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Faculty of Education
Department of Educational Foundations
DATA MANAGEMENT PRACTICES OF HEAD TEACHERS
IN OKIGWE EDUCATION ZONE OF IMO STATE
OGBUEHI, INNOCENT C.
PG/M.ED/08/49168
Digitally Signed by: Content manager’s Name
DN : CN = Weabmaster’s name
O = University of Nigeria, Nsukka
OU = Innovation Centre
Ezeh Remigius
i
TITLE PAGE
DATA MANAGEMENT PRACTICES OF HEAD TEACHERS IN
OKIGWE EDUCATION ZONE OF IMO STATE
A
RESEARCH PROJECT PRESENTED TO THE DEPARTMENT OF
EDUCATIONAL FOUNDATIONS, UNIVERSITY OF NIGERIA,
NSUKKA.
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE
AWARD OF THE DEGREE OF MASTERS OF EDUCATION IN
EDUCATIONAL ADMINISTRATION AND PLANNING
BY
OGBUEHI, INNOCENT C.
PG/M.ED/08/49168
SUPERVISOR: DR. (MRS.) A.I. OBOEGBULEM
FEBRUARY, 2011.
ii
APPROVAL PAGE
THIS PROJECT HAS BEEN APPROVED BY THE DEPARTMENT OF
EDUCATIONAL FOUNDATIONS UNIVERSITY OF NIGERIA,
NSUKKA
BY
____________________ _____________________
SUPERVISOR INTERNAL EXAMINER
DR (MRS.) A.I. OBOEGBULEM DR. J.C. OMEJE
__________________ _________________________
EXTERNAL EXAMINER HEAD OF DEPARTMENT
PROF. G.C. UNACHUKWU PROF. I.C.S IFELUNNI
_________________________________
DEAN, FACULTY OF EDUCATION
PROF. S.A. EZEUDU
iii
CERTIFICATION
Ogbuehi Innocent Chukwumeziri a postgraduate student in the
Department of Educational Foundations with Registration number
PG/M.ED/08/49168, has satisfactorily completed the requirement for
courses and research work for the Degree of Master of Education in
Educational Administration and Planning.
The work embodied in the project is original and has not been
submitted in part or full for any other diploma or degree programme of this
University or to any other institution of higher learning.
_____________________ ____________________________
OGBUEHI INNOCENT C. DR. (MRS.) A.I. OBOEGBULEM
STUDENT SUPERVISOR
iv
DEDICATION
This work is dedicated to my parents Ichie S.A. Ogbuehi (Late) and
Nneoha, A I. Ogbuehi and my beloved siblings and entire family of Ichie
S.A Ogbuehi.
v
ACKNOWLEDGEMENTS
To the glory of God, the researcher wishes to express his sincere
gratitude to his supervisor, Dr. (Mrs.) A. I. Oboegbulem for her guidance
throughout the period of this work. In spite of her busy schedules, Dr.
Oboegbulem still found time to discuss and offer useful suggestions for the
improvement of this work.
The research also wishes to thank Prof. N.O Ogbonnaya, Dr. (Mrs.)
M.A. Obidoa, Dr. P. N. Onwuasoanya, Dr. G. T. U. Chiaha, , Dr. J.C. Omeje
for reading and streamlining the work at the proposal stage. To Prof. A. Ali,
the researcher is grateful for his contribution in exposing him to the world of
research. To all Head teachers and Assistant Head teachers in Okigwe
education zone of Imo State the researcher appreciate you.
This will not be complete if the researcher did not appreciate the
encouragement and moral support received from his friends, Ezenwa
Onyedineke, Christian, Eke Elias, Okwu Calistus, UBA, IBB, Nwajinka,
Ajuziogu Henry, Chibuzor Nwankwo and host of others.
The researcher also wishes to express appreciation to Chief
Chritopher Ogbuehi, Br. Betty Umegbulem, Mrs. Blessing Oko, Mr. Joseph
Ogbuehi, Mr. Okey Omache, Mr. Lazarus Ogbuehi.
vi
The researchers profound gratitude goes to his siblings and their
families, Mr. Samuel Ogbuehi, Mr. Moses Ogbuehi, Lolo Chiwendu Onuoha
for their love, encouragement and immeasurable financial support – towards
the successful completion of this work. Mosey I am very grateful and I
heartily say thank you very much.
Finally, I would not fail to thank my lovely and understanding wife
and daughter Mrs. Chikodi Innocent Ogbuehi and Miss Precious Innocent
Ogbuehi whom stood by me all these time despite my absence from the
home. Mention must also be made of my kind in-laws Chief Sir and Lolo
Godwin Iwunze and Chief Sir Julius Onuoha. I also say thank you to all who
supported me in any form especially Chizoba the typist. I am grateful to you
all.
vii
ABSTRACT
This study data management practices of head teachers in Okigwe education
zone of Imo State tries to investigated how head teachers in Okigwe zone
carries out data management. The need for this study arouses because of the
researchers personal encounter in the processes of collecting his first school
leaving certificate from his primary school in the zone and some other
noticeable problems associated with data management in the area. The entire
head teachers numbering 277 and 277 assistant head teachers making the
sample seize of 554 were used for data collection. The reliability coefficient
of the instrument was 0.96 using Cronbach Alpha while three experts two in
educational administration and planning and one from measurement and
evaluation carried out the face and content validation of the instrument. Four
research questions and four null hypothesis tested at 0.05 level of
significance guided the study. Mean and standard deviation were employed
to answer the research questions, while t-test statistics was used to test the
four null hypothesis. A twenty four item questionnaire on data management
practices of head teachers in Okigwe education zone of Imo State was used
to get information from 554 head teachers and assistant head teachers. Based
on the mean scores, the following results were obtained. That data collection
measures adopted by head teachers does not encourage good data
management practices. Head teachers were not keen to the use of data in
their school management. They were not exposed to data processing
measures. There were lack of government policies on data management
practices of schools, lack of facilities in terms of computers, shelves, data
bank and good filing system in their schools. Following recommendations
were made that the record keepers should be trained or retrained in the
modern system of record keeping. The head teachers need to be exposed to
the improved system of data management. The ministry of education should
design a data collection system in a very simple and unambiguous ways.
Head teachers should be involved in decision making of the government as
for them to have use for data they collect.
viii
TABLE OF CONTENTS
Title Page ................................................................................................ i
Approval Page ......................................................................................... ii
Certification ............................................................................................ iii
Dedication ............................................................................................... iv
Acknowledgement .................................................................................. v
Abstract ................................................................................................... vi
Table of Contents .................................................................................... vii
CHAPTER ONE: INTRODUCTION
Background of Study ............................................................................. 1
Statement of the Problem ....................................................................... 6
Purpose of the Study .............................................................................. 7
Significance of the Study ....................................................................... 8
Scope of the Study ................................................................................. 9
Research Questions ................................................................................. 10
Hypotheses ............................................................................................. 10
CHAPTER TWO: REVIEW OF LITERATURE
Conceptual Frame Work ..................................................................... 11
Concept of Management ........................................................................ 12
Concept of Data ...................................................................................... 14
Educational Data .................................................................................... 15
Sources of Data in Education ................................................................. 18
Concept of Data Management ............................................................... 21
Concept of Data Management Practices ................................................ 22
Types of Data in Public Primary Schools ............................................... 27
Importance of Data Management……………………………...……….36
ix
Computer and ICT Networking .............................................................. 39
Theoretical Frame Work...................................................................... 40
The system theory .................................................................................. 40
Review of Empirical Studies ............................................................... 41
Mmadu (2006): Problems of data management for educational
administration and planning in Ebonyi State secondary school ............. 41
Durosaro (2000): Issues and problems of data management in Nigeria
secondary school ..................................................................................... 42
Okezie (2000): Importance of record keeping and financial management
of head masters in Awkaa Education Zone of Anambra State ............... 43
Asiabaka and Mbakwem (2008): The use of data in facility management
of Imo State primary school.................................................................... 43
Summary of Reviewed literature ...................................................... 44
CHAPTER THREE: RESEARCH METHOD
Research Design...................................................................................... 45
Area of the Study ................................................................................... 45
Population of the Study ........................................................................... 46
Sample and Sampling Techniques ................................................ 46
Instrument for Data Collection .............................................................. 46
Validation of the Instrument .................................................................. 47
Reliability of the Instrument .................................................................. 47
Method of Data Collection .................................................................... 48
Method of Data Analysis ....................................................................... 48
CHAPTER FOUR: DATA ANALYSIS AND PRESENTATION OF
RESULT
Research Question I ................................................................................ 49
Research Question 2 ............................................................................... 50
x
Research Question 3 ............................................................................... 52
Research Question 4 ............................................................................... 54
Hypothesis 1............................................................................................ 56
Hypothesis 2............................................................................................ 57
Hypothesis 3............................................................................................ 58
Hypothesis 4............................................................................................ .59
Summary of the Findings ........................................................................ 60
CHAPTER FIVE: DISCUSSION, CONCLUSION AND SUMMARY
Discussion of Findings ........................................................................... 62
Conclusion ............................................................................................. 67
Educational Implication of the Findings................................................. 68
Recommendations .................................................................................. 69
Limitation of the Study .......................................................................... 70
Suggestions for further Study ................................................................. 71
Summary of the Study ........................................................................... 71
References ............................................................................................... 74
APPENDICES
QUESTIONNAIRE
1
CHAPTER ONE
INTRODUCTION
Background of the Study
One of the most serious setback to educational development in
Nigeria is none availability of data or lack of authenticity where available
(Nwagwu, 2003). In the blue print put forward by the implementation
committee on the National Policy on Education 2004 it was noted that:
Difficulties are encountered in Nigeria in obtaining such basic data like the
population of students, the population of teachers, the number of
instructional materials available in schools, the number of school building to
be renovated and many others (Igwe, 2004). The state ministries of
education lack accurate data which affects its policies and programmes and
this is as a result of fabricated data supplied to the ministry by the school
head teachers (Federal Republic of Nigeria, 2004). According to Ikpe
(2002), statistical data on educational expenditure are not always available
and if available, they do not give a sufficient breakdown to make the data
valuable for most planning purposes in the ministry of education. Uyanga
(1993), opined that educational planners all over the developed economics of
the world, sets future educational target based on objectives identification,
people’s aspiration, problems of the society, needs and gaps in the field of
2
education. This is made possible through a careful examination of the past
and present efforts of stakeholders in education. In the absence of data, the
said examination degenerates into “the rule of thumb”. Aghenta (2000), put
it that most data obtained from head teachers are not factual but ambiguous,
they are not accessible on demand and this has caused failures in some
programmes carried out by the government. The administrators of the
current Universal Basic Education (UBE) programme needs accurate data to
be able to plan, organize and administer the programmes effectively. They
are bound to take various decisions which should be useful to the children,
school system and the society. This is decision sometimes becomes
impossible in the context of accurate data. From the above observation it is
imperative that there is need for data management awareness to the head
teachers who are the custodians of data in their various schools in Nigeria.
Data are simply referred to as statistics. Data are numerical measures
of phenomena and they are used in the process of scientific decision making.
Data are of common occurance in all discipline and fields of practice.
According to Ali (2006), data can be define as the raw, unorganized facts
that describes an institution, person, places, things, ideas and events which
becomes information after being processed. In Igbe (2005), data are referred
to as facts, figures. Letters, words, charts, symbols, images and several other
3
examples in the field of education, engineering, science and business.
Processed data are reduced to information that could be necessary for
decision making. According to Barch et al in Anyanwu (2000) data are
language, mathematical or symbols which are generally agreed upon to
represent people, object, event and concepts. Information on the other hand
is the result of modeling, formatting, organizing or converting data in a way
that increases the level of knowledge for its recipient. There are two
categories of data that can be kept by any educational institution. These are
the quantitative and qualitative data. Qualitative data are those data about the
values of the system, objective of the system and curriculum, of the system;
the quantitative data relates to quality, volumes and number.
Quantitative data are often referred to as statistics. It will be an impossible
task to plan and manage any organization in which data are not kept or
where data are carelessly kept. Nwadiani (1998), states that the management
and planning of any nations educational system depends greatly on the
quality of data collection, analysis, storage and retrieval. The education
system is a sure system of production and there is need for data to enhance
good input and output in the system.
The issue of data management practice is not negotiable in our
educational system. Considering the flaws in some laudable educational
4
programmes in Nigeria there is need to developed a good data management
system. Uwazwuike (2002), put it that the expected population of primary
school pupil was far below the actual population during the implementation
of the Universal Primary Education (UPE) programme of 1976 and this has
resulted to educational crises in the primary, secondary and even tertiary
levels of education because unqualified teachers were recruited to curb the
large number of pupil that turn up for the programme due to inaccurate data
used in implementing the programmes. There have been insufficient
teaching and learning materials in schools since UPE was launched resulting
to crash programmes, recruitment of adhoc teachers to meet the demands for
teachers in schools and many other problems came up of as a result
inaccurate data used in planning for the aforementioned programme
(Uwazwike, 2002). According to Asabaka (2007) there is a geometrical
increase of primary school pupil in Imo State and the government needs
accurate data that will enable it combat the problem of human and material
resources needed in schools. The need of data management is undisputable
at the primary school because failure in achieving the objectives of
education at the primary level is a failure in all other levels of education.
Primary school is the fulcrum for all other levels of education. Ndu (1991)
observed that no nation could produce the kind of citizens that would think
5
creatively and help solve problems facing humanity without sound primary
education. Thus primary education occupies a critical position in the
education system and its importance which ranges from thus:
- Inculcating permanent literacy and numeracy, and ability to
communicate effectively.
- Laying a sound basis for scientific and reflective thinking
- To give citizenship education as a basis for effective participation
in and contribution to the life of the society.
- To mould the character and develop sound attitude and morals in
the child.
- To give the child opportunities for developing manipulation skills
that will enable the child’s function effectively in the society.
To provide the child with basic tools for further educational advancement,
including preparation for trades and crafts of the locality (Federal Republic
of Nigeria, 2004). The above stated national goals of primary education can
only be realize with good primary education administration which is
dependent on a good data management practices of head teachers.
Data management practices of head teachers entails the process of
collection, processing, storing and retrieving of data for the operation of
educational programmes. Conceptually data management practices of head
6
teachers means the science of gathering, analyzing, storing and retrieving
educational data within and outside the educational institution by the head
teacher. The primary education being the bedrock of the child’s basic
education is a very vital aspect of the nation’s education system that deserve
to be handled with great care and caution (Durasaro, 2000). This means that
any error committed in the management of this level of education may
reverberate on other levels and thus seriously mar the lives of the people and
indeed the overall development of the nation. This is one good reason why
all the stakeholders including head teachers must show enough concern for
those issues that concerns the organization and management of the primary
school system. It is therefore necessary for the head teacher to always have
accurate and timely data at his disposal.
This study therefore will present a humble attempt of what data
management practices of head teachers is with a view to highlighting data
collection, data processing, data storage and data retrieval in Okigwe
education zone of Imo State.
Statement of the Problem
Data have been an indispensable tool in education management
because of its usage in planning. But despite this indisputable nature of data
in education, there have been lapses in its management. Head teachers are
7
among the stakeholders in education and they are the primary provider of
data to the government in carrying out most of its educational programmes
like the Universal Basic Education (UBE) programme.
The problem of this study emanated from the short-comings
associated with the use of data in management of education institutions. This
short-comings which ranges from improper record keeping, use of outdated
method in data processing, storage and retrieval. These have been a limiting
factor to the achievement of the envisaged goals of education. Thus, the
necessary data needed for school management are no where to be found,
such data includes; admission register, attendance register, school budget,
fees register, staff record book and host of others.
Therefore the problem of this study is to find out the data management
practices of head teachers since he/she is the key provider of data used by
the government in carrying out its educational programmes.
Purpose of the Study
The main purpose of this study is to find out how data are managed by
head teachers.
Specifically, the study seeks to:
Identify the types of data collected by school heads.
Find out how head teachers processes data.
8
Examine the data storage methods of head teachers.
Find out the data retrieval techniques prevalence among head teachers.
Significance of the Study
The benefits that shall come from this study are many. Specifically,
educational planners, the government, pupils, international organization and
future researchers will all benefit from this study.
The educational planners like the planning research and statistic unit
of the state Universal Basic Education Commission will enjoy the outcome
of this study because the head teacher will after this study be in good
position to supply the commission authentic data. This is because they will
be expose to measures of keeping good record. Also the education secretary
at the local government area who is also an educational planner will benefit
from this study because head teacher will be able to provide him with
accurate data.
The government of the state through the ministry of education will
know areas that primary schools needs its attention either financial or
otherwise through the outcome of this study. The government will be sure of
what she is expending money on. There will not be room for ghost workers
or government spending money on projects that does not exist. It will make
government budget efficient and reliable.
9
The pupil will benefit from this study because the government will
use data obtain from head teachers to make provision for them in accordance
with their population. It will help government to supply them instructional
materials and other things needed in the school based on their population.
Facilities like classrooms, desk, chairs, library and others will be provided
using the accurate population of the pupils.
International organization like UNCEF, UNESCO, UNDP and others
who contributes to the growth of education in Nigeria will be able to receive
account from their benefactors. This study will expose the stakeholders
whom these organizations deals with to render good account.
The findings of this study will be a leverage to future researcher who
will find it interesting to carryout a further study on this or on other study
related to this study.
Scope of the Study
This study will be carried out in Okigwe education zone of Imo State
involving public primary schools in the zone. Okigwe education zone is in
the northern part of Imo State made up of six local government areas
namely; Obowo local government area, Onuimo local government area,
Ehimembano local government area, Isialambano local government area,
Ihite Uboma local government area and Okigwe local government area.
10
The study will focus on data collection, data processing, data storage
and data retrieval systems of head teachers.
Research Questions
To guide the study the following research questions were posed.
1. What types of data are collected by head teachers?
2. What are the data processing measures used by head teachers?
3. How do head teachers store their school data?
4. What are the data retrieval techniques used by head teacher?
Hypotheses
The following hypotheses are formulated to guide the study and will
be tested at 0.05 level of significance.
Ho1: There is no significant difference between the mean rating of head
teachers and assistant head teachers on types of data collected.
Ho2: There is no significant difference between the mean rating of head
teachers and assistant head teacher about data processing.
Ho3: There is no significant difference between the mean rating of head
teachers and assistant head teacher about data storage.
Ho4: There is no significant difference between the mean rating of head
teachers and assistant head teachers about data retrieval.
11
CHAPTER TWO
REVIEW OF LITERATURE
This chapter reviews related literature under the following sub
headings:
Conceptual Framework
Theoretical Framework
Review of Empirical Studies
Summary of Literature Review
Conceptual Frame Work
Concept of management
Concept of data
Educational data
Sources of data
Concept of data management
Concept of data management practices;
Types of Data in public Primary Schools
The role of the primary school Head teacher
Computer and ICT Networking
Importance of data management
Theoretical Frame Work
12
System theory
Review of Empirical Studies
Mmadu (2006): Problems of data management for educational
administration and planning in Ebonyi State secondary schools.
Durosaro (2000): Issues and problems of data management in Nigeria
secondary schools.
Okezie (2000): Importance of record keeping and financial management of
head masters in Awkaa Education zone of Anambra State.
Asiabaka and Mbakwem (2008): The use of data in facility management of
Imo State primary schools.
Summary of Literature Review
Concept of Management
There are various uses of the term management which could mean
different things to different people in different context. Some use the term to
mean a field of study or an academic discipline. Mullins (1999) defines
management as a process of coordinating all resources “through the process
of planning, organizing, leading and controlling in order to attain stated
objectives” from this context, management becomes very crucial for the
success or failure of a business.
13
Duncan (1995) noted that effective coordination does not just happen but is
“brought about by individual who posses the knowledge and skills to
synchronize the actions of numerous people and channel those actions
towards common goal” persons who accomplish the task are called mangers,
and the knowledge and skill the use are referred to broadly as the field of
management. Supporting these points, Nwadiani (1998) described
management as a variety of sequential and related activities that are designed
and carried out in order to effectively and efficiently achieve the goals of
teaching and learning in relation to the needs of the society. The
achievement could be through effective planning, organizing, coordinating,
supervising, directing, motivating, controlling, budgeting and evaluating
programmes as well as undertaking of risk and handling of uncertainty.
Relating the above concept to this study, one will find out that there is
need for data to achieve efficiency in management. It has been observed that
management plays a significant role in any organization. The head teacher is
the sole coordinator of activities in the primary school and he also exercises
managerial powers. His power will yield good result if his able to works
with good information. And this good information is dependent on accurate
and timely data.
14
Concept of Data
In the words of Olubor (2003) data are the raw, unorganized facts that
describes institutions, persons, places, things, ideas and events. Igbe (1995)
says that data includes facts, figures, letters, words, charts, symbols, images
and several other examples in the field of education, engineering, science
and business, data is a very popular term used in every activities. He opined
that when processed data are reduced to a piece of information that could be
necessary for management to make decisions.
Anyanwu (2000) defined data as language, mathematical or symbols, which
are generally agreed upon to represent people, object, events and concepts.
The Macmillan dictionary of modern economics (1986), put it as observation
on the numerical magnitude of economic phenomenon such as national
income, unemployment or the retail price level.
Oxford advanced learner’s dictionary (1991), defines data as facts or
information used in deciding or discussing something. Data turns to
information when it has been processed into a form that is meaningful to the
recipient or user and is of or perceived value in current decision process.
Information must add to knowledge but must be relevant to some event or
process.
15
Relating the concept of data to the study, education authorities
requires prompt account of activities, issues, persons, facilities from the
managers and this can not be achieved without data. The head teacher most
be aware of what data is and the components of it. His/her knowledge of
data will expose him to how he can obtain them and equally be able to use
them in his management of the school.
Educational Data
From the words of Dorosaro (2004), educational data are simply the
records gathered about operations of the education system. Educational data
could be qualitative or quantitative. The qualitative data are used for
describing characteristics which can not be defined in numerical terms, it
relates to information on objectives, structure, curriculum and pedagogy.
According to Oboegulem (2008), examples of qualitative data are the colour
of the hair, colour of the eyes, excellent, good, average, poor. These are
attributes which can not be described in numerical terms. The quantitative
data are described in numerical form it relates to the numerical measures of
the resources utilized in the education system examples are percent, scores,
size, height, length, weight. In a more clear term educational data can be
defined as a raw fact about institution and their activities. These raw facts
can not make useful meaning if it is not turned into information. In
16
education institutions, it is common to talk about the registration of pupils,
the no of teachers in the school, the no of classrooms, the quality of
instructional materials, the no of dilapidated facilities etc. all these are data
about a particular institution. These data sometimes becomes important in
our personal decision making. For example, to send our children to a
particular school in town. We seek to know the school fees paid in that
school, the quality of teachers in that school, the performance of
students/pupil of that school, the nearness of the school to our homes (school
mapping), the facilities available in the school and the quality of
instructional materials in the school. Sometimes the consumer might even
want to know the qualities in other schools and make choice among
alternatives. This choice decision will not be possible if there are no data
about these schools to be compared. We collect and analysises these data
about each school and that will determine the school of our choice among
the schools. Alabi (2000) described the above action as data processing. The
conversion of raw data to a form that is useful for decision making.
Uwazwuike (1991), put it that educational data could be gotten from
the educational institution, in this case is called internal data. Sometimes it is
gotten from outside the institution, it is called external data. The internal
data relates to all the records about the activities and belongings of the
17
school within the confines of the school. For example the number of pupils
in the school, number of teachers, number of school facilities/equipments,
the school examinations results, etc. internal data are need for its normal day
to data operations. It gives the management that tends to control an
institution.
The Macmillan dictionary of Education (1986), defines educational
data as observation on the numerical and non numerical magnitude of
educational phenomenon such as admission, facilities etc of the educational
institution. There are lots of assertions on educational data but for the
purpose of this study, educational data can give numerical values of pupils,
equipment, teachers, activities, regulations needed in educational
institutions. It is imperative to note that effective planning lies on good data.
Planning becomes effective when needed and accurate data are gathered
through the right sources, with the right procedures, well analyzed, evaluated
and distributed at the right time to the right person. The essence of
educational data is to always have authentic information at the
administrator’s disposal (Igbe, 1995). In Olubor (2003), he opined that data
are essential to all organization. An organization can hardly survive it its
lacks data. Hence schools have great need to gather, sort, analyze and
evaluate accurately their data for survival.
18
Sources of Data in Education
Nwachukwu in Uwazwuike (1991), is of the view that the essence of
planning is to prepare for and predict future events. It is the blue print of
action… and failure to plan gives rise to inefficiency and lack of direction
educational planners are mainly concerned with the business of planning
education programme. These planners can not do much if there are no
relevant and up to date data to work with.
According to Ogbonnaya (2009), the following are sources of data in
education: the policy makers, the public and the school system. Each body is
a complex unit of the other which have interest in the achievement of
educational objectives. All these bodies have strong influence on educational
data, and indeed provides nearly all the data needed in education. For
example, the policy makers provides the necessary inputs that influences the
school system. The feedback he gets from the school system on the other
hand enables him to recommend strategies to the government which in turn
influence the school system and the general public. From the above
explanation, one can easily guess the sources of data in education. It is the
planner’s responsibility to determine the type data he needs as well as the
means to extract them. Some suggestions has been made by Enyi (1999) on
19
some data and the strategies for getting them. Some of these sources of data
are:
The government policies can serve as the source of data. The
government comprises of the federal government, the state government and
the local government. Ministry of education through its designated
authorities at federal, state and local levels can initiates policies which
become sources of data in education. The quantitative and qualitative aspects
of educational development plans forms data in education. Educational data
can also be obtained through direct contacts, meetings, memos, speeches
made by top government officials or articles published by the government.
The populist especially parents are another source of data in
education. They passes information regarding the general attitudes about
education and the necessary improvement needed. The education planner
sources these data through surveys, statements, interviews and newspaper.
Another source of data in education is the statistics. These includes
the population census office, the planning and statistics units of some
educational parastals. The data gotten from these sources are mostly
demographic and general data on economic and sociological treads in the
society which can influence the educational sector.
20
The administrators (Head teachers) can provide the following data:
enrolment figures, needs and problems of their schools, wastage and pupils
flow rate, teachers needs, building and equipment needs of the school,
school finances, pupil’s test and examination results (Adewumi and
Ogunlade 1991). It is also worthy to note that teachers are sources of data.
The pieces of information gotten from them like their level of education and
professional training, the impression of pupil about them, pedagogical needs
and problems of the teacher.
The universities, research institutions and academic researchers are
veritable sources of data for education. The data gotten from these sources
are: learning and scholastic outcome and general evaluative studies on
education, governance and administration of education, educational
efficiency and cost. Educational needs for future according to Obi (2004)
and also gotten from these sources. The pupils can also serve as sources of
data. The level of achievement recorded about pupil, their aspirations and
other information obtain from them can be used in education as source of
data.
21
Concept of Data Management
Durosaro (2004), defines data management as simply the records
gathered about the operation of the a system. According to Oboegbulam
(2008) data could be qualitative or quantitative. Qualitative data are data
used for describing characteristics which can not be defined in numerical
terms, it relates to information on objectives, structure, curriculum and
pedagogy. Examples the colour of the hair, colour of the eye, excellent,
good, average, poor and others. While quantitative data are described in
numerical form. It relates to the numerical measures of the resources utilized
in the system examples; percent, scores, size height, length, weight etc.
according to Oboegbulam (2008), data management in education help
parents in determining the school to send their children. For example, to
send ones children to a particular school in town, one have to take into
cognizance the school fees, the nearness of the school to ones home, the
quality of teachers in the school, the facilities in the school and the quality of
the instructional materials in the school. We might even want to know the
qualities in other schools and determine the alternative to take, one would
compare these schools using the available data and that will determine the
school of choice among the schools.
22
The need for this concept to the study is not far fetched. This is
evidence in our choice of school to our children. It is data management that
distinguished one school from the other. With the knowledge of data
management head teacher will know when the school is not performing up
to acceptable standard by analyzing the available data in the school. The
head teacher will be able to reinforces the teachers and pupil when he notice
difference in the standard set for primary school.
Concept of Data Management Practices
The issues of data management practices is very crucial to education
management in Nigeria. In the management of educational institutions at all
levels, effective data system is very essential and this is more so at the
primary school level which is the foundation of other levels. Data are not an
end in itself, rather it is a means to an end (Igbe, 1995). The end is to
generate or procure relevant data to be processed into information on which
effective management decisions are based. According to Alabi (1999)
effective management of data, using manual and computerized techniques is
a necessity. Data management practices ensures adequate capturing,
processing, storing, retrieving and communicating relevant and timely
information to school personnel and the general public on which action for
the current and future developmental activities could be based. The concept
23
is concerned or focused on the techniques of presenting otherwise unwieldy
and cumbersome data in concise and meaningful forms, for proper
interpretation and analysis of the existing situation. Data management
practices involves; data collection, data processing, data storage and data
retrieval.
Data collection is an integral part of data management (Aghenta,
2000). Records are a very important aspect of the day to day management of
any establishment, especially a school. The state, quality, quantity and
accessibility of records are part of the yardstick for assessing the efficiency
and effectiveness of school leadership and management (Chapman, 1990).
The types of records kept in the school includes the register of admission,
progress and withdrawal, the register of attendance and fees, the log book,
visitors book, the school time table, the national policy on education, subject
syllabuses, weekly diary of work, lesson notes and plans, transfer and
leaving certificate, minutes of meeting, conduct book, record of pupils
personal hygiene, record of pupils academic performance, record of physical
development and health of pupils, record of club activities and hobby
groups, duty roster; time book, staff movement book, staff record book,
teachers’ class attendance register, fees register, school budget, school
imprest account, inventory and stock book, cash book or ledger, record of
24
building and physical development in the school, inspection/supervision
report book, record of games and sporting activities. Data collection and
record keeping are two closely related practices which serve the purpose of
making correct are reliable management decision in the key areas of
planning, implementation, evaluation and feedback (Lawal, 2001). It is
pertinent to state that head teachers who are disposed to measures of
managing these data perform efficiently in his school management. There
are different techniques and tools of data gathering in every institution but
the commonest ones are test, interview, observation, rating scale, ranking
scale and questionnaire.
In the management of educational institution data processing is an
accept of data management practices. From the foregoing, it is obvious that
data and information differs. Ali (2006) sees data as row, unprocessed fact
or uninterpreted observation which may take the form of words, numbers or
characters. Information on the other hand is the processed on analyzed data
that meaningfully inform the recipient about a situation and as such
empowered efficient action. There is therefore the need to process data into
information and present the information in a form that can be easily
understood and utilized (data management practices). The knowledge of data
processing is important to head teachers in making good judgment, the
25
conversion of raw data to useful information is what data management
practices entails. Data collected through test, observation, individual
student/pupil identification data, continuous assessment, anecdotes, fact-
finding interview, autobiographics and others should be properly assembled
in summary in the pupil/student cumulative file (Abiodun, 2002; Adewumi
and Ogunlade, 1991). It is not sufficient merely to obtain facts or data, but
they should be organized and processed in such a way that they may be used
for decision making.
Educational data can be stored in the head teacher’s office in any of
the following formats: Files, flat files, boxes wallet etc. (Chapmen, 1991).
Shelves, cabinets, computers (desk top, lap top) diskettes, discs, floppy),
microfilms, pictures-photographs, calendars sketches, graphs showing
students/pupil enrolment, drop-out or graduation pattern, books, ledger:
financial account, budgets, income and expenditure. Data collected about
pupil cold be stored in files and kept in the head teacher’s office or in the
counselors’ office as pupil personal information (Lewis, 1967). Such
informations are kept for future use. The accuracy and prompt up-dating of
these files will help to determine to a great extent the reliability or
dependability of the information contain therein (Ottih, 1977). Information
expected in this files include age, sex, religion, socio-economic status, date
26
of birth, position in the family, health status, date of entry into the school
and any other personal data (Adaramja, 2004). Office cabinets in the head
teachers of are used for safe keeping of important data. Some confidential
reports are kept in the cabinet for safe keeping and to prevent distortion or
stealing of such documents (Guiford and Fruchter, 1973). The school cash
register, examination questions, results, reports of staff and pupil
disciplinary committee and other vital data are expected to be kept in
cabinets. The essence of any educational data is on its usability when the
need arises. Data collected through interview, test, observations, rating scale
need to be properly stored or preserved for future use. Head teacher who
adopt the measures will enjoy his management.
The essence of any educational data is on its userability when the need
arises. Data collected through interviews, tests, observations, rating scale etc
needed to the properly stored or preserved for future use. Head teacher can
adopt the following measures in retrieving their data, coding, labeling either
alphabetically or numerically, projection, graphical representation and
computer programming. It is obvious that to achieve the overall objective of
the nation’s policy of education with regard to data collection, storage and
retrieval, the school personnel must acquit themselves with a variety of
methods and techniques that will help students to understand their personal
27
characteristics and benefit maximally in the school programmes (Alabi,
2000). Such method and techniques will also help teachers, counselors and
other school personnel to better understand each student in order to guide
him or her more effectively. The implication of this concept is that the more
the head teacher understand the strengths, needs, interest and weakness of
individuals pupil through accurate data collection, interpretation and storage,
the more they will be able to help the pupil to develop his potentialities,
meet his needs and resolve his personal problem.
Types of Data in Public Primary Schools
Essentially the planers of education require two major types of data;
the quantitative and qualitative data. According to Oxford advanced
learner’s dictionary quantitative is connected with the amount of something
rather than with how good it is while qualitative is concerned with how good
something is, rather than with how much of it there is. Durosaro (1997) says
that quantitative otherwise called statistics relates to figures needed for
planning exercise. In view of Nwankwo (1981), quantitative data relates not
only to educational system but also to other related to education. Olubor
(2003), described qualitative data as information on the objective of
education, educational policies, the content of education and other such
issues in education. Durosaro (1997), opined that qualitative information has
28
to do with information that relates to objectives of education, policies
content and other curricula issues.
The quantitative data will be explained under two broad headings: The
stock and the flow data. Stock data is the numerical value or quality of
educational resources, items as the exist at a particular point in time such as
the number of equipments, quality of instructional materials in the schools,
and even fund available to the school(s). The flow data refers to the
numerical value of the movement of human and material resources (teachers,
pupils and other materials) as the flow into, flow through and flow out of the
educational system. Fagbulu and Duze (1988), says it is through flow data
that we are able to generate information concerning new entrants, repeaters,
dropout, withdrawals and graduates of the educational system. These flow
data are useful for thorough analysis of the educational system and for
protection of enrolment, teacher’s employment, physical facilities and other
resources needs. Uwazuruike (1991) indicate the following measures for
analyzing quantitative position of the educational system at any point in
time. These indicators are: the teacher/pupil ratio, the non schooling gap, the
enrolment ratio, the sex ratio, the progression rate, the literacy rate.
Teacher/pupil ratio is the average number of teacher to a given
number of student/pupil at a given level of education in a given year. It is a
29
useful way of expressing the average workload of the teacher at a particular
level of education.
According to Uwazuruike (1991) a manageable class size is credited with
the advantage of increased opportunity for closer attention of a teacher over
individual pupils placed under his care. This method enables us to know the
number of teacher required for a projected enrolment and by implication the
additional number of teachers that would be required for an increase in
enrolment. Uwazuruike also maintained that this close attention is believed
to help teachers understand and classify students according to their abilities
and temperaments and therefore be in a position to release the potentials
bottled in every child and make teaching learning process a success. An
overcrowded class conversely makes effective teaching difficult as the
teacher appears saddled with more responsibilities than he can possibly cope
with pupils discipline, evaluation, special individual attention thus becomes
difficult to handle, even to the most dedicated teacher (Uwazuruike 1991).
With good data management practices, the head teacher will be able to make
maximum utilization of his teachers and achieve the set goals in the primary
school system.
Non-schooling gap according to Chesswas (1968) is the difference
between the estimated population of the appropriate age group and the
30
number enrolled in the educational sector corresponding to the group.
Adeyemi (1998), put it that this indicator is often employed to ascertain the
number of school age children who ordinarily ought to be in school but who
are not enrolled in the school for a particular level of education. It is
therefore an indicator of the gap between the goal of universal education and
the observed, a clue to whether the goal of universal education is being
achieved at the specified level of education. Armed with this knowledge, the
government or its agents charged with the responsibility of policy realization
would plan for strategies and incentives that will attract the non-schooling
population into enrolling in school (Uwazuruike, 1991). The head teacher
with good data at his disposals will be able to supply government adequate
data to curb this ugly trend.
Enrolment ratio is useful for calculating the relationship between
enrolment of a particular level and the population which should be enrolled
at the level. This indicator is further subdivided into overall enrolment ratio,
age specific ratio, level enrolment ratio, gross enrolment ratio, net
enrolment, grade ratio. Uwazuruike (1991), put it that enrolment could be
crude or overall when no distinction is made to age or level of education.
Enrolment rate on the other hand is the proportion of the population enrolled
in school. The enrolment rate is an alternative measure of enrolment ratio.
31
The difference is that the former is in percentage while the later is in
fraction. The difference between these two measures and the non-schooling
gap is that while the non-schooling gap simply gives the number of those
who are supposed to be in school, but who are not, enrolment ratio/rate gives
a comparative measure of those who are enrolled in school against those
who are not. Their usefulness appears to be the same-to give indication to
the success or failure of the universal education and provide an empirical
base for effort at positive charge. They however do not indicate the quality
or quantity of education provided. Data management will help the head
teacher to maintain a balance in a situation where the number of people in
school is less than those not in school.
Sex ratio is a determinate of how girls are progressing in comparison
with the boys. When we indicate the number of girls who are not out of
school in comparison with the boys, the number of girls repeating,
promoted, dropping out of or transiting from a class over the number of
boys, what we obtain in each case is an indication of the educational
development of students by sex. A lopside educational development by sex
is usually considered as negative – a reasonable balance is considered better
and desirable. Every modern educational system aims at this balance. Sex
ratio is a pointer to how far this balance is being realized. With the
32
knowledge of data and also using the available data well, the head teacher
can device measures to improve the number of the either sex that is lacking
in school enrolment.
Progressing rate as stated by Adeyemi (1998), refers to the
relationship between the total number of students enrolled in a particular
class in a particular year and the total number of students enrolled in the
previous class in the proceeding school year. The ultimate goal of education
is neither school attendance nor enrolment. It is rather the quantity and
quality of education acquired and perhaps how it is utilized (Ezeocha 1990).
At the end of each school term and year, report cards are usually issued to
pupils indicating how they fared in their educational pursuits. Some people
perform so badly that they are asked to repeat the class. The interpretation
that could be given here is that the client so assessed, have been found to
have acquired little or no knowledge from their stay in school.
Extended further, it could mean that whatever knowledge or skill they
acquired is considered inadequate to enable them benefit from the
knowledge and skill that would be offered in the next class or grade
(Ezeocha). According to Ezegbe (1991), when one gets the terminal grade of
a given level of education he graduates from being issued report cards to
being issued certificate. This piece of valuable paper certifies that the client
33
has acquired sufficient knowledge and skill both in quantity and quality to
merit graduation from that level of education.
The Role of the Primary School Head Teacher
The head teacher or head master is a member of staff of his institution.
But he is not just an ordinary member of staff as such, he is the leader of
both the teachers and the pupils of that institution, the director of activities
and indeed the executive head of the institution (Ogbonnaya 2003). The role
of head teacher can be viewed as follows:
- General role
- Administrative role
- Instructional role
The general duties of the head teacher borders on his cooperation with
teachers, parents/guardians and organization of staff improvement
programmes. It is the duty of the head teacher to enlist the cooperation of his
teachers. Primary school head teachers study the backgrounds, capabilities
and interest of their teachers. This helps them in assigning duties and
responsibilities evenly according to the individual’s interests and abilities.
Adewale (1985) stated that members of staff are head teachers’ helping
hands and the more he utilizes the opportunities afforded by these helping
hands, the better his administration. Head teachers creates forum where he
34
exchange ideas with the teachers. He holds regular meetings with the
teachers where the general problems and challenges facing the school are
discussed.
The second general role of the head teachers is that of engendering
cooperation with parents and guardians. Primary school head teachers
maintains a healthy relationship with parents and guardians of their pupils.
The organization of the parent teachers association, according to Ezeocha
(1990), Adewale (1985) and Nwagwu (1978) provides an easy avenue for
achieving this objective. It is in parents teachers association (PTA) meetings
that problems connected with pupils’ welfare, progress and shortcomings are
discussed.
Another role of head teacher is the organization or workshop to
update teachers knowledge and competences in the teaching job. Many new
and inexperienced teachers need the help of the head teacher to improve
their teaching abilities. It is obvious that for the head teacher to carry out
these roles properly, he needs update data of his school.
Primary school head teacher perform numerous administrative roles.
He plan, coordinate and direct his staff and pupils’, manage school buildings
and facilities and provides the physical and human school environment
35
conducive to teaching and learning. According to Nwagwu (1978), the
following are some of the administrative roles of the head teacher:
- Organizing the school time table and seeing to the day-to-day
operation of the school.
- Managing and maintaining the school buildings, grounds,
equipment and facilities;
- Coordinating the activities and functions of teachers;
- Maintaining good working conditions for staff and establishing
high morale among them;
- Supervising the extra curriculum activities of pupils;
- Maintaining high standards of conduct and discipline in the school
both among staff and students;
- Controlling and supervising the business aspect of school life;
- Managing the finances of the school and applying appropriate
checks and balances in financial matters;
- Keeping different types of records for the school for example
attendance, staff records, school finances, school supplies, record
of meetings with school boards, log books, register of admission,
the visitors’ book, corporal punishment book, stock book, school
diary and schemes of work and school time table.
36
- Maintaining good school – community relationships and perhaps
participating in community development projects.
The head teacher’s instructional leadership roles include:
- Planning the school curriculum in accordance with the stated aims
of primary education.
- Encouraging teachers and pupils to use available teaching
facilities.
- Supervising the instructional activities of teachers.
- Helping teachers grow professionally by encouraging them to
attend in service training programmes, workshop and refresher
courses organized by higher institutions or the ministry of
education.
- Evaluating and reporting pupils progress in school. The head
teacher need good data management practice to be able carryout all
these roles for the administration of his school. Knowledge of data
management practices is of paramount importance to head teachers
in the running of his institution.
Importance of Data Management
Generally, data management in education is so important that whoever
that is charged with gathering and/or supplying them should view his roles
37
very seriously. This is because sound educational planning at all levels in
any nation starts from proper data management (Obi, 2003). The collection,
analysis and storage of data on the educational system becomes very
important to the school manager for the following reasons.
The school manager has a responsibility to plan ahead for the system.
Educational data are very vital for planning. For you to plan adequately for
the future you need the data on what the past was and what the present is
like (Ali, 2006). Also, for the day to day decision making, the educational
manger needs data to guide their decision. Accurate data management will
facilitate efficient resource allocation and distribution. The planner with
accurate statistics at his disposal is able to decide on which school, district or
zone he is to assign what number of teachers. He is in a position to detect
imbalance in the distribution of equipment and can consequently plan to
arrest the situation. With proper data management, the educational planers of
different level can plan for the future needs, expansion programmes and in
some cases, forsee future threats to the system and work out modalities for
avoiding such threats or dangers well ahead of time. The school manager
needs to know the growth and progress of educational system. Data on
enrolment, class size and number of teachers will show if the school is
growing or reducing in size. The data on yearly performance on pupils
38
terminal examination will show if the school is progressing or not
academically. The rapid growth of population coupled with aspiration of
people for education has put great strain on the educational system and the
educational managers and planners are finding it difficult to cope with
scarce, resources (Obi, 2004). A nation cannot afford to prepare a plan
which do not utilize the available resources optimally. So application of
modern data management techniques presupposes an efficient, reliable and
up-to-date system. If the data is few years old, the planning taken now will
refer to the situation of a few years ago and not the present. For all these, the
first requirement is collection of adequate basic data, which must be
analyzed and managed in the most efficient manner for planners.
Furthermore, data enables the head teachers to identify areas of staff
training and retraining needs. For example the data on students performance
in mathematic may point to a need to retrain the mathematics teacher. If
such teacher is an NCE holder it may be a pointer for a need to recommend
him for in-service training for a degree in mathematics. Summarily, the
education system is a productive system and educational managers have
numerous records to keep. The nature of our data management perhaps
accounts to great extent for our inability to plan and mange our education
system efficiently. A very crucial factor to accurate data collection and
39
analysis is the need to educate the school managers about good data
management practices.
Computer and ICT Networking
ICT means information and communication technology. Akintola
(2005) described ICT as the marriage between the computer and the
telecommunication system. ICT is concerned with handling and processing
information using electronic device. According Akintola (2005), computer is
an electronic machine that can store information and do things with it
according to a set instructions called a programme. ICT has become a
powerful communication tool which has broken the barrier of space and time
and has reduced the world to a global village. Decombe and Heeks (1999)
see ICT as the electronic means of capturing, processing, storing and
disseminating information. Head teacher can collect, organize, process,
store, retrieve and communicate information to people using the computer
and the ICT Networking system. Chukwumezie (2005), observed that ICT
skills include among others the networking skills. A computer network is a
system of computers linked together along with terminals and other
peripheral equipment via communication lines. A computer network allows
users of geographically dispensed locations to share programe, data and
equipment (Fmori and Giria, 1999). Akintola (2005) observed that a
40
computer network is defined as the inter-connection of two or more
computer system with data communication device.
Theoretical Frame Work
The System Theory
The theoretical frame work of this study will emphasize on
organizational theory that relates to the topic understudy. Therefore the
system theory will be reviewed since the primary school is a sub-system in
education system.
This theory was developed by Bakke in 1959. He defined an organization as
a social system of interrelated parts. There is the belief that the only
meaningful way to study on organization is to study it as a system.
The system approach views organization as a system composed of
interconnected and thus mutually dependent sub-systems. These sub-systems
can have their own sub-systems. A system can be perceived as composed of
some components, functions and processes. Thus the organization consists
of the following three basic elements:
� Components: In this, there are five basic parts of the organizing
system, namely the individual, formal and informal organization,
patterns of behaviour emerging from roles demands of the
41
organizations, role comprehension of the individual and the physical
environment in which the individual work.
� Linking process: The different components of an organization are
required to operate in an organized and correlated manner. The
interaction between them is contingent upon the linking process
which consist of communication, balance and decision making.
� Goals of organization: The goals of an organization may be growth,
stability and interaction. Interaction implies how best the members of
an organization can interact with one another to their mutual
advantage.
According to system approach to organizational theory of “Bakke” every
organization must have components, linking process and goals of the
organization. All these are obtainable in all educational institution of which
primary school is not left out and there need for data achieve the envisaged
goal of education.
Review of Empirical Studies
At this point, the researcher reviewed some of the related work previously
carried out by other researchers.
Mmadu (2006) carried out a study on the problems of data
management for educational administration and planning in Ebonyi state
42
secondary schools. The purpose of the study was to fine out if data affects
the administration of secondary schools in the state with respect to data
availability and sources .The research instrument used for data collection
was questionnaire. Mean scores and standard deviation were used to analyze
data and t- test statistics was used to test the two null hypotheses. The
researcher found out that the major sources of data for educational planning
were the population census data and the data obtained from the statistics unit
of ministry of education. Based on the findings, a number of
recommendations were made, that educational planners should diversity
their sources of generating data and policies on data management should be
clearly defined to the principals.
Dursoaro (2000), carried out a study on issues and problems of
education data management. The principals of secondary schools formed the
population for the study. A total of 900 secondary school principals were
randomly sampled. A questionnaire was used for data collection. The data
gathered were analyzed descriptively and was used to provide answers to the
research questions. From the finding of the study it seems obvious that a
crucial step in improving data based decision making in Nigeria is
necessary. It was suggested that record keepers should be trained or
retrained in modern system of record keeping.
43
Okezie (2000) did a study on importance of record keeping on
financial management of headmasters in Awka education zone of Anambra
state. The total population of all the local government education authority
and primary school headmasters were used. Data gathering instrument was
questionnaire while mean scores standard deviation and t-test were used as
statistical tools for data analysis. The findings shows among others, that
school records especially accounts were not properly kept. It was
recommend that head teachers should be trained on financial management
practices and the use of computers should be introduced in school data
management.
Asiabaka and Mbakwem (2008), carried out a study which
investigated the use of data in facility management of public primary schools
in Imo state. The need for the study arises because of poor management of
facilities in the state public primary schools. Five schools from each local
government area were selected and this gives a sample size of 135 schools.
The data collected were analyzed using frequency; mean and standard
deviation were used to answer research questions while analysis of variance
(ANOVA) statistics was used for testing the null hypotheses. The researcher
found out that head teachers can not give accurate account of physical
facilities at their position due to poor data management. Based on the
44
findings, the researcher recommended that head teachers should annually
take inventory of physical facilities in their schools and keep the record.
Summary of Reviewed Literature
The review focus on the following, conceptual framework, under
these are: concept of management, concept of data, concept of data
management, concept of data management practices, types of data in public
primary schools, computer and ICT Networking, importance of data
management. System theory was also reviewed. Empirical studies in
problems of data management and data management practices for
educational administration and planning were also reviewed. This gave the
researcher an insight into the works that have been done in the area. The
review of literature indicates that many research works have been done in
various areas of management but it could appear that not much of research
works have been done in the areas of data management practices of Head
teachers in Okigwe education zone of Imo State. Hence, a gap was created
because of lack of valid and reliable piece of information on data
management practices. As a result of this discovery, there was the need to
carry out a study in this areas with a view to find out the data management
practices of head teachers.
45
CHAPTER THREE
RESEARCH METHOD
This chapter deals with the research method and the various steps
taken in carrying out the study. It is organized under the following
subheadings: research design, area of the study, population of the study,
sample and sampling techniques, reliability of the instrument as well as
methods of data collection and analysis.
Research Design
The design of this study was descriptive survey which aims at data
management practices of head teachers in Okigwe education zone of Imo
State. Nworgu (1991), defined descriptive survey as those studies which aim
at collecting and analyzing data from few people or items considered to be a
representative of the entire group. The design is considered appropriate
because survey offers head teachers and assistant head teachers opportunity
to express their opinion based on their experiences.
Area of the Study
This study was carried out in Okigwe education zone of Imo State,
specifically in the public primary schools. This zone is located in the
Northern part of Imo State. There are six local government areas in the zone
with 277 public primary schools.
46
The choice of Okigwe zone was based on convenient in terms of time,
money and popular complaint of underutilization of education data in the
zone.
Population of the Study
The population of this study consists of all the head teachers and
assistant head teachers in Okigwe education zone of Imo State. Available
record shows there are 277 head teachers and 3,6001 classroom teachers in
the zone. (Source: Planning, Research and Statistics Unit SUBEB, 2010).
Sample and Sampling Techniques
The sample size of this study was 554. purposive sampling technique
was adopted which includes all the head teachers and one assistant head
teacher from each school in the zone. The head teachers on the other hand
were 277 in number and the assistant head teachers were 277 which the
addition of the two gave a total of 554 respondents as sample size.
Instrument for Data Collection
The instrument for data collection was a 24 item researcher developed
questionnaire titled “DATA MANAGEMENT PRACTICES OF HEAD
TEACHERS” (DMPHT). The instrument was made up of two sections.
Section (A) consist of letter to the respondents, while section (B) consist of
the 24 questionnaire developed in four clusters, each cluster covers one
47
research question. Thus, cluster (A) deals with data collection, cluster (B)
deals with data processing cluster (C) deals with data storage and cluster (D)
deals with data retrieval. The instrument was based on a four point rating
scale of strongly Agree (4), Agree (3), Disagree (2) and strongly Disagree
(1) see appendix 1.
Validation of the Instrument
The instrument was face validated by three experts, two in educational
administration and planning and one from measurement and evaluation of
faculty of education, University of Nigeria, Nsukka. These experts were
requested to critically examine the instrument in terms of relevance of the
content and clarity of the statements. They were also requested to advice the
researcher on the suitability of the rating scale. The comments from these
expert were put into consideration in the final modification of the research
instrument. See appendix 1
Reliability of the Instrument
To ascertain the reliability of the instrument 20 copies of the
instrument were trial tested s ten head teachers and ten assistant head
teachers in four primary school in Owerri education zone of Imo State. It
was done to generate data used to determine the reliability of the instrument.
Cronbach Alpha was used to determine the internal consistency of the
48
instrument and reliability coefficients of 0.96, 0.97, 0.94, 0.95 were obtained
respectively for the four clusters of the instruments.
Method of Data Collection
The researcher used direct delivery method to administer the
instrument to respondents. The services of four research assistants were
employed for distribution and retrieval and they were trained on how to
administer and retrieve the instrument.
Method of Data Analysis
The researcher used mean scores and standard deviations to analysis
the data and answer the research questions. The criterion mean of 2.50; any
mean from 2.50 will be considered accepted. The four null hypotheses were
tested using t-test statistics at 0.05 level of significance.
49
CHAPTER FOUR
DATA ANALYSIS AND PRESENTATION OF RESULT
This chapter contains the data obtained in this study and the analysis
of the data. The results of the analysis are presented according to the
research questions and hypotheses for the study. The analysis was therefore
based on the four research questions and four null hypotheses of the study.
All the hypotheses were tested at 0.05 level of significance.
Research Question I
What types of data are collected by Head teachers?
Table 1: Mean rating of Head teachers on types of data collected.
ITEM SA A D SD EX X SD DEC. POOLED
MEAN
1 160 60 214 110 544 2.00 0.02 Negative
2 280 240 140 57 717 2.60 0.01 Positive 2.15
3 171 90 220 90 571 2.06 0.02 Negative
4 280 171 140 80 671 2.42 0.02 Negative 0.018
5 40 51 300 100 491 1.77 0.02 Negative
6 160 111 200 100 571 2.06 0.02 negative
Key: Decision Range: The mean of 2.50 and above = positive while below
2.50 = Negative.
50
Since the mean of all the items in the exception of the item 2 and their
pooled mean were negative (2.15), the researcher therefore concludes that
head teacher have not be collecting data on school facilities, students
progression, attrition and school finance rather emphasis were on enrollment
data..
Table 2: Mean rating of their assistant head teacher on types of data
collected.
ITEM SA A D SD EX X SD DEC. POOLED
MEAN
1 188 90 200 100 578 2.05 0.02 Negative 1.93
2 520 300 54 40 894 3.22 0.03 Positive
3 20 45 264 125 454 1.63 0.03 Negative 0.028
4 40 51 230 135 456 1.64 0.03 Negative
5 16 9 220 160 405 1.46 0.03 Negative
6 8 3 308 120 439 1.60 0.03 negative
Given that the means of six items and their pooled mean are negative (1.93),
the researcher concluded that in the opinions of assistant of head teachers,
head teachers were not collecting data on enrollment, school facilities
student progression, student attrition and school finance.
Research Question 2
What are the data processing measures used by head teacher?
51
Table 3 gives the summary of the head teachers responses while table 4
gives the response of the assistant head teachers.
Table 3: mean rating of the head teachers on data processing techniques in
the primary schools.
ITEM SA A D SD EX X SD DEC. POOLED
MEAN
1 348 420 52 24 844 3.04 0.02 Positive 2.02
2 316 330 75 50 772 2.78 0.02 Positive
3 20 45 24 125 454 1.64 0.02 Negative 0.02
4 40 51 230 135 456 1.64 0.02 Negative 0.018
5 16 9 220 160 405 1.46 0.03 Negative
6 8 3 308 120 439 1.60 0.3 negative
From the above table, it has been observed that only two times have a
positive mean while the others are negative. The pool mean of this analysis
is also negative which implies that data processing measures used by head
teachers were not efficient to enhance effective data management in the
primary schools in area of the study.
52
Tale 4: mean rating of assistant head teachers on data processing measures
used by head teachers.
ITEM SA A D SD EX X SD DEC. POOLED
MEAN
1 388 267 102 40 797 2.87 0.02 Positive
2 356 300 68 40 764 2.75 0.02 Positive 2.21
3 120 51 260 100 531 2.00 0.02 Negative 0.021
4 228 102 192 90 612 2.20 0.02 Negative
5 170 69 200 110 555 2.00 0.02 Negative
6 16 9 220 160 405 1.46 0.03 negative
Table 4 above represents the opinions of assistant head teachers on the issue
of data processing techniques. The mean scores of the items are below the
acceptable or criterion mean of 2.5. The table revealed that head teachers
are not exposed to the use of modern techniques rather they uses crude
techniques in processing data.
Research Question 3
How do head teachers store their school data?
Table 5 and 6 gives the mean rating of head teachers and assistant head
teachers on the issue of data storage system.
53
ITEM SA A D SD EX X SD DEC. POOLED
MEAN
1 40 270 60 47 817 3.00 0.02 Positive
2 360 390 34 30 814 3.00 0.02 Positive 2.21
3 188 90 220 90 588 2.12 0.02 Negative 0.02
4 16 9 320 110 455 1.64 0.03 Negative
5 12 21 214 160 407 1.50 0.03 Negative
6 92 102 232 104 530 2.00 0.02 negative
Table 5 above represents the views of head teachers on the data storage
measures of head teachers. From the table above it has been observed that
pooled mean of responses of head teachers on data storage measures is
below the acceptable mean of 2.5. The responses also shows that research
question 13 and 14 which were mainly on the uses of old techniques were
will responded to meaning that head teachers relies much on the old system
of data storage that makes use of wooden cupboard and files.
54
Table 6: mean rating of assistant head teachers on the issue of data storage
system use in their schools.
ITEM SA A D SD EX X SD DEC. POOLED
MEAN
1 520 291 42 29 882 3.00 0.02 Positive
2 640 321 14 3 978 3.33 0.03 Positive 2.47
3 136 69 232 104 541 2.00 0.02 Negative 0.02
4 360 390 34 30 814 3.00 0.02 Negative
5 136 69 232 105 541 2.00 0.02 Negative
6 16 9 320 110 455 1.64 0.03 negative
From the table above the researcher notice that the assistant head teachers
responded in the same manner as the head teachers. The pooled mean is
below the acceptable standard and they tow the same responses to research
question 13 and 14 which implies that old measures of data storage is still in
practice in the area of the study.
Research Question 4
What are the data retrieval techniques used by head teachers?
55
Table 7 and 8 gives the mean rating of head teachers and assistant head
teachers on the issue of data retrieval techniques of head teachers in the area
of the study.
Table 7: mean rating of head teachers on data retrieval techniques
ITEM SA A D SD EX X SD DEC. POOLED
MEAN
1 216 201 164 72 653 2.35 0.07 Negative
2 104 111 204 112 531 2.00 0.07 Negative 1.96
3 188 107 190 101 581 2.10 0.02 Negative 0.02
4 40 51 263 119 473 1.70 0.03 Negative
5 100 45 242 116 503 1.81 0.02 Negative
6 56 69 264 108 497 1.80 0.03 negative
Table 7 above shows the various mean rating of head teachers on the issue
data storage measures. It is obvious that head teachers responses were below
the acceptable mean of 2.50. These research questions tries to elicit
information concerning data retrieval techniques. It has been shown that
head teachers are not much concern about data retrieval measures in their
schools.
56
Table 8: mean rating of assistant head teachers on data retrieval techniques
of head teachers.
ITEM SA A D SD EX X SD DEC. POOLED
MEAN
1 188 102 190 101 581 2.10 0.02 Negative 1.86
2 100 45 242 116 503 1.81 0.02 Negative 0.02
3 56 69 264 108 497 1.80 0.02 Negative
4 104 111 204 112 531 2.00 0.02 Negative
5 56 69 264 108 497 1.80 0.02 Negative
6 40 51 262 119 474 1.70 0.03 negative
In the above table, it h as been revealed that the mean is below the criterion
mean of 2.50 and the pooled mean of the responses of the assistant head
teachers is 1.86. This result shows that head teachers in the area of the study
were not using good data retrieval system.
Hypothesis 1
There is significant difference between the mean rating of head
teachers and assistant head teachers about of types of data collected.
57
Table 9: t-test analysis of the mean scores of types of data collected by head
teachers in their schools.
Variable N X Sd Df Calt-
va
Critical t-
val
Significant
level
Result
Head
teachers
277 2.15 0.08 542 -
0.0027
1.960 0.05 Accepted
Ass. Head
teachers
277 1.093 0.028
The t-test analysis on table 9 shows that there was no significant difference
between the opinions of head teachers and assistant head teachers on types
of data collected by head teachers in the area of the study.
Hypothesis 2
There is no significant difference between the mean rating of head
teachers and assistant head teachers about data processing techniques of
head teachers in the area of the study.
58
Table 10: t-test analysis of the mean scores on the data processing
techniques of head teachers in the study.
Variable N X Sd Df Calt-
va
Critical t-
val
Significant
level
Result
Head
teachers
277 2.02 0.02 542 -00.19 1.960 0.05 Accepted
Ass. Head
teachers
277 2.21 0.02
t-test analysis on table 10 revealed that there was no difference between the
mean rating of head teachers and assistant head teachers about data
processing techniques used by head teachers in the area of the study.
Hypothesis 3
There is no significant difference between the mean rating of head
teachers and assistant head teachers about data storage system of head
teachers in the area of the study.
59
Table 11: t-test analysis of the mean scores on the data storage system of
head teacher in their schools.
Variable N X Sd Df Calt-
va
Critical t-
val
Significant
level
Result
Head
teachers
277 2.21 0.02 542 -0.26 1.960 0.05 Accepted
Ass. Head
teachers
277 2.47 0.02
The t-test analysis table 11 revealed that there was no significant difference
between the mean rating of head teachers and assistant head teachers about
data storage techniques of head teachers in the area of the study.
Hypothesis 4
There is no significant difference between the mean rating of head
teachers and assistant head teachers about data retrieval measures of head
teachers in the area of the study.
60
Table 12: t-test analysis of the mean scores on the data retrieval
techniques of head teachers in their schools.
Variable N X Sd Df Calt-
va
Critical t-
val
Significant
level
Result
Head
teachers
277 1.96 0.02 542 0.1 1.960 0.05 Accepted
Ass. Head
teachers
277 1.86 0.02
The t-test analysis of table 12 shows that there was no significant difference
between the mean rating of head teachers and assistant head teachers about
data retrieval system of head teachers in area of the study.
Summary of the Findings
From the results presented in this chapter, the following major
findings of the study were made.
1. Head teachers have not be collecting the necessary data to enhance
good data management practices in the area of the study .
2. The study revealed the head teachers in the area of the study are yet to
embrace the contemporary data processing techniques.
61
3. From the foregoing it was reveal that head teachers actually store data
but they are yet use the modern facilities in carrying out this practice
in the area of the study.
4. The study also made the researcher to know that head teachers find it
difficult to retrieve stored data due to their non exposure to the
modern retrieval measures.
62
CHAPTER FIVE
DISCUSSION, CONCLUSION AND SUMMARY
The research finding based on the data presented in chapter four are
represented and discussed in this chapter. The outline of the chapter is as
follows.
1. Discussion based on the findings.
2. Conclusion reached from the findings of the study.
3. Educational implications of the findings of the study.
4. Recommendations
5. Limitations of the study.
6. Suggestions for further research
7. Summary of the study.
Discussion of Findings
The evidence obtained in this study as presented in table 1, 2and 9
revealed that head teachers have not been collecting data on enrolment of
students, number of teachers, school facilities, student progression, student
attrition, and school finance. This is seen in the responses obtained from
item 1, 2, 3, 4, 5, 6 for both head teachers and assistant head teachers it was
clearly revealed in table 9 that there was no significant difference in the
mean responses of head teachers and assistant head teachers about type of
63
data collected by head teacher. Uwazuruike (1991), put it that the primary
school population is a serious contributor to the national population and the
head teachers are the custodians of these data in their schools. Data
collection is perceived as a social imperative in order to create the awareness
and inculcate the necessary knowledge, skills and values for effective
national planning, development and improved quality of education.
Table 3, 4 indicated that the data processing techniques used by head
teachers were not efficient to enhance effective data management practices
in the primary schools in the area of the study. Also table 10, shows that
there was no significant difference between the mean rating off head
teachers and assistant head teachers about data processing measures used by
head teachers in the area of the study. According to table 3 and 4, the data
processing measures used were not good for effective data management
practices. Most of the head teachers lack training in quantitative analysis
used in data processing. It was also evident that some head teachers were not
keen on the use of figures. It was also true that head teachers lack computer
knowledge.
The information in table 5, 6 and 11, according to the analysis on
these tables, item 13 and 14 were old methods of data storage and they were
commonly used by the head teachers in the area of the study. In these areas
64
wooden cupboards and files were found as the main data storage
equipments. According to Nwadinai (1998), this causes loss of data
especially to natural disasters like termites, floods, fire and storm. Item 15 –
18 which have the modern materials for data storage were all with mean
scores below the acceptable mean. It is obvious that head teachers were not
disposed to the use of the modern materials/equipments for data storage in
their offices.
It was also revealed in table 11 that there was no significant
difference between the mean rating of head teachers and assistant head
teachers about data storage measures of head teachers in their schools.
It was open to the researcher from the results of the findings that head
teachers lack data retrieval techniques. Table 7 and 8 with item 19 – 24
revealed that there was no good data retrieval techniques on ground in the
offices of the head teachers in the area of the study. It was also observed that
there was no significant difference between the mean rating of head teachers
and assistant head teachers about data retrieval techniques this goes to
confirm the words of Alabi (2000), that head teachers should be trained on
the modern techniques of data retrieval to enhance good data management
practices in the school system.
65
There was no significant difference between (P < 0.05) between the
mean rating of head teachers and assistant head teachers with regard to types
of data collected in the area of the study. The summary of t-test on table 9
revealed that the calculated t-value is 0.002 while the critical value at an
alpha level of 0.05 is 1.96. it was base on this that the researcher upheld the
null hypothesis and concluded that there was no significant difference
between the opinion of head teachers and assistant head teachers with regard
to the types of data collected by head teachers in the area of the study.
There was no significant difference (P < 0.05) between the mean
rating of head teachers and assistant head teachers in terms of data
processing measures used by head teachers.
Summary of data analysis presented on table 10 of chapter four shows
that the calculated t-test values is 0.019, since the calculated t-value of 0.019
is less than the table value of 1.96, the researcher accepted the null
hypothesis. So the researcher draws the conclusion that there was no
significant difference between the opinion of head teachers and assistant
head teachers in terms of data processing measures used by head teachers in
their schools.
66
This implies that both head teachers and assistant head teachers
agreed that there is no good data processing measures used by the head
teachers in their schools.
There was no significant difference (P < 0.05) between the mean
ratings head teachers and assistant head teachers in terms of that storage
materials used by head teachers in their schools.
Table 11 of chapter four shows that the calculated t-test value was
0.26, since the calculated t-value of 0.26, is less than the table value of 1.96,
the research accepted the null hypothesis of the study. So the researcher
draws the conclusion that there was no significant difference between the
opinions of the head teachers and assistant head teachers on the issue of data
storage materials used by head teachers.
This means that both groups agreed that data storage facilities has
been a problem to data management practices of head teachers in their
schools.
There was no significant difference (P < 0.05) between the mean
ratings of head teachers and assistant head teachers about data retrieval
techniques used by head teachers is their schools.
The evidence shown in table 12 has it that the calculated t-test value
was 0.1. Since the calculated value of 0.1 is less than the table value of 1.96,
67
the researcher accepted the null hypothesis that there was no significant
difference between the mean ratings of head teachers and assistant head
teachers about data retrieval techniques used by head teachers in their
schools.
This implies that both head teachers and assistant head teacher agreed
that lack of facilities/equipment constitute problem to data management
practices.
Conclusion from the Study
The findings and discussion of this study served as basis for making
the following conclusions:
1. That head teachers have not been collecting the types of data
necessary for good data management practices in the area of the study.
2. Head teachers are not keen to the use of data in their schools. They are
not exposed to data processing measures. There is lack of government
policies on data management practices of schools.
3. Lack of facilities in terms of computers, shelves, files and other
necessary facilities needed for storing data constitutes a problem to
head teachers in their schools.
68
4. Both head teachers and assistant head teachers had common view in
terms of how facilities, non exposure to the use of data processing
machines constitutes problem to proper data management practices.
Educational Implication of the Findings
The educational implication of this study are as follow: it has been
observed that for effective and efficient education in Nigeria, there is need
for planning. Educational planning relies much on data for accurate and
authentic plan for the future. The government should therefore devices
measures towards arriving at accurate data from the primary school head
teachers. The study revealed that data processing has not been adequate in
the primary school. The implication is that educational planners should make
sure that data supplied to them are processed to avoid ambiguity in the
implementation of government programs. The study has shown that
government has no defined measures of data management. The implication
here is that government should come-up with guided policy on data
management to enable the data collectors to know the way forward.
Finally, the study also revealed that lack of storage facilities such as
computer system, data bank, shelves, cupboards etc constitute problem to
proper data management for educational planning. The implication is that
without adequate facilities for data processing storage and retrieval, the
69
problem of data management will continue to militate against proper
educational planning in education.
Recommendations
From the findings of this study, it seems very obvious that a crucial
step in improving data – base decision making in Nigeria education is that of
identification and finding solution to some of the major constraints to data
collection, processing, storing and retrieving. This study tried to examine the
measures used by the school administrators who provides some of the data
used in education management with a view to suggesting solutions.
To reduce some of the constraints identified in this study, one may suggest
that the record keepers should be trained or retrained in the modern system
of record keeping. This effort should concentrate initially at the primary
school. The head teachers need to the exposed to the improved systems of
data management. There is also the need for the ministry of education to
design a data collection system in a very simple and unambiguous ways.
Moreover, some of the data may not be found in the schools because
the head teacher did not deem them useful. The head teachers need to be
educated about the usefulness of each of the records being kept in the school
and possibly incentives should be given to the schools to encourage them to
keep good records. Some of the head teachers finds it difficult when it
70
comes to arithmetic calculations needed to enable them complete the data.
Hence, there is the need to provide them with some modern electronic
machines and also expose them about the usage.
It was also discovered that head teachers have very little use for the
data they collect. This is simply because they are not involved in decision
making of the government. Most crucial decisions are taken for them and
simply passed down with written guidelines for implementation.
There could be some improvement in the education data management if
more attention is given to finding more ways of making the head teachers
use these data at the school level in decision making.
In addition, there is the need to create some awareness in the use of
modern technologies like computers and its peripherals at the primary school
level. This ensures better storage, more accurate processing and quick
retrieval of data when needed.
Limitation of the Study
This study had the following limitations:
1. Some head teachers and assistant head teachers were not willing to
open up and reveal problem areas, as such a number of piece of
information were obviously held back. This has a little influence on
the conclusions drawn from the findings of the study.
71
2. It took the researcher an extra strength to convince the head teachers
and the assistant head teachers that the study was not meant to expose
their areas of weakness. It might not therefore be ruled out that the
respondents may not have faked their responses to the questionnaire.
Suggestions for further Study
Based on the findings and limitation of this study the following
suggestion were made for further study.
1. The impact of using modern equipment (computer, internet etc) in
processing data for educational planning.
2. A comparative analysis of data management practices in primary
schools.
3. Impact of data in the planning of the UBE Programme in Nigeria
education.
Summary of the Study
Wrong information and inaccurate figures makes it difficult for the
government and educational planners to plan education properly (Alabi
2000). This study was therefore carried out to investigate the problems of
data management practices in Okigwe education zone of Imo State. A
survey research design was adopted for the study. The entire head teachers
numbering 277 and 277 assistant head teachers making the sample seize 554
72
were used for data collection. The reliability coefficient of the instrument
was 0.96 using Cronbach Alpha while three experts two in educational
administration and planning and one from measurement and evaluation
carried out face and content validation. Four research questions and four null
hypotheses tested at 0.05 level of significance guided the study. Means and
standard deviation were employed to answer the research questions, while t-
test statistics was used to test the four hypotheses. A review of literature and
empirical studies were conducted to give the researcher an insight into what
had been done in the area of the study and also to give this very study a
theoretical framework.
A twenty four item questionnaire on data management practices of
head teachers in Okigwe education zone of Imo State was used to get
information from 554 head teachers and assistant head teachers from
Okigwe education zone of the Imo State. Based on the mean scores, the
following results were obtained.
That data collection measures adopted by head teachers hinders
effective data management practices in the area.
Head teachers are not keen to the use of data in their schools. They are not
exposed to data processing measures. There is lack of government policies
on data management practices of schools. Lack of facilities in terms of
73
computers, shelves, data banks and good filing system constitutes a problem
to head teachers in data management of their schools.
Both head teachers and assistant head teachers share common views in terms
of how facilities, non exposure to the use of the data processing machines
constitutes problems to proper data management practices.
74
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79
APPENDIX I
Department of Educational
Foundation,
University of Nigeria, Nsukka
20th September, 2010.
Dear Sir/Madam
I am a post-graduate student in the Department of Educational
Foundations, University of Nigeria, Nsukka. I am carrying out a research
work on DATA MANAGEMENT PRACTICES OF HEAD TEACHERS IN
OKIGWE EDUCATION ZONE OF IMO STATE. I humbly request you to
fill this questionnaire to enable me carryout the research work effectively.
The information received from you shall be strictly used for academic
purposes. Your compliance is highly solicited. Thank for your understanding
and cooperation.
Ogbuehi Innocent. C.
Researcher.
80
QUESTIONNAIRES FOR HEAD TEACHERS AND ASSISTANT
HEAD TEACHERS ON DATA MANAGEMENT PRACTICES OF
HEAD TEACHERS
Please tick (√) as appropriate
1. Name of school ……………………………………………
2. Male Female
3. You current status: Head teacher Assistant Head teacher
Read through the following items and indicate the answer that best
corresponds to your chosen opinion by ticking (√) in the appropriate column,
use the key stated below to answer the questions.
SA Strongly Agree
A Agree
D Disagree
SD Strongly Disagree.
Cluster A (Data Collected) SA A D SA
1 Data collection is the head teachers duty.
2 Student enrolment record is maintained by the head
teachers.
3 Data on the number of teachers and their background are
commonly with the head teacher
4 Head teacher maintain good inventory of the school
facilities
81
5 Visitors can access student progress and attrition from the
head teacher.
6 School income and expenses are with the head teachers.
Cluster B (Data Processing)
7 Head teachers often does guess work on data issues.
8 Manual typing machines are found in the head teachers
office
9 Electronically aided device for data processing are found in
the head teachers office.
10 Head teachers are computer literate.
11 Computers are found in office of the head teacher.
12 Management information system (MIS) unit is part of the
head teachers office.
Cluster C (Data Storage)
13 Wooden cupboard are used for storing data in the head
teachers office
14 Files are commonly use in keeping student record
15 Irion cabinets are commonly used for storing files in the
head teachers office.
16 Tapes and microfilms are convenient to use than files and
paper.
17 Some electronic devices for storing data are in you office
18 Head teachers are disposed to the use of computer for data
storage.
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Cluster D (Data Retrieval)
19 Files are properly labeled according to their content.
20 Head teachers normally codes vital records for easy access
and protection from intruders
21 Shelves are built to keep files in your office
22 Some electronic devices like printer, copper etc are in the
head teachers office.
23 Head teachers have computers in their offices.
24 Head teachers can easily access information from MIS unit
of their schools.