ABSTRACT
The
study attempted to investigate the relationship between resource planning and
school organizational performance in selected secondary schools in Mainland
Local Government Area 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 140 (one hundred and forty) teachers were selected for this study. At
the end of the data analyses, the following results were obtained thus: there
is relationship between educational planned resources and utilization in the
school, there is a significant relationship between planned educational
resources and extent of their utilization in the school, there is a significant
relationship between educational planned resources and teachers’ work
performance in the school, there is a significant relationship between
teachers’ experience and educational planned resources, and there is no
significant gender difference in the work performance of teachers due to
educational planned resources. 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 i
Certification
ii
Dedication
iii
Acknowledgements
iv
Abstract
v
Table
of Contents vi
CHAPTER ONE: INTRODUCTION 1
Introduction
and Background to the Study 1
Statement
of the Problem 7
Objectives
of the Study 8
Research
Questions 8
Research
Hypotheses 9
Significance
of the Study 10
Scope
and Delimitation of the Study 11
Basic
Assumptions for the Study 12
Definition
of Terms 12
CHAPTER TWO: LITERATURE REVIEW 14
The
Concept of Educational Planning and Human Resource 15
Importance
of Educational Planning and School Productivity 19
Types
of Educational Planning 20
Human
Resource Planning 22
Basic
Principles of Human Resource Planning 26
School
Productivity 27
Approaches
to Educational Planning and School Productivity 34
Policy Evolution, Formulation and Objectives
in Nigerian Education System 36
The
Problems in Educational Planning Management and
Implementation
in Nigeria
38
Empirical
Literature Review 49
Theories
and Concept Underlying Organizational Effectiveness 56
Summary
of Literature Review 60
CHAPTER THREE: RESEARCH METHODOLOGY 61
Research
Design 61
Population
of the Study 61
Sample
Size of the Study 61
Sampling
Technique 62
Instrumentation
62
Administration
of Instrument 62
Data
Analysis Method 62
CHAPTER
FOUR: DATA ANALYSIS AND INTERPRETATION OF
RESULTS 63
Introduction 63
Descriptive
Analyses of Respondents’ Bio-Data According to the
Teachers
gender, age, religion, years of experience, marital status
and
qualification 63
Result Presentation 65
Hypotheses
Testing 70
Summary
of Findings 74
CHAPTER FIVE: SUMMARY, CONCLUSIONS, IMPLICATIONS,
DISCUSSION AND RECOMMENDATIONS 75
Introduction
75
Summary
of the Study 75
Discussion
of Findings 76
Implication
of the Findings 79
Conclusions
80
Recommendations
80
References 82
Appendix 89
CHAPTER ONE
INTRODUCTION
Introduction
and 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 (2005) 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 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), 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 of the relationship
between resource planning and school organizational performance in selected
secondary schools in Lagos
State.
Objectives of the Study
The
objectives of this study were:
(1)
To ascertain whether educational planning process
affects the utilization of educational resources in the school.
(2)
To examine whether there is a relationship
between adequate provision of educational resources and teacher performance in Lagos State
secondary schools.
(3)
To ascertain the types of relationship
existing between educational resources planning and teacher’s job performance
in the school.
(4)
To calculate the relationship between
teachers’ experience and their educational resources in the schools.
(5)
To determine whether gender make a difference
in the work performance among male and female teachers in Lagos State
secondary schools.
Research
Questions
The
following research questions were raised in this study:
(1)
To what extent does educational planning process
affect the utilization of educational resources in the school?
(2)
What types of relationship exists between adequate
provision of educational resources and teacher performance in Lagos State
secondary schools?
(3)
What types of relationship exists between
educational resources planning and teacher’s job performance in the school?
(4)
Would teachers’ work experience closely relate
to adequacy of educational resources in the schools?
(5)
Does gender constitute difference in the work
performance among male and female teachers in Lagos State
secondary schools?
Research Hypotheses
The
following research hypotheses were formulated to guide the study:
(1)
There will be no significant relationship
between planned educational and the utilization of educational resources in the
school?
(2)
There will be no significant relationship
between planning of educational resources and resource utilization in the
school.
(3)
There will be no significant relationship
between educational resources planning and teacher’s job performance 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 work performance of teachers due to educational planned resources.
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.
Scope
and 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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