ABSTRACT
This study examined school management and quality assurance in primary schools in Abia State, Nigeria. The study adopted a correlation research design. A sample of 339 respondents which comprised of 269 head teachers and 70 supervisors drawn from a population of 969 respondents (886 Head teachers and 83 Supervisors) in the public primary schools in the Abia State, Nigeria. The sample size was determined using Krejice and Morgan sampling table while proportionate sampling technique was used to select the sample from the population. The instruments for data collection were School Management Questionnaire (SMQ) and Quality Assurance Questionnaire (QAQ) which were all developed by the researcher. The instruments were validated by three(3) experts, two(2) in Educational Management and Planning and one in measurement and evaluation, all in College of Education, Michael Okpara University of Agriculture, Umudike, Abia State, Nigeria. The internal consistency of the items of the instruments were determined using Cronbach Alpha statistic which yielded coefficients of 0.74 and 0.73 for SMQ and QAQ respectively. Out of the 339 copies of the two instruments administered, 325 copies of each of the instruments representing 96% rate of return were well filled by the respondents and used for data analysis. Pearson Product Moment Correlation was used to answer the seven research questions raised for the study while linear regression analysis was used to test the seven null hypotheses that guided the study at 0.05 level of significance. The findings of the study showed that school management significantly relate to quality assurance of primary schools. Based on the findings, it was recommended among others that head teachers and other school administrators should ensure adequate and quality management of staff personnel in their respective schools, head teachers should ensure peaceful and cordial relationship between their schools and their host community, maybe by involving them in some school committees, and government should ensure adequate provision of infrastructural facilities in primary schools irrespective of location and monitor their usage.
TABLE
OF CONTENTS
Title
Page i
Declaration
ii
Certification iii
Dedication
iv
Acknowledgements
v
Table
of Contents vii
List
of Table x
Abstract
xii
CHAPTER
1: INTRODUCTION
1.1
Background to the Study 1
1.2
Statement of the Problem 11
1.3
Purpose of the Study 12
1.4
Research Questions 13
1.5
Hypotheses 14
1.6 Significance
of the Study 15
1.7
Scope of the Study 16
CHAPTER
2: REVIEW OF RELATED LITERATURE 18
2.1 Conceptual
Framework 18
2.1.1 Concept of education 18
2.1.2 Primary
education/school 19
2.1.2.1 Trends in the administration and control of
primary education in
Nigeria 22
2.1.2.2 Post-independence Era 26
2.1.2.3 Universal primary Education Scheme of 1976 26
2.1.2.4 The organizational structure of primary education
in Nigeria 28
2.1.2.5 General functions of administrative organs of
control in primary
education 29
2.1.2.6 Bodies responsible for the implementation of
policies in primary
education 31
2.1.2.6.1
Universal Basic Education Commission(UBEC) 31
2.1.2.6.2
State Universal Basic Education Board (SUBEB) 32
2.1.2. 6.
3 Local Government Education Authority
(LGEA). 33
2.1.3 Management 35
2.1.3.1 The need for Management in Education (Primary
Schools) 36
2.1.3.2 School
management 39
2.1.3.3 Staff
personnel management 39
2.1.3.4 Management of teaching and learning 41
2.1.3. 5 Management of infrastructural facilities 44
2.1.3.6 Management of curriculum implementation 45
2.1.3.7 Supervision
of teachers 47
2.1.3.8 School-community relationship 63
2.1.4 Quality assurance 64
2.1.4.1 Quality assurance practices in education 66
2.2 Theoretical Framework 69
2.2.1 James Macgregor transformational
leadership theory and effective
school management (1978). 69
2.2.2 Management theory by Mary Parker Follet
(1868 – 1933) 71
2.2.3 The Herzberg two factor theory by
Frederick Herzberg in (1959) 73
2.3 Empirical
Studies 75
2.4 Summary
of Literature Review 82
CHAPTER
3: METHODOLOGY 84
3.1 Design
of the Study 84
3.2 Area of the Study 84
3.3 Population
of the Study 85
3.4 Sample
and Sampling Technique 85
3.5 Instruments
for Data Collection 86
3.6 Validation of the Instrument 87
3.7 Reliability
of the Instrument 87
3.8 Method
of Data Collection 88
3.9 Method
of Data Analysis 88
CHAPTER
4: RESULTS AND DISCUSSION 90
4.1 Results 90
4.2 Summary of the Findings 103
4.3 Discussion of the Findings 104
CHAPTER
5: SUMMARY, CONCLUSION AND RECOMMENDATIONS 110
5.1 Summary
of the Study 110
5.2 Conclusion 111
5.3 Educational
Implications of the Study 112
5.4 Recommendations 113
5.5 Limitation
of the Study 114
5.6 Suggestions
for Further Study 114
References 116
Appendices 121
LIST OF TABLES
|
4.1: Correlation Matrix of Staff Personnel Management and Quality Assurance
in Primary Schools
4.2: Regression Analysis of
Extent of Relationship Between Staff personnel management and quality
assurance in primary schools
4.3: Correlation Matrix of Management of Teaching and l-Learning
Processes and Quality Assurance in Primary Schools
4.4: Regression Analysis of Extent
of Relationship between Management of Teaching and Learning Processes and
uality Assurance in Primary Schools
4.5: Correlation Matrix of Management of Infrastructural Facilities
and Quality Assurance in Primary
Schools
4.6: Regression Analysis of
Extent of Relationship Between Management of Infrastructural Facilities and
Quality Assurance in Primary Schools
4.7: Correlation Matrix of
Management of Curriculum Implementation and Quality Assurance in Primary
Schools.
4.8: Regression Analysis of
Extent of Relationship between management of Curriculum implementation and
Quality Assurance in Primary Schools
4.9: Correlation Matrix of
Supervision of Teachers and Quality Assurance in Primary Schools
4.10: Regression Analysis of Extent
of Relationship between Supervision of Teachers and Quality Assurance in
Primary Schools
4.11: Correlation Matrix of
School-community Relationship and Quality Assurance in Primary Schools
4.12: Regression Analysis of Extent
of Relationship between School-community Relationship and Quality Assurance
in Primary Schools
4.13: Correlation Matrix of Joint
School Management and Quality
Assurance of Primary Education
4.14: Scheffe Test on Relative Contributions of School Management (Staff Personnel
Management, Management of Teaching and Learning Processes, Management of
Infrastructural Facilities, Management of Curriculum Implementation,
Supervision of Teachers, School-Community Relationship) and Quality Assurance
of Primary Education
4.15: Multiple
Regression Analysis of Effective school management (Staff Personnel Management, Management of
Teaching and Learning Processes, Management of Infrastructural Facilities,
Management of Curriculum Implementation, Supervision of Teachers,
School-Community Relationship) and Quality Assurance of Primary Education
|
90
91
92
93
93
94
95
95
96
97
97
98
99
101
102
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CHAPTER 1
INTRODUCTION
1.1 BACKGROUND
TO THE STUDY
Nigeria as a nation requires adequate human
and material resources to improve its social organization, preserve the
culture, enhance economic development and reform the political structures. Redden in Okamkinde (2014) explained that
education is deliberate and systematic influence extended by the mature person
upon the immature through instruction, discipline and harmonious development of
physical, intellectual, aesthetic, social and spiritual powers. Thompson (2015)
opined that education is “the influence of the environment upon the individual
to produce a permanent change in his habits of behavior, of thought and of his
attitude”. Environment has various aspects, physical, social and cultural.
Education in Nigeria is given at three major levels viz: primary,
secondary and tertiary educations. For
the purpose of this study, attention is on primary education.
Primary
education as referred to in the National Policy on Education (2013) is the
education given in institutions for children aged 6 – 11 plus (FRN, 2013). It is the first stage and compulsory
education. It is preceded by pre-school or nursery education and followed by
secondary education. The primary
education is the first six years of the nine years of basic education using the
Universal Basic Education (UBE) standard.
In most countries of the world, Nigeria inclusive, primary education is
compulsory for children to receive. Okam (2012) contends that the vision
statement of Universal Basic Education that encompasses primary education
states that at the end of nine years of continuous education, every child
should acquire appropriate and relevant skills and values and be employable in
order to contribute his quota to national development.
Primary
education is to the educational system and the nation at large, what the mind
is to the body. A faulty primary
education which is the foundation of the entire education system can thwart the
attainment of the intended outcome of the system. Adeyemi (2019) defined
primary education as the foundation of upon which other strata of educational
edifice is built. In completion of primary education, the child is expected to
have acquired his first school leaving certificate (FSLC), which can earn him a
job. According to Edinyang (2012), one of the important aims of education is to
foster the full development of an individual to enable full contribution to the
well-being of the society. It is the responsibility of the educational system
of any nation to bring to light the transformation of the economic, political,
scientific and technological recognition of the country. The place of primary
education is very paramount because it is the foundation of adult’s
contribution to developmental processes.
In other words, effective primary education makes a child a better
adult.
The objectives of primary education as stated
in Nigerian National Policy on Education (2013) includes; to inculcate
permanent literacy and numeracy, and ability to communicate effectively, to lay
a sound basis for scientific and reflective thinking, to give citizenship
education as a basis for effective participation in and contribution to the
life of the society, to mold the character and develop sound attitude and
morals in the child, to develop in the child the ability to adapt to the
child’s capacity, to provide the child with basic tools for further educational
advancement including preparation for trades and craft of the locality (FRN,
2013).
These objectives made the primary education
the concern of all and sundry, and it has become obvious that the foundation to
build the future of the Nigerian nation is anchored on it. It is important to state clearly here that if
the objectives of primary education must be achieved; there must be a quality
school management.
School Management is a process of leading the
school towards development through not only the optimum use of the human
resources, physical resources, principles and concepts that help in achieving
all the objectives of the school but also the proper coordination and
adjustment among all of them. School
management is also seen as the systematic process of using joint human and
material resources for the purpose of planning, organizing, coordinating,
staffing, directing, supervising, strategizing, and implementing structures towards
achieving educational goals. Anyanwu (2019) noted that primary school
management provides school business professionals with helpful advice and
useful information relating to all the organizational and logistical aspects of
running a primary school. For the purpose of this study, those charged with the
responsibilities of managing primary school education are the head teachers,
the supervisors from Local Government Education Authorities (LGEAs) and the education
secretaries.
The Head teacher is the key actor or number
one manager/supervisor in the primary school management. He is the major leader in the primary school
organization. The quality of school leadership is important to school
improvement. The head teacher’s role is to work with the teachers, parents, School
Based Management Committee (SBMC) and the community to ensure that all pupils
learn. His roles which are carried out
within the school help to improve classroom instruction. The head teacher tries as much as possible to
motivate, encourage, praise and appraise the teachers to enhance pupils’
learning. The head teacher carries out
several instructional activities directed to teachers for the benefit of
pupils. Some of these activities include observation of classroom instruction,
conducting of teachers’ groups and individual conferences, that is, organizing
teachers' professional development programmes regularly, (Modebelu, Eya &
Obunadike, 2016). Other instructional practices of the head teacher involves
helping in the formulation and implementation of scheme of work. It is his responsibility to check and mark
the teachers’ lesson notes, also ensures that relevant instructional materials
for each lesson are adequately provided and used by the teachers to enhance
effective teaching and learning. The head teacher keeps the daily or weekly
reports which would be required from them by the supervisors from the Local
Government Education Authority.
The Supervisors also known as Quality
Assurance Officers (QAO) or School Support Officers (SSO) from the Quality
Assurance Department of the LGEA visit the school from time to time to monitor,
supervise and evaluate the effectiveness of teaching and learning, (Mkpa, Okorie,
Nmaju- Uba & Odoemelam, 2021).
Alugbuo in Modebelu et al (2016) noted that in compliance with the law enacted by the
government that schools should be inspected and maintained in order to maintain
standard. Supervisors of primary schools visit and supervise all schools within
their local government areas, at least 3 times in a term, (UBEC, 2020).
The supervisors are the key players in
determining how effective head teachers and teachers carry out their tasks,
(Mkpa et al, 2021). A supervisor is a
trained personnel based at LGEAs who is engaged to provide support to head
teachers and teachers in order to improve school governance and quality
teaching and learning. A supervisor is a person is trained for the supervision
of schools. A supervisor could be a teacher with experience promoted to the
rank of a supervisor. Primary school
supervisors in Abia State are appointed by the State Universal Basic Education
Board (SUBEB), and Local Government Education Authorities (LGEAs). It is the
responsibility of the supervisors to supervise the teacher’s skills that
teachers display in the performance of their duties. Osokoye (2014) aver that primary education
among other things aim at inculcating permanent literacy and numeracy and
laying of a sound basis for scientific and reflective thinking. Hence the
governments prescription of curricular activities was spelt out which include
creative arts, domestic science and agriculture. To achieve these objectives, a
revolution in the primary school teaching method is also proposed. This
include, exploratory and experimental method, a continuous assessment of
children’s work, counseling services, provision of specialist teachers (e.g.
jolly phonics) and regular visits to schools to monitor, guide and supervise
the effectiveness of teaching and learning activities, to check for the
availability and use of instructional materials in the school and to also check
how conducive the school environment is. It is the duty of the supervisors from
Quality Assurance Department to carry out these responsibilities to ensure
quality outcome. This means that any child who have completed his/her primary
school will be able to read and write, and proceed to secondary level of
education, to achieve this aim, there must be regular school visits and
supervision in schools, which will help achieve quality assurance in primary
schools.
Quality is defined as the state of ‘goodness’
or ‘fitness’ of a thing, substance, place or a given phenomenon. Agreeing to
this fact, Wilson in Osaghae (2019) and Asiyai in Osaghae (2019) considered
quality as a measure of how good or bad the products of educational
institutions in terms of their academic achievement and meeting of their
established standard. Quality is assured through the various inputs from the
stakeholders. Quality Assurance considers how effective a programme achieves
its aims, and the success of learners in attaining the intended learning
outcomes. Consequently, quality assurance is linked to quality control. It
accommodates the process that produces the products. Okebukola (2015) noted
that quality assurance is an umbrella concept for a host of activities that are
designed to improve the quality of inputs, process and output of primary
education.
Quality assurance
remains a standard when compared to other related facts. It therefore implies
that quality assurance deals with monitoring, assessment and evaluation of a
standard set in an organization towards achieving stated goals or objectives.
Eziuzo (2014) defines quality assurance as the process of ensuring educational
stakeholder that education offered by the university is “fit for purpose”. This is to say that there is a specification
in which the organization (education system) is expecting to maintain in its
activities in either setting a pace or maintaining its stand in both internal and
external environments. Nwosu et al, (2017)
defines quality assurance as a collection of policies, procedures, systems, and
practices designed to achieve, maintain, and enhance quality of education
offered.
As elucidated by Babalola (2016), quality
assurance in education deals with proactive means of ensuring or achieving some
school management components. Some of the school management components as the
variables discussed in this study for quality assurance are; staff
personnel
management, management of teaching and learning, management of infrastructural
facilities, management of curriculum implementation, supervision of teachers
and school -community relation. These components will be looked into in the
background of this study.
Staff personnel management is the
recruitment, orientation to meet with the welfare needs of the workforce in the
academic environment or any other establishment for the sole aim of ensuring
that job task assigned to the workforce is effectively achieved. Ugwuanyi
(2015) defined staff personnel management as the selection, retention, staff appraisal,
staff training and development, staff promotion and compensation, staff induction,
and staff motivation. Agreeing to this fact, Ibukun in Uwakwe (2013)
defined staff personnel management as the recruitment, welfare, training,
promotion, motivation, transfer, and discipline of staff. The simple
implication of this remains that the quality of staff performance deals with
the organizations ability to improve on the welfare of staff members as well as
provide appropriate measures for such improvement in the system. The definition
of staff personnel management could be possibly viewed from the standpoint that
it deals with the totality of improving workforce competence in handling issues
in the system which is capable of assisting the manager to achieve mapped
goals. The fact remains that a manager may be efficient and well- intentional
but cannot achieve any success without the support and co-operation of well
oriented, dedicated and competent driven staff. However, the major work of
academic staff (teachers) whose welfare is to be cared for by the school
manager is to understand academic activities which include instructional
delivery etc. Primary school management
Academic staff hierarchically could be ranked from the education secretary,
supervisors from Local Government Education Authorities (LGEAs), the head
teachers. Since the quality staff personnel management improves the quality of the
education system, proper management of teaching and learning therefore becomes an issue
of discourse in ensuring that the mapped out goals of school are attained.
Teaching and learning are the core activities
that takes place in the schools. While teaching is taking place, learning is
also expected to follow. The number of learners within the class and
interaction patterns are important in what happens within the classroom. School
is expected to provide instructional materials and teachers must be assessed as
teaching is being conducted (classroom observation). Anyanwu (2019) states that
management of teaching and learning deals with the improvement of instructional
activities that may require rethinking of every purpose, organization and
length of schooling. The minimum qualifications for teaching in the Nigerian
primary school as identified by TRCN (Teachers Registration Council of Nigeria)
must be maintained. And anyone qualified in terms of certificate should possess
some skills, values and knowledge which can be applied in teaching for
teachers. As interaction takes place in the classrooms during teaching and when
the population of learners are too large the quality of interaction can be
diminished. If proper management of teaching and learning could be relevant in
primary school, management of infrastructural facilities become an important
matter to be looked into.
Infrastructural facilities therefore consists
of school building, school ground and equipment that are provided in the school
which aids the stimulation of teaching-learning process. Ugwuanyi (2015)
defined infrastructural facilities as school plant, building and equipment.
This portrays that the manager in a bid to ascertain administrative
effectiveness should ensure adequate maintenance of available facilities that
shields the students and teachers. The primary school system is expected to
have enough classroom blocks that will accommodate all the learners in the
school with enough space and good ventilation according to quality assurance standard,
standard library and library facilities, sufficient desk, tables and chairs,
good convenience, sporting facilities, and good staff quarters among others. It
seems that Eheazu (2016) agreed with this fact by concerting that the presence
of good desk, chairs electricity, buildings and good source of water supply
have created a motivating conducive learning environment. This in essence shows
that primary school managers must ensure that the school buildings are kept
safe for students’ use and that they are under good condition as well as ensure
worn-out facilities be repaired. As good management of infrastructural
facilities facilitates academic managerial effectiveness, the need for
curriculum implementation becomes salient to the school manager.
The curriculum is the vehicle which
educational goals are executed. It is broken down into syllabuses, and schemes
of work; available for management of the teaching that goes on in modules and
dairies. Without these, teachers may teach things that may not be examined in
the final certificate examinations. Anukam (2011) opined that curriculum is a
planned experience and activities provided by the school which can be
manipulated by teachers to help students achieve predetermined learning
objectives in answer to national development outcome. It is expected that,
every school manager is aware of the curricula specifications for the different
levels of Basic Education which primary education is part of. Where the
specifications are contained, what exactly guides what teachers teach in school
and how what is taught can be evidenced, how other activities organized in the
school are relevant in complete development of the learners in a school. All
these point to what would be of interest in the assessment of the curriculum
and other matters. Library within schools play a very important role in the
education of the learner. For a good reading culture, a library must be
available with an assortment of books. Through it, the learners can develop
sustained interest in reading, which would have a carry-on effect on the study
of other school subjects. It is a known cliché that “all work and no play makes
Jack a dull boy”. Psychomotor outcomes are engendered through sports and
agriculture. If management of curriculum implementation has an influence on
ensuring quality assurance in the primary school management, it invariably means
that supervision of teachers remains relevant in achieving quality outcome in
the primary education.
Supervision
is an integral part of school administration and no organization can function
effectively without it. Supervision is an age long device for improving
teacher’s knowledge, attitudes and skills which focuses on the teaching/
learning process for the purpose of ensuring the achievement of educational
goals and objectives. School heads are guarantors of qualitative education and
implementers of educational policies and ought to possess some managerial
skills of supervision which are essential for their effectiveness. Unachukwu et al (2016) Supervision involves
assessing the performance of tasks. It includes providing people with the
support and skills needed to perform a task.
Supervision
concerns itself with the rudiments of efficiency and effective management of
human and material resources. According to Dennis (2014), supervision is the
act of providing leadership through a process designed to help staff gain
greater competence and overcome some barriers so as to improve job performance.
It is an administrative activity that is aimed at improving the quality of
instruction by teachers and school condition which in turn leads to the growth
of the students. School supervision is a practice that is designed to improve
the effectiveness of teaching. Supervision as defined by Ogunu, (2010) is the
act of overseeing the activities of teachers and other workers in a school
system to ensure that they conform with generally accepted principles of
education in order to achieve educational goals. Since supervision of teachers
has an influence on primary school management, good school-community relationship
remain cogent in achieving quality outcome in the primary school.
Looking at the school-community relationship,
the school to Modebelu (2014) is an organization that is not separated from its
host environment. This view is evidence that the school managers should develop
and administer a culture for parents and community participation in school
affairs. Ibiam (2015) asserts that the school requires the corporation, support
and assistance of the community where it is situated to function effectively.
It was on this premise that she further identified alienative relationship, model relationship,
co-operative relationship as the type of school- community relationship. Ogedi
(2017) rightly said that the success or failure of any school management to a
large extent depends on its relationship with the host community as a result;
the school and the community should ensure that ideal and conducive environment
is created for the training of the learners who are the future society leaders.
In order to ensure effective functioning, management effectiveness and high
level of productivity in the primary school, there must be good relationship
between the school managers and the community where the institution of learning
is sited. In other words, school-community relationship is the act of
maintaining good rapport or peaceful and cordial relationship between the
school and the host community which is aimed at promoting good value, culture and
norms in the absence of cohesion and hostile environment.
It
is against this background that this study examined the relationship between school management and quality assurance of
primary schools in Abia State, Nigeria.
1.2 STATEMENT
OF THE PROBLEM
School management is an important part of any
educational system. School authorities or managers all over the world are
continuously engaged in numerous activities to efficiently manage school
functions and provide a better educational experience to learners. An effective
school is not only one which is conducted in a safe environment by qualified
teachers, but also maintains high standard for all learners.
Ideally, the situation with school management
should incorporate effective staff personnel management, students personnel
management, quality management of available infrastructural facilities, good
school-community relations and teachers satisfaction towards achieving quality
assurance in primary education.
But today, it appears that things are not the
way it should be with regards to management of schools as observed and
experienced by the researcher is very appalling and discouraging. It seems that
primary school education in Nigeria is poorly managed and supervised which has
resulted in poor performance by some learners, even in higher levels of
education. It is equally observed that
components of quality assurance are not strictly observed as a result of poor
or lack of effective management of primary schools in Abia state. these poor
management primary schools thus results to poor staff personnel management,
poor students personnel management, poor school-community relationship,
dilapidated and nearly collapsed infrastructural facilities and lack of
satisfaction among primary school teachers in carrying out their instructional
duties.
However, management of primary school education
should be seen as the major priority of educational stakeholder since this
level of education is the core foundation of educational system. Quality assurance
thus cannot be attained on a platter of gold but must be doggedly pursued,
maintained and sustained for educational goals of a society to be realized. The
government and other stakeholders in the education system should ensure that
quality assurance mechanisms and effective management measures be put in place
so as to realize the objectives of the educational system.
It is against this backdrop that the
researcher wants to investigate the school management and quality assurance of
primary school education which is the gap the researcher wants to fill. The
problem of this study thus put as a question; to what extent does school
management correlates with quality assurance of primary education in Abia State
Nigeria.
1.3
PURPOSE OF THE STUDY
The purpose of the study is to investigate school
management and quality assurance of public primary schools in Abia State,
Nigeria. Specifically, the objectives of the study seeks to;
1. Find out the extent of relationship between
staff personnel management and quality assurance in primary school.
2. Ascertain the extent of relationship between
management of teaching and learning processes and quality assurance in primary
school.
3. Access the extent to which management of infrastructural
facilities correlate with quality assurance in primary schools.
4. Investigate the extent to which management of
curriculum implementation correlate with quality assurance in primary schools.
5. Find
out the extent of relationship between supervision of teacher and quality
assurance of primary schools.
6. Ascertain the extent to which
school-community relationship correlate with quality assurance in primary
schools.
7. Determine the joint relationship between
school management and quality assurance of primary schools.
1.5
RESEARCH QUESTIONS
The following research questions guided this
study. They are;
1. To what extent does staff personnel
management correlate with quality assurance in primary schools?
2. To what extent does management of teaching
and learning processes correlate with quality assurance in primary school?
3. To what extent does management of
infrastructural facilities correlate with quality assurance in primary school?
4. To what extent does management of curriculum
implementation correlate with quality assurance of primary schools?
5. To what extent does supervision of teachers
correlate with quality assurance of primary schools?
6. To what extent does school-community
relationship correlate with quality assurance in primary schools?
7. To what extent does effective management of
schools jointly correlate with quality assurance in primary schools?
1.5 HYPOTHESES
To facilitate this study, the following null
hypotheses guided the study and were tested at 0.05 level of significance. They
are;
H01:
There is no significant relationship
between staff personnel management and quality assurance of primary schools.
H02:
There is no significant relationship
between management of teaching learning processes and quality assurance of
primary schools.
H03: There is no significant relationship between management of
infrastructural facilities and quality assurance of primary schools.
H04:
There is no significant relationship between management of curriculum
implementation and quality assurance of primary schools.
H05:
There is no significant relationship
between supervision of teachers and quality assurance in primary schools.
H06:
There is no significant relationship
between school-community relationship and quality assurance of primary schools.
H07:
There is no significant joint relationship
between effective school management and quality assurance of primary schools.
1.6 SIGNIFICANCE OF THE STUDY
The findings of this study when published, would
be of immense benefit to government, supervisors, school managers, teachers,
pupils, communities and future researchers.
The government could benefit from the
findings of this study by understanding the need of equipping primary schools
with the required infrastructural facilities to carry out its instructional
activities effectively. It would also provide the government with the necessary
measure for improving quality assurance mechanisms in the educational system.
School supervisors could also benefit from
the findings of this study by understanding the need and importance of
supervisory activities in ensuring that all available infrastructural
facilities are well maintained. It would also assist them in proper evaluation
of quality assurance mechanism in the primary school system as well as make
recommendations for quality measures towards the management of primary school
education. The supervisors would also benefit from the findings of this study
by understanding the importance and need of training school head teachers and
other managers of the primary school education on staff. They would also
benefit from the study by carrying out adequate supervisory activities on the
core elements of school management to promote quality assurance for the
attainment of educational goals.
The school managers could also benefit from
the findings of study by putting into practice modern and innovative approaches
towards staff personnel and students’ personnel management towards achieving
quality productivity in the school system. They would also benefit from the
study by ensuring that all the available infrastructure in the school are
properly maintained. It would also provide them with an insight of ensuring
sustainable and quality school-community relationship.
Teachers could benefit from the findings of
the study by understanding the importance of students’ personnel administration.
They would also benefit from the findings of the study by ensuring good school-community
relations. They would also benefit from the study by helping the school
management in ensuring that available infrastructural facilities are adequately
maintained. It would also benefit the teachers by making themselves available
for in-service training and other personal development programmes that will
prepare them for quality teaching of the curriculum content.
The
pupils having completed their primary education will proceed to the next level
– secondary and other higher levels of education without fear of failure. The
findings when implemented will make the pupils achieve the possible learning
outcome and personal development that prepares them for working life and
societal living.
Communities may benefit because new classroom
blocks will be built, desks, chairs and tables adequately supplied to their
school, staff quarters also built for regular attendance of teachers to school,
and where their children will have access to their teachers. And probably their
roads constructed, for easy movement to the urban areas.
The findings of this study could be
beneficiary to future researchers as it would provide them with current
information on effective school management and quality assurance of primary
education. It would also help them in their review of related literature. This
study would also serve as a working document for academic consultation in
educational sector as well as help in knowledge development.
1.8
SCOPE
OF THE STUDY
The
study is delimited to school management and quality assurance of primary
schools in Abia State, Nigeria. school management serves as the independent
variable with its sub-variables as school-community relations, staff personnel
management, management of teaching and learning, management of infrastructural
facilities, management of curriculum implementation, supervision of teachers,
and school-community relationship, while the dependent variable covered quality
assurance of primary schools. Geographically, this study was carried out in all
the public primary schools in Abia State, Nigeria. Abia State is ideal for this
study because quality assurance has issues in this area.
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