Nwamarah Uche DN : CN = Weabmaster’S Name O= University of Nigeria, Nsukka OU = Innovation Centre

NZEWI, IFEOMA VIRGINIA PG/Ph.D/08/49070

MANAGEMENT OF PRIMARY SCHOOLS BY LOCAL GOVERNMENT EDUCATION AUTHORITIES IN SOUTH EAST, OF NIGERIA

DEPARTMENT OF EDUCATIONAL FOUNDATIONS

FACULTY OF EDUCATION

Digitally Signed by: Content manager’s Name Nwamarah Uche DN : CN = Weabmaster’s name O= University of Nigeria, Nsukka OU = Innovation Centre

MANAGEMENT OF PRIMARY SCHOOLS BY LOCAL GOVERNMENT EDUCATION AUTHORITIES IN SOUTH EAST, OF NIGERIA

BYBYBY NZEWI, IFEOMA VIRGINIA PG/Ph.D/08/49070

DEPARTMENT OF EDUCATIONAL FOUNDATIONS FACULTY OF EDUCATION UNIVERSUNIVERSITYITY OF NIGERIA, NSUKKA

NOVEMBER, 2014

MANAGEMENT OF PRIMARY SCHOOLS BY LOCAL GOVERNMENT EDUCATION AUTHORITIES IN SOUTH EAST, OF NIGERIA

NZEWI, IFEOMA VIRGINIA PG/Ph.D/08/49070

A DOCTORAL THESIS PRESENTED TO THE

FACULTY OF EDUCATION

UNIVERSITY OF NIGERIA, NSUKKA

SUPERVISOR: PROFESSOR N.O. OGBONNAYA

NOVEMBER, 2014

TITLE PAGE

MANAGEMENT OF PRIMARY SCHOOLS BY LOCAL GOVERNMENT EDUCATION AUTHORITIES IN SOUTH EAST, OF NIGERIA

NZEWI, IFEOMA VIRGINIA PG/Ph.D/08/49070

A THESIS PRESENTED TO THE DEPARTMENT OF EDUCATIONAL FOUNDATIONS UNIVERSITY OF NIGERIA, NSUKKA IN FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF THE DEGREE OF DOCTOR OF PHILOSOPHY (Ph.D) IN EDUCATIONAL ADMINISTRATION AND PLANNING.

NOVEMBER, 2014

APPROVAL PAGE

THIS THESIS HAS BEEN APPROVED FOR THE DEPARTMENT OF

EDUCATIONAL FOUNDATIONS, UNIVERSITY OF NIGERIA,

NSUKKA.

______PROF. N.O OGBONNAYA INTERNAL EXAMINER SUPERVISOR

______EXTERNAL EXAMINER PROF. C.I.A ONWUKA HEAD OF DEPARTMENT

______PROF I.C.S IFELUNNI DEAN, FACULTY OF EDUCATION

iii

CERTIFICATION

Nzewi, Ifeoma V.N, a postgraduate student in the Department of Educational Foundations, with Registration Number PG/Ph.D/08/49070, has satisfactorily completed the requirement for research work for the degree of Doctor of Philosophy in Educational Administration and planning. The work embodied in this thesis is original and has not been submitted in part or full for any other diploma or degree of this or any other University.

______Nzewi, I.V.N Prof. N.O Ogbonnaya (Candidate) (Supervisor)

DEDICATION

This work is profoundly dedicated to the Most High God – the essence of my existence. His faithfulness endures forever.

ACKNOWLEDGMENTS

The researcher is very grateful to the Almighty God for His favour, kindness, grace, love, protection, guidance and strength bestowed to her and every member of her family throughout the course of this study. The researcher appreciates in a very special way her thesis supervisor, Prof. N.O Ogbonnaya whose expert advice and painstaking supervision brought this study to this level. The researcher also appreciates Prof. A. Ali, Prof. (Mrs.) C. U. Onwurah, Ass. Prof (Mrs.) A.I. Oboegbulem, (Rev.) Dr. L.K Ejionueme, Dr. S.C Ugwuoke, Prof. U. N. Eze, Dr. D.U Ngwoke, Dr. J.O Ezeugwu and some others who contributed in one way or the other in making this study successful. The researcher is indebted to all the Head teachers, Education secretaries and the senior staff of State Universal Basic Education Boards’ Heads of Department in the South Eastern States of Nigeria who provided information needed for making this thesis a huge success. The researcher’s regards also go to her father, her children, her sisters and her brother- in-law (winbaz) for their understanding, financial support and co-operation throughout this academic pursuit. Finally, the researcher must not fail to appreciate Ms. Chinenye Awugosi and Mrs Ebele okoli for the provision of harmonious accommodation which made the completion of this work possible; and her husband’s uncle – Chief Ezeokenwa, whose continual advice and prayers energized her to complete this study.

Nzewi, Ifeoma V.N. Department of Educational Foundations University of Nigeria, Nsukka.

TABLE OF CONTENTS

Title Page ------i

Approval Page ------ii

Certification ------iii

Dedication ------iv

Acknowledgement ------v

Table of contents------vi

Appendices------x

List of tables------xi

Abstract ------xii

CHAPTER ONE: INTRODUCTION

Background of the Study ------1

Statement of the Problem ------11

Purpose of the Study ------12

Significance of the Study ------13

Scope of the Study ------16

Research Questions ------16

Hypotheses ------17

CHAPTER TWO: REVIEW OF LITERATURE

CONCEPTUAL FRAMEWORK

Concept of Management ------19

Components of management ------24

vii

Concept of Educational Management ------27

Theoretical Framework

Scientific Management Theory ------53

Human Relations Theory ------54

Behavioural Science Theory ------55

Organizational Model Theory ------56

Review of Empirical Studies ------63

Summary of Literature Review ------80

CHAPTER THREE: RESEARCH METHOD

Design of the Study ------83

Area of the Study ------83

Population of the Study ------84

Sample and Sampling Technique ------84

Instrument for Data Collection ------85

Validation of the Instrument ------86

Reliability of the Instrument ------86

Method of Data Collection ------87

Method of Data Analysis ------88

CHAPTER FOUR: RESULTS OF DATA ANALYSIS

Summary of the Findings------102

CHAPTER FIVE: DISCUSSION OF RESULTS, CONCLUSION, IMPLICATION,

RECOMMENDATIONS AND SUMMARY

Discussion ------103

viii

Conclusions------121

Educational Implication of the Study------123

Recommendations------125

Limitations of the Study------127

Suggestions for Further Study------127

Summary of the research ------128

REFERENCES ------131

APPENDICES ------140

LIST OF APPENDICES

Appendix A: Population distribution of the study------140

Appendix B: Total number of Education zones, LGEAs & Subjects used

for the study------141

Appendix C: Introductory Letter to the Respondents------142

Appendix D: Questionnaire Instrument for data collection ------143

Appendix E: Focus Group Discussion Instrument for SUBEB Staff------147

Appendix F: Interview Instrument for Education Secretaries ------150

Appendix G: Observation check list instrument------152

Appendix H: Observation check list benchmark ------153

Appendix I: Guideline for Management of Primary Schools ------189

Appendix J: Results of Reliability Tests ------190

Appendix K: Letter of Introduction by the Researchers’ Head of Department--193

Appendix L: Summary of Analysis of Mean ratings and Standard Deviations -194

Appendix M: Summary of t-test Analysis ------200

Appendix N: Summary of Observation checklist Analysis ------205

LIST OF TABLES

1. Mean Rating of urban and rural primary head teachers on

Extent of Instructional Management ------89

2. Summary of t-test Analysis for hypothesis one ------91

3. Mean Ratings of urban and rural primary head teachers

on ways Staff Personnel Management ------92

4. Summary of t-test Analysis for hypothesis two ------93

5. Mean Rating of urban and rural primary head teachers

on Extent of School Community Relationship ------94

6. Summary of t-test Analysis for hypothesis three ------96

7. Mean Rating of urban and rural primary head teachers

on Extent of Provision of Physical Facilities ------97

8. Summary of t-test Analysis for hypothesis four ------98

9. Mean Ratings of urban and rural primary head teachers

on Extent of Financial Management ------100

10. Summary of t-test Analysis for hypothesis five ------101

11. List of sample schools used for the study ------102

ABSTRACT The Local Government Education Authorities were established for the purpose of proper management of primary schools. Since the inception of this body, there have been problems in the management and control of primary schools in various states of Nigeria. These problems ranged from inadequate qualified teaching staff, poor staff development, mismanagement/lack of fund, inadequate physical facilities and equipment, lack of thorough supervision of classroom instructions to incessant cases of boundary disputes/land encroachment in schools. The purpose of this study therefore was to investigate the management of primary schools by the Local Government Education Authorities in the South Eastern States of Nigeria. The study was guided by five research questions and five null hypotheses and the design used was descriptive survey design. The sample of the study was 964 head teachers, 19 Education secretaries and 30 SUBEB senior staff. The instruments used for data collection were questionnaire, focus group discussion and interview schedule. In addition, a physical facilities and equipment observation schedule was used for on-the- sport assessment of the physical facilities in selected schools in the study area. In analyzing the data, mean scores and standard deviations were used to answer the research questions, while the t-test statistics was used to test the null hypotheses at 0.05 levels of significance. Also percentage scores were used to analyse the data obtained from observation with checklist. The study, among others, revealed that funds meant for the management of primary schools were utilized to a little extent in maintenance of school buildings and in providing physical facilities/educational materials for effective teaching and learning. Findings also revealed that organising seminars and workshops for teachers, auditing primary schools’ account, granting study leave with pay to teachers and providing adequate qualified teachers to primary schools were given little attention. Based on the findings, the researcher recommended that: education sector should be adequately funded so that enough funds will be disbursed to LGEAs for proper management of primary schools. Also there should be regular auditing of the funds so allocated to ensure that they are judiciously used for the purpose they are meant for.

CHAPTER ONE

INTRODUCTION

Background of the Study

The Primary school level of education is the education of children between six to eleven years plus. The Federal Republic of Nigeria in her National Policy on Education (FRN, 2008 p. 14) refered primary school education as the education given in institutions for children aged 6 – 11 years plus. It is the foundation upon which other levels of education are built and the key to the success or failure of the whole educational system. According to Adenipukun

(2008) the features of primary school education curriculum include English language,

Mathematics, Basic Science and Technology, social studies, Civic Education and Creative

Arts, Computer studies, Health and Physical Education, Languages, Religious Studies,

French as core subject, Arabic, Agriculture, Business Studies and Home Economics as elective subjects. Also the educational services provided include: school library, basic health scheme, counselling and educational resources centre.

Primary school is formally organized and planned, with rules and regulations guiding its activities in order to achieve desired goals. In his view, Durosaro (2006) saw the primary school level of education as the educational system which runs for six years aimed at developing basic literacy, numeracy, communication skills and transmission of culture of the people to the younger generation. It prepares the child for life outside the classroom; develop the child’s latent skills and provides him with basic skills for literacy and numeracy. The primary school level of education, being the bedrock of the child’s basic education, is a vital aspect of the nations’ educational system that deserves to be handled with great care and

1 2 caution. Ezenwaji (2012) stated that any error committed in the organization and management of this level of education may reverberate on other levels and thus seriously mar the lives of the people and indeed the overall development of the nation. This is one good reason why primary school management has received serious attention in recent times. For instance, both the government and private sector according to Tabotndip (2000) commit a great deal of resources towards the achievement of the goals of primary education; as can be seen in some states like Anambra and Imo states where many new schools are built by philanthropists, Universal Basic Education Board / Education Trust Fund and the old ones renovated.

The establishment of primary schools in Nigeria is to achieve a wide variety of goals.

These goals as contained in the National policy on Education ( FRN, 2008) include, to;

inculcate permanent literacy and ability to communicate effectively; lay a sound basis for, scientific and reflective thinking; give citizenship education as a basis for effective participation in the contribution to the life of the society; develop in the child the ability to adapt to his changing environment; provide the child with the basic tool for further educational development including preparation for trades and crafts of the society; mould the character and develop the sound attitude and morals in the child; give the child opportunity for developing manipulative skills that will enable him function effectively in the society within the limit of his capacity(p.14).

Nwadiana (2000) revealed that, in most cases the societal expectations in terms of achieving the stated goals of primary education are hardly met and part of the reasons are linked to absence of adequate human and material resources as well as absence of conducive environment for learning .It is pertinent to note that for the goals of any organisation to be achieved there should be proper management. This implies that management is a very essential tool for the success of any organisation. To this effect, the policy objectives which govern primary school education are very crucial and important and should therefore be carefully handled and managed.

Many authorities have variously defined management. According to Ogunu (2001), management is the effective organization and utilization of the human and material resources in a particular system for the achievement of identified objectives. Proper management helps the organization to plan, organize staff, control, direct and coordinate its activities to achieve pre-determined goals. Obi (2003) opined that management involves the process of planning, organizing, leading and controlling the efforts of organizational members and the use of other organizational resources in order to achieve organizational goals.

In educational institutions, management can be seen as a process of utilizing human and material resources through cooperative efforts to achieve educational goals. In view of this, Ogbonnaya (2009) emphasized that effective management is very necessary for coordinating all the resources of educational institutions through planning, organizing, directing and controlling of the human and material resources to attain pre-determined goals.

To Ogbonnaya, the task of the managers is to establish the environment for group effort in such a way that the individuals contribute to group objectives with the least amount of such input as time, effort and comfort. Effective management of educational institutions requires that certain practices need to be carried out for the attainment of goals and objectives. These practices include: instructional management, staff personnel management, school community relationship management, physical facilities management, financial management practises, pupils’ personnel management, curriculum management, delegation of duties and business management practises. This study concentrated on only five management practises namely: instructional management, staff personnel management, school community relationship management, physical facilities’ management and financial management practises.

Instructional management is one of the areas of educational management for promoting instructions in schools According to Mgbodile (2004), instructional management involves planning, organising, promoting and supervision of instruction. It is important to note that the administrator has the duty of helping the teacher to plan and organise for instruction, sees that the teacher prepares useful lesson notes and ensures that he teaches his lessons with useful instructional materials. It is also the duty of the administrator to carry out proper supervision of instruction to ensure effective teaching and learning in schools. In the context of this study, the researcher is interested in instructional supervision. This is because supervision of instruction is that part of management practises that leads to teacher effectiveness. Wiles and Lovell in Akudo (2007) defined supervision as the maximum development of the teacher into the most professional efficient person he is capable of becoming. This definition recognized that a teacher has potential that needs assistance, directing and guidance. Supervision is used to improve instruction through regular monitoring of teachers to promote teacher growth in educational practice. Therefore supervisors need to stimulate, help, advise, assist, and guide the continued growth of teachers in better understanding and more effective performance of their instructional roles in order to achieve the school objectives. Doris (2000) identified two types of supervision – internal and external supervision. The author stressed that internal supervision is carried out by the school heads to ascertain the needs and problems of teachers while external supervision is conducted by external agents like State Universal Basic Education Board (SUBEB) supervisory staff,

Local Government Education Authorities (L.G.E.As) officials among others, to promote teachers' instructional effectiveness. Doris explained that both internal and external

5 supervision are important tools for effective teaching and learning hence both internal and external supervision are discussed in this study.

The main purpose of instructional supervision is to bring about desirable changes in the teachers’ and pupils’ behaviour. Ofojebe (2006) stresses that competent supervision of programme, projects and teachers to ensure they are on the proper course are necessary for the achievement of predetermined goals. To this end therefore, the extent to which instructional supervision is carried out in schools becomes one of the focuses of this study.

Staff personnel management is another aspect of management practices that lies at the core of the efficiency of an organization. Oboegbulem (2004) defined staff personnel management as the manpower activities of any organization which embraces recruitment of staff, selection, staff welfare, discipline, training, development, compensation and evaluation of staff for educational activities. For any school programme to succeed, the welfare of teachers should be given prority. The reason is that the teacher is the personality that implements the educational programmes for the attainment objectives. He is the one trained in the act of teaching through institutions of higher learning in specialized departments of teacher education. Thus, this study concentrates on staff welfare / development because teaching staff determines to a great extent the effectiveness of education programme.

According to Bello (2004), the achievement of the school purpose is dependent upon the extent to which all personnel develop and find satisfaction in working toward achievement of goals. Bello explained that it is important to recruit and select teachers sufficiently, and once they are recruited, they need to be paid, promoted, trained and retrained. Thus, the way and

6 manner by which the teaching and non-teaching staff are paid, trained, retrained, promoted and maintained becomes one of the focuses of this study.

School community-relationship is another essential aspect of management practices.

It is the degree of understanding and the goodwill achieved between the school and the community where the school is located. According to Oboegbulem (2004), the school is a social institution designed to serve the needs of the society; hence no school will ever operate in a vacuum without the society or community it serves. Oboegbulem opined that the school derives a lot of benefits and supports from the community where it is located, such as: provision of land for building schools and farming, supply of pupils, financial support as well as donation of books, and furniture. For this reason, Mgbodile (2004) stresses that the school head has the responsibility to effect meaningful school community relationship by getting to know and socialize with important people in the community. Also he has to make school facilities available for the community use on demand, attend community functions if invited and participate in important community work with his staff. Through this way, the school will endear itself to the community to attract community support and assistance through School

Based Management Committe (SBMC) and Parents Teachers Association (PTA). SBMC is intended to move education forward at the basic level while PTA is the agencies of the community that influences school administration. Fowomola (2013) stated that SBMC encourages communities’ participation and boost demand for quality education services.

Oboegbulem (2013) in her view stresses that PTA provides an opportunity for both parents and the teachers to meet together to discuss matters affecting the school.

The Federal Republic of Nigeria (2008) in her national policy on education pointed out that the local people, particularly the parents, will be encouraged to participate in the school management to show that the government takeover of schools is without prejudice to the community’s participation in the management of schools. Obi (2003) articulated that the contribution of the community is worthwhile in ensuring good school management more especially now that the management of schools has become very complex. It is pertinent for schools to know the home circumstances and the parents to know about what goes on in the school and in this way the community assists in providing what the government has failed to provide in the schools. However, the manner of approach and the level of relationship between the school and the community determine the level of cooperation and contribution of the community in the management of primary schools. Arising from the fore going, therefore, school - community relationship forms one of the focuses of this study.

Physical facilities management is another core aspect of management practices. It is primarily concerned with procuring, organizing and maintaining material resources in an effective manner for the achievement of educational goals. Mkpa (2008) described physical facilities as all the material resources which the teacher utilizes for the purpose of making teaching and learning more effective. He saw physical facilities as important vehicle through which educational goals can be achieved; and advised that, if not properly managed; the facilities will dilapidate and wear out. Mgbodile (2004) in his view emphasized that educational facilities are needed for developing cognitive areas of knowledge, abilities and skills which are pre-requisites for academic achievement. He noted that well planned and organized physical facilities in schools such as conducive accommodation, libraries, play

8 ground and furniture, foster good interpersonal relationship and effective teaching and learning.

In a related view, Onwurah (2004) pointed out that school buildings and equipment are essential aids for effective teaching and learning and where they are inadequate or lacking; the various educational institutions cannot reasonably carry out the instructional objectives of their educational programme. According to Edem (1998), effective teaching and learning that lead to achievement of goals rest on the ability of the government to plan, organize and provide adequate physical facilities to primary schools. If Edem is right, the question to which this study would seek answer is, to what extent does the Local Government

Education Authorities (L.G.E.As) provide physical facilities in primary schools in the South

Eastern States of Nigeria?

Another important aspect of management practices for the achievement of primary education goals is financial management. It is the researchers' opinion that for effective management of primary schools to take place, there should be proper financial management.

This is because financial management of educational institutions is of prime importance in the achievement of educational objectives. According to Mgbodile (2004), financial management is a way of raising money, using the money judiciously and being able to give account of the money expended to justify the purpose of the expenditure. Ogbonnaya (2005) stresses that the central purpose of financial management is the raising of funds and ensuring that the funds so raised are mobilized in the most effective manner. Ogbonnaya further emphasized that the realization of the objectives of the educational programme rests on the availability of funds and effective management of the funds, because money is needed for

9 payment of staff salaries, maintenance of school physical facilities and running the administration of schools. Also Edem (2006) articulated that the achievement of educational objectives, the expansion of educational programmes and the creation of educational opportunities for all, depend on adequate provision of funds which in many cases are usually limited.

It is pertinent to note that inadequacy of financial resources will have the effect of limiting the educational development policy of any nation. For instance, in Nigeria, there was evidence of delayed payment of teachers’ salary structure (TSS) in the year 2011 due to lack of fund which resulted to strike action by primary school teachers and the effect of that strike on pupils’ academic pursuit was immeasurable. There was also the discovery that so many primary schools lack adequate teaching staff due to lack of fund for payment of teachers’ salaries; hence, Ogbonnaya (2005) stated that poor financial management largely affects effective management of the educational system.

Considering the effect of the above mentioned problems on primary education, the federal government in 1991 promulgated a decree which passed the control and management of primary schools to local government education authorities. The establishment of LGEAs by the federal government was to ensure adequate funding and effective management/control of primary schools that will lead to achievement of primary education goals. In the context of this work, Local government education authority is seen as an educational agency charged with the responsibility of the management and control of primary schools at the local government level. Ogunu (2001) emphasized that the Local government education authority was established under Decree No 3 of 1991 by the federal government for effective

10 implementation of primary school educational goals. According to Ogbonnaya (2009), local government education authority is an arm of the State Universal Basic Education Board

(SUBEB) and its activities are subject to State Universal Education Boards’ directives.

Tabotndip (2000) in his own view posited that local government education authority functions at local government level to complement the job of state universal basic education board (SUBEB). To this end therefore, local government education authority was established to ensure that the policies and programmes of primary school education are fully implemented at the grassroots. Oboegbulem (2011) noted that the functions of the Local

Government Education Authority as contained in the Decree 3 of 1991 include:

day to day administration of primary schools in their areas of jurisdiction; distribution of the school equipment, furniture, registers, diaries, chalk and dusters to primary schools; employment, appointment, deployment, promotion and transfer of teaching and non-teaching staff of primary schools within their areas of jurisdiction, stimulating and encouraging communal participation in primary schools; payment of staff salaries, allowances and benefits to both academic and non-academic staff of the authorities; collection of approved dues and payment for any land acquired for education/development in their areas of jurisdiction and supervision of all educational instruction in their areas of authority; retirement and retraining of primary school teachers; responsibility for the approval of schemes for the training and retraining of primary school teachers and non-teaching staff (P.13).

It is expected that the local government education authorities should carry out the above mentioned functions effectively, but contrary to people’s expectations the LGEAs seem to have failed in performing their assigned duties effectively; more especially in the

South Eastern States of Nigeria. This situation is such that the integrity of the LGEAs in the discharge of their functions is questioned. For instance, experience, general observation and research reports have revealed that many urban and rural primary schools in the South

Eastern States of Nigeria have inadequate: teaching staff, financial resources and physical facilities. Also the method of postings and transfers of teachers, supervision of instructions and staff welfare/development in urban and rural primary schools are not encouraging.

Emphasizing on this management lapses, Odunze (2000) in his study expressed dissatisfaction over the method of postings and transfers of teachers in urban and rural areas and called for the best strategy to use in order to ensure that teachers posted to schools in rural areas do not reject their postings or transfers. He stresses that teachers who have stayed in urban schools for more than five years should be transferred to rural primary schools and vice versa.

The above observations on the state of management of urban and rural primary schools calls for an investigation of the management of primary schools by local government authorities in the South Eastern States of Nigeria in order to arrive at objective recommendations that will boost proper management of primary schools.

Statement of the Problem

Since the establishment of primary school education from the time of voluntary agency till date, there have been numerous changes in the policies and programmes of primary school education. These changes have had a lot of undesirable effects on the primary school system which include; inadequate teaching staff, delayed payment of teachers’ salaries and allowances, incessant strike action by teachers, indiscipline among pupils, lack/mismanagement of infrastructure and school fund as well as punitive transfers of teachers. Inspite of a number of government’s efforts to ensure effective management of primary schools, this administrative problem still persist. Therefore, in order to address this

12 undesirable situation, the federal government in 1991 promulgated a decree which passed the control and management of primary schools to the local government education authorities.

It is expected that the creation of LGEAs to handle the affairs of primary school education will bring desired changes in primary school system; but from observation and research reports, it seems the LGEAs have not been leaving up to expectations in the management of primary schools. Some of these observations and reports bother on irregular supervision of schools, inability to organise regularly seminars and workshops for teachers, inability to provide schools with adequate seats, chairs, functional libraries, sports equipment and equipped first aid boxes; inability to carry out proper auditing of primary schools’ account and participate in community activities such as maintenance of roads leading to schools.

These observations and reports seem to show case the inefficiencies of LGEAs in the management of primary schools. Inorder to establish authentically these observations and reports, an investigation of the management of primary schools by the local government education in the South Eastern states of Nigeria becomes the focus of this study.

Purpose of the Study

The main purpose of this study is to investigate the management of primary schools by

Local Government Education Authorities (L.G. EAs) in the South Eastern States of Nigeria.

Specifically, the study sought to:

1. examine the extent to which Local Government Education Authorities (L.G.E.As)

carry out instructional management practices (instructional supervision) in primary

schools in the South Eastern States of Nigeria.

2. identify the extent to which Local Government Education Authorities (L.G.E.As)

carry out staff personnel management practices (staff welfare/ development) in

primary schools in the South Eastern States of Nigeria.

3. examine the extent to which Local Government Education Authorities (L.G.E.As)

maintain good school-community relationship in primary schools in the South Eastern

States of Nigeria.

4. ascertain the extent to which physical facilities are provided by the Local Government

Education Authorities (L.G.E.As) in primary schools in the South Eastern States of

Nigeria.

5. investigate the extent to which Local Government Education Authorities (L.G.E.As)

carry out financial management practices in primary schools in the South Eastern

States of Nigeria.

Significance of the Study

This study is beneficial from both theoretical and practical point of view. From theoretical viewpoint, the study is anchored on systems theory. This is because the entire educational set up of which primary school is among is a system. Proper management of primary school as a social system requires adequate provision of qualitative human and non human resources. Thus, primary schools should be provided with adequate human and material resources without which the objectives will not be achieved and pupils’ overall development will not be attained.

It is hoped that the findings of this study would give a clearer understanding of data and empirical findings with respect to the purpose of the study. The study would also permit

14 interpretation and deductions that can be tested empirically. The study would serve as a reference point to all the educational administrators in the primary school system. The recommendations on possible proper management of primary schools, if properly adhered to, will greatly help in the achievement of primary school education goals. The study will also serve as a source of information for other students who may wish to carry out a research that is related to the study by providing them direction and guideline for their studies. This study is anchored on systems theory as best for attainment of primary school education goals.

On the practical dimension, the findings of the study will be beneficial to Ministries of Education, policy makers/planners/implementers, teachers, Local Government Education

Authorities, Head teachers, supervisors, pupils and the society, in the following ways: The results and recommendations of the study will serve as a feedback to the Ministries of

Education. With the feedback, they can forward strong proposals to the federal government through the Federal Ministry of Education for upward review of monthly allocation given to

Local Government Education Authorities and ensure that the allocated funds are mobilized in the most effective manner. The results of the study may also trigger the Ministry of Education to organize seminars or workshops for Local Government Education Authorities (L.G.E.As) officials on proper and effective management of primary schools.

The findings of this study will provide empirical and data base information that will guide the policy makers/planners and policy implementers on their subsequent plans and projections especially on the areas of human and material resources necessary for achievement of primary school education goals.

The findings of the study will be useful to teachers in that, government will utilize the result to improve teachers’ welfare services such as prompt payment of teachers' salaries/benefits, regular promotions, regular attendance to conferences, workshops and seminars as well as in-service training with sufficient financial backings. The findings of the study will also draw the attention of the government to the issue of inadequate physical facilities in primary schools and possibly provide them with adequate facilities for effective teaching and learning.

The findings will enable the Local Government Education Authorities officials to become aware of the state of the human and material resources needs of primary schools and as such they will take measures to minimize inadequacies discovered. Head teachers will benefit from the study because when there are enough teachers, adequate provision of physical and educational facilities in primary schools, teaching and learning will be more meaningful. This will result to good performance in examinations and improved standard of education.

The study will be useful to the LGEAs supervisory team because government will provide them with vehicles for regular and effective monitoring of activities in primary schools irrespective of where the schools are located and also paid enough out-of-station allowances which will enhance their job performance. They will also become aware of the importance of seminars and workshops for improving their supervisory skills for effective supervision of instructions. Pupils will also benefit from the study because they will enjoy quality teaching and learning through adequate provision of instructional materials, enriched

16 library facilities, good recreational facilities, enough spacious classroom accommodation and good laboratory equipment.

The study will help parents, guardian and other stakeholders to realize that a sound education is the bedrock for effective human development and as such its funding cannot be left for government alone rather all hands should be on deck. The society will also benefit from the findings since the recipients of good standard education will acquire the right skills and attitude that will enable them contribute effectively to the development of the society.

Scope of the Study

The content scope of the study is delimited to the management of urban and rural primary schools by the Local Government Education Authorities and the following management practices formed the focus of the study; instructional supervision, staff welfare/developement, school community relationship management, physical facilities management and financial management. The geographical scope of the study covered the five states that made up the South Eastern states of Nigeria, namely: Abia State, Anambra State,

Ebonyi State, Enugu State and Imo State.

Research Questions

The following research questions were formulated to guide the study

1. To what extent do Local Government Education Authorities (L.G.E.As) carry out

instructional management practices (instructional supervision) in primary schools in the

South Eastern States of Nigeria?

2. To what extent do Local Government Education Authorities (L.G.E.As) carry out staff

personnel management practices staff welfare/development in primary schools in the

South Eastern States of Nigeria?

3. To what extent do Local Government Education Authorities (L.G.E.As) maintain good

school-community relationship in primary schools in the South Eastern States of

Nigeria?

4. To what extent do Local Government Education Authorities (L.G.E.As) provide

physical facilities in primary schools in the South Eastern States of Nigeria?

5. To what extent do Local Government Education Authorities (L.G.E.As) carry out

financial management in primary schools in the South Eastern States of Nigeria?

Hypotheses

The following null hypotheses guided the study and were tested at 0.05 level of significance.

Ho 1: There is no significant difference between the mean ratings of urban and rural primary school Head teachers on the extent to which instructional supervision is carried out in primary schools in the South Eastern States of Nigeria by LGEAs.

Ho 2: There is no significant difference between the mean ratings of urban and rural primary school Head teachers, on the extent to which staff welfare/development is carried out in primary schools in South Eastern States of Nigeria by LGEAs. .

Ho 3: There is no significant difference between the mean ratings of urban and rural primary school Head teachers on the extent to which good school community relationship is maintained in South Eastern States of Nigeria by LGEAs.

Ho 4: There is no significant difference between the mean ratings of urban and rural primary school Head teachers, on the extent to which physical facilities are provided in primary schools in the South Eastern States of Nigeria by LGEAs.

Ho 5: There is no significant difference between the mean ratings of the urban and rural primary Head teachers on the extent to which financial management is carried out in primary schools in the South Eastern States of Nigeria by LGEAs.

CHAPTER TWO

REVIEW OF LITERATURE

This chapter deals with review of literature related to the study. It is organized under the following sub-headings – conceptual framework, theoretical framework, review of empirical studies and summary of literature review.

Conceptual Framework - Concept of management - Concept of educational management - Dimensions of management practices - Instructional management practices - Staff personnel management practices - School–community relationship management - Physical facilities’ management - Financial management Theoretical Framework - Scientific management theory - Behavioural science theory - Human relations theory - Organizational model theory Review of Empirical Studies - Studies on supervision of instruction management - Studies on staff personnel management - Studies on school-community relationship management - Studies on physical facilities - Studies on financial management Summary of Literature Review

19 20

Conceptual Framework Concept of Management

Management has been described in variety of ways. Abiola in Tabotndip (2000) stated that management anywhere in the world involves the marriage of labour, infrastructure and other resources and the effective supervision of that marriage to produce results. Ogunu

(2001) in his own view sees management as an effective organization and utilization of the human and material resources in a particulr system for the achievement of identified goals. In the same vein, UNESCO in Ogunu (2001: 1) described management “as a social process which is designed to ensure the cooperation, participation, intervention and involvement of others in the effective achievement of a given or predetermined goal”. Hence one can say that management is a very essential ingredient in the life of every organization for purpose of efficiency and productivity.

The process of management according to Mgbodile (2004), include planning, organizing, directing and controlling the activities of the enterprise to achieve specific objectives. Fayol in Ogbakwu (2004) articulated that management consists of five components namely: planning, organizing, evaluating, co-ordinating and stimulating as shown in the diagram below. Planning

Evaluating

Management Organizing

Stimulating

Coordinating Source: Adapted from Mgbodile 2004

Management can also be seen as a means of working with people for achievement of goals. Anaekwe (2002) in his own view, noted that management is the process of planning, organizing, leading and controlling of the efforts of organizational members and the use of other organizational resources to achieve stated organizational goals. For Sapre (2002), management relates to all those activities directed towards effective utilization of organizational resources in order to achieve organizational goals.

Management is equally referred to as a group of people or a team of individual in an organisation whose activities are geared toward achieving a goal (Ogbonnaya 2004) To

Ogbonnaya, proper management guides the activities of a group of people towards achieving a common goal. Obi (2003), in his own view stressed that management is a process of planning and organising operations in order to achieve a coordination of human and material resources essential for the effective and efficient attainment of set objectives.

Management can also be seen as a process of getting things done through people. In view of this, Akubue cited in Ezegbe (2003) pointed out that management involves a method whereby a group of people at the highest level of organisation plan, organize, communicate, coordinate, control and direct the actions and activities of people who work for the organization toward the achievement of organizational objectives. In any organization, someone must fill the position and play the role of a leader for the orderly and efficient handling of the affairs of the organization. This position is usually occupied by the chief executive for effective management of the organization. The chief executive has a number of administrative staff under him with whom he jointly performs the task of achieving the organizational goals. For instance, in primary school educational system the education

22 secretaries as chief executives have a range of unit heads whom they work with to achieve primary school educational goals. In this regards, management involves the use of people and resources for the achievement of goals; which implies that there is no management without people and material resources.

Management can be seen as the guiding of the efforts of people towards some common objectives. Mgbodile (2004) noted that effective management is to devise appropriate means and strategies to achieve organizational goals. In their own view,

Agboniforh, Agbadudu and Iyayi (2005) observed that management involves a set of activities including planning, decision making, organizing, leading and controlling directed at an organization’s human, financial, physical and information resources with the aim of achieving organizational goals in an efficient and effective manner. To them, human, financial and material resources are necessary for the achievement of a desired outcome in a fastest and most efficient way. In agreement with this observation, Nwachukwu (2007), emphasized that for an organization to be productive, someone must guide, lead and control the efforts of people towards some common objectives. To this end, Chiaha (2009) maintained that management involves the arrangement of available human and material resources for achievement of goals.

In primary schools, human resources are tutorial and non tutorial staff with different specialization and role, who are employed to work in the institution; while the material resources are the facilities and equipment that facilitate teaching and learning (Oboegbulem

2004). It then follows that, for organizations or institutions to meet predetermined goals, there must be availability of staff and facilities. Emphasizing on this, Ogbonnaya (2009), pointed

23 out that the task of the manager involves bringing into an appropriate relationship the people and materials necessary for effective realization of goals. To him management consists of a number of interrelated and interdependent sequences of activities that have a common goal to achieve. It is designed to ensure the cooperation, participation, intervention and the involvement of every member of the organization for effective achievement of a given objective. Therefore, for people to work together for the attainment of a predetermined objective there is always the need for management that is charged with the responsibility of ensuring that the aims and objectives of the organization are realized.

In her contribution, Onyido (2011) citing Peretemode, emphasized that management in an organization involves mobilization of all human and material referred in a particular system for the achievement of identified objective. Oboegbulem (2011:8) citing Laurie defined management “as the act of developing people, working with them and reacting with them objectively towards achieving results” she emphasized that management involves the process by which human and non human resources are coordinated to accomplish a given set of objectives. Thus, whenever people work together for the realization of the organizational goals or objectives, there is a need for proper and effective management. The realization of these goals however, depends to a large extent on the calibre and motivation of its human resources, which suggests that management is a sequence of coordinated events for the realization of predetermined goals.

The above definitions of management by different experts imply that:

1 Management involves planning, organizing, staffing, leading, directing, controlling and coordinating of the efforts of people towards the achievement of goals.

2 Management is a social process which has goals to achieve.

3 Management is the guidance or direction of people towards organizational goals or objectives.

In conclusion, the principal purpose of management is to achieve cooperate goals and objectives in an effective and efficient manner. This study therefore is intended to reveal the weakness and strength of the LGEAs in the management and achievement of goals of primary school education in the South Eastern States of Nigeria.

Components of management

Management of educational institutions revolves around various processes. According to Mgbodile (2004), the components of management involve planning, organising, coordinating, stimulating/motivating and evaluating.

Planning is the act of taking wise decision for future action for the purpose of achieving set goals. Ejiogu in Tabotndip (2000) viewed planning as thinking, scheming and scheduling of actions and activities that will be performed in order to achieve the objectives for which an enterprise is set up. It is an attempt to get ready for future in order to avoid frustration and wastage. For any organisation to work for attainment of predetermined goals there is always the need for careful planning. According to Babalola (2003), planning is a process which essentially involves deciding in advance the specific future course of action to be adopted with a view to optimizing the use of limited organisational resources towards desirable and specific goal attainment. In the context of this study, planning entails thinking out in advance what to do to achieve predetermined goals. Such plan could be renovation of schools, building new ones, promoting teachers, acquiring and distributing instructional materials to schools in order to achieve primary educational goals. Effective planning therefore leads to effective realisation of goals.

Organising is very important in educational institution for effective administration.

Obi (2003) posited that organising is an element of management that is concerned with relating all the components of an organisation into a coordinated whole so as to achieve set goal. Obi stated that at organising stage the administrator determines what actions are needed to achieve the objectives; classifies those actions and assigns each of them to a group or an individual according to qualification or position. Obi also pointed out that organising enables an administrator to assign duties to people according to competence. It also helps the administrator to coordinate various assignments given to individuals.

Coordinating entails bringing all the work done in different units of an organisation together to achieve a goal. Mgbodile (2004; 72) defined coordinating “as a process of fitting together the various groups and operations into an integral pattern’’ It involves bringing into an appropriate relationship the people and materials necessary for the organisation to achieve its purpose. Oboegbulem (2011) stresses that, the units and individuals with their different functions in a school need to be properly co-ordinated to ensure that the set school objectives are achieved.

Motivating is a situation or drive whereby an individual is moved to action.

Oboegbulem (2004) describes motivation as an inducement, incentive, inspiration, encouragement in order to incite an individual to action. It is characterized by action that is directed towards the satisfaction of a goal or a need. Oboegbulam noted that in the school situation, motivating staff gingers in them competitive spirit, participation and a sense of belonging. Motivating staff makes them put in their best in whatever role they have been assigned. It could be in form of improving and regulating conditions of service (Enyi, 2004).

Evaluating is a way of assessing work performed in an institution. According to

Mgbodile (2007), evaluating is concerned with the general assessment of school programme, staff and students’ performance in order to see the extent to which stated objectives are being achieved. This implies that evaluating involves taking an examination on what has been done in an organization to determine their relationship with the set goals.

In the context of this study, it can be deduced that:

v Planning implies that the education secretaries and their unit heads need to think out in

advance what to do to achieve a pre-determined goal, translate it into programme and

get it implemented. This plan can be in form of making estimates of the number of

teachers, physical facilities and financial resources needed to achieve the envisaged

primary school educational goals.

v At the organizing stage, the education secretaries need to determine the action required

to achieve the goals, classify the actions and assign each of them to teachers according

to qualifications and specify areas of cooperation and relationship among various

groups to ensure that everyone works harmoniously towards the achievement of

primary school education objectives.

v At the coordinating stage, they unify the actions of groups of staff (teachers) into one

whole for the purpose of achieving primary school educational objectives.

v At the motivating stage, the staff need to be rewarded by way of paying their salaries

and benefits as at and when due and/or giving incentive in order to incite them for

more actions.

v Finally, at evaluating stage, the work performance of staff and pupils is evaluated

inorder to match the performance with the stated goals. This is done through taking an

examination of what has been taught to determine their relationship with the set goals.

Concept of Educational Management

Educational administrators have the responsibilities of seeing that educational goals are achieved, but, they cannot perform this duty effectively without being equipped with requisite professional and specialized skills in educational management (Mgbodile 2004).

According to Nwagwu (2005), management can be used to describe all the activities involved in the process of planning, organizing, and leading as well as staffing and evaluating the human and material resources geared towards implementation of education curriculum. Obi

(2003) stated that educational management is the process of achieving educational objectives through efficient utilization of available human and material resources. Obi stressed that it is only when the objectives of education are realized that the gains of education will manifest.

Emenike (2003) described educational management as a set of activities which is primarily concerned with planning, organizing, staffing, controlling and coordinating the resources of the institution to achieve predetermined goals. This implies that educational management can be said to be the cardinal and crucial factor that determines the success or failure of educational plan.

In his view, Peretemode (2004) pointed out that educational management can be classified as concerned with planning, organizing, controlling, and evaluating human and material resources with a view to achieve educational goals. Peretemode stresses that educational management is concerned with the process of planning and formulation of

28 educational policies or programmes for the achievement of predetermined goals. This explains why educational management has the final say in determining the tempo of implementation of policies and plans aimed at realizing envisaged educational targets.

Educational management viewed as a process, involves a sequence of coordinated event done through cooperation and assistance of other people in order to achieve a desired outcome (Tabotndip 2000). Obi (2003) citing Reseer opined that educational management as a process of achieving educational objectives requires efficient utilization of available human and material resources. Hence, one can say that human and material resources are crucial factors that determine the success or failure of educational plans. Obi stressed that educational management focuses on certain operational areas from which school administrators are expected to perform, for the achievement of educational goals. He saw these areas as personnel management, school facilities and equipment management, keeping account, delegation of duties, public relations and personnel disciplines.

Educational management, according to Mgbodile (2004), is explained in four perspectives. Firstly it is dynamic, meaning that it does not contain formulas of fixed patterns. Secondly, its activities are continuous, thirdly, change is a way of life in any organization and fourthly, it directs and controls the nature, extent and pace of activities in organization. Mgbodile grouped the major operational areas of educational management as follows: school community relationship, curriculum and instruction, pupils’ personnel, staff personnel, physical facilities, finance and business management. Mgbodile further expressed educational management as a set of activities that involves planning and decision, organizing, leading and controlling, directed at an organization’s human, financial, physical and

29 information resources with the aim of achieving organizational goals in an efficient and effective manner.

The main purpose of educational management is to use the available human and non human materials to achieve educational goals. Thus, Osuala and Okeke (2006) opined that educational management entails organizing, planning and controlling the activities of an organization or institution so that the use of human and material resources will yield the result of efficient achievement of planned objectives. The ability to manage an organization or institution efficiently therefore, involves proper planning, organizing, staffing, controlling, directing and coordinating its activities to achieve goals.

Educational management according to Koontz and Wechrich (2007), is the process of designing and maintaining an environment in which individuals working together in groups efficiently accomplish selected objectives. Mgbodile (2007) stressed that effective educational management will devise appropriate means and strategies to achieve the organizational goals through effective planning, controlling, coordinating and evaluating programme and activities aimed at achieving the set goals of the organization. In his contribution, Ogbonnaya (2009) citing Peretomode emphasized that educational management concerns planning and formulation of educational policies. He stresses that, efficient management helps educational institution to plan, organize staff, control, direct and coordinate its activities to achieve predetermined goals. Thus educational management refers to an executive function for carrying out agreed policy (Udeozor, 2004).

In educational institutions there are people at the head called the administrators who are at the management cadre. They manage the factor resources of the institution and

30 implement the decisions by fixing the factor resources to suit different activities. They plan, organize, command, control and coordinate all programmes already mapped out and arrange them for effective teaching and learning.

In his view, Davis (Eds) (2002) observed that the educational administrator irrespective of the place where he works (primary, secondary or tertiary) should have the primary responsibility for the enhancement of teaching and learning process. By the above statement, he portrayed the educational administrator as one who initiates educational policies and programmes, procures and manages human, material and financial resources for effective implementation of school programmes as well as undertakes regular inspection and supervision to find out whether laid down standards are kept.

In the management of primary schools, inputs are brought into the system and processed using all the available resources to achieve primary school educational goals. In order to achieve the goals, Obi (2003), citing Reseer stated that the administrator has to set objective for using available resources, formulate plans for achieving these objectives, identify the activities to be performed, organize the activities into groups, staff the job with people, initiate work activities, supply incentives to stimulate the productivity, set control to measure the achievement of objectives and take remedial actions if the objectives are not met.

Finally, educational management is concerned with planning and policy implementation. The Federal Ministry of Education is essentially the planner and policy maker concerned with formulating general educational plan and policies while the administrators (SUBEB, LGEAs & Head teachers) are concerned with analyzing, interpreting

31 and implementing the general plans and policies. However, both groups need to cooperate in order to achieve the school objectives.

The above definitions of educational management imply that educational management is concerned with planning and formulation of educational policies and the art of bringing ends and means together to achieve a goal. Thus, there must be someone called the administrator who co-ordinates and controls resources for the achievement of the goals of education.

Arising from the above concept of educational management, the researcher is motivated to investigate the management of primary schools by Local Government Education

Authorities in the South Eastern States of Nigeria in relation to Instructional management, staff personnel management, school-community relationship management, physical facilities management, and financial management. This is done with the hope that the outcome will be beneficial to the primary school educational system in the five states of South East Nigeria.

Dimensions of Management Practices

Effective management of primary school programme involves making intelligent rational decisions about various management practices as means of achieving the objectives of primary school education as stipulated in the national policy on education (FRN, 2004).

Some of these management practices, according to Mgbodile (2004), include: instructional management, staff personnel management, school-community relationship management, physical facilities management, financial management, school plant management, school business management, pupils personnel management, and curriculum management.

Instructional management : It is worth noting that attainment of primary school education goals requires effective instructional management. This is because instructional management is an aspect of management practice that enhances the growth of the educational system and effectiveness of teaching and learning. According to Mgbodile (2004), instructional management involves planning and organizing for instruction, taking new dimensions about improvement and supervision of instruction. In the context of this study, the area of concentration is supervision of instruction. This is because supervision of instruction is an essential tool for improving instruction through regular monitoring and in- service education of teachers. To this end, Wile and Lovell in Akudo (2007:65) defined supervision “as the maximum development of the teachers into the most professionally efficient person he is capable of becoming”. The author emphasized that the purpose of supervision centres on offering guidance to the teacher, so that, he can become competent in self-analysis, self-criticism, and self-improvement to enable him have self confidence. It therefore follows that supervision of instruction is the effort to stimulate, help, advise, assist and guide the continued growth of teachers in better understanding and more effective performance of their instructional roles in order to achieve the school objectives. The realization of these objectives however, depends upon the skill and efficiency of the supervisor to work with the teachers.

Supervision in our school system involves providing necessary assistance that will develop teachers' instructional skills. Akube in Nzewi (2006) opined that, supervisory activities consist of seeking the factors related to teachers and learners' growth and improving teachers' skills by employing supervisory technique. It then follows that supervisors should

33 not always look for faults when they are out for supervision, rather they should try to employ all positive elements and skills needed to make workers perform their work effectively and efficiently for the achievement of higher production of result. Supervisors have to observe the teachers in classes during lesson delivery to get insight of their mastery of the content, method of lesson delivery, the use of teaching aids, class control, technique of asking questions, manner of involving students in active learning and evaluation techniques. To this end, Umeji (2005) sees supervisor as a professionally trained person assigned the task of ensuring that effective teaching and learning occur within the school system. Ajayi (2007) pointed out that some of the attributes of a good supervisor include sound education and wide professional experience.

In primary schools, school heads undertake supervision of instruction to see that meaningful learning is going on in all the classes and that the teachers teach what they are supposed to teach in a manner that the learners understand and enjoy. In addition, external supervisors undertake periodic supervision of instruction to ensure that meaningful teaching and learning take place. According to Nosiri (1997) effective supervision of instruction can improve the quality of teaching and learning in the classroom. Firz (2006) affirms that supervision provides expert assistance to teachers to help them acquire more skills and competencies for effective teaching. Ofojebe (2006) in his own opinion maintained that competent supervision of programme, projects and teachers to ensure that they are on the proper course, is necessary for achievement of predetermined goals.

The importance of supervision of instruction in primary schools cannot be over- emphasized. Prominent among them is to ensure that teachers are performing the duties for

34 which they are employed and also to improve instructional practices in primary schools.

According to Onyishi (1998), supervision helps to ascertain performance level of the teachers; provide guide to teachers; discover certain lapses of teachers, adopt measures to overcome such lapses; find out when or if it is desirable to transfer. It also helps to promote or dismiss teachers, take disciplinary actions against defaulting teachers and direct activities towards the achievement of desired goals. However, in spite of the importance of supervision in our school system, a lot of constraints abound in supervisory activities. These constraints range from lack of resources/motivation, to insufficient knowledge of supervisory skills.

Wilcox (2000) noted that besides having loyal and committed personalities, supervisors should be provided with necessary working facilities like good vehicles, office accommodation, furniture and up-to-date training and retraining. It can be realised that government may come up with a very good plan, and as such vote a huge sum of money so as to achieve the plan, but ineffective supervision of the plan and the money voted for it, may hinder the achievement of the plan. Therefore, no matter how good educational programme is, all the good effort put in, will be a failure if the instrumentality of supervision is defective.

The supervisory roles of LGEAs, according to Okoli (2007), include:

taking charge of regular supervision of schools in the L.G.A; on the spot- check supervision of schools; coordinating the work of supervisors in charge of guidance and counselling including agriculture, and physical/health education; monitoring school activities and examinations; receiving reports and statistical returns from schools; arranging seminars/workshops for teachers and Head teachers at the Local Government Education Authorities level; carrying out investigations as may be directed by the boards (P.29).

From the above roles, one can see that supervisors’ job requires professional education, skill in teaching, clear perception of roles in the education process, skill in leadership,

35 knowledge of instructional materials and methods/ability to evaluate and interpret factors in professional growth. Oranu (1985) stated that educational administrators at various ministries and parasatals should regularly organize seminars, conference and workshops for staff to improve their knowledge and skills. In addition, supervisors need to have some personal attributes which, according to Ogunu (2001), include ability to win respect and confidence, the qualities of imagination and sensitivity, feeling of adequacy, sense of humour, some degree of enthusiasm, sense of originality, sense of relative values and skill of leadership. But the question is: how many supervisors can boast of a combination of some of these qualities? Olibe, (2006), reported that most Local Government Education Authorities have limited number of supervisors and the available ones are deficient in a range of supervisory skills. lgwebike (2003) noted that many supervisors are incompetent in a range of teaching skills and therefore needed seminars, workshops, and conferences to acquire competencies in those areas to make them more competent in their job.

Similarly, Adamaechi and Romaine (2000) emphasized that lack of effective supervision and good number of supervisory problems can mar educational goal. To them, these supervisory problems include problems relating to physical resources, insufficient personnel for effective supervision, unsatisfactory and poor attitude of supervisors to adapt to change and innovations. It is on the basis of this problem therefore, that instructional supervision became one of the foci of this study.

Staff personnel management: This is another core area of management practices in primary schools. It forms an important responsibility of the school administration in achieving the goals of the school in particular and education in general. Flippo (Ed) cited in

Ezegbe (2003) sees staff personnel management as the planning, organizing, directing and controlling of the performance of those operative functions of procurement development, compensation and maintenance of people for the purpose of contributing to the achievement of organizational goals. The author stated that, staff personnel management involves decision-making and policy formulation on the recruitment, training or development, remuneration or compensation made to staff in order to obtain their maximum satisfaction or co-operation for the achievement of the objective of an educational institution. He stresses that, the purpose of recruitment is to examine existing vacancy, consider the source of suitable candidates, make contact with those candidates and attract applications from the candidates. In this regards, one can say that the overall goal of the personnel management is to recruit adequate and qualified staff, develop and maintain staff for them to render effective services to students.

The major goal of staff personnel management in any educational institution is to secure, develop and maintain adequate and qualified staff since these staff contribute significantly in the implementation of educational policies and programmes. In the primary school, staff personnel management can be described as the process of getting qualified teachers, training and developing these teachers to provide instructional services necessary for the achievement of primary school educational goal. According to Oboegbulem (2004), staff personnel management embraces recruitment of staff, selection, staff welfare, discipline, training and development. Oboegbulem noted that staff personnel management is the laying down of procedures for the employment of personnel and the provision of adequate remuneration for them. She explained that recruitment is concerned primarily with the

37 selection of the required number of candidates to be screened for the job; and selection as assessing the candidates by various means, making a choice and finally making an offer of employment. The author also stated that recruitment and selection in personnel management are so vital that if carried out ineffectively, the consequences on the organization or institution will be disastrous.

In his own view, Ibukun (2004) saw recruitment as an essential part of a comprehensive plan to develop and maintain staff capable of contributing maximally to the attainment of institutional purposes. Invariably, recruitment in primary schools deals with the activities in personnel management commonly associated with attracting qualified and adequate number of teachers needed for effective teaching and learning, the salary range it proposes to offer and other conditions it can meet. It is important to note that recruitment procedures in every educational institution demand that: vacancies are advertised, the sources to be used to fill such vacancies are specified and information on the characteristics of the potential candidates be made known. It also requires that at least a period of one month be allowed from the date of the advertisement for the receipt of applications; and that the applicants whose names are short listed be invited for interview.

The effectiveness of any organization is enhanced by personnel policies which include the recruitment and selection of competent and qualified staff to help the organization achieve its stated objectives (Bello 2004). Bello stresses that recruitment and selection exercise in the school system are usually the responsibility of the school management board which design the exercise in such a way that qualified teachers who are likely to contribute to the attainment of the institutional goals are recruited and posted to schools. Nwankwo (2005)

38 noted that, before the recruitment exercise, an interview is usually held to determine whether the candidates possess the necessary skills, abilities and personality dimensions to successfully occupy the vacancy; thereafter, the successful candidate are short listed

In every school system, there is need for the recruitment, selection and appointment of staff because without the staff, teaching and learning will not take place meaningfully well.

Thus the overall goals of the personnel management are to recruit adequate and qualified staff, develop and maintain the staff so that they would be able to render effective and efficient educational services to the learners.

It is significant to note that staff recruitment does not end with the filling of existing vacancies but also extends to the area of development of manpower potentials which is achieved through seminars, conferences, workshops, re-fresher courses, training and retraining of staff. Also teachers’ professional competence needs to be reviewed and developed as changes occur in the curriculum and in the social and economic circumstances of the society. On this note, the researcher concentrates her study on staff welfare/staff development. This is because staff welfare/development is a very important approach for achieving efficiency in school. According to Oboegbulem (2004), staff welfare entails maintaining and improving the services of staff. Odor (1995) saw staff development as the process of training and retraining of staff members in the school for the purpose of acquiring more academic qualification, knowledge and skills. Egwuyega (2000), stated that staff development is an opportunity given to teachers to improve their performance which eventually affects the quality of pupils they produce. Staff development is the corner-stone which properly stands to make up for the inadequacies of pre service training. With the

39 introduction of Universal Basic Education, teachers need to upgrade and the knowledge in school system. They should not live in the past but be abreast with on-goings in the school system through staff development.

For the newly recruited member of staff to adapt to the system and put in all that is necessary to achieve the set goals of the school, he should be properly treated by his employer so as to enable him improve upon his performance in terms productivity.

(Oboegbulem 2013) Oboegbulem emphasized that:

teaching and non-teaching staff who are the most important weapons for achieving educational objectives should be handled with care because they possess the capability to make or mar the school and its programme; teachers both experienced and new, require at one time or the other on-the job training to improve performances through exposure to current issues and ideas which involve in-service training, granting of study leave with pay, supervision, seminar and workshops; also teachers need staff motivation, security and welfare services such as rewarding the best teachers of the year, regular payment of salaries, regular promotion, granting of leave of absence, free medical treatment, sick and maternity leave as well as retirement benefit.(P.165-170)

Similarly, Owojori and Asaolu (2010) emphasized that one of the objectives of staff personnel management is to provide opportunity for the professional growth of staff. Hence, the duty of the employer is to create awareness for his employee to grow on the job, his previous educational qualification, training and experience notwithstanding. In a related view, Mgbodile (2004), pointed out that in the school situation, periodic promotions based on performance on the job and occasional transfer based on the need of the job would be satisfying to the teaching and non-teaching staff. He stated that transfer involves the movement of staff from one duty post to another and could be inter-state, inter-local or inter- school, but the manner in which it is carried out could either contribute positively or

40 negatively in teachers' performance and organizational effectiveness. In the light of the above view, transfer done rationally will go a long way to place staff where they may obtain job satisfaction and contribute maximally to the organizational goals whereas, transfer done irrationally could cause disruption of the school system.

From the foregoing, staff welfare and development, need to be designed to maximize the degree of role personality and compatibility in the employment process. However,

Ezeuchu (2006) observed that seminars and workshops are not periodically organized for teachers to improve their skills and competencies and that study leave, with or without pay is no longer granted to teachers to enhance their professional growth. In the same vein, Onuoha

(2005) observed that staff development of primary school teachers leaves much to be desired as teachers are not often sponsored to workshops, symposia and seminars.

From the researcher's experience as a head teacher, inadequate supply of qualified and dedicated teachers in our various educational institutions is one of the factors that put serious strain on the achievement of our education objectives. Again from observation, there is gross indiscipline among some teachers who do not have the desire to teach. This is noticed in the attitude of some teachers in primary schools who behave as if somebody favoured them by giving them teaching appointment against their wish. Besides, the frequency with which teachers are being transferred leaves much to be desired. In the light of these identified problems therefore, staff welfare/development became one of the concerns of the present study.

School-community relationship management: This is another vital aspect of management practice focused on in this study. According to Thomas in Ogunu (2001), school

41 community relationship is a series of planned activities and media through which the school seeks to know about the community and involve them in planning and evaluating school policies and progress. Oboegbulem (2004) stated that, school community relationship is the degree of understanding and goodwill achieved between the school and the community. She sees the school as a social institution designed to serve the needs of the society and emphasized that no school can operate in a vacuum without the society or community it serves. Oboegbulem noted that good school relationship can be promoted through the following ways:

maintaining good rapport between the school and members of the community; sharing the school problems and achievements with the community; developing an active interest in community's life by promoting the involvement and participation of the school in suitable community's activities, such as: adult education programme, cultural activities and extra moral classes; making the facilities and resources of the school available to the community, such as: furniture and school buildings; encouraging the study of certain aspects of the community's life in the school curriculum; maintaining regular contact with outside institutions in the community such as having close relationship with police and health officer in case of dispute or health problem; making the existence of the school felt by the community and studying the needs and problems of the community as well as its leadership structure (p.186-189).

In his own view, Okeem cited in Ezegbe (2003) noted that the involvement and participation of the community in a set goal enhances school-community relation and provides greater community input including resource personnel at local school level. Okeem suggested that there is need to devise effective means of gathering and disseminating information from and to the society in order to strengthen school-community relations. This is because, for the objective of education to be achieved, good relationship between the

42 school and the community is necessary. Ukeje (1992), in his own opinion, articulated that when communities are involved in the affairs of the school, they would participate actively in the education of their children but where there is a gap in communication on what the school is really doing, it may give rise to doubts, vote of no confidence and withdrawal of resources from the school.

Proper interaction between the school and the community enables the community to determine ways of providing human and material resources required for the implementation of school programme. According to Nwankwo (2010), the community can aid the school in procuring some of the facilities needed for making the school child-friendly. Nwankwo stresses that a thorough understanding of the needs and problems of the community will help the school to adjust meaningfully to the demands and expectations of the society. Also a public awareness of the philosophy, problems and needs of the school will set a good climate for them to support the school. The problems and needs of the schools are resolved through parents’ teachers’ association (PTA) and school based management committee (SBMC).

Fowomola (2013) explained that SBMC is a voluntary group which comprises community leaders, market women, artisans, school headteachers, pupils and religious leaders. He further stated that the committee was established by government to achieve effective community participation in the management and governance of primary, junior and secondary schools.

Oboegbulem in her view revealed that PTA is the agency of the community that influences school management. She stresses that PTA promotes mutual understanding and co-operation between the school and the home. PTA provides an opportunity for both teachers and parents to meet together to discuss matters affecting the school.

The national policy on education (FRN, 2004) stipulates that the government welcomes and encourages the participation of local communities, individuals and other organization in promoting effective school organizations. Thus, Ajayi (2007) posits that the school and community are interdependent and interrelated and for the relationship between them to be meaningful, worthwhile and productive, they must be willing to assist each other to achieve their respective goals in atmosphere of love, mutual trust and cooperation. In his own opinion, Ogunu (2001) emphasized that in order to strengthen the school community relationship; there is the need for school to know the characteristics of the community where the school is situated for a better understanding of the learners and the development of good relationship with the community.

From observation and history, most of the primary schools in the South Eastern States of Nigeria are built and catered for by the community; hence, the administrators need to establish cordial relationship with the communities where the schools are located, by working hand in hand with them so as to succeed. Boles cited in Ogbakwu (2004) stated the need for school-community relationship and argued that:

the liaison of an agency with the public and the degree to which the public is involved in the affairs… markedly affect the roles of persons working in it. This statement explains the dilemma of the learners and teachers when the school and the community is in conflict and do not interact (p.95)

Ugwu (2005), held the same view that a school cannot operate at a level of high effectiveness if it lacks the goodwill and understanding of the community it intends to serve.

The home and the school are the two major spheres of influence in a child’s development. Thus, Obiechina (2006) noted that, the manner and nature of teachers’

44 communication with parents obviously reflects the fundamental attitude to education in the society. In his opinion, Mgbodile (2004) emphasized that the relationship between the home and the school allows the schools to derive her existence and life blood from the community.

He stresses that the schools' dependent on the community makes it difficult for the school or her professional staff to function effectively without the support of the community. The author advised that if the schools are to achieve effective community relationship, they must have a thorough knowledge of the community, the views of several opinion leaders in the community, the power structure and the culture of the community.

On the strength of the above, one can rightly say that community is a potent force to be reckoned with in running school affairs. Nevertheless, Oboegbulem (2004) noted that the school administrators in trying to carry out their duties are confronted with problems of local politics, hostile attitudes, lack of cooperation on the part of Parents Teachers' Association

(P.T.A) executives and boundary dispute/land encroachment. Experience also shows that some of the members of the communities at times threaten the life of the school administrators and staff and the most stubborn ones do not pay school levies. It is against this background that school-community relationship became one of the foci of this study.

Physical facilities management : Physical facilities management is another essential aspect of management practices. Onwurah (2004) posited that physical facilities’ management involves the process of planning to meet the need of educational institution. It includes procurement and maintenance of school physical facilities for effective teaching and learning. Effective management of primary schools requires that adequate physical facilities must be provided such as, school buildings and equipment. Ani (1997) asserted that physical

45 facilities have positive relationship with the academic performance of the students. To Ani, effective teaching and learning take place faster in a school environment with a high level of accommodation, furniture and equipment than where these items are lacking.

The programmes of primary school education are expressed through the school site, the buildings, playgrounds, the arrangement and design of the buildings. Onwurah (2004) citing

Osahan grouped the physical facilities into: school building, equipment and school records/books. Onwurah stated that school buildings are tangible structures which serve as shelter for educational activities. They include classrooms, laboratories, workshops, teachers’ common rooms/offices, toilets, reading rooms, libraries, assemble hall, staff quarters, among others. She referred to school equipment as facilities or outputs which ease the operation of academic activities. Such facilities are: classrooms facilities like desk, chairs, blackboard, cupboard, shelves, dustbins, dusters, wash hand basins, instructional materials, buckets, napkins, among others, and sports facilities such as: football, table tennis, volley ball, high jump, short put, sports vest and jerseys. The author sees school records/books as (a) special record books such as log book, visitors’ book, education law, national policy on education, teachers’ manual, teachers’ minutes’ book, admission registers, attendance registers, punishment books, discipline book, school record books, and movement book (b) General administrative record books such as, inward register, correspondence, outward register, store control books, store receiving books and (c) library books: which include books, journals, magazines, periodicals and newspapers.

In primary schools, there are movable and immovable physical facilities. Such facilities, according to Oladipo (2008), include: school site, building, playground,

46 laboratories, library, equipment, water and electricity supply, furniture, instructional materials, among others. It is worth mentioning that the quality of these facilities plays a great role not only on educational outcomes but on the wellbeing of learners and teachers.

The availability and adequacy of school buildings, classrooms, chairs, desks, laboratories and other facilities is necessary for the accomplishment of any educational goals; and whereby they are in short supply or not available, schools may fail to attain their educational goals. It is the researcher's opinion that school facilities need adequate programmes of maintenance.

Onwurah (2004) noted that one thing is for educational institutions to have adequate physical facilities, another thing is to maintain these facilities. Onwurah stated that leaking roof had to be repaired, broken furniture need to be repaired, schools had to be fenced, dilapidated or fallen walls need to be renovated for a meaningful programme; and whereby they are not properly managed and maintained, they dilapidate and wear out faster than their normal life span.

The national policy on education, FRN (2008) stipulated that government will ensure that schools are properly equipped and maintained to promote sound and effective teaching and learning. This stipulation as enshrined in the national policy on education suggests that the Ministry of Education needs to make furniture, equipment, books and teaching materials available to schools. This is because appropriate use of teaching materials stimulates interest among learners, induces and ensures proper encoding, longer retention and easy retrieval of stored information.

Speaking on the need for libraries in primary schools, Obi (2003) asserted that school libraries lay the foundation of reading habits and reading skills at the formation stage of

47 pupils’ education. Such habits, according to him, cannot be formed without adequate supply of library facilities such as; accommodation, staffing, funding, supply of books, audio-visual aids, furniture, among others. In his contribution, Ayodele (2004) emphasized that no matter the strength of manpower resources in the system, educational process must require conducive physical accommodation, libraries, furniture and playground. He stressed that when these instructional facilities are lacking, teachers are hardly effective in their instruction to learners.

Similarly, Mgbodile (2004) observed that the physical facilities are the striking basis upon which many parents and friends of any educational institution may make initial judgement about the quality of what goes on in the school. He stated that people are often turned off by dilapidated school blocks with leaking roofs and broken walls, bushy lawns, overgrown hedges and debris of classroom furniture. Onwurah (2004) opined that the school plant is like a mirror reflecting the image of a school and through it the public decide whether or not to associate with the particular school or not. She stressed that if there is shortage of accommodation, furniture, equipment or other material resources, the administrator-teachers relationship, the administrator-pupil relationship and the pupils-pupil relationship can be strained because, there will always be a scramble for the scarce material resources.

Therefore, it becomes necessary to plan, organize and provide adequate physical facilities to enhance cordial inter personnel relationships for effective school administration. It is also necessary to have adequate instructional materials, and conducive learning environment for effective teaching and learning. This is because the quality of education the learners receive

48 bears direct relevance to the availability of the physical facilities and the overall atmosphere in which learning takes place.

Considering the laudable importance of physical facilities as means of achieving educational goal, the researcher becomes worried that physical facilities have been in short supply in our primary school system, and some available ones are inadequate. This fact is very apparent in schools which were poorly constructed. Often times, we hear of some school building being blown off by wind during rainy and dry seasons. Oladipo (2008) reported that chalkboards and chalk were the only materials adequately available in schools.

The report added that only few schools have chart/poster, maps, science equipment, games and sporting equipment and many of the school buildings are dilapidated, displaying no window panes or shutters, no ceilings, plaster peel offs, broken floors and leaking roofs.

There are also cases of overcrowded classrooms which results in overstretching of the physical facilities in most Nigerian schools. To this end therefore, physical facilities became one of the foci of this study.

Financial management: Another important management practice focused on this work is financial management. It is obvious that, effective management of primary schools requires proper financial management. Ndu, Ocho and Okeke (Eds) (1997) see financial management as that phase of school administration that is primarily concerned with procuring, expending, accounting, organizing and maintaining fiscal resources in effective manner for achievement of educational goals. Fund remains the pivot on which every organization revolves; without adequate financial resources no organization can survive or carry out its functions effectively. Ogbonnaya (2000:3) stated that “there is need for

49 judicious spending of funds for proper financial accounting in order to prevent waste or mismanagement of funds so as to achieve educational goals”. He advised that all efforts should be made by educational administrators and planners to ensure optimal utilization of funds because adequate funds alone without proper management of such funds will yield no result.

The success of every organization, educational institution inclusive depends largely on the availability and adequacy of financial resources. According to Ogbonnaya (2005:15)

“financial resources consist of money or funds necessary for payment of staff salaries, as well as procurement and maintenance of materials and equipment”. Ogbonnaya advocates for financial control which involves the task of keeping expenditures, controlling the inflow of revenue and ensuring that resources are sufficient to implement the plans and policies of the organization. To this end, finance officers are required to ensure that funds are effectively acquired, safely held, properly committed and economically used for effective management of educational institutions. It is clear that without adequate government funding of education, there will be irregular payment of salaries, inadequate human and material resources and teaching/ learning will then depend on private funding by individuals and internally generated funds in schools. Ezeuchu (2006) emphasized that inadequate fund often leads to larger classes for teachers, meagre libraries, few instructional material supplies, dilapidated school buildings and few trained teachers. Ugwu (2005) stressing on the need for fund in any organization stated that without a large budget surplus, organization will get nowhere, whereas a large budget surplus can work wonders even without a plan.

Fund is needed to pay staff, maintain school plant, organize seminars and workshops, promote and pay retired staff as well as purchase educational facilities and vehicles for supervision; and this is the reason why one cannot deny that the quality of school and their cost match together. Uzoije (2009) emphasized that good knowledge of financial management is important for managers because among the most crucial decisions of a system or institution are those which relate to finance. He saw financial management as an act of planning and controlling the financial resources as well as allocation and generation of funds to achieve purposes of the organization. Beside raising of funds, financial management, is directly concerned with decision-making on the proper use of available funds. Hence,

Ogbonnaya (2005) asserts that the central purpose of financial management, whether in government, business or individual level, is the raising of funds and ensuring that funds so raised are mobilized in the most effective manner.

Unfortunately, it has been observed that financial officers have problems in the management of available fund which arises as a result of mismanagement and inadequacy of funds. Ezeuchu (2006) pointed out that when finance officers connive to give room for errors of omission, and commission, the aim is to achieve a fraudulent ambition. Stressing on this,

Mgbodile (2004) advised that it is not a good principle for the same person to be responsible for receiving, spending and keeping the records of all financial transactions, rather there should be division of labour among finance officers to ensure that funds and facilities are effectively used to achieve the desired objectives of the institution. Supporting this view,

Ezeocha in Ogbakwu (2004) stated that it is the responsibility of the finance officer to see that allocations for the management of school budget are spent according to the directives of

51 his employer and in accordance with financial regulations and procedures. To this end, there becomes need for regular auditing of L.G.E.As financial accounts in order to detect fraud/error as well as prevent waste or mismanagement of fund meant for the management of primary schools.

Judicious management of funds in educational institutions has been an issue of major concern to the general public. This is because money is vital if the goals of education must be realised. The State Universal Basic Education Board cannot appoint post, promote, re-absorb or retire teachers without fund at its disposal. Also the training and retraining of teachers require adequate fund and without funds at the disposal of the board, it would be difficult to organize refresher courses for teachers or even plan seminars and workshops. Thus quality education is contingent on the availability and adequacy of fund.

The State Universal Basic Education Boards (SUBEBs), according to Ogbonnaya

(2009), are concerned with the funding and assessment of allowances of teaching and non- teaching staff based on the scheme of service drawn up by the state government. They submit their action plan for capital projects at the beginning of the quarter of the year to be approved by the Federal Ministry of Education and when the fund is released, 30% of it is distributed to the local government education authorities for renovation and rehabilitation of primary schools. However, it is disheartening that most often, money mapped out for educational purposes are misappropriated or diverted into other uses with the result that the goals of education may not be realised. Hence, identifying sources of funds is one thing and judicious use of the fund to achieve educational purposes is another. This is because without proper accounting, control and auditing, thousands sources of fund might be identified yet problems

of lack of fund to carry out school services will be there. It is against this background that

financial management became one of the issues focused on is this study.

Ministry of Education

State Universal Basic Education Board (SUBEB)

Stimulating Planning The Local Government Education Authority

Organizing Coordinating

Evaluating

School Staff Personnel Physical Financial Instructional Community Management Facilities Management Relationship Management Ma nagement

Achievement of primary school educational goals

Schematic representation of conceptual framework of management of primary schools in the South East, Nigeria Source: The Researcher

Theoretical Framework

Theories of educational management

Educational management is expected to be guided by one or two theories for proper management of schools. These theories are propounded so that educational administrators could use them for guidance in the day- to- day administration of schools. Enyi (2004) described theory as a set of observed and tested rules or principles which assist administrators in understanding interpreting or predicting events. Enyi stressed that theories are important in educational institution because they guide the school administrators’ actions, help them to utilize the knowledge gained in other disciplines to deal with educational matters and to know in advance what to expect if a particular action is chosen or neglected.

It is in line with the above notion that scientific management theory, human relations theory, behavioural science theory and organizational model, were identified for this study.

Scientific Management Theory

The scientific theorists emphasized productivity at the expense of the human workers.

The belief of the scientific and classical management theorists was that man can be so managed that he can work as fast and efficient as machine. The managers were in charge of all organizational affairs, exercising control and making decisions about the workers whose interest and aspiration were completely suppressed. Taylor who was the father of scientific management theory emphasized productivity at the expense of the human workers. Taylor’s concern/intention was to increase the output of the average worker through overtime and pressurizing people to work harder and the achievement of efficiency of workers by

54 maximizing their outputs through the application of principles of scientific management which include: time study principle, piece-rate principle, scientific method of work principle, managerial control principle and functional management principle.

The scientific management school places special emphasis upon productivity with the intention of bringing about a complete mental revolution which must occur in the minds of the workmen and management. Some of the earliest advocates of the scientific management were Fredrick W Taylor (1938 – 1917), Frank Gilbert (1868 – 1924), Henry Garth (1861 –

1919), Lilian Gilbert (1878 – 1972), and Harrington Emerson (1835 – 1931). The impact of

Taylor’s principle can still be felt in various areas of administrative functions in modern management of organisations in the world today.

Scientific management theory is relevant to this study in that, it is through hard work that the goals of primary schools education can be achieved. Also the application of the theory in the management of primary schools will enable teaching and learning to be measured with considerable degree of accuracy on which to base improvement in working methods.

The Human Relation Theory

The human relations theory was pioneered by Mary Packer Folett (1933-1968) and

Elton Mayo (1945). These theorists emphasized the indispensable roles of human worker in the actualization of organizational objectives. To them, workers will be motivated to work and as well achieve greater results if their personal welfare was put into consideration. The human relations theory brought into administration such concepts as democratic leadership, policy making by consultation, delegation of authority, decentralization of administration and

55 others. In human relations theory, the human factor is important in the achievement of organizational goals. The human behaviour school concentrates on the interpersonal relationship between management and workers. The school believes that effective use of human relations will aid management in realizing the organizational goals.

The central idea of human relation theorist is that the human factor is important in the achievement of organizational goals and the assumption was that workers will achieve better if their personal welfare was taken into consideration. The central argument among the human relations theorists is that it is only when individuals are treated humanely that they can have motivation to participate actively in the achievement of organizational goals.

The Human relations theory is relevant to this study because it is only when administrators build a dynamic interpersonal relationship through delegating functions to staff, developing interest in their welfare by paying their salaries as at and when due and maintaining an open door policy with them that they can work hard for the achievement of educational goal.

Behavioural Science Theory

The Behavioural science theory has the assumption that the best approach to facilitate work and productivity in any organization is through the understanding the worker, his job content and the work environment. It is no longer desirable to concentrate either on the work alone as in the classical management era or on the worker as in human relations movement.

The proponents of the behavioural science theory were Chester Bernard (1886-1966) and

Herbert Simon (1947). The theory focused on work behaviour in a formal organization and the basic assumption is that managers must know how to deal with workers.

To make this theory practical in primary school management, there is need to ensure equal attention to human welfare element as well as the realization of set educational objectives as basis for effective educational management. Thus, neither the worker nor the achievement of educational objectives should be sacrificed against each other. The relevance of this theory to this study stems on reconciling the job to be done with human element. Here the administrators ensure that the attention given to teachers’ personal welfare is equal to their work performance for the realization of primary school education goals. In other words payment of teachers’salaries/allowances, their promotions, and meeting their other needs should be based on the performance of their pupils in both internal and external examinations. The great contributors to the development of behavioural science theories include: Chester Bernard (1938), Max Weber (1910), Herbert Simon (1947), Bakke (1952),

Griffin’s (1956), Abraham Maslow (1954), Blau and Scott (1963).

Organizational Model

(i) Max Weber’s Bureaucratic Model

Max Weber was an influential German sociologist who pioneered the bureaucracy model of organization. Max Weber's perspective suggests that a bureaucracy is a model of organization-design based on a legitimate and formal system of authority. Max Weber viewed the bureaucratic form of organization as logical, rational and efficient; and offered the model as a framework that all the organizations should aspire in their administrative duties.

According to him, the ideal bureaucracy exhibits five basic characteristics as follows:

(1) the organization should adopt a distinct division of labour, and each position filled by an expert;

(2) develop a consistent set of rules to ensure that task performance is uniform;

(3) establish a hierarchy of position or offices that creates a chain of command from the top of the organization to the bottom;

(4) managers should conduct business in an impersonal way and maintain an appropriate social distance between themselves and their subordinates;

(5) employment and advancement in the organization should be based on technical expertise and employees protected from arbitrary dismissal.

Bureaucracies help to prevent favouritism because rules, regulations, procedures and practices are made clear to everyone in the organization and recruitment / promotion are based on technical competence. This model is relevant to this study in that if rules and regulations are followed in primary school staff recruitment and selection; and duty assignment is also based on division of labour and expertise; there will be better school management.

(ii) Getzel's Nomothetic-idiographic Model.

Getzel conceived educational system as having nomothetic’ and ‘idiographic’ dimensions, Nomothetic dimension conceives the school as an institution with its own set of roles and expectations while idiographic dimension emphasizes the personality of the individuals who hold office or status within the institutionalized educational system. The administrative behaviour of the members of the institutions, according to the theory, will be the result of the nature of the interaction between the nomothetic, which is the demands of the established institutions; and the idiographic, which are the personalities and the need dispositions of their members. Getzel postulated three types of conflicts that may arise from the union which are: role-personality conflicts, role conflicts, and personality conflicts.

Role-personality conflicts, according to him occur when a role expectation ascribed to

58 a position is at variance with the need-disposition of the incumbent. The role conflicts occur when the role incumbent conforms simultaneously to two or more contradictory sets of expectations, as a result of which conformity to one infringes on another. The third conflict which is the personality conflict may occur as the outcome of opposing demands. The degree and frequency of the occurrence of this conflict can create an unpleasant atmosphere leading to low job satisfaction and poor productivity. Getzel emphasized that when either organizational demands or the needs of the members are given undue prominence by the leader, the imbalance leads to administrative failure.

The relevance of this theory to this study is that teaching and learning will be more meaningful and effective if adequate attention is given to the teachers' needs as it is given to organizational demands. The diagram is represented below

Normative (Nomothetic) Dimension

Institution Role Expectation

Social system

Observed behaviour

Individual Personality Need disposition

Personal (Idiographic) Dimension

Getzel's and Guba’s model of organizational and personal dimensions of social behaviour Source: Campbell, R.F et al

(iii) Theory X and Theory Y Model

Douglas Mac Gregor (1906-1964) formulated theory X and theory Y model. Mac

Gregor perceives the manager’s style of leadership as closely associated with his or her fundamental beliefs about human beings and thus devises the two contradictory views of human behaviour-theory X and theory Y. The theory attempted to show the contrasting ways of perceiving staff, staff motivation and control. Mac Gregor argued that the way in which the manager treats, manages and controls his staff depends on whether he perceives them according to the assumption of theory X and or theory Y.

The basic assumptions of theory X, are as follows: The average man is by nature indolent – he works as little as possible and as such must be coerced, controlled or threatened with punishment to achieve goals; he lacks ambition, dislikes, responsibility and prefers to be led; he is inherently self-centred and indifferent to organizational needs.

The assumptions of theory Y include: the motivation, the potential for development, the capacity for assuming responsibility, the readiness to direct behaviour toward organizational goals are all present in people and people are not by nature passive or resistant to organizational needs. The expenditure of physical and mental effort in work is just as normal as play or rest and the average human being does not inherently hate work. Given the controlled conditions, work may bring about satisfaction, leading to voluntary performance or a source of punishment and will be avoided where possible.

The capacity to exercise a relatively high degree of imagination, ingenuity and creativity in the solution of organizational problem is widely distributed and not narrowly confined in the population and people are not naturally passive or resistant to organizational

60 needs. They only become so, due to the nature of their experience in the organization; external control and the threat of punishment are not the only means of bringing about organizational objectives. Man will exercise self-direction and self control in the service of objectives to which he is committed and commitment to objectives is a function of the reward associated with their achievement.

The practice of both theories X and Y is evident in almost all human organizations.

Managers who believe in theory X tend to be autocratic in their leadership style. Here decision making is centralized. Conversely, managers who adopt management style based on theory Y are democratic and as such more concerned with worker's potentials for growth and development. Here the decision making is decentralized. The relevance of this model to the present study is that under the right conditions, teachers will find sufficient satisfaction in their works and will invest more effort in teaching and learning than if they are coerced or forced.

(iv) The Systems Theory Model

A system is defined as units with series of interrelated and inter-dependent parts, such that the interplay of any part affects the whole. It is the interaction of different components and relationship between them and their attributes such that they form functionally related whole. A system has properties which relate to education, such as: open nature input process, output and feedback. The input into any system is usually processed in line with the objectives of the system. The outputs come in form of the educated individuals who have acquired the relevant knowledge, skills and attitude from the system. And feedback is obtained from parents and employers of labour who evaluate the worth of educated individual

Educational system is open because it constantly relates and interacts with other systems like economic, political and social systems and also it has a continuous supply of inputs such as teachers, pupils, equipment and facilities. It is on the basis of the concept of system that systems theory was developed. The systems theory is relevant to educational administration because the entire educational set-up is a system, and the concept of interaction and interdependence of parts with the others is applicable. Within every system are other systems called sub-systems and it is within the educational system that we have primary, secondary and tertiary sub-systems as shown in the diagram below.

A concept model of educational system and its major sub-systems. Source: Mgbodile et al (2004)

The systems theory has practical application to primary school educational management because primary school is a social system that has structure and process. The administration of primary school as a system involves management of staff personnel, physical facilities, fund, pupils, instruction and school-community relationship. It is a known

62 fact that if any of these management practices is not given adequate attention, there will be problem in the whole system which invariably affects achievement of goals. On the other hand, if the administrator handles every aspect of the management practices effectively, pupils will acquire relevant knowledge, skills and values that will enable them to fit-in in the society.

With reference to the aforementioned theories, the researcher chose to anchor this work on systems theory because the achievement of goals of primary education for which primary school was established depends on effective handling of various aspects of management practices that makes the achievement of the goals of primary school education as a social system possible.

In primary school educational system, there is an input and output processes. The quality of the input is determined by the availability of personnel, physical and material resources which predict the quality of services rendered by the Local Government Education

Authorities in the management of primary schools and pupils overall development. The output is the relevant knowledge, skills and attitudes acquired from the primary school educational system and feedback is the judgement placed by parents, society and employers who evaluate the worth of these educated individuals. Thus, in carrying out management practices in primary schools, Education Secretaries should draw inferences from this theory in order to achieve stated primary education goals.

Review of Empirical Studies

This section reviewed some empirical studies on instructional management, staff personnel management, school community relationship, physical facilities’ management and financial management.

Studies on Supervision of Instructions

Akudo (2007) carried out a research on the influence of supervision of instruction on teacher effectiveness in primary schools in Onitsha Education zone of Anambra state. The purpose of the study was to investigate the influence of supervision of instruction on teachers’ effectiveness in primary schools. Four research questions and three null hypotheses guided the study. The study used a comparative survey design to collect data from teachers.

A sample of 905 primary school teachers selected through proportionate stratified random sampling from all the public primary schools in the state responded to the 40-item questionnaire used for the study. In analysing the data collected, mean scores and standard deviation were used to answer the research questions while t-test statistics were used in testing the null hypotheses that guided the study. The results obtained showed that both internal and external supervision of instruction have positive influence on teacher effectiveness in primary schools. The relationship of Akudo’s study to the present study is that the topic of the study was one of the management practices focused on by the present study but the geographical and content scopes of the two studies were not the same.

A study by Akubue (1981) was on in-service needs of secondary school principal in instructional supervision. The purpose of the study was to identify the areas of instructionals supervision where principals need professional improvement. Five research questions and

64 three null hypotheses guided the study. The study adopted a descriptive survey design. All the principals were used for the study. The instrument used for data collection was questionnaire.

For the data analysis, mean scores and standard deviation were used in answering the research questions and Z- test statistics were used in testing the hypotheses. The findings of the study showed that out of the ten major functional areas of instructional supervision, six of them, namely, issues in supervision, instructional planning, presentation, instructional evaluation, classroom management and in-service programme were poorly observed. The relevance of this study to the present study is that the primary school heads like the principals of secondary schools need professional improvement in instructional supervision.

Okeke (2000) carried out a study on the strategies for improving the supervision of instruction by principals in Anambra state. The purpose of this study was to identify vital supervisory professional competencies needed by prospective and current principals in

Anambra state secondary schools. Six research questions and three null hypotheses guided the study. The design of the study was descriptive survey. The population of the study was

520 principals. The sample was all the principals in Anambra state. The instruments for data collection were questionnaire and interview. In the data analysis, mean scores and standard deviation were used to answer the research questions while t-test statistics were used in testing the null hypotheses that guided the study. The result of the study showed that 138 out of 140 supervisory competencies were considered important to prospective and current principals. Also four evaluation guidelines were identified as essential for the effective assessment of the supervisory roles of principals.

The relationship of Akube’s study to the present study can be seen from the point of view that the variable discussed in the study is one of the variables in the present study; but the area and content of the two studies differed; while the former study was conducted in

Anambra State, the present study was carried out in South Eastern States of Nigeria.

However, Supervisors in the present study like principals take part in supervision of instructions and as such should develop some competencies for the supervisory job for effective management of schools.

Studies on Staff Personnel Management

Obunadike (2001) carried out a study on staff personnel management for primary schools in Anambra state. The purpose of the study was to find out how ASUBEB conducts staff personnel management in primary schools in the area. The study was guided by five research questions and two null hypotheses. The design used for the study was descriptive survey and the population was 527. The sample for the study consisted of 391 head teachers and 136 staff of Anambra State Universal Basic Education Board (ASUBEB) selected through stratified random sampling. The instrument used for data collection was questionnaire. Mean scores and standard deviation were used to answer the research questions and z-test statistics for testing the hypotheses. The major finding was that the existing criteria for staff recruitment and transfer were not being strictly followed by the

ASUBEB. This implies that there were inconsistencies in staff personnel management carried out by ASUBEB and this might continue to hinder the realization of primary school education goals if not addressed.

The relevance of Obunadike’s study to the present study is that the problem of inconsistencies in staff personnel management revealed in the study was among the foci of the present study but the difference is in the area of the study. While Obunadike’s study was carried out in Anambra State, the present study was carried out in the South Eastern States of

Nigeria.

Another related study was carried out by Ike-Obioha (2007) on the appraisal of head teachers’ staff personnel and physical facilities practices in Imo state. The main purpose of the study is to appraise the head teachers' administrative practices under the Universal Basic

Education Programme in Imo state. Four research questions and two null hypotheses guided the study. An evaluative survey research design was adopted. The sample used consisted of

636 teachers selected through proportionate stratified sampling technique from 1,768 primary school teachers in Owerri education zone of Imo state. Instrument used for data collection was questionnaire. For the data analysis, mean scores and standard deviation were used in answering the four research questions while z-test statistics were used in testing the null hypotheses that guided the study. The findings of the study include: head teachers engaged in staff/pupils personnel practices and physical facilities management to a little extent. The mean ratings of teachers in urban and rural schools did not significantly differ suggesting that head teachers in urban and rural schools performed the practices to a little extent. This implied that head teachers put in little effort in the provision of human and material resources in primary schools. The relationship of Ike-Obioha’s study to the present study can be seen from the point of view that the variables discussed in the study are the same with that of the

67 present study. Although the study was carried out in Imo State, the findings of the study were the same with the findings in the present study.

Chikwendu (2005) examined the Administrative Functions of the Education

Secretaries in the local government education authorities in Anambra state ‘Problem and

Strategies’. The purpose of the study was to investigate the staff personnel, school- community relationship, among other functions, problems, and the strategies adopted by the

Education Secretaries in solving administrative problems in their areas. The study was guided by six research questions and for null hypotheses. Descriptive survey was adopted for the study. There was no sample because of the small size of the population The population of the study included the Education Secretaries and the chief education officers in the 21 Local

Government Education Authorities in Anambra state totalling 42 respondents. Data were collected using questionnaire. The data collected were analyzed, mean and standard deviation scores were used in answering the research questions while t-test statistics were used in testing the null hypotheses at 0.05 levels of significance.

The findings of the study revealed that the major specific administrative function of

Education Secretaries is that they ensure that there are adequate teaching staff and instructional materials for effective teaching and learning; the major problem they encounter is lack of adequate allocation of funds for running their schools and the major strategy they adopt to solve the administrative problem include laising with the communities through

P.T.A, philanthropists and voluntary organization to raise fund for effective administration of primary schools. The relevance of the study to the present study was that the major administrative problem encountered by the Education Secretaries is among the problems seen

68 in the present study. The difference is in the area of the study. While the study was carried out in Anambra State the present study was carried out in the South Eastern States Nigeria.

Oluwuo (1994) carried a study on the perceived strategies for improving the administration of primary education in Imo State. The purpose of the study was to identify some strategies for improving the management practices of primary school education. The study was guided by four research questions and four null hypotheses. The design used for the study was descriptive survey designs. The sample of the study comprised five hundred and twenty head teachers and twenty seven education secretaries. The instrument used for the study was questionnaire only.

The findings of the study includes: salaries of primary school teachers should be upgraded; more teachers should be recruited, state and community should embark on building low cost classrooms; state government should assist local government in establishing libraries; community relations should be improved by awarding certificate of merit to distinguished members of the communities that contributed much to primary education; and both the private individuals, voluntary agencies and government should control and manage primary education as well as funding primary education. Oluwuo’s study and the present study are similar in the areas of variables studied. The only difference centred on the approach used in addressing the variables in the study. The present study used interview, questionnaire and focus group discussion in gathering data and was carried out in South

Eastern States of Nigeria; whereas Oluwuo’s study used only questionnaire and was carried out in Imo State.

Akam (1995) carried out a study on staff personnel services in secondary schools in

Aba Education Zone of Abia State. The study aimed at establishing how educated and prepared the principals are, in carrying out staff personnel services. The study was also designed to establish the patterns of communication used in the secondary schools in the education zones as perceived by the principals and teachers. The study was guided by five research questions and five null hypotheses. The design used was descriptive survey. The sample of the study was 236 principals and 270 teachers. The instrument for data collection was questionnaire. For the data analysis, mean scores and standard deviations were used in answering the research questions while t-test statistics were used in testing the null hypotheses. The study revealed that the principals performed well in areas of staff supervision, orientation of new staff, staff discipline, delegation of duties and in encouragement of staff, but performed poorly in the area of staff motivation. This study by

Akam relates to the present study, in that, the findings in the study were the same with the findings in the present study. The difference is only in the area where the two studies were carried out. While the study was carried out in Abia Education zone of Abia State, the present study was carried out in the South Eastern States of Nigeria.

Ezegbe (2003) carried out a study on the strategies for improving the administrative functions of State Primary Education Board on the problem of primary schools in the South

East States of Nigeria. The purpose of the study was to examine the strategies for improving the administrative functions of the State Primary Education Board on the problem of primary schools in the South East States of Nigeria. The study is guided by four research questions and three null hypotheses. The study adopted a descriptive survey design using a sample of

1327 primary school head teachers and 1442 administrative heads at both State Primary

Education Board and Local Government Education Authorities. The instruments used for data collection are questionnaire and interview. For the data analysis, mean scores and standard deviation were used in answering the research questions while the null hypotheses were tested with z-test statistics. Ezegbe found out that Sandwich programme, seminars and workshop should be encouraged among primary school teachers and Head teachers in the five states. The relevance of Ezegbe’s study to the present study can be seen from the view point that the findings of the study were among some aspects of the findings of staff personnel management in the present study. Also the two studies were carried out in primary schools in the South Eastern States of Nigeria.

Studies on School Communities’ Relationship

Anwukah (1987) carried out a study on community participation in educational decision making: the gap between philosophy and practice. The purpose was to trace the historical trends in the development of community involvement in educational decision making and to conduct an in-depth examination of various components of community participation, focusing on history, functions and rationale for community involvement in education. Six research questions and six null hypotheses guided the study. A descriptive survey design was used for the study. The sample of the study was 732 principals. The instrument used for data collection was questionnaire. Mean scores and standard deviation were used in answering the six research questions while t-test statistics were used in testing the null hypotheses. It was revealed that though philosophically, community participation is a corollary to public education in a democratic society, and this philosophy has not been

71 effectively practical throughout history. The relationship of Anwukah’s study to the present study can be seen from the point of view that the two studies focused on how community and school relationship facilitate the funding of schools. On the other hand, the study was on the development of community involvement in educational decision making while the present study is primarily concerned with school-community relationship in primary schools.

Ugwu (2005), carried a study titled,” the extent of local government participations in primary school administration in Enugu Education Zone of Enugu state. The purpose of the study was to establish the extent of local government participation in primary school administration in Enugu Education zone. The study was guided by four research questions and two null hypotheses. The study was a survey design study. The sample for the study was

123 head teachers, 3 education secretaries and 23 local government education officials. The instrument used for data collection was questionnaire. In analysing the data collected, mean scores and standard diviations were used in answering the research questions and the null hypotheses were tested with Z-test statistics.

The results of the data analysis showed that the local government councils do not participate meaningfully in primary school administration and in the provision of facilities to primary schools. Also the councils perform below expectation in the area of supervision and inspection. Ugwu’s study is relevant to the present study in that both studies were carried out in primary school situation and the variables of Ugwu’s study were the same as the present study. The difference is on the area of study. While Ugwu’s study was carried out in Enugu

State, the present study was carried out in the South Eastern States of Nigeria.

In another related study, Eziachalla (2005) investigated local government participation in the administration of primary schools in Awka Education Zone of Anambra state. The purpose of the study was to find out the problems that hinder the local government participation in the supervision of primary schools in Awka Education zone of Anambra state. Five research questions and four null hypotheses guided the study. The study employed descriptive survey. The population of the study was one hundred head teachers in the Awka

Education Zone. There was no sample because of the small population size. The instrument for data collection was questionnaire. In the data analysis, mean scores and standard diviations were used in answering the research questions while the hypotheses were tested using t-test statistics.

The findings of the study revealed that: Local Government Education Authorities do not involve teachers’ in major decision making on matters concerning them; do not take adequate disciplinary measure against erring teachers; do not provide classroom blocks, library/school buildings, and teaching aids/furniture in primary schools. Also reports of supervisors are not used to effect improvement in schools' teaching and learning and in- service training with pay are not granted to teachers for staff development. Eziachalla’s study has relevance to the present study in that the variables of the study relate to variables studied in the present study. But the difference was in the geographical scope; while the study was carried out in Anambra State, the present study was carried out in the South Eastern States of

Nigeria.

Studies on Physical Facilities Management

Uche (1990) carried out a study on the improvisation and utilization of instructional materials in primary schools in Nnewi Education zone The purpose of the study was to find out skills for improvisation of instructional materials possessed by primary school teachers and instructional materials improvised by primary school teachers in teaching of

Mathematics, Science and English language using local materials, the constraints in improvising materials and their contributions to teaching and learning. Three research questions and three null hypotheses guided the study. The design used for the study was descriptive survey design. The sample of the study was 278 head teachers and 618 teachers.

Questionnaire was the major instrument for data collection. While mean scores and standard deviations were used for answering the research questions, the null hypotheses were tested using t-test statistics. It was found that teachers in training should be exposed to courses such as Fine Arts and Educational Technology where they will acquire skills and knowledge for improvisation of instructional material. This study is relevant to the present study because it focused on the utilization of instructional materials for effective teaching and learning in primary schools which was one of the variables discussed in the present study.

Okeke (1990) carried out a study on the development and utilization of appropriate technology, the role of educational technology resource centre in secondary schools in

Anambra State. The purpose of the study was to examine the role of educational technology resource centre in secondary schools for effective teaching and learning situation. Six research questions and three null hypotheses guided the study. The design for the study was descriptive survey.

The sample of the study was 302 principals and 678 secondary schools teachers. The instrument used for data collection was questionnaire and observation. Mean scores and standard deviations were used in answering the research questions while t-test statistics were used for testing the hypotheses. The study revealed that if resource centres were established in secondary schools, they will facilitate learning since more proper utilization of resource materials holds learners’ attention, create variety and promote efficiency in learning. This study has some relevance to the present study because an education technology resource centre provides facilities for teaching and learning; but differs in area of study. While the study was carried out in secondary schools in Anambra State, the present study concentrated on primary schools in South Eastern States of Nigeria.

Another study considered relevant to the present study was carried out by Tabotndip

(2000). The study was carried out on the influence of the state primary education board on primary school management in Imo state. The purpose of the study was to find out the influence the state primary education board has on the management of primary schools in

Imo State. The study was guided by four research questions and four null hypotheses.

The study adopted descriptive survey design. The population of the study consisted of primary school heads and Education secretaries and proportionate stratified random sampling was used to select 941 head teachers and 12 Education Secretaries for the study. The instruments for data collection were questionnaire and observation. Mean scores and standard deviations were used in answering the research questions while Z test statistics were used in testing the null hypotheses. The results of the study was analysed and the findings were made; among others, SPEB did not influence the funding of primary schools in the area of

75 regular funds to schools and utilization of funds meant for infrastructure but they had influence in the provision of physical facilities, setting up effective supervisory units, and carrying out regular supervision of schools. The relevance of the study to the present study lies on the variables studied. The variables in Tabotndip’s study were the foci of the present study, but the geographical and content scope of the two studies were not the same. While the study was on the influence of SPEB on primary school management in Imo State, the present study was on appraisal of management of primary schools in the South Eastern States of

Nigeria.

Studies on Financial Management

Ogbonnaya (1995) carried out a study on financial management problems of secondary schools in Enugu State. This study examined the financial constraints of the secondary schools in Enugu State. The purpose of the study is to examine the financial constraints of secondary schools in Enugu State. Five research questions and five null hypotheses guided the studies. The study employed descriptive survey design.The sample consists of 327principals and all the 327 bursars in Enugu State. The instrument used for data collection was questionnaire. In analysing the data collected, mean scores and standard deviations were used in anwering the research questions while Z-test statistics was used in testing the hypotheses. The study revealed that inadequate fund was responsible for the non- implementation and non-completion of projects already embarked upon. The study also revealed that whereas the principals and bursars complied with the provisions of the handwork, embezzlement was said to be the major financial management problem. The study is related to the present study in that financial management was one of the management

76 practices highlighted in the present study. The difference is that the present study is wider in scope and was carried out in South Eastern States of Nigeria while Ogbonnaya's study was carried out in Enugu State.

Arinze (2003) investigated Appraisal of management of primary schools by Local

Government Education Authorities in Enugu Education Zone. The main purpose of the study was to find out the extent of the management activities in relation to primary school administration. Four research questions and two null hypotheses guided the study. A descriptive survey design was used for the study. The population of the study was one hundred and sixty-three primary school teachers and thirty-nine education supervisors in the three local government areas in the zone. There was no sampling due to the smallness of the population. The instrument used for data collection was questionnaire. Mean scores and rank order were used to answer the research questions while the hypotheses were tested using Chi- square at P< 001.

The findings of the study showed that, due to inadequate/mismanagement of fund, supervisors are not properly equipped for the function of supervision, there was negligence of duty in the area of fencing of the school compound for security reasons, and provision/ maintenance of school buildings and infrastructures, there was lack of instructional materials and teaching aids, non-payment of teachers' salaries and allowances as at and when due, poor communication between the authorities and the teachers and problem of insecurity in schools which cause loss of school property. The relevance of Arinze’s work to the present study is that the variables in the study were the focus of the present study but the geographical and content scope of the two studies were not the same.

Ngoka (1998) undertook a study of administrative support for generations of local income in Nigeria universities. The purpose of the study was to identify new directions and new initiatives for complementing statutory funds allocation. The study was guided by six research questions and four null hypotheses. The design of the study was descriptive survey and the sample was 1300 administrative staff. The instruments for data collection were questionnaire and interview. In analysing the data collected, mean scores and standard deviation were used in answering the research question while t- test statistics were used in testing the hypotheses. The result of the study showed that the present administrative structure for local income generation was found to be poor, haphazard, and unmotivated to do this job well. The relevance of Ngoka’s study to the present study is that, like the universities, the primary schools in South Eastern States of Nigeria depend wholly and entirely on government funding.

Njoku (1981) examined the issues and problems of local government education authority participation in the administration of primary schools in Owerri Education zone of

Imo state. The purpose of the study was to find out the extent to which Local Government

Education Authorities play their roles in the administration of primary schools. Five research questions and five null hypotheses guided the study. The study adopted exploratory field work where government records and documents were analyzed. The study used a sample of two hundred head teachers drawn randomly from a population of five hundred and forty six head teachers. Data was collected using questionnaire. Mean scores and standard deviation were used in answering the research questions and ANOVA was used for testing the hypotheses.

The results of the study showed that a number of factors inhibit the effective financing of primary schools. They include: lack of adequate allocation of fund for the provision of furniture, instructional materials and equipment, and irregular payment of salaries. The relevance of Njoku’s study to the present study can be seen from the point of view that the variables focused on by the study were among the variables focused on by the present study but the difference lies on the geographical and content scope. While Njoku's study focused on administration of primary school in Owerri Education zone of Imo State, the present study focused on appraisal of management of primary school by the local government education authorities in the South Eastern States of Nigeria.

Eneh (1989) examined the management problems of the State Primary Education

Board and their implications for primary school administration in Anambra state. The purpose of the study was to identify and examine the management problems facing the State

Primary Education Board and the extent to which the problems affect the smooth administration of the schools. Three research questions and three null hypotheses guided the study. The study employed a descriptive survey design. The sample of the study comprised

239 head teachers randomly selected from 476 existing primary schools in the study area and

21 senior staff of Anambra State Primary Education Board. The instrument for data collection was questionnaire. Mean scores and standard deviations were used to answering the research quations while t-test statistics was used to test the hypotheses.

The result of the study revealed that external pressure from public on the levies paid, inadequate and irregular logistical facilities for supervisors, and inadequate fund for providing infrastructural facilities in schools constitute the management problems facing the

79 board. The relationship of Eneh’s study to the present study is that the variables discussed in the study were among the variables of the present study but the geographical and subject scope of the two studies were not the same.

Okezie (2000) carried a study on the financial management practices of primary school headmasters in Awka Education zone. The purpose of the study is to determine the financial management practices of the school heads in Awka Education zone in Anambra state. Five research questions and five null hypotheses guided the study. The design of the study was descriptive survey design. The population for the study involved all staff of the local government education authority including all the heads of primary schools in Awka

Education Zone. The total population was 289. The study has no sample because the whole population was used. Questionnaire was applied as the data collecting instrument while mean scores, standard deviations and t-test were used as statistical tools for data analysis. The findings revealed that school accounts were not audited regularly as claimed by the staff of the authority. The relationship of the study to the present study lied on the topic studied.

Financial management which was the topic of the study was one of the variables discussed in the present study and both studies were carried in primary school situation but the area of concentration differs; while the study was carried in Anambra State, the present study was carried in South Eastern States of Nigeria.

Eze (2009) investigated the management of primary schools by the Local Government

Education Authorities in Nsukka Education zone. The purpose of the study was to find out how the Local Government Education Authorities manage primary schools in Nsukka

Education Zone. Five research questions and two null hypotheses guided the study. The study

80 adopted a survey design. The population of the study consisted of all the 447 head teachers and 512 education officers. Total number of 530 research subjects was randomly selected from the target population. Questionnaire was used as the major instrument for data collection.

The data was collected and computed using mean scores and standard deviations in answering the research questions while t-test statistics were used in testing the hypotheses.

The result was analysed and the findings include: the local government education authorities do not provide fund to supervisors; there was insufficient fund for children’s participation in sports and cultural activities; fund was not made available to heads of schools to repair damaged structures; and the Local Government Education Authorities do not provide funds for seminars and workshops for the headmasters and teachers and to different units to enable them carry out their duties effectively. The relevance of the study to the present study boarders on the issues discussed in the two studies. Eze's study looked into personnel administration, fund, supervision and physical facilities; just like the present study which areas of concentration were the same. The area of difference was on the geographical area; while Eze’s study was carried out in Nsukka Education zone of Enugu State, the present study was carried out in the South Eastern States of Nigeria.

Summary of Literature Review

The literature review centred on conceptual framework, theoretical framework and review of empirical studies. Under conceptual framework, the concept of management and educational management were highlighted. From the review, management is conceptualized as the effective utilization of human and material resources to achieve an organization’s

81 objectives, while educational management refers to the application of planning, organizing, controlling and evaluating human and material resources with a view to achieve educational objectives.

The literature review examined some management practices provided by the Local

Government Educational Authorities which include instructional management, staff personnel management, school community relationship, physical facilities and financial management. The review showed that proper management practises were vital in the effective management of primary schools for the purpose of achieving educational goals.

The literature review revealed that since the establishment of formal school in Nigeria, there has been problem in primary school management, resulting from inadequate teaching staff, lack of physical facilities, inadequate instructional materials and poor supervision of instruction. The literature review also revealed that the problem inherent in the management of primary school made the federal government to assign the management and control of primary schools to the Local Government Education Authorities. But despite the efforts the problem still persist bringing about low quality and low standard of education at primary school level.

Four management theories related to the study which includes: the scientific management theory, the Human Relations theory, the Behavioural Science theory and

Systems theory were reviewed and among the four reviewed theories, the study was anchored on the systems theory. Twenty-one empirical studies related to the study were reviewed and some of them were found relevant to the present study. However, the study carried out by

Okeke (2000) was found most relevant to the present study but the approach used in

82 addressing management issues and the areas of study differ. For instance, the present study investigates management of primary schools by LGEAs in South East, Nigeria while the study was on the strategies for improving management of primary schools by the LGEAs in

Enugu state.

From the arrays of the empirical studies reviewed, it appears that there is still problem in the management of primary schools particularly in the South East, Nigeria. It is as a result of this problem that the researcher found interest in investigating the management of primary by Local Government Education Authorities in the South East, Nigeria.

CHAPTER THREE

RESEARCH METHOD

This chapter presents the procedures adopted in carrying out this study. These procedures include: the design of the study, area of the study, population of the study, sample and sampling techniques, instrument for data collection, validation of the instrument, reliability of the instrument, method of data collection, and method of data analysis.

Design of the Study

The design of the study was descriptive survey design. According to Nworgu (2006), a descriptive survey is a type of design in which a group of people or item is studied by collecting and analyzing data from only a few people or item considered to be the representative of the entire group.

This design was considered appropriate for this study because it sought to obtain the opinion of the respondents (head teachers, SUBEB senior staff and Education Secretaries in the South Eastern States of Nigeria) on the management of primary schools by Local

Government Education Authorities in the South Eastern states of Nigeria.

Area of the Study

The study was carried out in the five South Eastern states of Nigeria namely: Abia,

Anambra, Ebonyi, Enugu and Imo. The South Eastern states are bounded in the East by

Benue state and Cross Rivers state, in the West by Delta State, in the North by Kogi and

Benue States and in the South by Akwa Ibom and Rivers State. The people are predominantly

Igbo speaking people. The inhabitants are predominantly farmers and fishermen.The

84 researcher is interested in carrying out this study in this area because of the seemingly low standard of education and poor state of schools in the South Eastern States of Nigeria.

Population of the Study

The population of the study comprised all the Local Government Education

Authorities in the South Eastern states of Nigeria. Three sets of subjects namely: Head teachers, Local Government Education Secretaries, and State Universal Basic Education

Board heads of departments in the South Eastern states of Nigeria were used for the study.

The total population of the study was 4956 comprising 4831 Head teachers, 95 Education secretaries, and 30 SUBEB administrative staff in the study area. (Source: The South Eastern

States Universal Basic Education Board Personnel Department, July 2012) The choice of these categories of respondents was made because they are the managerial staff who are conversant with the management problems in primary schools and can readily provide useful information for the study (See Appendix A, pg 136 for the breakdown of the population).

Sample and Sampling Technique

A simple random sampling technique was used to draw five education zones, one from each state for the study. From the sampled education zones, purposive sampling technique was employed to select 964 headteachers for the study. Out of the 964 headteachers sampled

325 were drawn from urban primary schools while the remaining 596 were drawn from rural primary schools. The sample represents 20% of the study population. In addition, all the 19 education secretaries from the five selected education zones were used for the study. (See

Appendix B, Pg 137, for the sample distribution of the study). There was no sampling for the

State Universal Basic Education Board senior staff because their population size was small

85 and manageable. In other words all the 30 SUBEB senior staff were used for the study.

Therefore 1013 respondents made up of 964 Head teachers, 19 Education secretaries and 30

SUBEB senior staff were used for the study.

Instruments for Data Collection

The instruments used for data collection were questionnaire titled Management of

Primary Schools by Local Government Education Authorities questionnaire (MPSLGEAQ), interview schedule, focus group discussion, and observation check list. The questionaire consists of two sections, A and B. Section A is concerned with demographic data of the respondents which include Local Government Area, status and state of deployment of the respondents, while section B is arranged under five clusters, A - E. Cluster A contains 8 items on the extent of instructional supervision in primary schools. Cluster B contains 8 items on the extent of staff welfare/development in primary schools. Cluster C has 8 items on the extent of school community relationship management practices in primary schools. Cluster D has 8 items on the extent of provision of physical facilities in primary schools and Cluster E has 8 items on the extent of financial management practises in primary schools. The five clusters have a total of 40 items developed by the researcher from the reviewed literature on a

4 point rating scale of very great extent (VGE), great extent (GE), little extent (LE) and very little extent (VLE) (See Appendix D, Pg 139-142 for the questionnaire instrument). The instrument was used to elicit information from Head teachers on the management of primary schools by the LGEAs in the South Eastern States of Nigeria.

In addition to questionnaire, interview and focus group discussion were conducted to get first hand information from Education Secretaries and SUBEB senior staff respectively on

86 the management of primary schools by L.G.E.As in the South East, Nigeria and observation checklist was used for on-the-spot physical facilities’ assessment of some schools in the study area. The rationale behind the use of interview, focus group discussion and observation checklist to support the questionnaire for data collection is in line with Cohen & Manion in

Ezegbe (2003) who stated that exclusive reliance on one method of data collection may distort the researcher’s picture of the particular slice of reality he is investigating (see appendice E, F, G & H Pg 143 - 153) for the interview, focus group discussion, observation checklist instruments and observation bench mark.

Validation of the Instrument

The initial draft of the instruments, were face validated by three experts; two from

Educational Administration and Planning and one from Measurement and Evaluation in the

University of Nigeria, Nsukka. They were requested to examine the adequacy and appropriateness of the instruments in answering the five research questions and in testing the hypotheses. The contributions and corrections made by these experts were used to modify and restructure the instrument.

Reliability of the Instrument

The instrument was administered on 15 head teachers in Delta state for trial testing.

These head teachers were outside the area of the study, but were considered to have similar characteristics with those in the sample. The data collected were analyzed using Cronbach alpha to find out the internal consistency reliability of the instrument. Cronbach alpha was used because it is considered best for aggregate scores of instrument with multiple items

(Ogbazi and Okpala 1994). The result of the analysis yielded reliability coefficient index of

0.82 for cluster A, 0.76 for cluster B, 0.79 for cluster C, 0.86 for cluster D and 0.79 for cluster E. The overall of reliability coefficient index of 0.85 was obtained and this showed that the instrument was reliable for the study. (See appendix K, pg 216 for the computation of the reliability coefficient.)

Method of Data Collection

The researcher adopted the direct delivery method in administering the questionnaire and in conducting the focus group discussion and interview schedule, while observation checklist was used to access on-the-spot the observable physical facilities. This measure was taken to avoid loss of any questionnaires as well as to get first hand and authentic information from the respondents. The researcher employed the services of ten research assistants for the exercise. These research assistants were trained on how to conduct the interview and focus group discussion schedule; and on how to administer and collect the questionnaires from the respondents, as well as on how to fill the observation checklist instrument.

Out of a total number of 964 copies of the questionnaires administered on the Head teachers, 921 copies representing 96% were returned. The sharing of questionnaire was done on the days of the head teachers’ management meetings for easy distribution and on-the-spot collection of the instruments. The data obtained from the interaction the researcher had with the SUBEB staff and Education Secretaries were recorded in the focus group discussion and interview schedule instruments respectively, while the data obtained from the on-the-spot physical facilities’ assessment of some schools in the study area were recorded in the observation checklist instrument.

Method of Data Analysis

The research questions were answered using mean scores and standard deviation, while the hypotheses were tested using t-test statistics at p > 0.05 level of significance. Also the data obtained from observation checklist was analysed using frequency and percentage scores. The interpretation of the results obtained from the inferential statistics was guided by the following limit of real number decision rule of very great extent (VGE) 3.50–4.49, great extent (GE) 2.50 –3.49, little extent (LE) 1.50 – 2.40, very little extent (VLE) 0.50 -1.49.

The response opinions that rated between 0.50 - 2.49 were regarded negative while the response opionions that rated between 2.50 - 4.49 were regarded positive.

CHAPTER FOUR

RESULTS OF DATA ANALYSIS

This chapter presents the results of the analysis of data obtained from the

administration of the research instrument. The data are presented on the basis of the five

research questions and the five null hypotheses that guided the study.

Research Question One

To what extent do the LGEAs carry out instructional supervision in primary schools in the South Eastern states of Nigeria? The results of data analysis relating to the above research question are presented on

Table 1 below.

Table 1: Mean ratings of urban and rural primary school head teachers on the extent of instructional supervision in primary schools. S/N Questionnaire items Urban primary school Rural primary school head teacher Head Teachers

X SD DEC X SD DEC 1 The LGEAs officials visit primary schools regularly 2.67 .84 GE 2.77 .91 GE for supervision activities 2 The LGEAs ensure that Head teachers participate in 3.11 .86 GE 3.26 .67 GE the supervision of instruction for effective teaching and learning

3 The LGEAs encourage teachers to use new 2.86 .80 GE 2.88 .73 GE instructional methods and strategies for effective teaching and learning. 4 The LGEAs use supervisors’ report to effect 3.01 .64 GE 3.16 .64 GE improvement in teaching and learning in primary schools. 5 The LGEAs provide vehicles for supervision of 1.55 .66 LE 1.47 .63 VLE schools 6 The LGEAs organize workshops, conferences and 2.09 .84 LE 2.23 .76 LE seminars for supervisors to improve their competencies 7 The LGEAs pay supervisors, out of station 2.80 .80 GE 2.98 .76 GE allowances regularly to ease their job 8 The LGEAs have adequate supervisors for effective 2.09 .82 LE 2.14 .90 LE supervision of instructions. Cluster Mean &Cluster SD 2.52 .27 GE 2.61 .25 GE

From the data on the above table, the mean responses of the urban primary school

head teachers on ways instructional supervision are carried out in primary schools in the

89 90

South Eastern States of Nigeria, ranged from 1.55 to 3.11. Items 1,2,3,4 and 7 have mean scores of 2.67, 3.11, 2.86, 3.01 and 2.80 with corresponding standard deviations of .84, .86,

.80 .64 and .80 respectively; while items 5,6 and 8 have mean scores of 1.55, 2.09 and 2.09 with corresponding standard deviations of .66, .84 and .82 respectively. The mean scores of the rural primary school head teachers on the same issue ranged from 1.47 to 3.26. Items

1,2,3,4 and 7 have mean scores of 2.77, 3.26, 2.88, 3.16, and 2.98 with corresponding standard diviations of .91,.67, .73, .64, and .76 respectively whereas, items 5,6 and 8 have mean scores of 1.47, 2.23 and 2.14 with corresponding standard deviations of .63, .76 and .90 respectively. The cluster mean scores of the two groups of respondents were 2.52, and 2.61 with corresponding cluster standard deviations of .27, and .25 respectively.

From the information above, the two categories of respondents have congruent opinions that the LGEAs visit schools regularly; involve Head teachers in supervision of instruction; encourage teachers to use new instructional methods and strategies for effective teaching, use supervisors’ reports to effect improvement in teaching and learning and pay supervisors out-of-station allowances to a great extent. On the other hand, these respondents agreed to a little extent that the LGEAs provide vehicles for supervision of schools, organise seminars and workshops for supervisors, and ensure that there are adequate supervisors in the

LGEAs for effective supervision of instruction.

Hypothesis One

Th ere is no significant difference between the mean ratings of the urban and rural head teachers on the extent to which instructional supervision are carried out by LGEAs in primary schools in the South Eastern states of Nigeria.

To test the above hypothesis, a t-test analysis was carried out using the cluster mean scores and standard deviations obtained from items 1-8 of the instrument. Table 2 below shows the summary of the analysis.

Table 2: Summary of the t-test for hypothesis one Location N X SD DF Probabilit Cal. t- Table Dec y level value Value Urban P/S Head 325 2.52 0.27 919 0.05 -5.15 1.96 Accepted teachers Rural P/S Head 596 2.61 0.25 teachers

The above table shows the significant difference between the opinions of the two groups of the respondents. The calculated t-test value is -5.15 at 919 degree of freedom and at

0.05 level of significance. Since the calculated value of -5.15 is less than the table value of

1.96, the null hypothesis of no difference is not rejected. Therefore, there is no significant difference between the mean ratings of the urban and rural head teachers on the extent to which LGEAs carry out instructional supervision in primary schools in the South Eastern

States of Nigeria.

Research Question Two

To what extent do LGEAs carry out staff welfare/development in primary schools in the South Eastern States of Nigeria?

The data analysis for answering the above research question is presented on Table 3 below.

Table 3: Mean and standard deviation scores on the extent of staff welfare/development management in primary schools by LGEAs

S/N Questionnaire items Urban primary school Head Teachers Rural primary school head teachers

X SD DEC X SD DEC 9 The LGEAs ensure that teachers’ 3.22 .73 GE 3.42 .63 GE salaries and allowances are paid regularly. 10 The LGEAs recommend teachers’ 2.98 .81 GE 2.96 .73 GE promotion regularly. 11 The LGEAs grant study leave with pay 1.51 .63 LE 1.43 .61 VLE to primary school teachers. 12 The LGEAs organize in-service 1.78 .62 LE 1.72 .58 LE training, such as workshops, seminars and conferences for teachers on a regular basis. 13 The LGEAs ensure that retired teachers 1.71 .80 LE 1.68 .66 LE receive their pension and gratuity in time by sending their documents as at and when due to SUBEB for necessary action. 14 The LGEAs ensures that adequate 1.16 .42 VLE 1.23 .42 VLE disciplinary measures are taken against erring teachers 15 The LGEAs recruit adequate qualified 1.98 .63 LE 1.93 .62 LE teachers in all the primary schools to complement that of government. 16 The LGEAs’ postings and transfers of 2.76 .89 GE 2.70 .82 GE teachers are done properly in primary schools.

Cluster Mean &Cluster SD 2.14 .22 LE 2.18 .21 LE

Looking at the result of the data analysis shown on the table above, it can be seen that the mean responses of the Head teachers from urban primary schools ranged from 1.16 to

3.22. Items 9,10 and 16 have mean scores of 3.22, 2.98 and 2.76 with corresponding standard deviations of .73, .81, and .89 respectively; whereas items 11,12,13,14,15 on the other hand have mean scores of 1.51, 1.78, 1.71, 1.16 and 1.98 with corresponding standard deviations of .63, .62, .80, .42, and .66 respectively. The mean scores of rural primary school head teachers ranged from 1.23 to 3.42. Items 9,10 and 16 have mean scores of 3.42, 2.96 and

2.70 with corresponding standard deviations of .73, .81, and 82, whereas items 11,12,13,14 and 15 have mean scores of 1.43, 1.72, 1.68, 1.23, and 1.93 with corresponding standard

93 deviations of .61, .58, .66, .42 and .62 respectively. The cluster mean scores of the respondents were 2.14 and 2.18 with corresponding cluster standard deviations of .22 and .21.

From the responses above, urban and rural primary school Head teachers, agreed that to a great extent the LGEAs ensure regular payment of teachers' salaries and allowances; recommend teachers promotion regularly; and carry out postings and transfers of teachers without fear or favour. These respondents on the other hand agreed that to a little extent the

LGEAs grant study leave with pay to teachers, organize workshops, conferences and seminars for teachers; forward retired teachers' documents in time to SUBEB to ensure that they start receiving their pensions in time; ensure that adequate disciplinary measures are taken against erring teachers; ensure that postings and transfers of teachers are properly done and recruit adequate qualified teachers to complement the existing ones.

Hypothesis Two

There is no significant difference between the mean ratings of the urban and rural head teachers on the extent LGEAs carry out staff welfare/development in South East primary schools.

To test the above hypothesis, a t-test analysis was carried out using the cluster mean scores and standard deviations obtained from items 9-16 of the instrument. Table 4 below presents the summary of the t-test analysis as shown below.

Table 4: Summary of t-test for Hypothesis Two Location N X SD DF Probabilit Cal. t- Table Dec y level value Value Urban P/S Head 325 2.14 0.22 919 0.05 0.02 1.96 Accepte teachers d Rural P/S Head 596 2.14 0.21 teachers The data on Table 4 show the significant difference between the opinions of the two groups of the respondent. The calculated t-test value is 0.02 at 919 degree of freedom at 0.05 level of significance. Since the calculated t- value of 0.02 is less than the table value of 1.96,

94 the null hypothesis of no difference is accepted. There is therefore no significant difference between the mean ratings of the urban and rural primary head teachers on the extent LGEAs carry out staff welfare/development in the South East Nigerian primary schools as postulated.

Research Question Three

To what extent do Local Government Education Authorities enhance school community relationship in primary schools in the South Eastern States of Nigeria? The data for answering the above research question are presented on Table 3 below.

Table 5: Mean Ratings of urban and rural primary school Head teachers on the extent to which LGEAs enhance school-community relationship. S/N Questionnaire items Urban primary school H/Ts Rural primary school H/Ts

X SD DEC X SD DEC 17 The LGEAs participate in community 1.81 .95 LE 1.88 1.0 L E activities such as: maintaining roads leading to schools. 18 The LGEAs ensure that school 3.11 .91 GE 3.22 .81 GE facilities are made available for community activities at weekends or evenings for educational and social purpose. 19 The LGEAs encourage the teaching of 2.19 .64 LE 2.07 .69 LE relevant culture and religion of the community in schools.

20 The LGEAs involve the community in 2.85 1.0 GE 2.99 .87 GE the renovation of primary schools and provision of needed equipment for teaching and learning. 21 The LGEAs ensure full pupils 2.68 .89 GE 2.92 .85 GE enrolment at the beginning of every school academic year 22 The LGEAs mediate when there is 2.98 .96 GE 3.12 .88 GE boundary dispute or land encroachment among schools and the communities 23 The LGEAs ensure that communities 2.12 .90 LE 2.52 .93 GE provide land for building new schools. 24 The LGEAs involve the 3.09 .81 GE 3.09 .73 GE community on the issue of inadequate teaching staff in primary schools.

Cluster Mean & Cluster SD 2.61 .29 GE 2.73 .27 GE

The data presented on Table 5 above show that the mean scores of the head teachers from urban primary school ranged from 1.81 to 3.11. Items 18, 20, 21, 22 and 24 have mean scores of 3.11, 2.85, 2.68, 298 and 3.09 with corresponding standard deviations of .91, .1.0,

.89, .96 and .90 respectively; while items 17, 19 and 23 have mean scores of 1.81, 2.19 and

2.12 with corresponding standard deviations of .95, .64 and .90 respectively. The mean scores of rural primary school ranged from 1.88 to 3.22. Items 18, 20, 21, 22, 23 and 24 have mean scores of 3.22, 2.99, 2.92, 3.12, 2.52 and 3.09 with corresponding standard deviations of .81,

.87, .85, .88, 93 and .73 respectively; whereas items 17 and 19 have mean scores of 1.88 and

2.07 with corresponding standard deviations of 1.0 and .69 respectively. The cluster mean scores of the respondents were 2.61 and 2.73 with corresponding standard deviations of .29 and 27 respectively.

It can be seen from the above results that the two groups of respondents agreed that to a great extent the LGEAs ensure that school facilities are made available for the communities’ activities at weekends or evenings for educational and social purposes, involve communities in renovating schools; mediate when there is boundary dispute or land encroachment in primary schools; and involve communities in solving the problems of inadequate teaching staff in primary schools. However, on the issue of maintaining the roads leading to schools and encouraging the teaching of relevant culture and religion of the community in schools, the opinions of the respondents were to a little extent.

Hypothesis Three

There is no significant difference between the mean ratings of urban and rural primary school head teachers on the extent LGEAs enhance school-community relationship in primary schools in the South East, Nigeria.

A t-test analysis was carried out with the cluster mean scores and standard deviations obtained from items 17-24 of the instrument. The summary of the t-test analysis is presented on Table 6 below.

Table 6: Summary of t-test for Hypothesis Three Location N X SD DF Probabilit Cal. t- Table Dec y level value value Urban P/S Head 325 2.61 .29 919 0.05 -6.20 1.96 Accepted teachers Rural P/S Head 596 2.73 .27 teachers

Table 6 above presents the t-test analysis of the mean differences in the opinions of urban and rural primary school head teachers on the extent LGEAs enhance school community relationship in primary schools in the South East, Nigeria.

It is observed from the table that the calculated value is -620 at 919 degrees of freedom and 0.05 level of significance. Since the calculated value is less than the table value of 1.96, the hypothesis of no difference is not rejected. Thus, there is no significant difference between the opinions of the urban and rural head teachers on the extent LGEAs enhance school community relationship in primary schools in the South East, Nigeria.

Research Question Four

To what extent do Local Government Education Authorities (L.G.E.As) provide physical facilities in primary schools in the South Eastern States of Nigeria?

The data for providing answers to the above research question are provided on

Table 7 below.

Table 7: Mean Ratings of urban and rural primary school Head teachers on the extent of provision of physical facilities to primary schools by L.G.E.As. S/N Questionnaire items Urban primary school Head Rural primary school head Teachers teachers

X SD DEC X SD DEC 25 The LGEAs provide schools with 3.21 .65 GE 3.35 .63 GE teaching and record keeping materials such as text books, chalk etc 26 The LGEAs rehabilitate and 2.20 .75 LE 2.13 .60 LE renovate primary school buildings as at and when needed 27 The LGEAs provide social 1.98 .93 LE 1.86 .82 LE amenities such as pipe borne water and or electricity to schools 28 The LGEAs provide securities to 2.18 . 95 LE 1.91 .81 LE primary schools such as fencing of the school compound 29 The LGEAs provide primary 2.12 . 90 LE 2.08 .80 LE schools with modern toilet facilities 30 The LGEAs provide primary 2.24 . 90 LE 2.28 .80 LE schools with well equipped libraries and first aid boxes 31 The LGEAs provide primary 2.50 . 90 GE 2.28 .77 LE schools with furniture such as chairs, tables, seats and repair damaged ones 32 The LGEAs encourage sports by 1.90 .82 LE 1.80 .79 LE acquiring and distributing sports equipment to primary schools

Cluster Mean &Cluster SD .29 .24 LE 2.22 .24 LE

Looking at the above table, the mean scores of urban primary schools Head teachers ranged from 1.90 to 3.21. Only item 25 and 31 have mean score of 3.21and 2.50 with corresponding standard deviations of .65 and .90 The rest of the items, 26,27,28,29,30 and 32 have mean scores of 2.20; 1.98, 2.18, 2.12, 2.24, and 1.90 with corresponding standard

98 deviations of .75, .93, .95, .90, .90, and .82 respectively. Similarly the mean scores of rural primary school ranged from 1.86 to 3.35. Just like urban primary school head teachers’ mean scores, item 25 has mean score of 3.35 with corresponding standard deviations of .63. The rest of the items (26-32) have mean scores of 2.13; 1.86, 1.91, 2.08, 2.28, 2.28 and 1.86 with corresponding standard deviations of .60, .82, .81, .80, 80, .77 and .79 respectively. The cluster mean scores of urban and rural primary school Head teachers were 2.29, and 2.22 with corresponding cluster standard deviations of .24, and .24 respectively.

From the above analysis, the opinions of the two categories of the respondents on areas such as: the Local Government Education Authorities rehabilitating and renovating primary school building as at and when due, providing social amenities, securities, modern toilet, libraries, furniture and sports equipment to primary schools indicated little extent, while in such areas as; the LGEAS providing teaching and record keeping materials, their opinions showed great extent.

Hypothesis Four

There is no significant difference between the mean ratings of urban and rural primary school head teachers on the extent of provision of physical facilities in primary schools by LGEAs in the South East, Nigeria.

To test the hypothesis, a t- test analysis was carried out using the cluster mean scores and standard deviation obtained from items 25-32 of the questionnaire as shown on Table 8 below.

Table 8: Summary of t-test for Hypothesis Four

Location N X SD DF Probabilit Cal. t- Table Dec y level value value Urban P/S Head 325 2.29 0.24 919 0.05 4.33 1.96 Rejected teachers Rural P/S Head 596 2.22 0.25 4.3 teachers Table 8 above presents the t-test analysis of the mean difference in the response opinion scores of urban and rural primary head teachers on the extent of provision of physical facilities in primary schools in the South East, Nigeria by L.G.E.As. Looking at the table above, one can observe that the calculated t- value is 4.33 at 919 degree of freedom at 005 levels of significance level. Since the calculated t- value of 4.33 is more than the table value of 1.96, the hypothesis of no difference is rejected. In other words, there is a significant difference between the mean ratings of urban and rural primary school head teachers on extent of provision of physical facilities in the primary schools in the S E Nigeria by

L.G.E.As.

Research Question Five

To what extent do Local Government Education Authorities (L.G.E.As) carry out financial management practices in primary schools in the South Eastern States of Nigeria?

The results of data analysis relating to the above research question are presented on Table 9 below.

100

Table 9: Mean Ratings of urban and rural primary school Head Teachers on the extent financial management practices are carried in primary schools by L.G.E.As. S/N Questionnaire items Urban primary school head Rural primary school head teachers teachers X SD DEC X SD DEC 33 LGEAs provide funds for 1.86 .70 LE 1.75 .61 LE maintenance of classroom blocks. 34 LGEAs stimulate and 3.20 .78 GE 3.39 .56 GE encourage communities’ participation in the funding of primary schools. 35 LGEAs provide fund as 2.00 .67 LE 2.17 .67 LE overhead cost to head teachers. 36 Funds are provided by the 1.85 .72 LE 1.87 .62 LE LGEAs to organize seminars, conferences and workshops for teachers 37 LGEAs carry out proper auditing 1.19 .50 LE 1.23 .54 LE of primary schools’ account. 38 The LGEAs submit annual 2.98 .58 GE 2.97 .63 GE estimate and annual account to SUBEB for management of primary schools 39 The LGEAs provide funds for 2.02 .61 LE 2.01 .50 LE the provision of equipment and materials for effective teaching and leaning 40 The LGEAs encourage head 3.27 .82 GE 3.19 .73 GE teachers to organize inter- house sports and parents’/graduation day annually as a forum for raising fund for primary school management.

Cluster Mean & Cluster SD 2.30 23 LE 2.32 .25 LE

The above table presents the views of urban and rural primary school Head teachers on extent of financial management practices as carried out by the LGEAs in primary schools in the South Eastern States of Nigeria. The table shows that the mean scores of urban primary

Head teachers ranged from 1.19 to 3.27. Items 34,38 and 40 have mean scores of 3.20, 2.98 and 3.27 with corresponding standard deviations of .78, .58 and .82 respectively; whereas items 33,35,36,37 and 39 have mean scores of 1, 86, 2.00, 1.85, 1.19 and 2.02 with corresponding standard deviations of .70, .67, .72, .50 and .61 respectively. The mean scores

101 of rural primary school head teachers ranged from 1.23 to 3.39. Items 34,38 and 40 have mean scores of 3.39, 297 and 3.19 with corresponding standard deviations of .56,.63 and

.201; while items 33,35,36,37 and 39 have mean scores of 1.75, 2.17, 1.87, 1.23 and 2.01 with corresponding standard deviations of .61, .62, .54 and .30 respectively. The cluster mean scores of the two groups of respondents are 2.30 and 2.32, with corresponding cluster standard deviations of .23, and .25 respectively.

Based on the decision rules on the table, it was the opinions of the two groups of respondents that the LGEAs utilize funds to a little extent in: organizing seminars, conferences and workshops for teachers, paying running cost to head teachers and providing equipment and materials needed for effective teaching and learning. However the respondents agreed that to a great extent the LGEAS stimulate and encourage communities’ participation in the funding of primary schools; submit monthly returns and annual estimate/annual account to SUBEB; and encourage head teachers to organize inter-house sports/graduation day annually as a forum for raising fund for the management of primary schools.

Hypothesis Five

There is no significant difference between the mean ratings of urban and rural primary school Head teachers on the extent of financial management practices in primary schools in the South East, Nigeria by the LGEAs.

The result of the test of hypothesis is presented on Table 10 below.

Table 10: Summary of the t-test for hypothesis five Location N X SD DF Probabilit Cal. t- Table Dec y level value value Urban P/S Head 325 2.30 0.23 919 0.05 -161 1.96 Accepted teachers Rural P/S Head 596 2.32 0.25 teachers

102

The table above revealed that the calculated t-value is -161 at 919 degree of freedom at 0.05 level of significance. Since the calculated t- value of -161 is less than the table value of 1.96, the hypothesis of no difference is accepted. Therefore, there is no significance difference between the mean ratings of urban and rural head teachers on the extent of financial management practices in primary schools in the South East, Nigeria.

Summary of the major findings

The following constitute the major findings of the study.

1. The Local Government Education Authorities carry out instructional management to

great extent in almost all the areas of intstructional management with the exception of

few areas of instructional management.

2. Staff personnel management in primary schools are carried out to a great extent in

very few areas while in most areas the LGEAs’ performances are to a little extent

3. The LGEAs ensure that school-community relationship are enhanced to a great extent

in almost all aspects of school- community relationship management

4. The LGEAs provide physical facilities to primary schools to a very little extent;

just very few facilities are provided to a great extent.

5. The LGEAs utilise fund allocated for the management of primary schools to a little

extent in most areas of financial management practises, while in very few areas their

performances are to a great extent.

6. Finally, the result of the test of the hypotheses on the five management practices

highlighted showed significant differences in just one area and no significant

differences in other areas.

103

CHAPTER FIVE

DISCUSSION OF FINDINGS, IMPLICATIONS, RECOMMENDATIONS,

CONCLUSIONS AND SUMMARY

This chapter presents the discussion of results of the study, conclusions, implications of the findings, recommendations based on the findings, limitations of the study, suggestions for further research and summary.

DISCUSSION

Extent of Instructional supervision

The results of the study were discussed in line with the research questions and hypotheses that guided the study. The first research questions regarding the extent of instructional supervision showed that the three groups of respondents-Head teachers,

SUBEB senior staff and Education Secretaries agreed that to a great extent the LGEAs officials visit schools regularly for supervision of instruction; ensure that head teachers participate in supervision of instruction; encourage teachers to use new instructional method for effective teaching; use supervisors’ report to effect improvement in teaching and learning and pay supervisors out-of-station allowances regularly.

From the opinions of SUBEB senior staff during focus group discusion and Education secretaries during interview, the researcher found that instructional supervisions effective in the primary schools to some extent. Majority of the SUBEB staff reported that many LGEAs do not have enough supervisors and as such they do not visit schools regularly. They stated that effective supervision in schools is supposed to take place forth nightly to ensure that teachers work hard but because of lack of adequate supervisors, supervision is carried out

103 104 three times in a term. Some of the SUBEB senior staff reported that due to work load, some supervisors are always in a hurry to cover many schools thereby supervising only teachers’ records at the expense of other aspects of school structures such as: the nature of school buildings, school field and toilet facilities so as to give feedback to Education secretaries for their necessary action.

The results also show that supervisors are not provided with vehicles to make them carry out their work regularly and effectively. The results revealed too, that: supervisors are paid their out-of-station allowances; head teachers participate actively in supervising their schools and teachers make use of new instructional method in teaching. It was also gathered that supervisors’ reports are used to effect improvement in teachers’ ways of teaching.

Finally, SUBEB senior staff suggested that LGEAs should organise seminars and workshops for supervisors to make them more competent in their job.

The results of the interview with the Education secretaries showed that supervision is effective in primary schools despite the limited number of supervisors and non provision of vehicles for supervision in various LGEAs. The result also revealed that head teachers are actively involved in supervision of their schools and supervisors expose teachers to new instructional methods. The result showed also that supervisors use the reports of the outcome of the supervision to improve teachers’ ways of teaching. Some of the Education secretaries expressed that out-of-station allowances are paid regularly to supervisors based on the number of times they perform their duties. On the other hand the result showed that seminars and workshops are not organised for supervisors. The Education Secretaries share the view that to a great extent the LGEAs organize workshops, conferences and seminars for

105 supervisors to improve their competencies but the Head teachers and SUBEB staff hold contrary opinions.

The three categories of the respondents hold little extent opinions in the areas of providing vehicles to ease the job of supervisors, and in ensuring that there are adequate supervisors in LGEAs for effective supervision. These findings agreed with Olibe (2006) that most LGEAs have limited number of supervisors and the available ones are deficient in a number of supervisory skills. Wilcox (2000) noted that besides having loyal and committed personalities, supervisors should be provided with necessary working facilities like good vehicles, office accommodation, furniture and up-to-date training and retraining. The finding is also in line with Adamaechi and Romina (2000) who pointed out that lack of or inadequate materials can hinder supervisory activities which invariably lead to invalid result and poor style of supervision.

The findings agree with lgwebike (2003) who noted that many supervisors are incompetent in a range of teaching skills and therefore needed seminars, workshops, and conferences to acquire competencies in those areas to make them more competent in their job. The opinion on organizing seminars and workshops for supervisors is in line with the view of Oranu (1985) who stated that educational administrators at various ministries and parasatals should regularly organize seminars, conference and workshops for staff to improve their knowledge and skills.

The finding that supervisors are paid their out-of-station allowances regularly is in line with the view of Tabotndip (2000) who stressed that such factors as finance and other

106 logistics factors could affect supervision of instruction in schools; where these factor resources are inadequate, the activity of supervision is affected.

Finally, the finding of regular visiting of schools agrees with Firz (2006) and Ofojebe

(2006). Firz reported that supervision provides expert assistance to teachers to help them acquire more skills and competencies for effective teaching. Ofojebe noted that competent supervision of programme, projects and teachers to ensure that they are on the proper course, enables schools to achieve educational goals.

The testing of hypothesis one showed that, there were no significant differences in the mean ratings of urban and rural primary school head teachers as regards the extent to which instructional management in primary schools are carried out by LGEAs. The null hypothesis was therefore accepted as postulated.

Extent of Staff Welfare/Development

Concerning the extent staff welfare/development is carried out in primary schools, the three groups of respondents - Head teachers, SUBEB staff and Education secretaries-agreed that to a great extent the LGEAs ensure that teachers’ salaries and allowances are paid regularly, recommend teachers’ promotion regularly and post/transfer teachers’ properly to schools. On the other hand, the respondents agreed that the LGEAs to a little extent grant study leave with pay to teachers; organize workshops, conferences and seminars for teachers; and recruit adequate number of qualified teachers to augment the existing ones. On the issues that the LGEAs ensure that retired teachers receive their pension and gratuity in time; and ensure that adequate disciplinary measures are taken against erring

107 teachers, the head teachers’ opinions showed little extent while those of SUBEB staff and

Education secretaries showed great extent.

The result of focus group discussion with SUBEB staff and interview with Education secretaries tallied with the information obtained from the questionnaire. From the interaction the researcher found that, seminars conferences and workshops are not organised regularly for teachers by LGEAs. The result of the interaction with SUBEB staff showed that since

2010, promotions of teaching and non teaching staffs have not been regular. Reports from

Anambra, Imo and Enugu States showed that teachers are neither granted study leave with pay or in-service training. Also reports from Ebonyi and Abia States revealed that adequate qualified teaching staff are lacking in almost all the schools; and that promotion of teachers are not regular. The reports also revealed that weaknesses in the postings and transfers of teachers by LGEAs include favouritism, lack of clearly defined criteria for postings and transfers of teachers as well as request of government officials for preferential postings and transfers of relations.

Further results from the discussions show that there are differences in the salary grade levels/steps of teachers in the five states of South East Nigeria and delays in the payment of teachers’ salaries/allowances. The result also showed that retired teachers’ documents are sent to SUBEB in time and disciplinary measures are taken against erring teachers according to their offences.

The interview results show that teachers’ promotion are recommended regularly and payment vouchers for teachers’ salaries are sent to SUBEB in time, but government do not promote or pay teachers regularly. The results also showed that retired teachers’ documents

108 are forwarded in time to SUBEB and that disciplinary measures are taken against erring teachers, but in most cases government do not play their own part very well. Further result revealed that teachers are not granted study leave with pay and also that seminars, workshops and conferences are not organised for them regularly. From the result, all the schools in the study area lack adequate qualified teaching staff and postings/transfers of teachers are normally influenced by ‘god fatherism’

This finding that seminars and workshops are not organised for teachers is in line with

Ezeuchu (2006) who pointed out that seminars and workshops are not periodically organized for teachers to improve their skills and competences, and study leave with pay is no longer encouraged among teachers to enhance their professional growth. The finding contradicts the view of Ezegbe (2003) and Nwankwo (2005). Ezegbe noted that in-service programmes including seminars, workshops and conferences should rather be encouraged among primary school teachers to enable them acquire more teaching skills and competencies, while

Nwankwo stated that teachers’ professional competencies need to be reviewed and developed, as changes occur in the curriculum and in the social and economic circumstances of the society.

The findings on inadequate qualified teachers in schools do not agree with Bello

(2004) who noted that effective management of primary schools demands that competent, willing and adequate staff must be provided to facilitate goal attainment. The findings that teachers are recommended for promotion regularly agree with Ozigi’s view in Ezegbe (2003) that promotion is one aspect of incentive and positive ways of rewarding workers for their

109 effort and services. Promotion he stated, helps to boost staff morale and motivate them to work harder, thereby increasing their productivity and efficiency.

On the issue of teachers' posting and transfer, SUBEB staff indicated that weaknesses in the posting of teachers included favouritism, lack of clearly defined criteria for posting of teachers as well as request of government officials for preferential posting of relations. This finding on the weaknesses seen in teachers’ postings and transfers agrees with Odunze

(2000), who reported that there are irregularities in teachers’ postings and transfers in primary schools. Finally, the finding that retired teachers’ documents are not submitted in time negates the view of Oboegbulem who noted that teachers need staff motivation, security and welfare services such as rewarding the best teachers of the year, regular payment of teachers, granting of leave of absence, free medical treatment and retirement benefits.

The testing of hypothesis two indicates that there was no significant difference in the opinions of the urban and rural primary school Head teachers, as regards extent of staff personnel management in primary schools in the South Eastern States of Nigeria. The hypothesis was therefore accepted as postulate.

Extent of School Community Relationship Management

As regards school-community relationship, it were the opinions of the Head teachers, SUBEB staff and Education secretaries that the LGEAs to a little extent participate in community activities such as maintenance of roads leading to schools, and encouraging the teaching of relevant culture and religion of the community in schools. These respondents on the other hand agreed that the LGEAs to a great extent ensure that school facilities are made available for communities’ activities at weekends or evenings for educational and social

110 purpose; involve the communities in the renovation of primary schools; provide needed equipment for teaching and learning; ensure full pupils enrolment at the beginning of every school academic year; mediate in schools where there are boundary disputes or land encroachment; and involve the community on the issue of inadequate teaching staff in primary schools. The SUBEB staff and Education Secretaries agreed that to a great extent the LGEAs ensure that the communities provide land for building new schools, while the head teachers’ opinion was to a little extent.

The result of the interview with Education secretaries and focus group discussion with SUBEB staff revealed that there is good relationship between the school and the communities. Some of the SUBEB staff interviewed reported that the Board has directed the

LGEAs to ensure that School Based Management Committee (SBMC) are formed in all the primary schools in addition to the already existing Parent Teachers’ Associations (PTAs); which they have already done; and it is through this body that the relationship between the school and the communities is cemented. Other SUBEB staff revealed that they always receive information from LGEAs on how schools benefit from the communities where they are located; by way of renovation of schools, donation of books and furniture as well as maintenance of new classroom blocks.

During discussion, majority of the SUBEB senior staff reported that they receive information that the communities donate land for building new schools, sponsor schools’ inter house sport, employ and pay teachers as well as donate Band-set to schools. Further discussions showed that the LGEAs do not maintain roads leading to schools but they allow communities access to school facilities, ensure that relevant communities’ culture and

111 religion are taught in schools and ensure full pupils enrolment at the beginning of every academic year. Results also show that there are cases of boundary dispute/land encroachment and head teachers being threatened of transfer at the slightest misunderstanding by some communities.

The interview results showed that there is good relationship between the school and the communities; that communities are allowed access to school facilities and that there is full pupils’ enrolment in every school academic year. The result also showed that the communities’ renovate school buildings, build new schools, provide equipment for teaching and learning, donate Band-sets to schools, and sponsor schools’ inter house sports. Further results revealed that boundary disputes and land encroachment are well handled and the difficult cases are made known to the government through SUBEB. The result also showed that the communities’ relevant religion and culture are taught in schools but the roads leading to schools are not maintained.

The findings that the communities sponsor primary schools’ inter-house sports, employ and pay teachers, as well as donate Band Set/books to schools, agree with the view of Nwankwo (2010) who emphasised that proper interaction between the schools and the community enables the community to determine ways of providing human and material resources required for the implementation of school programmes. The findings on land encroachment, boundary dispute and threat of transfer of teachers from the communities at the slightest misunderstanding agree with the view of Oboegbulem (2004) who noted that the

Head teachers in discharging their duties may meet with difficulties or are confronted with problem of local politics and hostile attitudes.

112

The testing of hypothesis three reveals that there were no significant differences in the mean ratings of the urban and rural primary school Head teachers on how school-community relationship is enhanced in primary schools in the South Eastern States of Nigeria. The hypothesis is therefore accepted as postulated.

Extent of Provision of Physical facilities

With regard to the extent of provision of physical facilities in primary schools, the respondents shared the same view that the LGEAs to a great extent provide schools with teaching and record keeping materials. These respondents also agreed that the LGEAs to a little extent provide social amenities; securities; modern toilet facilities; well equipped libraries/first aid boxes; furniture and sports equipment for primary schools. The Education

Secretaries on the other hand agreed that LGEAs rehabilitate and renovate school buildings to a great extent, while the Head teachers and SUBEB staff opinion showed little extent.

The results from the focus group discussion with the SUBEB staff showed that primary schools in almost all the LGAs are provided with adequate instructional materials but facilities such as chairs, tables, seats, electricity, pipe borne water/bore hole are not adequate in schools. Further results from the group discussion showed also that almost all the primary schools in the study area do not have standard library .Those that have library, do not have it in separate blocks, rather part of the school blocks are used as library that are poorly equipped. The result also revealed that many schools are dilapidated with leaking roofs, no windows and doors.

The opinions from the interview schedule with the Education secretaries revealed that primary schools are provided with adequate instructional materials and renovations are

113 carried out in schools that have serious need. However the result showed that facilities such as electricity, pipe borne water/bore hole are provided to a little extent in primary schools.

Majority responses showed that many schools are not fenced and modern toilet facilities have not gone round all the schools. The researcher also gathered that some schools do not have adequate seats, chairs, tables, sports equipment as well as well equipped libraries and first aid boxes.

The questions to ascertain how fund allocated for the management of primary schools are utilized revealed that fund allocation are not enough to carter for all the problems of primary schools. Further interaction revealed that the fund is used for visitors’ entertainment, supervisors’ out-of-station allowances, bank charges, running cost of head teachers/LGEAs’ officials, maintaining/fuelling LGEAs vehicles, purchasing vouchers/stationeries, purchasing instructional materials and renovating schools that have urgent need.

Checklist Results

The result from the observation check list as regards assessment of physical facilities of some schools in the South East Nigeria on - fencing of school compound, indicates that out of 40 schools observed, 12 (30%) have no fence, 6 schools (16%) have fence that are not adequate, 8 schools (20%) have fence that are fairly adequate. 9 schools (23) have adequate fence and only 5 schools (13%) have very adequate fence.

The result of assessment of school buildings indicates that, out of 40 primary schools observed, 8 schools representing 20% do not have adequate school buildings. 19 (48%) schools have fairly adequate school buildings. 9 (23%) have adequate school buildings, 4

(10%) have very adequate school buildings and none of the schools lack school buildings.

114

The findings on availability of computer sets show that, out of 40 primary schools observed, 17 schools representing 42.5% have no computer sets. 11 schools (27.5%) do not have adequate computer sets. 8 schools representing 20% have fairly adequate computer sets.

3 schools (7.5%) have adequate computer sets and only 1 school (2.5%) has very adequate computer sets.

The findings on the teaching/record keeping materials reveals that only one school

(3%) out of 40 schools observed do not have adequate teaching/ record keeping materials, 21 schools (53%) have adequate teaching / record keeping materials, 18 schools (45%) have adequate teaching / record keeping materials and no school lack teaching/record keeping materials

The findings on the nature of classroom indicate that 12 schools (30%) out of 40 schols observed do not have adequate classrooms. 20 schools (50%) have fairly adequate classrooms, 6 schools (15%) have adequate classrooms and only 2 schools (5%) have very adequate classrooms.

The result on assessment of functional libraries shows that out of 40 schools observed,

2 schools (5%) do not have libraries. 14(35%) schools do not have adequate libraries.

21(53%) have fairly adequate libraries. 3(8%) schools have adequate libraries while no school has very adequate library

The result on sports facilities / equipment revealed that 18 schools (45%) out of 40 schools observed do not have sports facilities/equipment. 20 schools (50%) do not have adequate sports facilities/equipment. 2 schools only representing 5% have fairly adequate sports facilities/equipment while no school has adequate or very adequate sports facilities/

115 equipment . The result on availability of electricity in primary schools indicated that out of 40 schools observed, 39(97.5%) do not have electricity and only one school representing 2.5% has electricity that is not adequate. The result on the availability of generator in schools revealed that 34 schools representing 85% out of 40 schools observed have no generator. One school (2.5%) has generator that is not adequate. 4 schools (10%) have fairly adequate generator. Only one school representing 2.5% has adequate generator while no school has very adequate generator.

The findings on assessment of school store show that one school representing 2.5% out of 40 schols observed do not have school store. 3 schools (7.5%) do not have adequate school stores. 21 schools (52.5%) have fairly adequate school stores. 15 schools (37.5%) have adequate school stores while no school have very adequate school store. The findings on equipped first aid box indicate that every school has first aid box. Nevertheless 5 schools representing 12.5% do not have adequate equipped first aid boxes, 21 (52.5%) schools have fairly adequate first aid box, 14 schools representing 35% have adequate first aid boxes while no school has very adequate first aid box. The result on the availability of head teacher’s office reveals that 2 schools (5%) out of 40 schools observed have no head teacher’s office. 6 schools representing 15% do not have adequate head teacher’s office. 12 schools (30%) have fairly adequate head teacher’s office. 15 schools (37.5%) have adequate head teacher’s office while only 5 schools (12.5%) have very adequate head teacher’s office.

The findings on assessment of modern toilet facilities reveals that 17 schools (42.5%) out of 40 schools observed have no modern toilet facilities. 13 (32.5%) schools have modern toilet facilities that are not adequate. 7 (17.5%) schools have fairly adequate modern toilet

116 facilities. 2(5%) schools have adequate modern toilet facilities while only one school representing 2.5% has a very adequate modern toilet facilities. The result concerning the availability of bore-hole in primary schools indicates that 31 (77%) schools out of 40 schools observed have no bore-holes. 5 schools (12.5%) do not have adequate bore hole. 3 schools

(7.5%) have fairly adequate bore holes, one school (2.5%), has adequate bore holes and no school has very adequate bore hole .

The finding on the assessment of Information Communication Technology (ICT) in primary schools shows that 11 schools representing 27.5% out of 40 schools observed have no ICT. 13 schools (32.5%) do not adequate ICT, 13 schools (32.5%) have fairly adequate

ICT, 3 schools (7.5%) have adequate ICT while no school has very adequate ICT. The result on football field in primary schools reveals that 3 schools representing 7.5% out of the 40 school observed do not have adequate football fields. 14 schools (35%) have fairly adequate football fields, 18 schools (45%) have adequate football fields and only 5 schools (12.5%) have very adequate football fields.

The findings on assessment of school farm in primary schools reveal that 17 schools (42.5%) out of 40 schools observed do not have school farm. 10 schools representing

(25%) have school farms that are not adequate. 9 schools (22.5%) schools have fairly adequate school farm, 4 schools have adequate school farms while no school have very adequate school farm. The result on assessment of furniture in primary schools indicates that all the schools observed have furniture. However, 19 (47.5%) schools do not have adequate furniture. 18 (45%) schools have fairly adequate furniture. 3 schools only (7.5%) have

117 adequate furniture while no school has very adequate furniture.( See Appendix M (xii) P 229 for observation check list analysis)

The major findings from the respondents’ opinion on the extent of provision of physical facilities in primary schools revealed that the LGEAs provide physical facilities to the primary schools to a little extent and that the available ones are not properly maintained.

This view agrees with Odigbo (2005) and Obiechina (2006). Odigbo observed that quality education has not been encouraging in primary schools due to poor physical facilities and overcrowded classrooms. Obiechina noted that the school administrators manage school facilities to a little extent possibly because of lack of fund. This finding agrees with Onwurah

(2004) who noted that physical facilities in schools are in a state of despair, buildings are poorly ventilated and equipment are obsolete. The finding is in line with Eze (2009) who found out that non-availability of physical plant militates against the effective administration of primary schools in Nsukka Education Zone of Enugu State. The finding also agrees with the view of Ogbonnaya (2009) who pointed out that without physical facilities, it would be difficult to carry out instructional programme of a school.

The finding that there is adequate instructional material in schools is in line with the view of Ezegbe (2003) who noted that instructional materials and infrastructural facilities are needed for effective teaching and it is the job of administrator to assist teachers in procuring these materials for effective teaching.

The finding which showed that many primary schools lack well equipped libraries and infrastructural facilities is not in line with the Federal Republic of Nigeria (FRN, 2004) who stated that every state ministry should establish libraries in all her educational

118 institutions; and the views of Ezeocha (1990), who severally maintained that teaching is unrealistic in absence of teaching equipment. Obi (2003), equally observed that pupils do not make effective use of the library because the library facilities are not adequate. The findings also agreed with the observation of Ayodele (2004) that library services in schools are poor and the current books are not available. The finding of insecurity in schools also agrees with the view of Arinze (2003) who noted that there have been cases of incessant breaking of school doors, offices and stealing of school properties because of ineffective security in schools.

The testing of hypothesis 4 reveals that there were significant differences in the mean ratings of the urban and rural primary schools Head teachers on the extent of provision of physical facilities by LGEAs in primary schools in the South Eastern States of Nigeria. The null hypothesis is therefore rejected as postulated.

Extent of financial management practises

The results from research question five which dealt with extent of financial management, showed that the LGEAs to a great extent stimulate and encourage communities' participations in the funding of primary schools; submit monthly returns/annual estimates to SUBEB for proper funding of primary schools; and encourage Head teachers to organize inter-house sports and parents/graduation day annually as a forum for raising funds for the management of primary schools . On the other hand, the LGEAs to a little extent provide enough running cost to head teachers, maintain school buildings, purchase equipment for effective teaching/learning, and organize seminars, conferences and workshops for teachers. Also auditing of school account received little extent opinion.

119

The results of the focus group discussion complement the information from the questionnaire. The outcome of the discussion revealed that the LGEAs utilize funds allocated for the management of primary schools for the purpose to a little extent. Majority of the

SUBEB staff reported that many schools are dilapidated with leaking roofs and uncemented floors. Some have broken windows and doors while in some schools pupils study under sheds. In addition, the respondents have a congruent opinion that the LGEAs do not provide funds for organising seminars and workshops for teachers; do not audit primary schools’ account or provide fund for teachers to buy equipment/teaching materials that will help them discharge their duties effectively. The results also showed that some LGEAs do not render proper account of all the monies allocated for the management of primary schools. Further results revealed that the LGEAs stimulate and encourage community’s participation in the funding of primary schools, encourage head teachers to organize inter house sports, and that the LGEAs submit monthly returns, annual estimate/annual account to SUBEB in time. The result also showed that the communities donate generously for the development of schools.

The information gathered from the interview of the Education secretaries have similarities with those obtained from the focus group discussion and questionnaires. The education secretaries interviewed have a congruent opinion that they stimulate and encourage community participation in the funding of primary schools through paying of PTA levies, and encouraging the old pupils association, the Igwes, town unions and other well meaning individuals to contribute meaningfully for school development. The result of the interaction also showed that monthly returns, annual estimates and annual accounts are submitted

120 promptly to SUBEB and also inter house sports are organized annually by every school in the

LGEAs.

On the issue of organizing seminars/workshop for teachers, paying enough running cost to head teachers, purchasing teaching equipment in schools, maintaining dilapidated school buildings and auditing of school account, majority of the Education secretaries do not have opinions that they perform such duties perfectly well. Some of them offered reasons that adequate funds are not made available for them for the management of primary schools.

Some were of the opinion that the amount paid to head teachers as running cost is decided by the state government, and still majority pointed out that their LGEAs have only one auditor and the possibility of covering the whole school in a term is limited; while others stated that primary school pupils no longer pay school fees and for that they see nothing to audit. Finally almost all of them admitted that they render accurate account of the fund allocated to them for the management of primary schools.

The finding that workshops and seminars are not organised for teachers are in agreement with Onuoha (2005) who observed that the local government education authorities rarely sponsor teachers for conferences, seminars and workshops.

The finding that communities participate in the funding of primary schools, agrees with Nwankwo (2010) who observed that communities are always involved in financing education in Nigeria through making cash donations and other useful materials for education.

The findings that schools organise inter-house sports as a means of raising funds agrees with the observation of Mgbodile (2004 ) that school administrators generate fund through different activities like sale of school uniform, files, handwork, farm proceeds and inter-

121 house sports competition. The findings that annual estimates are submitted agree with

Ogbonnaya (2000) who noted that financial management practices require that annual school account/estimate should be made available for proper funding of primary schools.

The findings that schools are not maintained agrees with Ogbonnaya (2001) who pointed out that school in the various LGEAs, lack basic infrastructures while the existing ones are dilapidated. Ogbonnaya added that the existing school buildings have leaking and blown off roofs, broken windows and ceilings, rough and uncemented floor.

With regard to hypothesis five there were no significant differences in the mean ratings of urban and rural primary school Head teachers as regards extent of financial management practices in primary schools by LGEAs in the South Eastern States of Nigeria.

The null hypothesis is therefore accepted as postulated.

Conclusion

Based on the findings of the study, the following conclusions were drawn:

The LGEAs to a great extent visit schools regularly; ensure that Head teachers participate in supervision of instruction; encourage teachers to use new instructional methods and strategies in teaching; use supervisors report to effect improvement in teaching and learning and pay supervisors out of station allowances regularly. However, their performances in areas such as: providing vehicles for effective supervision of schools; organizing workshops, conferences and seminars for supervisors to improve their competences and ensuring that adequate supervisors are provided for effective supervision of instructions, are to a little extent.

122

To a great extent, the LGEAs ensure that teachers’ salaries and allowances are paid regularly; recommend teachers’ promotion regularly and post / transfer teachers properly, whereas they grant study leave with pay to teachers; organize in-service training such as workshops, seminars and conferences for teachers on regular basis; ensure that retired teachers receive their pension and gratuity by sending their required document in time to

SUBEB for their necessary action; ensure that adequate disciplinary measures are taken against erring teachers and recruit adequate qualified teachers to complement that of government to a little extent.

The LGEAs to a great extent ensure that school facilities are made available for communities’ activities at weekends or evenings for educational and social purpose; involve communities in the renovation of primary schools and in providing needed equipment for effective teaching and learning; ensure full pupils’ enrolment at the beginning of every academic year; ensure that communities provide land for building of new schools and involve communities on the issue of inadequate teaching staff in primary schools. However, they maintain the roads leading to schools and encourage the teaching of culture and religion of the community in primary schools, to a little extent.

Primary schools are provided with teaching and record keeping materials to a great extent, while rehabilitating and renovating of primary school buildings; providing social amenities; securities; modern toilet facilities; well equipped libraries; first aid boxes; furniture and sports equipment are given little attention.

The LGEAs to a little extent utilize fund in organizing seminars, conferences and workshops for teachers; paying running cost to Head teachers; and in maintenance of

123 classroom blocks in primary schools. However, to a great extent they stimulate and encourage communities’ participation in funding of primary schools; submit monthly returns/ annual estimate as well as organize inter-house sports and parent/graduation day annually as a forum for raising funds for management of primary schools.

Educational Implications of the Study

The findings of this study have far reaching implications. As regards ways instructional management are carried out, the LGEAs visit primary schools regularly for active supervision; ensure that Head teachers participate in supervision of instructions for effective teaching and learning; use new instructional methods and strategies for effective teaching and learning as well as use supervisors’ reports to effect improvement in teaching and learning. This implies that the LGEAs should provide vehicles for supervisors’ effective supervision; organize workshops, conferences and seminars for supervisors to improve their competencies and ensure that adequate supervisors are provided.

The findings of this study indicate that LGEAs ensure regular payment of teachers’ salaries and allowances; recommend teachers’ promotion regularly and post/transfer teachers without fear or favour. Regular payment and promotion of teachers boost teachers’ emotional levels to work hard and invariably improve pupils’ performances in both internal and external examinations. This implies that motivation of teachers should be given priority attention to enable primary schools achieve their goals effectively and efficiently. The findings of the study indicate also that to a little extent the LGEAs grant study leave with pay to teachers for their professional growth; organize in-service training for teachers regularly; ensure that retired teachers receive their pension and gratuity by forwarding their pension document to

124

SUBEB in time; ensure that adequate disciplinary measures are taken against erring teachers and recruit adequate number of qualified teachers to solve the problem of inadequate teaching staff in schools.

The implication of this finding is that denying teachers’ in-service training and study leave with pay will affect their professional growth, teaching skills and competencies, which will invariably affect pupils’ performance. Again, inadequate disciplinary measures brings lawlessness among teachers just as inability to forward retired teachers’ retirement documents in time do cause them problem of not receiving their gratuity in time. This, calls for proper attention to motivation of teachers and offer of unconditional help to retiring teachers to enable them cope with retiring problems.

It was found out that to a great extent the LGEAs ensure that school facilities are made available to communities; involve the communities in the renovation of primary schools and provision of equipment; ensure full pupils enrolment at the beginning of every school academic year; mediate when there is boundary dispute or land encroachment in schools; and involve the communities in providing teaching staff in primary schools. This finding implies that apart from the effort of the government, SUBEB and the LGEAs in providing human and material resources to primary schools, communities also do assist in these areas. This is due to the good relationship between the schools and the communities. There is therefore the need for good school-community relationship in the interest of both the school and the communities where the school are located.

The study revealed that to a great extent the LGEAs provide schools with teaching and record keeping materials. For primary school educational goals to be achieved and also for

125 teaching and learning to be effective, there should be adequate supply of text books and other educational materials. The problem is not that the government and SUBEB do not supply these facilities but the problem lies on the distribution, securing and monitoring the use of these materials for effective teaching and learning in primary schools across the States. This finding implies that maintenance, equal distribution and monitoring of school facilities and equipment should be given priority by school administrators, SUBEB and LGEAs’ monitoring team.

The findings showed that LGEAs stimulate and encourage communities participation in funding primary schools; submit monthly returns, annual estimate and annual account to

SUBEB; and encourage Head teachers to organize inter-house sports and parents/graduation day annually as a forum for raising fund for the management of primary schools. This implies that government should not be left alone to fund primary school education. Thus, communities’ assistance is needed, for effective primary school management. It is believed that adequate funding of primary schools will yield the result of achieving primary school educational goals; hence every hand should be on deck.

Recommendations

Based on the findings of the study and the various educational implications which have been highlighted, the following recommendations have been made:

1. LGEAs should appeal to SUBEB to post adequate supervisiors for effective supervision

of instructions in schools.

2. The federal government should provide each LGEA with at least two vehicles. This will

enable the supervisory team to reach all the schools no matter where they are located.

126

Secondly, supervisors and Head teachers should be exposed to regular seminars,

conferences and workshops to acquire more knowledge in modern skills and techniques

of supervision.

3. Issues such as granting of study leave with pay and encouraging in-service training for

teachers should be taken seriously by SUBEB to enhance teachers’ professional growth,

skills and competencies. Also condition of service for teachers should properly address

such areas as regular promotion and payment of teachers’ salaries and allowances, as at

and when due as well as seeing that retired teachers' pension and gratuity documents are

facilitated.

4. Government should post adequate number of qualified teachers to schools if meaningful

learning should be achieved. In addition to this, SUBEB should recruit qualified

teachers and pay them to ensure quality teaching and learning in primary schools if the

numbers of teachers employed by government are not enough.

5. LGEAs should ensure that there is cordial relationship between the schools and the

communities by participating in communities’ activities such as maintaining the roads

leading to schools organizing adult education for interested individuals in the

communities.

6. The LGEAs should appeal to SUBEB to provide schools with modern toilet facilities,

sports equipment, seats educational materials and functional libraries.

Communities should assist in providing schools with physical facilities and instructional

materials.

127

8 Government should be committed to its financial obligations by fully funding primary schools, to enable LGEAs effectively provide physical facilities to schools and organize teachers’ development programmes such as: seminars, workshops and conferences for teachers.

Limitations of the Study

This study was constrained in a number of ways. Such constraints include:

1. The study was centred on government primary schools. The inclusion of private

primary schools will further validate the findings of further studies for greater

generalization of results.

2. The study was limited to only South Eastern States of Nigeria. Perhaps, similar study

which will include other geo-political zone may yield a different result.

3. Some LGEAs Education secretaries were reluctant in providing the needed

information in spite of the introductory letter from the researcher’s head of

department. The reason may be that providing the information would mean exposing

the activities of the LGEAs to outsiders.

4. The management practices are broad and due to time factor and cost, the researcher

limited her study on only five management practices. The inclusion of other

management practices will yield a greater result.

Suggestion of Further Research

On the basis of the findings of this study, the researchers suggested that further research should be undertaken in the following areas.

128

1. An evaluative study of the management of public and private primary schools in the

South Eastern States of Nigeria.

2. A comparative study of the management of primary schools by Local Government

Education Authorities in the South Eastern States and South South States of Nigeria.

3. Strategies for improving the management of primary schools by Local Government

Education Authorities in the South Eastern States of Nigeria.

4. An evaluative study of the management of primary schools by the LGEAs in the South

Eastern States of Nigeria using larger population.

5. An investigation into the academic performance of pupils in public primary schools in

the South Eastern States of Nigeria.

Summary of the Research

The federal government has been making efforts to improve the management of primary schools in all the states. Inspite of these efforts however, problems still persist. The purpose of this study was therefore to investigate the management of primary schools by the

LGEAs in the South Eastern States of Nigeria, as regards instructional management, staff personnel management, school-community relationship, provision of physical facilities, and financial management. The study was guided by five research questions and five null hypotheses. A descriptive survey design was adopted for the study. The samples for the study were 964 head teachers, 19 Education secretaries and 30 SUBEB administrative staff. The instruments used for data collection were questionnaire, interview, focus group discussion and observation check list. In analysing the data, percentage scores, descriptive and inferential statistics were used.

129

The results of the study showed that the constraint to regular and effective supervision of schools in the five states, include non availability of logistics such as finance, vehicles and limited number of supervisors, that to a great extent LGEAs recommend teachers’ promotion and ensure that their salaries are paid regularly; to a great extent too, teachers are not granted study leave with pay; also seminars, workshops and conferences are not regularly organised for them.

The respondents shared the same view that both urban and rural primary schools lack adequate number of qualified teachers; that to a great extent there is good relationship between the schools and the communities. However, the LGEAs to a little extent provide schools with security, functional libraries/first aid boxes, furniture and sports equipment.

Social services such as water supply from borehole, modern toilet facilities and good roads leading to schools in urban and rural areas are grossly lacking. The LGEAs stimulate and encourage communities to participate actively in funding primary schools. The LGEAs submit monthly returns, annual estimates and annual account to SUBEB for effective school administration. They also ensure that head teachers organise inter-house sports as a forum for raising funds for school administration.

To a great extent the LGEAs provide schools with teaching and record keeping materials, but the LGEAs maintain classroom buildings, provide running cost to head teachers, purchase equipments/materials, organise seminars and workshops and audit primary school account to a little extent.

There is significant difference between the mean ratings of the urban and rural head teachers on the extent of provision of physical facilities in primary schools in the South East,

Nigeria, however, there is no significant difference between the mean ratings of urban and

130 rural primary school head teachers on the extent instructional management, staff personnel management, school community relationship management and financial management practises are carried out in primary schools in the South East, Nigeria by the LGEAs.

Based on the findings, the researcher recommended that:

1. Adequate number of supervisors should be posted to LGEAs and that adequate

logistics such as vehicles/finance should be provided to them for regular monitoring of

teaching and learning activities in primary schools. Also seminars, conferences and

workshops should be regularly organised for the supervisors to make them more

competent in their job.

2. Government should improve the welfare of teachers by paying them promptly and

promoting them as at and when due. They should also lift the embargo placed on

recruitment of teachers to solve the problem of inadequate number of teachers in

schools.

3. Parents and community members should be called upon to help schools since government cannot bear the burden alone. They should also serve as welfare organisation to monitor the activities of both teachers and pupils and to motivate them from time to time. 4. There should be provision of adequate physical facilities and equipment by

government and LGEAs to ensure effective teaching and learning.

5. Government should provide enough funds for effective management of primary

schools. There should be proper auditing of schools by SUBEB to check

fraud/embezzlement and to ensure that the fund is judiciously used for the purpose it is

meant for.

131

REFERENCES

Adamaechi, B.C & Romain, H.A (2000). Issues, Problems and Prospects of Free Compulsory and Qualitative Education , Onitsha: Nigeria Educational Publishers Ltd.

Adenipekun, O. (2008). The 9year basic Education Curriculum at a Glance Abuja, Vanguard Newspaper , Thursday, July 5, 2008 p.35.

Agbonifor, B.A, Agbadudu A. A, & Iyayi C.O. (2005). Management: A Nigerian Perspective Lagos : Malthose Press Ltd.

Aguokogbue, (2000). Administrative and Curriculum Implication of the UBE, A paper presented at the International Conference on Universal Based Education held at the University of Nigeria Nsukka. May 7, 2000.

Ajayi A. (2007). Issues in School Management , Lagos: Baloabay Publication.

Ajewumni, A. (2004). Systematic Participation in the Management of Primary and Secondary Education in the Nigeria Plural Democracy In E.O. Famigbaye, J.B. Babalola, M. Fabunmi, & A. Ayeni, (Eds), Management of Primary and Secondary Education in Nigeria, Ibadan: Codat Publications Limited.

Akam, C.I. (1995). Staff Personnel Services in Secondary Schools in Aba Education Zone of Abia State . Unpublished Ph.D Dissertation, Department of Educational Foundations U.N.N.

Akubue, A.U (1991). Classroom Organization and Management; A 5 Point Strategy Ibadan: Wisdom Publishers Ltd.

Akubue, A.U. (1981). The in-service Needs of Secondary Principals in Instructional Supervision : A case study of Anambra State of Nigeria. Unpublished Doctoral Dissertation: Department of Educational Foundations, University of Nigeria, Nsukka.

Akudo, F.U. (2007). The Nigerian Influence of Supervision of Instruction on Teacher Effectiveness in Primary Schools Nigeria Journal of Educational Management . (6). 75-82.

Anaekwe, J.A. (2002). Design and Implementation of Data Management in Secondary Schools: A Case Study of Comprehensive Secondary School, Onitsha. An unpublished M.ED Thesis: Federal University of Technology, Owerri.

131 132

Ani, C.I. (1997). Procurement, Management and Maintaining of the School Plant, In Ndu A.N., Ocho L.O. & Okeke B.S (Eds) Dynamic of Education Administration and Management, Awka: Meks.

Anwukah, T.G (1987). Community Participation in Education Decision-Making: The gap Between Philosophy and Practice. Review of Education 8 74-81

Arinze, D.C. (2003). Management of Primary Schools by Local Government Education Authorities in Enugu Education zone . Unpublished M.ED Thesis; Department of Educational Foundations, U.N.N.

Ayodele, J.B. (2004). The Role of Head Teachers in School Plant Management and Maintenance, In E.O. Famigbaye; J.B. Babalola; M. Fabunmi, & A. Ayeni (Eds), Management of Primary and Secondary Education in Nigeria . Ibadan: Codat Publications Limited.

Babalola, J.B, (2003). Educational Management: Thoughts and Practice . Ibadan: Codat publications.

Bello, S.E. (2004). Staff Personnel and Productivity in Ikeja District of Lagos State, Journal of Curriculum and Instruction (JCI). 6, (1) 51-55.

Chester Bernard in Peretomode (1996). Educational Administration , Applied Concepts and Theoritical Perspectives. Lagos : Joja Educational Research and Publication Ltd.

Chiaha, G.T.U. (2009). Transformational leadership Behaviours of Nigerian University Women Administrators, Nigeria: Journal of Educational Management 3(2)1-7.

Chikwendu, A.C. (2005). Administrative Functions of the Education Secretaries in the Local Government Education Authorities in Anambra state Problem and Strategies . Unpublished M.ED Thesis: Department of Educational Foundation, U.N.N.

Davis, L. & Harber, G. (2002). School Management and Effectiveness in Developing Countries : The Post Bureaucratic School . London: Continuum.

Doris, T.R. (2000). Supervision in Modern Times. New York: Macmillan.

Durosaro, D.O. (2006). Resource Allocation and utilization for University Education in Nigeria, Trends and Issues, In E.G. Fagbamiye & D.O. Durosaro (Eds). Education and Productivity in Nigeria . Awka: Meks Link Nigeria Publishers.

Edem, D. A (2006). Guide to Educational Administration in West Africa. Zaria: Faculty of Education A.B.U. Press.

133

Edem, D.A. (1998). Introduction Essentials of School Administration: Benin City to Educational Administration in Nigeria: Ibadan: Spectrum Books Ltd.

Egwuyega,E.J.(2000) EssentialsOfSchoolAdministration ;BeninCity .JusticeJeco Publishers. Emenike, O. (2003). Educational Management: Theory and Practice . Enugu: Jamoe Publisher.

Eneh, J.E. (1989). A Study of the Management Problems in the State Education Commission and Their Implications for Secondary Schools in Anambra State : Unpublished M.ED thesis, Department of Educational Foundations, University of Nigeria, Nsukka.

Enyi, D. (2004). Theories in Educational Administration, In T.O. Mgbodile (Ed). Fundamentals in Educational Administration and Planning, Enugu: Magnet Business Enterprises.

Eze, C.O. (2009). “Management of Primary Schools (the State of the Art) in Nsukka Education Zone in Enugu State”, Unpublished M.Ed. Thesis, Department of Educational Foundations, University of Nigeria, Nsukka.

Ezenwaji, I. O. (2012). Appraisal of the Management of Primary Schools in South East zone of Nigeria .Unpublished Ph.D Thesis Department of Educational Foundations, U.N.N.

Ezegbe, B.N. (2003). Strategies for improving the Administrative function of State Primary Education Boards (SPEB ) in South East Zone of Nigeria , Unpublished Ph.D Thesis, Department of Educational Foundations, U.N.N.

Ezeocha, P.A. (1990). Educational Administration and Planning, Enugu: Optimal Computer Solution Limited.

Ezeuchu, N. (2006). Appraising the Effectiveness of Implementation strategies of Administrative Functions of Post Primary School Management Boards in the South East Nigeria, Unpublished Doctoral Dissertation: Department of Educational Foundations, University of Nigeria, Nsukka .

Eziachalla, F. (2005). A Study of the Extent of Local Government Participation in the Administration of Primary Education in Awka, Education Zone of Anambra state Unpublished Ph.D Thesis: Department of Educational Foundations, U.N.N.

Federal Republic of Nigeria, (FRN). (2008). National Policy on Education. Abuja: NERDC.

Fawomola, A. (2013 ), Daily Independent Nigeria July 2013

Firz, C. K. (2006). Supervision for Increase Competence and Productivity: Principles and Practice. New York: Harper and for Publishers.

134

Hinkle, D. E, Wiersma, W & Jurs, S.G. (1988). Applied Statistics for The behavioural Sciences (2 nd edition). Boston: Houghton Mifflin.

Ibuku, P.T. (2004). Perceived Effectiveness of Situational Leadership, In Okoh, S.T. (Ed) Administration of organization . Port Harcourt: University of Port Harcourt Press.

Igwebuike, P. T. (2003). Teachers’ Perception of the Adequacy of Supervisory Practices of Principals in Secondary Schools in Ogidi Education Zone of Anambra State. Unpublished M.ED Project, Department of Educational Foundations, University of Port Harcourt.

Ike-Obioha, B.U. (2007). Appraisal of Head Teachers’ Administrative Practices under the Universal Basic Education Programme in Imo state. Nigerian Journal of Educational Management (6), 209-257.

Koontz, H. & Weihrich, H. (2007). Essentials of Management. An International Perspective New Delhi: Tata McGraw Hill Publishing Company Ltd.

Madueke, V. (2010). Evaluation of the Management Practices of Anambra State Primary Education Board. Unpublished M.ED Thesis, Department of Educational Foundations, Nnamdi Azikiwe University Awka.

Mc Gregor, D. (1960). The Human Side of Enterprise . New York: McGraw Hill Book Co.

Mgbodile, T.O. (Ed) (2004). Fundamentals in Educational Administration and Planning. Enugu: Magnet Business Enterprises (Publishing Division).

Mgbodile, T.O. (2007). The Dynamics of Educational Planning . Enugu: Ephrata Press.

Mkpa, A.M. (2008). Quality Assurance in Universal Basic Education, Nigerian Journal of Curriculum Studies : 15(1), 1-12.

Ndu, A. Ocho L. & Okeke B. (Eds) (1997). Dynamic of Educational Administration and Management. The Nigerian Perspective. Awka: Meks Publishers Ltd.

Ngoka, G.N. (1998). Administration Support for Generation of Local Income in Nigerian Universities : An Issue Crucial to Effective Management of Nigerian Universities. Review of Education 15 (1), 22-228.

Njoku, E. (1981). The Issues and Problems of Local Government Participation in Administration of Primary Education in Owerri Education Zone of Imo State Unpublished M.ED Thesis Department of Educational Foundations, U.N.N.

135

Nnachi, O. (2004). Alternative Strategies for Funding Secondary Schools in Enugu State. Unpublished Ph.D Thesis, Department of Educational Foundations, University of Nigeria Nsukka.

Nnosiri, C. (1997). Supervision for Qualitative Output in Ndu, A, Ocho, L. & Okeke, B (Eds) Dynamics of Educational Administrative and Management : The Nigerian Perspective Awka: Meks Publisher Ltd.

Nwachukwu, C.C. (2007). Management Theory and Practice, Onitsha: Africana- First publishers Ltd.

Nwadiani, M. (2000). The Challenges Facing the Management of Higher Education in Nigeria In Ajayi T. (Ed). Higher Education in Nigeria, Ijebu- Ode: Triumph Books Publishers in Press.

Nwagwu, L. (2005). Personnel Management in Education : Human Resources Administration and Development. Enugu: His Glory Publication.

Nwangwu, N. (2001). Current Issues in Educational Management : Publication of Nigeria Association for Educational Administration and Planning (NAEAP)

Nwankwo, J.I. (1982). Educational Administration: Theory and Practice, New Delhi: Vikas Publishing House.

Nwankwo, P.O.M. (2005). Staff Personnel Supervision. Port Harcourt: University of Port Harcourt Press.

Nwankwo, T.C. (2010). Good School-Community Relationship as Tool for Effective School Administration in Anambra State Public Schools. A Paper Presented at all Nigerian Conference of Principals of Secondary School [ANCOPSS] Anambra State Branch, August 7 th 2009.

Nwanna, O. C. (1981). School Discipline in the East Central State of Nigeria After the Civil War, West African Journal , Vol. xix No. 3.

Nwogbo, V.N. (2009). Rewards and Work Motivation: A Panacea for Teachers’ Poor Work Attitude, Nigerian Journal of Educational Management: The Association for Promoting Quality Management in Schools, 4 (1), 88-98.

Nworgu, B.G. (2006). Educational Research: Basic Issues and Methodology . (2 nd ed) Nsukka: University Trust Publishers.

Nzewi I.V. (2006). Management of Administrative-Related Stress of Head Teachers in Nnewi Education Zone of Anambra State, Unpublished MED Thesis; Department of Educational Foundations, University of Nigeria, Nsukka.

136

Obi, E. (2003). Education Management Theory and Practice, Enugu: Jamoe Enterprises (Nigeria).

Obiechina, F. (2006). School Community Relations and the Status of Physical facilities in Secondary Schools in Imo State, Unpublished M.Ed Thesis. Department of Educational Foundations, Nnamdi Azikwe University Awka.

Oboegbulem, A.I. (2004). School Community Relationship. In Mgbodile T.O (Ed). Fundamental in Educational Administration and Planning, Enugu: Magnet Computer Services.

Oboegbulem, A.I. (2004). Staff Personnel Management, In Mgbodile T.O (Ed). Fundamental in Educational Administration and Planning, Enugu: Magnet Computer Services.

Oboegbulem, A.l. (2013). Staff Personnel Management, In Ogbonnaya N.O (Ed) Fundamental in Educational Administration and Planning, Enugu: Magnet Computer Services.

Oboegbulem, A. I. & Onwurah, C. U. (2011). Organisation and Management of Education, Nsukka: Great AD Express Publishers.

Obunadike, J.C. (2007). Staff Personnel Management Functions of Anambra State Universal Basic Education Board (ASUBEB), Nigeria Journal of Educational Management. (6) 209-218.

Odigbo, C.I (2005). Public and Private Secondary School Dichotomy in the Nigerian Education System: Implications for Quality, Education In Nwadiana M. (Ed), Nigerian Journal of Educational Administration and Planning 5(2), 164-172.

Odor, G.O (1995). Administration of schools in Nigeria : Theory and Practice.Benin City: Monose Amalgamates .

Odunze, J.C (2000). Leave Ogbaru Alone. ASPEB Voice 1(4), 16

Ofojebe, W.N. (2007). Supervisory Competencies Needed by Primary School Supervisors in Anambra State: A Challenge for the UBE, Nigerian Journal of Educational Management. 6(1), 39-47.

Ogbakwu, V.N. (2004). A Comparative Study of the Management Practices of Public and Private Secondary Schools in Enugu State, Unpublished Ph.D Dissertation, Department of Educational Foundations: U.N.N.

Ogbazi, N.J. & Okpala, J.C. (1994). Writing Research Report Guide for Science Research in Education , Social Sciences Humanities . Owerri: Prime-Time Ltd.

137

Ogbonnaya, N. O. (1995). Financial Management Problems of Secondary Schools in Enugu State, Unpublished Ph.D Thesis, Department of Educational Foudations, U.N.N.

Ogbonnaya, N.O. (1995). Practical Administrative Measures for Improving the Teaching of Local Craft in Primary Schools: International Journal of Arts and Technology Education Inc.vol 2(1)1-5

Ogbonnaya, N.O (2000). Foundation of Education Finance . Owerri: Cape Publishers International Ltd.

Ogbonnaya, N.O. (2000). Planning Practices of Secondary School Principals in Enugu State, Journal of Empirical studies in Psychology and Education 2(1) 2- 15

Ogbonnaya, N. O. (2001). Principles and Applications of Educational Policies in Nigeria . Nsukka: University Trust Publisher.

Ogbonnaya, N. O.(2001). Strategies for Effective Financial Management of Secondary Schools in Anambra State, Nigeria, Journal of Vocational Education 3(2)1-7.

Ogbonnaya, N.O (2004). Nature and Scope of Educational Administration In Mgbodile T.O (Ed) Fundamentals in Educational Administration and Planning, Enugu: Magnet Computer Services.

Ogbonnaya, N. O. (2005). Fundamentals of Education Finance (2 nd Ed) Nsukka: Hallman Publishers.

Ogbonnaya, N. O. (2009). Social and Political Context of Educational Administration and Planning. Nsukka: Chuka Educational Publishers.

Ogunu, M. (2001). Introduction to Educational Management , Benin: Mabogun Publishers.

Okeke, R.J. (1990). Development and Utilization of Appropriate Technology: the Role of Educational Technology Resource Centres in Secondary Schools in Abia State.

Okeke, B. (2000). Strategies for the Improvement of the Supervision Problems of Secondary Schools in Anambra State . Unpublished M.E.d Project, Department of Educational Foundations University of Nigeria, Nsukka.

Okezie E.I. (2000). Financial Management Practices of Primary School Headmasters in Awka Education Zone of Anambra State. Unpublished Ph.D Thesis, Department of Educational Foundations, University of Nigeria Nsukka.

Okoli, J. (2007). Appraisal of the Implementation of the Universal Basic Education in Ebonyi State. Unpublished Ph.D Thesis, Department of Educational Foundations ABSU.

138

Oladipo S.A. (2008). Managing Educational Facilities for School Effectiveness in Nigeria: International Journal of Educational Research , Vol. 8, 2008

Olibe, E.I. (2006). Adequacy of the Supervisory Skills Adopted by Primary School Head Teachers in Onitsha Education for Curriculum Implementation. Journal of Childhood and Primary Education 2(1); 165-175.

Olutola B. (1989), Adeboye A. (1994), Ayodele, J.B., (2004). School Physical Facilities Management . Ibadan: Fountain publishers Ltd.

Oluwuo, S. (1994). Perceived Strategies for Improving the Administration of Primary Education in Imo State, Unpublished Ph.D Thesis; Department of Educational Foundations, University of Nigeria, Nsukka.

Onuoha, H. (2005). Effectiveness of Resource Provision for Universal Basic Education in Awka Education Zone . Unpublished M.ED Thesis, Department of Educational Foundations, Nnamdi Azikwe University, Awka

Onwurah, C.U. (2004). School Plant Management, In Mgbodile, T.O. (Ed), Fundamental in Educational Administration and Planning, Enugu: Magnet Computer Services.

Onyido, N.J. (2011). Application of Transformation Leadership Behaviours by Principals in Managing Secondary Schools in Nsukka Education Zone of Enugu State. Unpublished M.ED Thesis: Department of Educational Foundations, University of Nigeria, Nsukka.

Onyishi, A. (1998). Advance Principles of Management. Unpublished Manuscripts. Department of PALG, U.N.N.

Oranu, R.N (1985). In-service Education for Technical Teachers, Curriculum Organization of Nigeria Monograph series (2).

Osuala, E. & Okeke, A. (2006). Administrative Office Management. Enugu: Acena Publishers.

Owojori, A.A. & Asaolu, T.O. (2010). Critical Evaluation of Personnel Management Problems in the Nigeria Schools. Social Science Journal 5(3) 35-50.

Peretomode V.F. (2004). Introduction to Educational Administration, Planning and Supervision . Lagos: Joja Press Educational Research Publishers.

Peretomode, V.T. (2004). Educational Administration, Applied Concepts and Theoretical Perspective. Lagos: Joja Educational Research and Publishers Ltd.

139

Sapre, P. (2002). Realizing the Potential of Educational Management in India. Journal of Educational Management and Administration , 30(1); 101-108.

Tabotndip, J. E. (2000). Influence of the State Primary Education Board on Primary School Management in Imo State. Unpublished Ph.D Thesis, Department of Educational Foundations, University of Nigeria, Nsukka.

Taylor, F.W. (1911). The Principles of Scientific Management New York: Harper and Row.

Uche, B. O (1990). Improvisation and Utilization of Instructional Materials in the Primary School. Review of Education 2, 8-13.

Udezor, R.K. (2004). Educational Administration: Perspectives and Practical Implications, Nimo: Rex Charles and Patrick Ltd.

Ukeje, B.O. (1992). Educational Administration, Fourth Dimension Publishing Company Ltd, Enugu.

Ugwu, B. (2005). A Study of the Extent of Local Government Education Authorities’ Participation in the Administration of Primary Schools in Enugu Education Zone of Enugu State. Unpublished M.E.D Thesis: Department of Educational Foundations University of Nigeria, Nsukka.

Umejih, G.K. (2005). Influence of Head Teachers’ Administrative Strategies on Teacher Morale. Unpublished M.ED Thesis, Department of Educational Foundations, University of Port Harcourt.

Uzoije, O. R. (2009). Assessment of Financial Management Practices of Federal Universities in South East Zone of Nigeria. Unpublished M.ED Thesis, Department of Educational Foundations, University of Nigeria, Nsukka.

Wilcox, B. (2000). Making Inspection Visit more Effective- The English Experience, International Institute for Educational Planning. UNESCO: Paris.

140

APPENDIX A

POPULATION DISTRIBUTION OF THE STUDY

S/N Names of No of Total States Edu/ Category of Staff Zones SUBEB L.G.E.A Head Staff Secretaries teachers 1 Abia 3 6 17 800 823

2 Anambra 6 6 21 1040 1067

3 Ebonyi 3 6 13 539 558

4 Enugu 6 6 17 1178 1201

5 Imo 6 6 27 1274 1307

Total 24 30 95 4831 4956

Source: The South Eastern States Universal Basic Education Boards (SUBEB) planning

Research and Statistics Department July 2012

141

APPENDIX B

TOTAL NUMBER OF EDUCATION ZONES, LGEAs & SUBJECTS USED FOR THE STUDY

S/N States No. Of Education Zones and Name of No. of No. of SUBEB No. of Head Total LGEAs Education Education Heads of Teachers No. Of Ed/Zones No. Of LGEAs Zones secretaries departments

1 Abia State 1 4 Umuahia 4 6 175 185

2 Anambra State 1 4 Nnewi 4 6 192 202

3 Ebonyi State 1 4 Abakaliki 4 6 166 176

4 Enugu State 1 3 Obollo-Afor 3 6 206 215

5 Imo State 1 4 Okigwe 4 6 225 235

Total 5 19 19 30 964 1013 Source: The South Eastern States Universal Basic Education Boards (SUBEB) planning Research and Statistics Department July 2012

142

APPENDIX C

Department of Educational Foundations University of Nigeria Nsukka. March, 2012.

Dear Sir/Ma

MANAGEMENT OF PRIMARY SCHOOLS BY LOCAL GOVERNMENT EDUCATION AUTHORITIES (L.G.E.As) IN THE SOUTH EASTERN STATES OF NIGERIA

I am a post graduate student of the above named institution. I am carrying out a study on the topic stated above. The purpose of the study is to conduct an in-depth study on management of primary schools by the L.G.E.As in the South Eastern states of Nigeria.

Your opinion on this issue will be of immense help to this study, hence you are requested to answer the items in this questionnaire by ticking ( √) on your opinion in the column provided. The information you will provide is purely for academic purpose and will be treated with confidence.

Yours faithfully,

Nzewi Ifeoma

143

APPENDIX D

QUESTIONNAIRE INSTRUMENT FOR DATA COLLECTION ON:

Management of Primary Schools by L.G.E.As in the South Eastern States of Nigeria: Please kindly and carefully tick (√) where appropriate. Your response is for research purpose and will be treated confidentially. SECTION A Demographic Data of the Respondent Name of state ------Name of L.G.E.A------Status ------

Cluster A: Extent of Local Government Education Authorities Instructional management of in Primary Schools S/No Items Very Great Little Very Little Great Extent Extent Extent Extent 1 The LGEAs officials visit primary schools regularly for supervision activities. 2 The LGEAs ensure that head teachers participate in supervision of instructions for teaching effectiveness. 3 The LGEAs encourage teachers to use new instructional methods and strategies for effective teaching and learning. 4 The LGEAs use supervisors’ reports to effect improvement in teaching and learning in primary schools. 5 The LGEAs provide vehicles for supervision of schools. 6 The LGEAs organize workshops and seminars for supervisors to improve their competences. 7 The LGEAs pay supervisors out of station allowance regularly to ease their job. 8 The LGEAs ensure that enough supervisors are available in the LGEAs

144

for effective supervisions. Cluster B: Extent of Local Government Education Authorities Staff Personnel Management in Primary Schools S/N Items Very Great Little Very Little Great Extent Extent Extent Extent 9 The LGEAs ensure that teachers’ salaries and allowances are paid regularly. 10 The LGEAs recommend teachers’ promotion regularly. 11 The LGEAs grant study leave with pay to primary school teachers. 12 The LGEAs organize workshops, seminars and conferences for teachers on regular basis. 13 The LGEAs ensure that retired teachers receive their pension and gratuity by sending their required documents as at when due to SUBEB for necessary action. 14 The LGEAs ensure that adequate disciplinary measures are taken against erring teachers. 15 The LGEAs recruit adequate qualified teachers to primary schools to augment the existing ones. 16 The LGEAs’ postings and transfers of teachers are done properly in primary schools.

Cluster C: Extent to which Local Government Education Authorities’ enhance school communities’ relationship Items VGE GE LE VLE S/N 17. The LGEAs participate in community activities such maintenance of roads leading to schools 18. The LGEAs ensure that school facilities are made available for community activities at weekends or evenings for educational and social purpose. 19. The LGEAs encourage the teaching of relevant culture and religion of the community in schools.

145

20. The LGEAs involve the community in the renovation of primary school buildings and provision of equipment needed for teaching and learning. 21. The LGEAs ensure full pupils enrolment at the beginning of every school academic year. 22. The LGEAs mediate when there is boundary dispute or land encroachment by the community. 23. The LGEAs ensure that community provides land for building of new schools. 24. The LGEAs involve communities on the issue of inadequate teachers in primary schools.

Cluster D: Extent of Local Government Education Authorities provision of Physical facilities in Primary Schools. S/N Items Very great Great Little Very little extent extent Extent Extent 25 The LGEAs provide schools with teaching and record keeping materials such as text books, chalk, chalkboards, dusters and lesson notes, diaries, registers and report cards. 26 The LGEAs rehabilitate and renovate primary school buildings and furniture as at when needed. 27 The LGEAs provide social amenities such as pipe borne water and or electricity to schools. 28 The LGEAs provide securities to primary schools such as fencing of the school compound. 29 The LGEAs provide primary schools with modern toilet facilities. 30 The LGEAs provide primary schools with well equipped libraries and first aid boxes. 31 The LGEAs provide primary schools with furniture such as chairs, tables, seats; and repair damaged ones. 32 The LGEAs encourage sports by acquiring and distributing sports equipment to primary schools.

146

Cluster E: Extent of Local Government Education Authorities Financial Management Practices. S/N Items Very Great Little Very Little Great Extent Extent Extent Extent 3 2 1 4 33 The LGEAs provide fund for the maintenance of classroom blocks in primary schools. 34 The LGEAs stimulate and encourage communities’ participation in the funding of primary schools. 35 The LGEAs provide fund as over head cost to head teachers for the smooth running of primary schools. 36 Funds are provided by the LGEAs to organize seminars and workshops for teachers. 37 The LGEAs audit primary schools’ accounts regularly to ensure proper fund utilization. 38 The LGEAs submit monthly returns, annual estimate and annual accounts to SUBEB for proper funding of primary schools. 39 The LGEAs provide funds for the provision of equipment and materials needed for effective teaching and learning. 40 The LGEAs encourage head-teachers to organize inter-house sports and parents/ graduation day annually as forum for raising funds for funding of primary schools.

147

APPENDIX E

FOCUS GROUP DISCUSION SCHEDULE FOR STATE UNIVERSAL BASIC EDUCATION BOARD (SUBEB) HODs ON: MANAGEMENT OF PRIMARY SCHOOLS BY LGEAs IN THE SOUTH EAST, NIGERIA. Instructional Management: 1. Do supervisors from L.G.E.As carry out effective supervision of instructions in primary schools in your state? 2. Are head teachers encouraged to participate in school supervision by the LGEAs? 3. Do supervisors expose teachers to new instructional methods and strategies for effective teaching and learning? 4. Do Education Secretaries use supervision report to bring improvement in teaching and learning in primary schools? 5. Are supervisors provided with vehicle for effective supervisions? 6. Do L.G.E.As organize seminars for supervisors to improve their supervisory skills 7. Do supervisors receive adequate out of station allowance from L.G.E.As? 8. Are there adequate supervisors in every L.G.E.As? Staff Personnel Management: 9. Do L.G.E.As ensure regular payment of teachers’ salaries and benefits? 10. Is the recommendation of teachers’ promotion by the L.G.EAs done effectively? 11. Do L.G.E.As grant study leave with pay to primary school teachers and head teachers? 12. Do L.G.E.As organize seminars, workshops and conferences for teachers in primary schools with financial benefits? 13. Do the L.G.EAs submit retired teachers documents for pension and gratuity in time to SUBEB for their necessary action. 14. Do L.G.E.As take adequate disciplinary measure against erring teachers? 15. Do L.G.E.As ensure that adequate qualified teachers are recruited and posted to schools that lack teachers? 16. Are transfers and postings of teachers and head teachers carried out properly in primary scho ols by L.G.As?

148

School Community – Relationship Management: 17. Do the L.G.E.As participate in community activities such as maintaining the roads leading to schools? 18. Do the L.G.E.As allow communities access to school facilities? 19. Are the teaching of culture and religion of the community encouraged in primary schools by L.G.E.As? 20. Do the L.G.E.As involve communities in the renovation of schools and provision of equipment required for teaching and learning? 21. Do the L.G.E.As ensure full pupils enrolment at the beginning of every school academic year? 22. Do the L.G.E.As handle boundary or land encroachment disputes effectively in primary schools where it exists? 23. Do the LGEAs encourage the communities to donate land for building of new schools? 24. Do the L.G.E.As involve the communities in the issue of inadequate teachers in primary schools? Physical Facility Management: 25. Do L.G.E.As provide adequate teaching and record keeping materials such as text books, lesson notes, dusters, chalkboard, registers, diaries and report cards for effective teaching and learning in primary schools? 26. To what extent do the L.G.E.As rehabilitate and renovate primary school buildings? 27. Do L.G.E.As provide good source of drinking water in primary schools? 28. Do the L.G.E.As provide securities such as fencing of all the primary school compound in your state? 29. Are schools provided with modern toilet facilities by the L.G.E.A.s? 30. Do LGEAs ensure that the conditions of libraries and first aid boxes in primary schools are encouraging? 31. Do L.G.E.As provide schools with furniture such as seats, chairs and tables 32. Are primary schools provided with sports equipment regularly by L.G.E.As? Financial Management: 33. Are the L.G.E.As given adequate allocations of fund for the management of primary schools in your states? 34. Do the L.G.E.As embark on capital project such as building of new schools with the fund allocated to them for the management of primary schools?

149

35. Do L.G.E.As stimulate and encourage communities’ participation in the funding of primary schools. 36. Are head teachers provided adequate running cost by L.G.E.As? 37. Do the L.G.E.As audit primary schools account regularly? 38. Do L.G.E.As submit annual estimate and annual account to SUBEB for effective funding of primary schools? 39. Are head teachers encouraged by LGEAs to organize inter house sports and parent/graduation day annually as a means of raising fund for the management of primary schools? 40. Do L.G.E.As render proper account of the entire fund allocated to them for the management of primary schools?

150

APPENDIX F

ORAL INTERVIEW SCHEDULE WITH EDUCATION SECRETARIES ON: MANAGEMENT OF PRIMARY SCHOOLS BY LOCAL GOVERNMENT EDUCATION AUTHORITIES IN THE SOUTH EAST, NIGERIA

Instructional Management: 1. Do your L.G.E.A carry out effective supervision of primary schools? 2. Do you involve head teachers in the supervision of schools? 3. Are teachers exposed to new instructional methods and strategies? 4. Do you use supervisors’ report to bring improvement in primary schools? 5. Are supervisors provided with vehicles for effective supervision? 6. Do you improve supervisors’ competencies through organized workshops and seminars? 7. Do you pay supervisors adequate out of station allowances? 8. Are there adequate supervisors in your L.G.E.A? Staff Personnel Management: 9. Are the salaries and benefits of teachers paid regularly? 10. Do you recommend teachers’ promotion as at when due? 11. Do you grant study leave with pay to primary school teachers? 12. Do you organize seminars, workshops and conferences for head teachers and teachers with financial benefit? 13. Do you send retired teachers' documents in time to SUBEB for their pension and gratuity? 14. Do you take adequate disciplinary measure against erring teachers? 15. Do you have adequate qualified teachers in primary schools in your LGEA? 16. Are recruitment, postings and transfers of teachers and head teachers carried out properly by your LGEA? School Community Relationship Management: 17. Does your L.G.E.A participate in community activities such as maintaining the roads leading to primary schools? 18. Do you encourage your head teachers to make school facilities available to the community at weekends or evenings for educational or social purposes? 19. Are the teaching of relevant culture and religion of the communities encouraged by your L.G.E.A in primary schools?

151

20. Do you involve the community in the renovation of primary school buildings and provision of equipment required for teaching and learning? 21. Do you ensure full pupils enrolment at the beginning of every school academic year? 22. Are boundary or land encroachment issues in schools where they exist well handled by your L.G.E.A? 23. Do you liaise with community in purchasing lands for building of new schools? 24. Do you involve the communities on the issue of inadequate teachers in primary schools? Physical Facilities Management: 25. Do you provide adequate teaching and record keeping materials for effective teaching and learning, such as text books, chalk, chalkboard, dusters, diaries, lesson notes registers and report cards regularly? 26. Do you rehabilitate and renovate dilapidated school buildings in your area as at when needed? 27. Are primary schools provided with good source of drinking water in your L.G.E.A? 28. Do you provide primary schools in your LGEA with security such as fencing the school compound? 29. Do you provide schools in your LGEA with modern toilet facilities? 30. Are the condition of libraries and first aid boxes in primary schools in your LGEA encouraging? 31. Do you provide schools in your LGEA with furniture, such as seat, chairs and tables? 32. Are sports equipment distributed to schools in your L.G.E.A regularly? Financial Management: 33. Is the fund allocated to your LGEA adequate for the management of primary schools? 34. Do you make use of part of the fund to embark on capital project such as building of new schools? 35. To what extent do you encourage communities to participate in the funding of schools? 36. Are head teachers giving adequate running cost per annum? 37. Is auditing of primary school account carried out regularly in your LGEA? 38. Do you submit monthly return, annual estimate and annual account to SUBEB for effective funding of primary schools? 39. Are Head teachers encouraged by your L.G.E.A to organize inter-house sports and parents /graduation day as a means of getting fund for effective management of primary schools? 40. Do you render proper account of the entire fund allocated to you for the management of primary schools?

152

APPENDIX G PLANT OPBSERVATION S CHEDULE CHECKLIST ON: MANAGEMENT OF PRIMARY SCHOOLS BY LOCAL GOVERNMENT AUTHORITIES IN SUTH-EAST, NIGERIA NAME OF SCHOOL...... LOCATION:...... POPULATION OF SCHOOL...... KEY V/A - Very Adequate = 5 A - Adequate = 4 F/A - Fairly Adequate = 3 N/A - Not Adequte = 2 N/AV - Not Available = 1 S/N PHYSICAL FACILITIES V/A A F/A N/A N/AV 1 Fencing of school compound 2 Nature of the school building 3 Computer set 4 Teaching/Record keeping materials 5 Nature of Classroom 6 Standard/Functional Library 7 Sports facilities/Equipment 8 Electricity 9 Generator 10 School store 11 First Aid box 12 Head teachers office 13 Modern toilet 14 Pipe borne water/Borne-hole 15 Information&communication technology (ICT) 16 Foot ball field 17 School farm 18 Furniture

153

APPENDIX H ASSESSMENT CRITERIA/BENCH MARK FOR OBSERVATION CHECKLIST

KEY V/A - Very Adequate = 5 A - Adequate = 4 F/A - Fairly Adequate = 3 N/A - Not Adequte = 2 N/AV - Not Available = 1 S/N ITEMS KEY BENCH MARK 1 Fencing of School V/A High wall with gate/key Compound A High wall with gate/no key F/A Low wall with gate N/A Low wall without gate N/AV No wall

2 Nature of School V/A New building/s with iron doors/windows Building (Pop. A Old building/s with iron doors and windows Size) F/A Old building/s without doors and windows N/A Delapidated building/s with leaking roof N/AV Buildings with blown off roof

3 Computer set V/A Separate computer classroom with different computer set/assesories A Separate computer classroom with few computer sets/assesories F/A School with separate computer classroom with one or two computer set N/A School without separate computer classroom with only one computer set N/AV School without computer set 4 Teaching/record V/A School with extra teaching/record keeping materials keeping materials in all the classes A School with teaching/record keeping materials in all the classes

154

F/A School with few teaching/record keeping material in all the classes N/A School with scanty teaching/record keeping materials N/AV School without teaching/record keeoing materials

5 Classrooms V/A Well patitioned spaciuous classrooms A Patitioned patitioned classrooms F/A Spacious classrooms in open hall N/A Compacted classrooms in the open hall N/AV No classroom at all

6 Standard/Functional V/A Library in separate building equipped with books library /readable materials A Library in separate building with few books/readable materials F/A Library in a classroom with few books N/A Library in one corner of the shool building with scanty books N/AV Schools with no library

7 Sports V/A Schools with extra different kinds of sports facilities/equipments facilities/equipments A Schools with enough sports facilities & equipments F/A Schools with few sports facilities/equipments N/A Schools with only one sports facility/ equipment N/AV Schools without sports facility/ equipment

8 Electricity V/A Electricity that is in good condition and in use in all the classes A Electricity that is in good condition but is not in all the classes F/A Electricity that is in good condition but in use N/A Electricity that is not in good condition N/AV No electricity at all

155

9 Generator V/A New generator that is in use A Fairly new generator that is in use F/A Old generator that is in use N/A Old generator that is not in use N/AV No generator

10 School store V/A Newly built school stores that are in use A Old school stores that are in use F/A Old school store that is in use N/A Old school store that bis not in use N/AV No school store at all

11 First aid boxes V/A First aid boxes that are well equipped with drugs on all the classes and are in use A First aid boxes that are well equipped that are well equipped with drugs but are not in all the classes F/A Well equipped first aid box that is in head teacher’s office. N/A First aid box with scanty or no drug N/AV No first aid box

12 Head teachers’ office V/A Office with air conditioner, cushioned seat, fridge,rug carpet, padded table/chairs, cupboard and curtain A Office with air conditioner, cupboard, table, chairs, seats, curtain and carpet. F/A Office with fan, cupboard, table, chair and seats N/A Office with cupboard table and chairs. N/AV No head teacher’s office

13. V/A Six newly built ventilated water system toilet A Four newly built ventilated water system toilet F/A Old water system toilet that is in use N/A Old water system toilet that is not in use. N/AV No water system toilet

156

14. Pipe-borne water or V/A Newly built pipe-borne water or bore-hole that bore-hole supplies water daily A Newly built pipe-borne water or bore- hole that supplies water every other day F/A Old pipe- borne water or bore-hole that supplies water once in a week N/A Pipe-bore water/bore-hole that is not in good condition N/AV No pipe-borne water or bore-hole

15 Information & V/A Separate classroom equipped with different types communication of computer sets, radio sets, television sets and Technology (ICT) others. A Separate class room equipped with different types of computer sets only. F/A Separate class room with few computer sets. N/A One or two computer sets kept in head teacher’s office N/AV No ICT facilities

16. Foot ball field V/A Standard foot ball field with galvanied metal-goal posts. A Standard foot ball field with wooden goal posts F/A Standard foot ball field without goal posts N/A Sud- standard foot ball field with or without goal posts N/AV No foot ball field

17. School farm V/A One or more plots of land for school farm A One plot of land for school farm F/A Half plot of land for school farm N/A Small portion for school farm N/AV No school farm

18. Furniture V/A 12 (3/4) seater seats for 36/40 pupils in a class and one table /one chair.

157

Furniture is rated A 10(3/4) seater seats for 36/40 pupils in a class and one according to the table /one chair. number of pupils / teachers in the class / school. F/A 8(3/4) seater seats for 36/40 pupils in a class and one table /one chair. N/A 1 to 7(3/4) seater seats for 36/40 pupils in a class and one table /one chair. N/AV No seat, no table no chiar.

158

LIST OF SAMPLE SCHOOLS IN THE FIVE SOUTH EASTERN STATES OF NIGERIA

LIST OF SCHOOLS IN ABIA STATE UMUAHIA EDUCATION ZONE IKWUANO L.G.EA S/N NAME OF SCHOOL NO OF HEAD TEACHER 1 Ahiaorie Central School, Ibere 1 2 Ahuwa Community School Oboro 1 3 Amaoba Central School, Oboro 1 4 Amawom Central School, Oboro 1 5 Amawom Community School, Oboro 1 6 Amizi Oloko Community School, Oloko 1 7 Amuro Central School, Ibere 1 8 Ariam/Usaka Central School, Ariam/Usaka 1 9 Ariam/Usaka Community School, Ariam/Usaka 1 10 Aro-Aja Takiri Community School, Oboro 1 11 Awomukwu Community School, Oboro 1 12 Awomukwu Central School, Oboro 1 13 Azuiyi/Oloko Primary School, Oloko 1 14 Ekeberi Community School, Oboro 1 15 Ekwelu Community School, Oboro 1 16 Epireelu Central School, Oboro 1 17 Iberenta Community School, Oboro 1 18 Ihim Primary School, Oboro 1 19 Ikwueke Central School, Oboro 1 20 Inyila Community School, Ibere 1 21 Itunta Community school, Ibere 1 22 Iyalu Community School, Ibere 1 23 N.R.C.R.I. Primary School, Oboro 1 24 Nchara Oloko Central School, Oloko 1 25 Nchara Oloko Community School, Oloko 1 26 Ndoro Central School, Oboro 1

159

27 Ngwugwu Umulu Community School, Ibere 1 28 Nkalunta Community School, Ibere 1 29 Nnwo Central School, Oboro 1 30 Obeama Ariam Model School, Oboro 1 31 Obeni-Upa Central School, Oboro 1 32 Obeohia Okike Community School, Oboro 1 33 Oruohia Ibere Community School, Oboro 1 34 Oburo Community School, Oboro 1 35 Ogbuebulle Central School, Oboro 1 36 Okwe Community School, Oboro 1 37 Oloko Central School, Oboro 1 38 Oloko Community School, Oboro 1 39 Umuariaga Community School, Oboro 1 40 Umudike Community School, Oboro 1 41 Umugbalu Community School, Oboro 1 42 Usaka Eleogu Community School, Oboro 1 43 Usaka/Ukwu Community School, Oboro 1 44 Umugo Oloko Community School, Oboro 1 45 Azunchai Community School, Oboro 1 46 Ahaba Ukwu Community School, Oboro 1 47 Ndiorie Community School, Oboro 1 48 Umuemelike Community School, Oboro 1 49 Ekpiri Alala Community School, Oboro 1 50 Obunta Primary School, Oboro 1 51 Isiala Ibere Primary School, Oboro 1 52 Amaoba Ime Primary School, Oboro 1 53 Umuokwo Primary School, Oboro 1 54 Isiala Oboro Primary School, Oboro 1 55 Ariam/Alala Migrant Primary School, Oboro 1 56 Ndieke Okor Migrant Primary School, Oboro 1

160

UMUAHIA NORTH L.G.E.A S/N NAME OF SCHOOLS NO OF HEADTEACHER 57. Afugizi central school Nkwoegwu 1 58. Ahieke primary school Ndume 1 59. Ajatana Imenyi school Ibeku 1 60. Amaetiti comm. School Ibeku 1 61. Amafor Isingwu comm. School Ofeme 1 62. Amato comm. School Isingwu 1 63. Amake primary school umuahia Ibeku 1 64. Amazukwu comm. School M/F 1 Ibeku 1 65. Amazukwu comm. School M/F11 Ibeku 1 66. Amazukwu model primary school A/S 1 Nkwoegwu 67. City primary school 1 1beku East 1 68. City primary school 11 Umuahia 1 69. Comm. Primary school Umule Ibeku 1 70. Eziama Mbaja comm. Primary sch. 1 Ohokobe Ndume 71. Fisher primary school Ibeku East 1 72. Ibeama comm. School Ibeku Urban 1 73. Ibeku central school Umuahia Urban 1 74. Isiadu central school Umuhu 1 75. Isieke central school Ibeku 1 76. Library Avenue primary school Ibeku 1 77. Mbato comm. primary school Nkwoegwu 1 78. Mbom comm. primary school Umuhu 1 79. Nkata comm. primary school Umuhu 1 80. Nkwoba comm. Primary school Ibeku 1 81. Ofome primary school Ibeku 1 82. Ofeme primary school Ohuhu 1 83. Ogwumabiri Ukwuapu comm. Primary 1 school

161

84. Ohokobe/Umuohu comm. Primary school 1 Ibeku 85. Okaiuga Nkwoegwu central school 1 86. Okwuta comm. Primary school Umuahia 1 87. Okwoyi comm. Primary school Umuahia 1 88. Orieamaeyi central school Afaraukwu 1 89. School road primary school Ibeku West 1 90. Ubani-Ibeku primary school 1 91. Igba comm. Primary school 11 M/S Urban 1 92. Ikeaha comm. Primary school Ikeaha 1 93. Right Foundation primary school 1 94. Unique primary school 1 UMUAHIA SOUTH L. G. E. A 95. Abam primary school Ubakala 1 96. Amaise primary school Ubakala 1 97. Amakama central school Olokolo 1 98. Amakama primary school Olokolo 1 99. Amibo comm.school Ubakala 1 100. Amiri central school Olokolo 1 101. Amazu central school Ubakala 1 102. Avonipupe primary school Ubakala 1 103. Ehume comm. school, Umuopara 1 104. Ekenobizi primary school Umuopara 1 105. Eziama comm. school Ubakala 1 106. Mgbarakuma primary school Ubakala 1 107. Nsirimo central school Ubakala 1 108. Nsukwe comm., school ubakala 1 109. Ogbo central school Ubakala 1 110. Ogbodinibe/Umodo comm. school 1 Umopara 111. Ogbodiukwu comm. school Umuopara 1 112. Ohiya comm. primry school Umuopara 1 113. Okwu com. school Olokoro 1

162

114. Old Umuahia primary school I Olokoro 1 115. Old Umuahia primary school II Olokoro 1 116. Olokoro central school Olokoro 1 117. Practising school Umuahia south Olokoro 1 118. Ubakala central school Ubakala 1 119. Ubakala comm. school II Ubakala 1 120. Umuajata central school Olokoro 1 121. Umuajata comm. school Olokoro 1 122. Umuako comm. school Ubakala 1 123. Umuihe comm. school Umuopara 1 124. Umunwanwa comm. school I 1 125. Umunwanwa comm. school II 1 126. Umousu comm. school Ubakala 1 127. Umutowe central school Olokoro 1 128. Umutowe comm. school Olokoro 1 129. Umuogo comm. school Ubakala 1 130. Umuanya MF primary school 1 131. Umuokereke MF primary school 1 UMUNNEOCHI L.G.E.A. 132. Achara comm. school I 1 133. Amata comm. school I 1 134. Ezi-Ngodo comm. school I 1 135. Ihie comm. school I 1 136. Isuochi central school 1 137. Lomara central school 1 138. Mbala central school I 1 139. Mbala comm. school I 1 140. Ndiawa comm. School I 1 141. Ngada Umuelu I primary school 1 142. Ngodo central school 1 143. Ngodo comm. school I 1 144. Ngodo state primary school 1 145. Ngodo town school I 1

163

146. Obilagu primary school I 1 147. Umuaku central school I 1 148. Umuaku comm. school I 1 149. Umuaku primary school I 1 150. Umuelu central school I 1 151. Amuda primary school I 1 152. Amuda town primary school 1 153. Akawa comm. School 1 154. Aroikpa comm. School 1 155. Eziama central shool 1 156. Eziama comm. School 1 157. Nneato central school 1 158. Nneato primary school 1 159. Umuobi primary school 1 160. Obulo Eziama primary school 1 161. Ubahunneato comm. School 1 162. Amaekwuru primary school 1 163. Amaubiri primary school 1 164. Leru central school 1 165. Lekwasi central school 1 166. Lekwasi comm. School 1 167. Lokpanta national school 1 168. Lokpanta comm. School 1 169. Lekpanta St. Patrick school 1 170. Obuiulo Lekwasi primary school 1 171. Mbala primary school 1 172. Obiagu primary school 1 173. Uru-Lokpaukwu primary school 1 174. Ezingodo comm. School 1 175. Akporo Achara primary school 1

164

LIST OF SCHOOLS IN EBONYI STATE

ABAKALIKI EDUCATION ZONE ABAKALIKI L.G.E.A S/N NAME OF SCHOOLS NO OF HEAD TEACHERS 1 Akpe Amachi Community School 1 2 Egwudinagu Amachi Community School 1 3 ICS Ndingwuta Primary School 1 4 Okara Amachi Community School 1 5 Onyikwa Amachi Community School 1 6 Onyirigbo Amachi Community School 1 7 Uburu State School Amachi 1 8 Igidagu Okpitumo Community Primary School 1 9 Iyariya Primary School EDD 1 10 Nkemdirim Okpitumo Community School 1 11 Oddageri Edda Community Primary School 1 12 Okara Echida Community School 1 13 Okpitumo High Hill Primary School 1 14 Efugbo Okpitumo Community School 1 15 Okwunyironu Community School 1 16 Union Primary School 1 17 Obagu Omega Community School 1 18 Ndiebor Okpitumo Community School 1 19 Ofutugbala Amachi Community Primary School 1 20 Ofiaku Amachi Community School 1 21 Ndiobovu Edda Community School 1 22 Onuakpara Edda Community School 1 23 Ndinwogba Amachi Community School 1 24 Imeabali Edda Community School 1 25 Azuoffia Edda Community School 1 26 Okwefirike Okpitumo Community School 1 27 Ovuaba Okpitumo Community School 1 28 Mgbeabeluzor Amachi Community School 1 29 Ndi Udara Amachi Community School 1

165

30 Eziokwo Amachi community primary school 1 31 Okaria Edda Community School 1 32 Ndimbam Okpitumo Community School 1 33 Efuenyim Okpitumo Community School 1 34 Ogbuchie Amachi Community School 1 35 Ochobuokum Primary School Amachi 1 36 Ohatekwe Edda Community School 1 37 Ottam Edda Community School 1 38 Ogaga Edda Community Primary School 1 39 Akparata Erueke Primary School 1 40 Ndigboke Okpitumo Community School 1 41 Azuoto Primary School 1 42 Egwuagu Okpitumo Community School 1 43 Uwalakande Central School 1

EBONYI L.G.E.A S/N NAME OF SCHOOLS NO OF HEAD TEACHERS 44. Ededeagu Isheke central school 1 45. Ekebe-Ishieke central school 1 46. Mbeke Ishieke comm. primary school 1 47. Ndiabor Ishieke comm. Primary school 1 48. Ndiugo comm. primary school 1 49. Odomoke comm. primary school 1 50. All saints N/P Abakaliki 1 51. Ogbala comm. primary school I 1 52. Ogbala comm. primary school II 1 53. Ohagelode comm. primary school I 1 54. Ohagelode comm. primary school II 1 55. Onuenyi Ndiagu comm. primary school 1 56. Onyirigbo Ishieke comm. primary school 1 57. Ugbona comm. primary school 1 58. Ulo anwu Ishieke comm. primary school 1

166

59. Obodo central school 1 60. Agalagu central school 1 61. Nwodebor comm. School 1 62. Onuenyim Agalagu comm. primary school 1 63. Union primary school 1 64. Ndioke primary school 1 65. Abarigwe Ishieke comm. School 1 66. Ndiechi Ishieke comm. School 1 67. Ugbodo Ishieke com. School 1 68. Iziola Ishieke comm. School 1 69. Okwerike Agalagu comm. primary school 1 70. MbekeNwaji comm. School 1 71. Ede Ishieke central school 1 72. Igweledeoha Ishieke comm. primary school 1 73. Unity primary school 1 74. Edoma Ishieke central primary school 1 75. Ndioffia Agalegu comm. School 1 76. Izenyi Agalegu comm. Primary school 1 77. Ozanta Ishieke comm. School 1 78. Alibaruhu Ishieke comm. primary school 1 79. Ephuenyim Ishieke comm. School 1 80. Ekirigwe Ishieke comm. School 1 81. Ogbutaraoku Isheke comm.primary school 1 82. Ezzaofu Ishieke central school 1 83. Ezza road primary school 1 84. New lay out primary school I 1 85. New lay out primary school II 1 86. Okpaugwu primary urban school I 1 87. Okpaugwu primary urban school II 1 88. Station urban primary school 1 89. Ndiagu Nkaliki comm. School 1 90. Ogbaga Nkaliki comm. School 1 91. Oguzorongwey Nkaliki comm. School 1

167

92. Ojieb Nkaliki comm. School 1 93. Ukpachi Nkaliki comm. School 1 94. St Patrick K.U.S 1 95. Okara Nkaliki comm. School 1 96. Oroke Onuoha comm. School 1 97. Ndiukpabi comm. primary school 1 98. Ndiofia Nkaliki comm. Primary school 1

IZZI L.G.E.A 99. Comm. primary school Echendu 1 100. Central school Igbeagu I 1 101. Central school Igweledeoha I 1 102. Junction primary school 1 103. Central school Ndinkwuda 1 104. Community primary school Oghafa 1 105. Central school Odariko 1 106. Central school Oferekpe 1 107. Central school Ojiegbu 1 108. Practising school Igbeagu 1 109. Comm. school Amoda 1 120. Central school Inyimagui Iboko 1 121. Community school Ndingele 1 122. Central school Okpoduma 1 123. Central school Ominyi 1 124. Comm. school Onweonweya 1 125. Comm. primary school Osebi 1 126. Central school Ekebeligwe 1 127. Comm. primary school Izaleme 1 128. Comm. primary school Mbeke 1 129. Comm. school Mkporume 1 130. Comm. primary school Ndiabo 1 131. Comm. primary school Mkpumaekwoku 1 132. Comm. primary school Otam 1

168

133. Station primary school 1 134. Waka community school 1 135. Comm. school Ngojiogbodo 1 136. Comm. school Alhhoha 1 137. Comm. school Ndechi Igbeagu 1 138. Comm. school Amechi Enyimba 1 139. Comm. school Enyimba 1 140. Comm. school Nkumoro 1 OHAUKWU L.G.E.A 141. Amanabo comm. Primary school 1 142. Amachi comm. primary school 1 143. Amechi Ndiagueshi comm. primary school 1 144. Umuagara comm. primary school 1 145. Practising primary school Ezzamgbo 1 148. Nsuulakpa primary school 1 149. Central school Ezzamgbo 1 150. Umuoru comm. primary school 1 151. Unity primary school Umovu 1 152. Ibenta primary school Ezzamgbo 1 153. Umuagara state school 1 154. Nwawafu primary school Amachi 1 155. Future hope nursery/primary school 1 156. Vision primary school Umelere Ezzamgbo 1 157. Efioboto comm. primary school 1 158. Ndiegu Ogodo primary school 1 159. Umugbo comm. primary school 1 160. Central school Ngbo 1 161. Amoffia central school 1 162. Okposhi Ehiaku comm.primary school 1 163. Ndiagu Ngbo comm. primary school 1 164. Abaogodo comm. primary school 1 165. Odeatang comm. Primary school 1 166. Ndiagu Igube Ngbo comm. primary school 1

169

LIST OF SCHOOLS IN IMO STATE

OKIGWE EDUCATION ZONE ABOH-MBAISE L.G.E.A S/N NAME OF SCHOOLS NO OF HEADTEACHER 1. Central school Akpodim 1 2. Central school Anumara 1 3. Central school chokoneze 1 4. Central school Ezeagbogo 1 5. Central school Ezi-East 1 6. Central school Ife Udo 1 7. Central school Ihitte 1 8. Central school Itu 1 9. Central school Obizi 1 10. Central school Oboama 1 11. Central school Okofe 1 12. Central school Onicha 1 13. Central school Umunama 1 14. Comm. P/S Akpodim 1 15. Comm. P/S Amakam 1 16. Comm. P/S Amumara 1 17. Comm. P/S Chokoneze 1 18. Comm.P/S Ezegbagu 1 19. Comm. P/S Eziudo 1 20. Comm. P/S Ife 1 21. Comm. P/S Ihitte 1 22. Comm. P/S Itu 1 23. Comm. P/S Oboma 1 24. Comm. P/S Oboukwu-Obizi 1 25. Comm. P/S Okpofe 1 26. Comm. P/S Omukwu 1 27. Comm.P/S Ubonukam 1 28. Comm. P/S Udo 1 29. Comm. P/S Umuawada 1

170

30. Comm. P/S Umuekwene 1 31. Comm. P/S Umuekwene 11 1 32. Group P/S Akpodim 1 33. Group P/S Eziudo 1 34. Group P/S Ihitte 1 35. Group P/S Obokwu 1 36. Group P/S Okpofe 1 37. Group P/S Onicha 1 38. Handicraft Center Oboma 1 39. Town School Amaumara 1 40. Town school Eziudo 1 41. Town School Ife 1 42. Town School Ihitte 1 43. Town School Itu 1 44, Town School Obizi 1 45. Town School Onukwu 1 46. Town School Ubonukam 1 47. Town school Udo 1 48. Town School Umuevu-Onicha 1 49. Town School Umuoma 1 50. Town school Ihitte 1 51. Central school Amato 1 52. Central school Amuzu 1 53. Central school Enjiogugu 1 54. Central school Ebelu 1 55. Central school Ekenguru 1 56. Central school Lorji 1 57. Central school Mbutu 1 58. Central school Nriukwu 1 59. Central school Ogbo 1 60. Central school Okwuato 1 61. Central school Uvuru 1 62. Central school Uzunorji 1

171

63. Community school Amoluru 1 64. Community school Egbeliu 1 65. Community school Egbeliu Uvuru 1 66. Community school Egberede Nguru 1 67. Community school Eke Uguri 1 68. Community school Scheelala 1 69. Community school Ibeku-Okwuato 1 70. Community school Lagwa 1 71. Community school Ndigbo-uvuru 1 72. Community school Nguru-nweorie 1 73. Community school Obibi-nguru 1 74. Community school Okwu-nguru 1 75. Community school Okwuna 1 76. Community school Olakwo 1 77. Community school Umulem 1 78. Community school Umuebee 1 79. Community school Umuezie 1 80. Community school Umugragu. 1

OKIGWE L. G. E. A 81. Agbobu Ndizuogu Community School Ndizuogu Okigwe 1 82. Akaeme Umunwaizuzu Commuity School Okigwe 1 83. Aku Community School Okigwe 1 84. Amosu Community School Okigwe 1 85. Amuro Community School Okigwe 1 86. Aro-amuro Community Okigwe 1 87. Aro-arondizuogu Agbobu Primary School Okigwe 1 88. Aro-obinikpa Community School 1 89. Aro-okigwe Community School Aro-Obinikpa 1 90. Aro-umudike Community School Okigwe 1 91. Aro umulolo Central School Okigwe 1 92. Ezinachi Central School Ezinachi Okigwe 1 93. Ezinachi Community School Okigwe 1

172

94. High Court Primary School Okigwe 1 95. Ibinta Primary School Okigwe 1 96. Ibulla Umueshi Community School Okigwe 1 97. Ihube Central School Okigwe 1 98. Ihube Group School Okigwe 1 99. Imo Barracks Primary School Okigwe 1 100. Imo Basin Primary School Okigwe 1 101. Isiokwe Central School Okigwe 1 102. Mba Assa Central School Okigwe 1 103. Mba Assa Community School Okigwe 1 104. Mbato Community School Okigwe 1 105. Ndiamazu Ikpocha Community School Okigwe 1 106. Ndiekwuru Commujity Primary School Okigwe 1 107. Ndiocha Community School Okigwe 1 108. Ogbuonyeoma Ikpaeze Community School Okigwe 1 109. Ogelle Amuro Community School Okigwe 1 110. Ogu Community Primary School Okigwe 1 111. Okigwe State Primary School Okigwe 1 112. Okigwe Township Model School Okigwe 1 113. Okigwe Urban School Okigwe 1 114. Orreh Community School Okigwe 1 115. Ubaha Community Primary School Okigwe 1 116. Ugwuaku Community School Okigwe 1 117. Umualumoke Community School Okigwe 1 118. Umulolo Central School Okigwe 1 119. Okigwe Community Primary School 1 120. Abo Umulolo Community School Okigwe 1 121. Agbobu Central School, Okigwe 1

OGUTA L. G. E. A 122. Amayi Primary School Ezi-Orsu Amayi Oguta 1 123. Awa Community School Oguta 1 124. Awa Town School Oguta 1

173

125. Egbuoma Central School Oguta 1 126. Egbuoma Community School Oguta 1 127. Egwe Town School Oguta 1 128. Ejemekwuru Primary School Oguta 1 129. Ezi-orsu Community School Oguta 1 130. Izombe Central School Oguta 1 131. Izombe community school oguta 1 132. Kbeach Community School Oguta 1 133. Mgbala Alaoma Primary School Oguta 1 134. Mgbala Primary School Oguta 1 135. Mgbala United Town School Oguta 1 136. Ndionyemobi Primary School Oguta 1 137. Nkwesi Primary School Oguta 1 138. Nkwoegbu Primary School Oguta 1 139. Nnebukwu Community School Oguta 1 140. Obudi Central School Oguta 1 141. Oguta Primary School 1 142. Oguta Town Primary School Oguta 1 143. Ose-motor Community School Oguta 1 144. Orsu-osbodo Primary School Oguta 1 145. Ubah Community School Oguta 1 146. Sam Mbakwe Primary School Egbuoma Oguta 1 147. Umukpo Primary School Oguta 1 148. Umuojeke Community School Oguta 1 149. Migrant Fishermen school Oguta 1 150. Unity Primary Abosi Izombe Oguta 1 151. Adimeri National Primary School Oguta 1 152. Little Nethlehem Primary Oguta 1 153. Amaecki Progressive Primary School Oguta 1 154. Umuomi Primary School Oguta 1 155. Umaorie Central School Uwaoie, Oguta 1 156. Abiaziem Community School Oguta 1 157. Aborsi Primary School Lziome Oguta 1

174

158. Agwa Union Primary School Oguta 1 159. Akabor Community Primary School Oguta 1 160. Akabor Dev. Primary School 1 161. Akabor Prmary School Oguta 1 162. Amakpuruedere Primary School Izombe Amakpuru Oguta

ISIALA-MBANO L.G.E.A S/N NAME OF SCHOOLS NO OF HEADTEACHERS 163 Amaise Primary School Umugu Umunachimuagu 1 Umunachi 164 Central School Amauzari 1 165 Central School Umunachi 1 166 Central School Anara 1 167 Central School Ezihe 1 168 Central School Oboko Obollo 1 169 Central School Oka 1 170 Central School Okohia 1 171 Central School Orji 1 172 Central School Ugiri 1 173 Central School Osu 1 174 Central School Umuaro Osu 1 175 Central School Umuduru 1 176 Central School Umuluwe 1 177 Central School Umunachi 1 178 Central School Umunehi 1 179 Central School Umunkwo 1 180 Central School Umuohiri 1 181 Central School Umuopara 1 182 Central School Eziama 1 183 Community School Amaraku 1 184 Community School Amauzari 1 185 Community School Dienaogeiyi 1

175

186 Community School Eziama 1 187 Community School Ezike 1 188 Community School Ezumoha 1 189 Community School Ibeme 1 190 Community School Mbeke 1 191 Community School Obiohuru 1 192 Community School Obollo 1 193 Community School Okohia 1 194 Community School Ugiri 1 195 Community School Umuduru 1 196 Community School Umuekebi 1 197 Community School Umuneke 1 198 Community School Umunkwo 1 199 Community School Umuozu 1 200 Dev. Primary School Ibeme 1 201 Ekwe Primary School Amauzari 1 202 Hill-Top Primary School Umuelemai 1 203 Igbebuike Primary School Ibeme 1 204 Ikpa-Afor Primary Umuduru 1 205 Ikpankwo Primary School Umuaro Osu 1 206 Isiala Primary School Oboh 1 207 Isiebu Primary School Umuduru 1 208 Isiorie Primary School Okohia 1 209 National Primary School Umunkwo 1 210 Ofoaziri Primary School Umuozu-Ama Obollo 1 211 Ogbor Primary School 1 212 Oka Primary School 1 213 Okam Primary CSH Mkeke 1 214 Okpuala Primary School Umunachi 1 215 Okwanta Primary School Umucheze Obollo 1 216 Stase Primary School Okohia 1 217 Town School Amauzari 1 218 Town School Ogbor 1

176

219 Town School Umuduru 1 220 Town School Umunikwo 1 221 Township School Umuelemai 1 222 Ukwuedo Primary School Umuneke Ugiri 1 223 Progress Primary School Umuagwu 1 224 Progress Primary School Umuagwu 1 225 St. Michael Primary School Nneato Umuohe 1

LIST OF SCHOOLS IN ANAMBRA STATE NNEWI EDUCATION ZONE NNEWI NORTH L. G. E. A S/N NAME OF SCHOOL NO OF HEADTEACHERS 1 Central school Abubor Nnewichi 1 2 Central school Nnewichi 1 3 Central school Obiofia 1 4 Central school Obiofia-Nnewichi 1 5 Central school Odida 1 6 Central school Okwuani 1 7 Central school Akwudo 1 8 Central school Akwunweke 1 9 Central school Ebonato/Nsu 1 10 Central school Ebonato 1 11 Central school Ezekwuabo 1 12 Central school Obiofia-umuenem 1 13 Central school Ogbe 1 14 Central school Okofia 1 15 Central school Inyaba 1 16 Central school Olie-uru 1 17 Central school Umudim 1 18 Central school Umudimnkwa 1 19 Central school Umuezena 1 20 Central school Akwuegbo 1

177

21 Central school Edoji 1 22 Central school Nwafor-uruagu 1 23 Central school Okponeze 1 24 Enem comm. School 1 25 Ndiakwu comm school 1 26 Model p/s 1 27 Okofia comm school 1 28 Urban p/s Okwuani 1 29 Uzoegbo p/s 1 30 Akamili comm Hill 1 31 Akamili comm Agbor 1 32 Inyaba comm. 1 33 Township school Umudim 1 34 Umunnealam p/s 1 35 Urban p/s Umudim 1 36 Akaboukwu p/s 1 37 Akaboezem comm. 1 38 Comm p/s Uruagu 1 39 Umuezeagu comm 1 40 Urban p/s Uruagu 1 41 Agboedo Market school 1 42 Edoji p/s Uruagu 1 43 Migrant school Akamili 1 44 Migrant school Edoji 1 45 Uzoegbo obiun p/s 1

EKWUSIGO L. G. E. A 46 Central school Amakwa Ozubulu 1 47 Central school Ezeokpo 1 48 Central school Eziora 1 49 Central school Nza 1 50 Central school Ukunu 1 51 Central school Uruokwe 1

178

52 Central school Oraifite 1 53 Central school Ibolo 1 54 Central school Ifite-Oraifite 1 55 Central school Irefi 1 56 Central school Ichi 1 57 Community p/ school Amakwa 1 58 Community p/ school Egbema 1 59 Community p/ school Akwa 1 60 Community p/school Ukunu 1 61 Community p/ school Uruezi 1 62 Community p/ school Awor 1 63 Community p/ school Ifite-Oraifite 1 64 Community p/ school Iboio-Oraifite 1 65 Ezumeri comm p/s 1 66 Umuezepi comm p/s 1 67 Ichi comm p/s 1 68 Nza p/s Ozubulu 1 69 Orumba p/s 1 70 Unity p/s Ozubulu 1 71 Zixton p/s 1 72 Ibolo p/s Oraifite 1 73 Union p/s Ifite-Oraifite 1 74 Unity p/s Isingwu 1

NNEWI SOUTH L. G. E. A 75 Central school Akwa-Ihedi 1 76 Central school Afube 1 77 Central school Amichi 1 78 Central school Eziama 1 79 Central school Iseke-Ndida 1 80 Central school Uruagu 1 81 Central school Azigbo 1 82 Central school Ebenato 1

179

83 Central school Omaigwe 1 84 Central school Ogbodi 1 85 Central school Orsumenyi 1 86 Central school Akwuebe Ukpor 1 87 Central school Amakom 1 88 Central school Amihe 1 89 Central school Mputu 1 90 Central school Ohineleke 1 91 Central school Umudike 1 92 Community p/s Amichi 1 93 Community p/s Eziama 1 94 Community p/s Azigbo 1 95 Community p/s Ebenato 1 96 Community p/s Ekwulu/Unubi 1 97 Community p/s Ekwulumili 1 98 Community p/s Isienyi 1 99 Community p/s Ezinifite 1 100 Community p/s Omaigwe 1 101 Community p/s Orsumenyi 1 102 Community p/s Umudara-Ukpor 1 103 Community p/s Ebe 1 104 Community p/s Ezengwudiji 1 105 Community p/s Uboma 1 106 Community p/s Umuaraba 1 107 Community p/s Umunuko 1 108 Community p/s Osigbu 1 109 Unity p/s Amichi 1 110 Unity p/s Ekwulumili 1 111 Awor p/s Eznifite 1 112 Oyeakpu p/s 1 113 Unity p/s Ukpor 1 114 Unity p/s Unubi 1 115 Akala p/s Ezinifite 1

180

IHIALA L. G. E A 116 Community p/s Odoata 1 117 Community p/s Obodoawa 1 118 Community p/s Eziani 1 119 Community p/s Umunnamehi 1 120 Community p/s Umudimogo 1 121 Community p/s Uzoakwa 1 122 Community p/s Okofia 1 123 Community p/s Umudara 1 124 Community p/s Ihite 1 125 Community p/s Umueze 1 126 Community p/s Ubahuekwem 1 127 Community p/s Akwa 1 128 Community p/s Umuezeawara 1 129 Community pilot school Okija 1 130 Community p/s Ogbenaba 1 131 Community p/s Igwugwuabo 1 132 Community p/s Uruebo 1 133 Community p/s Ubahumenum 1 134 Community p/s Umuohi 1 135 Community p/s Uli 1 136 Community p/s Umuka 1 137 Community p/s Umuanoro 1 138 Community p/s Ndiegungwu 1 139 Community p/sUmuoma 1 140 Community p/s Aluora 1 141 Community p/s Ubahudara 1 142 Community p/s Amamputu 1 143 Community p/s Eziama 1 144 Community p/s Ndiakaba 1 145 Community p/s Amorka 1 146 Community p/s Nwanedo/Ihefule 1 147 Community p/s Obom 1

181

148 Community p/s Azia 1 149 Community p/s Mbosi 1 150 Community p/s Isseke 1 151 Community p/s Orsumoghu 1 152 Community p/s Ukwungwu 1 153 Community p/s Lilu 1 154 Community p/s Ubuluisiuzo 1 155 Community p/s Ubahu 1 156 Community p/s Eziani 1 157 Community central Orsumoghu 1 158 Central school Uzoakwa 1 159 Central school Ubahuekwem 1 160 Central school Okija 1 161 Central school Ubahudara 1 162 Central school Umuohi 1 163 Central school Ubahu-Okija 1 164 Central school Uli 1 165 Azia Central school Azia 1 166 Central school Azia 1 167 Central school Isseke 1 168 Central school Lilu 1 169 Mbarakpka p/school Ihiala 1 170 Ukwuegbe p/school 1 171 Ndiezike p/school Ihiala 1 172 Umudimogo p/school 1 173 Umuabalike p/school 1 174 Ubahuekwem p/school 1 175 Aforigwe p/school 1 176 Ihudim p/school 1 177 Ogbolo premier 1 178 Etiti-Ubahu p/school Okija 1 179 Ezegedegwu p/school Okija 1 180 Oghaluogbu p/school 1

182

181 Umuatuegwu p/school 1 182 Ubahumenum p/school 1 183 Isieke p/school 1 184 Ezioko p/school 1 185 Umuabuchi p/school Uli 1 186 Community p/school Amorka-Uli 1 187 Amorka Town school 1 188 Ihitte p/school Uli 1 189 Uli p/school 1 190 Ndiumeraku p/school Uli 1 191 Azia p/school Azia 1 192 Mbosi p/school Mbosi 1

LIST OF SCHOOLS IN E N U G U S T A T E OBOLLO - AFOR EDUCATION ZONE I G B O – E Z E N O R T H L. G. E. A 1 MFCS IIeje 1 2 MFCS Umuopu 1 3 MFCS Umuogbo Agu 1 4 MFCS Umuossi Imufu 1 5 MFCS Ulonaji 1 6 MFCS Umuagama 1 7 MFCS Nkalagu Amorbainyi 1 8 MFCS Umuadonnow 1 9 MFCS Okpo 1 10 MFCS Enugu-Ezike 1 11 MFCS Igogoro 1 12 MFCS Ugwuoke 1 13 MFCS Adu Umuogbo Agu 1 14 CPS Ette Uno 1 15 Migrant FCS Aguibeje 1 16 Model p/school Igogoro 1

183

17 Community p/school Onodaba Ette 1 18 Community p/school Ogiliama 1 19 Community p/school Umuagada 1 20 Community p/school Ogador 1 21 Community p/school Adakpa 1 22 Community p/school Aguego 1 23 Community p/school Ngwueze Umuopu 1 24 Community p/school Umuope E/E 1 25 Community p/school Olepe Ette 1 26 Community p/school Ogbuyaga 1 27 Community p/school Umu- Ebe 1 28 Community p/school Ijekpe 1 29 Community p/school Achanya 1 30 Community p/school Umuodeje 1 31 Community p/school Umunebe 1 32 Community p/school Ufodo 1 33 Community p/school Ayish 1 34 Community p/school Umuagama 1 35 Community p/school Umuopu 1 36 Community p/school Adupi 1 37 Community p/school Umuogbo 1 38 Community p/school Mkpoyi 1 39 Community p/school Imufu 1 40 Community p/school Mboshi Aji 1 41 Community p/schoolUmuopu 1 42 Community p/school Umuogbuagu 1 43 Community p/school Ogodo 1 44 Community p/school Ofante 1 45 Community p/school Eha-Inyi 1 46 Community p/school Ekposhi 1 47 Community p/school Umuachi 1 48 Community p/school Ofueke 1 49 Ezzado Community p/school 11 Uda 1

184

50 Community p/school 11 Amachalla 1 51 Community p/school Ogbodu 1 52 Community p/school Ugbaike 1 53 Community p/school Ikpuiga 1 54 Ezzado Community p/school 111 Uda 1 55 Community p/school 1Amachalla 1 56 Community p/school Ugwu Amufie 1 57 Community p/school Ikpamodo 1 58 Community p/school Inyi 1 59 Community p/school Amube 1 60 Community p/school Olido 1 61 Community p/school Amaja 1 62 Community p/school Aguogbala 1 63 Community p/school Agu-Ibefie 1 64 Community p/school Okpo 1 65 Community p/school Okpowo- Okpo 1 66 Community p/school Ogrute 1 67 Community p/school Iyionu Enugu-Ezike 1 68 Community p/school 111 Igorogo 1 69 Community p/school Owerre Eze 1 70 Community p/school Nkporagu 1 71 Community p/school Ajara 1 72 Community p/school Igorogo 11 1 73 Community p/school Ezillo 1 74 Community p/school Umushene 1 75 Community p/school Nkpamuta 1 76 Community p/school Ukwuinyi 1 77 Community p/school 1 Igorogo 1 78 Community p/school Umuodumogwu 1 79 Community p/school Okata 1 80 Community p/school Isiugwu 1 81 Community p/school Aguibeje 1 82 Community p/school Uroshi 1

185

83 Central school Umuopu 1 84 Central school Umuagama 1 85 Central school Ette 1 86 Central school Umuogbuagu 1 87 Central school Aji 1 88 Central school Umuachi 1 89 Central school Amachalla 1 90 Central school Agu-Ibefie 1 91 Central school Ogrute 1 92 Central school Isiugwu 1 93 Central school Umuida 1 94 Central school Igorogo 1 95 Central school Onicha- Enugu Ezike 1 96 Umuadogwa p/s Umuida 1 97 Umuaji p/s Umuida 1 98 Towuship school Ogrute 1 99 Ahebi p/s Umuida 1 100 Union p/s Onicha 1 101 Ogene p/s Umuida 1 102 Township school 1 Ogrute 1 103 Umuoma p/s Okpo 1 104 Union p/s Amachalla 1 105 Akpu Inyi primary Inyi 1 106 Umura p/s Ugbaike 1 107 Unity p/s Olido 1 108 Ugwuorba p/s Umuagama 1 109 Union p/s Umuonehe Aji 1 110 Union p/s Umuogbo Ulo 1 111 National Nomadic school Iyaya 1 112 Township school Aji 1 113 Union p/s Orukpa 1 114 MFCS Amachalla 1 115 MFCS Akpatulu 1

186

116 Union p/s Umuopu 1

U D E N U L. G. E. A 1 Central school lmilike Agu 1 2 Central school Ezimo Ulo 1 3 Central school Orba 1 4 Central school Obollo-Etiti 1 5 Central school Amalla 1 6 Ada Central school Obollo-Etiti 1 7 Central school 1 Obollo-Afor 1 8 Central school 11 Obollo-Afor 1 9 Central school Ibenda Obollo Eke 1 10 Community p/school Orba 1 11 Community p/school Udendem 1 12 Community p/school Agu-Orba 1 13 Community p/school Imilike-Ani 1 14 Community p/school Orba 1 15 Community p/school Umuitodo 1 16 Community central school Obollo-Eke 1 17 Community p/school Egudele Ada 1 18 Ulo Nobollo p/school Obollo-Afor 1 19 Ofuruonu p/school Orba 1 20 Hill-side p/school Iheakpu Oba 1 21 Premier p/school Obollo-Eke 1 22 Ada peoples school Obollo-Etiti 1 23 Primary school Odenigbo 1 24 Iheakpu p/s Obollo-Afor 1 25 Ohulor p/s Obollo-Afor 1 26 Ogwu p/s Obollo-Afor 1 27 Umuezejor p/s11 Obollo-Afor 1 28 Amutenyi p/s Obollo-Afor 1 29 Ogbele p/s Obollo-Afor 1 30 Hill-side p/sObollo-Afor 1

187

31 Cross River p/s Umuito 1 32 Oleyi p/s Obollo Etiti 1 33 Primary school Obollo-Eke 1 34 Union p/s Obollo Eke 1 35 River p/s Obollo-Eke 1 36 Umuezejor p/s Obollo-Afor 1 37 Union p/s Obollo-Afor 1 38 Iheakpu p/s Obollo Eke 1 39 Ifruoka p/s Amalla 1 40 Nkalagu p/s Amalla 1 41 Umuegali p/s Amalla 1 42 Amalla p/s Obollo Etiti 1 43 Umuosogwu p/s Obollo Etiti 1 44 Ohebe Orba p/school 1 45 Union p/s Ohum Orba 1 1 46 Egba p/s Amalla Orba 1 47 Nkwo p/s Ajuona Orba 1 48 Bruamanyi p/s Agu Orba 1 49 Amalla Orba p/s Orba 1 50 Union p/s Amaorba 1 51 Amukwu p/s Orba 1 52 Union p/s Urukpa 1 53 Primary school Ogbodu 1 54 Ibeagwa p/s Ezimo 1 55 Ezimo peoples school Ezimo 1 56 Union p/s Ubahu Imilike Agu 1 57 Primary school Ezimo Agu 1 58 Obinagu p/s Imilike Etiti 1 59 Ekwue Esue p/s Orba 1 60 Primary school Okpu Orba 1 61 Nkwo-Orba p/s Ajuona Orba 1 62 Igugu Umunodo p/s 1 63 Inland p/s Umundu 1

188

64 Inland p/s Enu 1 65 Ogene premier school Imilike Enu 1 66 Egwu p/s Ikeagwu Ogbodu-Aba 1 67 Union p/s Ohum Orba 11 1 I G B O - E Z E S O U T H L. G. E. A 1 Community p/s Ogrute Enugu Ezike 1 2 Community p/s Ayishi Ette 1 3 Community p/s Igogoro 1 4 Community p/s Ugbaike 1 5 Community p/s Azi 1 6 Community p/s Umugbo-Agu 1 7 Community p/s Amachalla 1 8 Community p/s Umuiyda 1 9 Community p/s Amaja 1 10 Community p/s Amuife 1 11 Community p/s Ogurufe 1 12 Community p/s Aji 1 13 Community p/s Olido 1 14 Central school Ogurute 1 15 Central school Ibeagwa 1 16 Central school Enugu Ezike 1 17 Central school Schubehu 1 18 Central school Ubahu 1 1 19 Central school Ubahu 11 1 20 Community Central school Ubahu 1 21 Community p/school Ogrute Enugu 1 22 Community Central school Amachalla 1 23 Central school Igogoro 1 Total number of sample schools used for the study is Nine-hundred and sixty-four (964) Source: The South-Eastern states Universal Basic Education Boards (SUBEB) Personnel Department 2012

189

APPENDIX I

FEDERAL GOVERNMENT GUIDELINE FOR MANAGEMENT OF PRIMARY SCHOOL EDUCATION (1991) IN OBOEGULEM (2011: 13)

1. Management of primary schools and providing guideline for the establishment of new schools in the area. 2. Responsibility for day-to-day administration of primary schools in the area, acquiring and distribution of materials and equipments to them. 3. Responsibility for staff personnel administration including recruitment, appointment, posting and deployment, promotion, discipline, retirement, training and retraining. 4. Effective supervision of schools and instruction. 5. Dealing with school financial management assessment and provision of salaries, submission of annual estimates and accounts to the local government council and ensuring the annual auditing of accounts. 6. Responsibility for general maintenance of primary school buildings and infrastructure. 7. Taking steps to ensure full pupils enrolment and active participation of the community in running the schools in its areas.