School Administration In Nigeria Research Articles

Management of work stress among arts and science school administrators in Nigeria using rational emotive occupational health coaching: A randomized controlled trial evaluation.

The working circumstances of the administrators are appalling due to the nature of education in Nigeria. These administrators put in a lot of overtime to fulfill the expectations of their positions, which stresses them out. But there is no information in the literature about how administrators of science schools deal with their demanding environments. Therefore, the aim of this study was to evaluate how administrators of secondary scientific schools in the Southeast could manage work-related stress by using rational and emotive occupational health coaching. A randomized controlled trial (RCT) experimental design was used for the investigation, with 106 people divided into 2 groups-one for the intervention and one for the control. A selection of these participants came from southeast Nigerian special scientific schools. The Occupational Stress Index (OSI) and the Perceived Stress Scale (PSS) served as the foundation for our data collection procedure. A posttest was given following the 12-week intervention, and then there was a 2-month follow-up assessment. Repeated analysis of variance (ANOVA) was utilized to ascertain the effects both within and across groups. It was revealed that rational emotive occupational health coaching had significant effect on the management of work stress among southeast secondary arts and science school administrators, F (2, 208) = 1452.484, P = <.050, ŋ2 = .933, and F (1, 104) = 18076.988, P = <.050, ŋ2 = .994). The management of work stress among southeast secondary arts and science school administrators was significantly improved through rational emotive occupational health coaching.

Effects of concept mapping strategy on sentence construction, paragraphing and editing in junior secondary schools students’ composition writing achievements

This study investigated the effects of concept mapping on sentence construction, paragraphing, and editing in composition writing achievement of secondary school students in Kafanchan Education Zone, Kaduna State Nigeria. The study answered three research questions and tested three hypotheses. Quasi-experimental (non-equivalent pre-test-post-test control group design) research design was employed for the study. The population of the study included all the 1,242 Junior Secondary School two (JS II) students in 35 public secondary schools in Kafanchan Education Zone of Kaduna State. Sample of 66 students from two intact classes (experimental group = 36, control group = 30) participated in the study. Students in the experimental group received 8-weeks of training on concept mapping instruction, while those in the control group were exposed to normal conventional teaching. Students’ composition writing achievement test (SCWAT, test-retest reliability = 0.78) was developed by the researcher to obtain baseline information and after-intervention information. Data were analyzed using descriptive statistics [means and standard deviation (SD)] and analysis of covariance (ANCOVA). Results indicated that students have the very low ability in sentence construction, paragraphing, and editing in composition writing achievement at baseline. Also, concept mapping instruction significantly improved students’ ability to construct a cohesive sentence, develop a paragraph, and edit composition writing. The study concluded that concept mapping strategy has significant effects on sentence construction, paragraphing, and editing in composition writing achievement skills of junior secondary school students. The study strongly recommended the use of a concept mapping strategy by teachers, students, and school administrators in Nigeria.

Good Governance and the Challenges of Insecurity on Secondary School Administration in Nigeria

Good governance relates to use of state resources and power fairly and equitably to achieve and promote the well being of citizens of a nation. When power and resources are not well managed for the welfare of the citizens, it fosters problems . Insecurity has paralysed educational system in Nigeria. Secondary school administration is facing numerous challenges as a result of insecurity in Nigeria. The paper associated insecurity in Nigeria to lack of good governance in the country. The paper identified corruption, unemployment, ethno-religious conflicts and illegal armed groups as challenges of insecurity in Nigeria. The paper focused on good governance and challenges of insecurity in secondary school administration. To address the challenges of insecurity on secondary school administration it was suggested that competent school administrators be appointed to ensure safety in schools. Keywords: Good Governance; Insecurity; Secondary School Administration. DOI: 10.7176/JEP/13-6-04 Publication date: February 28 th 2022

EFFECTS OF INSECURITY ON SCHOOL ADMINISTRATION IN NIGERIA

This paper centers its discussion on “the effects of insecurity on school administration in the Nigerian educational institutions”. Secondary data were used to support the points raised in the article. The data were sourced from print materials and online publications by recognized institutions and individual authors. This paper identified unemployment, poverty, illiteracy, marginalization, political factors, international influence, and communal crisis as the bane of insecurity in the Nigeria. This paper also identified loss of manpower in educational institutions, poor quality of education, destructions of infrastructural facilities, brain-drain, closure of educational institutions, discouragement of educational pursuit by children, internal displacement of learners, reduction of private investment in education and inadequate funding of education as the impact of insecurity on school administration in Nigeria. In order to address the challenges of insecurity on school administration in Nigeria, the paper recommends among other things: That government should ensure that, the political will to fight all forms of insecurity in the country through the application of best strategies are honestly and sincerely put in place.

Effects of Insecurity on School Administration in Nigeria

This paper centers its discussion on“the effects ofinsecurity on school administration in the Nigerian educational institutions”. Secondary data were used to support the points raised in the article. The data were sourced from print materials and online publications by recognized institutions and individual authors. This paper identified unemployment, poverty, illiteracy, marginalization, political factors, international influence, and communal crisisas the bane of insecurity in the Nigeria. This paper also identified loss of manpower in educational institutions, poor quality of education, destructions of infrastructural facilities, brain-drain, closure of educational institutions, discouragement of educational pursuit by children, internal displacement of learners,reduction of private investment in education and inadequate funding of education as the impact of insecurity on school administration in Nigeria. In order to address the challenges of insecurity on school administration in Nigeria, the paper recommends among other things:That government should ensure that, the political will to fight all forms of insecurity in the country through the application of best strategies are honestly and sincerely put in place.

Record Keeping Management for Effective Administration of Secondary Schools in Nigeria

The aim of the study was to find out the extent to which management practices in record keeping will affect the effectiveness of secondary schools administration in Nigeria. A descriptive survey design was used and a sample of 255 staff members randomly selected from all 15 schools of the Baptist Mission Schools of the Nigerian Baptist Convention was used for the study. Two hypotheses guided the study. Data were collected using a questionnaire entitled “School Record Keeping Management Practices Questionnaire (SRKMPQ)”. Data were analysed using multiple regressions and t-test statistics. The result of the study revealed management practices in record management had a significant relationship in the effectiveness of secondary schools administration. The management practices variables made significant contribution in the determining effective secondary school administration in Nigeria through record keeping. Premised on the findings of the study, it was recommended that each school administrator should set out guidance that will encourage appropriate standards for record keeping. Other suggestion included sufficient training and retraining on the importance of the records keeping, the technicalities of managing them and finally adoption of information and commutation technology for school record keeping management. Keywords: Record Keeping, Management, Managerial Practices, Administration, Secondary Schools DOI: 10.7176/JEP/12-5-04 Publication date: February 28 th 2021

Record Keeping Management for Effective Administration of Secondary Schools in Nigeria

The aim of the study was to find out the extent to which management practices in record keeping will affect the effectiveness of secondary schools administration in Nigeria. A descriptive survey design was used and a sample of 255 staff members randomly selected from all 15 schools of the Baptist Mission Schools of the Nigerian Baptist Convention was used for the study. Two hypotheses guided the study. Data were collected using a questionnaire entitled “School Record Keeping Management Practices Questionnaire (SRKMPQ)”. Data were analysed using multiple regressions and t-test statistics. The result of the study revealed management practices in record management had a significant relationship in the effectiveness of secondary schools administration. The management practices variables made significant contribution in the determining effective secondary school administration in Nigeria through record keeping. Premised on the findings of the study, it was recommended that each school administrator should set out guidance that will encourage appropriate standards for record keeping. Other suggestion included sufficient training and retraining on the importance of the records keeping, the technicalities of managing them and finally adoption of information and commutation technology for school record keeping management. Keywords: Record Keeping, Management, Managerial Practices, Administration, Secondary Schools DOI: 10.7176/JEP/12-1-10 Publication date: January 31 st 2021

Effectiveness of SPACE Model of Cognitive Behavioral Coaching in Management of Occupational Stress in a Sample of School Administrators in South-East Nigeria

Stress symptoms have been found to be highly prevalent among school administrators in Nigeria. Management of occupational stress constitutes a major challenge facing school administrators who are in secondary schools in Nigeria. The present study sought to validate the effectiveness of group SPACE model training in reducing occupational stress among secondary school administrators in south-east, Nigeria. The study employed a group randomized wait-list control trial design with pre-test, post-test and follow-up assessments. A total of 65 participants constituted the study sample. Participants were randomly assigned to immediate intervention group (IIG) and waitlist control group (WLCG). The IIG participated in a 90-min group SPACE model training programme weekly for a period of 12 weeks. Three measures were used to collect data at baseline, post-test and follow-up evaluations. Data collected were analyzed using t test statistics, repeated measures ANOVA, 2 × 3 Analysis of Variance (ANOVA) statistics and Post Hoc analysis. Results revealed that participants in the IIG had significant decrease in their perceived stress and stress symptoms compared to the WLCG. No significant changes in the occupational stress indices were found across baseline, post-test and follow-up. Given that group SPACE model training intervention was effective in mitigating perceived occupational stress and stress symptoms, even when the occupational indices could not be minimized among the school administrators, it was concluded that group SPACE model training intervention can be used to overcome negative perception of occupational stress and the associated stress symptoms in secondary school administrators.

Education and School Administration in the Nigerian History: The Colonial and Post-Colonial Characteristics

School administration in Nigeria is becoming much more issue that the society, the practitioners and all stakeholders discuss with concern, particularly with changing output of the system which some people condemn for reason, not far from retrogressive quality delivery. It is good to say that gone were those days that Nigeria was rated high in the practice of modern education. Today, it is clear that so many things are wrong. This paper is not to evaluate or assess how far the administration of school in Nigeria is faring, but tried to be historical in chronicling how we have come to where we are. The manifestations in the characteristics of school administration from colonial Nigeria, where colonial government was associated with educational administration while the missionaries and voluntary agencies with school administration. Now in the post-colonial period, where government is responsible entirely for educational administration with a number of regulatory agencies and private organisations/individuals, religious bodies and voluntary agencies are in the administration of schools. The paper used some templates from other advanced practice to further provide insights into what is obtainable in the contemporary Nigeria. The problems associated with school administration in general and specifically in Nigeria were highlighted, with some recommendations emphasizing that stakeholders should play by the rules

Professional development of principals: A path to effective secondary school administration in Nigeria

The article examines the professional development of secondary school principals in Nigeria. Drawing from vast review of literature on professional development and appointment of school principals in other countries, the article canvasses the position that secondary schools in Nigeria should be administered by skilled personnel who have the appropriate training and competencies for school management and leadership, rather than the present practice of using years of teaching experience as a major yardstick for the appointment of principals. It advocates systematic professional development programmes for prospective and practicing school principals, and concludes that professional development of principals is a means to maintain and enhance the effectiveness of secondary school administration in Nigeria.

Retaining and Developing Quality Teachers: Critical Issues for Administrators in Nigeria Secondary Schools

The study explored the art of retaining and developing quality teachers, with emphasis on critical issues for school administrators in Nigeria. In a country where there are hues and cries everywhere about the falling standard in education, supported by ample research evidence, it becomes pertinent to review literature on teacher retention and development, a factor that is accepted globally to influence school environment and thus goal attainment in education. This will bring again to the limelight critical issues and their implications for better school outcomes as it affects teacher-staffing. It will enable stakeholders in Nigeria education to have a re-think about the way and manner teachers are handled in Nigeria secondary schools and begin to do the things they ought to do to redeem the school system. In this light, relevant literature was reviewed on theoretical retention strategies; the importance of comprehensive induction on teachers’ retention and development; how improved working conditions can retain quality teachers; the role of administrators in teachers’ retention and development; problems facing school principals in teachers’ retention and development; support needed by school principals in the retention and development of teachers, and what the Nigerian teachers need to be retained in schools. Based on this discourse, it was recommended that government in collaboration with school principals should provide comprehension induction to teachers; school principals should ensure that the school climate is supportive of teaching and learning, encourage interpersonal relationship between staff and students, promote school/community relationship, involve teachers in decision making, ensure a manageable student-teacher ratio, and reduce teachers’ workload; State School Boards should enforce policies that provide for equitable distribution of learning materials to teachers and students in schools; government should grant additional incentive to teachers in rural and isolated schools and train school principals to be familiar with the available resources to support the diverse needs of students and staff.

Auditing as a Tool for Accountability for Efficient and Effective School Administration

School administration in Nigeria is primarily concerned with rendering services that is essential to all citizens; hence a career attitude to accountability for effective auditing is needed for efficient and effective administration. This study tries to find out what school audit is all about, the role of audits and the difference that an audit can make towards accountability, especially in school administration. The need for this study also arose to correct a misconception that school account are not meant to be audited and to restore confidence in parents and guidance that money spent on educating the child is not embezzled. This study employed a descriptive design. The researchers found out that lack of: technical competence, independence and inadequate level of resources do directly affect the performance of the school audit. Conclusively, intensive and regular training programmes should be mounted for school accountants and auditors, and there should also be proper delegation of duties.

Students’ and Teachers’ Participation in Decision-Making and Impact on School Work and School Internal Discipline in Nigeria

This study investigated students’ and teachers’ participation in decisionmaking in secondary schools and the consequent impact on their attitude to school work and school internal discipline in Nigeria. This was necessitated by the observed frequent breakdown of law and order in secondary schools alleged to be related to certain decisions taken without their inputs, usually forcing schools to be closed down for long periods thereby introducing serious wastages in the educational system. The responses of the randomly sampled 3,318 students and 612 teachers to the questionnaire used for data collection were analyzed to answer one research question and test six null hypotheses using frequency, simple percentage, mean, t-test, Chi-square and Pearson’s r. Results showed that students and teachers, irrespective of sex, indicated alike a low level of participation in administrative creative decisions which influenced their attitude to school work and school internal discipline. Furthermore, low level of participation was found to have significant unwholesome impact on their attitude to school work and the school internal discipline thus undermining accomplishment of set instructional objectives/educational goals. It was therefore recommended that all school administrators in Nigeria should wisely adopt participatory decision-making for optimal goal attainment.

The relationship among predictors of child, family, school, society and the government and academic achievement of senior secondary school students in Ibadan, Nigeria

The study investigated the relationship among predictors of child, family, school, society and the government and academic achievement of 200 Senior Secondary School Students in Ibadan, Nigeria. The participants were randomly sampled from four secondary schools (two privately and two government owned schools). They ranged in age between 14 and 18 years (Mean=16.5, SD=1.7). Data were collected using Academic Performance Five-Factor Inventory (AP5-FI). Two hypotheses were tested at 0.05 margin of error through multiple regression analysis and t-test statistic. Results showed that over the years, the investigations of the factors that influence academic performance of students have attracted the interest and concern of teachers, counsellors, psychologists, researchers and school administrators in Nigeria. Results showed that society could predict academic achievement. However there were no significant relationship among family, child and government factors and academic achievement.

Education Policies and Teacher Education Programs: Meeting the Millennium Development Goals

Education Policies and Teacher Education Programs: Meeting the Millennium Development Goals This paper explores the present situation regarding the education policies and teacher education programs in Nigeria in light of the Millennium Development Goals (MDGs) cited in the 2000 United Nations Millennium Declaration. The MDGs declaration helped awaken nations to the need for structural features that empower education policy makers and planners in creating effective educational systems. A survey was used to gather data from teachers and school administrators in Nigeria. The data suggested that both teachers and school administrators are discontented with the lethargic policies and implementation of programs in meeting global standards. In particular, the empiric data could be useful for education policymakers, planners, administrators, and researchers who need information that might help them to improve their activities and deal with the controversial issues.

Assessment of Secondary School Administration: The Communities Perspectives

The study examined the contributions of community leaders in the assessment of secondary school administration in Nigeria. It also identified ways of enhancing the administration of secondary schoo...

Primary School Principals' Performance in Critical Administrative Task Areas

Primary school administration in Nigeria has become a complex entity in recent years, due mainly to the implementation of the Universal Primary Education (UPE) scheme and the subsequent increase in enrollment of students. Enrollment increases have led to the assignment of a large number of teachers under the supervision of the headmasters. Recent laws governing the primary school system in Bendel State1 stipulate several areas of accountability. These are competency areas where the headmaster is expected to gain knowledge through experience. The headmaster (principal) is made accountable for providing the means of achieving curriculum objectives as specified in the -primary school syllabus. As the manager of the school, the headmaster is expected to provide teaching material and necessary equipment as well as to manage the limited available resources for the utmost benefit of the students.2 He is equally expected to provide strong leadership in curriculum implementation. Another critical area of responsibility is administration of pupil personnel. Here the headmaster is required by the State School Board to maintain a system of pupil accountability. He is also expected to initiate a system of pupil accounting and provide counseling and health services.3