Download the complete project material on Human Resources Development And Teachers Productivity In Secondary School from chapter one to five
ABSTRACT
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The Study examined Financial Resources Allocation and principal Administration effectiveness in public Senior Secondary school in Oke-Ero Local Government Area, Kwara-State. The researcher adopted descriptive survey of correlational. The study used random sampling technique to select ten senior public secondary schools out of thirty secondary schools. Stratified random sampling techniques was used to select 200 hundred respondents out of one thousand, four hundred respondents.
A research questionnaire “financial Resources Allocation and principal Administrative effectiveness” was used to collect relevant data from the respondents. One main hypothesis and four operational hypotheses were formulated and tested for this study. The hypotheses were tested using Pearson Product moment correlation statistical method at 0.05 level of significance. The findings revealed that:
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1. There was significant relationship between hand work and principal administrative effectiveness.
2. There was significant relationship between school administration and principal administrative effectiveness
3. There was significant relationship between parent Teacher Association levies and principal administrative effectiveness
4. There was significant relationship between philanthropist donation and principal administrative effectiveness.
Based on the findings, financial resource allocation in the area of hand work, school administration, Parent Teacher Association levies and Philanthropist donation will go a long way in improving and standardising principal administrative effectiveness in schools.
TABLE OF CONTENTS
Title Page
Certification
Dedication
Acknowledgment
Table of Contents
Abstract
CHAPTER ONE:
INTRODUCTION
Background to the Study
Statement of the Problem
Purpose of the Study
Research Question
Research Hypothesis
Operational Hypotheses
Scope of the study
Significance of the study
Operational Definition of Terms
CHAPTER TWO:
REVIEW OF RELATED LITERATURE
Concept of financial Allocation
Concept of Handwork
Concept of Philanthropist
Concept of PTA Levies
Concept of Administrative effectiveness
Operation and Management of Secondary School
Responsibilities of principal as a leader
Recruitment of personal in schools
Management of school physical facilities
Achieving efficiency in Financial Secondary School Education
Importance of Principal for school operation
Theoretical Background of the study
Relevance of the theory to the study
Appraisal of Literature Reviewed
CHAPTER THREE:
RESEARCH METHODOLOGY
Research Design
Population, Sample and Sampling Techniques
Instrumentation
Validity and Reliability of the instrument
Procedure for Data Collection
Method of Data Analysis
CHAPTER FOUR: DATA ANALYSIS AND RESULTS
Hypotheses Testing
Operational Hypotheses
Discussion of Finding
CHAPTER FIVE:
DISCUSSION, CONCLUSION AND RECOMMENDATIONS
Summary
Conclusion
Recommendations
REFERENCES
CHAPTER ONE
INTRODUCTION
Background of the Study
Principals play critical roles in the development of high-quality schools. Therefore only a small body of research links principals directly to student achievement (Hanushek&Rivkin, 2009), a much larger research based documents principals’ effects on school operations, through motivating teachers and students, identifying and articulating vision and goals, developing high performance expectations, fostering communication, allocating resources, and developing organisational structures to support instruction and learning. Principals also affect the instructional quality of schools through the recruitment, development, and retention of teachers (Harris, Rutledge, Ingle & Thompson, 2006).
Educational Resources refers to the materials and facilities that can be used to encourage, promote and facilitate teaching and learning activities.Educational Resources also refers to non-human and non- financial resources which include all movable and immovable materials which are used for teaching, learning and other school activities.
Emetarom(2015) opined that educational resources are material resources in the school which are physical and spatial enablers of teaching and learning which will increase the production of results. When combined with other resources in adequate quality and quantity, constitutes vital desired educational goals.
Owuamanam(2015) noted that the inadequacy of infrastructural facilities is one of the major problems facing the Nigerian educational system.Asiyei (2014) opined that school facilities include the entire school plant administrators, teachers and students harness, allocate,and utilise for the smooth and efficient management of any educational institution.
In educational Institution, school facilities constitute essential inputs which guarantee favourable learning environment and enhance the achievement of educational objectives.In the school, educational resources serves as pillars of support for effective teaching and learning thereby making the process meaningful and purposeful.
When educational resources are properly combined and appropriately used, they help teachers to teach more efficiently and effectively and the learners will learn faster (Adesanya 2015).Resources meant for learning should be presented in a manner as to provide students with opportunity to become actively involved intellectually, perceptually and physically.
The human resources in education include the teacher, the teacher’s aides, where they are used, the learners, even though it is not often realised and the people in the community whose special skills and knowledge can be used for instructions. That is the resource person. It is how ever pertinent to note that the latercategory of human resources is not much used especially in this country(Nigeria).
In the other hand, the non- human resources include the wide range and variety of printed and non- printed instructional materials, equipment, mechanical devices and facilities that are used to facilitate effective teaching and learning. Examples are the printed materials and different types of books, journals, magazines etc. A few of the well- known non- printed materials are films, slides, films strips, pictures, charts, boards and posters.
In the range of equipment are the different projectors, cameras, tape recorders etc. The facilities include the library or a learning resource centres, the science laboratory, the language laboratory and of course, the classroom.Some of which may have to be specially designed and equipped for effective use of instructional materials that needed projections(Adesanya 2015).
Akinyemi(2016), stressed that it will be obscured or even meaningless to discuss educational resources without reference to the curriculum. This is because educational resources are only relevant and meaningful to the extent that they can be used to facilitate the achievement of curriculum objection. The organization and the use of educational resources and curriculums developmental activities should therefore be seen as intrinsically related activities.
Decision about the use of resource should be made at two crucial stage in curriculum development. There are the stages of curriculum planning and development and curriculum implementation at the planning and development stages. It should be possible to be identify and specify the resource that will be needed for effective implementation of the curriculum. There are three main categories of resources for identification and specifications; Human Resources, Instructional Materials which include equipment and facilities.
At the implementation stage, the teacher makes the decision about the actual use of educational resources most of the time. However, schools must be in a position to help and encourage teachers to enhance the efficiency and effectiveness of their instructional effort. Learners too must be encouraged to make good use of resources to help learn faster and better. All these and more can be achieved to a greater extent if the resources are made available. The teachers and the learners know how to use the resources appropriately and the teacher must have some basic knowledge about the selection and evaluation of instructional materials.
As educational resources are used to facilitate the achievement of curriculum aims and objectives for maximum effort, however, their uses must be properly planned and organised. The traditional way of doing with regards to instructional material has been largely through the library.
The use of human resources except the teacher and because of their vocal role in education has been an immerse benefit to the Nation as a whole. Presently, the library as a way of organising and using Educational Materials is considered inadequate.
Many people in education seem to share the view. Agun (2016) explained that the library as it is traditionally conceived organised and run, cannot adequately meet the information needed and the educational realities of today, Based on the above, the studies intends to investigate financial resource allocation and principal administrative effectiveness in public Secondary schools in Oke-Ero Local Government Area, Kwara State.
The use of a set of administrative strategies by principals is informed by the fact that principals are to bring all round development into the school, in order to improve students’ academic performance. They must be able to adopt some administrative strategies and also evaluate their teachers in order to ascertain the strengths and weakness of the instructional delivery system for better academic performance. However, gaps in the principals’ Administrative strategies will no doubt cause set-back in teaching-learning process.
There is a growing concern of the society about the realization of secondary education objectives perhaps due to the observation that some principals could no have been using some administrative strategies that could facilitate better performance of students in public examinations.
Findings from literature (Ayeni 2010; Baldoni, 2003; Sushila 2004; Ayeni 2012; Lydiah and Nasongo 2009; Ayeni&Akinfolarin 2014) revealed that students’ academic performance is being affected by many problems. By implication, there is a greater challenge ahead of principals partly because of existing gaps and inadequacies in theirin their leadership and supervisory duties .
From the researchers point of view, principals should demonstrate certain strategies to move the school forward because of the numerous problems the schools are now facing which are too complex and too big for a principal to cope with. Baldoni, (2003) noted that we live in a rapidly changing world in which the pace of change is likely to increase. What we teach, what we learn and how we deliver and manage the process cannot be immuned from change.
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