ABSTRACT
The study investigated school plant management and principals’ management ethics as determinants of students’ academic performance in public secondary schools in South East, Nigeria. The study adopted a correlational design. Nine research questions and nine hypotheses guided the study. A sample size of 400 respondents out of 4495 teachers and 12, 234 SS3 students were selected using multi-stage sampling technique and Taro Yamen sample size determination formula. Three sets of structured questionnaire were developed to collect data. The first questionnaire titled: School Plant Management Questionnaire (SPMQ) with 37 items was designed to collect information on School Plant Management, Principals’ Managerial Ethics Questionnaire (PMEQ) with 12 items was designed to collect information on Principals Managerial Ethics while the third questionnaire titled: Students’ Academic Performance Questionnaire (SAPQ) with 11 items were designed to collect information on academic performance of students. Data generated were analyzed using cronbach alpha Coefficient to determine the internal consistency of the questionnaire items. Data were analyzed using Pearson Moment Correlation to answer the research questions and to test the hypotheses at .05 level of significance. Findings revealed that procurement of administrative facilities to a non-significant positive moderate extent relates to students' academic performance in secondary schools; utilization of administrative facilities to a significant positive high extent relate to students' academic performance in secondary schools; maintenance of administrative facilities to a non-significant positive moderate extent relate to students’ academic performance in secondary schools; procurement of instructional facilities to a non-significant positive moderate extent relate to students’ academic performance in secondary schools; Principals’ decision-making managerial ethics to a non-significant positive very high extent relates to students’ academic performance in secondary schools. Some of the recommendations made include; the government through the Ministry of Education should make adequate financial budget and provision for provision, utilization and maintenance of administrative and instructional facilities for improving academic performance in secondary schools; school administrators should ensure that managerial ethics are followed to the later. Such managerial ethics would include developing integrity, collaborative decision making and communication; parents and guardians should make voluntary contributions towards provision and maintenance of administrative and instructional facilities to improve academic performance in secondary schools; teachers should increase their effort in utilizing and maintaining provided instructional materials to enhance academic performance in secondary schools. They should also improvise relevant but unavailable instructional facilities to facilitate learning and improve academic performance. The study concluded that adequate provision, utilization and maintenance of school plant and principal’s managerial ethics have direct impact on teaching and learning process and thus contribute positively to students’ academic performance in South East, Nigeria.
TABLE OF CONTENTS
Title i
Declaration ii
Certification iii
Dedication iv
Acknowledgements v
Table of Contents vi
List of Tables xi
Abstract xii
CHAPTER 1: INTRODUCTION 1
1.1
Background to the Study 1
1.2
Statement of the Problem 15
1.3 Purpose of the Study 16
1.4 Research
Questions 18
1.5 Hypotheses 19
1.6 Significance of the Study 20
1.7
Scope of the Study 21
CHAPTER 2: REVIEW OF RELATED LITERATURE
22
2.1 Conceptual Framework 22
2.1.1 Concept of school plant 22
2.1.2 School plant management 33
2.1.3 Administrative roles of principals in
school plant management 47
2.1.4 Concept of ethics 48
2.1.5 Concept of managerial
ethics 51
2.1.6 The principal 58
2.1.7 Concept
of academic performance 59
2.2 Theoretical
Framework 61
2.2.1 Social or behavioural
science theory by Stoner and
Freedman (1992) 61
2.2.2 System
theory by Ludwig Von Bertalanffy (1968) 63
2.3 Empirical Studies 64
2.4 Summary
of Literature Review 84
CHAPTER 3:
METHODOLOGY 86
3.1 Design
of the Study 86
3.2 Area of the Study 86
3.3 Population
of the Study 87
3.4 Sample and Sampling
Techniques 88
3.5 Instrument for Data
Collection 88
3.6 Validation of the
Instrument 89
3.7 Reliability of the
Instrument 90
3.8 Method of Data
Collection 90
3.9 Method of Data Analysis 91
CHAPTER 4: RESULTS AND DISCUSSION 92
4.1 Results 92
4.2 Major Findings of the
Study 109
4.3 Discussion of Findings of
the Study 112
CHAPTER 5: SUMMARY, CONCLUSION AND
RECOMMENDATIONS 121
5.1 Summary of the Procedure used for the Study 121
5.2 Conclusion 124
5.3 Educational
Implications of the Study 125
5.4 Recommendations 127
5.5 Limitations of the Study 128
5.6 Suggestions
for Further Study 128
References
Appendices
LIST OF TABLES
Tables
Pages
4.1: Pearson
correlation on procurement of
administrative facilities and students'
academic performance in secondary
schools 91
4.2: Simple
linear regression analysis for the
procurement
of administrative facilities
and students'
academic performance in
secondary
schools. 92
4.3: Pearson correlation on utilization of
administrative facilities and students'
academic performance
in secondary
schools 93
4.4: Simple
linear regression analysis for
the significant
relationship between
utilization of administrative facilities and
students'
academic performance 94
4.5: Pearson
correlation on maintenance of
administrative facilities and students’
academic performance in
secondary schools 95
4.6: Simple linear regression analysis for the
extent of relationship between maintenance
of administrative facilities and students'
academic performance in secondary schools 96
4.7: Pearson
product moment correlation on
procurement of instructional facilities and
students' academic performance
in secondary schools 97
4.8: Simple linear regression analysis for the
procurement of instructional facilities
and students' academic performance in
secondary schools 98
4.9: Pearson
product moment correlation on
utilization of instructional facilities and
students' academic Performance in
secondary schools 99
4.10: Simple linear
regression analysis
for the extent of relationship between
utilization of instructional facilities
and students' academic performance in
secondary schools 100
4.11: Pearson
correlation on maintenance of
instructional facilities
and students'
academic performance in
secondary schools 101
4.12: Simple linear
regression analysis on
maintenance of instructional facilities
and
academic performance in
Secondary Schools 102
4.13: Pearson
correlation on principals’
integrity and students' academic
performance in secondary schools 103
4.14: Simple linear
regression analysis
on principals’
integrity and academic
performance in secondary schools 104
4.15: Pearson
correlation on principals’
communication and students'
academic performance in secondary
schools 105
4.16: Simple linear
regression analysis for the
extent of relationship between the principals’
communication and
students' academic performance 106
4.17: Pearson
correlation on principals’
decision-making and students' academic
performance in secondary schools 107
4.18: simple linear
regression analysis
for the extent of relationship between
the principals’
decision-making and
students' academic performance 108
CHAPTER 1
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Education is the bedrock of
development in every nation. The outcome of educational activities in schools
can be accessed or evaluated by the performance of the students. Modebelu
(2016) defined education as a veritable tool that modifies the behaviour of an
individual in order to be useful to him/herself and to the community. For a
nation to practice an effective and efficient education there should be spaces
or locations where teaching and learning practices are carried out. These
locations include tertiary institutions, secondary schools, primary schools and
vocational skill acquisition centers. These locations are simply known and
called “school plant”. The research study will basically concentrate on the
extent school plant management and principals managerial ethics enhance
academic performance of secondary school students in South East, Nigeria.
Secondary education in
this context can be described as the education children receive after primary
education and before the tertiary stage. Secondary education can also be
described as level of education that receives input from the primary and sends
output to tertiary education (Modebelu, 2016). Federal Republic of Nigeria FRN
(2016) outlined secondary education objectives to include; provide an
increasing number of secondary school leavers with opportunity for higher
education irrespective of sex, religion and ethnic background, diversify its
curriculum to cater for the differences in talents, opportunities and roles
possessed by or open to students after their secondary school course, equip
students to live effectively in our modern age of science and technology, develop
and project Nigerian culture, art and language as well as the world’s cultural
heritage, raise a generation of
people who can think for themselves, respect the views and feelings of others, and respect
the dignity of labour, foster
Nigerian unity with an emphasis on the common ties that unite us in diversity and inspire its students with a desire for
achievement and self-improvement both at school and in later life. These objectives of education will only be achieved by
principals with effective and efficient managerial ethics that possess the
skills of managing school plant.
School plant in this context simply means
the academic environment of secondary schools in
South East of Nigeria. It can also be described as teaching and learning
environment of secondary schools. Besides, Irele (2003),
Dimmock (2004) and Adegoke (2005) affirmed that
school plants include the school site, equipment’s and the buildings which also
include the permanent structures like workshop,
libraries, classrooms, laboratories, hostels, assembly halls and semi-permanent
structures. The attainment of an effective teaching and learning that results to excellent academic performance is closely related to the
management of school plants (Adepoju and Akinwumi, 2001;
Massachusettes, 2005 and Fehintola 2009). School
plant, as opined by Agbonye (2006), is the same thing as physical facilities. Emenalo (2007) explained that school plant is the entire scope of
physical infrastructural facilities which are provided
in the school for the school for the purpose of educating the child. Asiabaka
(2008) postulated that school plant consists of all types of buildings, areas for sports and games, landscape, farms and gardens including trees and
paths. Others include furniture and toilet facilities,
storage facilities, transportation, Information and Communication
Technology (I.C.T.), food services among others.
School plant components refers to the following; instructional
Spaces, administrative spaces, circulation spaces, convenience spaces and
accessories spaces (Ani, 2007):
Instructional spaces simply mean spaces where
teaching activities are carried out. Ajayi and Yusuf (2009) described
instructional space as areas or buildings in the school mapped out for teaching
and learning activities. Odufowokan (2008) submitted that such spaces are
mainly for instructional activities such as teaching, moral instructions,
experimental classes, seminar and workshops. Nwagwu (2008) maintained that such
spaces in school plant are mainly for teaching and they include; classrooms,
auditorium, gymnasium, library, workshops,
laboratory, arts room, home economics rooms, multipurpose rooms/halls, music area and any other space where students receive
instruction. He further opined that most of the
instructional spaces in secondary schools South
East are not in good condition. Majority of the
halls in secondary schools in Nigeria are in dilapidated nature ranging from
leaking roof, cracked walls, potholes and unprotected doors and window frames
(Ani, 2007). Odufowokan (2008) argued that some public secondary schools in
Nigeria do not have laboratory, studio, and auditorium for moral instructions
and other essential gatherings. It is pertinent to note that administrative
space is another important aspect of school plant that requires eminent
attention in terms of management
Administrative spaces in this context
refer to spaces occupied by principals, teachers and other non-teaching staff. Adeboyeje
(2007) described administrative spaces as the offices in secondary schools that
are occupied by principals, vice principals, dean, subject masters, bursar,
counsellors, health clinics and non-teaching staff. Onwurah (2004) revealed
that most secondary school staff rooms in Nigeria are in poor nature and may
not facilitate effective teaching and learning that will enhance students’
academic performance. In a contrary view Idoko (2005) argued that secondary
school principals in Nigeria have conducive offices that are well equipped.
Another vital school plant aspect that requires effective management is
circulation space.
Circulation spaces in this context
include corridors, lobby, staircase and recreation spaces. Enaohwo and
Eferakeya (2008) described circulation spaces as the spaces that beautify the
school and create room for recreation activities. In his own view, Castaldi
(2007) described circulation spaces as spaces where students chart and play. He
further revealed that secondary schools in Northern Nigeria have circulation
spaces but it is not properly kept. He submitted that most of these spaces are
overgrown with grasses and harmful objects are littered around the compound.
It is obvious to note that convenience
space is another vital aspect of school plant that requires adequate attention
from secondary school management.
Convenience spaces consist of toilets,
cafeteria, kitchen, dormitories, custodian sheds and stores. Asiabaka (2008)
described convenience spaces in secondary schools as vital spaces that will
enhance academic performance. He further argued that some of the government
secondary schools in Nigeria do not have cafeteria, dormitories, kitchen, and
stores. He also revealed that majority use their staff rooms as school stores.
In the same vein, Nwagwu (2008) submitted that public secondary schools in Abia
and Enugu states have stores and toilets that are unkempt, the students somehow
ease themselves in a nearby bush which however is dangerous to health and
students security. Another school plant space required in school is space for
accessories.
Accessories spaces can be described as spaces
for parks, garden, fields, courts and lawns. Ezeocha
(2005) argued that secondary schools in Nigeria do not have adequate sports
space and facilities. He also maintained that school gardens are not adequately
kept.
School plant is very vital for the success of
educational endeavour. When available and skillfully
used, they make learning more meaningful. School plant provides experiences which stimulate self-activities on the part of the learner and these
help to concretize the ideas and save the teacher
from talk and chalk method. School plant is also essential for effective
teaching and learning of every subject. It should be noted that, for school
plant to be functional, they require proper management,
Management as defined by Okafor (2013) is the interactional process involving planning,
organizing, coordinating and
controlling or leading in order to use available resources to achieve a desired outcome in the fastest and most efficient
way. Modebelu
and Duvie (2013) also viewed management as the process and the art of getting
things done with and through people in an organization. Management can be
described as the process of providing, utilizing and maintaining both manpower
and facilities in an organization. But the management in question here is
school plant management.
On this note, Anih
(2016) defined school plant management as the provision, utilization and
maintenance of all facilities in the school required for effective teaching and
learning. Also, Chinweuba (2018) defined school plant management as the process
of providing, utilizing and maintaining facilities, buildings and work ways in
a particular school for the excellent performance of both the teachers and
students. School plant management entails the making and carrying out of a
series of decisions by individuals and groups in building school plant
according to the school need. For
effective management of school plant in secondary schools, the school principal needs to ensure that the school plant is adequately
provided, utilized and maintained for the
actualization of the educational goals.
From the above
definitions of school plant management, there are vital indices of management
such as provision, utilization and maintenance that need to be discussed in
detail.
Provision of school
plant deals with availability and adequacy of administrative, instructional and
recreational facilities. Adeboyeje (2007) described provision of school plant
as the procurement and purchase of the necessary facilities required in school.
Unachukwu and Okorji (2014) described provision of school plant as the process
of ensuring that all the facilities and materials required in a school are
supplied. Unachukwu and Okorji further opined that provision of school plant
entails procurement planning, estimation or market survey, purchase and
installation of the facility. Also, Abubakar (2017) said that provision can be
described alternatively as improvisation of facilities that are costly for the
school to purchase. Ogene (2015) submitted that provision of school plant is
mostly done by government, community, donors and grants from agencies.
Ogene (2015)
revealed that most school buildings in south-south, Nigeria were built by
non-governmental agencies. Nnadi (2017) said that poor provision of school
plant is as a result of political interest and bad leadership. If all the
facilities required in school are provided, the next step in management is
proper utilization.
Utilization of
school plant is a process by which school plant ranging from administrative,
instructional and recreational facilities are used for the achievement of
educational goals and excellent performance. Odor (2015) described utilization
of school plant as proper and constant use of school facilities in teaching and
learning activities. Ololube (2015) described utilization of school plant as
proper usage of all the facilities in school. Ololube further submitted that
utilization of school plant includes drawing of time-table for classes on how
to use the material, appoint a prefect that monitors the usage to avoid
damaging it, appointing a professional with adequate technical knowledge of the
facility. After using of school plant, the next aspect of management required is
maintenance.
Maintenance of
school plant is one of the vital management components that deals with the
safety of the facilities used in teaching and learning. Obisike (2015)
described maintenance of school plant as ensuring that all facilities used in
school are kept in good condition for the next class. Ajayi (2009) described
school plant maintenance as all the activities embarked upon with a view to
sustaining initial use value of the school plant. Also, Oluchukwu (2010)
described maintenance of school plant as the process of cleaning, repairing and
storage of facilities used in teaching and learning activities. Oluchukwu
opined that school plant maintenance include; corrective, regular, emergency,
shut-down, preventive and periodic maintenance. From the above explanation,
school plant management is considered to be the hallmark of effective and
efficient output in school activities. Importance of school plant management
cannot be over emphasized especially in secondary schools in South East,
Nigeria.
Relating school
plant management to secondary schools in South East, Nigeria, provision of
school facilities especially instructional and recreational facilities seem not
to be adequate. Again, most of the administrative, instructional and boarding
facilities are in a state of disrepair and deplorable conditions which however
seem to affect student performance.
However, school
plant management is the duty of the principal, teachers, non-teaching staff and
students. The principal is the head of the school that manages the daily
activities of the school and delegates’ obligations to both the teacher and
students on how to provide, use and manage the available school plants. Also,
the principal must possess some managerial ethics in order to have sustainable
and well managed school plant that will have positive relationship with students’
performance
Ethics is used in a variety of ways and is difficult to define in a
precise way. Ikotun (2004) referred to ethics as obligation, conflict of
interest, right, wrong, responsibility, fairness measured or qualified. This
implies that ethics deals with moral obligation, act, attitude or behaviour
that is in tune with practices commonly applauded within a given society,
organization or environment. Eya and Modebelu (2015) viewed ethics as a
normative science of human conduct which describes the way things ought to be
and also deals with the norms of right conduct. The study of ethics according
to them helps to elevate one’s moral standard and can be likened to the study of
logic which helps one to think more correctly and avoids fallacies. This
explains that ethics uplifts high moral standard for he who knows is more
likely disposed to doing the right thing than he who does not know. Ethics was
also seen by Obunadike (2016) as the moral principles that govern a person’s
behaviour or the conduct of an activity. It is moral code, moral standard,
moral principles, moral values, rights and wrongs, rules of conduct and
virtues. She added that ethics implies moral soundness where such rules and
regulations have no legal authorities behind them instead, there are issues of
morality or what is right or wrong in the discharge of professional duties.
Professional duties, according to her are both philosophical and sociological.
Philosophical as it concerns what is right or wrong and sociological as it
concerns occupational self-control and self-regulation. Ethics sets standards
as to what is good or bad in conduct and decision making. It deals with
internal values that are part of corporate culture and shapes decisions
concerning social responsibility with respect to the external environment. As a
science of morality, it has to do with acceptable and unacceptable behaviour as
a society without morals is anarchic.
It is an integral and vital aspect of Human Resource Management since
most of our actions and decisions have ethical manifestations in the Human
Resource domain. Its effective application is the job of the management.
Managerial
ethics was therefore defined by Miner (2005) as a set of standards, guidelines
that dictate the conduct of a manager and which define what is right and what
is wrong in an organization or in a work place. Managerial ethics in this
context refers to the manner in which a principal of a school handles the
affairs of the school, the staff and students in order to ensure that teaching
and learning processes are conducted under a favorable atmosphere for a
positive educational outcome. Managerial ethics encompasses ethical behaviour.
Ethical behaviour, according to Robbins and Coulter (2007) refers to that which
is morally accepted as ‘good’ and ‘right’. These essential elements according
to them include integrity, communication, and ethical decision-making, and
motivation, delegation of duty, inter-personal relationship and supervision.
Integrity is all about transparency, being principled, morally upright,
honesty, consistent in all circumstance, trustworthy, reliant, whole and undivided
for smooth administrative and managerial procedures. Hornby (2006) defined
integrity as the quality of being honest and having strong moral principles and
the state of being whole. Communication is the life-blood of the school system
and increases managerial efficiency. It is the essence of human interaction and
learning. Canary (2011) viewed communication as the transfer of a message or
information from one person to another or a group of people for common
understanding. Ethical decision-making
is the act of making up one’s mind; a process of arriving at a course of action
which deals with making of rational choices for effective management. Ogunsaju
in Okorie (2016) defined decision making as the actual selection among several
alternatives in taking a course of action.
Motivation is goal oriented and tends to facilitate achievement of
organizational objectives. Flippo in Osuagwu (2005) stated that motivation is a
managerial responsibility for bringing out desired behaviour from workers which
results simultaneously to their achievement and attainment of organizational
objectives. Delegation of duty makes for
ease of load of work; specialization of duty and encourages task performance
and job satisfaction. Blair (2002) described delegation of duty as a management
skill that underpins a style of management which allows the staff to use and
develop their skills and knowledge to full potentials.
Failing
to delegate responsibilities to staff may tantamount to a crawling
organization. .Interpersonal relationship is a social association between two
or more people which vary in level of intimacy. It is an instrument for the
accomplishment of organizational objectives through cooperative actions. Supervision of instruction is an integral
part of school administration that is designed to improve the effectiveness of
teaching and the well-being of school plants. Eya (2013) viewed it as an
essential service rendered to the teacher for the purpose of professional
growth and for the achievement of the overall instructional objectives.
Considering managerial ethics of principals in South East, Nigeria it is
observed that principals seem not to possess some useful ethics such as
motivation, supervision, integrity and delegation of duties, this however
appear to affect student academic performance
Academic performance is the scholastic
standing of a student or learner at a particular point in time or moment. This
standing could be explained in terms of the grades obtained in a course/subject or group of subjects (Daniels and Schoulen, 2000). Simkins
(2001) reveals that performance is a measure of output,
which the main outputs in education are expressed in
terms of learning-that is changes or increase in knowledge, skills and
attitudes of individuals as a result of their experiences
within the school's system. In another supporting
view, STAN (2002), opines that performance is the level of attainment of a student in an examination, which is, the individual's ability to
demonstrate his/her competence in an examination. In another
dimension, Al-Shorayye (2005) sees a student's performance
in an examination as being dependent on his/her cumulative grade point average.
This is a support to Entwistle and Wilson's
(2007) assertion that a student's success is generally
judged through examination performance while the best criterion of performance is all the subjects taken. He also maintained that management
of school plant in rural schools have not been adequately
carried out.
Viewing from a negative approach, poor
academic performance according to Aremu (2000) is a
performance judged by the examinee/testee and some other significant as falling
below an expected or desired standard and it is
better appreciated from the perpetual cognitive ability
of the evaluator of the performance. The evaluator or assessor can therefore issue
different interpretations depending on some determining factors. The criteria
of excellence could range between 40% and 100%, which is
dependent on the subject yard stick of the evaluator or assessor. Badmus in
Adetoro (2013) opined that the problems of falling standard
in education is not peculiar to Abia state alone, there is a peculiar reference
to the measure which is to be used in order to
ascertain the factors which often account for the falling
standard.
Commenting on the impact of school plant on academic performance of
students Bulama (2000) identified poor state of
infrastructure in school as one of the principal factors militating against the effective academic achievement in secondary
school in South West Nigeria. Thus, modern school
requires suitable classrooms, libraries, laboratories, recreational
facilities, assembly hall, school farm, staff rooms, offices, vehicles etc for
the comfort and conveniences of both staff and
students. The nature, condition, adequacy and relevance
of plant have direct impact on the teaching-learning process. It has been a
long held assumption that curriculum and teaching
only have impact on learning, but it is now becoming
apparent that the physical condition of the school can influence students' achievement.
Similarly Ajayi (2007) maintained that high level of students' learning outcomes may not be guaranteed where school plants such as school site
planning, instructional space planning, administrative
space planning, space of convenience and circulation space planning are
ill-sited, structurally defective, not properly ventilated and not spacious enough for use. Oyesola (2007) stated that the main
objective of school plants planning is to satisfy
educational goals which have been pre-determined by educational planners. He emphasized that better planned school plants will enhance
better school programmes and the community needs by
providing a place for psychological and physical safety for students and
teachers and enhancing the good, quality and quantity of instruction and academic performance of students.
Evidently, Ninikanwa (2014)
carried out a study to find out the effective practices in the management of
school plant in secondary schools in South East, Nigeria. The study revealed that the levels of school plant
planning and students' academic
performance were relatively close, and as such students' academic performance was significantly related to
instructional space planning, Administrative space planning, circulation space planning, planning for
accessories and space for convenience planning. This therefore underscores the need to investigate the extent school
plant management and principals’ managerial ethics relates to academic
performance of students in South East secondary schools
in Nigeria.
1.2 STATEMENT OF THE PROBLEM
The importance of school plant management in
the administration of education cannot be over
emphasized. The ideal situation of school plant management should constitute conducive classrooms, comfortable staff rooms, libraries, laboratories
and workshop that will enhance effective and
efficient teaching and learning which in turn promotes academic performance of
students. Principals should possess managerial ethics such as integrity,
supervision, motivation and delegation of duties that should promote and
sustain excellent performance of students. The present condition of school plant
appears to be in form of washed off paints, falling
ceiling and roof tops that have suffered from heavy rainfall.
Noticeable also are cracked dilapidated
decaying walls, sagging roofs, broken doors, windows and
bushy surroundings as common phenomena in public secondary schools in South
Eastern states. Most schools have no doors or window shutters to protect
students against hash weather conditions. Some
secondary schools have no laboratories and
even the schools that have at are not provided with the relevant materials and
equipment for learning activities. Also, some principals seem to lack managerial ethics required for good
students’ academic performance. This however is alleged to result to poor performance of students. Though many studies have been carried out in
the past on school plant and academic performance, yet no study to the
knowledge of the researcher focused on the correlation between school plant
management and principals managerial ethics. If so, the relationship between
school plant and principals managerial ethics may be considered necessary as
other studies have shown that school atmosphere and its management positively
relate to students’ academic performance. In the light of the above, the
problem of the study stated in question form is: to what
extent do school plant management and principals managerial ethics relate to
academic performance of students in South East, Nigeria?
1.3 PURPOSE OF THE STUDY
The purpose of the study is to
investigate the extent school plant management and principals’ managerial
ethics correlate students’ academic performance in
public secondary schools in South East, Nigeria. The specific objectives sought
to;
1. find out the extent procurement of administrative facilities relate to students'
academic performance in secondary schools.
2. determine the extent utilization of administrative
facilities relate to students' academic performance
in secondary schools.
3. determine the extent maintenance of
administrative facilities relate to
students' academic performance in secondary
schools.
4. find out the extent procurement
of instructional facilities relate to
students' academic performance in secondary
schools.
5. find out the extent utilization of instructional facilities relate
to students' academic performance in secondary schools.
6. find out the extent maintenance of instructional facilities relate
to students' academic performance in secondary schools.
7. examine the extent principals’
integrity relate students'
academic performance in
secondary schools.
8. find out the extent
principals’ communication relate
students' academic performance
in secondary schools.
9. ascertain the extent
principals’ decision-making relate
students' academic performance
in secondary schools.
1.4 RESEARCH QUESTIONS
The following research
questions were asked:
1
To what extent does procurement of administrative facilities relate to students' academic performance
in secondary schools in South East, Nigeria?
2
To what extent does utilization of administrative facilities relate to students' academic performance
in secondary schools in South East, Nigeria?
3
To what extent does maintenance of administrative facilities relate to students' academic performance
in secondary schools in South East, Nigeria?
4
To what extent does procurement of instructional facilities relate to students' academic performance
in secondary schools in South East, Nigeria?
5
To what extent does utilization of instructional facilities relate to students' academic performance
in secondary schools in South East, Nigeria?
6
To what extent does maintenance of instructional facilities relate to students' academic performance
in secondary schools in South East, Nigeria?
7
To what extent does principals’ integrity relate students' academic performance in secondary schools in
South East, Nigeria?
8
To what extent does principals’ communication relate students' academic performance in secondary schools in
South East, Nigeria?
9
To what extent does principals’
decision-making relate students'
academic performance in
secondary schools in South East, Nigeria?
1.5 HYPOTHESES
The following null hypotheses was tested at 0.05 level of significance to
guide the study:
H01: There is no significant relationship between the procurement of
administrative facilities and students' academic performance in secondary schools in South
East, Nigeria.
H02: There is no significant
relationship between utilization of administrative
facilities and
students' academic performance in secondary schools.
H03: Maintenance of administrative facilities will
not significantly relate to students' academic performance in secondary schools in South East, Nigeria.
H04:
There is no significant relationship between
the procurement of instructional facilities and
students' academic performance in secondary schools in
South East, Nigeria.
H05: There
is no significant relationship between the utilization of instructional
facilities and students' academic performance
in secondary schools in South East, Nigeria.
H06: maintenance of instructional facilities will not
significantly relate to students' academic performance in secondary schools in South East, Nigeria.
H07: principals’ integrity will not
significantly relate to students'
academic performance in
secondary schools in South East, Nigeria.
H08: There
is no significant relationship between the principals’ communication and students' academic performance in secondary schools in South East, Nigeria.
H09: There
is no significant relationship between the principals’ decision-making and students' academic performance in secondary schools in South East, Nigeria.
1.6 SIGNIFICANCE OF THE STUDY
It is hoped that the findings of this
study will be useful to; administrators, teachers, government and researchers.
The findings of this study may expose to
administrators the level of accessories available for
effective teaching and learning. This however will enable them to ascertain the
need to procure more accessories to facilitate
learning.
The findings will also reveal to teachers and
principals the nature of ideal administrative space in terms
of conducive staff room and other office rooms required in secondary school.
Here the findings will motivate them to renovate some of the
dilapidated staff rooms in secondary schools
in South East Nigeria.
The paramount is that the findings will reveal
to teachers the nature of instructional space in terms
of classrooms, laboratories and library. Based on this the findings will also recommend
possible ways of managing school plants in secondary schools.
The findings will give a detailed picture of
the various classrooms in South East Nigeria and this will assist the Government
to locate exert areas that need rapid attention in terms of reconstructing
their classroom blocks.
The findings will be of immense contribution
to future researchers. It will serve as spring board
for any researcher who may wish to carry out research work on the variables or related variables of the present study.
1.7 SCOPE OF THE STUDY
The study investigated school plant
management and principals’ managerial ethics as determinants of academic performance of students in public secondary schools in South East, Nigeria with concentration
on 65, 234 students and 1,388 principals in government owned secondary schools in South East states of Nigeria (Abia, Imo, Anambra Enugu and
Ebonyi). Content wise, it is delimited to; procurement, utilization and
maintenance of administrative, instructional facilities, as well as integrity,
communication and decision-making as the independent variables
that will determine the academic performance of students in South East states of Nigeria.
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