UTILIZATION OF INTEGRATIVE FUNDING AS CORRELATE OF EFFECTIVE ADMINISTRATION OF SECONDARY SCHOOLS IN SOUTH EAST, NIGERIA

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ABSTRACT

 

The study was carried out to determine the extent of relationship between utilization of integrative funding and effective administration of secondary schools in South East, Nigeria. Eight research questions and eight null hypotheses guided the study. The study adopted a correlational design. The population of the study was 29,513, comprising 1410 principals and 28,103 teachers of public secondary schools in South East, Nigeria. Multi-stage sampling techniques was used to arrive at the sample size of 982 respondents comprising 40 principals and 942 teachers of public secondary schools in three states of South East, Nigeria. The instrument for data collection were two-sets of self-structured questionnaire. The two sets of questionnaires were validated by three experts, two in Educational Administration and one in measurement and Evaluation. The reliability of the research instrument was obtained using Cronbach Alpha reliability coefficient for the eight clusters whose indices are 0.85, 0.75, 0.73, 0.73, 0.88, 0.76, 0.87, 0.87 respectively. The overall reliability indices for the two sets of questionnaire were 0.80 and 0.83. 950 Copies of the questionnaire were retrieved and analysed using linear regression to answer research questions and Analysis of Variance (ANOVA) to test hypotheses at 0.05 level of significance. The results obtained indicated that there were high positive correlation between utilization of government budgetary allocation, utilization of funds from international bodies, utilization of funds from Alumni Associations, utilization of donations from philanthropic organizations, utilization of funds from Voluntary Agencies, utilization of donations from community efforts, utilization of PTA levy, management alternative strategies and effective administration of secondary schools in South East, Nigeria. Recommendations were made based on the findings that Government and policy makers should formulate policies that will ensure strict compliance to judicious utilization of budgetary allocation by principals since it correlates with effective administration. School administrators should source for funds from international agencies and ensure that such funds are adequately utilized. Schools should ensure healthy collaboration with Alumni Associations and ensure judicious utilization of the funds. School administrators should attract the assistance of philanthropies through lunching and sponsorship and ensure adequate utilization of such funds. The government and school administrators should seek the support and sponsorship of stakeholders like the voluntary agencies, the community efforts, Parents Teachers Association (PTA) levy in the funding of secondary schools and most importantly ensure adequate and judicious utilization of funds to achieve the set objectives of the schools. School administrators should continue to source for alternative strategies for financing secondary schools and also ensure adequate utilization of such funds. Above all from the findings of the study utilization of integrative funding has high positive correlation with effective administration. This underscores the fact that it is not just availability of funds but how these funds whether minimal, inadequate or otherwise are utilized is what affects effective administration. Therefore, the government from time to time should organise workshop, seminars, conferences for school administrators on management of funds. 






TABLE OF CONTENTS

 

Title Page                                                                                                                    i

Declaration                                                                                                                  ii

Certification                                                                                                                iii

Dedication                                                                                                                  iv

Acknowledgements                                                                                                    v

Table of contents                                                                                                        vii

List of tables                                                                                                               x

Abstract                                                                                                                      xii

CHAPTER 1: INTRODUCTION                                                                          1

1.1       Background to the Study                                                                               1

1.2       Statement of the Problem                                                                               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                                                                                         17

CHAPTER 2: REVIEW OF RELATED LITERATURE                                              18

2.1       Conceptual Framework                                                                                   18

2.1.1    Secondary education                                                                                      18

2.1.2    Effective administration of secondary schools                                               22

2.1.3    Challenges of effective administration of secondary schools in

South East Nigeria                                                                                          24

 

2.1.4    Functions of effective administration                                                             29

 

2.1.5    Funding                                                                                                           35

 

2.1.6    Integrative funding of secondary schools                                                      43

 

2.1.7    Integrative funding of stakeholder/bodies                                                     44

 

2.1.8    Objectives/rationale for integrative funding                                                   50

 

2.1.9    Utilization of integrative funding                                                                   53

2.1.9.1 Utilization of integrative funding for effective administration                      60

 

2.2       Theoretical Framework                                                                                   65

 

2.2.1    Theory of public expenditure (Adelph Wagner, 1855 – 1977)                       65

 

2.2.2    Theory of income generation (John M. Keynes, 1936)                                   66

 

2.3       Empirical Studies                                                                                            68

 

2.4       Summary of Review of Related Literature                                                    83

 

CHAPTER 3: METHODOLOGY                                                                          85

 

3.1       Design of the Study                                                                                        85

 

3.2       Area of the Study                                                                                           85

 

3.3       Population of the Study                                                                                  87

 

3.4       Sample and Sampling Techniques                                                                  87

 

3.5       Instruments for Data Collection                                                                     88

 

3.6       Validation of the Instruments                                                                         89

 

3.7       Reliability of the Instrument                                                                           89

 

3.8       Method of Data Collection                                                                             90

 

3.9       Method of Data Analysis                                                                               90

 

CHAPTER 4: RESULTS AND DISCUSSIONS                                                  92

4.1       Summary of Findings                                                                                     108

4.2       Discussion of Findings                                                                                   109

 

CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATION

5.1       Summary                                                                                                         114

5.2       Conclusion                                                                                                      120

5.3       Educational Implications                                                                                121

5.4       Recommendations                                                                                          123

5.5       Suggestion for Further Studies                                                                       126

 

References                                                                                                    

 

Appendices               

 

                                                                                                                                   


 

LIST OF TABLES

 

Table                                                                                                                          Page

4.01:    The simple regression analysis showing the extent of correlation

between utilization of budgetary allocations and effective administration

of secondary schools in South East, Nigeria                                                  92

 

4.02:    The simple regression analysis showing the extent of correlation

between utilization of funds from international bodies and effective administration of secondary schools in South East, Nigeria                                    93

 

4.03:    The simple regression analysis showing the extent of correlation

between utilization of donations from alumni association and effective administration of secondary schools in South East, Nigeria                                    94

 

4.04:    The simple regression analysis showing the extent of correlation

between utilization of donations from philanthropic organization and effective administration of secondary schools in South East, Nigeria       95

 

 

4.05:    The simple regression analysis showing the extent of correlation

between utilization of funds from voluntary agencies and effective administration of secondary schools in South East, Nigeria.                                   96

 

4.06:    The simple regression analysis showing the extent of correlation

between utilization of Parents Teachers Association (P.T.A) levy and effective administration of secondary schools in South East, Nigeria.      97

 

4.07:    The simple regression analysis showing the extent of correlation

between utilization of funds from community efforts and effective administration of secondary schools in South East, Nigeria.                                   98

 

4.08:    The simple regression analysis showing the extent of correlation

between utilization of funds from management alternative strategies and effective administration of secondary schools in South East, Nigeria.      99

 

4.09:    Analysis of Variance (ANOVA) of the simple regression analyses

showing the significant correlation between utilization of government budgetary allocations and effective administration of secondary schools          

in South East, Nigeria.                                                                                    100

 

4.10:    Analysis of Variance (ANOVA) of the simple regression analyses

showing the significant correlation between utilization of donations from international bodies and effective administration of secondary schools in South East, Nigeria.                                                                                              101


4.11:    Analysis of Variance (ANOVA) of the simple regression analyses

showing the significant correlation between utilization of funds from

alumni association and effective administration of secondary schools

in South East, Nigeria.                                                                                    102

 

4.12:    Analysis of Variance (ANOVA) of the simple regression analyses

showing the significant correlation between utilization of donations

from philanthropic organization and effective administration of

secondary schools in South East, Nigeria.                                                      103

 

4.13:    Analysis of Variance (ANOVA) of the simple regression analyses

Showing the significant correlation between utilization of funds from voluntary agencies and effective administration of secondary schools

in South East, Nigeria.                                                                                    104

 

4.14:    Analysis of Variance (ANOVA) of the simple regression analyses

showing the significant correlation between utilization of donations

from community efforts and effective administration of secondary

schools in South East, Nigeria.                                                                       105

 

4.15:    Analysis of Variance (ANOVA) of the simple regression analyses

showing the significant correlation between utilization of Parents

Teachers Association levy and effective administration of secondary

schools in South East, Nigeria.                                                                       106

 

4.16:    Analysis of Variance (ANOVA) of the simple regression analyses

showing the significant correlation between utilization of utilization

of management alternative strategies and effective administration of secondary schools in South East, Nigeria.                                                           107

 


 




 

CHAPTER 1

INTRODUCTION


1.1       BACKGROUND TO THE STUDY

Funding is the bedrock of every organizational growth and organizational growth is synonymous with the effectiveness of the administration of any organization, which involves the coordination of human activities, financial and material resources. Funding is one of the major resources of the management of education in any country. Funding refers to a sum of money saved or made available for a particular purpose (Ochia, 2012). It could be called money or financial resources. In other words, funding is the amount of money needed to fund an on-going project or programme for future development.

It is with the funds that physical facilities are made available and maintained, equipment procured, goods and services provided, manpower employed and maintained. Funding of education in Nigeria is a joint responsibility of the federal, state and local governments, with the federal government providing the greater percentage of the funds (Federal Republic of Nigeria, 2014). In recognition of this fact, the FRN (2014) stated that it will ensure adequate financing for all levels of Education within its resources. However, the annual budgetary allocations have not matched the quantitative growth of the secondary educational sector in South East Nigeria (Ofoegbu and Iwuamadi, 2012).

Secondary education is a vital instrument in the process of human development for nation building. It is in recognition of this that FRN (2014), stated that the broad goals of secondary education are to prepare the individual for useful living within the society as well as preparation for higher education. Nigeria as a nation needs the education of her citizens for technological development, social integration and economic advancement. This therefore needs the collective efforts of all concerned to actualize these objectives. Of all the three levels of education in Nigeria, secondary education is the focus of the study.

Nigeria like so many other developing countries of the world, has invested so much in education. Such investments included the launching of the Universal Primary Education (UPE) in 1976 and the promogation of the National Policy on Education (NPE) in 1977, when a change was made from 6 – 5 – 2 – 3 to 6 – 3 – 3 – 4 system of education to the present time that ushered in the Universal Basic Education (UBE). Secondary education appears to be a huge venture and requires huge financial and human resources. An enterprise of such magnitude requires effective funding which depends on available resources for the provision of facilities, procurement of materials, payment of salaries to teaching and non-teaching personnel, provision of goods and services, manpower employment and maintenance. Adequate funding is fundamental in the motivation of the management, teachers and students to work towards the smooth realization of the goals of the school.

The head of secondary school is the principal. The principal is the school administrator who guides, leads and controls both teaching and non-teaching staff as well as the students in the secondary school to achieve the goals and objectives of the school. The principal is to ensure the smooth running of the school and to ensure that his staff perform their duties effectively and efficiently to achieve the goals and objectives of the school. The seat of accountability in the management of funds also lies on the principal. It therefore, becomes necessary that principals as secondary school administrators be properly trained before taking up the responsibility of principalship (Elekwa, 2008).

It is therefore, important that there has to be effective and efficient funding and management system at the secondary level of education to achieve the goals of secondary education policy at this level. Secondary education provides the input to the tertiary education level. If well planned, implemented and funded, products of secondary education are imbued with skills for livelihood. They have to use their hands on useful ventures where their potential could be put to positive use. This enables them make meaningful contribution to the Gross Domestic Product (GDP) of the nation. However, it should be noted that Nigerian education sector with particular reference to secondary education has consistently received less allocation than advocated for by the United Nations Educational Scientific and Cultural Organization (UNESCO). According to the UNESCO (2002), every nation of the world should allocate at least 26% of its annual budget to education sector but Nigeria has not met this requirement. In Nigeria, between 2014 and 2018 only 8.7% and 7% of the country’s annual budget was allocated to education (FGN, 2014 – 2018).

In Nigeria the current pattern of investment in the education sector is such that the tertiary level gets the lion share (Alabi, 2010). As a matter of fact, education is an expensive project and the government alone cannot successfully handle it in the country. This is evidenced in the previous UPE scheme which collapsed because of poor funding and it suffered multiple setbacks under the federal military government of 1976. In an attempt to achieve that ill-fated UPE scheme, the federal government under former President Olusegun Obasanjo, launched the Universal Basic Education (UBE) scheme in 1999 to provide free compulsory basic education and free junior secondary education as a means of eradicating illiteracy in the country (Egberibin, 2014). As a result, the scheme is having the same financial challenges in terms of funding since its launching in 1999 (Nakpoodia, 2011).

No educational institution or programme can be managed effectively without adequate funding. The way funds are disbursed among secondary schools in the South East is not encouraging as there seems to be lack of sufficient funds to run the secondary schools in the zone. As a result, there is emergence of other problems, such as delay in the payment of secondary school teachers’ salaries and allowances, inadequate teaching staff, insufficient befitting school buildings for learning, inadequate infrastructure, inadequate supply of instructional materials, almost total lack of equipment and insufficient funds for effective supervision (Egberibin, 2014). In the face of all these commitments, dedication and motivation to do their duties, the number of teachers that are being employed in the schools are not commensurate with the increase in enrolment of students. Students are also learning in very poor environments and this affects the standard of secondary education in South East, Nigeria. It has been argued that state allocation has been inadequate to meet the needs of secondary education (Enouch and Okpede in Nakpodia, 2011). This, of course, has led to the unconducive teaching and learning environment in the secondary school system in South East, Nigeria. This calls for integrative funding to actualize the objectives of secondary education programme in the zone.

Integrative funding refers to the collective sources of funds available to the secondary school administrator who is the principal to achieve the objectives of the school (Ukeje, 2006). According to Egberihin (2014), Integrative funding of secondary education is referred to as the pooling together of funds from internal and external sources for the achievement of goals of secondary education. The Federal government in the 1999 constitution noted that as far as funding of education is concerned, Nigerian parents and all stakeholders should join hands and contribute to the education of their children. Ede (2016) stated that three groups of decision makers are involved in the production of educational services in Nigeria. He listed the public sector, private sector and the rest of the world. The public sector includes the Federal, State and Local Government. The private sector is made up of the companies and other firms that contribute to educational development, and the rest of the world involves international agencies like UNESCO, UNICEF, UNAP, IMF, World Bank. In compliance with the Federal Government Policy on integrative funding of education, South East secondary schools are collectively funded by parents, Government budgetary allocation and grants, International bodies, Alumni Association, Philanthropic Organisations, Voluntary Agencies (Faith-based Organisations), Parents-Teachers-Association, Community Efforts and Management Alternative Strategies (Akinsolu, 2012).  

Government expenditure from budgetary allocation is money spent by government in educational sector. Government map out a certain percentage of her annual budget in financing education. Her expenditure manifests in two categories of capital and recurrent expenditures. Capital expenditures are money spent for the provision and maintenance of school buildings, facilities, equipments, instructional materials for effective teaching and learning (Uzoigwe, 2013). Recurrent expenditures are made by the government for the payment of salaries and allowances to teachers and other staff that work in the schools.

Government grants are assistance given to schools from time to time, for the school development and for the enhancement of teaching and learning.  It is one of the integrative funding in education. Government grants fall under two categories of capital and recurrent grants, Adesina in Aloga (2014). The capital and recurrent grants according to Adesina (2011) represent a bulk payment to the authorities of an educational institution for erection of new building, major repairs of old ones, the purchase of hardware, school equipment and payment of staff salaries and allowances. This is however peculiar at tertiary institutions. At the secondary and primary levels the policy is 'different as the government uses her parastatals to provide and establish certain level of school plant. Such parastatals include Universal Basic Education, State Universal Basic Education Board for primary and junior secondary schools while Secondary Education Management Board for senior secondary schools.

Another aspect of integrative funding is foreign aids from World Bank or International Bodies.  Foreign Aids from World/International bodies simply means helps that come to schools in the form of cash or equipment from foreign bodies. Such aids are tied to particular project (Akinsolu, 2012). Some of the these international bodies are United Nations Educational, Scientific and Cultural Organizations (UNESCO), United National International Children Education Fund (UNICEF), World Bank.

Alumni Association is an association binding all the ex-students who graduated from the same school. This is peculiar with tertiary institutions. At the secondary school it is called old students association, while it is yet to exist at the primary level. Oboegbulem (2013) stated that graduates of former schools or colleges form Alumni Associations and contribute significantly to the growth and upliftment of their old school. Old students associations have also significantly funded many school plant projects at the secondary school level such as classroom blocks, laboratories, modern standard libraries, school administrative blocks, sports equipment, and so on.

Donations from philanthropic organisations who are interested or stakeholders in the growth and development of the school from time to time donate money, classroom blocks, administrative blocks, laboratories, library sports equipment, school fence, generating set, computers (Pandy, 2010).  He observed that, it is important to note that these donations are made based on the information these individuals and organizations gather on the progress of the school.

Private and voluntary organizations such as churches, companies/industries, social clubs, Red Cross Societies, firms, Non-Governmental Organizations (NGOs), are also aspect of integrative funding. They do freely donate to schools certain facilities such as sports equipment, laboratory equipment library books etc. Some of these exist in the host communities while some are not (Adesua, 2000).

There is yet another alternative way of raising fund in secondary schools to finance certain school plants. This is the Parent Teacher Association (PTA) fund. The PTA fund is raised by imposing PTA levies per students. PTA levies are charges that are assured to have been agreed upon by parents, in an annual general meeting for the support of provision of education in a given secondary school e.g. cost of construction of classrooms, purchase of school buses and salaries for PTA-employed teachers.  PTA meetings are convened termly or yearly for the approval of projects and amount to be spent on them on behalf of the school (Obi, 2003).

Many host communities to primary and secondary schools through community self efforts establish schools and go on to equip them with facilities and hand over to the government for proper management. This particularly can be seen in the southern parts of Nigeria and that in most cases these funds are raised through launching ceremonies or during community festivals (Ochai, 2012). Sometimes sub-organizations in the host communities such as age grade, students or graduate association, men organizations, women organization and clubs performs this feat on behalf of the community.

Apart from the above sources of funding and financing secondary school, several alternative sources can be strategized by the school management, to raise fund that can be used to procure certain facilities in the school. This is one of the most important management strategies that can be showcased by secondary school principals.

Many schools especially those with large expanse of land and organized school crop and animal farm often times make huge amount of money from time to time. These monies, many prudent principals use to support the growth of the school by using them to procure some important facilities and school uniforms that are needed in the school. The sale of school Uniforms include school main dress, badges, shoes, Barret, Stockings, pullovers, sportswear, and so on. The school makes profits from those sales and it also hardwork, prudence and discipline. Money realized also helps to procure important and needed facilities for the effective running of the school.

Apart from being an avenue for exposing young talents in sports, Inter-house sports competitions can also be an opportunity to raise funds. This is done by gathering many philanthropies and well spirited individuals and the entire community to come and support the school financially and with projects. In this way, schools raise funds to provide needed facilities that they lack. Small monies are also collected from claimers of the proceeds from issuance of testimonials, certificates and transfers. With the funds realized, principals can be prudent enough to put in place to an extent some of the needed facilities in the school.

Integrative funding refers to collaborative efforts of all stakeholders in education – the government, individuals, groups, corporate organisations, religious organisations, agencies and world bodies in funding educational programmes in Nigeria (Oboegbulam, 2013).

Components of integrative funding refers to the various funds generated from different stakeholders in education to achieve educational goals (Ochai, 2005). They include budgets, capital grants, recurrent grants, special grants, foreign aids, donations, PTA levies and internally generated revenue (IGR). Capital grants consist of bulk of payment to educational institutions for the construction of new buildings and major repair of old ones (Aloga, 2014). Recurrent grants are the expenditure which occurs every year in the budget. They include salaries, allowance, maintenance, travelling and transport expenses, (Uzoigwe, 2013). Special grant is an aid by government to service schools and enable schools improve the quality of education (Uzoigwe, 2013). External aids are assistance given to educational institutions from outside the country. It may be the form of equipment and manpower through bilateral or multilateral relations (Akinsola, 2012). Donations of buildings, infrastructural facilities, cash and kind is also another component of integrative funding (Ogbonna, 2004). Parents Teachers Association (PTA) levies represent money agreed to be paid by parents for their wards (Obi, 2003). These levies have become very strong sources of income for projects in the school. Internally generated revenues are proceeds from school activities. According to Ezeocha (in Owoh, 2015) a large portion of economic activities which are internally generated help to finance school activities.

Utilization of integrative funding for effective administration means judicious and prudent management of all generated funds by school administrators (principals) to meet all areas of needs of the school system (Akinsolu, 2012). To utilize school funds the principals should be aware of the objectives that the school is supposed to achieve. The principal should utilize resources effectively and look for other avenues for the school to generate some funds on its own (Ezeocha in Owoh, 2015). The fundamental principle in utilization of school fund is not how much money goes into the system, but how well the available funds are effectively utilized. In this era of gross under funding, the effective utilization of available funds becomes a top priority for the principal.

Components of utilization of integrative funding refers to the various areas integrative funds are put to use (Toluwalope, 2016). These areas according to Adesua in Egberibin (2014) include capital projects, maintenance of structures and equipment, teaching aids/instructional materials, administrative costs (day-to-day running cost), incentives to teachers, staff development, security, conducive learning environment.

Effectiveness in the view of  Iniekwe (2014) is producing the result that is wanted or intended or producing successful result. This implies that school administration can only be described as being effective when the intended results are produced by the system or a high performance is recorded by the system. Effective administration is therefore referred to as proper coordination of human, material and financial resources available to the school by the principal to achieve the goals or objectives of the secondary school system. Also Musa (2002) defines effective administration as prudent and efficient management of human, material and financial resources to achieve the goals of secondary school system. This underscores the fact that principals need to be competent enough to handle the funds.

Effective administration also involves providing the conducive environment where teachers and students interact to achieve the desired or expected outcome or result of the exercise. This is done by way of quality supervision, provision of instructional materials, teaching aids, conducive learning environment, infrastructural facilities such as libraries, classrooms, laboratories, good lightening, adequate seats motivated staff (Aloga, 2014). Administration also involves coordination of human financial and material resources to achieve the goals and objectives of an organization and therefore effective administration and prudent financial management involve the task of keeping expenditure in check and safe-guarding the assets and ensuring that the resources are sufficient to implement the plans and policies of an organization (Attah, 2014). In the current era of gross under funding, the effective management of available funds becomes a top priority for the principal. It appears underfunding and ineffective administration are noticeable in most secondary schools in South East, Nigeria. This is evident in the general outcry in the zone that secondary education has failed to produce the desired goals and objectives as stipulated in the National Policy on Education (FRN, 2014).

All of the above suggest that there is need for alternative funding for effective administration of secondary schools. Therefore, the present study is set to determine the extent of relationship between utilization of integrative funding and effective administration of secondary schools in South East, Nigeria. Also much work on the present study has not been carried out in South East Nigeria to the best of the knowledge of the researcher.


1.2              STATEMENT OF THE PROBLEM

Funding is the bedrock of any organizational growth and organizational growth is synonymous with the effectiveness of the administration of that organization which involves the coordination of human financial and material resources. It is in recognition of the importance of secondary education in nation building, social integration, economic development that the Federal Government of Nigeria in the National Policy on Education 2014 stated that the funding of secondary schools should be  a joint responsibility of both the Federal and State Governments.

Overtime, funding of secondary schools in South East, Nigeria has been by Integrative funding through the collective efforts of various stakeholders such as the Government, International/External bodies, voluntary agencies, Philanthropic organizations, Parents Teacher Association (PTA), Community efforts, Management Alternative Strategies to actualise the goals of secondary education. Yet public outcry regarding depreciating quality of school plants, decay of infrastructure, poor incentives to teachers, poor quality teaching, unconducive learning environment, incessant strike action by teachers, unmotivated staff among others still persist.

It appears the ineffective administration could be that some secondary schools administrators do not have good knowledge of various sources of integrative funding and maximize same. It is also possible that even when such funds are optimally sourced, utilization is inadequate and inefficient. Some past works indicated that much work on the present study has not been carried out in South East, Nigeria to the best of the knowledge of the Researcher. It is at this backdrop that the problem of the study is posed in question form: What is the extent of relationship between utilization of integrative funding and effective administration of secondary schools in South East, Nigeria?  


1.3       PURPOSE OF THE STUDY

The study examined the relationship between utilization of integrative funding and effective administration of public secondary schools in South East, Nigeria.  Specifically, the study sought to:

1.      investigate the extent of correlation between utilization of Government budgetary allocation and effective administration of secondary schools.

2.      determine the extent of correlation between utilization of funds from international bodies and effective administration of secondary schools.

3.      find out the extent of correlation between utilization of donations from Alumni Associations and effective administration of secondary schools.

4.      ascertain the extent of correlation between utilization of donations from philanthropic organisations and effective administration of secondary schools. 

5.      determine the extent of correlation between utilization of funds from voluntary Agencies and effective administration of secondary schools.

6.      investigate the extent of correlation between utilization of Parent-Teachers Association levy and effective administration of secondary schools.

7.      find out the extent of correlation between utilization of funds from community efforts and effective administration of secondary schools.

8.      ascertain the extent of correlation between utilization of the management alternative strategies and effective administration of secondary schools.


1.4       RESEARCH QUESTIONS

The following research questions asked guided the study:

  1. What is the extent of correlation between utilization of budgetary allocations and effective administration of secondary schools in South East, Nigeria?
  2. What is the extent of correlation between utilization of funds from International bodies and effective administration of secondary schools?
  3. What is the extent of correlation between utilization of donations from Alumni Association and effective administration of secondary schools?
  4. What is the extent of correlation between utilization of donations from philanthropic organizations and effective administration of secondary schools?
  5. What is the extent of correlation between utilization of funds from voluntary agencies and effective administration of secondary schools?
  6. What is the extent of correlation between utilization of Parent-Teachers Association (PTA) levy and effective administration of secondary schools?
  7. What is the extent of correlation between utilization of funds from community efforts and effective administration of secondary schools?
  8. What is the extent of correlation between utilization of funds from Management Alternative Strategies and effective administration of secondary schools?

 

1.5       HYPOTHESES

The following hypotheses postulated guided the study and was tested at 0.05 level of significance:

Ho1:     There is no significant relationship between the extent of utilization of government budgetary allocation and effective administration of secondary schools in South East, Nigeria.

Ho2:     There is no significant relationship between the extent of utilization of donations from international bodies and effective administration of secondary schools.

Ho3:     No significant relationship between the extent of utilization of funds from Alumni Association and effective administration of secondary schools.

Ho4:     There is no significant relationship between the extent of utilization of donations from philanthropic organizations and effective administration of secondary schools.

Ho5:     No significant relationship exists between the extent of utilization of funds from voluntary agencies and effective administration of secondary schools.

Ho6:     There is no significant relationship between the extent of utilization of donations from community efforts and effective administration of secondary schools. 

Ho7:     There is no significant relationship between extent of utilization of Parents-Teachers Association levy and effective administration of secondary schools.

Ho8:     No significant relationship exists between the extent of utilization of management alterative strategies and effective administration of secondary schools.

 

1.6       SIGNIFICANCE OF THE STUDY

The findings of the study would benefit these stakeholders mainly; government and policymakers, principals, teachers, students, parents, the general public and researchers. The findings of the study will also be theoretically significant. It is hoped that government and policy makers will avail themselves of the findings of the study for improvement in budgetary allocations to secondary schools in South East, Nigeria. The findings of the study will provide information on the state of facilities and equipment in public secondary schools in South East Nigeria aimed at policy formulation on equipping schools and improving efficiency and productivity.

The findings of the study will be of immense value for principals in managing the funds of their schools. The information could help them understand adjustment necessary in prudent funds management and promotion of effective administration in their schools.

It is equally hoped that the findings of the study would help enhance teachers performance. Principals providing teachers with all the necessary facilities and incentive will help promote healthy and conducive teaching and learning environment.

The outcome of the study will benefit the students who are the actual beneficiaries of the findings of the study. Proper funding and effective administration lead to effective teaching and learning which promotes students academic performance in both internal and external examinations.

The findings of the study will help to strategize and improve parents attitude towards their level of participation in the funding of their children’s education. The awareness in Parents Teachers Association (PTA) activities would be enhanced.

To the general public, the findings of the study will provide vital information to donors to continue to support funding secondary education sector. It will also sensitize stakeholders to invest in secondary schools in South East, Nigeria as well as unveil management alternative strategies to funding secondary schools in South East Nigeria to promote effective administration of secondary education.

The findings of the study would help future researchers with more information on integrative funding and effective administration of secondary schools in South East Nigeria. It will also serve as source of literature for future researchers.  

The theoretical significance of the study is that secondary school administrators should wisely and maximally source and utilize funds available to them knowing fully well that proper utilization of funds affects administration of schools there are other sectors of the economy that government cater for. They should seek alternative ways of raising funds for there schools and effectively utilize same to achieve the goals of there schools. This is because government alone cannot fund secondary education.

School administrators would be encouraged to look for alternative ways of funding secondary schools. It would help principals to guarantee adequacy of hygiene factors through efficient financial management in order to avoid employees dissatisfaction and encourage job enrichment and motivation of employees. 

 

1.7       SCOPE OF THE STUDY  

The scope of the study is delimited to principals and teachers in public secondary schools in three out of five states of South East, Nigeria. It does not include Missionary and Private schools. The content scope is delimited to utilization of integrative funding as correlate of effective administration in South East, Nigeria. It will cover the utilization of integrative funding which will serve as the independent variable with emphasis on Government budgetary Allocation, International bodies, Donations from Alumni Association, Donations from Philanthropic Organizations, Funds from Voluntary Agencies, Parents-Teachers Association levy, Funds from Community efforts and Management Strategies relationship with effective administration of secondary schools in South East Nigeria. Effective administration of secondary schools as dependent variable will cover maintenance of school plants, provision of infrastructural facilities, procurement of instructional materials, supervision of instructions, motivation and incentives to teachers, provision of conducive and effective teaching and learning environment.    


 

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