-ompt m \ m e n t - . of salaries to t eaches identifving I
01 13er sources of funds, providii~fi - loans to teachers
nrl-:c~ salrtr-ies are delayed and inviting - other
instit~ltions during inter-house sports competition to
raise funds.
These findings implied that school administrators do
not keep accurate accounts of a!! finances collected in the
school. These findings also implied that school
adrninish-,ttors lack knowledge 0 f accounting principles and were inefficient.
.There is the implication that the State Universal Basic
Education Board should provide enough funds for the
management of primary schools. There is also a n
implication that school administrators should involve
stakeholders of education to raise money during inter-
ho ~1st. competition.
2. The u7ay3 in which physical facilities and equipment of
prin~arv schools can be improved for effective administration
include I r.obilizing village heads, and parents to erecting
classrmrr- blocks in their school, sensitizing the Parents
'Texhers' Association to renovate school classrooms,
i~~volving philanthropists to donate towards sports
deve1o;xxe:lt. providing desks, chairs and tables for effective
teachii~g a r ~ d learning. bringing to the knocvledge of relevant
facilities and equlpmcnt ot the school regularly, holding any
plcipi! \vho destroys xny equipnent slccountable for the
damage and getting approval from the Local Government
Educaticv Authority befcre repairing damaged property of
the school.
These findings suggest and irraply that stakeholders of
priman. schools in Owerri West Local Government
Edacation Authority were not doing well. The stakeholders
failed lo live up to expectation in providing and maintaining
physical f~cilities anc! ec,uipr??ent in schools.
Parmts have abandoned their responsibilities as
stakrholders. These findings also imp?\. that the school
environm er, t no nore lool.; challe~ging because the facilities
and equipment that h e l d 9 attract and keep children in the
scHool 2nd reduce the incidence of deviatxe were lacking.
The l ? , r~Cy~ I!? which school ccrn=cnity relations .
functions of primam school administrators can be
improvec? incl~!ded, msuring that instructional
materials like chairs. pictures and newspapers Were
previded fi.r effective teaching and leaning. bringing
Parents Texhers Association to know about the
prsblezxs and difficulties of their school. soliciting good
ideas from Parents Teachers ,4ssociation on the
improvement of teaching and learning in the school,
inviting resource persons from other professions to
teach the pupils skills in special areas like crafts,
pmviding for pupils field trip outside their own school
environment, reporting to parents the performance of
the children's progress and enlightening parents about
the Universal Basic Education policies.
There were implications that all the strategies
identified in this study, should be exposed and brought to
the knonledge ef the Local Government Education Authority
ant1 Stare Universal Basic Education Board to promote
tezching and leaning.
T h t ~ t findings also imply that there ulfcre poor school-
conrr,~l~?i!\~ :-ektion Setwee!? the school and the community
on *one ??r-t??d. and between the community and the school
or? the cther hand.
4. The strztegies that can be adopted to improve .
supemisien ef I:~st~-~!ctior? for effective management of
primary school incl~tde msnitoring and evaluating
leaching 2nd lex-ning in their schools, providing
instr~tctiona! materials to the schools to promote
effcrctive teaching and learning, providing in-service
training for head teachers, teachers, education officers
and promoting conferences, seminars for head
tezcrlers, teachers and education officers.
TI-i-se findings suggested and implied that State
Universal B ~ i c E d ~ ~ c s t i o n Board and Local Government
Education Authoritv of Owerri West were not alive to their
duties. the^ were weak in carwing o ~ l t the work of
supervision of instruction.
Both the state Universal Basic Education Board and
the .Loci~l Go\~ernment Education Authoritv should join
hazds !c ensure that thev adopted the identified strategies
slated to improve supervision of instruction in primary
schools il: Owexi West.
5. The first hlrpothesis showed that there was no . .
sigr7lficant difference in the opinion of school
teachers and education officers on financial
manqement strategies. This result finding showed
that since the calculated value was greater than the
critical value. Ho was rejected and Ha accepted.
This implied that the opinion of primary school
teachers and education officers differ significantly.
It further explained that relationship exist between
the opinion of primary school teachers and
education officers on financial management
strategies for improving the administration of
g;~.;~nanr schools in the Local Government Education
ALI thority of Owen-i West.
6. H~lpothesis three showed that there was no
significant difference in the opinion of school
teachers and education officers with regard to the
ways in which the school community relations and
Functioning of primary schools can be improved for
effective ac1minisi1-ation of primary schools.
. ' T h i s I - F ~ S L I ~ ~ finding showed that the calculated value
was greater than the critical value. It rejected Ho and
accepted I-la. This implied that relationship existed
between the opinion of primary school teachers and
ed l,rca tion officers on school community relation and
functioning of p l - i m a r y ~ & & b improving the
- administration of primary schools in the Local Government Education Authority of Owerri West.
7. 'There was no significant difference between the
opinions of primary school teachers and education
officers of the Local Government Education
Authorities in Owerri West with regard to the
strategies for improving the supervision of
instruction in primary schools. The finding
suggested that the opinion of school teachers and
cd ucation officers were the same, which implied that
relationship esistd between school teachers and
ec-hcation officers with regard to the strategies for
improving supervision of instruction in primary scl~ools in
Owerii West Local Govercmeirt Education Authority
These recommendations were based on the findings to
bring about improvements in the system.
1. The State Universal Basic Education Board in
conjunction with the Local Government Education
Authority of Owerri West should assist heads of
primary schools to identity other sources of funds
for the administration of primary education. They
should
