ABSTRACT
The study investigated management techniques and Principals administrative effectiveness in South East Nigeria. This study was guided by nine specific objectives, nine research questions and nine null hypotheses which was tested at 0.05 level of significance. The design of the study was a correlational research design. The accessible population of the study was 1, 430 principals which comprises 732 male principals and 698 female principals. A sample size for the study was 303 principals which comprises of 156 male principal and 147 female principals. The sample for the study employed the multi-stage sampling technique precisely stratified-simple random sampling techniques. The instruments employed for data collection was structured questionnaires titled: titled: Management Techniques Questionnaire (MTQ), Principals Administrative Effectiveness Questionnaire (PAEQ). The instrument was validated by three experts, two from Educational Management and one from Measurement and Evaluation in College of Education, Michael Okpara University of Agriculture, Umudike. The reliability of the instruments MTQ and PAEQ was established through a pilot testing for internal consistency and test re-test for stability of the instrument. The data collected were correlated using Pearson`s Product Moment Correlation (PPMC) and the value reliability indices are r = 0.85 and r=.79 respectively for the two instruments. Internal consistency of the instruments were also determined using Cronbach Alpha coefficient reliability test which yielded reliability index of 0.85 and 79 respectively. Three hundred and three copies of the questionnaire were administered to the respondents through 3 research assistants and copies of the questionnaire were retrieved from the respondents giving 100% retrieval rate. The data collected through the administration of the instruments were analyzed using Pearson Product Moment Correlation to answer research questions and Linear Regression was used to test the hypotheses at 0.05 level of significance. The results revealed that there was a high extent of correlation between Management By Objective (MBO) and principals administrative effectiveness. It implies that Management By Objective to a high extent determined principals administrative effectiveness in secondary schools and there is significant relationship between Management By Objective and principals administrative effectiveness. That there was a high extent of correlation between Programme Evaluation and Review Techniques (PERT) and principals’ administrative effectiveness. It implies that Programme Evaluation and Review Techniques to a high extents determined principals’ administrative effectiveness in secondary schools and there is a significant relationship between Programme Evaluation and Review Techniques and principals administrative effectiveness. Based on the findings, it was recommended among others that state government should appoint capable and qualified persons as principals in order to implement management techniques for administrative effectiveness.
TABLE
OF CONTENTS
Title
Page i
Declaration
ii
Certification
iii
Dedication
iv
Acknowledgments
v
Table
of Contents vii
List
of Tables x
Abstract xii
CHAPTER 1:
INTRODUCTION 1
1.1 Background
to the Study 1
1.2 Statement of the Problem 12
1.3 Purpose of the Study 13
1.4 Research Questions 14
1.5 Hypotheses 15
1.6 Significance
of the Study 16
1.7 Scope of the Study 18
CHAPTER 2: REVIEW
OF RELATED LITERATURE 19
2.1 Conceptual Framework 19
2.1.1 Management 19
2.1.2 Management techniques 21
2.1.3 Management by objective (MBO) 37
2.1.4 Program
evaluation and review technique (PERT) 43
2.1.5 Planning,
programming and budgeting system (PPBS) 53
2.1.6 Delphi technique (DT) 55
2.1.7 Strengths,
weaknesses, opportunities and threats SWOT analysis 63
2.1.8 Management by results (MBR), 71
2.1.9 Management by projects 79
2.1.10 Management by exception 81
2.1.11 Management by budget 83
2.1.8 Principalship 88
2.1.9 Administration 89
2.1.10 Principals administrative effectiveness 90
2.2 Theoretical
Framework 93
2.2.1 Systems
theory by Ludwig Von Bertalanffy in (1920) 93
2.2.2 Human relations theory by Mary Packer Follet (1868-1933) 94
2.2.3 Administrative theory by Henry Fayol (1989) 94
2.3 Empirical
Studies 95
2.4 Summary
of Related Literature 113
CHAPTER 3:
METHODOLOGY 116
3.1 Design of the Study 116
3.2 Area of the Study 117
3.3 Population
of the Study 118
3.4 Sample
and Sampling Techniques 118
3.5 Instruments
for Data Collection 119
3.6 Validation
of the Instruments 119
3.7 Reliability of the Instruments 120
3.8 Method of Data Collection 120
3.9 Method of Data Analysis 120
CHAPTER 4: RESULTS AND DISCUSSION 122
4.1 Results 122
4.2 Summary
of Findings 139
4.3 Discussion
of Findings 143
CHAPTER
5: SUMMARY, CONCLUSION AND RECOMMENDATIONS 149
5.1 Summary of the Study 149
5.2 Conclusion
152
5.3
Recommendations 154
5.4
Educational Implications of the
Study 155
5.5 Limitations
of the Study 157
5.6
Suggestions for Further Study 157
References
Appendices
LIST OF TABLES
4.1: Pearson
correlation of management by objective (MBO) and principals
administrative
effectiveness 122
4.2: Simple
linear regression analysis for the MBO and principals
administrative effectiveness 123
4.3: Pearson
correlation of programme evaluation and review
techniques
(PERT) relate to principals administrative effectiveness 124
4.4: Simple
linear regression analysis for significant relationship between
pert and principals administrative
effectiveness 125
4.5: Pearson
correlation for planning, programming and budgeting system
(PPBS)
and principals administrative effectiveness 126
4.6: Simple linear regression analysis for the
significant relationship between
PPBS
and principals administrative effectiveness 127
4.7: Pearson correlation for the delphi
technique (DT) determine principals
administrative effectiveness 127
4.8: Simple linear regression analysis for the
delphi technique and principals
administrative effectiveness 129
4.9: Pearson correlation for the strengths
weaknesses opportunities and
threat
analysis (SWOT) determine principals administrative effectiveness 130
4.10: Simple linear regression analysis for the
SWOT analysis and principals
administrative
effectiveness 131
4.11: Pearson
correlation of management by results (MBR) and principals
administrative effectiveness 132
4.12: Simple
linear regression analysis of management by results (MBR)
and principals
administrative effectiveness 133
4.13: Pearson
correlation on management by project (MBP) and principals
administrative effectiveness 134
4.14: Simple linear regression
analysis for the relationship between
management by project (MBP) and
principals administrative
effectiveness 135
4.15: Pearson correlation on extent management by
exception (MBE) and
principals
administrative effectiveness 136
4.16: Simple linear regression analysis for the extent
of relationship between
management
by exception (MBE) and principals administrative
effectiveness
137
4.15: Pearson correlation on extent management by
budget (MBB) determines
principals
administrative effectiveness 138
4.16: Simple linear regression analysis for the
extent of relationship between
management by
budget (MBB) and principals administrative
effectiveness
139
CHAPTER 1
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Management
is a social process that involves planning, organizing, leading, directing,
controlling and coordinating the efforts of people towards the achievement of
the organizational goals and objectives. Management is a process that is used
to accomplish organizational goals, that is, a process that is used to achieve
what an organization wants to achieve (Peretomode, 2017). An organization could
be a business, a school, a church, a group of volunteers, or any governmental
entity. Principals’ are those to whom this management task is assigned, and it
is generally thought that they achieve the desired goals through the key
functions of planning, organizing, directing and controlling. Some may include
leading as part of these functions, but for the purpose of this study, leading
is included as a part of directing.
According
to Weihrich, Cannice and Koontz (2011), management is the process of designing
and maintaining an environment in which individuals, working together in group,
efficiently accomplish selected aims. Management here is concerned with
productivity which has to do with principals’ effectiveness and efficiency in
the administration of the school. For Enyi (2012) management is a goal-oriented
activity and is useful in personnel management and task performance in school’s
organization.
According
to Anaekwe (2012) management is the process of planning, organizing, leading,
directing and controlling the efforts of members and the use of resources in
order to achieve stated organizational goals. Bateman and Snell (2013)
contended that management requires structuring the organization, staffing it
with capable people and monitoring their activities. This implies collaborative
endeavor such as creating vision or setting the direction, inspiring people to
attain the vision, moving the organization towards its ideal future and
motivating them to overcome the problems in the schools through management
techniques.
Management
techniques are tools manager use to keep team morale positive, improve
productivity and develop new talent. Management techniques are the techniques
that are used by decision makers in order to make better decision (Gordon, 2018).
Management Techniques are the skills, motives and attitudes necessary for
performance of a job. It includes communication skills, problem solving
ability, customer focus and the ability to work with a team. Skills and
knowledge are manager’s Techniques that can be measured easily while intangible
assets like effective communication and teamwork are harder to pin down and
evaluated. Management techniques according to Boyatzis (2018) are activities,
knowledge, skills or attitudes and perhaps personal characteristics necessary
to improve a manager’s performance. Boyatzis (2018) observed that management
techniques lead to the demonstration of skills and abilities, which results in
effective performance within an organizational environment. In this study, the management
techniques of the principals’ and administrative effectiveness of the
principals were examined. Parkin (2010) and Gordon (2018) identified management
techniques of the principals’ as Management by Objective (MBO); Programme
Evaluation and Review Techniques (PERT), Planning, Programming and Budgeting
System (PPBS), Delphi Technique (DT), Strengths Weaknesses Opportunities and
Threat Analysis (SWOT), Management By Results (MBR), Management By Project
(MBP), Management By Exception (MBE) and Management By Budget (MBB).
Management by objectives is a process whereby superior and
subordinate managers of an organization jointly identify common goals, define
each subordinate's major areas of responsibility in terms of the results
expected, and use these intended outcomes as guidelines for implementation and
periodic evaluation of the subordinate and the unit within the organization.
Management
by objective is now practiced in the school system around the world. Despite
its wide application, the principals’ application of its principles is not
always very clearly spelt out. Some school principals’ see it as appraisal
tool, motivational techniques, planning or control device. Blanchard and Hersey
(2018) defines MBO as a process whereby the superior and the subordinate
workers of organization jointly identify its common goals, defines each
individual’s major areas of responsibilities in terms of results expected of
him and use these measure as guides to the operation of the unit and the
assessment of the contribution of its members. Supporting the above view, Nwosu
(2018) affirms MBO as a result-oriented management techniques in which all
stakeholders participate actively often cooperatively in all salient activities
of an organization to achieve optimal result. Wechrich, Cannice and Koontz
(2011) define MBO as a comprehensive managerial system that integrates many key
managerial activities in a systematic manner and is consciously directed
towards the effective and efficient achievement of organizational and
individual objectives. However, it is pertinent to state that beside MBO being
used as a performance appraisal, instrument for motivation, strategic planning,
it integrates human resource planning and development (staff, students and
organizational development), career planning (personnel strength over coming
weakness), budget (financial control), community relationship, and school
plants (infrastructural provision) among other managerial activities for
specific positions. Thus, the components of Management By Objective is made up
of school instructional programme strategy, financial management strategy,
personnel management strategy, infrastructural management strategy, goal driven
and success oriented strategy, performance appraisal strategy, teachers
motivation instrument/strategy, integration human resource planning and
development, Budget career planning strategy and community relation strategy.
The PERT stands for Programme Evaluation and Review Technique. It
is a statistical tool, used in project management, which was designed to
analyze and represent the tasks involved in completing a given project.
Programme Evaluation and Review Technique is a method used to analyze the tasks
involved in completing a given project, especially the time needed to complete
each task, and to identify the minimum time needed to complete the total
project (Akpan, 2014). It can be considered as a road map for a particular
program or project in which all of the major elements (events) have been
completely identified, together with their corresponding interrelations. According Green (2011), Programme Evaluation
and Review Technique (PERT) is a scheduling method originally designed to plan
a manufacturing project by employing a network of interrelated activities,
coordinating optimum cost and time criteria. PERT emphasizes the relationship
between the time each activity takes, the costs associated with each phase, and
the resulting time and cost for the anticipated completion of the entire
project (Harry, 2014). PERT is an integrated project management system. These
systems were designed to manage the complexities of major manufacturing projects,
the extensive data necessary for such industrial efforts, and the time
deadlines created by defense industry projects. The application of PERT in the
educational system will improve the administrative effectiveness and
realization of educational goals (Harry, 2014).
The Planning- Programming- Budgeting System. (PPBS) is new accounting frame of reference that
has many facets but of most interest are the presumed goals and the means for
achieving them. The intent of this system is to promote economic use of
resources (Gwacham, 2015). Accomplishing this goal requires a clear definition
of national objectives within the agencies and departments of the Federal
government, and the application of cost effectiveness analyses to select
optimal programmes. The important link is between objectives or
"long-range planning" and the annual budgeting process through cost
effectiveness analysis. A number of problems were resolved in the Department of
Defense by the successful implementation of PPBS beginning in I96I. Two types
of planning were in effect -- military planning of weapons systems by separate
services and budgetary planning of a shorter time span by the civilian
administrator- comptroller organization. The inherent differences among the
services and the different approach of the budgetary planners led to
unrealistically high aggregate budget requests for the department as a whole.
Ali (2011) maintained that Planning- Programming- Budgeting- System was to
remedy this by relating proposed programmes to one another through comparative
cost-effectiveness analyses. Therefore, PPBS utilization by the manager will
provide the smooth running of administrative effectiveness in the secondary
schools.
Another management technique is Delphi Technique which allows experts
to interact without much of the costs and psychological distortions of face to
face meetings. It uses postal questionnaires and controlled feedback. It may
sometimes help in obtaining a crude idea of other expert’s expectations, the
impact of a project or other development. The Delphi Technique is about
extracting expectations and opinions from experts and other people with an
interest in, say, identifying the possible impact of a project, a new
technology, etc. The technique is one of many developed in the 1960s and 2010s
to help in attempts to better future. Thus it was designed for tackling
situations where there is little information available. Although this was
initially for reasons of the future, it can be changed to reasons of the
here-and-now. For instance, much of the required expertise, and factual
knowledge going with it, may not be available locally, but it may be available
elsewhere in the country or abroad.
The Delphi technique builds on the idea that gains access to the
expertise of professionals familiar with an issue. The Delphi technique offers
a way of avoiding both sets of drawbacks to achieving professional interaction
through meetings. It uses questionnaires, usually distributed and collected
through the post. Interaction between different views is achieved by having a
number of rounds, and giving respondents - the panel members - feedback
concerning the views expressed so far.
SWOT stands for: Strength, Weaknesses, Opportunity and Threat
Analysis. A SWOT analysis is a study undertaken by an organization to identify
its internal strength and weaknesses as well as its external opportunities and
threats. Developing a fuller awareness of the situation helps with both
strategic planning and decision-making. The SWOT method was originally developed
for business and industry, but it is equally useful in the work of community
health and development, education, and even for personal growth. The strengths
of this method are its simplicity and application to a variety of levels of
operation. SWOT also offers a simple way of communicating about your initiative
or programme and an excellent way to organize information you've gathered from
studies or surveys. SWOT (strengths, weaknesses, opportunities, and threat)
analysis is a framework used to evaluate a company's competitive position and
to develop strategic planning. SWOT analysis assesses internal and external
factors, as well as current and future potential. A SWOT analysis is designed
to facilitate a realistic, fact-based, data-driven look at the strengths and
weaknesses of an organization, its initiatives, or an industry. The
organization needs to keep the analysis accurate by avoiding pre-conceived
beliefs or gray areas, instead of focusing on real-life contexts.
Management
By Results is the management style that focused mainly on the obtained results,
attendance behavior and motivation of employees. Some authors do not make any
clear distinction between the method of management by objectives and management
by results considering them as simply different ways of implementing the same
method. This method is based on achieving asset of key outcomes especially
certain values of financial attributes. In Management By Results, the
subordinates have a lesser role target which are often set at management level
and then imposed or negotiated with those responsible for obtaining those
results.
Management By Projects requires the establishment within the
organization of an autonomous structure in order to facilitate the solving of a
complex problem and remove certain deficiencies of coordination. This method
requires a projects manager, a graph of activities set up in a Guatt Chart with
the order of the activities, their duration and requires results. The
coordination of the project requires managerial knowledge on one hand and field
especially related know how on the other. Those who are part of the project
should not lack qualities such as creativity, and innovation power during
project development phase, similarities might occur between the company team and
their organization arrangement but it is not necessarily a condition to be
fulfilled.
Management
By Budget is a system of identification and communication that signals the
manager as to when and where his attention is needed. The main object of this
system is to enable the manager to identify and isolate the problems that call
for decision and action, and avoid or ignore or pay less attention to less
critical problems which better be handled by his subordinates. Under this
system the manager should receive only condensed, summarized and invariable
comparative reports covering all the elements, and he should have all the
exceptions to the past averages or standards pointed out, both the specially
good and the specially bad exceptions.
Management
By Budget is the process of managing and tracking income and expenses.
Companies often have budgets for individual departments as well as an overall
company budget. Revenue: Revenue is income from sales, investments or other
sources. All income should be recorded in the budget. A project budget is the
total sum of money allocated for the particular purpose of the project for a
specific period of time. The goal of budget management is to control project
costs within the approved budget and deliver the expected project goals. Our
definition of a successful project is one that meets four success criteria:
that the project’s scope is delivered on schedule, it is delivered within
budget and, once delivered, it meets the quality expectations of the donor and
the beneficiaries.
Mowes (2015) believed strongly that the effectiveness
of any secondary school is dependent on an institution’s responsiveness to its
student’s needs and expectations. In examining the services rendered to
students, the integrated management support system could be modified and
refined in line with changes in institutional and government policies and
procedures and new student needs and expectation. This makes room for an
integral part of management techniques in education system while giving way to
the reputation of poor provision derived from the historical legacy of
correspondence education in Nigeria secondary schools.
Secondary
education is crucial in both personal and national development. Secondary
school level is the bridge between the primary and tertiary levels. Secondary
education is the education children receive after primary education and before
the tertiary stage within the range of 12 to 18 years (FRN, 2013). The broad
goal of secondary education is to prepare the individual for useful living in
the society and for higher education (FRN, 2013). Specifically, the secondary
school system is geared towards catering for the differences in talents,
opportunities and future roles, to provide technical knowledge and vocational
skills necessary for agricultural, industrial, commercial and economic
development (FRN, 2013). Secondary school should be able to provide quality
teaching and learning. The importance of secondary education cannot be over
emphasized since it has both consumer and producer status. This is because it
consumes the product of primary schools and produce candidates for tertiary
education in the nation. Edeh (2012) observed that secondary education cycle lasts
for a period of six years and it is organized into junior and senior stages.
Junior secondary education which is three years of both academic and
pre-vocational training is aimed at developing in the student’s manipulative
skills, otherwise known as manual dexterity, inventiveness, respect for dignity
of labour and above all health attitude towards things technical. At the end of
this the students take the Junior Secondary School Certificate Examination
(JSSCE) (F.R.N., 2013). On the other hand, senior secondary education, being
the next stage after the junior secondary education is usually the period in which
every student tends to departmentalize or selects subjects based on area of
better performance at the end of which students take the senior secondary
school certificate examinations (SSCE). Interestingly, the success of students
in these examinations depends largely on the inputs of principals.
In Nigeria, the principalship has also evolved from
the position and performance of the teacher, thus, the title ‘principal’
usually refers to the head of a secondary school or a post-primary institution
(Edem 2014). Chukwudebelu in Afianmagbon and Nwokocha (2011) infers that
principalship has to do with headship of a secondary school and a principal is
responsible for and empowered to oversee the affairs of the entire school. Chukwudebelu
in Afianmagbon and Nwokocha (2011) maintained that the secondary school
principal is a change agent, saddled with the task of implementing the national
policy on education.
Principals’ administrative effectiveness has been
accepted as a multidimensional construct since it measures a variety of
different aspects of teaching. Adeyemi (2016) defined Principals’
administrative effectiveness as the ability of Principals’ to combine relevant
inputs for the enhancement of teaching and learning processes. According to
Adeyemi, they include lesson preparation and presentation, subject mastery,
classroom management, effective communication skills, etcetera. Obilade (2011)
viewed Principals administrative effectiveness as the duties performed by
Principals’ at particular periods in the school system in achieving
organizational goals. Adeyemi (2014) stated that Principals’ roles are to
arouse students interest to participate fully by establishing obtainable goals
by giving them both stimulus and the opportunity to ask questions and then
evaluate their progress.
From
the aforementioned definitions and views of renowned scholars, it is deduced
that a Principals’ effectiveness is appraised under his or her personality
trait, intelligence, methods, process and product. The ability of the
Principals’ to apply adequate lesson plan, effective classroom teaching,
accurate teaching methods, adequate learning resources and effective
communication skills determine effectiveness. Teaching in essence is deemed
effective only when it results in the realization of the set objectives and
leads to students instructional achievement and educational improvement
outcome. Potentials and skills of Principals’ to be expressed and enhanced
effectively, certain job descriptions should be practiced by Principals’.
Furthermore, Orseer (2016) saw effective Principals’
as one who carries out his/her duties to the maximum and one whose students’
exhibit learning out comes in achievement tests. Teaching is a complex activity which
is the outcome of Principals’ administrative effectiveness. To Brown and Atkins (2011) effective teaching
can be determined in relation to the set goals.
Since the goals of teaching may be cognitive, effective or psychomotor,
a single definition of effectiveness hardly suffices. Brown and Atkins (2011) further stated that,
although good teaching is in the eyes of the beholder, it can be reflected in
students’ indicators. Consequently, an effective Principal one who enables
students to perform well in tests and examinations. This definition is upheld by Akuezulo (2019),
who suggested that good teaching must bring about learning. An effective Principals’ therefore can be
assessed by teachers and students outcome.
If students show signs of having learnt meaningfully, then the principals’
can be said to be effective. An effective principal should bring about learning
in its cognitive, affective, and psychomotor domain through the use of a
variety of activities (Ezeocha, 2019).
Wilson (2010) talks of “quality delivery” in teaching which includes a
range of objectives; whole class instruction, group activities and individual
attention. An effective Principal is
seen here as one who attains these objectives, because of this plethora in
definition of Principals’ administrative effectiveness is often associated with
the degree to which a principal uses desirable skills in task indicators and
the level of students’ achievements in examinations.
Principals’
need to integrate these management techniques into the school system through
their administrative functions. Public outcry over non-utilization of management
techniques expected of principals’ in their planning and administration have in
one way or the other affected standard of education and academic excellence.
Lack of effective management techniques in education are obstacles to the
achievement of educational goals (Nwankwo, 2016).
For the administrative processes to be effective in achieving
quality assurance there is need to adopt some administrative process strategies
for principals’ administrative effectiveness (Ivan, 2018). Effectiveness
is concerned with doing the right things and relates to the output of the job
and what the teachers actually achieve. Effectiveness must be related to the
achievement of some purpose, objectives or task to the performance of the
process management and the execution of the work. Criteria for accessing the
effectiveness of a teacher should be considered in terms of measuring the
results that the teacher is intended to achieve (Austin, 2019).
As
a result, principals’ of secondary schools as school administrators continue to
be subjected to blames that the complex task they perform are not efficiently
and effectively channeled towards providing education necessary for the world
of today and the future (Adebola, 2016). Therefore, for the goals of secondary
education in Nigeria to be achieved, effective school administration and
management techniques should be applied by school principals’. Fatunwa (2010)
views administration as a process whereby the school head as the chief
executive of the school coordinates the efforts and activities of the staff
towards the achievement of goals of the school system. Nwite (2014) sees
administration as the process of directing and controlling human and physical resources
in order to make profit in a social organization. From the foregoing definitions,
administrative effectiveness of the school principals’ employs coordination of
efforts of staff, students management, school financial transactions,
supervision of instruction, among others are ways of applying management techniques
for the purposes of achieving set school goals. Therefore, it becomes
imperative to investigate management techniques and principals’ administrative
effectiveness’ in South East, Nigeria.
1.2 STATEMENT OF PROBLEM
The desire for better quality education is generally shared in
Nigeria as in many other countries. The duty of administration falls upon the
principal. He co-ordinates and organizes the entire organ towards the
achievement of goals. Being top on the hierarchy, his activities directly or
indirectly affect every other factor in the system, the teachers, students and
other non-teaching personnel. Principals’ application of management techniques
to a great extent is believed to determine their administrative effectiveness in
secondary schools.
Secondary school
principals’ are expected to promote administrative effectiveness. It is the
expectation of the government, parents and even students that quality education
is received by students in Nigeria secondary schools through the adoption and
application of management techniques by the principals’. However, observations
have shown that there seems to be poor principals’ application of management techniques
led to poor administrative effectiveness in secondary schools in South East
Zone. This can be seen in the areas of inadequate funding, inadequate
facilities, poor instructional supervision, conflict among teachers, poor
vision of the principals, poor principal teacher relationship and poor
administrative style of the principals among others.
These situations seem to
have led to poor academic achievement among the secondary school students, high
drop-out rate, and high rate of examination malpractice, poor reading and
writing cultures among others. The above situation should not be allowed to
continue, hence the problem of this study put in question form is, ‘to what
extent do management techniques relate to principals administrative effectiveness
in secondary schools in South East, Nigeria?
1.3 PURPOSE OF THE STUDY
The
purpose of the study is to investigate the relationship between management
techniques and principals administrative effectiveness in South East Nigeria. Specifically,
the study sought to;
1. find
out the extent Management By Objective (MBO) relate to principals
administrative effectiveness.
2. ascertain
the extent Programme Evaluation and Review Techniques (PERT) relate to principals administrative effectiveness.
3. find
out the extent Planning, Programming and Budgeting System (PPBS) relate to principals administrative effectiveness .
4. access
the extent Delphi technique (DT) relate to principals administrative
effectiveness.
5. examine
the extent Strengths Weaknesses Opportunities and Threat Analysis (SWOT) relate
to principals administrative effectiveness.
6. investigate
the extent Management By Results (MBR) relate to principals administrative
effectiveness.
7. ascertain
the extent Management By Project (MBP) relate to principals administrative
effectiveness.
8. find
out the extent Management By Exception (MBE) relate to principals
administrative effectiveness.
9. determine
the extent Management By Budget (MBB) relate to principals administrative
effectiveness.
1.4 RESEARCH QUESTIONS
The following research questions raised guided
the study
1. To
what extent does Management By Objective (MBO) relate to principals
administrative effectiveness?
2. To
what extent does Programme Evaluation and Review Techniques (PERT) relate to principals administrative
effectiveness?
3. To
what extent does Planning, Programming and Budgeting System (PPBS) relate to
principals administrative effectiveness?
4. To
what extent does Delphi Technique (DT) relate to principals administrative
effectiveness?
5. To
what extent does Strengths Weaknesses Opportunities and Threat Analysis (SWOT) relate
to principals administrative effectiveness?
6. To
what extent does Management By Results (MBR) relate to principals
administrative effectiveness?
7. To
what extent does Management By Project (MBP) relate to principals
administrative effectiveness?
8. To
what extent does Management By Exception (MBE) relate to principals
administrative effectiveness?
9. To
what extent does Management By Budget (MBB) relate to principals administrative
effectiveness?
1.5 HYPOTHESES
The following null hypotheses formulated were
tested at 0.05 level of significance
H01: There is no
significant relationship between MBO and principals administrative
effectiveness.
H02: There is no significant
relationship between PERT and principals administrative effectiveness.
H03: There is no significant
relationship between PPBS and principals administrative effectiveness.
H04: There is no significant
relationship between Delphi technique and principals administrative
effectiveness.
H05: There is no significant
relationship between SWOT analysis and principals administrative effectiveness.
H06: There is no significant relationship between Management
By Results (MBR) and principals
administrative effectiveness.
H07: There is no significant
relationship between Management By Project (MBP) and principals administrative
effectiveness.
H08: There is no significant
relationship between Management By Exception (MBE) and principals
administrative effectiveness.
H09: There is no significant
relationship between Management By Budget (MBB) and principals administrative
effectiveness.
1.6
SIGNIFICANCE OF THE STUDY
This
study has both practical and theoretical significance. The findings of this
study when published would be practically significant to school principals,
teachers, parents, students, government, and future researchers.
The
findings of this study would acquaint school principals on the poor quality
educational system in South East Zone and also offer them credible management
by objectives strategies to restrain such trend and improve the quality of teachers
motivation and effectiveness. The findings of this study would unearth some
administrative problems ravaging secondary school administration in South East
Zone and suggest some possible management techniques which can be applied by
school principals to abolish such problems.
Teachers
would benefit immensely from the findings of this study. This study would
unveil some of the teachers’ problems which lead to poor teaching and learning
in various secondary schools in South East Zone. As the school principals apply
management by objectives strategies suggested in this study in their bid to solve
these problems, teachers would be favored. They will be motivated in other to
exhibit high morale in their job as their salaries are likely to be increased.
Parents
would benefit from the findings of this study. When adequate care is given to
teachers, they would be happy to teach their students with enthusiasm.
Consequently, students will receive quality education and also excel academically
to the glory of their parents. Their parents would not only be glad and proud of
their children, but they would also be elated that the money they are investing
in their children’s’ education is not in vain.
The
findings of this study would benefit students colossally. It will help them experience
quality sound teaching from motivated and high morale teachers, which will
enable them attain academic excellence.
The
findings of this study would be very beneficial to government. It will uncover the
academic and administrative problems which is the root of low quality
educational and administrative system that has been obliterating various
secondary schools in South East Zones in the recent time. This study will serve
as an eye-opener to the federal and state government and also give her an
insight on how to tackle these problems. Having eliminated these problems, the
educational system in the state will revive in all ramifications. Mass exodus
of teachers (brain drain) from the zone will reduce drastically. South East
zone will be rated highly as one the best educationally developed state in
Nigeria and in diaspora.
The
findings of this study would be added to the existing literatures. Researchers
in a similar field of study will also find the results of this study very
interesting and useful. The theoretical foundation of this study is hinged on
the Schwartz theory of planning. The Schwartz theory states that every problems
of mankind is surmountable provided a suitable planning approach is adopted and
implemented correctly. The Schwartz asserts that in any condition whatsoever
there must be a light at the end of the tunnel. The theory also states that
before any problem is discovered in the world, the solution has already been in
existence, and it is a matter of planning. Schwartz proclaimed that good
planning can achieve one or more goals under conditions of uncertainty. The
concepts of this theory can be a guide and also boost the confidence of
secondary school principals in their bid to map out some administrative process
strategies to achieve quality assurance in their various schools.
1.7 SCOPE
OF THE STUDY
The content scope focused on management techniques and Principals
administrative effectiveness in South East Nigeria. These include: management
by objective (MBO); programme evaluation and review techniques (PERT);
planning, programming and budgeting system (PPBS), Delphi technique and
Strengths weaknesses Opportunities and Threat Analysis (SWOT), Management By
Results (MBR), Management By Project (MBP), Management By Exception (MBE) and Management
By Budget (MBB) as a process of
management techniques and principals administrative
in South East, Nigeria. This study was delimited to all the government owned
secondary schools in South East Zone of Nigeria.
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