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PROBLEMS MILITATING AGAINST SECONDARY SCHOOL ADMINISTRATION

CHAPTER ONE

INTRODUCTION

1.1       BACKGROUND OF THE STUDY

Secondary school education is an organized education for children leaving junior secondary school. Secondary school education is the post-primary school education designed for preparing the students for career life. Secondary school education is the education that link the primary school and the higher education. Dubi (2014) viewed secondary school education as education that follows immediately after primary education and before tertiary education. It is also referred to as post-primary school. It is the second stage in formal education. It is an education for the adolescent years, that is, about 12 to 18 years of age.

The National Policy on Education (2013) defined secondary school as the education children received after primary education and before the tertiary education. The broad goals of secondary education shall be to prepare the individual for: a. Useful living within the society and b. Higher education (NPE, 2004). In specific term, the objectives secondary education according to National Policy on Education (2013) include: a. provide all primary school leavers with the opportunity for education of a higher level, irrespective of sex, social status, religious or ethnic background. b. offer diversified curriculum to cater for the differences in talents, opportunities and future roles. c. provide trained manpower in the applied science, technology and commerce at sub-professional grades. d develop and promote Nigerian languages, art and culture in the context of world cultural heritage. e. inspire students with a desire for self-improvement and achievement of excellence. f. foster national unity with an emphasis on the common ties that unite us in our diversity.

The responsibility for administering the education sector in Nigeria is shared among the federal, state and local governments. Thus, in the country's constitution, education is on the concurrent list, but the Federal Government is empowered to regulate all its sectors, engage in policy formation and ensure quality control. Also, the provisions of the constitution allow each tier of government to focus its responsibilities mainly on a sector of education. The Federal Government is involved directly in tertiary education. The states take care of secondary education, while the local governments handle primary education.

Public secondary schools in Nigerian are owned by the government. The Federal government colleges are owned by the federal govemment while the government secondary schools spread across the states are owned by the state government.

The state-level education ministries are responsible for the development and implementation of educational policies, management and supervision of educational institutions in their respective states. Specifically, the responsibilities for maintaining all public elementary and secondary schools are vested in the education ministry. Such responsibilities include: determining the salaries of teachers; recruitment, appointment, promotion and discipline of staff, and provision of guidelines on the establishment of new schools and training and re-training of teaching and non-teaching staff. The oversight functions of the Ministry of Education are carried out through a number of agencies. For instance, the State Universal Basic Education Board (SUBEB) is responsible for the management of basic education, while the Teaching Service Commission takes charge of senior secondary education at the state level (NEEDS.2014).

School administrators also known as principals are appointed by the ministries of education to head the public secondary schools across the country. Appointment of principals or school administrators is based on the seniority in service. In Nigeria, the position of principal-ship is based on experience and promotion. This is because the Nigerian civil service relies mostly on years of experience and promotion to elevate people from one cadre to the other, especially from the classroom to the management levels (Dubi 2014).

School administrators or principals are appointed to help in the realization of the objectives of the schools. The function of the school Principals/School administrators include: administration of teachers, coordination of student programme, resources allocation and physical resources application, and school community relationship management. Ornstein (2008) viewed the functions of the principal as setting instructional directions, sensitive, result-oriented, team work, judgement. organizational ability, effective communication, development of others and developing self. Dubi (2014) cited Adesina and Ogunsaju (1984) who submitted that all the functions the principal discharges daily are geared towards the fulfillment of the objectives of secondary education in Nigeria. Secondary education occupies a very strategic position in any nation"s educational system.

School leadership in very vital to the actualization of the school objectives. Leadership has been identified as a crucial factor in instructional effectiveness. It is a major factor in determining the success and progress of an institution. It is the key to success in every organization because it can either influence the climate of the school positively or negatively. Without effective leadership, even an institution full of talented teachers will surely drift without purpose. It is therefore the key to achieving collective excellence. It is the leader who most greatly affects the organisational climate and provides direction, motivation and inspiration for the school (Dubi 2014). In other words, the success of any institution depends largely on the ability of the leader to maintain a conducive environment for the development of its members.

Recently, there are complaints, accusations and reports that the present caliber of principals are deficient, inefficient and not up to the task of bringing about needed changes, because they do not respond adequately to standard based accountability, guiding and directing instructional improvement and incorporating revolutionary new information technologies in schools (Wayne and Miskel 2008). This is because of the poor performance of students and the general quality of secondary school education in Nigeria. Dubi (2014) cited Nnoli and Sulaiman (2000) who observed that the Nigerian secondary school education has for some time now become a source of concern to Nigerians. The concern focuses essentially on the quality of education which has been declining at an alarming and embarrassing rate.

School administrators are responsible for the failure and success of the schools because is the head in charge of the planning, organizing and ensuring allocation and implementation of the human and materials resources. The performance of the school administrators also depend to some extend of the quality and quantity of human and materials resources available for him/her to deploy for the administration and management of the school. The school administrators are provided with human and materials resources which include teachers and non-teaching staff, funds, instructional resources, ICT facilities, classrooms, administrative block, tables etc.

Okeke (2014) sees secondary school administration as involving the provision and maintenance of the necessary manpower to those who teach children with a view to bring about the desired change in the children's behaviour. Ikgbusi, & Iheanacho, (2016), Ogunode (2021) submitted that the school principal faces numerous administrative problems which militate against operative running of their schools. This paper is aimed to examine the challenges facing public School administrators in Nigerian Public secondary schools. 

1.2 STATEMENT OF THE PROBLEM

The Nigerian educational system is facing many problems and the problems include shortage of professional teachers, inadequate instructional material, inadequate funding, overcrowding and poor quality of education and the problems have been linked to poor planning of education. In Nasarawa state, the situation is not different especially in the secondary schools education which is also plagued with challenges of shortage of professional teachers, inadequate funding, lack of instructional materials, inadequate infrastructural facilities and poor quality of education. Secondary school education in Nasarawa state is not performing well, the academic achievement of students is below average. Poor planning of secondary education in Nasarawa state have been identified as one of the major problems. It is against this background that this study aims to investigate the factors militating against effective planning of secondary school education in Nasarawa state.

1.3 OBJECTIVES OF THE STUDY

The main objective of this study is to determine problems militating against secondary school administration. Specific objectives include;

1. To identify the key challenges affecting secondary school administration.

2. To examine the impact of these challenges on the overall functioning of secondary schools.

3. To explore possible solutions and strategies for mitigating the identified problems in secondary school administration.

4. To assess the effectiveness of current administrative practices in addressing these challenges.

1.4 RESEARCH QUESTIONS

1. What are the primary issues hindering effective secondary school administration?

2. How do these challenges influence the day-to-day operations and performance of secondary schools?

3. What measures can be implemented to address the identified problems in secondary school administration?

4. Are the current administrative methods and policies sufficient to overcome the challenges faced by secondary schools?

1.5 RESEARCH HYPOTHESES

1. There is a significant correlation between the level of administrative challenges and the overall performance of secondary schools.

2. The implementation of targeted interventions will lead to improvements in secondary school administration.

3. There is a difference in the perception of administrative challenges among various stakeholders in secondary education (e.g., teachers, students, parents).

4. Adequate training and support for school administrators can positively impact their ability to manage and navigate challenges in secondary school administration.

1.6 SIGNIFICANCE OF THE STUDY

The study on problems militating against secondary school administration holds significant implications for educational institutions, policymakers, administrators, teachers, parents, and students alike. By identifying and addressing these challenges, the quality of secondary education can be enhanced, thereby contributing to individual academic success and societal development.

Firstly, understanding these issues allows administrators to implement targeted interventions, improving the overall efficiency and effectiveness of school management. This can lead to better resource allocation, streamlined processes, and a more conducive learning environment.

Secondly, addressing these challenges can help foster teacher morale and professional development. Teachers facing obstacles such as inadequate resources, overcrowded classrooms, or administrative burdens may struggle to deliver quality education. By tackling these issues, schools can empower teachers to focus on their primary role: educating students.

Furthermore, improved secondary school administration can positively impact student outcomes, including academic performance, retention rates, and overall well-being. Students facing administrative hurdles or learning in suboptimal environments may experience disengagement or underachievement. Addressing these challenges can create a more supportive and enriching educational experience for students.

Overall, the significance of this study lies in its potential to drive positive change within secondary school systems, ultimately benefiting stakeholders at every level and contributing to the advancement of education as a whole.

1.7 SCOPE OF THE STUDY

This study focuses on investigating the challenges faced by secondary school administration within Karu Local Government Area (LGA) in Nasarawa State. It encompasses a comprehensive examination of various aspects of secondary school management, including but not limited to personnel, resources, curriculum, and governance structures. The scope extends to understanding the specific contextual factors influencing administrative practices within secondary schools in Karu LGA, aiming to provide insights into areas requiring improvement and potential solutions. Additionally, the study explores the perceptions of stakeholders, such as administrators, teachers, students, and parents, regarding the identified challenges. By focusing on secondary schools in Karu LGA, this research aims to contribute valuable insights that can inform policy decisions and interventions to enhance the quality of secondary education in the region.

1.8 LIMITATIONS OF THE STUDY

Several limitations may affect the generalizability and comprehensiveness of the findings. Firstly, the study's scope is limited to secondary schools within Karu LGA in Nasarawa State, potentially limiting the applicability of results to other geographical areas. Additionally, resource constraints, including time and funding, may restrict the depth and breadth of data collection and analysis. Furthermore, the study's reliance on self-report measures and subjective perceptions may introduce bias or inaccuracies in the findings. Moreover, the dynamic nature of educational environments and administrative practices may render the study's conclusions time-sensitive. Finally, external factors such as political, economic, or social influences may also impact the interpretation and implementation of the study's recommendations.

1.9 DEFINITION OF TERMS

1. Problems: Challenges, obstacles, or difficulties that hinder the smooth operation and effectiveness of secondary school administration.

2. Militating against: Acting as barriers or impediments to the efficient functioning of secondary school administration.

3. Secondary School Administration: The management, organization, and oversight of activities within secondary educational institutions, including administrative tasks related to staff, students, resources, and curriculum.

4. Definitions: Clarifications or explanations providing understanding or meaning to terms or concepts used within the context of secondary school administration.

5. Terms: Words, phrases, or concepts specific to secondary school administration that require explanation or elaboration for better comprehension.

6. Administration: The process of coordinating and overseeing the various aspects of secondary school operations, including planning, decision-making, and implementation of policies and procedures.

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