r? I ~ N \\\\\\\\\ \ \\ \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\WM 3 1293 10515 2544 MSU LIBRARIES .—_ RETURNING MATERIALS: Place in book drop to remove this checkout from y rrrrrrrr d. FINES wil] be charged if book is returned after the date stamped be10w. ' I I W'fl‘ , uv ..'-_ ’ U 5 _. v‘ . 1' ‘l/ v. THE DEVELOPMENT OF A MODEL TRAINING PROGRAM IN EDUCATIONAL PLANNING AND MANAGEMENT FOR THE PREPARATION OF SCHOOL ADMINISTRATORS IN NIGERIA BY Michael Alasa Ogunu A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Administration and Curriculum 1983 -’ $37—$26 :7 ABSTRACT THE DEVELOPMENT OF A MODEL TRAINING PROGRAM IN EDUCATIONAL PLANNING AND MANAGEMENT FOR THE PREPARATION OF SCHOOL ADMINISTRATORS IN NIGERIA BY Michael Alasa Ogunu This study had four major purposes: 1. To identify tOpics that experts in school ad- ministration recommend for the training and deve10pment of school administrators. To identify tOpics which Nigerian School ad- ministrators and Ministry of Education officials consider important for effective preparation of school administrators in Nigeria. To determine the relative importance which practicing school administrators in Nigeria and the Ministry of Education officials to. whom they are responsible attach to certain topics suggested for the preparation of school administrators in Nigeria. To develOp a model training program in Educa- tional Planning and Management for the effective preparation of school administrators in Nigeria. To provide data for the development of the model, an intensive review of research and literature was done in four areas,including the roles and functions of school administrators, criteria for effective administration of schools,and the pre-service and in-service preparation of Michael Alasa Ogunu school administators. Data on school administrator train- ing and development (including programs) were obtained from universities, institutes, national and international professional organizations and individuals. Information obtained from the review of research and literature was used as a framework for the design of the research questionnaire. The questionnaire was sent to a sample of 200 Nigerian school administrators and Ministry of Education officials. A return of 87 percent, 93 percent and 90 per- cent of responses was obtained from 65 primary school head- masters, 70 post-primary school principals and 45 Ministry of Education officials respectively. The data obtained from the needs assessment survey supported the following conclusions: 1. Seventy-six and nine-tenth (76.9) percent of the primary school headmasters and 75.7 percent of the post-primary school principals in Nigeria had no formal training in school administration. 2. There is a high need for the education of Nigerian primary school headmasters and post-primary school principals in Educational Planning and Management. 3. Programs in school administration designed Specifically for primary school headmasters and post-primary school principals are urgently needed. 4. With the exception of five of the thirty tOpics suggested, there was a high degree of consensus among all the raters as to the relative importance of the tOpics. 5. The consistently high percentage of raters (above 70 percent) who rated the following Michael Alasa Ogunu topics as being ”extremely important" or "very important" would suggest that com- petencies in the tOpics are critically essential for primary school headmasters and post-primary school principals and should be highly emphasized in their training programs. The topics are: Human Relations Curriculum and Instructional Planning Student Evaluation School Budgeting and Financial Management Educational Planning Methods Administrative Leadership Maintenance of Order and Discipline School-Community Relations Curriculum Evaluation Maintenance of School Records Instructional Supervision Time Table Preparation Classroom Management Introducing and Implementing Change Effectively To meet the special needs of primary school headmasters and post—primary school principals in Nigeria, a model train- ing program was developed for each group of school administra- tors, based on the findings from the review of research and literature on school administrator training and deveIOpment and the results of the questionnaire study of the educational planning and management training needs of school administra-- tors in Nigeria. Major components of the model included: Michael Alasa Ogunu (a) aims, (b) program objectives, (c) a program for primary school headmasters, (d) a program for post-primary school principals, (e) instructional approaches, and (f) program evaluation. The ultimate goal of the model was to help primary school headmasters and post-primary school principals acquire and develop educational planning and management competencies needed for effective administration of schools and to improve the quality of education in the Nigerian public school system. The model which may be referred to as the Pro- fessional Educationist-Cum-Administrator Specialist (PECAS) training model, emphasized both professional and administra- tive competencies. A systems approach was recommended with regard to the implementation of the model. School administrator effec- tiveness was perceived as a function of six factors: (1) sound moral character, (2) leadership aptitude, (3) pro- fessional and administrative competencies, (4) motivation, (5) necessary tools and facilities to work with, and (6) organizational support. All six factdrs should be consider- ed in appointing candidates to school administrator positions, in selecting them for training and in evaluating their post- training performance. Other recommendations included the following c00pera- tion between Nigerian Universities and Ministries of Educa- tion in the organization, design and administration of Michael Alasa Ogunu training programs for school administrators; school ad- ministrators' participation in the design of their train- ‘ing programs; a list of priority tOpics for school administrator training and development; and a suggestion for establishment of a National Institute of Educational Planning and Management for school administrators in Nigeria. Copyright by MICHAEL ALASA OGUNU 1983 Dedicated to the Memories of my father BELLO OKEGBE OGUNU my mother LEKIA OMOME OGUNU and my daughter MARIA-CONSOLATA OGUNU iii ACKNOWLEDGMENTS It is difficult to acknowledge the many contributions which have led to the completion of this dissertation. I wish to express my most sincere gratitude and deepest appreciation to my parents, the late Mr. Bello Okegbe Ogunu and Mrs. Lekia Omome Ogunu, for their heroic sacrifice for my education. Gratitude is expressed to the College of Education, Abraka, Nigeria, for granting me the study which made this study possible. I would like to express special thanks to the Provost of the College, Dr. G. K. Oyanna, for his support and en- couragement. I am particularly indebted to Dr. John H. Suehr, my academic advisor and dissertation chairman, for his assist- ance, for his unfailing availability, and for his warmth and genuine concern for my progress. Appreciation and sincere thanks are also expressed to Dr. James W. Costar, Dr. Winston R. Oberg and Dr. Robert C. Hatfield, who served on my guidance committee. Their criticisms and suggestions were invaluable throughout the writing of this dissertation. I wish to thank Dr. Donald Nickerson, Assistant Dean for Student Affairs, Service Programs and Life Long iv Education, College of Education, Michigan State University, for his personal interest and kindness. My warmest thanks also to the staff of Michigan State University Library for their assistance. I am indebted to the following national and inter- national institutions and organizations which supplied in- formation and materials (including programs) on the train- ing and development of school administrators: the American Association of School Administrators; the National Associa- tion of Elementary School Principals (U.S.A.); the National Association of Secondary School Principals (U.S.A.); the Educational Research Service, Inc. (U.S.A.); the University Council for Educational Administration (U.S.A.); Harvard University (U.S.A.); the United Nations Educational, Scientific and Cultural Organization (UNESCO); the Common- wealth Council for Educational Administration; the Scottish Centre for Studies in School Administration; the Nigerian Ministries of Education; the Administrative Staff College of Nigeria; the Institute of Education, Ahmadu Bello University, Zaria, Nigeria; the University of Ibadan, Ibadan, Nigeria; and the University of Nigeria, Nsukka, Nigeria. I owe more than conventional thanks to Professor Meredydd G. Hughes, Chairman of the British Educational Administration Society (under whom I studied for my Masters degree in Educational Administration), for his interest and encouragement. His suggestions and the materials on school administrator training and deve10pment which he supplied were invaluable. My gratitude goes to the Nigerian Ministry of Educa- tion officials, primary school headmasters and post-primary school principals who participated in the study. Without their cooperation this study would not have been possible. I wish to express my deep appreciation to Mr. Peter Ilesanmi Osho and Dr. John O. Afe, my colleagues and friends, for their support and fidelity. Without their assistance collection of data for this study would have been difficult. Financial support helped make the studies and field research possible. My deepest appreciation goes to Mr. Samuel E. Agboifo (proprietor of Edo Welfare Chemists, Benin-City, Nigeria) who has given every possible support in my endeavor to obtain a Ph.D.. Without his financial support my graduate studies at Michigan State University would not have been a reality. Sincere thanks and appreciation are expressed to the government of the Bendel State of Nigeria, and the Sage Foundation (U.S.A.) for financial assistance. Special appreciation is expressed to my parents-in- law, Mr. and Mrs. Felix O. Egbadon,for their support and encouragement. I also wish to thank my brothers, Jude Ogunu (an Oblate of the Virgin Mary) who, at the time of this study, was a student at the Angelicum and Gregorian University in Rome, and John Ogunu>for their various contributions. Finally, I wish to express my profound gratitude to my wife,Julie, and my children, Mary and Michael, for their prayers, encouragement, sacrifice and understanding. vi TABLE OF CONTENTS PAGE LIST OF TABLES . . . . . . . . . . . . . . . . xii LIST OF FIGURES . . . . . . . . . . . . . . . xiv CHAPTER I. INTRODUCTION . . . . . . . . . . . . . 1 The Problem . . . . . . . . . . . . . 1 Purpose of the Study . . . . . . . . . 2 Importance of the Study . . . . . . 3 Theoretical Basis of the Study . . . . 3 Assumptions . . . . . . . . . . . . 6 Limitations of the Study . . . . . . . 6 Definition of Terms . . . . . . . . . . 7 Organization of the Study . . . . . . . 9 II. THE BACKGROUND . . . . . . . . . . . . 11 Nigeria: Geographical Setting . . . . 11 Political Background . . . . . . . . . 14 Education System . . . . . . . . . . . 20 Historical Foundations . . . . . . . . 20 Philosophical Foundations . . . . . . . 23 Organization of Education . . . . . . . 23 Primary Education . . . . . . . . . . . 24 Secondary Education . . . . . . . . . . 26 Teacher Education . . . . . . . . . . . 32 Types . . . . . . . . . . . . . . . . . 33 Organization . . . . . . . . . . . . . 34 Curriculum . . . . . . . . . . . . . . 34 Future Re-Organization . . . . . . . . 36 Higher Education . . . . . . . . . . . 36 Administration of Education . . . . . . 38 The Role of the Federal Government . . 38 The Role of State Government . . . . . 40 Functions of State Ministries of Education . . . . . . . . . . . . . . . 41 State Management of Education . . . . . 42 Teaching Service Commission . . . . . . 42 Functions . . . . . . . . . . . . . . . 43 Local Education Administration . . . . 44 Local Government Education Committee. . 44 vii III. IV. Local Teaching Service Committee . . Function . . . . . . . . . . . . . . Board of Governors . . . . . . . . . Functions . . . . . . . . . . . . . . Parent-Teacher Associations . . . . . School Committee . . . . . . . . . . Functions . . . . . . . . . . . . . . State Advisory Council on Education . Headmasters and Principals . . . . . Primary School Headmasters . . . . . Post-Primary School Principals . . . Role and Function . . . . . . . . . . The Inspectorate . . . . . . . . . . Federal Inspectorate . . . . . . . . State Inspectorate . . . . . . . . . Functions . . . . . . . . . . . . . . Summary . . . . . . . . . . . . . . . REVIEW OF RELATED RESEARCH AND LITERATURE O O O O O O C O I O O O 0 Introduction . . . . . . . . . . . . The Role and Functions of School Administrators . . . . . . . . . . . Competencies Required for Effective School Administration . . . . . . . Guidelines for Preparation of School Administrators . . . . . . . . . . . School Administrator Training Programs and Practices in Developed and Developing Countries . . . . . . Planned Change and Innovation . . . . Summary . . . . . . . . . . . . . . . DESIGN OF THE STUDY . . . . . . . . . Introduction . . . . . . . . . . . . Population . . . . . . . . . Selection of Research Methodology . . Questionnaire Development . . . . . . Validation and Pilot Testing . . . . Method of Rating . . . . . . . . . . Administration of the Questionnaire . Distribution of the Questionnaire . . Return of the Questionnaire . . . . . Analysis of Data . . . . . . . . . . The Model . . . . . . . . . . . . . . Summary . . . . . . . . . . . . . . . viii PAGE 45 45 46 47 47 48 48 49 50 50 51 51 51 52 53 53 53 55 55 56 75 88 94 104 109 111 111 112 113 114 116 117 117 117 118 118 120 121 ANALYSIS OF DATA . . . . . . . . . . . Background Characteristics of Primary School Headmasters . . . . . . . . . . Background Characteristics of Post- Primary School Principals . . . . . . . Analysis of Responses to Suggested Topics for the Preparation of Primary School Headmasters . . . . . . . . Rank Order of Means of All Topics for Primary School Headmasters and Ministry of Education Officials Combined . . . . . . . . . . . . . . . Relative Importance of Suggested Topics for the Preparation of Primary School Headmasters as Perceived by Headmasters . . . . . . . . . . . . Importance of Suggested Topics for the Preparation of Primary School Headmasters as Perceived by Ministry of Education Officials . . . . . . . . . . . . . . Importance of Suggested Topics for the Preparation of Primary School Head- masters as Perceived by Primary School Headmasters and Ministry of Education Officials (Combined) . . . . . . . . . Chi-Square Values for Differences Between Observed and Expected Frequencies of Responses for Primary School Head- masters and Ministry of Education Officials for all Topics on the Rating Instrument . . . . . . . . . . . . . . Chi-Square Values of Significant Topics (P< .05) and Means of the Separate Groups of Raters . . . . . . . . . Analysis of Responses to Suggested Topics for the Preparation of Post- Primary School Principals . . . . . . . Rank Order of All Topics for Post- Primary School Principals and Ministry of Education Officials Combined . . . . Importance of Suggested Topics for the Preparation of Post-Primary School Principals as Perceived by Post-Primary School Principals . . . . . . . . Importance of Suggested Topics for the Preparation of Post- Primary School Principals as Perceived by Ministry of Education Officials . . . . . . . . . . ix PAGE 122 125 131 132 132 134 134 147 151 151 155 155 157 157 Importance of Topics for the Preparation of Post-Primary School Principals as Perceived by the Principals and the Ministry of Education Officals Combined . . . . . . . . . . . . . . . . Chi-Square Values for Differences Between Observed and Expected Fre— quencies of Responses for Post-Primary School Principals and Ministry of Education Officials for all Topics on the Rating Instrument . . . . . . . . . Chi-Square Values of Significant Topics (P< .05) and Means of the Separate Groups of Raters . . . . . . . . . . . . VI. A MODEL PROGRAM FOR THE PREPARATION OF SCHOOL ADMINISTRATORS . . . . . . . . . Aims . . . . . . . . . . . . . . . . . . Progarm Objectives . . . . . . . . . . Program for Primary School Headmasters . . . . . . . . . . . . . Program for Post-Primary School Principals . . . . . . . . . . . . . . . Instructional Approaches . . . . . . . . Program Evaluation . . . . . . . . . . . Summary . . . . . . . . . . . . . . . . VII. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS . . . . . . . . . . . . Summary . . . . . . . . . . . . . . . . Findings . . . . . . . . . . . . . . . . Conclusions . . . . . . . . . . . . . . Recommendations . . . . . . . . . . . . Suggestions for Further Research . . . . APPENDICES A. Supplementary Tables . . . . . . . . . . B. Research Questionnaire (for Primary School Headmasters and Post-Primary School Principals) . . . . . . . . . . . C. Research Questionnaire (for Ministry of Education Officials . . . . . . . . . D. Sample Letter of Introduction by Dr. John H. Suehr to the Permanent Secretaries of Nigerian Ministries of Education . . . . . . . . . . . E. Sample of Letter of Introduction by Dr. John H. Suehr to School Headmasters/ Principals/Ministry of Education Officials in the Federal Republic of Nigeria . . . . . . . . . . . . . . . X PAGE 168 173 173 178 178 179 180 185 189 190 199 200 200 204 209 210 216 217-218 219-226 227-237 238 239 Sample Letter of Introduction by the Researcher to the Permanent Secretaries of Nigerian Ministries of Education . . Letter of Introduction from the Ministry of Education, Anambra State of Nigeria . Response from the Ministry of Education, Benin-City, Nigeria . . . . . . . . Response from the Ministry of Education, Horin, Nigeria . . . . . . . . . . . . . Response from the Ministry of Education Benue State of Nigeria . . . . . . Sample Letter of Request for School Administrator Training Programs. . . . . ReSponses to Requests for School Administrator Training Programs . . . . List of Individuals, Institutions and Organizations Which Supplied Information and/or Programs on School Administrator Training and Development . . . . . . . . . . . . . . BIBLIOGRAPHY. . . . . . . . . . . . . . . . . . xi PAGE 240-241 242 243 244 245 246-247 248-259 260 261-291 ll. 12. 13. 14. 15. 16. 17. 18. 19. 20. Rank Order of Means of All Topics for Post- Primary School Principals and Ministry of Education Officials Combined....... .............. 156 Primary School Headmasters' Perceptions of the Importance of Topics for the Prepar- ation of Post-Primary School Principals in Nigeria............................. .......... 158 Ministry of Education Officials' Perceptions of the Importance of Topics for the Prepara- tion of Post-Primary School Principals in Nigeria.......................... ................ 159 Percentage of Primary School Headmasters and Ministry of Education Officials Who Rated Suggested Topics for the Prepara- tion of Post—Primary School Principals as Being "Extremely" or "Very Important".. ...... .160 Importance of Topics for the Preparation of Primary School Headmasters as Perceived by Post—Primary School Principals and Ministry of Education Officials Combined ........ .169 Percentage of Primary School Headmasters and Ministry of Education Officials (Com- bined) Who Rated the Suggested Topics for the Preparation of Post-Primary School Principals as "Extremely" or "Very Important"................................ 170 Chi-Square Values for Differences Between Observed and Expected Frequencies of Respon- ses for Post-Primary School Principals and Ministry of Education Officials for All Topics on the Rating Instrument..................174 ChieSquare Values for the Significant Topics (p .05) and Means of the Separate Groups of Raters (Principals and Ministry of Educa- tion Officials)..................................176 APPENDIX TABLES Means and Standard Deviations on All Topics For Separate Groups of Raters and Combined Group of Raters (Primary School Headmasters and Ministry of Education Officials).............217 Means and Standard Deviations on All Topics for Separate Groups of Raters and Combined Group of Raters (Post-Primary School Principals and Ministry of Education Officials).............218 no. ---‘1 LIST OF FIGURES Getzels-Guba Model of Social Behavior...... ......... 5 Map of West Africa Showing the Position of NigeriaOOOOOOOOOOOOOOOOOOOOOOOOOOOO 000000000000000 .012 Map of Nigeria showing the Regional Structure.0.00....OOOOOOOOOOOOOOOOOOOO0.0. .......... 15 Nigeria: Twelve-State Structure 1967-1976... ....... 18 Nigeria: Nineteen~8tate Structure..... .............. 19 The Structure of the Educational System in NigeriaOOOOOOOOOOOOOOOOOOOOOOOOOOO0.0.0.0.... ...... .37 An Example of A Trainee Reaction Questionnaire.....l93 An Example of a Behavioral Questionnaire Completed by Subordinates..........................l98 xiv CHAPTER ONE INTRODUCTION The Problem The Nigerian government is committed to providing education to its citizens in order that they may deveIOp themselves to their fullest potential and be able to con- tribute to the social and economic development of the nation. If the national objectives for education are to be achieved, the system of education must be hinged on proper planning and efficient administration. Unless school administrators are proficient in planning and management, they are likely to fail in their work, for as Edmonds et al., have remarked, "enterprises seldom exceed the vision, knowledge and/or skills of their leaders."1 Presently, headmasters and principals of Nigeria's primary and post-primary schdols are recruited from a pool of teachers who have no training and experience in adminis- tration; their selection is based on their seniority as 1Fred Edmonds, et al., Developing Procedures for the In-Service Education of School Administration. (College of Education, University of Kentucky, Lexington, Kentucky, 1966), p.1. teachers. Thus, they assume administrative responsibilities that demand planning and management competencies for which their previous experience as teachers has not prepared them. Programs in educational administration offered by the nation's institutions of higher learning are too gen- eral in their sc0pe to be of direct relevance to the day-to- day problems of practicing headmasters and principals. The contents of these programs have been, for the most part, transplanted from foreign institutions, without considera- tion of their relevance to the Nigerian situation. The problem of this study, then, was to construct appropriate educational planning and management training programs specifically designed to prepare primary school headmasters and post-primary school principals in Nigeria for effective administration of the country's schools. Purpose of the Study The purpose of the research was to: 1. identify topics that experts in school adminis- tration recommend for the training and develop- ment of school administrators. 2. identify topics that Nigerian school administra- tors and Ministry of Education officials consider important for effective preparation of Nigerian school administrators. 3. determine the relative importance that Nigerian school administrators and the Ministry of Educa- tion officials to whom they are responsible at- tach to some selected topics for the training and development of school administrators in Nigeria. 3 4. develop a model training program in educational planning and management for the preparation of school administrators in Nigeria. Importance of the Study The findings of this study may 1. provide an alternative to current university- level programs of educational administration that are not appropriate in the day-to-day practice of school administration in Nigeria. 2. contribute to improvement of training programs for school administrators. 3. provide guidelines for identifying the training needs of school administrators. 4. yield information that is valuable in planning pre-service and in—service training and develop- ment programs for prospective and practicing school administrators. 5. be useful for counseling prospective and pract- icing school administrators who may wish to take courses in educational planning and management. 6. provide guidelines for the development of a training program that is responsive to the actual needs of school administrators in Nigeria. Theoretical Basis of the Study The theoretical basis of the study draws heavily from behavioral or structuralist theories. Prominent among the theorists whose philosophical positions the study re- lies on are Chester Barnard, and Getzels and Cuba. In The Functions of the Executive Barnard dealt with formal organizations (impersonal systems of co—ordinated human effort) and informal organizations (contacts or inter- actions of people without specific, conscious joint purpose).2 He drew attention to the need for an understanding of both systems in any analysis of organizational behavior and de- scribed a successful organization as meeting two conditions: (1) "effectiveness" or meeting the goals of the organiza- tion; and (2) "efficiency" or satisfaction of individual motives.3 Getzels and Guba pr0pounded a two-dimensional theory of human behavior. According to their model, the observed behavior of individuals within the organization is based on the interaction between the institutional (nomothetic) and the personal (idiographic) dimensions. The nomothetic dimension refers to absolute concern for people. Behavior is transactional when consideration is given both to achiev- ing the organizational objectives and helping individuals who work in the organization meet their personal needs. The task of the administrator, says Guba, is to "produce be- havior which is at once organizationally useful as well as individually satisfying."4 The Getzels-Guba Model of Admin- istration as a social process is illustrated in Figure l. 2Chester Barnard, The Functions of the Executive. Cambridge: Harvard University Press, 1938, p.1. 31bid, p.1. 4Egon G. Guba, "Research in Internal Administration-- What do we know?" in Ronald F. Campbell and James M. Lipham (eds.) Administrative Theory as a Guide to Action. (Chicago: Midwest Administration Center, University of Chicago, 1960), pp. 131-141. 1 Figure 1 GETZELS-GUBA MODEL OF SOCIAL BEHAVIOR1 Normative (Nomothetic) Dimension Institution-———+Role-—-—§Expectation Social Observed System Behavior Individual—+Personality—9 gsed’ ,t, 1spos1 1on PERSONAL (idiographic) DIMENSION Source: Ronald F. Campbell, et. al., Introduction To Educational Administration (fourth edition). Allyn and Bacon, Inc. 1971, p. 241. Assumptions For the purposes of this study several assumptions are made. 1. Mere teaching experience and theoretical courses of study in fields other than Educational Plan- ning and Management are not adequate preparation for school administration. 2. Any training program should grow out of the needs of those for whom the program is designed. 3. Although school systems and their administra- tion should grow out of the social ethos of the community they serve, any proposed program for improvement can benefit from the experiences of other communities and countries. Limitations of the Study The study has the following limitations: First, "school administrators" refers only to primary school headmasters and post-primary school principals. Secondly, the findings of the study are limited by the nature of the measurement scale that was used. The accur- acy of the data obtained was further limited by the per- ceptions of those who completed the questionnaire. Another limitation was time, which made testing the training model impossible. The above limitations were minimized by ensuring that the instrument were valid, and by doing a thorough reviewcfif research anui literature on what makes for effective school administration. The model has the characteristic of having been developed largely from the recommendations of experts in school administration, and the self-perceived needs of the people for whom it was designed. Definition of Terms Planning-—The Process of determining organizational goals and how they are to be achieved. Management--The judicious use of resources, motiva- tion of people and the provision of leadership in order to guide an organization towards its goals and objectives in an effective manner. Training--A planned effort to facilitate the learning of job-related behavior on the part of employees. Primary School--A school which provides a six-year basic course of full-time instruction suitable for pupils between the ages of six and twelve years. In the U.S.A. it is called "elementary school." Post-Primary School--A school to which pupils are admitted after primary school, which provides full-time instruction based on syllabi approved by the appropriate authority. Headmaster-—An administrator appointed to be in charge of a primary school. Principal--An administrator appointed to be in charge of a post-primary school. School Administrator-—A member of a school system associated, in this study, with primary and post-primary education, who occupies, or is preparing to occupy, a for- mal position in the organizational structure having respon- sibility beyond that of a classroom teacher. Ministry of Education--A formally structured organ- ization having legitimate authority for the purpose of edu— cational decision-making and the implementation of decisions. Ministry of Education Officials--These include Chief Inspectors and Deputy Chief Inspectors of Education, In- spectors of Education, Secretaries of State and Local Boards of Education. In-Service Education-~A planned educational experience for the purpose of improving the knowledge, skills and un- derstanding of employees. Teacher Training College—-A post primary institution which provides teacher education leading to the award of Grade II teacher certification. West African Examination Council--A body with equal representation from several West African countries which is responsible for the setting and grading of West African School Certificate final examinations. The body also sets the standards that the candidates must meet in order to pass such examinations. West African School Certificate--A certificate awarded to a student who successfully completes the school certifi- cate examination administered by the West African Examina— tion Council after five years of secondary education. In the U.S.A. the equivalent is the high school diploma. Model-—Bross identified four types of models: phy— sical, symbolic, verbal and mathematical. The term model is herein used to mean a verbal model or representation of an ideal to be achieved. Organization of the Study The study is organized as follows: Chapter One contains the Introduction, including the statement of the problem, the purpose of the study, the importance of the study, theoretical basis of the study, assumptions of the study, limitations of the study, defini- tion of terms, and organization of the study. Chapter Two is comprised of background information. Chapter Three is a review of literature and related research. Chapter Four contains a description of the research design. A presenta- tion and description of the results of the treatment, and analysis of data and a statement of the findings are given in Chapter Five. A model of an educational planning and management training program for the preparation of school lO administrators for Nigerian schools is developed in Chapter Six. Chapter Seven contains a summary of the study, con— clusions and recommendations. CHAPTER TWO THE BACKGROUND Nigeria: Geographical Setting Location, Size and Population Nigeria is a country on the West Coast of Africa be- tween 1ongitudes 3° and 159 east of Greenwich meridian and between latitude 4° and 14° north of the equator.1 It is bounded on the north by the Republics of Niger and Chad; on the west by the Republic of Benin (former Dahomey): on the East by the Republic of Cameroun; and, on the South by the Atlantic Ocean (See Figure 2). Nigeria has an area of 923,768 square kilometers (356,669 square miles);2 four times the area of the United Kingdom. The greatest distance from east to west is approx- imately 1,300 kilometers, and from north to south is about 1,100 kilometers.3 lNigeria Handbook, 1977 (Lagos, Federal Ministry of Information, 1976), p.1. 21bid. 3N.P. Iloeje, A New Geography of Nigeria (metricated edition, Longman Nigeria Ltd., 1978), p.15. 11 12 demOHZ ho ZOHBHmom NEE 02H3omm Am39 "utcan accuouu .uucga \. .m . \).I .. .. \ I..-- ‘. o! 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(\.x _. 8 \ .I s ~.\;.1 I. . . .c. $ 1.! .\ \.{o 3 I I \ /A. .\..J. a... c ‘ . . _. + L n . . . 2.58. . W k N “05 0 .. m K m o — . z .. ‘o a 1:0. \ .1 _ . p.11. a O..L .\ I.) .4. \- . . mx \ t . . 22:... . ... ..,.. \.. v \.. a I . 2‘ ’— a . . .1 o a a a 2...... . (r. 1 . .. .4 . . I. p . \. .. . . .. c z a a a x .. W3. / .I..\. . .. -1. . ,. \ (\.., A. . a}, s \ .I. A.\. s \.s n.’ \.. ' I .a r. / I.‘..’ .Id \ l. r11 Iialir)(\\, 3! s. a . / I.’ I\ .\ .r u \ \.— \ I ‘l‘ ' \ ‘0 .3 .. n - l. . //.. I :1. . \.s. .1 V .3033... _,,_ as. O z < x . .n- w ,- 3 o z c o o . .. .23.“ _. . 1- :1 r .. .. - . ., . z . _ o h o x o m \. . mzahoamhm w._.<._.m I. zwwhmzi ”Sumo—2 20 Lt. General Olusegun Obasanjo succeeded General Muhammed as Head of State and Commander-in-Chief of the Armed Forces. In 1979, the Federal Military Government handed power back to civilians and Nigeria was returned to civil rule. A new Constitution (1979) was adopted, as well as a presiden- tial system of government based on the American model, with Alhaji Shehu Shagari as president. Educational System Historical Foundations Western education was first introduced to Nigeria in the sixteenth century by Portuguese Roman Catholic mis- sionaries. In response to an invitation by the Oba (king) of Benin, the King of Portugal sent Roman Catholic mis- . . . 7 sionaries t0 Benin. Fafunwa in his History of Education in Nigeria relates that missionary activities started in Benin in 1515 "when some Catholic missionaries set up a school in the Oba's palace for his sons and the sons of his chiefs who were converted to Christianity."8 The Catholic missionaries established a seminary in Sao Thome off the 7A.B. Fafunwa, History of Education in Nigeria. (London: George Allen and Unwin, Ltd., 1976), p.74. BIbid. 21 coast of Nigeria in 1571 to train African priests and teachers. From Sao Thome they visited Warri where they set up schools and preached the gospel. The impact of these pioneering missionary and educational activities was short-lived due to the growth of trans-Atlantic slave trade during the seven- teenth and eighteenth centuries. After abolition of the slave trade, English-speaking Wesleyan Methodist missionaries came to Nigeria (Badagry) in 1842 and built schools and churches in Badagry and Abeokuta. The Methodists were followed by the C.M.S. mission (1845), the United Free Church of Scotland Mission (1846), the American Baptist Mission (1850), the Roman Catholic Mission (1868), the Qua-Ibo of Northern Ireland (1887), the Primitive Meth- odist Missionary Society (1892) and the Basel Mission. For nearly half a century, educational provision in Nigeria was entirely dependent upon the efforts of the Christian mis- sions, supported by their home churches. In 1877, the Lagos administration of the British Colonial Office made grants of two hundred British pounds (sterling) to three missionary societies carrying out edu- cational work in Nigeria: The Church Missionary Society, the United Free Church of Scotland, and The Baptist Mission. Apart from this financial contribution, the Colonial admin— istration did not intervene in education.9 The grants were 9Ibid. 22 made annually until 1883 when the West African Education or- dinance was promulgated and applied to the colony of Lagos. For more than 100 years (1842-1960) education in Nigeria was provided mainly by Christian missionaries. In 1968, Christian missions still had responsibility for eighty percent of the schools, ninety percent of the teachers and seventy-seven percent of the pupils.10 As observed by F. H. Hilliard, . . . No tribute can be too high to pay to the early missionaries in Nigeria; they faced not only the rigours of a tropical climate in days when the price to be paid for residence in West Africa was paid in lives, but also, in the earliest period, the additional hazards of tribal wars, in which many of their hardly established schools were destroyed. After independence, a rising demand on the part of some citizens, for government takeover of the schools led to the eventual assumption of responsibility for the schools by state governments in the 1970's. State officials set up state and local school boards to manage the schools. 10A. G. Anwukah, "A History of the Development of Nigerian Education 1960-1976." (Doctoral Dissertation, University of Washington, 1978), p. 25. 11F. H. Hilliard, A Short History of Education in British West Africa, (Thomas Nelson and Sons, Ltd., 1960), p. 126. 23 Philosophical Foundations Nigeria's philosophy of education is based on the integration of the individual into a sound and effective citizen and equal educational opportunities for all citizens of the nation at the primary, secondary and ter- tiary levels, both inside and outside the forward school system.12 In consequence, the quality of instruction at all levels is oriented towards inculcating the following values: 1. reSpect for the worth and dignity of the individuals; 2. faith in man's ability to make rational decisions; 3. moral and spiritual values in inter- personal and human relations; 4. shared responsibility for the common good of society; 5. respect for the dignity of labor; and 6. promotion of the emotional, physical and psychplogical health of all children. Organization of Education Education is organized in four stages, namely, pre- primary, primary, secondary and higher, of which the last three constitute the statutory system of public education. 12Federal Republic of Nigeria: National Policy on Education (Revised), 198, p. 3. 13Ibid. 24 Pre—primary education is given to children aged three to five years in nursery schools, prior to their entering the primary schools. Nursery schools are found mostly in the big cities and university environments. They are out- side the public school system, privately owned, but regula— ted and controlled by the government which seeks to ensure that the staff members are adequately trained and that es— sential equipment is provided. In recent years, state govern- ments have established some nursery schools to meet the increasing demand for such schools by working mothers. Primary Education Primary education is a six-year course given to children aged six to twelve. The national objectives of primary education as set down in the national policy on education are as follows: 1. the inculcation of permanent literacy and numeracy, and the ability to communicate ef- fectively; 2. the laying of a sound basis for scientific and reflective thinking; 3. citizenship education as a basis for ef- fective participation in and contribution to the life of the society; 4. character and moral training and the de- velopment of sound attitudes; 5. developing in the child the ability to adapt to his changing environment, 25 giving the child opportunities for develop— ing manipulative skills that will enable him to function effectively in the society within the limits of his capacity; providing basic tools for further educational advancement, including preparation for trades and crafts of the locality.14 The primary schools in Nigeria follow a fixed cur— riculum. The following curricular activities are those pre- scribed by the government of Bendel State, Nigeria. Its primary schools are typical of primary schools in Nigeria. 1. Speech training, diction, and conversation in the local language and in simple English 2. Elements of reading and writing in the local language and English 3. Handwriting 4. Mathematics 5. Creative Arts: handicrafts, drawing and printing 6. Nature study and gardening (rural.science) 7. Religious instruction 8. Hygiene 9. Physical education (sports and games) 10. Singing (music) 11. Drama and folklore 12. English 14 Ibid, p.8. 26 13. Social studies 14. Geography 15. General science 16. Modern languages 17. Nigerian languages15 Success in the final examination at the end of pri- mary education qualifies students for the First School Leaving Certificate. According to the National Policy on Education: Government plans that progress along the educational cycle will be based on contin- uous overall guidance-oriented assessment by teachers and headmasters.... Government will look into the possibility of abolishing the primary school leaving certificate exam- ination as soon as the processes for con- tinuous assessment have been worked out and validated.16 The need for primary school headmasters to be skilled in continuous assessment techniques is thus implied. Secondary Education_ Secondary education is given to children from the age of twelve in a variety of post-primary institutions, excluding 15Mid-Western State of Nigeria: Education Edict, 1972, Third Schedule, Section 19(2). 16National Policy on Educaiton, p.10. 27 teacher training, technical and vocational institutions. Normally a five-year course, leading to the West African School Certificate, secondary schools include the following types of post-primary institutions: 1. secondary grammar schools, including those teaching technical subjects, 2. secondary commercial schools, which offer commercial and general education, and 3. comprehensive high schools--multi-lateral schools offering a wide range of subjects. A small number of grammar schools offer a further two-year course leading to the Higher School Certificate Examination of the University of Cambridge (in the United Kingdom). All secondary schools are fee-paying, with a very few exceptions in the technical field. Admission to secondary schools is generally determined by competitive examinations taken at the end of the primary school course. Most of the schools are boarding facilities. Secondary commercial schools are similar in many respects to the secondary grammar schools except that their curriculum emphasizes commercial subjects such as book- keeping, accountancy, shorthand and typewriting. Like the grammar schools, secondary commercial schools prepare their students for the West African School Certificate Examination, the University of London General Certificate of Education Examination (Ordinary Level) or for other examinations 28 conducted by professional bodies such as the Royal Society of Arts of London. Secondary Modern Schools offer a three-year course to post-primary school pupils. The program leads to the Secondary Modern III Certificate, obtained by means of a final examination. Secondary Modern Schools exist in a few states, and are now being phased out. The curriculum of the typical Nigerian secondary (grammar) school includes the following subjects: 1. English Language 2. English Literature 3. Mathematics 4. Science (Physics, Chemistry, Biology, Botany, Zoology) 5. Agricultural Science 6. Nigerian Languages and Literature 7. Modern Languages 8. History 9. Geography 10. Economics, Government and Sociology 11. Health Science and Health Education 12. Religious Studies 13. Music 14. Creative Arts: Fine Arts, Handicrafts, Printing and Technical Drawing. 15. Engineering Subjects 29 16. Building Subjects 17. Home Economics.17 Technical and vocational education is offered in secondary commercial schools, trade centers, craft schools, junior technical schools, junior commercial schools and technical schools, and a few grammar schools, for periods ranging from three to five years. The aims of the technical/trade schools are to pro— vide training in selected trades which can produce trades- men for industry. They also prepare students with special aptitudes for further studies at polytechnics and colleges of technology and produce technicians for the states. Most of the technical/trade schools offer courses in electrical wiring, motor mechanics, carpentry and welding, for boys; while typing, accounting, stenography, and home economics are provided for girls. Some general education courses which include English language and English literature, Bible knowledge, history and government are also taught in many of the schools. The courses are geared toward the examina— tions of the City and Guilds of London and the Royal Society of Arts. Both examinations are administered by the West African Examination Council. l7Mid-Western State of Nigeria: Education Edict. 30 A plan for reorganization of secondary education in the country was proposed in the national policy on education issued in 1977 and revised in 1981. According to Section 4 of the revised plan: Government plans that secondary education should be of six-year duration and be given in two stages, a junior secondary school stage and a senior secondary school stage, each stage being of three-year duration.... The junior secondary school will be both prevocational and academic; it will be free as soon as possible and will teach all the basic subjects which will enable pupils to acquire further knowledge and develop skills. The curriculum would be structured as follows: Core Subjects Pre-Vocational Non-Vocational Subjects Subjects Mathematics Woodwork Arabic Studies English Metal Work French Nigerian Languages(2) Electronics Science Mechanics Social Studies Local Crafts Art and Music Home Economics Practical Agriculture Business Studies Religious and Moral Instruction Physical Education Pre-Vocational Subjects(2)19 8National Policy on Education, p.12-13. lgIbid. 31 Students who leave school at the junior high school stage may go on to an apprenticeship system or some other out-of-school vocational training. The senior secondary school will be for those able and willing to have a complete six-year secondary education. It will be comprehensive but will have a core- curriculum designed to broaden pupils! knowledge and outlook. The core-curriculum is the group of subjects which every pupil must take in addition to his or her spec- ialities.20 The recommended core subjects are: 1. English language 2. One Nigerian language 3. Mathematics 4. One of the following alternative subjects-- physics, chemistry and biology. 5. One of: literature in English, history and geography 6. Agricultural science or a vocational subject.21 Electives, out of which "Every student will be ex- pected to select 3...depending on the choice of career up to the end of the second year and may drop one of the non- compulsory subjects out of the 9 subjects in the last year 22 of the Senior High School course" are as follows: ¥ ZOIbid. lebid. 221bid., p. 14. Biology Physics Chemistry Additional Mathematics Commerce Economics Bookkeeping Typewriting Shorthand History English Literature Geography French Physical Education Health Science Government23 Teacher Education 32 Agricultural Science Home Economics Bible Knowledge Islamic Studies Arabic Studies Metal Work Electronics Technical Drawing Woodwork Auto Mechanics Music Art The purposes of teacher education in Nigeria, as stated in the national policy on education, are: l. to produce highly motivated, conscientious and efficient classroom teachers for all levels of our education system; 23Ibid. Types 33 to encourage further the spirit of enquiry and creativity in teachers; to help teachers to fit into the social life of the community and society at large and to enhance their commitment to national objectives; to provide teachers with the intellectual and professional background adequate for their assignment and to make them adaptable to any changing situation, not only in the life of their country, but in the wider world; to enhance teachers' commitment to the teaching profession. Professional training for teachers is given by the following institutions: 6. Grade II Teachers' Colleges (Teacher Training High Schools) Advanced Teacher's Colleges Colleges of Education Institutes of Education National Teachers' Institute Teachers' Centres.24 Grade II Teacher training Colleges are teacher train- ing post-primary institutions (high schools with a strong 24 Ibid, p.34. 34 professional education bias) which provide academic and professional education courses for students of varying aca- demic backgrounds to prepare them for teaching in the nation's primary schools. Organization The colleges were restructured in 1974, as described below, to enhance their capacity to train additional teach- ers for the university primary education (U.P.E.) scheme launched in 1976: l. A five-year training program for students who have completed a primary school course suc- cessfully. 2. A three-year program for students who have Modern III $.75 certificate (both are awarded for successful completion of a junior high school program). 3. A two—year training program for students who have completed their secondary education but could not obtain the West African School Certificate. 4. A one-year training program for students who have completed five years' work in a secondary school. Curriculum The curriculum for the Grade II teacher training colleges includes the following subjects: 35 English Language English Literature Social Studies Mathematics General Science Biology Agricultural Science Geography History Home Economics Cultural and Creative Arts Health and Physical Education Religious and Moral Education Principles and Practice of Education Teaching Practice.25 To qualify for the award of the Teachers' Grade II Certificate, students are expected to pass the Grade II Certificate examination jointly conducted by the State Min- istry of Education and the West African Examinations Coun- cil, satisfy the State Ministry of Education in teaching praCtice and pass examinations in English language and other subjects prescribed by the State Ministry of Education. 25National Policy on Education, pp.35-36. 36 Future Re-Organization The national policy on education proposes that the 3-year post-junior-secondary will replace all the existing Grade II teacher training programs and especially the 5-year post-primary. "All future Grade II trainees will complete the 3-year junior secondary before entering Teacher Train- ing College."26 The existing "pivotal" l-year post-WASC teacher training course will be cancelled and WASC products will train at the Nigerian Certificate in Education (NCE) or degree levels.27 Higher Education Higher education is given in post-secondary insti- tutions, namely, universities, colleges of education and advanced teacher training colleges, polytechniques and colleges of technology. The structure of the education system in Nigeria is given in Figure 6. ZSIbid. 27Ibid. 37 THE STRUCTURE OF THE EDUCATION SYSTEM IN NIGERIA Secondaty Modem SL'IUUI) Yuma Comm; IIEI Cult Schools Tochmal Schoon Po‘vlochmc l Jumo: Commorclol "A Plum" 5"“ l E O V s 00‘ C " C , C ~ I 2 a l B E 2 a“ E < . Sum Folm ( 2‘ t E Secondary Schools g Polytechnic Gradell Tcacner Tmmng Advanced Grade ll Teacher Tanning Touche: Tlamlng All? 12;: 13m 14/15 15/16 15/1717/19 la/zo 19/2120.22 Source: C. O. Taiwo, The Nigerian Educational System (Thomas Nelson (Nigeria) Limited, 1980) p. 199. 38 Administration of Education Under Nigerian law, Federal and state governments administer and control the educational system. They delegate some responsibilities to local governments. Federal and state governments carry out their responsibilities through their Ministries of Education. The day-to—day administration of primary and post-primary schools in the country is the res- ponsibility of headmasters and principals.28 Under the immediate direction of their headmasters or principals, teachers carry out their teaching functions and perform supervisory or administrative duties that may be assigned to them. The ministries, through the inspectorates, exercise control, supervision and guidance in respect to the national objectives for education and the quality of education provid- ed. In addition, parents, governing bodies of schools and. colleges, local educational communities, professional organiza- tions of teachers, advisory and consultative councils all play roles of varying importance in the educational system. The Role of the Federal Government The Federal Ministry of Education generally exercises federal administration and control of education. At the head of the Ministry is the Minister of Education, who is appointed by the President of the Federation and assigned the respon- sibility for education if his nomination is confirmed by the 28C. O. Taiwo, The Nigerian Education System. (Thomas Nelson (Nigeria) Limited, 1980), p. 202. Senate. 39 Under the Minister is a corps of civil servants-- administrators, professional officers and supporting staff-- who assist the Minister in policy and decision-making and perform the functions of the Ministry in its responsibility for education. The head of the civil servants in the Ministry is the Permanent Secretary, who is appointed by the President. He is the chief adviser to the Minister and is responsible to him for the day-to-day administration of the Ministry and the institutions under it. 29 The Federal Ministry of Education is responsible for the following: the determination of a national policy on education, in order to ensure uniform standards and quality co-ordination of education practices advisory services in respect to all levels of education below the Federal Inspectorate advisory service to help improve and maintain planning and research on a national a. control; b. in Nigeria; c. university; d. standards; e. scale; 29 C. O. Taiwo, p. 203. 40 f. co-ordination of non~formal education including adult education, vocational improvement centres, correspondence courses; 9. co-ordination of educational services; h. international cooperation in education; i. co-ordination of national school examina- tions and relevant teacher examinations, testing and evaluation j. establishment of a Central Registry of teachers. 30 The Role of State Governments The pattern of administration in a state is similar to that in the Federal Government. Each state has a Min- istry of Education at the head of which is a Commissioner of Education, who is appointed by the Governor of the state, if the nomination of the commissioner is confirmed by the House of Assembly of the state. Under the Commissioner are civil servants, who carry out the administrative and pro— fessional duties of the Ministry. The head of the civil servants in the Ministry is the Permanent Secretary, who is appointed by the Governor of the state. He is the chief adviser to the commissioner and is responsible for him for the day-to-day administration of education in the state. 30National Policy on Education, p.42. 41 Each state is divided into education zones, each covering one or more Local Government areas. Administra- tive and professional officers of the Ministry are based in each zone, close to the Local Government and the educa- tional institutions in the zone. They maintain a close contact with the headquarters staff, with whom they work as a team. The more senior officers are based at the headquarters and are responsible to the Permanent Secretary for their respective assignments covering the whole state. Functions of State Ministries of Education The functions of State Ministries of Education in- clude the following: a. Policy, control and administration of education at primary and secondary (post-primary) at state levels; b. Planning, research and development of education at the state level; c. Inspectorate services to improve and maintain standards; d. Education services; e. Co-ordination of the activities of School Board and/or Local Education Authorities. f. Examination, particularly certification of pri- mary school teachers, testing and evaluation. 9. Establishment of State Registers of Teachers.31 3lIbid. 42 State Management of Education Each State Ministry of Education has an agency charged with responsibility for the appointment, promotion, trans— fer and discipline of all teachers in all schools and train- ing colleges in the state, except those in Federal Govern- ment and private institutions. Teachers in Federal and private institutions are subject to discipline for profes- sional misconduct by the Federal Public Service Commission and the School Board of the private institutions, respect- ively. The Ministry of Education Agencies responsible for the state-wide management of the schools are called by dif- ferent names in the states: Central School Board, School Management Board, Teaching Service Commission, State Schools Board, and so on. The organization and functions of the state and local agencies of the Ministry of Education in Bendel State, Nigeria, described below, is typical of the pattern of state and local systems of educational adminis- tration in Nigeria. Teaching Service Commission In accordance with Section 5 of Bendel State Edu- cation Law, 1981, a "Unified Teaching Service Commission" was established in the state. 43 The Commission consists of a full-time chairman (an educationist), five full-time members, a representative of the Bendel State Branch of the Nigerian Union of Teachers (part-time member) and a representative of the non-academic staff of primary and post-primary institutions (part-time member). Members of the Commission including the chairman are appointed by the Governor subject to confirmation by the State House of Assembly. Functions The functions of the Commission include the fol— lowing: a. administration of the Unified Teaching Service; b. appointment, promotion and dismissal of per- sons in the Unified Service; c. disciplinary control over teachers in primary schools in the State; d. transfer, posting and deployment of teachers from one Local Government Council Area to another; e. appointment, promotion, dismissal and dis- ciplinary control over teachers in post-primary institutions in the State; f. compilation and maintenance of teachers' records; 9. internal auditing; h. Payment of salaries and allowances.32 32Bendel State Of Nigeria, Education Law, 1980, Section 6(1). 44 Local Education Administration Agencies Educational administration at the local level is a function of four bodies: Local government Education Com— mittee, Local Teaching Service Committee, Board of Gover- nors and School Committees of Parent-Teacher Associations. Following is a description of each of the local administra- tive agencies. (1) Local Government Education Committee Functions Every Local Government Council Area in the State has a local government education committee charged with the following functions: a. establishment on behalf and with the ap— proval of the appropriate local govern- ment council and Ministry of Education of public primary institutions and the expansion of such institutions; b. maintenance of infrastructural facilities of public primary institutions, including repair of the buildings and furniture; c. provision of school equipment and furniture; d. keeping of up-to-date school inventory; e. local arrangement for, and organization and supervision of, adult education and literacy campaigns; 45 f. ensuring the establishment of, and support for parent/teacher associations and school committees.33 (2) Local Teaching Service Committee There is also established in each local government council area a committee called the local teaching service committee, consisting of a chairman and three other full- time members and one part-time member (representing the Nigerian Union of Teachers). Members of the Committee are appointed by the Governor and hold office for a period of four years though eligible for re-appointment. Functions The local teaching service committee performs the following functions, inter alia, delegated to it by the State Teaching Service Commission: a. appointment, recommendation for promotion, posting, transfer and deployment of teachers in public primary schools in its local government council area; b. exercise of disciplinary control over the teachers (the disciplinary power does not include power to dismiss or terminate ap- pointments); c. appointment of teachers to public post- primary institutions in its local govern- ment council area on temporary basis. 33Bendel State of Nigeria, Education Law, 1980, op. cit. Section 9 (1). 46 d. posting, transfer and deployment of teachers in public primary institutions in its local government council area from one public in- stitution to another; e. ensuring the establishment of, and support for Parent/Teacher Associations and School Committees; f. paying the salaries and allowances of members of Unified Teaching Service in its local government area; g. any other matter which may from time to time be assigned to it by the Commission.34 (3) Board of Governors Every public post-primary institution in the State has a Board of Governors, consisting of eight members: a chairman, the officer in charge of the Ministry of Educa- tion in the local government council area in which the institution is situated or his representative (ex-officeo member), the head of the institution, a representative of the Parent/Teacher association of the institution, and four other persons representing the community in which the in- stitution is situated. I The Board of Governors is responsible to the local government council in the area in which the institution is situated. 34Ibid, Section 11 (1). Functions 47 The functions of the Board include: a. b. advising on the physical development, equip- ment and furnishing of the institution; ensuring that the educational facilities in the school are maintained and fully utilized for the maximum benefit of the school; ensuring that school funds are utilized for the purpose for which they are intended; preparation of the annual estimates of revenue and expenditure of the institution; such other functions as may be assi ned to it by the local government council. 5 (4) Parent-Teacher Associations Every public primary and post-primary institution in the state has a Parent/Teacher association, consisting of the parents of all the pupils and all the teachers in the institution. Parent-teacher associations provide a link and a forum for communication between the teachers and the parents or guardians of the pupils attending the institution with regard to matters affecting the institu- tion. 35 Ibid, Section 12 (7). 48 School Committee The functions of the Parent-Teacher associations are carried out on its behalf by the executive committee of the association called "School Committee". A school committee consists of twelve members of whom four are selected from amongst the staff of the in- stitution including the head of the institution, the super- visory councillor for education of the local government or his representative and the other seven members are selected from amongst the parents of pupils attending the institution. The chairman of every school committee must be a parent and the secretary must be a senior member of staff of the institution appointed by the parent—teacher assoc- iation.36 Functions The functions of a school committee include, inter alia, a. provision Of suitable liaison between teachers and parents on one hand and be- tween the parent/teacher association and the Board of Governors or the local teaching service committee, as the case may be, on the other hand; b. co-ordinating local voluntary efforts such as the provision of financial or other assistance to the school; 36Ibid, Section 14 (3). 49 making representations on behalf of the Parent/ Teacher association to the Board of Governors or the Local teaching service committee, as the case may be, in respect of matters affecting the institution; doing such other things as may effectively en— hance the tone and efficiency of the institution.37 State Advisory Council on Education In addition to the foregoing structures, the State has an Advisory Council on Education consisting of a chair- man and sixteen other members representing each of the fol- lowing interests in the State: a. the Ministry of Education the State Teaching Service Commission Universities the State Polytechnic Colleges of Education the Conference of Principals of Secondary Schools the Conference of Principals of Teacher Training Colleges the Association of Headmasters of Primary Schools the Nigerian Union of Teachers Boards of governors of post-primary institutions Parent/teacher associations 3‘7Ibid, Section 15. 50 1. business and commerce m. industry n. three other persons.38 The duty of the Advisory Council is to advise the State Government on all matters relating to education in the State. Headmasters and Principals Primary school headmasters and post-primary school principals play important roles in educational administra— tion in Nigeria. Theirs is the responsibility for the day- to-day functioning of the schools. Primary School Headmasters Qualifications: The basic qualification of the Nigerian primary school headmaster is the TeachersIL Grade II Certificate, with a minimum of 5-years teaching exper- ience in a primary school. In recent years, additional qualifications such as possession of the Associateship Certificate in Education obtained after a one-year full time (or its part-time equivalent) post-secondary profes- sional education course in a University or College of Edu- cation are being increasingly required in some of the states. 38Ibid, Section 4(1). 51 Appointment: Headmasters are appointed from the rank and file of Grade II classroom teachers based on seniority and good performance as teachers. Their appointment, post- ing, transfer, promotion, discipline or dismissal is the responsibility of State Teaching Service Commission or its approved agency described above. Post-Primary School Principals Qualifications: The basic qualification of principals of Nigeria's post-primary schools is a bachelor's degree and a Post-graduate Diploma in Education or its equivalent. Appointment: Like primary school headmasters, post- primary school principals are appointed directly from the rank and file of classroom teachers. Their appointment, promotion, discipline, transfer or dismissal is the respon- sibility of the State Teaching Service Commission or its approved agency. Role and Functions: The role and functions of primary school headmasters and post-primary school principals in Nigeria are described below under the literature review. The Inspectorate There are two types of Education Inspectorates in Nigeria: Federal and State. Both are based on the H.M. Inspectorate model of the English educational system. 52 Federal Inspectorate According to Lt. Col.(Dr.) A.A. Ali, former Federal Commissioner for Education, the aims and objectives of the Federal Inspectorate are as follows: 1. the maintenance of common minimum standards of teaching, particularly in those areas where a common curriculum or syllabus does not operate, and the develOpment of such standards throughout the Federation. 2. the development of a common system of education throughout the country, partly through national visits and inspections beyond state boundaries and partly by influencing the nature of the curriculum through inspectors' experience in the classroom situation. 3. the provision of objective, considered and positive evaluative reports on all institutions visited, without the re- strictions of purely local considerations. 4. the need to ensure that Government funds are being properly spent in the improvement of classroom instruction, with a view 38 ensuring maximum utilization of funds. The Federal Inspectorate is a division of the Federal Ministry of Education, with staff deployed in the Federal Ministry of Education headquarters and in each of the State capitals where they carry out their federal inspectorate duties and join, on request, their state counterparts in the inspection of educational institutions in the state. 39In Taiwo, C.O. op. cit. p.214. 53 State Inspectorate Apart from the Federal Inspectorate, there are also State Inspectorates. The State Inspectorate,is a branch of the State Ministry of Education and is headed by a Chief Inspector of Education or Director of Education as he is called in Bendel State, Nigeria. State Inspectors are de- ployed in the State Capital and in the headquarters of each Local Government Council areas in the state. Functions As stated in the Bendel State Education Law (1981), the functions of the Inspectorate in each of the Local Govern- ment Council Areas include: a. inspection of schools; b. assessing and reporting on the efficiency of every institution including its teaching staff; c. furnishing the Ministry of Education, the State Teaching Service Commission and the Local Govern- ment Council, with up-to-date information about the educational standards, the problems and the potentialities of the institutions inspected; d. examining such school records as are required to be kept by institutioga in accordance with the State Education Law. Summary In this chapter, the geographical, political and educational background of the study is described. The 4OBendel State of Nigeria, Education Law, 1980, op. cit. 54 purpose is to provide a context in which the present re- search and its findings could best be appreciated. Among other things, the chapter provides insight into the poli- tical environment in which the Nigerian headmaster and principal must operate, the historical and philosophical foundations of the educational system, and the structure and administrative set up of the system. Against this background, topics for training programs for school administrators in Nigeria must be identified. A report of the review of literature and related research on the preparation of school administrators is presented in the following chapter. CHAPTER THREE REVIEW OF RELATED RESEARCH AND LITERATURE Introduction The research and literature in four basic areas was re- viewed previous to the development of a suggested list of topics for the training and development of school administra- tors. The first area investigated was the role and functions of school administrators (Primary school headmasters and post- primary school principals). The administrative tasks and pro- cesses derived from the search provided a basis for the iden— tification of competencies (knowledge, skills and abilities) required for effective school administration. Identifica- tion of competencies was the second stage of the research and literature review. Thirdly, literature in the area of preparation was reviewed to determine the needs and guide- lines suggested by professional administrators, experts in school administration, researchers, theorists and signifi- cant others, and, to study administrative training and de- velopments practices and programs in developed and developing countries, including the United States of America (USA), Europe, Britain, Africa and Asia. Such an international approach provided the researcher with a broad perspective from which suggestions for training topics and guidelines 55 S6 for the preparation of school administrators could be gleaned. Fourthly, literature was reviewed in the area of planned change and innovation. The purpose of this chapter is to present relevant researcn and literature in the four areas: 1. the role and functions of school administra- tors (primary school headmasters and post- primary school principals) 2. competencies required for effective school administration 3. the preparation of school administrators 4. planned change and innovation The Role and Functions of School Administrators Typical of the role and functions of Nigerian pri- mary school headmasters and post-primary school principals are the following items included in the list of "Duties and Obligations of Principals/Headmasters", put out by the Min- istry of Education of the former East Central State of Nigeria for the Headmasters and Principals in that State: ...to maintain proper order and discipline in the school; to prepare and conduct the school according to a timetable...to ensure the health and comfort of pupils, the cleanliness of the school buildings, the care of all school property and grounds,... the Principal/Headmaster of a school shall as may be directed by the Board or the Ministry of Education make a written annual re- port on the work of every teacher appointed to that school in that school year and make such other written reports on teachers as may be required by the Board or the Ministry of S7 Education;...to keep all school records that may be required by Regulation;...to organize a virile Teachers/Parents Association in the school.1 The duties and responsibilities of the principal, stipulated in Financial Memoranda No. 5 of the Bendel State of Nigeria, include the following: tional (a) to ensure that all revenue and fees due to the institution are properly collected and accounted for... (b) to prepare the estimates of the institution and submit them to the School Committee for consideration before they are sent to the Divisional Education Board for further action. (c) to ensure that the safe- guards laid down for protection against fraud and other irregularities are being effectively maintained; (d) to ensure that an accurate account of all moneys received and disbursed is kept... Griffiths identified the job components of educa- administrators. l. Maintaining effective interrelationship with the community; 2. Improving educational opportunity; 3. Obtaining and developing personnel; 4. Providing and maintaining funds and facilities.3 lIn Chinyere Patience Nosiri, "The Perception of Roles and Responsibilities of Secondary School Principals: A Survey Study in Owerri Division, East Central State, Nigeria." boctoral Dissertation, University of Pittsburgh, 1976L pp. 61-62. p.6. tion, pp.4-5 . 2Bendel State of Nigeria. Financial Memoranda (n.d.) 3 . . D.E. Griffiths, Human Relations in School Administra- 58 In a study of 2,000 educators, Austin summarized the important duties and responsibilities of high school principals. 1. Leadership in the professional improvement of the staff 2. Improving the classroom instruction 3. Building and improving the curriculum 4. Maintaining order and discipline 5. Building and improving the curricula program 6. Self-improvement and growth on the job 7. Informal relations with students 8. Public relations and community responsibilities 9. Making the schedule of classes 10. Guidance and adjustment of pupils 11. School business management activities 12. Provision and upkeep of buildings 13. Relations with supervisors.4 A study conducted by the Southern States Cooperative Program in Educational Administration (U.S.A.) identified eight tasks areas as important components of school admin- istration. 4 D.E. Austin, "A Study of the High School Principal- ship in Pennsylvania." National Association of Secondary School Principals Bulletin, 37:118, December, 1953. 59 Instruction and Curriculum development Pupil personnel Community-school leadership Staff personnel School plant Organization and structure School finance and business management Transportation The critical tasks performed in each of the eight areas are listed below. 1. Instruction and Curriculum a. Providing for the formulation of curriculum objectives; b. Providing for the determination of curri- culum content and organization; C. Relating the desired curriculum to avail- able time, physical facilities, and per- sonnel; d. Providing materials, resources, and equip- ment for the instructional program; e. Providing for the supervision of instruc— tion; f. Providing for in-service education of in- structional personnel. Pupil Personnel a. Initiating and maintaining a system of child accounting and attendance; b. Instituting measures for the orientation of pupils; j. 60 Providing counseling services; Providing health services; Providing for individual inventory ser- vice; Providing occupational and educational information services; Providing placement and follow-up services for pupils; Arranging systematic procedures for the continual assessment and interpretation of pupil growth; Establishing means of dealing with pupil irregularities; Developing and coordinating pupil activity programs; Community School Leadership a. b. Helping provide an opportunity for a com- munity to recognize its composition; Assisting a community to identify its potential for improvement through the use of natural and human resources; Determining the educational services; Helping to develop and implement plans for the improvement of community life; Determining and rendering services which the school can best provide in community improvement with and through the coopera- tion of other agencies; Making possible the continual re-examination of acceptable plans and policies for com— munity improvement with particular refer— ence to the services which the schools are rendering. 61 Staff Personnel 8. Providing for the formulation of staff personnel policies; Providing for the recruitment of staff per- sonnel; Selecting and assisting staff personnel; Promoting the general welfare of the staff; Developing a system of staff personnel records; Stimulating and providing opportunities for professional growth of staff personnel; School Plant a. Determining the physical plant needs of the community and the resources which can be marshalled to meet those needs; Developing a comprehensive plan for the orderly growth and improvement of school plant facilities; Initiating and implementing plans for the orderly growth of school plant facilities; Developing an efficient program of opera- tion of maintenance of the physical plant. School Transportation a. Determining school transportation needs and conditions (roads, location of schools, and so on) under which transportation services must be rendered; Procuring equipment and supplies through approved methods of purchase and contract; Organizing and providing an efficient sys- tem of school transportation maintenance; Providing for the safety of pupils, per- sonnel, and equipment; Developing an understanding and use of the legal provisions under which transportation system operates. 62 7. Organization and Structure a. Establishing working relationships with local, state, and federal agencies to pro- vide services needed by the school system; b. Working with the board of education in the formulation of school policy and plans; c. Designing appropriate operational units within the school system; d. Developing a staff organization as a means of implementing the educational objectives of the school program; e. Organizing lay and professional groups for participation in educational planning and other educational activities. 8. School Finance and Business Management a. Organizing the business staff; b. Determining sources of school revenues; c. Formulating a salary schedule; d. Preparing the school budget; e. Administering capital outlay and debt services; f. Administering school purchasing; 9. Accounting for school monies; h. Accounting for school property; i. Providing for a school insurance program; j. Provgding for a system of internal account- ing. 5O.B. Graff and C.M. Street. Improving Competence in Educational Administration, pp. 166, 199-215. 63 The Nigerian headmaster or principal operates a curric- ulum pre-determined by the Ministry of Education or the West African Examinations Council. His functions do not include ”providing for school insurance program," but he is expected to perform most of the other functions contained in the fore- going list of critical tasks. A comprehensive list of the managerial duties of the principal was presented by Fillers. He classified them in two broad categories, curriculum and extra-curricular, each having three sub-categories of clerical, general in control, inspectorial and co-ordinating. Curricular duties include all of those func- tions that have to do with the management of a school insofar as the problems of classi- fication, instruction, and discipline are concerned . . . Extra-curricular duties are concerned with those modern adjuncts of a school called student activities. These in- clude athletics, debating clubs, . . . literary societies, school publications, school dances, and similar activities which give color to the life of the school and develop its spirit. A detailed outline of the duties of the principal as presented by Filler is as follows: 6H. D. Filler, "The Managerial Duties of the Principal," The School Review, Vol. XXXI, January- December, 1973, p. 49. A. 64 Curricular duties I. Clerical 1. Keeping a record of school attendance 2. Keeping a record of tardiness 3. Handing out re-admission slips 4. Making reports to parents of absences, tardiness, and pupils' work 5. Making statistical reports to the super- intendent 6. Summarizing reports of teachers 7. Keeping accurately a permanent record of pupils credits 8. Making requisitions for supplies 9. Reporting repairs needed 10. Caring for free textbooks and other equipment or supplies 11. Keeping a record of books or material loaned to pupils and teachers 12. Collecting tuition and other fees and sending to proper officer 13. Making and reporting pupil transfers 14. Distributing books and supplies through co-operation of teachers 15. Answering telephone calls 16. Keeping a record of the teachers (this will include their absences) l7. Recording names of substitute teachers and exact dates taught 18. Making out college-entrance certificates l9. Tabulating tentative program cards of pupils. II. General in Control 1. Interpreting the tabulation of tentative program cards; 2. Classifying pupils; 3. Holding group and individual conferences with pupils for the purpose of explaining schedule, course of study, and require- ments; 4. Scheduling each pupil's work; 5. Arranging a daily schedule for the school; 6. Checking daily schedule against the time distribution of individual pupils and teachers; 7. Holding teacher conferences for the pur- pose of improving the schedule and ex- plaining the control of the school; 8. Working out plans for handling problem cases in attendance, tardiness, instruc- tion, and discipline; 9. Co-operating with teachers in setting up standards in the school in discipline, instruction, and social life for the pupils; 10. Working out effective plans for keeping the attendance and permanent records of the pupils; ll. Arranging for class, hall and yard con— trol; 12. Inspecting and directing the work of janitors; 13. Working out a plan for controlling the use of school telephones; 14. Conferring with the superintendent re— garding ideals and larger objectives of the school; 15. l6. 17. 66 Holding conferences with parents; Laying, with the advice and counsel of officers and teachers, plans for the constructive growth of the school; Outlining plans for revising the course of study and setting the teachers to work on the problem. III.Inspectorial and Co-Ordinating 1. Inspecting the character of pupil ac- counting; Handing problem cases arising therein; Checking the keeping of records and reports; Advising teachers on points that will improve classroom and study-hall discip- line; Co-ordinating the marking done by the different teachers; Co-ordinating instructions in related departments of the school; Checking up the outcome in the problem cases assigned to teachers; Checking the clerical work and work in general control delegated to others; Developing right attitudes toward the school and its objectives in the minds of teachers and pupils. B. Extra-Curricular Duties I. Clerical 1. Keeping an account of fees collected and payments made in each separate activity; Recording the credits due each pupil for participation; II. 7. 67 Making and filing a list of officers of each club or activity; Keeping a list of faculty advisers; Listing dates of regular meetings and adding dates of special meetings; Keeping on one calendar a list of the dates of the meetings of all organiza- tions; Making a record of special plans and suggestions. General in Control 1. 2. Holding conferences with each organiza- tion; Conferring with the officers of each organization; Conferring with the students' council, if school has one; Appointing faculty advisers and holding conferences with them; Delegating specific duties to faculty advisers, to club officers through ad- visers, to organizations, and to school clerks; Suggesting the making of budgets for each activity; Approving budget for athletics,clubs, and all other activities; Approving any new policy or procedure before it is put into effect; Arranging assembly programs; Devising schemes for improving the work in the activities; Setting up ways and means of giving publicity to athletics, debating clubs, and other organizations; 68 12. Developing plans for checking up the value of the work done in all of the extra—curricular activities of the school, III. Inspectorial and Co-Ordinating 1. Checking actual expenditures of each activity against budget; 2. Co-ordinating the programs of the dif- ferent organizations; 3. Checking all activities in the light of what they are really doing to promote the ends for which they exist; 4. Keeping in close touch with the athletics, social life, and school publications; 5. Seeing that publicity plans are put into effect; 6. Determining the value of the activities to the school and to the pupils by weighing the outcome of the work; 7. Holding all organizations in line with their proposed programs. According to Elicker, the general responsibilities of the secondary school principal can be classified under several headings. General administrative duties; Personnel management of schools; Supervision of class and out-of-class activities; Supervision of school clerical workers and re- cords; 7 H.D. Fillers, pp.49-51. 69 5. Development of a professional morale; 6. Planning the improvement of the educational program; 7. Cooperating in community responsibilities; 8. Evaluating ghe effectiveness of the school enterprise. Roe and Drake divided the job of the secondary school principal into two broad categories: those duties with an administrative-managerial emphasis and those with an educational leadership emphasis.9 Major duties involved with an administrative- managerial emphasis were reported to be: a. Maintaining adequate school records of all types; b. Preparing reports for the central office and other agencies; c. Budget development and budget control; d. Personnel administration; e. Student discipline; f. Scheduling and maintaining a schedule; 9. Building administration. 8PaulE. Elicker. The Administration of Junior and Senior High Schools.(Englewood Cliffs,N.J. Prentice HallL 1964, p.20. 9William H. Roe and Thelbert L. Drake, The Principal- ship,(New York, MacMillan, 1974L p. 13. 7O Administering supplies and equipment; Pupil accounting; Monitoring programs and instructional processes prescribed by the central office. Those functions which emphasized an educational and instructional leadership included: a. b. stimulate and motivate staff to maximum perfor- mance; develop with the staff a realistic and objective system of accountability for learning; develop cooperatively operable assessment pro— cedures for on-going programs to identify and suggest alternatives for improving weak areas; work with staff in developing and implementing the evaluation of the staff; work with staff in formulating plans for evalu- ating and reporting student progress; provide channels for involvement of the community in the operation of the school; encourage continuous study of curricular and instructional innovations; provide leadership for students in helping them to develop a meaningful but responsible student government; establish a professional learning resources center and expedite its use. 10 11 Ibid, p.13. Ibid, p.14. 71 Anderson and Van Dyke reported that the secondary school principal is generally responsible for: l. 2. 10. 11. 12. l3. 14. 15. leadership in curriculum planning; study and discussion of educational theory and current developments in secondary education with the professional staff and school patrons; organization of a program of studies appropriate to the needs of the pupils, community, and nation; development of guidance and counseling services; management of auxiliary services such as health, transportation and cafeteria; procurement and organization of library and in- structional facilities and services; participation in the selection of teachers and organization of the faculty to provide high quality instruction; development of conditions within the school conducive to high school morale and development of good citizenship on the part of the students; development and maintenance of good faculty morale; development and maintenance of an effective program of in-service education for the faculty; development and maintenance of a sound program of extra-class activities for all pupils; organization of the school day and year so that the instructional program functions ef- fectively; organization and management of records and office routine; provision of leadership for participation of citizens in school affairs; interpretation of the program of the school to the community, the superintendent of schools and the board of education; 72 16. participation in co-ordinating educational ser- vices for youth in the community; 17. management and supervision of the maintenance of the high school plant and other physical facilities; 18. participation in developing plans for future buildings; 19. maintenance of cooperative and effective re- lations with legal agencies, accrediting agencies, and other educational institutions; 20. contributingzto the advancement of the teaching profession. According to Brookover and Lezotte, some of the leadership functions exercised by principals in effective schools are: interpreting the school's mission to staff, providing guidance and support to students and staff, and establishing communication procedures among staff and parents and supervising andlgonitoring pupil progress and staff performance. In The Study of the Secondary School Principalship, Austin and Brown assert that in fulfilling his role of leadership the principal is called upon to perform a variety of tasks, most of which are related to six major areas or functions. 12Lester W. Anderson and Lauren A. Van Dyke, Secondary School Administration,(Boston: Houghton Mifflin, 1972) pp.8-9. 13Lezotte, "A Policy Prospectus for Improving Urban Education," p.6. 73 1. School management 2. Staff personnel 3. Community relations 4. Student activities 5. Curriculum and instruction 6. Pupil personnell4 Dawson, in Stoops and Johnson's Elementary School Administration, details the business duties of principals. staff, In spite of the fact that the (elementary) principal's primary objective is the educa- tion of children, he cannot neglect his business duties. These consist of: (1) operating and maintaining the school plant, (2) administering supplies, equipment, and the materials of instruction; (3) helping prepare a school budget and operating within the adopted budget; (4) supervising the school cafeteria; (5) record keeping of all types; and (6) pupil and personnel accounting. Commenting on the principal's relationship with his Dawson noted that, the success of any school depends upon the quality of his teachers.... Regardless of any other duties which the principal has and they are numerous, his major duty, is the manage- ment of his teaching staff. In a sense, he is the personnel manager of the school. 14David B. Austin and L. Brown Jr., "The Study of the Secondary School Principalship" NASSP Bulletin, Vol.3, 1970, pp. 101—102. lsIn Emery Stoops and Russell E. Johnson, Elementary School Administration, (McGraw-Hill Book Co., 1967), p.19. l6mm, p.20. 74 He was no less emphatic about the principal's supervisory duties. Supervision of the instructional program is, without question, the most important role the principal must play. If the educational program is not effective, the principal has failed. It is the principal's duty to see that all the agreed-upon goals and purposes of education are met insofar as it is possible to do so. Since the principal cannot educate children himself, he must depend upon his teachers. It is, therefore, his responsibility to assist and guide them in producing quality teaching.17 The foregoing outlines of the role and functions of school headmasters and principals show that the school administrator is expected to perform a wide variety of duties. Although most of the literature deals with the roles and functions of the secondary school principal, most are also applicable to primary school headmasters. With the tasks of the school administrator identified, the competencies required for the successful performance of these tasks, as reported by professionals and experts in school administration, will be reviewed. 17Ibid, p. 21. Corr He 7S Competencies Required for Effective School Administration As observed by Goldman, a list of the competencies required of school principals (including primary school headmasters), is of necessity, limited by the incompleteness in knowledge of what constitutes successful ad- ministration. In truth, the total study of edu- cational administration is still in its early stages and much yet remains to be learned. How- ever, on the basis of what is already known about administration, education and society, certain inferences can be drawn concerning the competencies universally needed by school administrators...1 He then lists seven universally needed competences. 1. Understanding the teaching and learning pro- cess and being able to contribute to its de- velopment. 2. Understanding school organization and being able to lead and coordinate the activities of the highly trained professional personnel who comprise this organization. 3. Understanding the nature and the composition of the school-community and being able to maintain satisfactory relationships between the school and its many community groups. 4. Understanding the technical aspects of school administration (e.g., school building maintenance, management functions and the like) and being able to obtain and allocate resources in an effective and efficient manner. 5. Understanding the change process and being able to bring about necessary and appropriate changes in school, and society. 18Goldman, Samuel, The School Principal, (The Center for Applied Research in Education, Inc., New York, 1966), p.97. 76 6. Understanding various cultures and being able to plan and implement programs which will meet the unique needs of each culture in the school. 7. Understanding and being able to use the find- ings of relevant research.19 The National Conference of Professors of Educational Administration (U.S.A.), in the early 19505, developed a list of competencies by which principals (and headmasters) could meet the demands of their positions. Included in the list are "development of school-community techniques, the instructional program, organizational techniques, and the development of personal qualities."20 In a study of competencies needed by school ad- ministrators and supervisors in Virginia, Woodard suggests that competencies in several areas are essential for both administrative and supervisory positions. Communications Educational Foundations Human Relations Curriculum Instructional and Guidance Activities Supervisory Services Evaluation and Research21 lgIbid 20John T. Wholguist, The Administration of Public Education, (New York: Ronald Press, 1952), pp. 582-587. 21Prince Briggs Woodard, "A Study of Competencies Neegeg by School Administrators and Supervisors in Virginia WI mp ications for Pre- ervice Edquggz " (Doctoral Dissertation, Univer31ty 0 Virginia, 3. “4J4“ “‘ <44( 1“ ‘ 1 ‘34.‘4 N 9‘ ‘1 N l . 1)‘IA“JII 2‘ I l 77 Woodard recommends that specialized training designed to develop various competencies in five areas, including personnel administration, school organization and manage- ment, construction, operation and maintenance of school plant should be provided in preservice training programs for school administrators, supervisors and superintendents.22 In planning a pre-service training program for edu- cational administrators, Humphries recommends emphasis on development of the following skills:23 1. .planning, organizing and evaluating the total school program 2. human relations 3. concepts and values in the curriculum and in- struction 4. problem solving 5. co-ordination and 6. school—community relations A. study by Engstrom (1975) suggested that four content areas should be required for all elementary prin— cipal candidates. ZZIbid. 23Jack Wood Humphries, "A Model Program for the Preparation of Academic Administrators". (Doctoral Dis— sertation, Texas A & M University, 1969). 78 1. Elementary administration and personnel manage- ment--stressing the communication and personnel management skills...and utilizing the lecture method 2. School finance and legal aspects-—stressing decision—making and conflict management skills, ... and extensively utilizing guest speakers and case studies. 3. Elementary curriculum leadership--stressing planning and leadership skills 4. Internship/field-work--stressing coordination and public relations skills.24 The consensus of the respondents in Deros' study of "Competencies Required by Connecticut High School Principals as perceived by the High School Principals and those within the School System who Influence his Role" indicated a need for increased emphasis upon those competenc competence which address themselves to the instructional process.25 Among the professional competencies needed by the high school principal according to Jones, Salisbury and Spencer are the following: 24Kenneth G. Engstrom, "A Model Curriculum for the Professional Development of Secondary School Principals." (Doctoral Dissertation, University of Southern California, 1975). 25Charles Louis Deros, "A Study of Competencies Required by Connecticut High School Principals and Those Within the School System Who Influence His Role." (Doctoral Dissertation, The University of Connecticut, 1975). 79 to understand the nature of learning and to have specific knowledge related to his own teaching field a deep understanding of the technical aspect of administration to be able to relate his knowledge and skills to others to be a skilled teacher to have a good understanding of the social sciences, humanities, and other related dis- ciplines to be able to relate well to groups and in- dividuals to be flexible in his thinking and to adjust to changing situations.26 The report of a Program Development Workshop con- ducted by the UNESCO Regional Office for Education in Asia and Oceania in Bangok, Thailand (1978) indicated that com- petencies are needed, in both knowledge and skills, for effective school administration in Asia. Knowledge Education Economics of education Problems in educational development Trends and innovation evaluation Community participation Education and national development 26 J.J. Jones, C.J. Salisbury, and R.L. Spencer, Secondary School Administration, pp. 166-169. 80 Educational Management Principles of management Organization Personnel Management Supervision - school and office Motivation Leadership Decision-making Information Communication theory Public relations Human relations Delegation Educational Planning Planning all aspects Education Law Education codes and regulations Skills Educational Preparation of instruments of evaluation Test preparation Time table preparation 81 Educational Management Communication School supervision Reporting Decision-making Educational Planning Computational skills.27 A committee composed of professors of educational administration and supervision, superintendents, principals, and graduate students at the University of Akron, Ohio, reported that secondary school principals should have skills and knowledge about: 1. financial affairs of secondary schools 2. legal aspects of secondary education 3. research and evaluation 4. instruction and curriculum 5. human relations 6. effective communications 7. decision-making 8. learning environment 9. negotiations 10. social awareness 11. change, innovation and diffusion 27"Educational Planning and Management--Trends, De- velopment and Needs." Report of a Program Development Work- shop, (UNESCO Regional Office for Education in Asia and Oceania, Bangkok, Thailand, 27 November-5 December, 1978). 82 12. systems analysis for educational planning 13. scheduling and school organization.28 The Nigerian school administrator Operates in a situation in which he implements goals which are defined by officials in the Ministry of Education, their agencies, and political leaders. Analyses of competencies needed by administrators who operate in complex situations where they have no mandate to impose purely personal viewpoints, are relevant for Nigeria. These competencies include: 1. the ability to function effectively in a situation marked by ambiguity, and to work in conflict situations and with divergent groups 2. an understanding and acceptance of a range of outlooks and views, and an ability to define and justify one's own values and commitments 3. the ability to work in ambiguous situations where accountability is a difficult problem 4. the ability to select and give coherence to an effective team made up of persons of di- verse views and abilities 5. the ability to lead toward constructive change while retaining sufficient stability for effective action. 29 28McDonald, cited by Charles L. Wood, "Preparation In—Service for Leaders,“ NASSP Bulletin, vol. 58, no. 382, Sept. 1974, p.113. 29Theodore Reller, "Educational Administration in Metropolitan Areas," Bloomington, Phi Delta Kappan, 1974. 83 Speaking in the context of Southeast Asia, Noor makes the point that the educational administrator in developing countries must have a clear sense of national needs. He must possess adequate educational and administrative train- ing to perform the role of translating given educational policies and ideas into acceptable programs and workable plans.30 Many authorities in school administration believe that to effectively and efficiently perform the tasks of school administration, the principal (or headmaster) must utilize what Katz has called the "Three Skills Approach". These include: (technical skills)...an understanding of, and proficiency in a specific kind of activity, particularly one involving methods, processes, procedures, or techniques... (human skills) the executive's ability to work effectively as a group member and to build cooperative effort within the team he 1eads...f(and conceptual skills) the ability to see the enterprise as a whole; it includes recogni- zing how the various functions of the or— ganization depend upon one another, and how changes in any one part affect all the others. 31 Conceptual ability permits principals to see their problems in broad perspective; human skills and understand- ings enable them to act upon their conceptual bases; and 30Mohd. Noor, "Projected Issues in the Preparation of Educational Administrators in the Southeastern Asian Context" (in R. Farguhar and I. Housego, Canadian and Com- parative Educational Administration)...pp.266-267. 31Robert Katz, "Skills of an Effective Administrator", Havard Business Review, January-February, 1955. 84 technical skills are the translations of conceptual and human skills into improved educational opportunities.32 Explaining the characteristics of a curriculum based on the three skills, the authors of "Professional Administra— tors for America's Schools" have commented thus: The crucial task of the school administrator is that of helping people to make good decisions. The well-prepared school administrator, then, not only must understand people and how they work and live and get along together; he also must be able to use that understanding in get- ting the best out of people, individually and in groups. Well-developed conceptual skills enable one to see the totality of an enterprise as well as its parts, to grasp the interrelationships among the elements in a complex situation, and to establish and maintain the delicate balance that fosters both unity and diversity in an organization... The preparation program that could seriously presume to develop the conceptual skills would be characterized by activities leading to: (a) adequate functional knowledge in each of the major areas of curriculum 32Luverne L. Cunningham, "Continuing Professional Education for Elementary School Principals," National Elementary Principal, Vol. 44 (April, 1965), pp.60-66. 33American Association of School Administrators, "Professional Administrators for American Schools", Thirty-Eighth Yearbook, 1960. 34Ibid. 85 (b) thorough grounding in all of the services required in a program of modern education (c) understanding of the psychological make-up of the children, youths, and adults with whom school leaders come into contact, and (d) a strong and consistent philosophical basis for action. 5 From their study intended to identify competencies actually needed for principalship, Olivero and Arminstead derived five competencies on which there was the greatest consensus among the principals surveyed. School Climate. The principal should be able to analyze the relationship of school morale, climate , and policies and actively work toward the development of a positive school climate. Personnel Evaluation. The principal should be able to provide leadership in the de- velopment of teaching performance standards and demonstrate ability to evaluate teaching Team Building. The principal should be able to demonstrate the application of interpersonal relations skills in articul- ating responses to staff needs and de- veloping morale. Internal Communications. The principal should be able to establish an effective two-way communication system utilizing a variety of procedures that allow for clarification and facilitation of communi- cation among staff members, students, community members, and district level per- l. 2. performance. 3. 4. sonnel. 35 Ibid. . 86 5. Supervision. The principal should be able to utilize an effective planning model for developing and implementing curriculum de- signed to improve and maintain a high quality instructional program.36 The investigators observed that the consensus com— petencies were chosen by principals irrespective of whether their assignments were rural, suburban, or urban. Employing the critical incident technique, Stern- loff studied what constitutes effective administrative be- havior. Administrators and school board members who par- ticipated in the study were told that those conducting the study were “interested primarily in incidents of major im- portance, where what the administrator did led to a high degree of success or a high degree of failure." Incidents of notable success were termed "effective incidents"; those of notable failure were termed "ineffective incidents:" Sternloff's analysis of his data yielded what he called 128 critical requirements of effective school administra- tors. Using reduction techniques he develOped a list of 27 rank-ordered general behaviors of effective school ad- ministrators. 1. Interprets adequately the status, needs, problems, policies, and plans of the school. 2. Provides pertinent information concerning school problems, and suspends judgment until the pertinent facts have been examined. 6James L. Olivero and Lew Armistead, "Schools and Their Leaders--Some Realities About Principals and Their In-Service Needs," NASSP Bulletin, October 1981, p.106. 10. 11. 12. l3. 14. 15. 16. 17. 87 Conducts all school affairs in an honest, ethical, and tactful manner Utilizes consultants and specialists outside the school and cooperates with them in solving educational problems Encourages all persons who will be affected to participate in policy development, and stimu- lates co-operative planning Administers discipline effectively Deals impartially and equitably with all in- dividuals and groups Shows a sincere interest in the welfare of school personnel Organizes citizen or parent advisory groups, and cooperates with them in study and solution of problems Willingly devotes extra time to important school affairs Thoroughly understands the important require- ments of jobs under his supervision, selects and assigns persons according to the require- ments, and promotes growth of personnel Courageously demands that recommendations he considers necessary for the welfare of the school be accepted and holds to these recom- mendations in the face of unjust pressures and influences, inspite of jeopardy to his personal position Accepts criticism gracefully Conducts meetings and conferences effectively Organizes the schools to offer community ser- vices and provides community use of school facilities Accepts full responsibility for achieving the educational objectives of the school system Ably defends the school, school personnel, and himself from unwarranted criticism and unjust action 88 18. Safeguards the health of school personnel and provides for their personal safety 19. Sets a good example by his own personal behavior 20. Encourages interested persons to visit the schools and board meetings 21. Provides counseling and other guidance services for school personnel 22. Administers the budget prudently and keeps ac- curate financial records 23. Speaks effectively 24. Initiates action promptly in cases of emergency 25. Familiarizes himself with school board policy before making public statements or taking action 26. Identifies himself with the policies of the school system, and supports those policies 27. Utilizes parents, and cooperates with them, to solve pupil problems satisfactorily. Guidelines for Preparation of School Administrators Although the view has developed that preservice pre- paration for school administrators at all levels of educa- tion should be uniform, there are certain special learnings that are uniquely suited to the various levels of principal- ship. In this regard, McNally and Dean recommend that those preparing for elementary school administration should be re- quired to engage in specific study of: 37Reported in William Savage and Harlan Beem "The Effective Administrator," Administrators Note Book, Vol. 11, October, 1953, no.2. 89 1. basic background learning in the objectives, curriculum, methodology, and organization of elementary education; 2. specific problems and characteristics of the elementary school and its community as social systems; 3. knowledge and techniques important in super- vision and the improvement of the instructional program; 4. development psychology of children of elementary school age; 5. psychology of elementary school subjects and methodology (e.g., the psychology of learning to read, psychology underlying integrative subject matter organization): 6. substantive knowledge involved in the admin— istration of the elementary school program. The American Association for School Administrators (AASA) holds that preparation programs for principals should include a general core of introductory studies; advanced studies dealing with the content and process of administration, such as instruction, finance, administra- tive behavior, policy formulation, and community analysis; and on-the-job learning through various types of field experiences.39 The need to include field experience or internship in the curriculum for the preparation of school administrators 38Harold J. McNally and Stuart E. Dean. "The Elemen- tary School Principal," In Donald J. Leu and Herbert C. Rudman eds., Preparation—Rrograms for School Administrators: Common anngpecialized Learnings (East Lansing, Michigan: College of Education, Michigan State University, l963),p.121 997 39Ebel, Encyclopedia of Educational Research, 1969, p. . 90 has been stressed by several writers. Butzback gives five reasons why the internship is of value to the pre-service training of the potential administrator. 1. An administrative internship offers opportun— ities for training in the techniques of leader- ship and in the understanding of people. 2. An administrative internship will help to bridge the gap between theory and practice. 3. An administrative internship will give stu- dents a broader, more comprehensive view of the situation in its entirety, and will pro- vide a first-hand knowledge of co-ordinated functioning. 4. An administrative internship will aid in the development of skill in the techniques as well as the knowledge essential in administrative posts.4O In "The New Public Personnel Administration," Nigro and Nigro pointed out that The fundamental purpose of the internship is to place students in an environment where they can begin to form personal comprehension of the administrative process. The internship is a way of bringing students face to face with the fact that administration involves real people, real choices, and real consequences. Working in a real-world organization allows interns to test the concepts and techniques they have learned in the classroom and to see how they are applied in practice.41 40Arthur G. Butzbach, "Internships for the Neophyte Administrator," American School Board Journal, CXIX, December 1949, p.13. 41Pelix A. Nigro and Lloyd Nigro, The New Public Personnel Administration. F.E. Peacock Publishers, Inc., Hasca, Illinois. 91 Shurster asserts that at least four areas of pre- paration (for the primary school headmaster) are basic. First, a general kind of preparation will provide under- standing from a liberal arts point of view. The individual will have an academic major in a field of his interest, with supporting work in other disciplines. Second, he will have core courses in the field of general administra— tion, as well as specific courses emphasizing the develop- ment of administrative leadership. This integrated program will include supervision, curriculum, guidance, tests and measurements, and specific administration courses. Third, are the various human relations courses that will develop the individual's understanding of his role in society. Fourth, he should be enrolled in a direct internship pro- gram.42 In the "Guidelines for the Preparation of School Administrators," prepared by the American Association of School Administrators, the characteristics recommended for such a program are described. The academic program in school administra- tion should have the characteristics of a pro- fesSional school rather than the qualities of a graduate study in a single academic discipline. This preparation should be performance—based, field oriented, and incorporate concepts, theories, and research findings from other academic 42Albert H. Shuster and D.H. Stewart, The Principal and the Antonomous Elementary School. (Columbus, Ohio, Charles E. Merrill Company, l973),p.40. 92 disciplines... The process of administra- tion will be stressed with emphasis upon the cognitive basis of management science and skill development through laboratory preparation. These processes of leader- ship include: goal setting, planning, or— ganizing, coordinating, communicating, directing, decision-making, evaluating organizational goals and working with people involved in such processes.43 Recognizing that many fields of learning have con— tributions to make to the solution of educational leader- ship problems, the association recommended "an interdis- ciplinary approach under the jurisdiction of a school district or institution of higher education". Contributions from such broad fields as law, business and economics, science and humanities can best be made when the representatives of those disciplines take an active part in the preparation of school administrators. High priority should also be placed on the ability to communicate as well as an understanding and working knowledge of the usss of the various forms of communication. 4 The Association also stressed that School administrators should be specifically prepared in the tools of research to deal ef- fectively with needs assessment, short and long range planning, goal setting and the achievement of specific educational objectives. Administrators should be prepared to deal ef- fectively with the problems of analysis and interpretation, the forecasting of consequences, and the formulation of alternatives. 3American Association of School Administrators: Guidelines for the Preparation of School Administrators, l979,pp.6-7. 44Ibid. 451bid, p. 8. 93 On field experiences or internship, the Association suggested that "A year long internship should be an essen- tial and integral part of the preparation program for school administrators."46 In "Preparation for the Principalship: Some Recom- mendations from the Field," Hills advanced several proposals for the improvement of preparation programs for administra- tors. l. Social-behavioral science content for prin- cipal preparation programs should be selected on the basis of its contributions to the de— velopment of generalized conceptions of human beings, organizations, and societies. 2. Preparation programs for principals should lead students to develop a relatively articul- ate, consistent, administrative philosophy. 3. Preparation programs for principals should emphasize the acquisition of educational as well as administrative knowledge. 4. Preparation programs for principals should place heavy emphasis on the development of critical-analytical and problem-solving skills. 5. Preparation programs for principals should concentrate on processes rather than on substance. 6. Some members of departments of educational administration should hold joint appointments, administering a school and professing admin- istration at the same time. 7. Preparation for the principalship should in- volve a year-long internship with a carefully selected administrazqr (preferably one with a joint appointment). 46Ibid, p.9. 47Jean Hills, "Preparation for the Principalship: Some Recommendations from the Field," Administrator's Note Book, Vol. XXIII, No. 9, 1975. 94 Some alternative approaches to organizing a program for the preparation of school administrators have been suggested by Cunningham. One approach is to devote attention to the tasks that headmasters (and principals) ordinarily perform on the job. Emphasis could be placed upon the traditional task areas, such as supervision, curriculum, construction, person- nel management, budgeting, and pupil accounting. "The assump- tion here would be that some principals in the field need to strengthen their understandings of the technical aspects of their jobs." Another alternative is to center programs around significant administrative processes such as decision-making, communicating, and morale building. The third and fourth alternatives, are the development of a curriculum around the school as a social institution, focusing on theoretical formu- lations such as systems theory, organizational theory, and personality theory, and the organization of a strong program of continuing professional growth around the technical, human and conceptual skills suggested by Katz.48 School Administrator Training Programs and Practices in Developed and Developing Countries The United States of America (U.S.A.) Preparation programs for school administrators in the U.S.A. were summarized in a study by Watson, who 48Luvern L. Cunningham, Continuing Professional Education for Elementary School Principals, The National Elementary School Principal, Vol. XLIV, No. 5, April 1965, p. 63. 95 examined primarily inservice training efforts. According to him, school administrator preparation programs in the U.S.A. were initiated by a variety of agencies, including state and city departments of education and professional organizations. "They were established either in response to perceived needs of administrators, identified through survey techniques, or at the instigation of the directing agency to increase the effectiveness of administrative per- formance."49 Attempts were made by these directing agen- cies to clarify program goals, generally by listing know- ledge and skill objectives to be developed in certain con- tent areas. Goals were generally based upon perceptions of the needs of the administrators in the target area, often derived using survey techniques or by involving potential participants in joint, co-operative formulations of objec- tives. Such participation increased the probability that members would identify themselves with programs and develop greater enthusiasm and commitment to them. "The most common program offerings were those directly concerned with crucial, contemporary educational issues with direct practical ap- plicability..."50 49Grant William Watson. A Model for the In-Service Education of School Administrators Within the State of New South Wales, Australia, (Doctoral Dissertation, The Univer- sity of Florida, 1970) pp. 135-143. SOIbid. 96 In-service training offers one credible means of preparation for school administrators. Another means is professional pre-service training. Most American univer- sities and colleges offer part-time and full-time programs in educational administration leading, in most cases, to the award of a degree. Farguhar and Martin (1972) lamented the fact that most U.S. training institutions fail to pro- vide for the varied interests and needs of individuals in their programs. Generally, for example, the prospective re- searcher and the future superintendent are recruited from the same talent pools, required to pursue similar courses of study, expected to complete equally scholarly dissertations, and judged by identical standards. Yet their projected careers involve very different skills, motivations, behaviors, settings, and products. Consequently, many preparatory programs are of limited pertinence to either researchers or practitioners of educational administration.51 Europe Western Europe lags far behind North America in providing for professional development of educational administrators. With the except— tion of France, specially designed professional pre-service programs to prepare individuals for the role of educational administrator do not exist.... In nearly all cases, building lFarguhar and Martin, p.28. 97 administrators, heads or assistant heads are recruited from a teaching position; some of course, are transferred from another building administrator position. No quali- fications are required other than a univer- sity degree, usually in the subjects taught.52 Dalin's summary of the preparation of school ad- ministrators in France is brief but vivid: The situation in France is somewhat differ- ent from that in Sweden and Germany. During the last four years, school leaders in France have been required to take a 12 weeks' train- ing course during April-June of the year prior to the first headmaster position. At a later stage, when they eventually seek another leader- ship position, they take a two—week seminar. The same basic course structure applies to headmasters as well as school inspectors. The lZ-week course is a combination of theory and practice. The candidates'take practice in'a firm, an internship in a school, and work in seminars with other candidates on a wide range of administrative and general administrative issues; they visit district offices, make case studies of the problems of a specific school district and spend two weeks under supervision in their new schools...53 South America "The make-up of the professional development cur— ricula (for educational administrators) in South America 52Per Dalin, "Preparation of Educational Administra- tors in Europe--Present and Future Perspectives" in R. Farguhar and I. Housego, Canadian and Comparative Educa- tional Administration. 4th Intervisitation Program, 1978, p.216. 53Ibid. 98 varies from country to country," reports Carlos Correa Mascaro. "But one can detect the tendency to emphasize the disciplines of teaching, sociology, economics,and . . . . 54 administrative sc1ence." Australia An essential issue in the preparation of educa- tional administrators in Australia, according to Hughes, is the need for the content of programs for administrator preparation to begin to emphasize experiences intended to develop administrator competence in the areas of com- munity participation and decision-making, conflict re- solution and the relationship between theory and practice.55 Asia There is a keen awareness of the need to have trained personnel in educational planning and management in the countries of Asia. With the assistance of UNESCO, S4Carlos Correa Mascaro, "Projected Issues in the Preparation of Educational Administrators: Viewed from the South American Context" in Canadian and Comparative Educational Administration, op. cit., p.264. 55Canadian and Comparative Educational Administra- tion, op. cit., p.269. 99 educational planning and management programs are being designed to meet the need for skilled manpower in educa- tional planning. A training program designed in 1969 by the Korean National Commission, for UNESCO, is typical of efforts in other areas of the Asian Continent. Curricula for the training program fall into three areas of general, professional and technical emphasis. 1. General Area a. Problems of Education b. Trend of Educational Innovation c. Introduction to Educational Planning d. Educational Planning and National De- velopment e. Trend of Worldwide Educational Planning f. Contents of Educational Planning g. Model of Educational System 2. Professional Area a. Economic Development and Educational Planning b. Social Change and Educational Planning c. Population Mobility and Educational Plan- ning d. Political Change and Educational Planning e. Development of Science and Technology and Educational Planning f. Manpower Development and Educational Planning 9. Foundation of Educational Planning Method 100 h. Educational Planning Approach i. Models of Educational Planning 3. Technical Area a. Statistical Technique: a.1 Method of collecting and analyzing information on the movement of student population b.2 Method of collecting and analyzing data on the movement of teachers b.3 Method of collecting and analyzing information on curricula d.4 Method of collecting and analyzing information on facilities d.5 Method of collecting and analyzing information on financial resources. b. Forecasting Technique: a.1 Concept of Forecasting b.2 Forecasting Method b.3 Limitation of Forecasting c. Educational Planning Technique by area: a.1 Student Planning b.2 Teacher Planning c.3 Curriculum Planning d.4 Facility Planning e.5 Finance Planning.56 56UNESCO. Report of a Program Development Workshop, p.xxix-xxxi 101 Africa The preparation of school administrators in the African countries has evolved from what was once done by the European countries, of which the African countries were colonies. Thus, former British colonies followed the British educational model which, in the present context, means that there was no formal pre—service administrative training for headmasters and principals. Some of the African uni- versities now offer programs in school administration; pro- grams that generally suffer from the same short-comings as the American university-based educational administration programs discussed by Farguhar. That is, they are general- ist and not designed to prepare candidates for specific administrative functions. Nigeria Research and information on the preparation of school administrators in Nigeria was found to be sparse. The ex- perience of this researcher was the same as that noted by Gajir. Although a diligent search was made neither literature nor research reports dealing di- rectly with programs of preservice prepara— tion of the post-primary school principalship (in Nigeria) could be located. Perhaps the reason for this dearth of information is the fact that Nigeria, following the historic model of Great Britain, has not seen it fit 102 to either require special pre-service pre- paration for the principalship or to even make special preparation programs available to those who aspire to become principals. 57 Of the research studies on Nigerian education located in the study, the only ones that seemed to be relevant were those of Nosiri (1976), Olugbemi (1977), Gajir (1978) and Mereni (1978). Secondary school principals' perceptions of their jobs and responsibilities, in Owerri Division in Nigeria, were surveyed by Nosiri in 1976. The sample for his study consisted of only two officers from the Ministry of Educa- tion in the former East Central State of Nigeria, two of- ficials from the East Central Board of Education and fifteen secondary school principals.58 The principalship in Nigeria's Advanced Teachers Colleges was the subject of Olugbemi's research (1977). Although the study provided some insight into perceptions of principalship, it concerned the administration of in- stitutions of professional education,59 The present study is concerned with the administration of schools only at the primary and secondary levels. 57Ignatius Aker Gajir, "The In-Service Education Needs of the Post-Primary School Principals in the Benne State of Nigeria and Suggested Techniques for Meeting Those Needs." (Doctoral Dissertation, Ohio State University, 1978), p.39. SBNosiri, p. 61-62 9Samuel Adebowale Olugbemi, "The Principalship in Advanced Teachers' Colleges in Nigeria," (Doctoral Disserta- tion, Columbua University Teachers College, 1977). 103 In 1978, Gajir investigated the "in-service educa- tion needs" of post—primary school principals in the Benue State of Nigeria. One limitation of this study was that its findings could not be generalized to all school administra- tors (primary school headmasters and post-primary school principals) because the sample for the study was limited to "post-primary school principals" drawn from only one state. Another limitation of the study, as stated by Gajir himself, was that "the instrument used in data collection restricted subjects to a choice of only five out of twenty- nine in-service education topics... rather than asking them to rate each topic according to need.“60 Finally, Mereni (1978) proposed a theoretical framework for utilizing the Phi Delta Kappa in-service/professional renewal process model for the development of Nigerian educators.61 The review of research on the pre-service and in- service preparation of school administrators, then, yielded no evidence of any nationwide study undertaken to determine Nigerian Ministry of Education Officials' and practicing school administrators' perceptions of topics that should 60Ignatius Aker Gajir, p. 175. 61Joseph Ibewuike Mereni, "The Inservice/Professional Renewal Process Model: Recommended Application for Pro- fessional Development of Nigerian Educators." (Doctoral Dissertation, The University of Akron, 1978). 104 constitute the components of a training program designed for the preparation of school administrators in Nigeria. Although many studies have been done in the U.S.A. to de- termine the knowledge areas and skills that ought to be in- cluded in preparation programs for American school admin- istrators no such study had been undertaken with regard to Nigerian school administrators. Planned Change and Innovation The research and literature on planned change and innovation abound with descriptions or recommendations of theories of change in individuals, organizations or sys- tems. "Such theories, Zaltman et al., point out, "provide the change planner with a structure for conceptualizing the change process and the background necessary for developing change strategies."62 As an alternative to nonintervention and radical intervention methods of bringing about change in the contemporary scene, "planned change" is that in which social technology is used to solve the problems of a social system. Bennis, Benne and Chin defined it as, "a conscious, deliberate, and collaborative effort to improve the opera- tions of a system...through the utilization of scientific 626. Zaltman, et al., Dynamic Educational Change. (The Free Press, 1977), p.51. 105 knowledge."63 Chin, in a separate article published in a collection edited by Morphet and Ryan, described some of the characteristics of planned change. Strategies of change is interpreted as in- cluding, but not limited to, dissemination and provisions for utilization of permanent information regarding all aspects of the pro- posed plan; ways of identifying and dealing with internal and external (environmental) constraints as well as facilitating influences; ways of identifying potential opposition, con- flicts and tensions and of resolving them advantageously; appropriate means of helping individuals, organizations and agencies to affect needed change in their perspectives; and procedures (guidelines) for implementing proposed change. 4 According to Zaltman et al., "innovation is facili— tated by the meaningful and early involvement of those who will implement change, and seriously hampered when parti- cipants are not involved."65 63Warren Bennis, Kenneth Benne, and Robert Chin, The Planning of Change (New York: Holt Rinehart and Win- ston, 19617, p.2. 64Robert Chin, "Basic Strategies and Procedures in Effecting Change," in Morphet and Ryan (eds.), Planning and Effecting Needed Changes in Education (Denven: Pub- lishers Press, 1967), p.40. 656. Zaltman, et al., p. 95. 100 The need for participant involvement was also stressed by Guest (1962) who explained that changes im— posed by the top of a hierarchy do not assure the cooper- ation of subordinates; rather there must be some kind of involvement from below which makes it possible for sub- ordinates to accept and even initiate a certain amount of change themselves.66 In researching participation in planning, Herbert A. Simon also concluded that, "signi- ficant changes in human behavior can be brought about rapdily only if persons who are expected to change parti- cipate in deciding what the change shall be and how it shall be made."6.7 Numerous researchers, such as Benne, Lewin, and Jenkins, among others, have used force field analysis as a tool for diagnosing situations and developing a change strategy. Acl'assaicpiece of work in this area is Kurt Lewin's theory of quasi-stationary equilibrium, which holds that individuals and systems are held in equilibrium by driving forces on one hand and restraining forces on the 68 other. Lewin found that levels of quasi—stationary 66Robert H. Guest. Organizational Change: The Ef— fects of Successful Leadership. (Homewood, Ill Dorsey Press, Inc., 1962. 67Herbert A. Simon, Research Frontiers in Politics and Government (Washington, D.C.: Brookings, l955),p.23—24. 68David H. Jenkins, "Force Field Analysis Applied to a School Situation," in Bennis, Bennue, and Chin, The Planning of Change, p. 241. 107 equilibrium can be altered, either by increasing the strength of the driving forces or decreasing the strength of the restraining forces. Jenkins stated that "changes will occur only as the forces are modified so that the level where the forces are equal is changed."69 According to Miles, characteristics of change stra- tegies found most effective include the following: Com— prehensive attention to all stages of the diffusion pro- cess; creation of new structures, especially by systems outside the target system; congruence with prevalent ideo- logy in the target system; reduction of pressures on rele- vant decision-makers; and the use of coalitions or link- age between existing structures, or between old and new structures..70 Theories concerning sequence of change are contra- dictory. Two examples are the propositions of Watson and Le Baron. Watson found that change strategies may deal with social structures, or with processes occurring within the structure. His conclusion was that structural approaches 691bid., p. 241. 70Matthew Miles (ed.) Innovation in Education (New York: Teachers College Press, 1954), p. 648. 108 appear most productive. In his S-P-A formula he theorized that an effective sequence involves structures first, altered interaction processes as a result, and attitudes last.71 In a similar vein, Le Baron observed that there are three kinds of change: (1) changes in people; (2) changes in institutions or organizations; and (3) changes in program or process. But unlike Watson, he suggested that personnel responsible for effecting needed change should proceed in the order given, that is, from people to organization to program.72 What both approaches sug- gest to the present writer is the need for a systems approach to change, an approach that takes into account not only the people inwasystem but the total environment in which they function. "Change, to be maintained," says Bradford, "must be well rooted in the individual and well supported by forces in his external worlds."73 Elements that are im- portant in "internalizing" an innovation, that is, main- taining a change after it has been brought about have been 71Goodwin Watson, Social Psychology, (Philadelphia: Lippincott, 1966). 2Leonard Duhl, "Planning and Predicting" Dardalus, Summer 1957, p.780. 73Leland P. Bradford, "The Teaching-Learning Trans— action" i£_Bennis, Benny Chin Planning_of Change, p.501. 109 summarized by Havelock. These are: (l) continuing rewards, (2) practice and routinization, (3) structural integration in the system, (4) continuing evaluations, (5) provision for continuing maintenance and (6) continuing adaptation capacity.74 In Roose's synthesis of research on change, ad- ministrative support was identified as a key factor in maintaining an innovation, as evidenced by expressed con— tinuing interest in the program, money for supplies and training, provision of time for planning and training, flexibility in scheduling and lack of bureaucratic rigid- ity, and clear commitment by an administrator to the prin- ciples of the innovation.75 Summary In this chapter, relevant literature in the follow- ing areas has been reviewed: 1. the role and functions of primary school headmasters and post-primary school prin- cipals, 2. criteria for effective school administration, 3. preparation for school administrators (with emphasis on program content), and 4. planned change and innovation. 74L.G. Havelock, Chagge Agents' Guide to Innovation in Education (Englewood Cliffs, N.J.: Educational Technology Publications, 1973). 75Carol Ann Roose, "The Process of Implementing A Curriculum Innovation" (Doctoral Dissertation, Kent State Univer51ty, 1976). 110 On the basis of the findings derived from the re- view of research and literature, it was concluded that: 1. no research had yet been done on a national level to determine Nigerian school administra- tors' and Ministry of Education Officials' perceptions regarding topics they consider im- portant (and relevant) for the effective pre- paration of school administrators in Nigeria. programs in educational planning and manage- ment, designed specifically for the prepara- tion of primary school headmasters and post- primary school principals in Nigeria, are non-existent. The review of research and literature also yielded information on competencies that researchers and profession- als in administration had found important for successful administration of schools, and for effective school ad- ministrator programs and practices in both developed and developing countries. Finally, factors and strategies to consider in efforts to introduce change and innovation that affect people and organizations, were discussed. CHAPTER FOUR DESIGN OF THE STUDY Introduction This study was conducted in three phases. In phase 1, a review of research and literature relating to the fol- lowing four areas was done: (1) The role and functions of primary school headmasters and post-primary school princi- pals, (2) criteria for effective administration of schools, (3) preparation of school administrators, and (4) planned change and innovation. This was followed by a survey of school administrator training programs obtained through correspondence from various national and international in- stitutions and organizations in Nigeria, the United States, Europe and Asia. Samples of letters of request for programs and list of organizations and institutions which supplied information on school administrator training programs are provided in Appendix K and Appendix X. The contents of the training programs were studied in terms of their relevance to school administration in Nigeria. The primary aim of phase 1 was to develop a specific list of task-related concerns of school administrators that would be used as a basis for the survey questionnaire used in phase II of the 111 112 study. Such concerns and findings from the questionnaire were then incorporated into the model program developed from the results of the study. In Phase II, the research instrument was developed according to knowledge gained from the review of research and literature. The instrument was tested, validated, and administered to a representative sample of the population of the study. Data thus obtained were analyzed, interpreted and used in Phase III, to construct a model program in Edu- cational Planning and Management for use in preparing school administrators in Nigeria. In this chapter, the methods used by the researcher to gather, process and analyze study data are described. Major topics covered are: population, selection of research methodology, development of questionnaire, pilot testing, method of rating, administration of questionnaires, and the analysis of data and development of the proposed training model. Population The population for this study included all the school administrators (primary school headmasters and post-primary school principals) and Ministry of Education officials in Nigeria (approximately 16,000). The study involved a total 113 sample of 200, including 75 primary school headmasters, 75 post-primary school principals and 50 Ministry of Education officials. The sample was drawn from all parts of the coun- try and selected at random so that it would be representative of all the school administrators and Ministry of Education officials in the country. Questionnaires were personally handed to the 200 school administrators and Ministry of Edu- cation officials. Ninety-five percent of the instruments were collected and ninety percent of the instruments were useable. Selection of Research Methodology Survey method was used for this study because it is, according to experts in personnel research, the best method for gathering data on training needs.1 In an article in- tended as a basic guide for the training of personnel who plan, develop, approve, administer and manage professional development programs, Lester suggests that, "Training of- ficials should utilize the survey method...in collecting primary data on the training subject to be investigated." He points out that lRichard Lester, Training Research: "Identification of Training Needs". Personnel Journal, March 1973, p.182. 114 Surveys of trainees to determine their train- ing interests, skills, needs, ambitions, etc., have the advantage of getting to the original source of information. In fact, at present, this may be the best way to find out the train- ing motives, opinions and intentions of pro— spective or active trainees. The survey is still the most widely used method of collecting primary data. In Management Development Through Training, Watson states that, "Checklists of management training needs com- pleted by superiors and those for whom training is being designed generally provide data on specific subject areas which are perceived to be most in need of further develop- ment."3 "Another approach that can be employed to make ad- ministrative staff development more relevant is simply to ask administrators what kinds of training they need to help them do their jobs more effectively..."4 Questionnaire Development Construction of the Questionnaire A two-part instrument designed to obtain descriptive data needed to fulfill the objectives of the study was de- veloped from three sources: 21bid, p.82. 3“— Charles Watson, Management Development Through Train- ing. (Addison-Wesley Publishign Company, 1979), p.83. Leonard O. Pellicer, "Effective Staff Development Programs for Administrators," The ClearingHouse, Volume 54, March 1981, p.306. 115 1. Job descriptions for the position of primary school headmasters and post-primary school prin- cipals by Nigerian Ministries of Education. 2. Related research studies and professional liter— ature on (a) the role and functions of primary school headmasters and post-primary school prin- cipals; (b) competencies required for effective administration of schools; and (c) the prepara- tion of school administrators. 3. Survey instrument developed by Gajir in a 1978 study of "The In-Service Education Needs of the Post-primary School Principals in the Benue State of Nigeria..." (Done for his doctoral dis— sertation, Ohio University). This survey in— strument was field-tested and validated in Nigeria. The instrument for the study at hand was used to collect information from primary school headmasters, post- primary school principals and Ministry of Education offi- cials regarding their perceptions of the importance of in- cluding various topics in training programs designed to effectively prepare Nigerian school administrators. Part 1 of the survey instrument was made up of items relating to the personal, educational, and professional background of headmasters and principals. This section was designed to obtain demographic data about headmasters and principals selected for the sample, including age, sex, and locations, types and enrollments of the schools they administered. They were also asked to privide data about their qualifi- cations, years of teaching experience, years of experience in school administration, whether they had had formal train— ing in school administration and whether they thought they 116 needed training or additional professional preparation in school administration. Since this part of the questionnaire concerned the actual preparation of current headmasters and principals, they were the only ones asked to complete this section. Part II of the survey instrument was designed to obtain information concerning participants' perceptions of the need to include 30 selected planning and management topics in a training program for Nigerian school administra- tors. Both the school administrators and Ministry of Edu- cation officials were asked to complete this section of the questionnaire. Ministry of Education officials were asked to respond twice to the 30 items according to: (1) they re- lated to the administration of primary schools, and (2) they related to the administration of post-primary schools. Each section of the survey instrument included directions for completing that portion of the survey form. Validation and Pilot Testing The survey instrument was reviewed by members of the researcher's doctoral guidance committee. Suggestions re- garding the questionnaire items were considered and alter- ations made. COpies of the instrument were then sent, for pilot testing, to a sample of Nigeria school administrators studying in American universities. The data derived from 117 their responses and their suggestions and comments were con- sidered in the preparation of the final version of the ques- tionnaire. Method of Rating In Part I of the survey instrument, sample head- masters and principals were requested to respond to each item by writing in the required information or checking an appropriate response(s) for each question. In Part II of the survey instrument, all study par— ticipants were requested to rate each of 30 selected topics in terms of their importance in a training program for ef- fective preparation of Nigerian school administrators. Likert scale of responses ranging from "not important" to "extremely important" was provided for this purpose. Administration of the Questionnaire Distribution of the Questionnaire Permission was sought and received from the Permanent Secretaries of the Ministries of Education for administra- tion of the research questionnaires to their staff members (headmasters, principals and Ministry of Education officials). Copies of the letters to the Permanent Secretaries of 118 Nigerian Ministries of Education and of their responses granting the researcher permission to conduct the research are included as Appendix [Dand Appendix H. The questionnaires were delivered to the participants by hand. This was possible with the help of assistants trained in the task of correctly filling out questionnaires. Return of the Questionnaires (Most of the completed questionnaires were collected from the respondents by hand. Others were returned by post. All completed questionnaires received by the cut—off date of December 30, 1982 were used in the data analysis. Any returned after that date were not used. Analysis of Data The following procedures were used in treating and analyzing the data from responses to the questionnaires. 1. Data collected from the questionnaires were transferred to IBM 360 data processing cards and key-punched at the Michigan State Univer- sity Computer Center. 2. The Statistical Package for the Social Sciences (SPSS) was used to calculate means, frequencies, and percentage responses to the questionnaire items. 3. The chi—square test was used in the data analy- sis to enable the researcher to determine the differences between observed and expected fre- quencies of responses for (a) primary school headmasters and Ministry of Education officials 119 and (b) principals and Ministry of Education officials for all topics inthe questionnaire instrument. The Chi-square values of those tOpics signifi- cant at the .05 level and the means of the sep- arate groups of subjects were identified. The data from the computer print-out were arrayed in frequency, percentage distribution and Chi- square tables prepared for that purpose. Those tables reflected the following: a. Background characteristics of the primary school headmasters. b. Background characteristics of the post- primary school principals. c. Rank Order of means of all topics for pri- mary school headmasters and Ministry of Education officials combined. d. Ratings of the selected topics for the pre- paration of primary school headmasters by primary school headmasters, Ministry of Edu- cation officials and by both groups combined. e. The Chi-square values of differences between observed and expected frequency of reSponses for primary school headmasters and Ministry of Education officials for all topics on the rating instrument. f. The Chi—square values of those topics (for the preparation of headmasters) significant at the .05 level and the means of the sep- arate groups of subjects on the topics. 9. Means and standard deviations of ratings on all tOpics for separate groups of subjects and the combined groups of subjects (primary school headmasters and Ministry of Education officials). h. Rank Order of Means of all topics for post- primary school principals and Ministry of Education officials combined. i. Ratings of the suggested topics for the pre- paration of post-primary school principals 120 by post-primary school principals and Ministry of Education officials and by both groups combined. j. The Chi-square values of differences between observed and expected frequency of responses for post-primary school principals and Ministry of Education officials for all topics on the rating instrument. k. The Chi-square values for those tOpics (for the preparation of principals) significant at the .05 level and the means of the separate groups of subjects on the topics. 1. Means and standard deviations of ratings on all topics for separate groups of raters and combined groups of raters (post-primary school principals and Ministry of Education officials). The Model A model training program in educational planning and management was developed for the preparation of school ad- ministrators in Nigeria. The model was based on information from: a. the review of research and literature on the role and functions of primary school headmasters and post-primary school principals, competencies re- quired for effective administration of schools, information on the preparation of school admin- istrators derived from the professional liter- ature on school administration and an intensive review of school administrator training and de- velopment programs and practices in both developed and developing countries; b. job descriptions for the primary school head- masters and post-primary school principal positions developed by the Nigerian Ministry of Education; and c. responses to the survey instrument. 121 Summary A description of the research methodology employed in conducting this study has been presented. The processes involved in the identification of the population to be studied, sample selection, development of the research instrument, data collection and analysis of data, are specifically de- scribed, as well as the sources for developing a model pro- gram for the preparation of school administrators in Nigeria. That program is detailed in Chapter Six. CHAPTER FIVE ANALYSIS OF DATA The purpose of this chapter is to present a summari- zation and analysis of the data in regard to: a. the perceptions of primary school headmasters and Ministry of Education officials as to the suggested topics for the preparation of primary school headmasters, and the perceptions of post-primary school prin- cipals and Ministry of Education officials as to the suggested topics for the prepara- tion of post—primary school principals. The chapter is organized as follows: 1. Administration of the questionnaire and treatment of the data. 2. Background characteristics of the primary school headmasters. 3. Background characteristics of the post-primary school principals. 4. Rank Order of Means of all topics for primary school headmasters and Ministry of Education officials combined. 5. Ratings of the suggested topics by the headmasters, the Ministry of Edu- cation officials and by both groups combined. 6. Chi-Square values for differences between observed and expected frequencies of re- sponses for primary school headmasters and Ministry of Education officials for all topics on the Rating Instrument. 122 123 7. Chi-Square values of significant tOpics (p< .05) and Means of the separate groups of raters (headmasters and Ministry of Education officials). 8. Rank Order of Means of all topics for post-primary School principals and Ministry of Education officials combined. 9. Ratings of the suggested topics by the principals, the Ministry of Education officials, and by both groups combined. 10. Chi—Square values for differences between observed and expected frequencies of responses for post-primary school prin- cipals and Ministry of Education Officials for all tOpics on the Rating Instrument. 11. Chi-Square values of significant tOpics , (p< .05) and Means of the separate groups of raters (principals and Ministry of Edu- cation Officials). Administration of the Questionnaire and Treatment of the Data A questionnaire was designed to collect selected background data concerning primary school headmasters and post-primary school principals and to elicit the percep- tions of the headmasters and principals as well as those of the Ministry of Education Officials regarding the re- lative importance of 30 suggested topics for the preparation of primary school headmasters and post-primary School principals in Nigeria. The questionnaire was delivered to 75 primary school headmasters, 75 post-primary school principals and 50 Ministry of Education officials randomly selected from the entire Federation of Nigeria. Sixty-five, or 87 percent, of the 124 headmasters, seventy or 93.0 percent of the principals, and forty—five or 90 percent of the Ministry of Education officials returned their questionnaires correctly completed. Consequently, 180 school administrators and Ministry of Education officials participated in the study. The information from the completed survey forms was transferred to IBM 360 data processing cards for key— punching at the Michigan State University Computer Center, where the Statistical Package for Social Sciences (SPSS) was utilized to yield means of responses, as well as fre- quency and percentage distribution and Chi—Square tables for: a. Primary school headmasters b. Ministry of Education officials c. Headmasters and Ministry of Education officials combined with respect to the topics as they relate to primary school administration d. Post-primary school principals e. Ministry of Eduction officials f. Principals and Ministry of Eduction officials combined with respect to the topics as they relate to post-primary school administration. Two tables--one concerning the background informa- tion about primary school headmasters, and the other con- cerning background information about the post—primary school principals, were prepared. Profiles of the typical 125 primary school headmaster and the typical post-primary School principal in Nigeria were identified. The topics suggested for the preparation of school administrators were ranked from first to thirtieth for headmasters and principals, respectively, based on the combined means of the ratings of each topic by (a) both the headmasters and the Ministry of education officials, and (b) both the principals and the Ministry of Education officials. Topics which had mean score ratings that fell within a training need indicator range of 3.0 to 5.0 were considered topics that may be included in preparation pro— grams for school administrators. (Note: 5.0 meant that the topic was considered "extremely important".) Also presented in the tables were the frequency of selection and percent of judgments at each degree of importance of the topics for the separate groups of raters and the com— bined groups. Comparisons of perceptions of the head- masters and the Ministry of Eduction officials, and of the principals and the Ministry of Eduction officials were made as to the importance of the topics for the training and development of headmasters and principals. Background Characteristics of the Primary School Headmasters The headmasters were asked to complete Part I of the Questionnaire, designed to gather background information 126 about the headmasters. Both the headmasters and the Ministry of Education officials were asked to complete Part II of the Questionnaire. The Ministry of Education officials were included because it would be their res- ponsibility (and that of Nigerian Universities) to determine the implementation of any recommendations that might grow out of the study. Another reason for including the Ministry officials is that they are the supervisors and evaluators of the headmasters and principals. Apart from the desire to secure Ministry of Education Officials' commit- ment to the recommendations, it was considered desirable to determine whether or not substantive differences of percep- tion existed between the headmasters and the Ministry of Education officials as to what should constitute the com- ponents of headmasters' preparation programs. A summary of the headmasters' responses to Part I of the Questionnaire is presented in Table 1. Examination of Table 1 reveals that at the time of this study the typical primary school headmaster in Nigeria was more than 41 but less than 50 years of age (49.2 percent), was male (75.4 percent), was located in a rural area (72.3 percent), was responsible for a school with an enrollment of fewer than 600 pupils but more than 350 pupils (49.2 percent), was a non-graduate—-that is, had no bachelor's degree (96.9 percent), had up to 127 TABLE 1: PERSONAL AND PROFESSIONAL CHARACTERISTICS OF THE PRIMARY SCHOOL HEADMASTERS IN NIGERIA (N=6S) Frequencies Percentages Background Characteristics F % Age Under 30 31-40 28 43.1 41-50 32 49.2 51 and over 5 7.7 Sex Male 49 75.4 Female 16 24.6 Location of School Urban 18 27.7 Rural 47 72.3 School Enrollments 1-349 19 29.2 350-599 32 49.2 600-849 6 9.2 850 and over 8 12.3 Education Preparation Non-graduate (has no Bachelor's Degree) 63 96.9 Bachelor's degree without teaching qualification Bachelor's degree with teaching qualification 2 3.1 Higher degree Years of Teaching Experience l- 5 6-10 11-15 10 15.4 16-20 and over 55 84.6 Years of Experience as Headmaster 1- 5 19 29.2 6-10 30 46.2 11-15 10 15.4 16-20 and over 6 9.2 Had formal training in School Administration No 50 76.9 Yes 15 23.1 128 TABLE 1: (Cont) Frequencies Percentages Background Characteristics . F % Need for Training in Educational Planning and Management None Low 4 6.2 High 41 62. Very High 20 30. 129 TABLE 2: PERSONAL AND PROFESSIONAL CHARACTERISTICS OF THE POST-PRIMARY SCHOOL PRINCIPALS IN NIGERIA (N=70) Frequencies Percentages Background Characteristics F % Age Under 30 2 2.9 31-40 15 21.4 41-50 37 52.9 51 and over 16 22.9 Sex Male 48 68.6 Female 22 31.4 Location of School Urban 44 62.9 Rural 26 37.1 School Enrollments- 1-349 6 8.6 350-599 24 34.3 600-849 11 15.7 850 and over 29 41.4 Education Preparation Non-graduate (that is, has no Bachelor's degree) 1 1.4 Bachelor's degree without teaching qualification 2 Bachelor's degree with teaching qualification 55 78.6 Higher degree 12 17.1 Years of Teaching Experience 1- 5 6-10 1 1.4 11-15 20 28.6 16-20 and over 49 70.0 Years of Experience as Principal l- 5 22 31.4 6-10 29 41.4 11-15 13 18.6 16-20 and over 6 8.6 Had Formal Training in School Administration No 53 75.7 Yes 17 24.3 130 TABLE 2: (Cont) Frequencies Percentages Background Characteristics F % Need for Training in Educational Planning and Management None 3 4.3 Low 3 4.3 High 54 77.1 Very High 10 14.3 131 16 or more years of teaching experience (84.6 percent), had held a headmastership for less than eleven years (75.4 per- cent), had no formal training in school administration (76.9 percent), and expressed a high need for training in education- al planning and management (63.1 percent). Background Characteristics for the Post—Primagy School Principals The post-primary school principals were asked to complete Part I of the Questionnaire designed to obtain background information. Both the principals and the Min- istry of Education officials were asked to complete Part II of the Questionnaire. The Ministry of Education officials who completed Part II of the Questionnaire to determine the importance of the training topics for principals' prepara- tion were the same officials who rated the tOpics with regard to their importance for the preparation of post-primary school principals. The rationale for including the Ministry of Education officials for rating the topics as they relate to the principals was the same as that given for primary school headmasters. A summary of the principals' responses to Part I of the Questionnaire is presented in Table 2. Examination of Table 2 shows that at the time of this study the typical post-primary school principal in Nigeria was more than 40 but less than 51 years of age 132 (52.9 percent), was male (68.6 percent), was located in an urban area (62.9 percent), was responsible for a school with an enrollment of 850 students and over (41.4 percent), had a bachelor's degree with teaching qualification (78.6 percent), had up to 16 or more years of teaching experience (70.0 percent), had held a principalship for less than 11 years (72.8 percent), had no formal training in school administra- tion (75.7 percent), and expressed a high need for training in educational planning and management (77.1 percent). 1. Analysis of Responses to Suggested TOpics for the Preparation of Primary School Headmasters Rank Order of Means of All Topics for Primary School Hgadmasters and Ministry of Education Officials Combined The combined means of ratings of each of the topics by both the primary school headmasters and the Ministry of Education officials are shown in Table 3. Table 3 shows that 29 of the 30 suggested topics for the preparation of primary school headmasters had means ranging from 3.10 to 4.46 inclusive, which considerably ex— ceeded the mean value of 3.0, the minimum value at which a topic was recommended for inclusion in a training program. Only one topic, Organization Theory, with a mean of 2.97, received a value of less than moderate importance. The raters felt that this topic should not be emphasized in preparation for school administrators. Eleven of the topics had means ranging from 4.00 and above. The topics are: 133 TABLE 3: RANK ORDER OF MEANS OF ALL TOPICS FOR PRIMARY SCHOOL HEADMASTERS AND MINISTRY OF EDUCATION OFFICIALS COM- BINED Rank quics Order Means Human Relations 1 4.46 Curriculum and Instructional Planning 2 4.36 Maintenance of Order and Discipline 3 4.33 School-Community Relations 4 4.25 Student Evaluation 5 4.24 Maintenance of School Records 6 4.22 Educational Planning Methods 7 4.19 Instructional Supervision 8 4.16 Administrative Leadership 9 4.15 School Budgeting and Financial Management 10 4.07. Time Table Preparation 11 4.01 Classroom Management 12 3.99 Curriculum Evaluation 13 3.98 Management of School Property 14 3.90 Staff Evaluation 15 3.81 Organization and Administration of Education in Nigeria 16 3.80 Education Law 17 3.79 Introducing and Implementing Change Effectively 18 3.77 Office Management 19 3.71 Time Management 20 3.69 Maintenance of School Grounds and Buildings 21 3.68 Communication Skills 22 3.64 Elementary Statistics and Educational Research Methods 23 3.56 Decision Making 24 3.49 Procedures for Admission and Trans- fer of Students 25 3.50 Guidance and Counseling 26 3.46 Administration of Extra-Curricular Activities 27 3.38 Grievance Handling 28 3.28 Administrative Theory and Practice 29 3.10 Organization Theory 30 2.97 134 Human Relations Curriculum and Instructional Planning Maintenance of Order and Discipline School-Community Relations Student Evaluation Maintenance of School Records Educational Planning Methods Instructional Supervision Administrative Leadership School Budgeting and Financial Management Time Table Preparation Relative Importance of Suggested Topics for the Preparation of Primary School Headmasters as Perceived by Headmasters An analysis of the responses of the 65 primary school Headmasters is presented in Table 4. Importance of Suggested Topics for the Preparation of Primary School Headmasters as Perceived by Ministry of Education Officials The responses of the 45 Ministry of Education Of- ficials for the suggested Headmaster preparation topics are presented in Table 5. 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N pmo. mcoaumNmm amen: ucmoNNNcmNm up: m.. m Nam.N maumoNz cN conumosom No coaumuumNCNEpe pom coaumuNcmOuo pcmuNmNcon Soc mm. m Nmp. coapmst>m mmmpm ucmoNuNcon no: mm. m p.m. chNaNumNa pom Noose mo mocmcmucNm: ucmuNMNcme mo. m «vvo.m acoemomcmz eooummmHO uchNMNcon uoc mv. m vmo.~ >uummoum Hoocum mo ucmEoomcmz ucmuNMNcon vo. m *vmm.m mouooom Hoonom mo oucmcoucflmz ucmuNNNcon up: on. m N.p.m pawsmmmcmz muNNNo unmonNcmNm no: on. m Nmo.a EONMN>NOQ5m NMCONuUsnuMCH ucmuNNNcon no: ON. m mNN.p conumumampm magma peas acmoNMNcon uoz No>ma sopomum oumnwm mUNmoa no DEMUNMNcmNm ouchNMNcon mo mmwuomo leO mxumemm mpNsmmm NmuflumNumum NBZOU "m mdmcfi 154 TABLE 10: CHI-SQUARE VALUES OF SIGNIFICANT TOPICS (p< .05) AND MEANS OF THE SEPARATE GROUPS OF RATERS (HEAD- MASTERS/MINISTRY OF EDUCATION OFFICIALS) 2 Head- Ministry of Edu- X masters cation Officials Tgpic Values Means Means Education Law 11.127 3.62 4.04 Curriculum and Instructional Planning 10.146 4.34 4.40 Maintenance of School Records 8.354 4.17 4.29 Classroom Management 8.044 3.99 4.05 Administration of Extra- Curricular Activities 13.023 3.25 3.58 155 2. Analysis of Responses to Suggested Topics for the Pre- paration of Post-Primary School Principals Rank Order of Means of All Topics for Post-Primary School Principals and Ministry of Education Officials Combined The combined means of ratings of each of the tOpics by both the principals and the Ministry of Education of- ficials are shown in Table 11. An examination of Table 11 shows that Human Rela- tions was ranked highest, with a mean of 4.47, followed by Curriculum and Instructional Planning (4.45), Student Evaluation (4.41), School Budgeting and Financial Manage- ment (4.40), Educational Planning Methods (4.38,percent), and Administrative Leadership (4.37 percent). The 30 topics, with means ranging from 3.49 to 4.47, inclusive, considerably exceed the mean value of 3.00, the minimum value at which a topic was recommended for inclusion in a preservice and in-service training program. Of the 30 topics, 14 topics had mean values of 4.0 and above. The 14 topics are listed below in rank order: Human Relations Curriculum and InStructional Planning Student Evaluation School Budgeting and Financial Management Educational Planning Methods Administrative Leadership Maintenance of Order and Discipline 156 TABLE 11: RANK ORDER OF MEANS OF ALL TOPICS FOR POST-PRIMARY SCHOOL PRINCIPALS AND MINISTRY OF EDUCATION OFFICIALS COMBINED Rank Topics Order Means Human Relations 1 4.47 Curriculum and Instructional Planning 2 4.45 Student Evaluation 3 4.41 School Budgeting and Financial Management 4 4.40 Educational Planning Methods 5 4.38 Administrative Leadership 6 4.37 Maintenance of Order and Discipline 7 4.32 School-Community Relations 8 4.30 Curriculum Evaluation 9 4.19 Maintenance of School Records 10 4.18 Instructional Supervision 11 4.17 Time Table Preparation 12 4.10 Classroom Management 13 4.08 Introducing and Managing Change Effectively 14 4.05 Staff Evaluation 15 3.97 Decision-Making 16.5 3.94 Management of School Property 16.5 3.94 Office Management 18 3.88 Guidance and Counseling 19 3.91 Education Law 20 3.84 Communication Skills 21.5 3.83 Organization Theory 21.5 3.83 Time Management 23 3.80 Organization and Administration in Nigeria 24 3.75 Grievance Handling 25 3.73 Elementary Statistics and Educational Research Methods 26 3.58 Maintenance of School Grounds and Buildings 27 3.57 Administrative Theory and Practice 28 3.51 Procedures for Admission and Transfer of Students 29.5 3.49 Administration of Extra-Curricula Activities 29.5 3.49 157 School-Community Relations Curriculum Evaluation Maintenance of School Records Instructional Supervision Time Table Preparation Classroom Management Introducing and Implementing Change Effective. Importance of Suggested Topics for the Preparation of Post- Primary School Principals as Perceived by Post-Primary School Principals An analysis of the perceptions of the 70 post-primary school principals regarding the importance of the suggested topics for the preparation of post-primary school principals is presented in Table 12. Importance of Suggested Topics for the Preparation of Post-Primary School Principals as Perceived by Ministry of Education Officials An analysis of the perceptions of the 45 Ministry of Education officials regarding the importance of the suggested topics for the preparation of post-primary school principals is presented in Table 13. Topics which were rated as being "extremely impor- tant" or "very important" by the separate groups (princi- pals and Ministry of Education officials) are presented in Table 14, in rank order, based on frequency of selection, 158 ..NN o ..NN NN N.N. 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N .NN.N Naomne coNNmNNOmmpo ucmuNMNcon uoz mm. m chv.m :onN>Noaam HmcofluusuumcH ucmuNNNOONN Noz NN. N NNN.N aNnmNmpmmN m>NNmNNmNONSON ucmuNNNcoNN poz NN. N .ON.N OONccmNN choNDUSNNMCH pom ESNSUNNNSU ucmuNNNcONN NO. N .NNN.ON 3mg coNumospm NcmuNNNOONN “02 NN. N NNN.. OchmzlconNomO ucmuNNNOONN uoz NN. N NNN.N moonumz OONOONNN choNNmuspm uchNMNcon uoz vv. v mh.m mmNuN>NuU< umHSONNNSU Imuuxm mo CONumNHMNcNEU< ucmuNNNOONN Noz NN. . NN.N NNONOSNN No pmmmcmpe Ucm COHMMHEUNN HON mmHNNUOUOHm ucmuNNNOONN uoz NN. . NNN.N OONNpcmm mucm>mNNo NONUNNNOONN “02 NO. O ONO.N mNNNxN OoNumoNcsseoo ucmuNNNcONN Noz ON. . .NN.N moNNumpm pom >Nooce m>NumNumNCNep< NcmuNNNcONN Noz ON. . NNO.N coNNmdewNN mNnme meNe ucmuNNNcoNN uoz NN. . NON.O Namemomcmz meNe ucmuNMNcon uoz Nm>mq Eopmmum mumsvm MUNmOB No uCMUNchon OUCMUNMNcon mo mmuooo INLU mxumemm I muasmom NmONNMNumum .l azmzameNzN ozNNNN ONE 20 NONNON NON NON NNNNONNNO zoNeaupom No NNNNNzNz oz. NNNNNOZNNE Noemum NmNszalNNom mom mmmzoNNmm No NmNoszommN pneumaxm oz< om>mmmmo 2mmzemm NmozmmmNNNa NON NNON<> mmcoomleo "NN NNNNN 175 mocmnfiwcoo mo Hm>ma mo. um uchNMNcmam« ucmuNMNcmNm uoz mm. N Nqo. unmemmmcm: HMNUCMCHm Ucm ocaummczm Hoocum ucNUNMNcmNm uoz mo. N mm~.N mnocumz coummmmm choflumusom 0cm mUHumNumum >umucmemam ucmufiuflcuflm uoz No. N o~m.N mfiumoflz :N coflumosum mo coNumuumHCNE©< Dam coflumNNcmouo “cmuNuNcon uoz No. N Nam. ocfloNflsm cam wocsouu Hoonum mo mucmcmucflmz ucmufiuflcoflm uoz vN. N omm.m >N¢>Nuommmm mmcmnu ocflucmeHaEH can ocausnouuCH ucmuflwficofim uoz Hm>mq soowmum mumsvm nuance no uCMUNuNcon wuchNMHcon mo mmuoma INLU mxumemm mudsmmm NmuNumNumuw 9200 "ha mdm<9 176 TABLE 18: CHI-SQUARE VALUES OF SIGNIFICANT TOPICS (p<(.05), AND MEANS OF THE TOPICS FOR THE SEPARATE GROUPS OF RATERS (POST-PRIMARY SCHOOL PRINCIPALS/MINISTRY OF EDUCATION OFFICIALS) 2 Ministry of Educa- X Principals tion Officials Topics Values Means Means <___ Education Law 10.199 3.64 4.13 Classroom Management 14.575 4.14 3.98 Maintenance of Order and Discipline 8.868 4.47 4.09 Staff Evaluation 8.109 3.93 4.04 N=70 N=45 177 responses for post-primary school principals and Ministry of Education officials. The four topics are: Education Law Classroom Management Maintenance of Order and Discipline, and Staff Evaluation The means and standard deviations of all raters combined and for the separate groups of raters is presented in Table 20 (Appendix A). Summary In this chapter, the data collected in the course of conducting this study was presented, treated and analyzed. Included were summarizations of: a. the perceptions of the primary school head— masters and the Ministry of Education offi- cials in Nigeria as to the importance of suggested tOpics for the preparation of primary school headmasters in Nigeria. b. the perceptions of the post-primary school principals and the Ministry of Education officials in Nigeria. Similarities and differences in perceptions among each of the two groups of respondents were examined, and topics considered critically important for the preparation for primary school headmasters and post-primary school prin- cipals in Nigeria were identified. In the next chapter, a model program for the pre- paration of primary school headmasters and post-primary school principals in Nigeria will be developed. CHAPTER SIX A MODEL PROGRAM FOR THE PREPARATION OF SCHOOL ADMINISTRATORS This chapter is used specifically to set forth a description of the proposed model training program for the preparation of school administrators in Nigeria. The model is based on a synthesis of findings from the review of.1iter- ature and related research on the training and development of school administrators and the findings from the research survey. The model is comprised of the following components: 1. aims 2. program objectives (general) 3. a program for primary school headmasters 4. a program for post-primary school principals S. instructional approaches 6. program evaluation Aims The program is intended to accomplish two major goals. The first is the professional development of individual ad- ministrators; to help primary school headmasters and post- primary school principals in Nigeria acquire and develop 178 179 professional and administrative competencies needed for ef- fective administration of schools. The second is to improve the quality of education within the Nigerian public school system. Program Objectives (General) In keeping with the overall intent of the model pro- gram goals, several general objectives for the program were defined, to provide benchmarks for later program and per- sonnel evaluation. On successful completion of the program it was de- termined that participants should be able to: 1. demonstrate knowledge of the educational system of Nigeria, including its philosophical and legal foundations, goals and objectives, as well as its organization and administration. 2. understand and effectively apply the principles and techniques of educational planning. 3. effectively lead pupils and staff (professional and administrative) in all school-related mat- ters, especially in matters of school policy, instruction, staff development and school evalu- ation. 4. manage and supervise staff effectively. 5. formally and informally assess and evaluate pupils and staff. 6. maintain order and discipline effectively and create a healthy teaching-learning atmosphere conducive to the moral, social, intellectual and physical development of pupils in the school. 180 7. understand and apply the principles and techni- ques of school budgeting and financial management, accounting and school business processes. 8. demonstrate knowledge and skill in how to apply public relations principles and practices and foster good human relations in the school. 9. communicate effectively—-in speech and writing-- with pupils, staff, parents, the community, the Ministry of Education and significant others. 10. demonstrate knowledge and skill in how to ef- fectively introduce and implement change and innovation. ll. demonstrate knowledge and skill in applying basic management processes including: decision-making, planning, communicating, organizing, controlling and evaluating. 12. develop and implement a daily schedule for classes, pupils and staff members. 13. maintain records required by law. 14. understand and apply basic statistical techni— ques and research methods applicable to education. 15. manage time effectively. In constructing the model program, it was determined that there were discrete requirements for primary school administrators and post-primary headmasters as far as their educational qualifications and experience were concerned. Thus, two programs were developed. Program for Primary School Headmasters Program Orientation The program for primary school headmasters shall con- sist of two-year, full time basic professional and administrative 181 training (at the undergraduate level) aimed at intensive preparation of primary school headmasters for effective ad— ministration of schools. Entry Qualifications Minimum requirements for admission to the program are as follows: 1. sound moral character and emotional stability vouched for by competent and reliable sources. 2. teachers' Grade II Certificate or its professional equivalent with a minimum of five years teaching experience in a primary school. Candidates who already possess the Nigeria Certificate in Edu- cation (N.C.E.) or the Associateship Certificate in Education or their approved equivalents may be exempted from the professional education com- ponent of the program and may complete the pro- gram in one calendar year. Preference is given to candidates who are already primary school headmasters or assistant headmasters provided they have the required entry qualifications. 3. demonstrated leadership aptitude. Program Content The content of the training program for primary school headmasters consists of professional (education) and admin- istrative components. The courses recommended for each com- ponent are as outlined below: A. Professional Education Child Growth and Development Psychology of Learning Tests and Measurements 182 Philosophical Foundations of Education Sociological Foundations of Education Curriculum and Instruction Guidance and Counseling for Primary Schools* Elementary Statistics.* B. Basic Administrative Training Unit 1: National System of Education Historical and Philosophical Foundations Organization Administration Education Laws and Regulations Unit 2: Leadership and Supervision Administrative Leadership Instructional Leadership Instructional Supervision Management of Change and Innovation Unit 3: Personnel Management Pupil Assessment and Evaluation Staff Assessment and Evaluation Staff Development Grievance Handling and Discipline _ *Content indicated should not be emphasized in the program for primary headmasters. 183 Unit 4: Curriculum and Instruction Curriculum and Instructional Planning Curriculum Evaluation Instructional Methods Instructional Technology Classroom Management Unit 5: School Business Administration Office Management Physical Plant Administration Elementary Bookkeeping and Accounting Management of School Records Unit 6: Budgeting and Financial Management Sources of School Revenue School Budgeting Financial Management Financial Instructions and Memoranda of the Ministry of Education Unit 7: Human Relations and Communication Human Relations Public Relations Communication Skills (Oral and Written) Organizational Communication Unit 8: The Role and Functions of a Primary School Headmaster The Headmaster and the Instructional Program The Headmaster and the Staff 184 The Headmaster and the Pupils The Headmaster and the Community Effective Management of the School's Financial and Physical Resources Unit 9: Educational Planning Educational Planning Concepts, Techniques and Application Quantitative and Qualitative Aspects of Educational Planning Educational Planning Process, Models and Strategies Evaluation Strategies in Educational Planning and Implementation. Unit 10: Organization and Administration Theory Organization Theory* Administration Theory* Group Dynamics School Organization Unit 11: Administrative Field Experience/Internship This unit shall be designed to provide Opportu- nities for the application of administrative theories to real-life administrative situations. It shall include: Case studies, simulation and other practical exercises; independent con- sultation visits to observe and discuss administrative practices in a variety of schools; supervised internship in educa- tional planning and management in schools and other educational organizations such as the Ministries of Education, Teaching Service Commission, School Boards and Local Education Authorities. *Content indicated should not be emphasized in the program for primary school headmasters. 185 Certification Successful completion of the requirements of the pro- gram will qualify the candidate for a Diploma in School Ad- ministration. Program for Post-Primary School Principals Program Orientation The program for post-primary school principals is a two-year course of full-time basic professional and ad- ministrative training (at the graduate level), aimed at the effective preparation of post-primary school principals. Entry Qualifications Minimum entry requirements for the principalship program include the following:: 1. Sound moral character and emotional stability vouched for by competent and reliable sources. 2. A bachelor's degree with a minimum of five years teaching experience in a post-primary school. Candidates who have a Bachelor's degree in Edu- cation, or the post-graduate Diploma in Education or their approved equivalents may be exempted from the professional education component of the program, provided there is satisfactory evidence that the candidates have already studied, and are able to demonstrate competency in, all the professional education courses. Any defici- ency in a candidate's professional education background must be remedied before the candidate is allowed to proceed to the administrative train- ing component of the program. 186 Demonstrated leadership aptitude. In considering candidates for admission to the program, prefer- ence is given to principals and officially ap- pointed vice-principals and others who have been selected for appointment or promotion to the position of principal, provided they satisfy the minimum entry requirements described above. Program Content The content of the training program for post-primary school principals shall consist of professional education and administrative training components. The courses re- commended for each component are described below. A. Professional Education Philosophical Foundations of Education Sociological Foundations of Education Educational Psychology (with emphasis on Adolescent Psychology and Psychology of Learning) Tests and Measurement Guidance and Counseling Curriculum and Instruction Educational Statistics and Research Methods Basic Administrative Trainingnm Unit 1: National System of Education Historical and Philosophical Foundations Organization 1 Administration Education Laws and Regulations 187 Unit 2: Leadership and Supervision Administrative Leadership Instructional Leadership Instructional Supervision Management of Change and Innovation Unit 3: Personnel Management Pupil Assessment and Evaluation Staff Assessment and Evaluation Staff Development Grievance Handling and Discipline Unit 4: Curriculum and Instruction Curriculum and Instructional Planning Curriculum Evaluation Instructional Methods Instructional Technology Classroom Management Unit 5: School Business Administration Office Management Physical Plant Administration Elementary Bookkeeping and Accounting Management of School Records Unit 6: Budgeting and Financial Management Sources of School Revenue School Budgeting Financial Management Financial Instructions and Memoranda of the Ministry of Education 188 Unit 7: Human Relations and Communication Human Relations Public Relations Communication Skills (Oral and Written) Organizational Communication Unit 8: The Role and Functions of the Post-Primary School Principal The Principal and the Instructional Program The Principal and the Staff The Principal and the Students The Principal and the Community Effective Management of the School's Financial and Physical Resources Unit 9: Educational Planning Educational Planning Concepts, Techniques and Application Quantitative and Qualitative Aspects of Educational Planning Educational Planning Process, Models and Strategies Evaluation Strategies in Educational Planning and Implementation. Unit 10: Organization and Administration Theory Organization Theory* Administration Theory* Group Dynamics School Organization Unit 11: Administrative Field Experience/Internship This unit shall be designed to provide Opportu- nities for the application of administrative *Content should not be emphasized in training programs for post-primary principals. 189 theories to real-life administrative situations. It shall include: Case studies, simulation and other practical exercises; independent con- sultation visits to observe and discuss administrative practices in a variety of schools; supervised internship in educa- tional planning and management in schools and other educational organizations such as the Ministries of Education, Teaching Service Commission, School Boards and Local Education Authorities. Certification Successful completion of the requirements of the program will qualify the candidate for a Master of Educa- tion (M.Ed.) degree in School Administration. Instructional Approaches A variety of methods and techniques may be used for instruction in the Headmasters' and Principals' programs. The particular method used would depend on: (a) the nature of the content to be taught, (b) the characteristics of the students and (c) the instructional setting. The follow- ing instructional methods are suggested: 1. lecture/teaching 2. case studies and simulations 3. role playing 4. use of guest speakers 5. model school visitation 6. others, appropriate to the circumstances. 190 Program Evaluation Evaluation has been defined as "the determination of the worth of a program, product, procedure, or objective, or the potential utility of alternative approaches designed to attain specified objectives."l It consists of procedures designed to systematically collect the descriptive and judg- mental information necessary to make effective training and educational decisions. According to Kirkpatrick, evaluation procedures should consider outcome at four levels: reaction, learning, behavior, and results.3 Delineation of outcome criteria at each of these four levels is provided in the pages that follow. Reaction concerns how the trainees felt about the program in which they participated (includes trainees' re- actions to the content of the program, the trainer, the lBlaine R. Worthen and James R. Sanders, Educational Evaluation: Theory and Practice. (Washington, Ohio: Charles A. Jones Publishing Company, 1973), p.19. 2Irwin I. Goldstein, Training Program Development and Evaluation. (Brooks/Cole Publishing Company, 1974), p.49. 31bid, p.59. 191 methods used, and the surrounding in which the training took place). Learning involves the extent to which the trainees have absorbed the knowledge and skills that have been taught. The extent to which the trainees can apply what they have learned in training to their job settings is termed behavior. Results are the extent to which cost- related behavioral outcomes have been affected by the train- ing.4 Reaction and learning measures are concerned with outcomes of the instructional program itself. Hence, they are often referred to as "internal" measures of training success. Behavior and results measures deal with the out- comes of the training program as applied to the job environ- ment, and are usually defined as "external" measures.5 The training model proposed in this chapter may be evaluated using these four levels of criteria recommended by Kirkpatrick. With regard to reaction criteria, specific reaction objectives can be formulated consistent with the objectives of the model described. Once the objectives for teaching a particular topic or topics have been formulated, 4K.N. Wexley, and Gary P. Latham, Developing and Training Human Resources in Organizations. (Scott, Fores- man and Company, 1981), p.89? 51bid, p.89. 192 a comment sheet similar to the one presented in Figure 7 can be designed to record reactions. It should elicit reactions to training ob- jectives, permit anonymous answers, and allow the trainees to write additional comments not covered by the questions. In addition, two or three items that have no relationship to the training program might be included on the reaction questionnaire, to determine whether the trainees are responding thoughtfully or blindly.5 Although favorable reactions to a training program do not necessarily guarantee that learning has taken place or that behavior of the trainees has changed as a result of the program, reaction measures are important, neverthe- less, to assess the success of training efforts, and to pro- vide trainers with information which may help them plan future programs. Using "self-report" reaction measures, in which trainees are asked to evaluate themselves on certain variables related to the purpose of the training such as leadership, budgeting, or time management, the difference between self- report measures taken at the start of the training program (pre-test) and those taken at the end of training (post- test) serves as a way of assessing the trainees' reaction to the usefulness of the program.7 6Ibid, p.79. 71bid, p.81-84. 193 FIGURE 7: AN EXAMPLE OF A TRAINEE REACTION QUESTIONNAIRE Evaluation Questionnaire (Please return this form unsigned to the Training & Development Group) 1. Considering everything, how would you rate this program? (Check one) Unsatisfactory Satisfactory— Good Outstanding Please explain briefly the reasons for the rating you have given: Were your expectations exceeded matched fallen below ? (Check one) Are you going to recommend this training program to other members of your department? Yes___No___ If you checked "yes", please describe the job titles held by the people to whom you would recommend this program? Please rate the relative value (l=very valuable; 2= worthwhile; 3=negligible) of the following components of the training program to you: Videocassettes Role-Playing exercises Workbooks Small Group Discussions Small Group . Discussions Lectures Cases Readings: Articles Please rate the main lecturer's presentation (l=not effective; 2=somewhat effective; 3=effective) in terms of: Ability to Communicate Emphasis on Key Points Visual Aids Handout Materials 194 FIGURE 'h Cont. 6. Please rate the following cases, readings and Videocassettes by placing a checkmark in the appropriate column: Excell. Good Fair Poor Overcoming Resistance to Change Reviewing Performance Goals Setting Performance Goals Handling Employee Com- plaints Improving Employee Per- formance The Village Headmaster Father Galvin Visits His Schools McGregor's Theory X and Y Mr. Ajayi v. the Parents The Community School Principal Ojefua Takes Over. 7. Was the ratio of lectures to cases (check one): High__ OK Low ? 8. Were the Videocassettes pertinent to your work? (check one) To most of my work? To some of my work? To None of my work? 195 9. To help the training director and the staff provide further improvements in future programs, please give us your frank opinion of each case discussion leader's contribution to your learning (Place your checkmarks in the appropriate boxes). Above Below Excellent Average Average Average Poor Agboifo Nwafor Osilama Placida Jacinta Okonkwo Isome Sr. Consolata ggbaghada 10. How would you evaluate your participation in the program? (check) Overall workload: Too heavy Just right Too light Case preparation: Too much Just right Too little__ Homework assignments: Too heavy Just right Too little__ 11. What suggestions do you have for improving the program? 12. Please add any additional comments, criticisms, or sug- gestions that you think might be helpful for the training group to know before scheduling future programs: source: Adapted from Wexley, Kenneth N. andGary P. Latham, Developing and Training Human Resources in Organization, op cit. p.79-81. 196 Learning criteria are used to assess the knowledge and skills that were absorbed by the trainees. In the case of the model programs presented in this chapter, knowledge of the suggested content may be measured by a variety of methods including paper-and-pencil tests similar to those taken in university courses. "Regardless of the learning tests used" suggest Wexley and Latham "it is essential that the test is based directly on the program's learning ob- jectives."8 The learning objectives for the model program would consist of the knowledge and skills that have been identified (through the review of literature and the re- search survey) as necessary prerequisites for satisfactorily performing the school administrator's job. While a program may promote learning, the learning may not affect the trainee's behavior on the job. Therefore, it is necessary to distinguish learning criteria from be- havioral criteria: Learning is based upon the trainee's knowledge or skill performance in the training environment itself. Behavioral criteria, on the other hand, are concerned with the performance of the trainee in another environment, i.e., the on-the-job set- ting. 9 81bid, p.86. 91bid, p.87. 197 Appraisals of the on—the—job behavior of headmasters and principals,who are given training in school administra- tion using the suggested model, may be collected from various supervisory sources, such as Ministry of Education officials (e.g., Inspectors of Education) and from co-workers and sub- ordinates, such as teachers, bursars, and school clerks. The appraisal should be done several months after training so that the trainee is given adequate opportunity to put into practice what has been learned during training. An example of a behavioral questionnaire that could be used by teachers to assess the on-the-job behavior of their headmaster or principal, who has undergone training in conducting appraisal feedback interviews with employees, is given in Figure8 . The purpose of the questionnaire would be to evaluate the effectiveness of the training pro- gram. "Results" criteria are used (in measuring the ef— fectiveness of a program) to relate the results of the training program to organizational objectives.lo Results that could be examined in assessing the effectiveness of the model program include costs, turn-over, absenteeism, OIrwin I. Goldstein, p.60. 198 Figurea; : An Example of a Behavioral Questionnaire Completed by Subordinates Compared to two years ago: (CHECK ONE) Yes No ‘ 10. Does your principal have a better under- standing of how you perform your job? Does he have a better understanding of you as an individual? Does he better indicate recognition of your good work? Does he better utilize your particular skills? Do you have a better picture of what he expects from you in terms of job performance? Do you have a better picture of how you stand with him over—all? Does he discuss your job performance with you more frequently? Do you have a greater opportunity to present your side of a story during those discussions? Does he take a greater personal interest in you and your future? Does he make a greater effort to help you develOp yourself? Adapted from C. G. Moon and T. Hariton, "Evaluating an Appraisal and Feedback Training Program, "Personnel, November - December (1958), New Ybrk: American Management Association, Inc., (1958), p. 40. 199 grievances, and morale. While changes in these measures can be attributed to factors unrelated to training, such as increased pay, promotion, changes in staff composition, bet- ter selection methods, and better equipment, the proportion of change due to training can be isolated by holding other factors constant or weighing all factors. Despite these problems, those implementing the program will seek cost- related evidence wherever possible, to demonstrate that training efforts affect organizational effectiveness. Where this is impossible, the program should be evaluated on the basis of behavioral criteria, that is,the extent to which the training program has brought about a relatively perman- ent change in the headmaster's or principal's behavior. Summary A model training program in educational planning and management, for the preparation of school administrators in Nigeria, has been presented, based on the findings from the review of related research and the findings from the survey. The model includes a program for primary school headmasters and one for posthrimary school principals. In addition, goals and objectives, instructional approaches, and procedures for evaluating the program have been dis- cussed. CHAPTER SEVEN SUMMARY, CONCLUSIONS AND RECOMMENDATIONS This chapter is a general summary of the study, findings, Summary tions: The l. The conclusions and recommendations. purpose of this study was to: Identify topics that experts in school ad- ministration recommend for the training and development of school administrators; Identify topics which Nigerian school ad- ministrators and Ministry of Education Of- ficials consider important for effective preparation of Nigerian school administra- tors. Determine the importance which practicing school administrators in Nigeria and the Ministry of Education Officials to whom they are responsible attach to suggested topics for the preparation of Nigerian school administrators. On the basis of all relevant information to develop a model training program in educational planning and management for the preparation of school administrators in Nigeria. study attempted to answer the following ques- What topics should be included in a model edu- cational program for school administrators who operate at the primary and secondary levels of an educational system? 200 201 2. What topics do Nigerian school administrators, and Ministry of Education officials to whom they are responsible, regard as important for preparation of administrators? 3. How important do Nigerian school administrators and Ministry of Education officials regard certain topics suggested for inclusion in a program specifically designed for the prepar- ation of Nigerian school administrators? 4. How do Nigerian school administrators and the Ministry of Education officials differ in their perceptions of the importance of certain topics suggested for inclusion in an educational program for school administrators in Nigeria? The importance of the study was-seen as including the following: 1. Contribute to improvement of content of edu- cational programs for school administrators. 2. Provide guidelines for identifying the edu- cational needs of school administrators 3. Yield information that would be valuable in planning pre-service and in-service educa- tion and development programs for prospective and practicing school administrators. 4. Provide data for counseling prospective and practising school administrators who might wish to take courses in educational planning and management to develop their administrative skills. ’ 5. Provide guidelines that might be useful as a basis for the development of an education pro- gram that would be responsive to the needs of school administrators in Nigeria. This study assumes that an educational program would best serve the needs of those for *whom it is designed, if they have themselves contributed to its development. Also, an educational program developed by those for whom it is 202 designed, the experiences of other countries, and the opin- ion of experts in the field, could be useful. Limitations of the Study This study had the follow-up limitations: In the context of the study, "school admin- istrators" referred only to primary school headmasters and post-primary school principals. The nature of the measurement scale used. Time constraint made a field-testing of the proposed model impossible. The population studied was restricted to: a. primary school headmasters b. post-primary school principals c. Ministry of Education officials. Research Design The this study: 1. 2. following procedures were followed in conducting A review of literature and related research was made. A list of content topics found in the liter- ature was prepared. On the basis of the content topics identified in the literature, a rating instrument was developed and used to evaluate the topics. The rating instrument was reviewed by members of my doctoral committee and other distinguished professors in the fields of Research, Evaluation and Personnel Management. 203 The questionnaires were pilot tested by a sample of Nigerian school administrators studying in the United States of America. Suggestions were considered and alterations made. The final form of the rating instrument was- prepared. Copies of the rating instrument were sent to and completed by a sample of primary school headmasters, post-primary school princi~ pals and Ministry of Education officials in Nigeria. The topics were rated in terms of five degrees of importance for inclusion in an educational program. The responses of the 180 raters were tabulated and statistically treated in the following man- ner: a. Rank Order of Means of all topics for Primary School Headmasters and Ministry of Education Officials combined. b. Ratings of the suggested topics by the Headmasters, the Ministry of Education Officials and both groups combined. c. Chi-square values for differences between observed and expected frequencies of re- sponses for Headmasters and Ministry of Education Officials on all topics on the rating instrument. d. Means and Standard Deviations of ratings on all topics for separate groups of raters and combined group of raters (Primary School Headmasters and Ministry of Educa- tion Officials). e. Rank Order of Means on all topics for post- primary school principals and Ministry of Education Officials combined. f. Ratings of the suggested topics by the principals, the Ministry of Education of- ficials, and by both groups combined. 9. Chi-Square values for differences between observed and expected frequencies of respon— ses for Principals and Ministry of Education Officials on all topics on the rating in- strument. 204 h. Means and Standard Deviations of ratings on all topics for separate groups of raters and combined group of raters (Post—primary school Principals and Ministry of Educa- tion officials). After the program content topics were identified, a model educational program for the preparation of school administrators in Nigeria was developed based on the findings from research and liter- ature review, and from the survey instrument. Findings of the Study The major findings of this study were derived from, (a) the review of literature‘and related research presented in Chapter 3; and (b) the analysis of the data gained through the survey of primary school headmasters, post-primary school principals and Ministry of Education officials summarized in Chapter Five. The findings are: l. The review of literature and related research showed no evidence of any nation-wide study that had been done on either the pre-service or in-service education of primary school headmasters and post-primary school principals in Nigeria. The review also revealed that educational programs in educational planning and manage- ment designed specifically for the prepara- tion of primary school Headmasters and post- primary school principals were non-existent. Unlike in the United States where school administrators have to be certified before they can practice ("to protect the public against incompetent personnel"), no such requirements exist in Nigeria. The high rate of response from the sample studied (87 percent of the Headmasters, 93 percent of the Principals and 90 percent of the Ministry of Education Officials) indi- cated considerable interest in the education of Nigerian school administrators. 205 The typical primary school headmaster in Nigeria was more than 41 but less than 50 years of age (49.2 percent); was male (75.4 percent); was located in a rural area (72.3 percent), in a school with an enrollment of fewer than 600 pupils but more than 350 pupils (49.2 percent); had no bachelor's degree (96.9 percent); had up to 16 or more years of teaching ex- perience (84.6 percent); had held a head- mastership for less than eleven years (75.4 percent); had no formal training in school administration (76.9 percent); and had a high need for education in planning and management (63.1 percent). The typical post—primary school principal in Nigeria was more than 40 but less than 51 years of age (52.9 percent); was male 68.6 percent); was located in an urban area (62.9 percent) in a school with an enrollment of 850 students and over (41.4 percent); had up to 16 or more years of teaching experience (70.0 percent); had held a principalship for less than 11 years (72.8 percent); had no formal training in school administration (75.5 percent); had a high need for training in educational planning and management (77.1 percent). There was a high degree of agreement be- tween and among all the groups of respon- dents with regard to the importance of the suggested topics for the education and development of school administrators in Nigeria. None of the thirty suggested tOpics for the preparation of primary school head- masters received a "Not Important" rating by up to 4.0 percent of the headmasters and Ministry of Education officials, either as separate or combined groups. More than 50.0 percent of primary school headmasters and the Ministry of Education officials (combined) rated 25 of the 30 tOpics as extremely or very important. The 25 topics are: Human Relations Curriculum and Instructional Planning 10. 206 School—Community Relations Maintenance of Order and Discipline Student Evaluation Educational Planning Methods Maintenance of School Records School Budgeting and Financial Management Administrative Leadership Curriculum Evaluation Instructional Supervision Time Table Preparation Management of School Property Classroom Management Introducing and Implementing Change Effectively Staff EValuation Education Law Organization and Administration of Education in Nigeria Maintenance of School Grounds and Buildings Office Management Time Management Procedures for Admission and Transfer of Students Communication Skills Elementary Statistics and Educational Research Methods None of the thirty suggested topics for the preparation of post-primary school principals received a "Not Important" rating by up to 2.0 percent of both the post-primary school princi- pals and the Ministry of Education Officials either as separate or as a combined group. 207 11. With the exception of "Organization Theory" all other topics suggested for the training and development of post-primary school princi- pals were rated as being "extremely important" or "very important" by more than 50.0 percent of the Principals and Ministry of Education Officials combined. The topics are: Human Relations Curriculum and Instructional Planning Maintenance of Order and Discipline Educational Planning Methods School-Community Relations Student Evaluation School Budgeting and Financial Management Administrative Leadership Curriculum Evaluation Classroom Management Maintenance of School Records Instructional Supervision Time Table Preparation Guidance and Counseling Management of School Property Staff Evaluation Decision Making Introducing and Implementing Change Effectively Communication Skills Office Management Grievance Handling 12. 13. 208 Organization and Administration of Education in Nigeria Education Law Time Management Maintenance of School Grounds and Buildings Elementary Statistics and Educational Research Methods Administrative Theory and Practice Procedures for Admission and Transfer of Students Administration of Extra-Curricula Activities The eleven topics whose mean ratings (by head- masters and Ministry of Education officials combined) ranged from 4.00 and above were: Human Relations Curriculum and Instructional Planning Maintenance of Order and Discipline School-Community Relations Student Evaluation Maintenance of School Records Educational Planning Methods Instructional Supervision Administrative Leadership School Budgeting and Financial Management Time Table Preparation The fourteen topics whose mean ratings (Principals and Ministry of Education Officials combined) ranged from 4.00 and above were: Human Relations Curriculum and Instructional Planning Student Evaluation Conclusions 209 School Budgeting and Financial Management Educational Planning Methods Administrative Leadership Maintenance of Order and Discipline School-Community Relations Curriculum Evaluation Maintenance of School Records Instructional Supervision Time-Table Preparation Classroom Management Introducing and Implementing Change Effectively Based on the findings of this study, and subject to the limitations already stated, the following conclusions were drawn: 1. Seventy-six and nine-tenths (76.9) percent of the Primary School Headmasters and 75.7 percent of the post-primary school principals in Nigeria had no:formal training in school administration. There is a high need for the education of Nigerian primary school Headmasters and post- primary school principals in Educational Planning and Management. Programs in school administration designed specifically for primary school headmasters and post—primary school principals are urgently needed. With the exception of five of the thirty topics suggested, there was a high degree of consensus among all the raters as to the relative impor- tance of the topics. 210 5. The consistently high percentage of raters (above 70 percent) who rated the following tOpics as being "extremely important" or "very important" would suggest that com- petencies in the topics are critically essential for primary school headmasters and post-primary school principals and should be highly emphasized in their train- ing programs. The tOpics are: Human Relations Curriculum and Instructional Planning Student Evaluation School Budgeting and Financial Management Educational Planning Methods Administrative Leadership Maintenance of Order and Discipline School-Community Relations Curriculum Evaluation Maintenance of School Records Instructional Supervision Time Table Preparation Recommendations The recommendations pr0posed are consequential upon the review of the literature and related research and the findings of this research. ‘The recommendations are not arranged in any specific order. Their implementation can lead to considerable improvement in the performance of the 211 job of the primary school headmasters and post-primary school principals. l. The recommendations are as follows: Provision should be made by Nigerian Universities to offer pre-service and in-service programs in school administration for prospective and serving primary school Headmasters and post-primary school principals. The programs should be directly re- lated to the roles and responsibilities of the Headmasters and principals, and should have three components: Professional education, administra- tive training and Administrative Internship/Field Experience. The programs should be flexible enough to permit candidates who already possess approved professional qualifications in educa- tion (e.g. a Diploma in Education or Bachelor of Education) to enter straight into the administra- tive training component of the programs, which should last at least one calendar year. Possession of a sound professional education certificate or Diploma relevant to the level of school administration of the prospective can- didate for the program should be a requirement for admission to the program. Additionally, candidates must have sound moral character and leadership aptitude. The model educational programs for the prepara- tion of primary school Headmasters and post- primary school principals described in Chapter 6 above should serve as a guide to Nigerian Universities and Ministries of Education in planning pre-service and in-service education programs for primary school Headmasters and post-primary school principals. The model may be known as the PROFESSIONAL EDUCATION IST-CUM-ADMINISTRATOR SPECIALIST (PECAS) MODEL. It is a model which produces a school administrator who has a sound pro- fessional training in education relevant to the level of educational institution he is administering; and, a specialist training in school administration relevant to the level of school system in which he functions. Appointment of headmasters and principals should be based not only on mere "seniority" and teach- ing experience but also on satisfactory evidence of sound moral character, demonstrated leadership 212 potential, and possession of both professional (education) and administrative qualifications. Headmasters and Principals who do not have training in school administration but are other- wise qualified should be granted study leave to proceed for in-service training in school ad- ministration. Efforts should be made to ascer- tain that institutions (at home or abroad) where such serving officers propose to under- take their administrative training do in fact have sound and relevant programs in educational administration and that the trainees' learning experiences in the institution would be bene- ficial to the improvement of educational admin— istration in Nigeria. On completing their train- ing programs, trainees should be allowed to re- turn to administer schools instead of the cur- rently common practice of transferring them to the Ministry of Education or other non-school setting. Future school administrators in Nigeria should be certified before they can be allowed to head schools. Federal and State Ministries of edu- cation should establish uniform certification standards for school administrators to guard the public against immoral, undisciplined and incompetent administrators. Practice-oriented short-term and induction courses in Educational Planning and Management should be organized by Universities and Minis- tries of Education for newly appointed Head- masters and principals. Competencies that should be emphasized in the courses should in- clude, but not limited to, competencies in the following areas: Human Relations Curriculum and Instructional Planning Student Evaluation School Budgeting and Financial Management Educational Planning Methods Administrative Leadership 10. 11. 213 Maintenance of Order and Discipline School-Community Relations Curriculum Evaluation Maintenance of School Records Instructional Supervision Time Table Preparation Classroom Management Introducing and Implementing Change Effectively University and College of Education lecturers in school administration should possess sound professional qualifications in education in addition to a doctorate degree in Educational Administration. At least some of the staff (trainers) should have practical experience in school administra- tion. Persons who are not professional educators but who possess expertise in some technical aspect of administration related to school administration (e.g., Budgeting and Financial Management, Elementary Bookkeeping and Account- ing) should be invited as guest speakers to lecture on topics of their expertise. Federal and State Ministries of Education should give high priority to the professional and ad- ministrative training of primary school head- masters and post-primary school principals and should formulate policies which would encourage Headmasters' and Principals' regular attendance at conferences, local workshops and short courses at Universities and Colleges of Education. Nigerian Universities and Ministries of Educa- tion should cooperatively ensure that books, journals and other resources on school admin- istration are adequately provided. 12. 13. 14. 214 Committees for in—service education of school administrators should be formed at national and state levels. The committees should com- prise professors of Educational Planning and Management, Ministry of Education officials, Headmasters and Principals and other interest groups (e.g., representatives of the Nigerian Union of Teachers). The committees should be advisory and responsible to the Ministries of Education. Their functions should include the following: Identify headmasters' and principals' in- service training needs; assist in planning and implementing in-service education programs for Headmasters and principals; establish procedures and techniques;; provide for on-going feedback; arrange for evaluation procedures; and devise a systematic program of action for the future. National or State Institutes of Educational Plan- ning and Management or Administrative Staff Schools for school administrators should be established. The planning, organization, staff- ing and management of the institutes or schools should be a joint affair of the Ministries of Education and the Universities. Successful school administration is a function of at least six factors: (1) sound moral char- acter, (2) leadership aptitude, (3) possession of professional and administrative competencies (knowledge, skills, ability, and attitude), (4) motivation, (5) necessary tools and facili- ties to work with, and (6) organizational sup- port. Therefore, a systems approach to the training and development of school administra- tors, which takes into consideration the six factors outlined above should be adopted. Ef- forts should be made to select the right type candidates for headship of Nigeria's primary and post-primary schools. The selected candi- dates should receive appropriate professional and administrative education to improve their leadership skills; motivate them through finan- cial and non-financial rewards; provide them with tools and facilities to work with and formu; late policies that would encourage institutional support of change and innovation. 15. 16. 215 For effective preparation of Nigerian school ad- ministrators, headmasters and principals should be given opportunities to participate actively in the development of programs--induction courses, short-term courses, seminars, workshops, refresher courses, long-term courses, etc., to ensure the programs address the actual needs of the school administratons for whom the pro- grams are designed. Evaluation procedures should be part of the pre-service and in-service training programs. Topics listed under the programs for primary school Headmasters and post-primary school Principals described in the Model Program in Chapter 6 should be part of educational programs for headmasters and principals. Top priority should be given to competencies in the following topics: Human Relations Curriculum and Instructional Planning Student Evaluation School Budgeting and Financial Management Educational Planning Methods Administrative Leadership Maintenance of Order and Discipline School-Community Relations Curriculum Evaluatin Maintenance of School Records Instructional Supervision Time-Table Preparation Classroom Management Introducing and Implementing Change Effectively 216 17. In view of the enormous variety of tasks performed by school administrators and the variability of the circumstances under which they are performed, no pre- paration for performance of a set of specific tasks can be adequate for all occasions. Therefore, it is strongly recommended that preparation programs emphasize administrative processes. 18. Consideration should be given to an inter- disciplinary approach to program develop- ment; future school administrators can benefit from courses in psychology, sociology, philoSOphy, and business administration. Suggestions for Further Research In this study a model program for the training and development of school administrators was developed. There is need for further research to test the model. Research is also needed to determine why primary school Headmasters and Ministry of Education Officials rate Organization and Administration Theories very low as topics for the training of primary school Headmasters. The feasibility of establishing an all-Nigerian Administrative Staff School for school administrators in Nigeria needs further research. APPENDIX A SUPPLEMENTARY TABLES 2137 DH.H om.m mo.H mm.m mH.H vm.n avocumz nuumumom HmCOHumUSOm can muaumfiumum >umucmEmHm om.o NN.N co.o NN.N mo.o m~.N nuNuN>Nuu< umNsoNuuso muaxm «0 coaumuumacaecc No.H om.m No.0 nv.m mo.~ ~m.n nucocsum mo umuncmua can :ONnmueoc you mmusomuoum am.o ow.m mm.o vo.m mm.o «m.n nauooaz ca.coNuuospm mo :oNumuunNcNEU< can coNumnacmouo mm.o wo.n vm.o Hm.n mm.o om.n ocdoaasm can nocsouu Hoonom mo mucm:0ucNmz mm.o m~. v5.0 mm.v om.o h~.v acoNumem >uficassoouaoo:om NN.o NN.N em.o oo.N No.6 oN.N >N0>Nuoouum nuance unaucoeodoeH can ocaosuouucH vm.o mm.n om.o hm.n ms.c wo.v coaumsam>m suasoauuau No.0 Hm.m mm.o cm.n vo.o ah.m cofiumsam>m ummum sm.o v~.v Np.o s~.v .sm.o -.v :oNumSHm>m ucoosum oo.a m~.m mo.H mm.m oo.~ -.m ocaaocm: oucm>owuo vo.a ov.m o~.a vv.m oo.~ wv.m ocuaoucsou can oucmpfiso pn.o mm.v mm.o mm.v mh.o ~m.v ocaaaauauo can nacho mo mocmcuucam: om.o mm.n Hm.o mo.v ~h.° mm.m ucoeooncm: sooummmau em.o oo.m ~m.o hm.m mm.c ~m.n auuonoum Hoosom uo acosooucm: mm.o -.v om.o m~.v mh.o ha.v monouvm Hoonum no oucmcouchz om.o N5.m v3.0 mm.n om.o no.n ucosoomcm: ooamwo mm.o vo.n mm.o om.m mo.a mm.n naawxm coNuQUNCSEsou no.o ov.v mo.o hv.v vo.o ov.v . acodumaom cuss: NN.o NN.~ Nm.o No.N om.o NN.~ snooze cofiumuacmouo no.o oN.n vo.o oo.n mm.c ha.n ooauuuum can auoona 0>Numuumwcaeo< om.o w~.v om.o w~.v mm.o mH.v coana>uuasm HanoNuosuumcH hm.o m~.v oo.o -.v Hmo. mo.v ndnuuovmoq o>dunuunwcweo< No.0 No.v mo.o mo.v mm.o mm.n nodumundoum wanna mafia ma.o mo.m sm.o oo.n Ho.H ~o.n «cosmonaut OENB vm.o no.v oh.o na.v om.o no.v acoeouocuz Huaucucam 0cm ocauoooan Hoocom wh.o on.v om.o ov.v oo.o vm.v unaccuam anneauusuuuCH 0cm enasoauusu No.a «N.N mo.o vo.v HH.N ~c.n 3n; acaumusom NN.o N..N so.o N..N NN.o NN.N unaxm: conNouo .mm.o NN.v vo.o «N.. mo.o ~N.¢ noosuo: unaccuam Nucoaunuacm .o.m mcmmz .o.m memo: .o.m memo: nowuoa .asouo vocabeou mHmNUNuuo coNumo unoummsomoz (sou mo >uumacwz Hoozum >umefium manouulmCNumm AmdtHUHmmO ZOHBND amauo< undouNuusu muuxm «o coaumuumwcasp< om. ov.m No. om.n no.H hm.n nucocaum no uouucuufi can scannwso< now nouspoooum an. mh.n om. mn.n ms. mh.m aduoONZ ca :oNumosom mo coNuuuuuNcusp< can :oHumNN:00uo mm. hm.m or. om.m om. sm.n Unavaaan can nocsouo Hoocom no monocoucam: om. om.v on. Hm.v mo. on.v unauunaom >u«::EEOUIHOOcum am. mo.v am. mo.n mm. mN.v >Ho>auuuwun oucunu usaucoeoHneH can Ocausuouucm ~m. oH.v mo. o~.v sh. ma.v nodumaau>m endsoauusu om. no.n No. vo.v mm. mm.n coNum=Hu>m Human on. Ne.v do. om.v vs. vv.v :oNuu9Hm>m ucooaum om. mh.m no. N>.n om. vh.n ocfiaucuz ouca>oauo om. Hm.n hm. mo.v co. om.n ocaaoucsou can oucuoaso as. ~N.v an. mo.v Ho. hv.v ocaanauudo can noouo mo oucncoucam: mN. no.4 No. om.N so. vN.v ucueoomcm: eooumamao NA. vN.N om. No.N ~N. .NN.N suuoooum Noonom uo acoeoomcmz om. mH.v ~m. o~.v om. ha.v uuuooom Hoosom no oucmcoucam: «N. NN.N No. NN.N mm. NN.N acmemomcax ouNuwo mm. nm.n on. Ha.v no. vo.n uHHNxm :oNunu«::Eeou no. hv.v om. hc.v Ho. nv.v ncoNuuHmm amen: om. NN.N Na. N..N NA. NN.N snooze coauuuficmouo No. Hm.n am“ mm.n mm. sv.n oouuouum can >uoona o>auauunacaev¢ oh. AN.N NA. N~.v NN. . NN.v coana>uoazm Nucoauusuuucu on. NN.v No. ov.v on. wN.v nannuocuoo u>aumuuuacaec< mm. oa.¢ om. Nd.v Na. mo.v coduaumnoum wanna mags mm. om.N NN. on.N ma. No.N ucoeooncmx vane NF. ov.v mo. hv.v vs. om.¢ ucoeooucu: Nuaucucwm can ocauoocsm Hoocow ac. mv.v ms. av.v mo. Nv.v ocuccaam Hocoauosuuncu 0cm snasuauusu om. vm.n hm. na.v .ho. vo.n In: coduuuacm no. vm.n om. on.n pr. vo.v ocuxu: codnaouo mp. on.v No. ov.v om. nn.v muonuo: unaccuam Nucoauuoscm .Q.m mama: .o.m memo: .Q.m memo: nuamofi macho vocheou nHuNUNHuo coNu mHmQNUCNum Noocuw . unusom uo >uumacax >umeNumuumom nmsouo acauum (I AwJma Data—25am oz: mzcm: "cw. magma APPENDIX B RESEARCH QUESTIONNAIRE (FOR PRIMARY SCHOOL HEADMASTERS AND POST-PRIMARY SCHOOL PRINCIPALS) 219 Phil? QUESTIONNAIRE A STUDY OF EDUCATIONAL PLANNING AND MANAGEMENT TRAINING NEEDS NOTES: 1. The purpose of this study is to find out what topics you think should be included in training programs designed specifically for the preparation of school administrators like you. 2. Your opinion and suggestions are needed to help plan future training programs. 3. Your responses to the questionnaire items and your suggestions will be treated as strictly confidential. 4. Please use back of the page where necessary. INSTRUCTIONS FOR COMPLETING THE QUESTIONNAIRE Complete Parts I and II of the questionnaire. Part II contains a list of Planning and Management tOpics. Read each topic. l-‘UJNH Please indicate the importance of including the topics in a training program for the preparation of Primary School Head- masters/Post-Primary School Principals in Nigeria by circling the appropriate numbers to the right of each tapic. 5. Rate the topics as they apply to the role and functions of: (a) Primary School Headmasters, if you are a Primary School Headmaster (b) Post-Primary School Principals, if you are a Post- Primary School Principal (Turn to the next page) 22() 6. Use the following scale: 1 Not important 2 Slightly important 3 Important 4 Very important 5 Extremely important 7. Thank you for your time and cooperation. (Turn to the next page) 22]. HM/P QUESTIONNAIRE A STUDY OF EDUCATIONAL PLANNING AND MANAGEMENT TRAINING NEEDS HEADMASTERsyPRINCIPALS' PERCEPTIONS PART I: PERSONAL AND DEMOGRAPHIC DATA Surname Other Names Age in years on your last birthday Check (V) one 1. Under 30 2. 31 - 40 3. 41 - 50 4 . 51 and over Indicate your sex (check one) 1. Male 2. Female Type of Institution (check one) 1. Primary School 2. Post-Primary School Location of school (check one) 1. Urban 2. Rural Enrollment of students in school (check one) 1. l - 349 2. 350 - 599 3. 600 - 849 l; . 850 and over 1 (Turn to the next page) 1222 How much formal education have you completed? (check one) . Non-graduate (state your qualifications): . Bachelor's degree without teaching qualification 1 2 3. Bachelor's degree with teaching qualification 4. Higher degree Number of years of teaching experience (check one) 1. 1 - 5 2. 6 - 10 3. 11 - 15 4. 16 - 20 and over Present Position/Designation Number of years of experience as: (1) Primary School Headmaster (2) Post-Primary School Principal Name of School Town/State Have you had any formal training in School Administration? Check (/) one: No Yes Please indicate your.need to update or further improve your Planning and Management Skills. Check (4’) one: None Low High Very High (Turn to the next page) 2223 PART II: HEADMSTERS'IPRINCIPALS' PERCEPTIONS DIRECTIONS: Please indicate the Use the following scale: importance of including the topics 1 Not important below in a training program for the 2 Slightly important preparation of Primary School Head- 3 Important masters (if you are a Primary School 4 Very important Headmaster) or Post-Primary School 5 Extremely important Principals (if you are a Post- Primary School Principal) in Nigeria, by circling the appropriate number to the right of each topic. 1. Educational Planning Methods (systematic 1 2 3 step-by step method and process of identifying, selectin and outlining alternative courses 0 action to meet existing or possible future needs of the school; techniques for estimating and forecasting pupil enrollment, teacher supply and the instructional materials that would be needed). 2. Decision-Making (formal rocedures and l 2 3 techniques, e.g., Nomina Group Technique, for making effective decisions). 3. Education Law (education laws and regula- 1 2 3 tions of Nigeria; legal rights and responsibilities of school administrators and students). 4. Curriculum and Instructional Planning (re- 1 2 3 lating curriculum to time, facilities and personnel; drawin up syllabuses, schemes of , work and lesson p ans. Planning and directing remedial instruction). 5. School Budgeting and Financial Management 1 2 3 (how to prepare a school budget; procure- ment and management of funds in accordance with Ministry of Education Regulations). 1 (Turn to the next page) 1224 Important Very im UlwaH Not important Slightly important portant Extreme y important 10. 11. 12. 13. 14. 15. . Time Management (methods of organizing time to minimize less essential activities and be able to work effectively). . Time-table Preparation (method of planning, arranging and controlling the sequence of activities of the school in terms of time, place and staff). . Administrative Leadership (planning, initiating, organizing, directing, influencing, guiding, motivating and controlling the attitudes, be- havior and activities of staff and pupils). . Instructional Supervision (modern concepts Of supervision; observation of teachers classroom performance for the purpose of evaluation and/or feedback to teacher; review of educational programs to insure that they meet different pupils' needs). Administrative Theory and Practice (theories about the art of administration). Organization Theory (theories about the structure, functioning and performance of organizations and the behavior of groups and individuals within them). Human Relations (establishing and maintaining good relationships with staf , pupils, parents, local community and Ministry of Education officials). Communication Skills (effective oral and written communications; how to write official letters and prepare directives, memos and circulars) . Office Management (methods of planning, organizing and controlling war in the school of ice). Maintenance of School Records (elementary bookkeeping and accounting methods; how to keep schoo records - registers, diaries, log-books, etc., to yield useful information). 1 2 l 2 1 2 1 2 1 2 l 2 1 2 l 2 1 2 1 2 (Turn to the next page) 2255 Not important Slightly important Important Very important Extremely important U§UNH 16. 17. 18. 19. 20. 21. 22. 23. 24. Management of School Property (ordering, receipt, distribution and maintenance of school eguipment and supplies; taking inventory 0 stock). Classroom Management (techniques of constructive classroom control; positive methods of handling classroom discipline problems). Maintenance of Order and Discipline (methods of establishing and maintaining order in the school; procedures for effective discipline of pupils and staff). Guidance and Counseling (basic principles, methods and techniques related to diagnosing, interviewing and providing guidance to pupils). Grievance Handling (methods of dealing with grievances -- expressed feelings about real or perceived injury, injustice or mistreat- ment -- brought to the attention of the administrator by pupils, staff, parents and others). Student Evaluation (continuous assessment techniques; weekly, terminal and end-of- year examinations of pupils in various subjects). Staff Evaluation (techniques for assessing staff performance and helping them to im- prove their competence). Curriculum Evaluation (procedures for keeping the staff informed of curriculum trends, new programs and materials; relating work to the requirements of examining bodies, e.g., West African Examination Council). Introducing and Implementing Change Effectively (skills in introducing and implementin new ideas in ways that ensure coo eration rom staff and pupils and others t at may be affected by the change). (Turn to the next page) 226 4 1 Not important 2 Slightly important 3 Important 4 Very important 5 Extremely important 25. School-Community Relations (establishing 1 2 3 and maintaining cooperative relations with parents, ocal community organizations, parent-teacher associations; informing community of school problems, activities, and achievements and involving them in the programs and activities of the school). 26. Maintenance of School Grounds and Buildin 1 2 3 (planning, construction and maintenance 0 school buildings and other physical facilities). 27. Organization and Administration of Education in l 2 3 Nigeria (the system of education in Nigeria; role of Federal, state and local government). 28. Procedures for Admission and Transfer of 1 2 3 Students. 29. Administration of Extra-curricula Activities 1 2 3 (organizing, coordinating and evaluating student activities: societies and clubs, games, sports and trips). 30. Elementary Statistics and Educational 1 2 3 Research Methods (basic methods of collecting, organizing, analyzing and interpreting data about pupils, teachers, curricula and facilities to yield useful information for the improvement of the school). LIST OTHER TRAINING TOPICS NOT COVERED IN THE LIST ABOVE WHICH YOU FEEL ARE IMPORTANT. APPENDIX C RESEARCH QUESTIONNAIRE (FOR MINISTRY OF EDUCATION OFFICIALS) 1227 QUESTIONNAIRE A STUDY OF EDUCATIONAL PLANNING AND MANAGEMENT TRAINING NEEDS NOTES : 1. The purpose of this study is to find out what topics you think should be included in training programs designed specifically for the preparation of Primary School Headmasters and Post- Primary School Principals in Nigeria. Your opinion and suggestions are needed to help plan future training programs. Your responses to the questionnaire items and your suggestions will be treated as strictly confidential. Please use back of the page where necessary. INSTRUCTIONS FOR COMPLETING THE QUESTIONNAIRE Complete all sections of the questionnaire. . Listed in Sections A and B are some Planning and Management topics. Read each topic. In Section A, please indicate the importance of including the listed topics in a training program for the preparation of Primary School Headmasters in Nigeria by circling the appropriate number to the right of each topic. In Section 3, indicate the importance of including the listed topics in a training program for the preparation of Post-Primary School Principals in Nigeria by circling the appropriate number to the right of each topic. (Turn to the next page) 2228 6. Use the following scale: 1 Not important 2 Slightly important 3 Important 4 Very important 5 Extremely important 7. Thank you for your time and cooperation. (Turn to the next page) 22$) QUESTIONNAIRE A STUDY OF EDUCATIONAL PLANNING AND MANAGEMENT TRAINING NEEDS MINISTRY OF EDUCATION OFFICIALS' PERCEPTIONS SECTION A (PRIMARY SCHOOL ADMINISTRATION) DIRECTIONS: Please indicate the Use the following scale: importance of including the topics 1 Not in ortant below in a training program for the 2 Slight y important preparation of Primary School Head- 3 Important masters in Nigeria by circling the 4 Very important appropriate number to the right of 5 Extremely important each topic. 1. Educational Planning Methods (systematic l 2 3 step-by-step method and process of identifying, selecting and outlining alternative courses of action to meet existing or possible future needs of the school; techniques for estimating and forecasting pupil enrollment, teacher supply and the instructional materials that would be needed). 2. Decision-Making (formal rocedures and 1 2 3 techniques, e.g., Nomina Grou Technique, for making effective decisions . 3. Education Law (education laws and regula- l 2 3 tions of Nigeria; legal rights and responsibilities of school administrators and pupils). 4. Curriculum and Instructional Planning (re- 1 2 3 lating curriculum to time, facilities and personnel; drawing up syllabuses. schemes of work and lesson plans. Planning and directing remedial instruction). 5. School Budgeting and Financial Management 1 2 3 (how to prepare a school budget; procure- ment and management of funds in accordance with Ministry of Education Regulations). (Turn to the next page) 23C) Ulbthr—i Not important Slightly important Important Very important Extremely important 10. ll. 12. 13. 14. 15. . Time Management (methods of organizing time to minimize less essentia activities and be able to work effectively). . Time-table Preparation (method of planning, arranging and controlling the sequence of activities of the school in terms of time, place and staff). . Administrative Leadership (planning, initiating, organizing, directing, influencing. guiding, motivating and controlling the attitudes, be- havior and activities of staff and pupils). . Instructional Supervision (modern concepts Of supervision; observation of teachers classroom performance for the purpose of evaluation and/or feedback to teacher; review of educational programs to insure that they meet different pupils' needs). Administrative Theory and Practice (theories about the art of administration). Organization Theory (theories about the structure, functioning and performance of organizations and the behavior of groups and individuals within them). Human Relations (establishing and maintaining good relationships with staff, pupils, parents, local community and Ministry of Education officials). Communication Skills (effective oral and written communications; how to write official letters and prepare directives. memos and circulars). Office Management (methods of planning, organizing and controlling war in the school of ice). ' . Maintenance of School Records (elementary bookkee in and accounting methods; how to keep so 00 records - registers, diaries, log-books, etc., to yield useful information). 1 2 1 2 l 2 l 2 1 2 l 2 I 2 1 2 1 2 1 2 (Turn to the next Page) 23]. Important UbuNH Not important Slightly important Very important Extremely important 16. 17. 18. 19. 20. 21. 22. 23. 24. Management of School PrOperty (ordering, receipt, distribution and maintenance of school eguipment and supplies; taking inventory 0 stock). Classroom Management (techniques of constructive classroom control; positive methods of handling classroom discipline problems). Maintenance of Order and Discipline (methods of establishing and maintaining order in the school; procedures for effective discipline of pupils and staff). Guidance and Counseling (basic principles, methods and techniques related to diagnosing, interviewing and providing guidance to pupils). Grievance Handling (methods of dealing with grievances -- expressed feelings about real or perceived injury, injustice or mistreat- ment -- brought to the attention of the administrator by pupils, staff, parents and others). Student Evaluation (continuous assessment techniques; weekly, terminal and end-of- year examinations of pupils in various subjects). Staff Evaluation (techniques for assessing staff performance and helping them to im- prove their competence). Curriculum Evaluation (procedures for keeping the staff informed of curriculum trends, new programs and materials; relating work to the requirements of examining bodies, e.g., West African Examination Council). Introducing and Implementing Change Effectively (skills in introducing and implementi new ideas in ways that ensure coo eration rom staff and pupils and others t at may be affected by the change). 1 2 l 2 l 2 1 2 l 2 l 2 12. 1 2 1 2 (Turn to the next page) 1232 4 1 Not important 2 Slightly important 3 Important 4 Very important 5 Extremely important 25. School-Community Relations (establishing l 2 3 4 and maintaining COOperative relations with parents, ocal community organizations, parent-teacher associations; informing community of school problems, activities, and achievements and involving them in the programs and activities of the school). 26. Maintenance of School Grounds and Building 1 2 3 4 (planning. construction and maintenance of school buildings and other physical facilities). 27. Organization and Administration of Education in l 2 3 4 Nigeria (the system of education in Nigeria; role of Federa , state and local government). 28. Procedures for Admission and Transfer of l 2 3 4 Pupils. 29. Administration of Extra-curricula Activities 1 2 3 4 (organizing. coordinating and evaluating pupil activities: societies and clubs, games, sports and trips). 30. Elementary Statistics and Educational 1 2 3 4 Research Methods (basic methods of collecting, organizing. analyzing and interpreting data about pupils, teachers, curricula and facilities to yield useful information for the improvement of the school). LIST OTHER TRAINING TOPICS NOT COVERED IN THE LIST ABOVE WHICH YOU FEEL ARE IMPORTANT: (Turn to the next page) 1233 M QUESTIONNAIRE A STUDY OF EDUCATIONAL PLANNING AND MANAGEMENT TRAINING NEEDS MINISTRY OF EDUCATION OFFICIALS' PERCEPTIONS SECTION B (POST-PRIMARY SCHOOL ADMINISTRATION) DIRECTIONS: Please indicate the Use the following scale: importance of including the topics 1 Not important below in a training program for the 2 Slightly important preparation of Post-Primary School 3 Important Principals in Nigeria by circling 4 Very important the appropriate number to the right 5 Extreme y important of each topic. 1. Educational Planning Methods (systematic l 2 3 step-by-step method and process of identifying, selecting and outlining alternative courses 0 action to meet existing or possible future needs of the school; techniques for estimating and forecasting pupil enrollment, teacher supply and the instructional materials that would be needed). 2. Decision-Making (formal procedures and l 2 3 techniques, e.g., Nominal Grou Technique, for making effective decisions . 3. Education Law (education laws and regula— 1 2 3 tions of Nigeria; legal rights and responsibilities of school administrators and students). 4. Curriculum and Instructional Planning (re- 1 2 3 lating curriculum to time, facilities and personnel; drawin up syllabuses, schemes of work and lesson p ans. ‘Planning and directing remedial instruction). 5. School Budgeting and Financial Management 1 2 3 (how to prepare a school budget; procure- ment and management of funds in accordance with Ministry of Education Regulations). (Turn to the next page) 1234 Important Uwar-a Not important Slightly important Very important Extremely important 10. ll. 12. 13. 14. 15. . Time Management (methods of organizing time to minimize less essential activities and be able to work effectively). . Time-table Preparation (method of planning, arranging and controlling the sequence of activities of the school in terms of time, place and staff). . Administrative Leadership (planning, initiating, organizing, directing, influencing, guiding, motivating and controlling the attitudes, be- havior and activities of staff and pupils). . Instructional Supervision (modern concepts of supervision; observation of teachers classroom performance for the purpose of evaluation and/or feedback to teacher; review of educational programs to insure that they meet different students' needs). Administrative Theory and Practice (theories about the art of administration). Organization Theory (theories about the structure, funcrioning and performance of organizations and the behavior of groups and individuals within them). Human Relations (establishing and maintaining good relationships with staf , students, parents, local community and Ministry of Education officials). Communication Skills (effective oral and written communications; how to write official letters and prepare directives, memos and circulars). Office Management (methods of planning, or anizin and controlling work in the so 001 of ice). Maintenance of School Records (elementary bookkeeping and accounting methods; how to keep schoo records - re isters, diaries, log-books, etc., to yiel useful information). l 2 l 2 l 2 l 2 l 2 1 2 l 2 1 2 1 2 1 2 (Turn to the next page) 2355 Important Uwav-J Not important Slightly important Very important Extremely important 16. 17. 18. 19. 20. 21. 22. 23. 24. Management of School Property (ordering, receipt, distribution and maintenance of school e uipment and supplies; taking inventory of stock). Classroom Management (techniques of constructive classroom control; positive methods of handling classroom discipline problems). Maintenance of Order and Discipline (methods of establishing and maintaining order in the school; procedures for effective discipline of students and staff). Guidance and Counseling (basic principles, methods and techniques related to diagnosing, interviewing and providing guidance to students). Grievance Handling (methods of dealing with grievances -- expressed feelings about real or perceived injury, injustice or mistreat- ment -- brought to the attention of the administrator by pupils, staff, parents and others). Student Evaluation (continuous assessment techniques; weekly, terminal and end-of- year examinations of students in various subjects). . Staff Evaluation (techniques for assessing staff performance and helping them to im- prove their competence). Curriculum Evaluation (procedures for keeping the staff informed of curriculum trends, new programs and materials; relating work to the requirements of examining bodies, e.g., West African Examination Council). Introducing and Implementing Change Effectively (skills in introducing and implementin new ideas in ways that ensure cooperation rom staff and students and others that may be affected by the change). 1 2 l 2 1 2 1 2 l 2 1 2 1 2 1 2 I 2 (Turn to the next P889) .236 l. 1 Not important 2 Slightly important 3 Important 4 Very important 5 Extremely important 25. School-Community Relations (establishing 1 2 3 and maintaining COOperative relations with parents, ocal community organizations, parent-teacher associations; informing community of school problems, activities, and achievements and involving them in the programs and activities of the school). 26. Maintenance of School Grounds and Buildin l 2 3 (planning. construction and maintenance 0 school buildings and other physical facilities). 27. Organization and Administration of Education in l 2 3 Nigeria (the system of education in Nigeria; role of Federal, state and local government). 28. Procedures for Admission and Transfer of l 2 3 Students. 29. Administration of Extra-curricula Activities 1 2 3 (organizing, coordinating and evaluating student activities: societies and clubs, games, sports and trips). 30. Elementary Statistics and Educational 1 2 3 Research Methods (basic methods of collecting, organizing. analyzing and interpreting data about pupils, teachers, curricula and facilities to yield useful information for the improvement of the school). k LIST OTHER TRAINING TOPICS NOT COVERED IN THE LIST ABOVE WHICH YOU FEEL ARE IMPORTANT: (Turn to the next page) 237 PERSONAL DATA Please provide the following information by filling in or checking (v’) the blank spaces below as appropriate. ' Surname Other Names Present Position/Designation Office/Institution Town/State Highest Academic Qualification Number of Years of Experience in Educational Administration Sex: Male Female APPENDIX D SAMPLE LETTER OF INTRODUCTION, BY DR. JOHN H. SUEHR TO THE PERMANENT SECRETARIES OF NIGERIAN MINISTRIES OF EDUCATION ’atlllul' ‘III . 238 MICHIGAN STATE UNIVERSITY . OLLEGE OI EDUCATION I \H wav. - \w mum mun courses? 0' ADMIsISTIATxN AM) (Linn: LI L‘I ERICKSON Matt July 30. 1982 John H. Suehr, Professor 4l0A Erickson Hall Michigan State University East Lansing, MI 48824 The Pennanent Secretary Federal Ministry of Education Lagos, Nigeria Dear Sir, This is to introduce Michael Ogunu from Nigeria, who is pursuing the Ph.D. degree in Educational Planning and Administration at Michigan State University. Mr. Ogunu will be conducting a survey on Educational Planning and Management Training Needs of School Administrators (Primary School Headmasters and Post- Primary School Principals) in Nigeria to obtain data that he could use in developing a model Educational Planning and Management Training Program for the preparation of school administrators in Nigeria. Mr. Ogunu is collecting the data for his doctoral dissertation. He believe his study will be of tre- mendous value to Nigeria. Please cooperate with him in any way possible as he conducts his research. Sincerel , WM John H. Suehr Director of Research USU ‘- - .Vfifllsn'ee Aches/final Offset-eon Isms-ans APPENDIX E SAMPLE OF LETTER OF INTRODUCTION BY DR. JOHN H. SUEHR TO SCHOOL HEADMASTERS/PRINCIPALS/MINISTRY OF EDUCATION OFFICALS IN THE FEDERAL REPUBLIC OF NIGERIA 2239 MICHIGAN STATE UNIVERSITY COLL“! O! EDUCATION IAN Insuv. - \m um.“ - nun 0'":me 0! ADVINISTIAIKW AM) rL'mm Ul LM “ICESON HALL July 30. l982 School Headmasters/Principals/Ministry of Education Officials Federal Republic of Nigeria To Hhom It May Concern: This is to introduce Michael Ogunu from Nigeria, who is pursuing the Ph.D. degree in Educational Planning and Administration at Michigan State University. Mr. Ogunu will be conducting a survey on Educational Planning and Management Training Needs of school administrators (Primary School Headmasters and Post- Primary School Principals) in Nigeria to obtain data that he could use in developing a model Educational Planning and Management Training Program for the preparation of school administrators in Nigeria. Mr. Ogunu is collecting the data for his doctoral dissertation. The findings of the study will guide in planning future training programs for Nigerian school administrators so that they may be more relevant to their actual needs. Please cooperate with Mr. Ogunu as he conducts his research. Your responses to the items on the research questionnaires will be treated in a most confi- dential manner. Sincerely, 34%.,4/ .53ohn H. Suehr Director of Research USU '- a Mir—aim Jain/Equal Opponuumy hummu- APPENDIX F SAMPLE LETTER OF INTRODUCTION BY THE RESEARCHER TO THE PERMANENT SECRETARIES OF NIGERIAN MINISTRIES OF EDUCATION 240 MICHIGAN STATE UNIVERSITY ('OIIIGI‘. on HRTKTION IAN! I \\\l\(. DH’AR‘I \IFNT (N AIMIINISIRAIIUN A\I) (I III"! I II \I "(IL KSON “All - \IN III(.A\ ' ”2' July 30, l982 Michael A. Ogunu Department of Administration and Curriculum 410A Erickson Hall Michigan State University East Lansing. MI 48824 U.S.A. The Permanent Secretary Ministry of Education Benin-City, Nigeria Dear Sir. I am Michael Ogunu, a Nigerian Post-graduate Research student in Educational Planning and Administration at Michigan State University. U.S.A. I am conducting a research project in order to fulfill one of the major requirements of the Ph.D. program in Educational Administration at Michigan State University. The purposes of the project are to determine the educational planning and management training needs of school administrators (Primary School Headmasters and Post-Primary School Principals) in Nigeria and to develop a model Educational Planning and Management training program based on the findings of the research. In addition to helping me meet the requirements for the Ph.D. degree, it is hoped that the information gained through the research effort will be valuable in planning future training programs that would be relevant to the actual needs of our Primary School Headmasters and Post-Primary School Principals. For the research project to be successful your cooperation is vital. Your state is one of the states in Nigeria selected to participate in this study. I should be grateful if you would complete the enclosed Research Questionnaire and return it to me in the enclosed stamped. self-addressed envelope to reach me by September 30th. l982. At the same time I am requesting the Primary School Headmasters. Post-Primary School Principals under your Ministry and the Ministry of Education Officials to whom they are directly responsible to complete the questionnaires. I should be further grateful. therefore. if you could introduce me to the Headmasters, Principals and Ministry of Education Officials and ensure their cooperation in the project. ”5U ‘- a .Vfimn’av Actin- 4'qu Opportunity Inuit-tiv- 241 -2- Please be assured that responses of all participants in the project will be treated in a most confidential manner; only aggregate results will be enclosed in the final report of the research project. Yours sincerely, llLSC {’61 [MQ‘Hi/«v Michael A. Ogunu Ph. D. Candi date APPENDIX G LETTER OF INTRODUCTION FROM THE MINISTRY OF EDUCATION, ANAMBRA STATE OF NIGERIA 2242 GOVERNMENT OF ANAMBRA STATE OF NIGERIA Telegram: : mmsnv or EDUCATION for rat. (All uplin u h diurnal to It: 'lflrutllll Savoury) Telephone .- g t! ZONAI. IXSPECTORATE OFFICE ONITSHA oooooooooooooooooooooooooooooooooooooooo I y 9 ouz/331/169/331 ......lfiffih..§sl>.§9¥?§?§..5}? The Area Inapectors of Education, Onitsha Zone. Educational Research in Educational ‘Hmi Estrat ion and Pianni Mr. H. A. Ogunu, a student, in the United States, is carrying out a survey for his studies. The survey covers, among others, Onitsha educational zpne. 2. You will please give your co-Operation to Hessers I. Osho and E. erke who are carrying out the survey on behalf of Hr. Ogunu. You need to give them clearance which will enable them approach the Principals and Headmasters/ Headmistresses in your Local Government Area as well as help direct them on the routes to follow to the schools. fl ‘7 / <§oag A. E. N. Okonkwo, Zonal Inspector of Education, Onitsha. APPENDIX H RESPONSE FROM THE MINISTRY OF EDUCATION, BENIN-CITY, NIGERIA 243 Tanya-”IEIIHHMUCKTIIDIN quball:fl0@flillln77 MINISTRY OF EDUCATION pm as man cm! mu. sum or room ‘l-Illn - Au ust 82 cum ADS BIT/138 1" 9 Mr Michael Ogunu Dept of Administration & Curriculum 410A Erickson Hall Michigan State University East Lansing Michigan Ml 48824 Pennission to Administer Educational Questionnaire in any Primary and Post-Primary Institutions in the State I wish to refer to your application dated 30 July, 1982 on the above— subject and to convey approval for you to administer the educational question- naire relevant to your survey on "educational planning and management training needs of school administrators in Nigeria" in any School in Bendel State. 2. This letter is expected to serve you as a permission to approazh any of our Headmasters of primary schools or Principals of Secondary Schools for the purpose. ' 3. We share your belief and hope that your study will be of tremendous value in the development of school administration in Nigeria. /~ , Chief r 7651 afihe " Permanent Secretary (Primary, P—Primary & Planning Dept) APPENDIX I RESPONSE FROM THE MINISTRY OF EDUCATION, ILORIN, NIGERIA 244 " i .’ Telephone: 2480; 2439/321 Ref. Na.§.Dll..Q...13/.IX/. .................... " Telegrm: SECEDUCATE, ILORIN MINISTRY OF EDUCATION’ P.M.B. 1391, ILORIN ....... 1Uth..5.eni;emher......., 19...8.2. Michael A. Ogunu, Department of Administration, and Curriculum, hioA Erickson Hall, Iichigan atate University, East Lansin , MICHIGAN UBSZA, U.S.A. QUESTIONNAIRE A erDY'U—‘T'E‘TI'CE LD A ‘AL FLA li'liiIIIG --------- I forward herewith the questionaire sent to this Ministry duly completed please. Wishing you all the best. Yours sincerely, ( R.B. EAL UN ) for: Permanent Secretary Ministry of Education Ilorino APPENDIX J RESPONSE FROM THE MINISTRY OF EDUCATION, BENUE STATE OF NIGERIA 2455 BEN/PLAN/GEN/dl7/12 10th November, 82. Michael A. Ogunu Dept. of Administration, and Curr1CJlun, 410A aricnson Hall, Hicnigan state University, East Lansing MI 48824 U. s. A. QUESTIONNAIRE This is to return to you the questionnaire sent to CH9 Ministry of education Benue state of Nigeria in respect of your study of EJUCutional planning. They have been completed. The delay in dispatcning tue questionnaire to you is caused cy late recipt of ,our letter by us. we however hepe you will still find our Contributive answers useful. (...; t . M. AKULA l for: Permanent Secretary. APPENDIX K SAMPLE LETTER OF REQUEST FOR SCHOOL ADMINISTRATOR TRAINING PROGRAMS 2446 MILIIH. '\.\ 31A “:2 UNIVERSITY --———-- . “— - - Hullm u. ”IMAM!“ IAN lA\\i'.i. - \m IIII.A\ - mu lat I'AII II" \I "I Alnll\l\|IA|ul\ AS” a I'll“ UNI" Ila Mus "All July 30. l9UZ Michael A. Ogunu Department of Administration and Curriculum AIDA Erickson Hall Michigan State University East Lansing. MI 48824 U.S.A. The Director Commonwealth Council for Educational Adhinistration c/o University of New England Armidale. New South Hales 2351 Dear Sir/Madam, REQUEST FOR SCHOOL ADMINISTRATOR PREPARATION PROGRAMS I am Michael Ogunu. a Post-graduate Research student in Educational Planning and Administration at Michigan State University. U.S.A. I am conducting a research project in order to fulfill one of the major requirements for the Ph.D. degree in Educational Administration at the University. ’ The project is concerned with the develowient of a model program in Educational Planning and Management for the training and development of school administrators (Primary School Headmasters and Post-primary school Principals). In view of the international dimensions of the project. it is heped that the information gained through the research effort will be of value to institutions and agencies anywhere who are striving to develop programs to help primary and post-primary school administrators improve their planning and management skills. For the research project to be successful I need your cooperation. Therefore. I shall be grateful if you will send me cupies of your programs for ore-service and In-service education of school adninistrators (Primary school Headmasters and Post-primary school Principals) including: Program descriptions. Syllabuses. Course descriptions. Course Outlines. Seminar/Horkshoo materials and other relevant items of information. arm. a- We Atoll-find (”we-non hum 247 I shall be further grateful if you could supply the above listed items to reach me by September 30, 1982. Your con- tribution will be duly acknowledged in my Dissertation. Thank you. Sincerely, ‘ f‘ , l [1,4 (“A Cj‘crws' Michael Ogunu Ph.D. Candidate APPENDIX L RESPONSE TO REQUEST FOR SCHOOL ADMINISTRATOR TRAINING PROGRAMS FROM: AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS 248 AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS August 9, 1982 Michael A. Ogunu Department of Administration and Curriculum 410A Erickson Hall Michigan State University East Lansing, MI 48824 Dear Mr. Ogunu: Paul Salmon, Executive Director of AASA has given me your letter requesting information on Guidelines for the Preparation of School Administrators. Our Connfittee for the Advancement of School Administration has been working on this subject for several years. I have enclosed the 1979 edition of a publication on the subject in the hope that it will be helpful to you. CASA is currently working on a revision of these guidelines. However we don't expect a completed product for several months. It would of course be too late to help you in your project. I am also enclosing information on our National Academy for School Executives which plans inservice education programs for school administrators. AASA and its members pride themselves on providing leadership for learning. As this seems to be your interest also I have enclosed membership materials for you to look over. Please let us know if we can do anything further to help you towards achievement of your goal. Sincerely, "£:~£haz;.—iflcrH‘C077lfiuais ' AA Lolita K. English Assistant to the Deputy Executive Director Enclsoures LKE/hlb (703) 528-0700 180’! North MOOre Sireei - Arlingion, Virginia 22239 Ar. Eooo' Zeno-"rt. E~r:-:.ev APPENDIX M RESPONSE TO REQUEST FOR SCHOOL ADMINISTRATOR TRAINING PROGRAMS FROM: NIGERIAN INSTITUTE OF MANAGEMENT 249 IV/emmmvsr/mrtomggydommr bar a! N’or'l Association of Mal-mm I. WI Inf-h Ania-tun a... 004m 80". amnion, en la: in) Lyon NM Mons: W: Mu: MAMOD Loos I d _ :.......‘-°*::..::..... ... REQUEST FOR SCHOOL ADMINISTRATOR PREPARATION PROGRAMS Ownf: Po.7£/Vol.I/64 Yuri-f: ‘m' 16th August, 1982. PATRON: a: I an... CL?“ Dear Sir. hammueum "flung”, I acknowledge receipt of your letter of 30th July ”he...“ 1982 addressed to the Director of this Institute Anna... on the above subject. Om‘l’s-I All M/M I am directed to say that we do not undertake com... am programs in Educational Planning and Management Inna/5"- for the training and develoment of sch 1 0mm“:- administrators and therefore cannot help you Jenn-Su- ln this regard. Wk! lmSa- However, we wish you a successful conclusion of 5... your research findings and pray you fulfil all Oufliv-r-P-I the requirements for the award of your Ph.D. 5"- degree in Educational Administration at your “N" 3" University. mm“. inch- Inks 31:31 Yours faithfully, Mom CmAw-Ihl e Knot". ......T‘” s. A. Animashaun (Ml-s.) L” I. , Personal Secretary to the I." ,” DIRECTOR-GENERAL . \ mamm— r83- “. M Mr. Michael A. 11, macaw Department of Administration WAD-h and Curriculum, M5" 410A Erickson Hall, lowla- Michigan State University, °'°""' L. East Lansing, Ml 48824, ”a“. U. s. A. was. “Hamid: a h. M aunt. “manual-Ia l. A. Akbar-mi, AMI.“ APPENDIX N RESPONSE TO REQUEST FOR SCHOOL ADMINISTRATOR TRAINING PROGRAMS FROM: INSTITUTE OF EDUCATION, AHMADU BELLO UNIVERSITY, ZARIA, NIGERIA 250 “it ‘\y‘ . INSTITUTE OF EDUCATION , AHMADU BELLO UNIVERSITY, ZARIA, NIGERIA. DIRECTOR: nova-o: J.O.NDAGI. l.$c.(LondonI. M.Sc.. momscowsm) Your Ref: Tum: 3210, 3217, 265. m Telegram: INSTEOUCATE UNIBELLO Our Ref: IE/lPE/(EN/45/V01J. m1 6th Aug. 1982 Michael A. Ogum Department of Administration a: curriculum 410A Erickson Hall Michigan State University East Lansing, MI 48824 U.S.A. Dear Mr. Ogum EDUCAIIOML PLANNING up Anzlrusw 1. Thank you for your letter dated July 30, 1982. I am sending you the Institute prospectus for our in—service programmes. I hope you find them useful. 2. A‘m the following people in ERICKSON HAIL? (1) Prof. R.Feathers/tone (2) Prof. C. Blackman? My best wishes to them. Dr. D.C.Iolawole Head, Division of Primary Education. APPENDIX 0 RESPONSE TO REQUEST FOR SCHOOL ADMINISTRATOR TRAINING PROGRAMS FROM: EDUCATIONAL RESEARCH SERVICE, INC. .2551 Educoflonol Research Service. Inc. $5333 1800 North Kent Street - Arlington. Virginia 22209 (mm m. M54 . Jar-M1 Mary Seaman, (703) 2‘3 2‘00 Eastman“)! NSPRA ms Bro-m W Marceau-sea MG w W beam Dneu.ASBO m7 Puss W Warsaw CCSSO ”(WM W5W‘W mum WMUJIMSP swarm MOWW hm WWI)! NASSP MA w W mmmnusu August 17, 1982 WWW-m Michael A. Ogunu Dept. of Administration and Curriculum 410A Erickson Hall Michigan State University East Lansing, MI 48824 Dear Mr. Ogunu: The National Association of Elementary School Principals has forwarded your request for information to our office for reply. The NABSP is one of our sponsoring associations and forwards to us many requests it receives requiring research. As you requested, we have enclosed materials concerning preservice and inservice education for administrators. This information was located in a search of our resource files. library, and a computer search of ERIC'S RESOURCES IN EDUCATION and CURRENT INDEX TO JOURNALS IN EDUCATION. we are pleased to have had this Opportunity to introduce you to BRS' On-Call Information Service. We hope that these materials will be useful to you in your research. In addition to those enclosures, we are sending a brochure describing our services and a list of our current publications. jinjjrel , MI . 7,. Peter A. Bayne’ Information Specialist APPENDIX P RESPONSE TO REQUEST FOR SCHOOL ADMINISTRATOR TRAINING PROGRAMS FROM: UNIVERSITY OF LAGOS 252 UNIVERSITY OF LAGOS LAGOS. NIGERIA N. OLUFIHI I"ROKUN. sa.. (ta-J. a a (cow-cu) OFFICI: 0' TH! REGISTRAR newsrea- 2W4ll2l.4I124.41I35 Isl. REG] raga... umvessnrv. LAOOS 19th.August, 1962 Mr. M. A. Ogunu Department of Administration and Curriculum h1OA Erickson Hall Michigan State University East Lansing, MI hUBZh U.S.A. Thank you for your letter dated July 30, 1982. Your enquiry has been referred to: Dr. E. O. Fagbongbe Head, Department of Educational Administration University of Lagos Akoka, Yaba. . who may be in a position to help you. You should please direct further enquiries on this matter to him. Thank you. for: Acting Registrar APPENDIX Q RESPONSE TO REQUEST FOR SCHOOL ADMINISTRATOR TRAINING PROGRAMS FROM: SCOTTISH CENTRE FOR STUDIES IN SCHOOL ADMINISTRATION 253 SCOTTISH CENTRE FOR STUDIES IN SCHOOL ADMINISTRATION MORAY HOUSE COLLEGE OF EDUCAI ION HOLYROOD ROAD. EDINBURGH EH8 8A0 TELEPHONE um 558 I4 5 Our Ref: JEAH/IF 24 August 1982 Mr H A Ogunu Department of Administration I Curriculum 610A Erickson Hall Michigan State University East Lansing MI 48824 U.S.A. Dear Mr Ogunu REQUEST FOR SCHOOL ADMINISTRATOR PREPARATION PROGRAMS I have received your letter dated 30 July and am pleased to enclose a calendar of courses which we run for those involved with the administration of schools in Scotland, a list of publications we produce and a brief paper about the work of this Centre. Please do not hesitate to let me know if there is anything further that I can supply. Yours sinCerely WZ/fl‘“ Enos. DIRECTOR J.E.A.Havanl APPENDIX R RESPONSE TO REQUEST FOR SCHOOL ADMINISTRATOR TRAINING PROGARMS FROM: UNIVERSITY OF IFE 1254 UNIVERSITY OF IFE Telephone: [LE-IFE 2297-2300 (10“ner‘ Ta'sgrama IFEVARSITY Registrar: 1. O. ADETURJI a. “Lawn A.(Ima) a. 0.4.qu 3“ .EGISTIAR'S OFFICE In reply. please quote— W Rel. m. RO.75/Vol.X/(g7 N 25th August, 1982. ".E-IFE - IGER'A Mr. Michael A. Ogunu, Department of Administration and Curriculum, AIOA Erickson Hall, Michigan State University, East Lansing, Michigan 4882h, U . S . A. Dear Mr. Ogunu, @UEST FOR SCHOOLADI‘ZINISTRATOR PREPARATION PROGRAMS Thank you for your letter dated July 30, 1982 addressed to the Registrar on the above subject. I am to inform you that your request is being passed to the Dean of this University's, Faculty Of Education, for necessary attention and assistance. Please address further communication on this matter direct to him. with best wishes. Yours sincerely, for Senior Assistant Registrar, Registrar's Office. APPENDIX 5 RESPONSE TO REQUEST FOR SCHOOL ADMINISTRATOR TRAINING PROGRAMS FROM: PROFESSOR MEREDYDD G. HUGHES, CHAIRMAN, BRITISH EDUCATIONAL ADMINISTRATION SOCIETY 2555 The University of Birmingham FACULTY OF EDUCATION Department of Social and Administrative Studies in Education Ring Road North. The UniverSIty at Birmingham PO. Box 363. Birmingham. BISIZTT Telephone 021-472 1301 Ext 2053 Head oi Department Protessor M. 6 Hughes MGR/UAR 8th September, 1982 Mr. Michael A. Ogunu, Department of Administration and Curriculum, h1OA Erickson Ball, Michigan State University, East Lansing, MI “882%, U.S.A. Dear Mr. Ogunu, I have received your letter of July 30th requesting details of school administrator preparation programs. If I am not mistaken you are the Michael Ogunu who did a Masters degree with me at University College, Cardiff, in which case I send you my warm greetings. In relation to your research I think the best I can do is send you the enclosed paper arising out of research conducted within my department. Unfortunately I cannot send you the full report as it is already out of print. By separate mail I am also sending, for your interest, a publica- tion of the Commonwealth Secretariat in which I was involved which might well also be helpful to you in developing a model which would be particu- larly appropriate to developing countries. Hi th kind regards , LWAVIJ—JI. WW Meredydd 0. Hughes Professor of Education (Social 3. Administrative Studies) APPENDIX T RESPONSE TO REQUEST FOR SCHOOL ADMINISTRATOR TRAINING PROGRAMS FROM: COMMONWEALTH COUNCIL FOR EDUCATIONAL ADMINISTRATION ‘256 COMMONWEALTH COUNCIL FOR EDUCATIONAL ADMINISTRATION FACULTY OF EDUCATTON - THE UNIVERSITY OF NEW ENGLAND ARMIDALE N.S.W. 2351 AUSTRALIA TELEPHONE: AawtnAu: (067) 12 2911 TELEX: “050 let September 1982 Mr M. Ogunu, College Of Education, Department of Administration and Curriculum, Erickson Hall, Michigan State university, EAST LANSING MICHIGAN 48824 Dear Mr Ogunu, I have passed your letter of 30th July (which has just come to hand) to Dr K. Smith of the Armidale college of Advanced Education with a request that he supply the information that you need. Yours sincerely, I/flM B.T.B. Harris, Executive Officer APPENDIX U RESPONSE TO REQUEST FOR SCHOOL ADMINISTRATOR TRAINING PROGRAMS FROM: ADMINISTRATIVE STAFF COLLEGE OF NIGERIA 257 ADMINISTRATIVE STAFF COLLEGE OF NIGERIA RAAB.HKM TOPO " BADAGRY, LAGOS - NIGERIA Department/Division ADMINISTRATION ......... 999.35,? 3551 5.7353 Telegrams: Ref. NO AF.134/Vol .IX/531 Telephone: Date ,.22nd Sept. 1982 Michael A. Ogunu, Departmemt of Administration and Curriculum, 410A Erickson Hall, Michigan state University, East Lansing, MI 48824, U.S.A. ASCON Brochure of Courses with reference to your letter dated 30th July, 1982 I am directed to forward to you a copy of ASCON Brochure of Courses for your guidance. Please acknowledge receipt. :iéégfsiiisgée Mrs.) for: Director-General Administrative staff College Of Nigeria APPENDIX V RESPONSE TO REQUEST FOR SCHOOL ADMINISTRATOR TRAINING PROGRAMS FROM: UNIVERSITY COUNCIL FOR EDUCATIONAL ADMINISTRATION 258 UNIVERSITY COUNCIL FOR EDUCATIONAL ADMINISTRATION The enclosed materials are illustrative of what we offer. If we can be of further assistance, please let us know. Telephone 614/422-2564 29 West Woodruff Avenue 0 Columbus, Ohio 43210 APPENDIX W RESPONSE TO REQUEST FOR SCHOOL ADMINISTRATOR TRAINING PROGRAMS FROM: UNIVERSITY OF NIGERIA 259 UNIVERSITY OF NIGERIA ‘flkgum:lflGEmflTY Tflqmanzr6UKKAlflun ‘NSUXJUA .AhUUMBRAISTATE m """""""""" ' ' ” OFFICE or ms REGISTRAR OUR REFRUfl/TOS ......... .. (Admissions DATE: 27 January, 1983 Michael A. Ogunu DSpartment of Administration and Curriculum 410A Erickson Hall Michigan State University Est Lansing, MI 48824 U.S.A. REQUEST FTR SCHUCL‘LQEIUISTRTTCR PRSPRRATICH PROGRAMS Thanks for your letter of 30 July, 1982. I forward herewith a copy of our Sandwich Programme which might be useful to you. Soodluck W’L R15 N. 020R for AC. REGISTRAR APPENDIX X LIST OF INDIVIDUALS, INSTITUTIONS AND ORGANIZATIONS WHICH SUPPLIED INFORMATION AND/OR PROGRAMS ON SCHOOL ADMINISTRATOR TRAINING AND DEVELOPMENT. 260 LIST OF INDIVIDUALS, INSTITUTIONS AND ORGANIZATIONS WHICH SUPPLIED INFORMATION AND/OR PROGRAMS ON SCHOOL ADMINISTRA- TOR TRAINING AND DEVELOPMENT. American Association of School Administrators National Association of Elementary School Principals (U.S.A.) National Association of Secondary School Principals (U.S.A.) Educational Research Service, Inc., (U.S.A.) University Council for Educational Administration (U.S.A.) Harvard University, Cambridge, Massachusetts (U.S.A.) Commonwealth Council for Educational Administration Scottish Centre for Studies in School Administration UNESCO Regional Office for Education in Asia and Oceania Nigerian Ministries of Education University of Ibadan, Nigeria University of Nigeria, Nsukka, Nigeria Administrative Staff College of Nigeria Institute of Education, Ahmadu Bello University, Zaria, Nigeria Professor Mereddyd G. Hughes, Chairman of the British Educational Administration Society. BIBLIOGRAPHY BIBLIOGRAPHY Books Adesina, Segun, Planning and Educational DevelOpment in Nigeria. Lagos, Nigeria: Educational Industries Nigeria Ltd., 1977. Anastasi, Anne. Psychological Testing. 2nd Ed. New York: MacMillan, Co., 1961. Anderson, Lester W., and Lauren A. Van Dyke. Secondary School Administration. Boston: Houghton Mifflin, 1972. ' Anderson, Scarvia 8.; Samuel Ball, Richard T. Murphy and Associates. Encyclopedia of Educational Evaluation. Jossey-Bass Publishers, San Francisco, Washington, London, 1975. Argyris, Chris. Executive Leadership. New York: Harper and Row, 1953. Babbie, Earl R. Survey Research Methods. Belmont, California: Wadsworth Publishing Company, Inc., 1973. Baldridge, J. Victor, and Terrence E. Deal, eds. Managing Change in Educational Organizations. Berkeley: McCutchan, 1975. “If Banghart, Frank W., and Albert Trull, Jr. Educational Planning. New York: Macmillan, 1973. Bernard, Chester I. The Functions of the Executive. Cambridge, Massachusetts: Harvard University Press, 1938. Baron, George, Dan H. Cooper and William G. Walker (Eds.) Educational Administration: International Perspectives. Chicago: Rand McNally and Company, 1969. Basset, G.W., Crane, A.R. and Walker, W.G. Headmasters for Better Schools. Brisbane, Queensland Univer- sity Press, 1967. Baughman, M. Dale, Wendell G. Anderson, Mark Smith and Earle W. Wiltse. Administration and Supervision of the Modern Secondary School. West Nyack, N.J.: Parker Publishing, 1969. 261 262 Becker, Gerald; Withycombe, R.; Doyel, F.; Miller, E.; Morgan, C.; DeLoretto, L.; and Aldridge, B. Elementary School Principals and Their Schools. Eugene, Oregon: University of Oregon, Center for the Advanced Study of Educational Administration, 1971. Beeby, C.E. The Quality of Education in Developing Coun— tries. Cambridge, Mass: Harvard Press, 1966. Bennet, S.J. The School: An Organizational Analysis. London, Blackie, 1974. Bennis, Warren, G. Changing Organizations. New York: McGraw-Hill Book Company, 1966. Bennis, Warren 6., Kenneth D. Benne and Robert Chin (eds.) The Planning of Change. New York: Holt and Rine- hart and Winston, Inc., 1961. Best, John W. ed. Research in Education. Prentice-Hall Series in Education Measurement, Research and Sta- tistics. 2nd ed. Englewood Cliffs, N.J.: Prentice Hall, 1970. Bienvenu, Bernard J. New Priorities in Training. American Management Association, Inc., 1969. Bishop, Leslee J. Staff Development and Instructional Improvement: Plans and Procedures. Boston: Allyn and Bacon, 1976. Boles, Harold W. and James A. Davenport. Introduction to Educational Leadership. New York: Harper and Row, 1975. Borg, Walter R., and Gall, Meredith D. Educational Re- search. 2nd Ed. New York: David McKay Company, Inc., 1971. Bradfield, Uther E., and Kraft, Leonard E. (eds.) Egg Elementary School Principal in Education. Scranton, Pennsylvania: International Textbook Company, 1970. Bruner, Jerome. The Process of Education, New York: Vin- tage Books, 1963. Toward a Theory of Instruction, New York: W.W. Norton & Co., Inc., 1968. Burns, T. and Stalker, G.M. The Manggement of Innovation. London: Tavistock Publications, 1961. 263 Bush, T. et al., (eds.) Approaches to School Management. London: Harper & Row, 1980. - Byers, Kenneth T. ed. Employee Training and Development in the Public Service.“ Chicago: International Personnel Management Association, 1970. Campbell, Ronald P. Introduction to Educational Administra— tion. Boston: Allyn and Bacon, 1971. Campbell, Ronald E., John E. Corbally, Jr., and John A. Ramseyer. Introduction to Educational Administration Boston: Allyn and Bacon, 1958. Campbell, Ronald P. and Russell T. Gregg, eds. Administra- tive Behavior in Education. New York: Harper, 1957. Castetter, William B. The Personnel Function in Education Administration. New York: Macmillan, 1976. Campbell, William 6., Stephen V. Ballou and Carole Slade. Form and Style, Sixth Ed. Houghton Mifflin Company, Boston, 1982. Corbally, John E., Jr., Jensen, T.J., and W. Frederick Staub. Educational Administration in the Secondary School. Boston: Allyn and Bacon, 1961. Corey, Stephen M. Action Research to Improve School Practices. New York: Bureau of Publications, Teachers College, Columbia University, 1962. Craig, R.L. and Bittel, L.R. (eds.) Training and De- velopment Handbook. New York: McGraw-Hi11,1967. Cramer, Roscoe. V., and Domian, Otto.E. Administration and Supervision in the Elementary School. New York: Harper and Brothers, 1960. Cribbin, James J. Effective Managerial Leadership. New York: American Management Association, Inc., 1972. Cubberly, Ellwood P. Public School Administration. Boston: Houghton Mifflin, 1929. Culbertson, Jack A. Common and Specialized Content in Preparation of Administrators. East Lansing, Michigan: Michigan State University, 1963. 264 Culbertson, Jack A. and Stephen P. Hencley (eds.). Preparing Administrators: New Perspectives. Columbus, Ohio: University Council for Educa— tional Administration, 1962. Dean, Stuart B. ElementarygSchool Administration and Or- ganization. Washington, D.C.: U.S. Department of Health, Education and Welfare, 1960. Department of Elementary School Principals. The Elementary School Principalship, the Seventh Yearbook. Washington, D.C.: Department of Elementary School Principals, 1928. . The Elementary School Principalship--Today and Tomorrow. Twenty- Seventh Yearbook. 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