ABSTRACT
The study attempted to investigate
the planning of educational resources for school effectiveness in selected
secondary schools in Ikeja Local Government Area District Five (5) of Lagos State.
The study equally reviewed some important and extensive literatures under
sub-headings. The descriptive research survey design was applied in the
assessment of respondents’ opinions towards the subject matter. In
this study, five null hypotheses were formulated and tested with the
application of the independent t-test and the Pearson Product Moment
Correltional Coefficient Statistical tools at 0.05 significance level. Also,
the simple percentage frequency counts was used to analyse the questionnaire
response of the selected respondents together with the research questions. A
total of 290 (two hundred and ninety) respondents, 140 (one hundred and forty)
teachers and 150 (one hundred and fifty) students were selected for this study.
At the end of the data analyses, the following results were obtained thus:
there is a significant relationship between educational planning and
utilization of educational resources in the school, there is a significant
relationship between planning of educational resources and their implementation
in the school, three that there is a significant relationship between
educational resources planning and teachers’ productivity in the school, there
is a significant relationship between teachers’ experience and educational
resources planning, and that gender does not make a difference in the academic achievement
of students due to educational resources planning. Based on the conclusions
reached at the end of this study, the following recommendations are made by the
researcher: Nigerian educational plans should be short-term based. This will
enable educational planners to solve short-term educational issues and manpower
planning and educational development should be the watchwords of Nigerian
educational managers.
TABLE OF CONTENTS
Title
Page
Certification
Dedication
Acknowledgements
Abstract
Table
of Contents
CHAPTER ONE: INTRODUCTION
Background
to the Study
Statement
of the Problem
Objectives
of the Study
Research
Questions
Research
Hypotheses
Significance
of the Study
Delimitation
of the Study
Basic
Assumptions for the Study
Definition
of Terms
CHAPTER TWO: LITERATURE REVIEW
The
Concept of Educational Planning and Human Resource
Importance
of Educational Planning and School Productivity
Types
of Educational Planning
Human
Resource Planning
Basic
Principles of Human Resource Planning
School
Productivity
Approaches
to Educational Planning and School Productivity
Policy Evolution, Formulation and Objectives
in Nigerian Education System
The
Problems in Educational Planning Management and Implementation in Nigeria
Empirical
Literature Review
Theories
and Concept Underlying Organizational Effectiveness
Summary
of Literature Review
CHAPTER THREE: RESEARCH METHODOLOGY
Research
Design
Population
of the Study
Sample
Size of the Study
Sampling
Technique
Instrumentation
Administration
of Instrument
Data
Analysis Method
CHAPTER
FOUR: DATA ANALYSIS AND INTERPRETATION OF
RESULTS
Introduction
Descriptive Analyses of Respondents’ Bio-Data According
to the Teachers gender, age, religion, years of experience, marital status and
qualification
Result Presentation
Description of Students’ Bio-Data according to gender,
age, religion and class
Result
Presentation
Hypotheses
Testing
Summary
of Findings
CHAPTER FIVE: SUMMARY, CONCLUSIONS, IMPLICATIONS,
DISCUSSION AND RECOMMENDATIONS
Introduction
Summary
of the Study
Implication
of the Findings
Discussion
of Findings
Recommendations
Conclusions
References
Appendices
CHAPTER ONE
INTRODUCTION
Background
to the Study
In
education, the importance of human resource planning and management cannot be
overemphasized. This is because, the role played by human resource management
and planning on the achievement of education objectives cannot be neglected
(Iyede, 1998). According to Odenu (2000), human resource planning and
management involves planning, leading, directing and a number of other
activities in order to achieve efficient utilization. Precisely, it involves
integrating society’s needs with educational objectives, among other things.
In
addition, the extent to which an organization like education, attains her
objectives are directly proportional to the human resources available and their
planning and management. In another development, Anyanwuocha (2000) described
human resource as the most vital of the resources in the educational
enterprise. The term, personnel administration refers to management of human
resources, the acquisition of personnel and co-ordination of performance within
the organization. Cubson (1985) opined that there are many literature in the
area of human resource planning and management.
Peretomode
(1991) and Nwangwu (1994), state that human researches planning and management
are variously referred to as personnel management. They observed that human
resource management and planning are that functions of all enterprises which
provides for effective utilization of human resources in order to achieve both
the objectives of the enterprise and the satisfaction and development of the
employees. According to them, without the planning and management of human
resources, the staff in the education sector would not be effectively harnessed
and managed for effective utilization in education, especially in the teaching
and learning processes.
The
component part of management concerned with facilitating the accomplishment of
the objectives of an organization through the systematic management of
constraints and careful utilization of the available, limited resources which
include human, material, equipment supplies, finance and work techniques or
technology is known as administration (Peretomode, 1991). According to him,
while management deals with the formation of plans, organization of programmes
and formulation of policies, administration is fundamentally concerned with the
execution and implementation of the formulated policies, plans or ideas and
programmes. As Amaonye (2000) puts it, administrators are more of implementers
of policies and programmes rather than formulators of programmes and
administration, like management, involves such elements and activities as
planning, organizing, staffing, budgeting, coordinating, reporting and
evaluating, but this is done on a smaller scale when it is compared with
management.
According
to Ezewu (1983), the school management in the traditional sense is often
thought of as involving the management and planning of human resource such as
men (teachers and students), and perhaps money (school finance). The buildings,
school space, and equipment are usually taken for granted for they are assumed
to be there or “on the ground” as it were and therefore should not be given
attention. But this assumption is unwarranted for they are actually not there.
Onyeuke
(2000) observed that school facilities mean substantial costs to the school
system for their establishment. According to him, if they are not properly
maintained and managed, they depreciate and become dilapidated and even wear
out faster than their normal “life span”. Also if not properly utilized, the
school would not derive optimum benefits from their use.
As
observed by Magbodule (1986), educational facilities are directly related with
the school curriculum. Mgbodile (1986), described the school plant as the space
interpretation of the school curriculum. According to him, the programmes of
the school are expressed as it were through the school site, the buildings,
play grounds the arrangement and design of the buildings and so on.
According
to Amaobi (1990), the local place to start planning the educational resources
or school facilities, is the development of the educational programme. The
school educational programe should strongly influence the design of the school
buildings. The basic principle here is that no educational facility should
impose unwanted restrictions upon the educational programmes of the school
building in the Nigerian school system.
School
resource planning experts agree that curriculum development is a crucial aspect
of school resources planning. For instance, no architect can design a
functional educational need without a clear description of the educational
programmes in the school (Castaldi, 1977).
As
Onyeanwu (1990) puts it, it is advisable that considerable time should be
devoted in developing the curriculum of the school before actual planning or
designing of the school building by the architects. For instance, the architect
should not only know what subjects would be taught, but should know the
fundamental educational concepts and students’ experiences that underlie the
design of the buildings. The architects should know what equipment is needed
and how much space the teachers feel a student needs to perform each type of
educational experience.
Given
the increasingly volatile and complex nature and structure of the Nigerian
school system, two basic factors are important for Nigerian educational
success: capital and the human resource. Capital or fund, whether acquired
through loans or government budgetary allocation, is by far, easier to manage,
control and use optimally going by certain predetermined economic and
managerial parameters. On the other hand, the acquired quantity and quality of
the human resource is often hard to acquire as at when needed unless the need
is preceded by long term planning (Banjoko, 1986).
By
its nature, the human resource is complex, unpredictable and sometimes
difficult to change. It required long period of development, and may not be
available in the right quantity or quality when needed. Yet it is the most
vital and critical resource required for organizational or institutional
performance. According Nwachukwu (2000), teachers significantly affect the
success of school as an organization. Teachers, depending on how they are
selected and acquired, will bring few or many problems to the school. This is
because, people often make their own as well as organizational life relatively
pleasant or unpleasant. In short, the viability, growth and survival of any
organization are tied to the availability of competent and well developed staff
within the organization at the appropriate time.
Human
resource planning can therefore, be described as that part of the overall
organization, planning process by which an organization tries to ensure that it
had the right number of staff and the right kind of staff at the right time, at
the right places performing functions which are economically useful and which
satisfy the needs of the organization and equally provides satisfaction for the
individuals involved (Rowland, 1999).
In Nigeria school
system, it is one thing to plan for human resource, it is another thing to
manage and implement that which has been planned. According to Onuoha (2001), the
implementation of the existing human resource is faulty. Planning for manpower
in any organization such as the school, is as important as the implementation
of the plan. Implementation of any plan, be it human resource or the curriculum
of any school system, is where there is a lot of problem in this country. Any
plan without proper execution or implementation, cannot be said to be in
existence.
Statement
of the Problem
The
problem inherent in the examination of educational resources for school
effectiveness in selected secondary schools cannot be overemphasized. This is
because it is seemingly impossible for the secondary school system to grow and
flourish without adequate plans being put in place and implemented on
educational resources which include financial resources, physical resources and
human resources (Adeogun, 1992). The planning for educational resources in Nigeria lacks
effective implementation. No wonder there is under utilization of the human and
material resources planned for the Nigerian education system. In most cases,
some of the educational planners and managers of the Nigerian educational
system are not experts and well experienced in planning and management of
education. For instance, in many cases there is putting round whole in square
pegs sort of employment and placement of those who plan our human and material
resources for education in Nigeria (Asoluka, 2000) and this has caused the
problem of educational growth and development in Nigeria today.
The
above identified problems gave rise to the examination relationship between
planning and productivity among selected secondary school teachers in Lagos State.
Objectives
of the Study
The
objectives of this study were:
(1)
to ascertain whether educational planning
affects the utilization of educational resources in the school.
(2)
to examine whether there is a relationship
between planning of educational resources and their implementation in Nigeria.
(3)
to investigate whether a relationship exists
between educational resources planning and teacher’s productivity in the
school.
(4)
to find out whether there is any
relationship between teachers’ experience and educational resources planning in
the schools.
(5)
to examine whether there is a gender
difference in the academic performance of students due to planning of
educational resources in the schools.
Research
Questions
The
following research questions were raised in this study:
(1)
Does educational planning affect the
utilization of educational resources in the school?
(2)
Is there any relationship between planning
of educational resources and their implementation?
(3)
Does any relationship exists between
educational resources planning and teachers’ productivity in the school?
(4)
Is there any relationship between teachers’
experience and educational resources planning?
(5)
Is there gender difference in the academic
performance of students due to educational resources planning?
Research
Hypotheses
The
following research hypotheses were formulated to guide the study:
(1)
There will be no significant relationship
between educational planning and utilization of educational resources in the
school.
(2)
There will be no significant relationship
between planning of educational resources and their implementation in the
school.
(3)
There will be no significant relationship
between educational resources planning and teachers’ productivity in the
school?
(4)
There will be no significant relationship
between teachers’ experience and educational resources planning.
(5)
There will be no significant gender
difference in the academic achievement of students due to educational resources
planning.
Significance
of the Study
The
study will be beneficial to all stakeholders in the Nigerian school system for
example the school authorities and the stakeholders in our educational sector
at the secondary school level would find this study very useful because it will
generate good information on the way forward to planning and management of
educational resources in our various schools. Not only the school authorities,
the teachers who are one of the most important and prominent stakeholders in
Nigerian educational system, would be able to receive proper and better
information on the effect of planning and management of educational resources
for example, this study will afford them the opportunity of knowing how to
effectively use the planned educational resources in their teaching and
learning processes in the school.
With
the findings and recommendations of this study, administrators of our
educational system including educational planners, would be able to see the
need to plan well the educational resources, because, guiding their usefulness,
if the educational resources are not properly planned and adequately executed
by the school administrators, it will result in low productivity of teachers in
the schools.
This
study will be very informative, educative and directional, in the sense that,
it will help the school managers/administrators and school planners to redirect
their system of thinking and planning for effective education of the Nigerian
child.
The
findings and recommendations of this study will afford school authorities and
other stakeholders the opportunity of knowing the best way to plan educational
resources and enough insights on how best to implement and manage the planned
educational resources in the school system effectively.
This
work if completed, will serve as reference material to researchers and
students. This is because, they would use this material or part of it in their
future studies or researches. Also, this study will be relevant to other
agencies of our educational system, because it will help them to understand and
appreciate the effect of educational planning on productivity of school
teachers in Nigeria.
Delimitation
of the Study
This
study examines the planning of educational resources for school effectiveness
in selected secondary schools in Mainland Local Government Area of Lagos State.
Basic
Assumptions for the Study
The
basic assumptions that guided this study were that educational planners and
managers of human and material resources will have more experiences due to the
findings and recommendations of this study. This is because this study will
enable them to be able to handle the issue concerning training of personnel and
management of educational resources that are available in the school system.
Definition
of Terms
In
this study, terms were categorically defined thus:
Financial
Resources: These are the monetary inputs available for
and expended on the education system. These are usually referred to as cost of
and expenditure on education.
Physical
Resources: These include buildings, classrooms,
laboratories, libraries, hostels, administrative staff offices, technical
equipment, reprographic equipment and other physical plant like machines,
vehicles, computer sets, typewriters duplicating and photocopy machines.
Human
Resources: These refer to students, teachers,
administrative staff, supervisory staff, from the ministry of education,
guidance counsellors, school managers and others.
School
Programme: This refers to the activities, events or
programmes that place in the school environment such as orientation programmes,
workshops, seminars or in-house programmes of the school.
School
Plant: This refers to educational resources or every thing
concerning the school or education which includes school buildings, classrooms,
assembly halls and other general facilities in the school.
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