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:
- What is the extent of
correlation between utilization of budgetary allocations and effective administration
of secondary schools in South East, Nigeria?
- What is the extent of
correlation between utilization of funds from International bodies and
effective administration of secondary schools?
- What is the extent of
correlation between utilization of donations from Alumni Association and
effective administration of secondary schools?
- What is the extent of
correlation between utilization of donations from philanthropic
organizations and effective administration of secondary schools?
- What is the extent of
correlation between utilization of funds from voluntary agencies and
effective administration of secondary schools?
- What is the extent of
correlation between utilization of Parent-Teachers Association (PTA) levy
and effective administration of secondary schools?
- What is the extent of
correlation between utilization of funds from community efforts and
effective administration of secondary schools?
- 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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