University of Nigeria Research Publications

OGENE, Daisy L. (Mrs.)

Aut

hor

PG/Ph.D/83/1920

Title

Teacher Involvement in Curriculum Innovations in Anambra State Secondary

Schools

Facu

lty

Education

Dep

artm

ent

Education

Dat

e

1988

Sign

atur

e

ACKNOWLEDGEMENTS

Mqny have c o n t r i b u t e d t o t h e s u c c e s s f u l complet ion of

t h i s s t u d y i n one way o r ano the r . The gu idance , a s s i s t a n c e ,

s u g g e s t i o n s , , a n d encouragement r e c e i v e d du r ing t h e e n t i r e pe r iod

of t h i s r e s e a r c h work have a l l c o n t r i b u t e d toward t h e s u c c e s s f u l

completion of t h i s s tudy . While space w i l l n o t permi t t h e r e -

s e a r c h e r t o r ecogn ize everyone h e r e , i t i s e s s e n t i a l t h a t acknow-

ledgement be g iven t o some of t h e people who deserve s p e c i a l

mention. ,-

F i r s t o f a l l , t h e r e s e a r c h e r would l i k e t o g i v e a s p e c i a l

n o t e of thanks t o h e r s u p e r v i s o r , P r o f . Uga Onwuka, f o r h i s

v e r y h e l p f u l , f r i e n d l y and thoughfu l guidance and a s s i s t a n c e .

H i s s u g g e s t i o n s and c r i t i c i s m ' c o n t r i b u t e d s i g n i f i c a n t l y t o t h e

completion o f t h i s work. The r e s e a r c h e r would a l s o l i k e t o

ex tend h e r s p e c i a l t hanks of a p p r e c i a t i o n t o D r . Anthony A l i ,

whose v e r y v a l u a b l e sugges t ions and c o n t r i b u t i o n s a s s i s t e d i n

no small measure t o t h e complet ion of t h i s work. I n t h e same

l i g h t , h e r thanks go t o D r ; (Mrs. ) V . Harbor-Ibeaja , of t h e

Department of Educat ion, U . N . M . and D r . P . Nwabuokei of t h e

Department o f Systems Sc i ence , I n s t i t u t e of illanagement and

Technology who, t o g e t h e r w i th D r . A l i a s s i s t e d i n t h e v a l i -

d a t i o n of t h e i n s t rumen t s used i n t h e s tudy . Mrs. J e a n

Nwachuku of t h e Anambra S t a t e U n i v e r s i t y of Technology is a l s o

.- a p p r e c i a t e d f o r he r a s s i s t a n c e i n p repa r ing t h e format and

i n t e r p r e t i n g t h e computer a n a l y s i s of t h e r e s e a r c h s t a t i s t i c s .

All t h e p r i n c i p a l s and t e a c h e r s i n t h e s c h o o l s i n v o l v e d

i n t h e s t u d y , t h e M i n i s t r y of E d u c a t i o n and S t a t e E d u c a t i o n Commission o f f i c i a l s a r e a l s o g r a t e f u l l y a p p r e c i a t e d .

I

The r e s e a r c h e r e x p r e s s e s h e r p r o f o u n d e s t t h a n k s of

g r a t i t u d e t o h e r husband, Obi S. Ogene, t h e most i m p o r t a n t

pe r son i n h e r l i f e , whose d e v o t i o n , p a t i e n c e and i n s p i r a t i o n

( i n a d d i t i o n t o - h i s p h y s i c a i a s s i s t a n c e w i t h t h e f i e l d work)

have s u s t a i n e d h e r t h r o u g h o u t t h e p e r i o d of t h i s s t u d y . To

h e r c h i l d r e n , C h i d i , Churna, Ngozi and C h i n y e l u , t h e r e s e a r c h e r

s a y s a v e r y s i n c e r e thank you f o r a l l t h e e f f o r t s s o l o v i n g l y

p u t i n t o what t h e y s i m p l e r e f e r r e d t o as "Mommy's work".

iii

TABLE OF CONTENTS

PAGE . TITLE PAGE

APPROVAL SHFET

ACKNOWLEDGEMENTS ................................. ............................... TABLE OF CONTENTS

LIST OF TABLES .................................. ABSTRACT ......................................... CHAPTER I : INTRODUCTION

1.1 Background ............................*..a. 1.2 S ta tement of t h e Problem ................... 1.3 Purpose of t h e Study .......................

......................... 1.4 Need f o r t h e S tudy 1.5 Scope of t h e S tudy ........................a

.......... 1.6 Research Q u e s t i o n s and Hypotheses 1 .7 Assumptions of t he S tudy ................... 1.8 L i m i t a t i o n s of t h e S tudy ................... 1.3 D e f i n i t i o n of Terms .........................

2 .1 I n t r o d u c t i o n ......e.......................... ..... 2.2 The Need f o r Planned Curriculum Change

2.2.1 The American I n f l u e n c e ................... 2.2.2 The B r i t i s h I n f l u e n c e .................... 2.2.3 The' Af r i can I n f l u e n c e .................... 2.2.4 The Nige r i an Exper ience ................... 2.3 Teacher Involvement i n Curriculum Change ... 2.4 Teacher T r a i n i n g and Q u a l i f i c a t i o n s ........

. . 1

iii

v

v i i

................. 4.2 Res11.l.t~ - l i e ~ e a r c h Q l r o s t i ons

1 Sumwrv of P i n d i n y s . . . . . . . . . . . . . . . . . . . . . . . . . . 4

q.2 Conclusio~s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . /

5.3 Obsrrva t j o n s :~ncq T ) ~ ~ c v F ~ \ on .................. 5.4 Recornm~nd~ltion .: . . . . . . . . . . . . O . . . . . . . o . . . . . . O . . .

LIST OP TABLES -

TABLE 1: P r g p o r t i o n a l Rep re sen t a t i on of Schoo l s by Zones .....................

TABLE 2 ; L i s t of Schools P a r t i c i p a t i n g ..................... i n t h e Study . I . . TABLE 3: Number and Pe rcen t age of Teachers ....... Responding t o t h e TIQ and R C I TABLE 4: Summary of I n n o v a t i v e p r o j e c t s / ............... Programmes S i n c e 1770

'--

TABLE 5: Data f o r T e s t i n g t h e S i ~ n i f j c a n c e ( t t e s t ) f o r In -Se rv i ce Trai.riing on R e c e p t i v i t y .........................

TABLE 6: Summary of D e s c r i p t i v e S t a t i s t i c s on Problems I d e n t i f i e d by Teachers ..

TABLE 7: sumnary of Cl imate f o r Innova t ion R a t i n g s .............................

TABLE 8: Summary o f Ra t ings on I n f l u e n c e of ........... S t a t e and Loca l O f f i c i a l s TABLE 9 : Data f o r T e s t i n s the S i g n i f i c a n c e of ........... Exper ience on R e c e p t i v i t y TABLE 10: Data f o r Testiri(5 t he Sir ;nif ic: lnce of

Q u a l i f i c a t i o n s on Involvement ....... TABLE 11: Summary of Exper ience : D e s c r i p t i v e

S t a t j s t i c s .......................... TABLE 12: Summary of D e s c r i p t i v e S t a t i s t i c s

on Teachers ' Uual . i f ica l . ions ......... TABLE 13: Data f o r T e s t i n g t h e S i g n i f i c a n c e of

Q u a l i f i c a t i o n s a n d Exper ience on R e c e p t i v i t y ........................

PACE -

114

116

1 2 1

127a

LIST OF TABLES (CONTD)

TABLE lll r Dif 'ferences Between Means of Groups .......... o f Teachers on R e c e p t i v i t y 14 0 TABLE 15: Data f o r T e s t i n g t h e S i g n i f i c a n c e of

Q u a l i f i c ~ t i o n s and Exper ience on Involvement ......................... 14 1

TABLE 16: Dj f f e r e n c e s Between Means of Groups of ........... Teachers on Pa . r t ic j .pn . t i on 142 ' TABLE 17: Data f o r T e s t i n g t h e S i g n i f i c a n c e of

Q u a l i f i c a t i o n s and Exper ience on Innova t ivenes s ...................... 143

TABLE 18: D i f f e r e n c e s Between Means of Groups ....... of Teachers on Innova t ivenes s 144

v i i

ABSTRACT --

TEACHER INVQLVEMENT I N CUh'KICULUl'd INNOVATIUNS ID: APIAIbBRA STAT3 SllCOND. RY SCHOOLS

I n t r o d u c t i o n

The purpose o f t h e s t u d y was t o d e t e r m i n e t h e e x t e n t

t o which c lass room t e a c h e r s i n Anambra S t a t e secondxry

s c h o o l s a r e i n v o l v e d i n t h e i n i t i a . t i o n and p l a n n i n g of

c u r r i c u l u m i n n o v a t i c n s and whe the r t h e i r i n n o v a t i v e n e s s

(as measured by t h e i r invo lvement i n c u r r i c u l u m a c t i v i t i e s

and t h e i r r e c e p t i v i t y t o change) d e r i v e s from t h e i r t r a i n i n g

and e x p e r i e n c e . Seven r e s e a r c h q u e s t i o n s !.yere auciressed

w h i l e f i v e h y p o t h e s e s were f o r m u l a t e d and t e s t e d . The r e -

s e a r c h q u e s t i o n s s o u g h t t o d e t e r m i n e t h e n a t u r e and scope o f

i n n o v a t i v e c u r r i c u l u m p r o jec1;s i n t r o d u c e d i n Anarnbra S t a t e

o f K i g e r i a s i n c e 1370, and t h e t e a c h e r s ' p e r c e p t i o n s of t h e i r

r o l e s i n pl annj.ng 2 n d irnplcnlen Ling r u r r i c u l u m p r o j e c t s . T h e

h y p o t h e s e s were d e s i g n e d f o r t e s t i n g t h e s i g n i f i c a n c e of

d i f f e r e n c e s i n jnvolvement , r e c e p t i . v i . t y and innovn t i v e n e s s

amonc g roups of t e a c h ~ > r s w i t h r e s p e c t t o t h e i r e x p e r i e n c e

and q u a l i f i c a t i o n s .

v i i i

Design and P r o c e d u r e

- The sample f o r t h e s t u d y c o n s i s t e d of 1 , 3 2 1 t e a c h e r s

i n 84 randomly chosen s e c o n d a r y s c h o o l s i n Anambra S t a t e .

A l l r e s p o n d e n t s f i l l e d t h e Teacher Involvement Q u e s t i o n n a i r e

( T I Q ) deve loped by t h e r e s e a r c h e r and t h e R e c e p t i v i t y t o

Change I n v e n t o r y (RCI) . I n a d d i t i o n , key p e r s o n n e l i n t h e

S t a t e E d u c a t i o n Commission and t h e S t a t e M i n i s t r y of E d u c a t i o n

were i n t e r v i e w e d t o o b t a i n a d d i t i o n a l i n f o r m a t i o n on p r o j e c t s

i n t r o d u c e d i n t h e S t a t e s i n c e 1970. D e s c r i p t i v e s t a t i s t i c s ,

t t e s t s and t h e A n a l y s i s of V a r i a n c e ( A N O V A ) t e s t s t a t i s t i c s

were used t o answer t h e r e s e a r c h q u e s t i o n s and r e l e v a n t hypo-

t h e s e s . The h y p o t h e s e s were t e s t e d a t t h e .O3 l e v e l of

s i g n i f i c a n c e .

R e s u l t s

1. More t h a n t w e n t y - f i v e i n n o v a t i v e secondary s c h o o l

pro,~rammes/pro j e c t s were i d e n t i f i e d a s hav ing been i n t r o d u c e d

i n Anambra S t a t e s i n c e 1970. The r e s p o n s e s of 60.33% o f

sampled c lass room t e a c h e r s i n d i c a t e d t h a t t h e y have n o t been

f u l l y i n v o l v e d i n c u r r i c u l u m j n n o v a t i o n s .

2. H y p o t h e s i s one was r e j e c t e d . T h i s means t h a t t h e r e is no

s i g n i f i c a n t d i f f e r e n c e between e x p e r i e n c e d and i n e x p e r i e n c e d

t e a c h n r s i n t h e i r r e c e p t i v i t y t o changeA.

3,. H y p o t h e s i s two was a l s o r e j e c t e d , i n d i c a t i n g t h a t t h e r e i s

no s i g n i f i c a n t d i f f e r e n c e between more q u a l i f i e d and l e s s q u a l i -

f i e d t e a c h e r s i n t h e i r a c t i v e invo lvement i n c c u r r i c u l u m inno-

v a t i o n s

4. Hypothes i s t h r e e was a c c e p t e d . T h i s i n d i c a t e s t h a t more

q u a l i f i e d b u t l e s s e x p e r i e n c e d t e a c h e r s a r e more r e c e p t i v e

t o change t h a n o t h e r g r o u p s of t e a c h e r s .

5 . Teachers w h o ' a r e more qual i f ied and have more e x p e r i e n c e

a r e more i n v o l v e d i n c u r r i c u l u m i n n o v a t i o n s t h a n o t h e r g r o u p s

of t e a c h e r s .

C o n c l u s i o n s

On t h e basis o f t h e f i n d i n g s o f t h i s s t u d y , a number of

r e l e v a n t c o n c l u s i o n s were drawn.

Anambra S t a t e secondary s c h o o l t e a c h e r s were found t o

be r e c e p t i v e t o change. T h e i r noli-involvement i n c u r r i c u l u m

i n n o v a t i o n s can be a t t r i b u t e d t o f i n a n c i a l and a d m i n i s t r a t i v e

f a c t o r s . S e v e r a l f a c t o r s were i d e n t i f i e d which m i l i t a t e

a g a i n s t t h e a c t i v e involvement o f t h e c l a s s r o o m t e a c h e r .

The f i n d i n g s of t h i s s t u d y suk:gest t h e need f o r Anambra

S t a t e e d u c a t i o n p l a n n e r s t o r e c o g n i z e t h e r o l e and impor tance

of t e a c h e r s as a g e n t s of i m p l e m e n t a t i o n and a s change a g e n t s

r a t h e r t h a n p a s s i v e c l i e n t s o f change. E o t h p r e - s e r v i c e and

i n - s e r v i c e t e a c h e r e d u c a t i o n programmes s h o u l d b e g e a r e d t o -

ward p r o v i d i n g t e a c h e r s w i t h t h e s k i l l s r e q u i r e d f o r more

mean ingfu l and s i g n i f i c a n t involvement i n c u r r i c u l u m inno-

va. ti o n s .

TEACHER INVOLVEMENT I N CIJRRI CU LUIVI INNOVATIONS I N AN AWERA-ST.TE s E co N DARYSCIT~O LS

CIIAPTJ~X X

INTRODUCTION

B a c k ~ r o u n d

S i n c e t h e e a r l y p a r t of t h i s c e n t u r y , when l i t e r a t u r e

on c u r r i c u l u m and i n s t r u c t . j . o n began t o a p y a r , e d u c a t o r s

have been concerned a b o u t t h e " re leva .nce" of t h ~ s e c o n d a r y

s c h o o l c u r r i c u l u m t o t h e n a t u r e and needs o f t h e s o c i e t y

and. t h e l e a r n e r . B ~ b b i t t ( 1 9 1 8 ) was t h e f i r s t c l l r ~ i c u l u m

w r i t e r t o i n s i s t t h a t t h e curricul-urn s h o u l d be s t r u c t u r e d i n

ways t h a t would p r e t p r e t h e l ~ a r n e r s f o r t h e i r r o l e s i n t h e

a d u l t soc i . e ty . R o b b i t t (1324) a l s o posited t h a t t h e develop-

ment of t h e c u r r i c u l u m is t h e job o f - t h ~ t e a c h e r .

There have s i q c e been conf l i c t i n c v iew-po in t s r e e a r d i n g

t h e t e a c h e r ' s r o l e i v curri .cul. l~m d ~ c i s j on making; p r o c e s s e s .

On one hand, t h e t e a c h e r i s r e c o g n i z e d as havin.5 a s i g n i f i c a ~ t

r o l e i n d e c i d i n g what t o t e a c h and how t o t e a c h .it. On t h e

o t h e r hand, t h e r e s p o n s i . b i l . i t y f o r c u r r i c u l u m d e c i s i o n s i s

viewed a.s b e i r , ~ u n s u j t,:lbl P fo ' r t h e c l : ~ s s ~ n o m t e a c h e r .

The l j . t e r a t u r e su:;qests t h a t i n a c t u a l p r a c t i c e , ad-

m i n i s t r a t o r s are t h e t r u e chance a g e n t s , The t e a c h e r s a r e

r e g a r d e d as t h e " c l i e n t s " 9 f change - t h o s e charged w5 t h t h e r e s p o n s i b i l j ty o f FmpI~menta t i .on . Fahcr find S h e a r r o n ( l 9 7 0 : 2 l l ) ,

g i v e t h e i r view of how i n n o v a t i o n s o p e r a t e i n schoo l s :

The p r l z c i ~ z l _ 2 s F c h a r v ; ~ a z e n t h a s become an i m p a r t a n t c o n c e p t , s i r ?ce t h e ernphasic on i - rnova t ion s o p r o m i n e n t durir:: t h e 1960s . The r i . n c i p a 1 i s m? o f ",he 3drni.n- i s k r a t i ve a q e n t s through which change e n t e r s t h e s c h o o l .... The p r i n c i p a l as e change a g e n t n o t on1.y senses t% p o t e n t i a l o f e d u c a t i o n a l i-aprorement t h a t e x i s t s w i t h i - n a new approach a n d c o n v i n c e s o t h e r s t o a c c e p t it, b u t he a l s o t r a n s l a t e s e a c h neiv i d e a i n t o a procramme o f a c t i c ? .

T h i s v iew s u g g e s t s t h a t t h e ? r i n c i p a l ' s r o l e a s 3 char:?

a q ~ ~ t is t o i n i t i a t e , d i r e i t and e v a l u a t e

as d e s c r 3 bed a b o v e , o f t e r l e x o u r a ; . e s c l ; lssrcom t e a c h e r s to

t h e c h i . ~ ? f o b j e c t i v e of ~ n a b l l n ~ t h e l e a r n e r a c h i e v e " m & ~ r y " 1

I o f tho col r rse c w t e n t . The d e s i g n e r s o f t h s s e y r o j e c t s f e l t I

I t h a t the' b e s t w9.y t o e n s u r e q u a l i t y and c o n f o r m i t y was tq

, e n s u r e t h a t t h e c u r r i c u l u m 7 - t e r i a l s were " t e a c h e r p r o ~ f " . They e n v i s i o n e d t h e d e v e l o p ~ ? n t of i d e a l c u r r i c : l l ~ l n rnatsri 7 1 s

' o f un i form q l ~ a l i t y c o n t r o l - m a t e r j a l s t h a t would be s o ~ e w 5 a t r ~ s i s t a n t t o t e 2 c h ~ r t s m p e r i n ~ o r t o v ,? r i .a . t icns I n i n d i v i d u s l

t e a c h e r s ' s t y l e , c r i ~ n t a t i m o r . c o m p e t e q c ~ . ( T a n n e r & ~a1-i-er ,' 1?175:445).

The f r e q u e n t i n t e r change i n t h e u se of t h e terms

" innovat ion" and "change" i s d e l i b e r a t e and r e f l e c t s t h e

use of t h e terms a s found i n t h e cur r icu lum l i t e r a t u r e .

Attempts have however, been made t o draw some d i s t i n c t i o n

between innova t ion and change by some t h e o r i s t s . Bolan (1975)

s e e s change as a g e n e r i c term t h i c h i n c l u d e s concepts l i k e

development, i nnova t ion and renewal. He d e s c r i b e s i nnova t ion

as a planned o r i n t e n t i o n a l and d e l i b e r a t e p roces s of change

i n v o l v i n ~ a change a g e n t , t h e new i d e a , p r a c t i c e , m a t e r i a l ,

method, e t c . bein!< in t roduced , t h e a d a p t e r s of t h e new measure

and t ime. By t h i s d e f i n i t i o n , change i s then seen as an ac-

c i d e n t a l o r un in ten t i .ona1 occurence. Bolan ' s def i r l i t i o n a l s o

i m p l i e s t h a t i nnova t ion occurs a s a r e s u l t of d e l i b e r a t e

planning. Havelock and ifubermm (1977) s h a r e t h e view t h a t

i nnova t ion is planned. They express t h e hope t h a t p lanning

w i l l i n c r e a s e %he chances of t he i nnova t ion ach iev ing t h e

d e s i r e d change and r e s u l t . Mubermn ( 1973) d e f i n e s i nnova t ion

as " t h e c r e a t i v e s e l e c t i o n , o r g a n i z a t i o n and u t i l i z a t i o n of

human and m a t e r i a l r e s o u r c e s i n new and unique ways which

w i l l r e s u l t i n a - t t a i n n ~ e n t of a h ighe r achievement f o r t h e

de f ined g o a l s and o b j e c t i v e s " . Innova t ion then i s both

g o a l r e l a t e d and o b j e c t i v e s p e c i f i c , whi le chanse may occur

a c c i d e n t a l l y .

S t a t e m e n t o f t h e 2roblern

- - S e v e r a l ~ \ : i ? e ? i a n e d u c a t o r s have been i n s p i r e J t o ern-

p h a s i z e t h e ~ e e d t o re -examine c u r r e n t i ~ s t r u c t i o n a l p r a c t i c e s

a n d s t r a t e g i e s i n t h e v a r i o u s e d u c a t i o n a l i n s t i t u t i o n s i n t h e

c o u n t r y . Fafunwa ( 1967: 55) o b s e r v e d t h a t

. . . t h e p r e s e n t c o n t e n t o f s e c o n d a r y e d u c a t l o n i n A f r i c a l s c k s A f r l c a n b i a s , ... it; i s t o European i n o u t l o o k a n d o r i e n t ~ t i o n . . . . The p r e s e n t e d u c a t i o n a l s t r u c t x e _in y o s t c o u n t r i e s o f A f r i c a i s t o o i r 3 e x i b l e t o c o p e w i t h t h e c h a n g i r g veeds rf t h p f l f r l c a r c o u n t r t e s i n t e r ~ s o f r a p i d Eevelo7.n.c-r,t o f t h e much rleeded man- power.

F o r t h e m a j c r j t y o f j n n o v z t i v e programmes p lanned and

implemented i n Nigsr i .a , t h e c!.assroom t e a c h e r has n o t been

f u l l y i n v o l v e d . Pro,n;ra-nmes ard p r o j e c t s a r e u s u a l l y d e s i g n e d

a i ~ d d e v e l o r e d by t h e " e x p e r t s " ( u s u a l l y p e r s o n n e l f rom t h e

"1; n i s t r i e s and ~ h i v e r s i t i e s ) , a l t h o u g h r e c e n t l y , more a t t e n t i o n I

i,.s bei.ng pajcl tc c l ~ s s r ~ o n t e a c h e r i r ) n u t . CholTlom, e t a1

(1983) i n t h e i r s c c o u n t of t h e c u r r i c u l u m development p r o c e s s I

i n N i g e r i a , stat? t h a t t h e c u r r j c u l a o f s c h o o l s , a r e f a s h i o n e d I

o u t by teams o f m r r i c v l u m deve lopment o f f i c e r s and s u b j e c t

a r e a ~ ' ~ e c i a l i s t s f rom t h e S t q f e . n i . n i s t r i e s o f E d u c a t i o n . The

cu r r i . cu lum co-nmittnes a t t h e s c h o o l l e v e l o n l y p b t ' d e t a i l s o n

t h e d e s i g n s f o ~ r d e d t o the^ by t h e m i n i s t r i e s . According

t o t h e a . u t h o r s , p e r s o n n e l a t t h e s c h o o l l e v e l have no power

t o a f f e c t - a n y msjor a l t e r a t i o n c f t h e curriculum. , .

- -

Although Chollom, e t a1 were d e s c r j b i n g t h e s i t u a t i o n as

i t e x i s t e d ' p r i o r t o t h e 1q82 implementa t ion , a t t h e s e c o n d a r y

l e v e l , of R i g e r i a ' s l ' iational P o l i c y on E d u c a t i o n , t h e s i t u a t i o n

i s s t i l l f a r , f r o m what c u r r i c u l u m t h e o r i s t s c o n s i d e r i d e a l f o r

t h e s u c c e s s f u l implementa t ion of c u r r i c u l u m i n n o v a t i o n s .

The c lass room t e a c h e r n e e d s t o be r e c o g n i z e d , c o n s u l t e d and

a c t i v e l y encouraged t o p a r t i c i p a t e i n i n n o v a t i v e e f f o r t s ' d u r i n g

a l l phases of c u r r i c u l u m p l a n n i n g . A s s t a t e d by Dwyer ( 1 3 ? 6 : 4 1 ) ,

"no g r o u p made of a d m i n i s t r a t o r s o n l y c a n b r i n g t o t h e ( c u r r i c u l u m )

p r o j e c t t h e unique p e r s p e c t i v e of someone c u r r e n t l y i n c l a s s r o o m

work". An i n n o v a t i v e p r o j e c t which i s s e e n t o be p e r f e c t by

t h e e x p e r t s may have a f l a w t h a t o n l y t h e c lass room t e a c h e r

would r , ecogn ize from h i s d a i l y i n t e r a c t i o n w i t h b o t h t h e cur , r i cu -

lum and t h e l e a r n e r .

I n a s t u d y of t h e c u r r i c u l u m a c t i v i t i e s of s e c o n d a r y

s c h o o l p r i n c i p a l s i n Anambra S t a t e , Egbuniwe (1383) d i s c o v e r e d

t h a t t h e d e s i r e d involvement o f s e c o n d , . r y s c h o o l p r i n c i p a l s

i n c u r r i c u l u m iaprovement was much h i g h e r t h a n t h e i r a c t u a l

involvement i n s u c h a c t i v i t i e s . The a c t u a l invo lvement of t h e

c lass room t e a c h e r i s expec ted t o be h i g h e r t h a n t h a t of t h e

s c h o o l p r i n c i p a l whose major day-tc-day f u n c t i o n i s a d m i n i s t r a -

t i o n . I n f o r m a l i n t e r v i e w s w i t h u n i v e r s i t y t e a c h e r e d u c a t o r s

and c u r r i c u l u m e x p e r t s , p r i o r t o embarking on t h i s p r o j e c t ,

c r e a t e d t h e i m p r e s s i o n t h a t t e a c h e r s a r e a lways i n v i t e d t o

a s s i s t and p a r t i c i p a t e i n t h e planning of e d u c a t i o n a l pro-

grammes and p r o j e c t s . However, from the in fo rma t ion a v a i l -

a b l e i n t h e l i t e r a t u r e , t h e m l e of t e a c h e r s , i n Anambra S t a t e ,

as r e g a r d s t h e i r involvement Zn curr iculum change, seems t o

be u n c l e a r .

The problem o f t h i s s t u d y , . t h e r e f o r e , is t h a t it i s n o t c l e a r

how i n n o v a t i v e t h e secondary achool t e a c h e r s i n Anambra S t a t e

a r e , w i t h r e g a r d t o c u r r i c u l u n change. S p e c i f i c a l l y , what has

been t h e e x t e n t of t h e i r a c t u z l p a r t i c i p a t i o n i n i nnova t ive t

cur r icu lum p r o j e c t s ? What p r o j e c t s have a c t u a l l y been planned

and irnplemsnted i n t h e S t a t e ~ i t h i n t he p a s t f i f t e e n yea r s?

How r e c e p t i v e a r e t h e t eache r s t o i nnova t ive proposa ls and what

r e l a t i o n s h i p e x i s t s , i f any , between t h e t r a i n i n g and exper ience

of t h e t e a c h e r and h i s innova-tiveness?

Purpose of the# S tudv

I t was th,e purpose of t h i s s t u d y t o examine t h e n a t u r e

and e x t e n t of ' the seconda ry school t e a c h e r s ' involvement i n

cur r icu lum i n b o v a t i o n s . S p e c i f i c a l l y , t h e r e s e a r c h e r sought

t o determine tpe t y p e s o f curriculum - p r o j e c t s undertaken i n

t he Anambra S t a t e Secondary Schools, t h e e x t e n t of involvement

of t h e c1assroo.m t e a c h e r s i n t h e planning, development and

execu t ion of such cu r r i cu lum p r o j e c t s , and t h e re la t ionshi . ; . ; kn?. k

e x i s t s , i f any, between t h e t r a i n i n g and exper ience of t he

t e a c h e r s and t h e i r innova t iveness .

A r ev iew of t h o 1 i t c r a t l ~ r p s h ~ w s t h a - t t h e r e 8.re v e r y

many a c c o u n t s o f t h e e r f o r t s o f t h e Tore devel.oped c o u n t r i es

.in t h e a r e a o f c u r r i . c u 1 lln i nnova . t ions . "Jany o f t h e s e a c c c u n t s

r e v e a l s u c c e s s e s and f a i l u r e s o f v a r j o u s s c h o o l s y s t e m s , t h e

e f f o r t s of t h e p l .nnners , . t h ~ a d m j . n j s t r a t o r s and o f t h e t e a c h e r s

i n t h e i r c u r r i cul11rn i vlnova t i on p r o j e c t s . I: 1; h a s been r e v e a l e d , t h r o u g h t h e s ~ a . c c o m t s , t h 8 - t many o f t h ~ prornisj-ng p l a n s were

t r i e d f o r a s h o r t t i m e and then dropped o r m o d i f i e d , l e a v i n e

b o t h t h e proerarmc..c; a n d t h e c!:xssroon p r a o t i . c e s p r e t t y much

as t h e y had b ~ e n . Desp . - tn ? . t t ~ m p t s a t rn~arii.n;;f~!!. chan{;e,

s u c h t r a d i t i o n a l teachin!;-learvl.i.n{; p r a c t i c6.s a s r e l i a n c e on

p r e s c r i b e d t e x t b o o k s and t eacher -domina ted a c t i v i t i e s , s t u d e n t s

q u i e t l y s i t t i n g j n f i . xed rows oT d e s k s , copyi.ng o f n o t e s a n d

memoriza t ion o f i n f n r r r ~ ~ t i o n p rov ided by t h e t e a c h e r , s t i l l ,

dominate c i ~ r r e n t c l assr-no!n . p r a c t j ces , !"!any a t t e m p t s a t inno-

v a t i o n have f a i l e d b e c a u s e t h e c l a s s r o o m t e a c h e r h a s p o t

been invo lve : i jn a l l p h a s c s o f t h e devclo.pment o f t h e new

cur r . i . cu la m a t e r i a l s :ind methods. An understand in^ of t h e

t e a c h e r s ' a t t i t i lde toward charlire i s Cundamental. t o t h e p j ,ocess

of c u r r i c u l u m chanr;e. I f w e a c c e p t T a b a ' s t h e o r y (1962) t h a t

m e a n i n g f u l arid l a s t i n g c u r r i c u l u m change s u c c e e d s b e s t w i t h

t h e c l a s s r o o m t e a c h e r as t h e p r imary a g e n t o f change , t h e n

I:!

Many of , t h e s e o b s e r v a t i o n s 2nd c r i t i c i s m s began t o a p p e a r

s h o r t l y a f t e r K i g e r i a became a n i n d e p e n d e n t n a t i o n . E f f o r t s

were made t o p r o v i d e forums f o r d i s c u s s i o n and ~ o d i f i c a t i o n

of ~ i g e r i a * s ' e d u c a t i o n s y s t e m . F o l l o w i n g t h e s e e f f o r t s , some

a t t e n t i o n was a l s o g i v e n t o t h e s u b j e c t of i n n o v a t i o n s .

One o f t h e e a r l y c o n f e r e n c e s on e d u c a t i o n a l i n n o v a t i o n s

i n N i g e r i a was h e l d a t t h e U n i v e r s i t y o i N i g e r i a , Nsukka i n

O c t o b e r of lQ72 (Nwana, 1 3 7 2 ) . I n t h e f o l l o w i n g y e a r , a similar

c o n f e r e n c e was h e l d a t t h e U n i v e r s i t y o f I f e . Many R i g e r i a n

u n i v e r s i t i e s now o f f e r p o s t - g r a d u a t e programmes i n C u r r i c u l u m

S t u d i e s , which i n c l u d e c o u r s e s i n e d u c a t i o n a l j n n o v a t i o n s .

By t h e 1981/1212 a c a d ~ m i c s e s s i o n , e n r o l l m e n t s i n p o s t - g r a d u a t e

c u r r i c u l u m s t u d i e s prog-ammes i n many of N i g e r i a ' s u n i v e r s i t i e s

were b e g i n n i n g t o l o o k r a t h e r i m p r e s s i v e .

S e v e r a l s t u d i e s ( s u c h a s Osman, 1970 ; Lewy, 1977 and E l k i n s ,

1983) have been u n d e r t s i c ~ n v~hose emphas is i n e i t h e r on t h e a t t i -

t u d e s of t e a c h e r s toward i n n o v a t i v e i n s t r u c t i o n a l p r a c t i c e s o r on

t e a c h e r p e r c e p t i o n s of c l a s s r o o m i n n o v a t i o n s ( S w i r s k ~ , 1975 ;

P o d r e h a r a c , 1983 and L i t t l e , 1 9 8 5 ) . Whi le a t t i t u d e s and p e r c e p - .

t i o n s may have changed o v e r !.he p a s t few y e a r s , i t i s a l s o wor th-

w h i l e t o examine t h e e x t e n t t o which a c t u a l i n s t r u c t i o n a l prac.

t i c e s and p r o c e d u r e s have changed. Aga in , when we c o n s i d e r t h e

f a c t t h a t , f o r a.t l e a s t t h e p a s t t e n y e ? r s , t e a c h e r e d u c a t i o n pro-

gramm-s ha.ve i n c l u d e d c o u r s e s i n c u r r ~ i c u l u m s t u d i e s , i t would b e

u s e f u l t o e v e n t u a l l y d e t e r m i n e w h e t h e r s u c h programmes/courses

Hypotheses

The l e s s exper ienced t e a c h e r s i n Anarnbra S t a t e secondary

s.chools a r e more r e c e p t i v e t o chanqe.

The mar; q u a l i f i e d t e a c h e r s i n Anambra S t a t e secondary s c h o o l s a r e more a c t i v e l y involved i n i n n o v a t i v e cur r icu lum

p r o j e c t s than t h e l e s s q u a l i f i e d t e a c h e r s .

More q u a l i f i e d , b u t l e s s exper ienced t e a c h e r s a r e more

r e c e p t i v e t o chnnge t h a t o t h e r groups of t e a c h e r s .

More qual . i f ied/more exper ienced t e a c h e r s a r e more a c t i v e l y

invo lved i n cur r icu lum innova t ions t h a t o t h e r Groups of

t e a c h e r s .

There wil.1 be no s i g n i f i c a n t d i l ' f e r ence i n t h e mean

r a t i n g s on i nnova t ivenes s between more qualif ied/rnore

exper ienced t e a c h e r s and o t h e r Groups of t e a c h e r s .

Each of t h e s e hypot,heses was t e s t e d a t t h e f i v e p e r c e n t

l e v e l of conf idence .

Assumptions o f t h n St l tdy

T h i s s t u d y is based on t h e f o l l o w i n g assumpti .ons:

1, P o s t - c i v i l ' war r e h a b j l f t a t i o n and recons t rv .c . t ion

(1.970-1980) provj.ded more o p p o r t u n i t i e s t h a n t h e p re -

c i v i l wa.r pcri .od ( 3.961-1.967) f o r $ n n o v a t i v e p r a c t i c e s and

p r o j ~ c t s i n Anambra S t a t e s e c o n d a r y s c h o o l s .

2. A s u r v e y of t h e involvement of t e a c h ~ r s i n i n n o v a t i v e

p r a c t i c e s j.n t h e Atwrnbra S t a t e school . syatern w i l l p r o v i d e

u s e f u l i n f o r m a t i o n on t h e a c t u a l extent ; of t e a c h e r ' p a r t i o i -

p a t i o n i n c u r r i c u l u m d e c i s i o n making.

3 . Through a n a n q l y s j s o f t h e r e l a t i o n s h i p between t e a c h e r

p r e p a r a t i o n ( t r a . i ? i n y - , a n d e x p e r i e n c e ) and i n n o v a t j ve

p r a c t i c e s , t e a c h e r t r a i n e r s wil.1 be b e t t e r a b l e t o

a s s e s s t h e i r ro l -PS and r e s p o n s j bi 1.i t f o r t h e S n c u l c a t i o n

o f a p p r o p r i a t e a t - t ; i . t l~des avld v a l u e s , f o r e f f e c t i v e imp1.e-

m e n t a t i o n o f p l a n led ch:qn.;e.

4. An exarnina-tton of t e a c h ~ r s ' R e c e p t i v i t y t o Chanfre w i l l h e l p

t o j d e n t i f y i mpcldi rnents t o t h e j mplernmta t i on o f planned

i n r ~ o v a t l o n s i-n t h e s ~ c o o d ~ r y s c h o o l s , i n r ecof ;n i t ion of t h e

u n i v ~ r s a l l y reco::nized f a c t o r o f t e a c h e r r e s i s t a n c e t o change;

5. High R ~ t c e p t j - v j t y t o C h a n g ~ , b a r r i m ; any admi n i s t r a t i v e ,

f i n a n c i a l o r o t h e r i v p ~ d i r n e n t s , would be accnrnpmied by

a c o r r e s p o n d i n ; l y hi , ~ h ! n v o l v ~ w ? n t i n i n n o v a t i v e p r a c t i c r ? ~ ,

L i m i t a t i o n s of t h ~ S t u d y

The p a r t i c i p a t i o n o f t h c school, p r j n c i p a l i n t h e s t u d y

w a s c o n s i d e r e d d e s i r a b l e b u t n o t n c c e s s a r j l y c r u c i a l . H i s

q u e s t i o n n a i r e (where f i l l e d and r e t u r n e d ) w a s t r e a t e d a l o n e

w j t h o t h e r t c a c h c r s . P e r h a p s t h e y c o u l d have been t r e a t e d

s e p a r a t ~ l y . Thus , n o t a l l principcrlls p a r t i c j pat,ed i n t h e

s t i ~ d y . V a r i o u s o f f i c i a 1s o f t h e I f i n i s t r y o f E d u c a t i o n a n d

t h e S t a t e E d u c a t i o n Com~i - s s ion were a l s o i n c l u d e d i n t h e

s t ~ ~ d y b u t no a t t e m p t --!as W I ~ P t o i d e n t i f y t h o s e o f f i c i a l s

who had been c l assronrrl t e a c h ~ r s p r i .o r to t h e i r m i n i s t r y

a p p o i n t m e n t s . 'L'hcre i s a poss i b i 1 i t y t h a t t h e i n p u t of some

o f t h e s e " fo rmer" c l a s s r o o m t e a c h e r s would have been v e r y

v a l u a b l e .

Another ] . i m i t a t i o n of t h e s t r ~ d y was t h e p r o c e d u r e f o r

d a t a c o l l c c t j o n . Thc mpthot l s u s ~ d were w r i t ten q u e s t i onna i r e s ,

i n t e r v i e w s q n d exan.; ~1:~ t j on of of f i cir? 1 documents . 'l.'here was

no a c t u a . 1 o b s ~ r v ~ t i o n gf t ~ a c h e r s ivl t h e cla.ssr.lom o r o f .the

c l . ~ s s r o o m f ~ c i Tit i as, l n b o r a t o r y ~ q u i p r n e n t and/or i n f r a s t r u c -

t u r a l facilities i n ~ a c h school. , which wnule enhanr? o r irnpcde

i n n o v a t i v e p r a c t i c e s . 'l'hp s t u d y c o u l d have also been enhanced

by a n e x a m i n a t i o n o f of 'f ici; . l . l documents s p e c i f i c a l l y r e l a t e d

t o i .nnovati .ve p r o j P C t s a n d j ~ r o p o s a ! . ~ i n t h e s ta . t , e . These were ,

however, n o t av2i '!.ah1 P. r : i i v i , t r y n f f ' icj .al .s in t l i c a t e d t h a t

cor.,sid:?rnti0;7 t,o tf .c oljr.sti onr~ai rc:." c r b;r "f:tmlty $creep-t i on

3?- rernory" on thci p:3r-t o f t h e r e s p o n d : ~ t s . (Var D>l..en. & i i J r t ? r ,

1 . . D e f i n i t i o n of Terms

Cur r i cu lum Char~{

C l i m a t e f o r Change - The a d m i n i s t r a t i v e , p r o f e s s i o n a l and s o c i a l a tmosphere i n which t h e t e a c h e r h a s t o f u n c t i o n ; which

i n c l u d e s t h e a v a i l a b i l i t y of m q t e r i a l s , f a c i l i t i e s and equ ip -

ment r e q u i r e d .

Secondary s c h o o l - A pos t -p r imary i n s t i t u t i o n d e s i g n a t e d as h i g h s c h o o l , s e c o n d a r y s c h o o l , s e c o n d a r y comprehensive

s c h o o l o r community s e c o n d a r y s c h o o l . A s used i n t h i s work,

e x c l u d e s pos t -p r imary i n s t i t u t i o n s d e s i g n a t e d as t e a c h e r t r a i n -

i n g c o l l e g e s and t e c h n i c a l c o l l e g e s .

T e a c h e r - Any q u a l i f i e d member o f t h e s c h o o l s t a f f who works w i t h t h e s t u d e n t s . and has a d i r e c t o p p o r t u n i t y t o

i n f l u e n c e and h e l p s t u d e n t s i n t h e i r p u r s u i t o f l e a r n i n g

o p p o r t u n i t i e s and a c t i v i t i e s . Such e d u c a t i o n a l p e r s o n n e l

i n c l u d e " c o n t e n t " t e a c h e r s , a d m i n i s t r a t o r s , c o u n s e l o r s , l i b r a -

r i a n s , a c t i v i t y d i r e c t o r s and o t h e r such s p e c i a l i z e d p e r s o n n e l .

CHAPTER T.dO

REVIEW OF THE LITERATURE

2.1. I n t r o d u c t i o n

The l i t e r a t u r e r ev iewed i n t h i s c h a p t e r covers bocks,

j o u r n a l a r t i c l e s and o t h e r rese. ; rch s t u d i e s on cur r i cu lum

change and c u r r i c u l u m i n n o v a t i o n s . The review i s s e p a r a t e d

i n t o f i v e p a r t s , P a r t 2 .1 c Q v e r s l i t e r a t u r e r e l a t e d t o t h e

need for planned curricul-urn c h a n s e . Additional l y , m a j o r i n f l u e n c e s on curriculum change f r o m America, S r i t z i n a ~ d t h e

? e v ~ I . o ; 7 ~ n ~ cn!ur?tri?s o f Afrlc:. ?.:.re dS ~cils..;!d. P n r t ? , 2 ciis-

a r e : (1.) t h e n a t u r e a.nd n e ~ f i s o f t ; h ~ I ~ a r n e r , ( 2 ) t h e n a t u r e

and n e s d s of t h e s o r i e t y , 2.na ( 3 ) t h ~ w - k r ~ r p and needs o f t h e

s u b j e c t . ?ITany o t h o r v r r ; t n r s h r v ~ draw^ :3tt,nnti on tq t h e s e

m a j o r c u r r i cu1.11rn sv l r ce s a r d i nf 1 - u ~ n c e s . J u s t a s t . h ~ r ~ a - r e

chanpes i n s u b j e c t n r g t t ~ r cont(7nt; ?vr3r n r l n r i nd c . f t i r n ~ , s o

a l s o a r e t h e r e c h a r y e s i n t h e rq-Iiure, needs and r e q u i r a m ~ n t s

of t8he o t h e r f a c t n r s ; narne!.y, the l e a r n e r rind Lhc s o c i e t y .

S t u d e n t s who are i n o u r s c h o o l s now arc5 q u i ~ e u ~ . ~ l e r . e n t rrom

of t h e ? r p e a t e x p n s u r p t o t c - . l . ~ v i s i o n RP(! t o fi!.v, t h e y have

a c q u i r e d a 8:rea-t d m 1 o f know1 e&.e abr:i~.t, any things ; at the

same t i TIP, h . ~ ) w ~ v e r ~ t h e y h:ivn b ~ e n rernoved from mea.ri n c f u l

c o n t a . c t w i t h t h e rea1.i t i o n ~ . f l i v i n g and workinr i n a cornp!.i.-

c a t e d s o c i e t y . A d d i t i c n ? l l y , t h e s h i f t Trom r u r a l t o u r b a n

dwel l i n ~ ; and i ts a t t e n d a n t p r e s s u r e s j nf J-uences t h e behavi our

of t h e l e a r n e r .

Researchers i n s o c i a l psychol.ogy and an thropology have

r e p o r t e d t h a t c h i l d r e n , i n growing u p f a s t e r today , have

become more s o p h i s t i c a t e d and more aware of t h e r e a l i t y of

human n a t u r e and s o c i e t y . They r each adul.thood e a r l i e r and

mature s o c i a l l y e a r l i e r i n c e r t a i n a s p e c t s of t h e i r l i v e s .

Ca l lahan and C la rk ( 1977: 23.1) r e p o r t t h a t t h e s e c h i l d r e n a r e

more d i f f i c u l - t . t o t e a c h , more unwi l l i ng t o remain i n t h e p o s i t i o n

of t h e p a s s i v e l e a r n e r and l e s s p a t i e n t w i t h p a r e n t s and t e a c h e r s

d u r i n g t h e i r p re -adolescen t and a d o l e s c e n t y e a r s .

Chamberlin and Girona ( 1983: 129) observe t h a t c h i l d r e n

a r e changing b i o l . o g i c a l l y , s o c i a l l y and i n t e l l e c t u a l l y as

w e l l as o t h e r ways. A l l . o f t h e changes cannot be t o t a l l y

d e f i n e d . Resea rche r s contj.nue t o s t u d y and examine some of

t h e s e a r e a s of change and t h e i r i m p l i c a t i o n s and e f f e c t s on . . t h e s choo l c u r r j culum.

Many of t h e b i .o lo?f f ica l changes can be .observed casua1l.y

and do n o t r e q u i r e s c i e n t i f i c documentation. A qu i ck survey

o f c h i l d r e n i n o u r s choo l s today, o u r communities and even

ou r own famil-i.es wi l l . s u g g e s t t h a t chi 1 dren have changed

p h y s i c a l l y . They g e n e r a l l y appear t o bq t a l l e r , h e a v i e r and

h e a l t h i e r than prev ious g e n e r a t i o n s . These p h y s i c a l changes

The e a r l y r ~ a c h i n g of adulthood a n d sccizl m8i-l;11rl-ily

, prev~.ousI.y referred to are co.rrl_olicated by -the fact tlnt '.he

hood hr1ve not necsssari1.y kept psce w:i th t h e ykys; .cal . P u ' c ~ r t . y ,

e d u c a t i o n t o c o n t i n u e i n t o 2nd beyond thr! g r a d u a t e d e g r e e .

Adulthood i s therc.forc3 O ~ l a y c d owin!; I o b o t h c d ~ l c ~ ) t i o n : i l

r e q u i r e m e n t s : I I I ~ economic: c o ~ l t l i t i on..;.

On t h e ' s s c i 0 1 o ~ ; i c a l s i d e , c h i l d r e n r e s p o n d n n t u r a l l y

t o changes i n t h e s o c i e t y . D c o n o ~ i c and c u l t u r a l f a c t o r s

c o n t r i b u t e t o s o c i e t a l m ~ t u r i t y . ?'he (!el-ayed o n s e t o f a d u l t -

hood w i t h i t s a t t e n d a n t r e s p o n s i b i 1 i t i . e ~ c o u p l e d w i t h t h e

chr-incing n a t u r e o f f : ~ n i l y l i f e have r r s u l t e d i n d r c s t i c

r o l e changes f o r t o d a y ' s y o u t h . Even t h e t e rm "you th" i t s e l f

now a p p e a r s t o have a w i d e r a p p l i c a t i o n t h a n i n p r e v i o u s y e r i r s .

Some o t h e r a s p e c t s of t h e r o l e changes f o r t o d a y ' s y o u t h

c e n t e r a round conmuni ty and f 2 m i l y l i f e . The a b s e n c e o f t h e

p o s i t i v e ~ u i d i ~ l f : influence o f v i l l a g e l i f e and t h e ex tended

f a m i l y s i t u a t i . o n , where even n e i g h b o r s have a c o n c e r n f o r

thern, have s e r j o u s l y af+l"c?c tcd t h e l i f e s t y l e s o f t o d a y ' s

you t;h . C a r e e r c h o i c e s and o ~ ; c u p a t i o n s a r e , i n t o d a y ' s modern

s o c i e t y , 710 l o n g e r drawn a l o n q s e x l i n e s . Today we f i n d

women s c r v i n s i n s u c h c a p a c i t i e s as l o r r y d r i v e r s , f i r e

f i g h t e r s , e n q i - n e e r s , l a w y e r s , d o c t o r s ,?rid many o t h e r r o l e s

t h a t were p r e v i o u s l y c o n s i d e r e d m:jsculine i n n:q t u r e . Such

changes i n r o l e e x p e c t a t i o n s :-~nd r e s p o n s i b i l i t i e s i n f l u e n c e

v a l u e s m d a o r a l s and a d d i n c r e z x i n g p r e s s u r e s on t o d a y ' s

you th . Some youn:: peop le r e spond t o s u c h p r e s s u r e s a s a

c h a l l e n g e w h i l e o t h t ? r s s e e k e s c a p e t h r o u g h d r u g s m t l

d e l i n q u e n t b e h n v i o u r . A l l o f t h e s e chanr;es 2n,3 thei:? r e s u l t a n t

h e h a v i o u r s brin.1: new re:; po?l:;i.bi lit i es f 'or t h e s c h o o l s .

~ h a r n b e + l i n and 3 i r o n a s t a t e t h s t t h e socio-econornic-

c u l t u r a l changes ~ f ' f e c t i n ! ; t o d a y ' s y o u t h seem t o b e r e l a t e d

t o t h e i r coun t r y * s l e v e l o f a l'f l u e n c e , hurnan 2nd c i v i 1 r i g h t s

l e g i s l a t i o n , t h e a c t i v i t y of t h e c o u r t s and t h e impac t o f

t e l e v i s j - o n :mcl o t h c r produc t s ol' rnudern tc~c:h:~o:lo~;y.

So much h a s been wri Lten a b o u t t h e j n t e l l e c t u s l changes

t h a t have occur- red i n t o d q y ' s c h i l d r e n t h a t t h e r e d o c s n o t

seem t o be a n e e d t o a d d r e s s i t a I y i n h e r e . P e r h a p s i t may

b e good f o r u s t o t ake n o t i - s e o f t h e f a c t t h a t t h e r e c o n t i n u e s

t o b e t h e b e l i e f t h ? t t h e b u s i - n e s s of the s c h o o l i s t o ( i e v e l o p

t h e i n t e l l e c t and a l l o t h e r t h i n g s will . take c a r e o:f t h e m s e l v e s .

I f , however, we s h a m t h e view t h a t t he s c h o o l i s a n a g e n t o f

s o c i a 1 i z : i t i o n R ? C ~ t h 3 . t c u r r i c u l u a r e form rnust c a t e r f o r changes

i n t h e c h i l d , t h e s u b j e c t , arid t h c s o c i e t y , t h e n we c a n r e a l i z e

t h a t a d e q u a t e a t t e n t i o n must be ~ i v e n e q u i t a b l y t o them a l l .

T h e r e a r e man,v a s p e c t s o f t h e l i f e arld r13:tur.e of t h e

l e a r n e r i n o u r prese!i t dq.:/ soc: i c t y thrl t h:ive n o t s p e c i f i c a l l y

been ment ioned h e r e . The i n t e v i t i o n is o n l y t o p o i n t o u t t h e

f a c t t h q t t h e younr: p e o p l e i:i o u r school:; t o d a y a r e changiri;; -in

s i g n i f i c a n t ways arltl t h e s c h o o l s ;nus t change i.n r e s p o n s e t o

t h e i r c h a n g i n g n e e d s .

. J u s t as t h e l i f e s t y l e s , r o l e s and n e e d s o r c h i l d r e n

a r e c h a n g i n ~ , t h e l i f e s t y l e s and n e e d s of c o n m u n i t i e s , s t a t e s

.and n a t i o n s a r e n0.t . t h e same ;IS t h e y were t e n t o twen ty ( a n d

i n some c a s e s , even f i v e ) y e a r s ago . A s c h o o l s y s t e m , wj t h

i t s a s s o c i a t e d c u r r i c u l a o f f e r i n g s , t h a t was a t one t i m e

r e l e v a n t and a d e q u a t e f o r t h e c i t i z e n s ol' t h e s e cornmunit ies ,

s t a t e s and n a t i o n s c a n n o t t h e n , w i t h o u t c h a n g e , c o n t i n u e t o be

r e l e v a n t and a d e q u a t e .

Nigeria i s movins i n t o the age of technol?gy. Technology

demands new s k i l l s : and s c h o o l s have t o t r a i n people i n such

s k i l l s , The schools can no longer cont inue producing only c l e r k s

when the new' s o c i e t y c a l l s f o r high and middle-level s k i l l e d man-

power. On t h i s a s p e c t , Ndubisi ( 1 9 8 1 ~ 3 2 ) has argued t h a t "schools

should educate t h e youth on t h e development of technology and

proaote i n t e r e s t i n .more and advanced technology". H e f u r t h e r

obserced t h a t educat ion should emphasize the proper use of tech-

nology and t h e mastery of e x i s t i n g technologies . Niger ia , a s a

developing country, is a l s o concerned t h a t enthusiasm over

"foreign" technologies may cause some of the e x i s t i n g indigenous

tec5nologies t o be overlooked and/or completely ignored. Reflec-

ti% on t h i s concern, Ndubisi (1981:70) observed t h a t :

A s f a r as c u l t u r a l s p e c i a l i t i e s a r e c o n c e r n ~ d , most of t h e t h i n g s emphasized i n t h e curr icu lum do n o t r e f l e c t t h e v o c a t i o n a l r e a l i t i e s of Nige r i a . Agri- c u l t u r e which i s t h e main occupat ion of Nige r i a i s n o t s u f f i c i e n t l y emphasized i n the curr iculum. Woodwork, carv ing and' c r a f t s a r e n o t s e r i o u s l y t augh t . Driver educat ion , a u t o mechanics, r e f r i g e r a t i o n , o i l -based technology and food processing and p r e s e r v a t i o n a r e untouched.

Palm wine d r i n k i n g i s s t i l l very popular among l i t e r a t e and i l l i t e r a t e Nigerians. Thousands of Niger ians today earn t h e i r l i v i n g a s t a p p e r s of wine. There has

, been no a t t empt t o inc lude wine tapping i n t h e schooi curr iculum a t any l e v e l of educat ion.

I n t h e l i t t l e more than f i v e yea r s s i n c e these observat ions

were made, t h e r e have been some a t t empts t o pay due a t t e n t i o n

t o t echno log ica l ly based courses - a t l e a s t a t the post-secondary school l e v e l : More m i v e r s i t i e s and c o l l e g e s of technology have

been e s t a b l i s h e d i n Nigeria t o provide inc reased technological

manpower. Addit ional ly , t h e t r a i n i n g programmes a t the Federal

l e v e l inc lude sponsorship of qua l . i f i ed candida tes f o r . t e c h n i c a l l y

based programmes of study o u t s i d e Niger i a . I n add i t ion t o t h e

f a c t t h a t much s t i l l remains t o be done a t t h e secondary school

l e v e l , w i th r e s p e c t ta a l l t e c h n i c a l l y based courses , the s i t u a t i o n

regarding such indigegous occupat ions as palm-wine tapping remains

p r e t t y much t h e sane a s be fo re .

Vihile a l o t of a t t e n t i o n has been paid t o increased educa-

t i o n a l o p p o r t u n i t i e s and t h e need t o keep up wi th the r e s t of t h e

world, many Nigerian educators cont inue t o eniphasize the need 1

f o r re levance of the school cur r icu lum t o t h e pecu l i a r needs of

the Nigerian soc ie ty ; The demand i s f o r ensur ing an e f f e c t i v e

balance of relevant?, q u a n t i t y and q u a l i t y of our educat ional I

of fe r ings . ,

Writing on q u a n t i t a t i v e and q u a l i ta . t ive education f o r

Niger ia , Awokoya (1981: 189) observed:

~ s y c h o l o g ~ r and t e c l ~ l ? l o g y were son? o f these f a c t o r s . O t h e r

f a c t o r s i n c l u d e s o r i a l , economic and p o l i t i c a l t r e n d s , i s s u e s

and movements.

F o ? l o w i n c is s b r i e f s u m a r y cf x 2 c r Axer i can i n f l u e n c e s *

nn t h e c u r r e n t t r e y d s and j m o v a . t l ? r s i r l ~ ~ ~ r i c u l u r n a n d i n s t r u c -

t i o n . A s e a r l i e r s t a t e f l , t h e era o f t h e lq50s and 1560s w a s

r e p . r d e d by many r ! u c a t o r s a. an a r ? t h n t -.;auld transf,brrn t h e

s c h o o l s . T h i s was t h ~ p o s t - s p u t n i k era 2cld AnerFca iv& said

t o h 2 v ~ r p c ~ i v o d E r u d e al.vak?nin?; ~i t h the r e a l i z a t i o n ' t h a t

Russia h.rd secure?! a lead. i n t h e s p a c e rrct?, w i t h t h e l a u n c h i n g

9 i s a f f e c t i o n w i t h i n t h e e d u c s t i o n a l s y s t e m had been

s t i r r i n e f o r more t h a n a d e c a d e , I?o.,v~ver, and t ' r ~ p r e l i n i m?ry

noves i n a t l e a s t one o f t h e maj& c u r r i c u l ~ ~ m p r o j e c t s ( T h e

? h y s i c a l S c i e n c e S t u d y Commit tee) had been m=rr?e long b e f o r e

1957. However, none of t h e propcsed p r o j e c t s q u i t e g o t oft

4he g round u n t i l a f t e r 1957.

The P h y s i c a l S c i e n c e S t u d y Committee ( P . S . S . C . ) p ;7t,

formed i n 1957, marker! t h e beginning o f e x p e r i m e n t a t i o n arid

I n n g v a t i nn i n 2r:eriLca7 e :uc r i t i on . The succecr; o f t h e p r o j e c t ,

fn t e m s 04 t h e c o u r s z d e v e l o p ~ e n : , c o u r s e i r . n t e r i ? l s ai?d t h e

i n v o l v s p : ~ n t cf t e a c h e r s 'c3osted r n r a l e 2nd s e r v e d as a ~ k i ~ ~ ~ ~ i , ~ s

7"nr o t h n r v e n t u r e s .vhich s o u ~ h t to e7n1l l-at~ j t . T h u Schoo l

I ( l ? t h ~ n l a t j c s S t u d y Crc\up ( S . J . S . G . ) f o l l o w d i n 1958. The

n e x t p r o j e c t w a s t h e B i o l o g i a l S c i e n c e s Cur r i cu lu r : .5t?xdy

' 3 . S . C . S , ) which was 12unched i n 1959. O t h e r T..arge .scale pro-

j ec5s socr? f o l l o w e d , such as CHE- j t u d y , 1 9 6 0 , (Richmond, 1771:

51-61). Thoue;h. s u c c e s s h l , a l l of t h ~ s t . p r o j e c t s s u f f e r e d from

t h e same s r i t i c j s r n t h a t t h e y wpre v e r y T U C ~ s u b j e c t c e ~ t e r e d

end t r e a t e d t h e s u b j e c t s i n i s o l ~ t i o n . A d l i t i o n a l l y , t h e y

were c o n s j d e r e d t o h a v e b e e n r a t k r h u r r i e d .

t o c o n c e r n s ~ f p ~ r y i l a c q u i s i t i o n o f b a s i c l e s r n i n e " s k i l l s "

Dis2f fe : t ion w i t h i n t h e e d u m t i o n a l s y s t e m had been

s t i r r i n g f o r more t h a n a d c c a d e , ho; ,v~ver , and the p r e l i m i r!:3r>-

l o v e s i n a t l eas t one o f t h e m a j c r curricu1i:m p r o j e c t s ( 'The

? h y s i c a l S c i e n c e S t u d y C o m v i t t e e ) had been made long b e f o r e

1957. 'However, none of t h e propcsed p r o j e c t s q u i t e got o f f

t h e g r o u n d u n t i l a f t e r 1957.

The P h y s i c a l S c i e n c e S t u d y Committee (P .S .S .C . ) p z t ,

formed i n 1957, marked t h e b e ~ i n ~ ~ n g of e x p e r i m e n t a t i o n a n d

f n n o v a t i on i n 4 r e r i c m e i u c a t i o n . The s u c c e s s ~f t h e 7 r o j e c t ,

In terns of t h e c o u r s s d e v ~ l o p e n : , c o u r s e x n t e r i ? l s and t h e

Ynvolve-:c\nt sf t e a c h e r s ' o c ~ o s t ~ d r n r s l e cinCi s e r v e d as a s ' ; i ~ ~ ~ i ; ~ s

?or n t h n r v e ~ t u r e s :vhich sou--ht to e ~ q : l l - a t ~ j t . T ~ P Schoo l

Ththenls t j c s S t u d y G r o u p (S.A .S . G . ) f o l l o w e d i n 1958. The

n e x t p r o j e c t w a s t h e Z i o l o g i ~ l S c i e n c e s Cur r i cu lu r ! S t l ~ d y a

:S .S .C.S , ) which was h u n c h e d i n 1959. O t h e r l a r g e ~ c c a l e pro- I

I j p c t , ~ S C O R f0110wed, s x c h as CHE' studyp 1960. (Richmond, 1971:

I 51-61). Thou~.;'ll s ! ~ c c e s s f u l , a l l c\f t h e s ? p r o j ~ c t s s u f f e r e d f r o m

the same c r i t i c j srn t h a t t h e y wsre v e r y .*luch s u b j e c t c e n t e r e d I -

and t r e a t e d t h e s u b j e c t s Fn i s ~ l r t i o n . A d l i . t i o n a l l y , t h e y

were c o n s j d s r e d t o h a v e been r a t h ? r h u r r i e d ,

t o c o n c e r n s o f ~ ) n p i l a c q u i s i t i o n o f b a s i c l e= i rn inq " s k i l l s "

p l a n n i n g . I-vuch o f t h i s chance h a s 7f;airl heen t h n r c s u l t

o f p u b l i c int(3res- t a n d ~ ~ P S S U ~ P ~ 0

Many c u r r e n t o r s u q g e s t e d p r a c t i c e s i n N i , q c r i a ' s

s c h o o l s have t h e i r r o o t s t r a c e a b l e t o t h e American c u r r i c u l u m

p r o j e c t s o f t h e 1950s , 1960s and e a r l y 1 7 7 0 ~ . dome o f such

p r a c t i c e s i n c l u d e : Mixed nbi li. t y qroupirijl;, team te: :ching,

c u r r i c u l u m i n t e g r a t i o n , coaprehens i v e s c h o o l s , emphasis on

b u s i n e s s and t e c h n i c a l e d u c z t i o n and c o n t i n u o u s a s s e s s m e n t .

2.2.2. The B r i t i s h I n f l u e n c e

The first s y s t m a t i c approach t o t h e development of western-

type educa t ion i n Nigeria was introduced by t h e B r i t i s h and

modelled a f t e r t h e S r i t i s h system. I t w a s a p a r t of o r an exten-

s i o n of t h e B r i t i s h educat ional system. For t h i s reason, more

a t t e n t i o n w i l l be paid t o t h e B r i t i s h i n f l u e n c e . Some of the major

achievements o f t h e B r i t i s h system o f ' educa t ion which cont inue t o

in f luence c u r r e n t t rends i n curr iculum and i n s t r u c t i o n a r e ou t l ined

below.

he first funded curriculum movement i n B r i t a i n was the a s s o c i a t i o n , i n 1958, between t h e Unive r s i ty of Birmingham and the

Northern U n i v e r s i t i e s J o i n t ~ a t r i c u l a t i o n Board, which enquired

i n t o t h e Advanced l e v e l s y l l a b u s s e s i n s c i e n c e . (Galton, 1980 :37 ) .

The f a c t t h a t such an i n i t i a l e f f o r t w a s d i r e c t e d toward sc ience

i s perhaps n o t an acc ident . .The American curriculum development

e f f o > t s i n Physics, Chemistry and Biology may wel l have inf luenced

t h e B r i t i s h ones. I

, By 1961, the Science Masters Assoc ia t ion and the Associat ion I

forlWomen Science Teachers had become i n t e r e s t e d i n the work

s ta&ed by t h e Biology Panel. They approached the ~ u f f i e l d

Foundation f o r support i n ~ e c e m b e r , - 1961. I n Apr i l , 1962,

t h e s e t t i n g up of the Nuff ie ld Foundation Science Teaching t

;I..pes 1 I . - l j o~ 16. Tn somc of' these s c h m l s , pupi1.s c o u l d

17-17 or 16 yc5r d s .

: i c ; p i y:,; ~ k i f - p ~ ;? Ls (;< t ; j Y , P Y i ? . ' , ; r . r : ~ ? , i ~ p ?::-jC! r5p0 1 j . t i c;I.~ / t ? ( ; ~ l l ~ ~ . ~ ? , c

r j ~ , -th:.nc r.j,~\le':3;i'~ r . . r : . ~ . t i ~ll:; : ,~~ : i~~~~ :711i'h ;:o~(lrror: proP!'!(:1'1.~7 ;.s

rq.p:d ;-):-)r,q~]ati cr., ! T * ~ - o w ~ , Y I ~ F ' . ~ i , \ j ~ i f . ? , j : ~ : - ; ~ ~ f ? . ? ~ i ~ ? r - \ t r e s c ) u r c c s ( k ! ~ i , ~ : j . r . ;

:,?.l?d 7:stcr'i.:: .l j : ' v r i n d u s t r l i :il tiev:.l.o!~,nc:r~t., pol.:l tic2.l . ins tub:i l j < y,

;_nP l a r i ci!,), l ov! r:l t e r i r ) C' e,:o:'~:,n1:ic yrno:>ith, and cc;rresp~>ntliil~r;.!-y~

ar! J.rl,j*:)i:t l. t y t o ef 'fec.ti ve'1.y and ef f i c i ent!y k:a-mess 3.nd ?;-ti1 i z e

:*1atur!:?l r~sour;ees.

- - w nw.2 st?-t 7 : ~ '.?\I. ?.iiO k'11~31p,?-.St~:ies T ; I L ( . ~ ~ ! '; ri I.32.C t o s t ~ ! d y edl.icati on

, - 1 1 A . ' j ' l ~ t . Yirs-:- ?t,!jiJ.jcd educ; t . . : .c ' , , jn t ' i es t , Sc~ l t I i ;'ir!d E ~ L I : ~ . -

tor.? n ,'l.:'~.j p.3 7r;1 i r : p ~ e d i t..: r c ~ y r . t , i ,; '1 923.. The S F ~ C . ~ ) ~ ! C ! C Q ~ ? ~ . , C ; - qioy1 .q t!j;!i:?:.! i>d:~!>, t ; l . l i v j :In .%st;, Cr?q.t .r . : i l and Sou-th Af'ri.ca :31?r j

i : , - i I ! . . Fi> ilowj q! :;he pu1)l.i ca t io r l 01' t h r .

1L?7k Bdv.c;i-tio!? Snct.07- r,'~jrkin,: l'a?er cj rasti c,21 1 y r ev i sni! -L.h:z:t -- -.-- -----.-- ----.-- .--. -.-----.-.--.ldd----.*r --

Tn J u n e , 177Sp D O - ~ s w T ) . ~ , W ~ S t h e l o c a t i o n of t h e f i r s t

workshnn dea . l i r5 v:itt-! ch i l c ! d e v e l o p ~ e n t ar?d t h e c u r r i c u l u m .

S h o r t l y t h e r e a f f e r , n s e c c n d workshop was h e l d i n Swazi land

f o r t h e d e v p l o - g e n t o f re1evar . t c u r r i c u l a f o r Swazi b 3 s i c

e d u c a t i o n a l progammes and r e l a t e d e d u c a t i o n a l changes. D u r i n s

t h e l a t e r p a r t sf 1975, T a n z a n i a n ' i~o rkshop p a r t i c i p a n t s v i s i t e d

i n n o v a t i v e e d u c a t i o n a l c e n t e r s m d d e v e l o p e d t e a c h ~ r t r a i n i n g

co-rmn p r o h l ems. Tec'rinol.op~ workshops c o n d i l c t ~ d su rveys o f b

S l l c c e s s i v e workshops were h e l d f o r o t h e r c o u n t r i e s i n , % s t

A f r i c a . ( h y , 7-978). , , \

Tn a s t u d y by Adegoke ( 1383 ) , t h e ~ r o b l e m s a s s o c i a t ~ d

wi-t;h t h e i - n t r o t u c t i or, o f F n r o v a t i v ~ c u r r i culum p r o j e c t s i n s o n e I

c o u n t r i e s o f A'yi c a , a s w n l l a s o t h e r d e v e l o ~ i r g count r l ies ,

s-ti.mul..i t , i ~ c , , ~tn!d ar!coui-n.(;i np; ~ d u c a - t i r : w 1 '!.nr.ovat,ior,s for

d e v ~ ! ~:yr? !~?r? t . Ycr ies of nc$:o?,is.tiot?s, ~r~c?tir!g.c; an? f ' l ~ r t h . e . r

clc.velopmen-ts f t na l l y t o t h e ?JEl!: pvcrralrrrca k ~ c c t r c j nc; n,nPr:3-

t'~?n.:! : . . T h e :;gal nf t h e 7 - 4 ~ ' i ; ~ ~ ~ , r k ?rq;rsmrqe is ?-o c o r l t r i -

, . 'bl.l'i;(> - , y ( ) ~ p ~ ~ , j on cf y~; i t j~n ; i . l < . ? f - , ~ ( ~ ] . ( ~ : ) r r ~ f \ y ! L 1.n ~ ~ . f l : j . ( ; ; ~ f ~ c:i-l, 17-

t ? + ' ! t . . : : .~!IT?!J!J.]: - ! , ; ' < I ;.)~oc~s;: of ~ d ~ j ~ : j . t ~ ~ : ~ : ~ . l r p f c j r : p k:iq6 \ ( , , c ) \ v r , . b . ' ( ! L , J , ("fl . ( x m c , lg6o : 134)

on Q f r i c a n edl>.ca.ti on. Tn the n o r t h e r n c o u ~ l t r i e s oZ A f rim,

bef'nre westezm i n + o r v t w t i o n , C e n t u r i c s b e f o r s the n r . r b i v d l of

damc;p ?yas f i r ra tas t i n t h e eastern p2rt;s o f the c o u n t r y , e s p ~ c i -

a1 ly 1.3 Lhc I ? a ~ t - C e ? ? ~ r a 1 S t a t e where school, c o l l e e e 2nd unj-ver-

31 ty >!.ti ' i d i rig? .::czhe der-:trc~yeC? c~~j, l . t?- t t . f .y o r ptir8tial.l.y." ( T a i w o ,

198Qx 165j.

mhe final. secondary s choo l leaving : :e~*ti f i c a t e w i l l . be bssed orl a I'. AT1 OK k L examl n?, t ti. on.

d i - t i o n s , and s i n c e thc western typr? of c d ~ ~ c a t i . o n was i n t r o -

duced by t h e m i s s i n n n r j ~ ~ s , j t wns w r y d i f f j c u l t t o es tabl . . i . sh

schoo1.s of t h e v e s t e r r ! t y p e i n I",iorthern 1.1 i.reri.2 . The l o c a l j n h a b i t a n t s vJJprc. r epor t ed t o bc s \ ~ s p i c i . n i ~ s of t h c m o t j v ~ s of

pol.icy which a d v i s e d . t h e C h r i s t a i ? M i s s i o n s t o d i r e c t t h e i r

a t t e n t i o n t o ' t h e non-Xuslim a rens i n t h e n o r t h e r n r e g i o n . As a

TIIF? nub i c: i t r c:! o!' t'!'.~ Ashby ' i r : r ) o r . t i .n I961 ~;4i j r , ;+: !

TIOI-C: s ? l m \ 31;s 1 > < > 7 : : ; : (jpr,x.t,j.oq to bp L;,: Trp. ! i !(-, k.kic> pyf~v.i-s 1 i j : ] c i ?

l;!,q,j v" , ;Gr , i i : ;I. c.~il.ica f.5 fir: thy ,~i>.r3~.1.; l:. 4,!lc~: r:pl.~r&y;,i , (:(>ol-:j! y j ~ j ,

t o Tz;.':t~o ' , A : ~ C C ! : '1 7;:) , - , . i , '"I ! k,e cb j ec ::j.vc?

iq t ] ;p ' : ( > u . t i l : i ] , c : l ; l c ' i pc? -t,r, n::Jir-,n;. l r- : .) rv,v.!~ +-.c.: !,:::.ti! -t',le ( j t 1 - i ~ ~ -

..-. p ;.. . -, .fl (. I . . I . r;F' ., . ":>( ~ p ? * p ? s J or-: :'i.vy': -1.3a-i; f r p f ? r ) r ' i m : ~ r y c.ci7~csti on w l l l h e l p 'n:ri~if!r

%hi. ;!Y p bn t ; ~p r ; r k , ~ - i ? ~ ~ r a - . phi i : ~ 1 are^..; r -pr ; i r . i rps to be ex:-ii!c.ir:ed

771t7vp : - r . j . t , i c r l l~~; r . ' '

rip !vc-nd..rr>r>t -.!:::..s lrjad~: t c thp jV i .cer i 'L?I Cor!sLi tutibn :i.n

l.(??Z w h i ~ l i wi r l r f ! e d t ,kn s c o p e o f th:\ !"'eti~~r.al. Wi l i t a ry Covem-

: ? w + , i n + l ? l ~ c i ~ t j r m t , t ; r o u , ~ h r ~ i ~ ~ ? tthe koun t r y - n a r t i cu l .3 r ly %pj-!!:.iq: - qd:.~~:~~!, : ,>n w ~ t j A u ~ c i ~ h ~ r . , F .i~~(::-l;;j.(-~r! . Ilater ' , a r e v : s c d

f o r chanze which he hac t o i n p l e m e n t i n h i s s c h o o l .

H e r e i s a n o t % e r change !vhich i s p o l i t i - c a l l y and no r e d u c a t i o n a l l y m o t i v a t e d , a n d which wi-Ll p robab ly be r e v e r s e d i n two y e a r s a . rpey . The t e a c h e r s a r e n o t

. i n t e r e s t e d i a i t o r don' t have t h e t ime , . t o d e a l w i t h i t . They w i l l g roan and

y b i t c h a b o u t j t . I h a t e t o even *xesent i t t o them. 1: r e a l l y d o n ' t u n d e r s t a n d t h e pro,yram. I t spems s o a .bs t ra -c t c?nci f u l l o f n i c e g e n ~ r a l i t i c s . Thf? ope h a l f - h o w - o f e n t a t i o n ;ve rece:.ved a t t h e l a s t p r i r c i ~ m l s ' mee t ing o n l y con- fused me f u r l h e r . I dollbt i f t h e Supcr- i n t e ~ d ~ n t o r t h e board meEbers k o v wha t i t n1eni-s e: t n e r , judg ing r"~*~j!! , thei iq comments. I l l I w i . l _ l p u t i t zn %he ap:er:da of tb r.ext s t a f f meet ing and

i t o v e r v i t h . I wor ry ?.bout m y f u t u r e m e e t i ~ g s we might have t o have on i t . Yy az?ua l p r i . r : c ipa l ' s r e n o r t w i l l d e s c r i b e t h a t t h e ncw pro::r.arn h2s been in t rodveed .

T h i s t y p e o f r e a c t i o n can be exnec ted when t h e t e 3 c h j n z

s t a f f ( t he i~plt?r;it3nt,.?r:) a r e n o t p a r t y t o t h e c 3 ~ c i s i . o n makin?; I

( plan- - j inc ) p roces s ( ~ h ~ : e t h ~ i ~ n o v a . t i o ~ s s r e in t roduced ' and

f o r m u l a t e d . B e i n g " l e f t o u t " as i t -were, d u r i n s t h e p l s n n i n c

phase , t h e p r i n c i p l aqd t e a c h e r s a r e l i k e l y t o f e e l some

pan,p of a n x i e t y , F.e!.nlessv~css and d o u b t o v e r t h e i r . a b i l i t y

t o s u c c e s s f u l l y exec?i t? t'.e new rocra ram ::es .

t e a c h e r gu ides , wo~kbooks and suppor t m a t e r i a l s t o a s s i s t

t h e t e a c h e r in t h e impl.ementation of t h e " tex tbook curr iculum".

I n many i n s t a n c e s , t e a c h e r s w i t h i n a schoo l system have i n p u t

i n t o t h e s e l e c t i o n o f t ex tbooks . They make v a r i o u s use of t h e

tex tbook once i t h a s been s e l e c t e d , r e g a r d l e s s of whether t h e y

have a s s i s t e d i n i t s s e l e c t i o n . Some tend t o i gno re t h e t e x t

and go on w i t h t h e i r own e s t a b l i s h e d way o f doing t h i n g s .

Others tend t o adhere too r i g i d l y t o t h e s t r u c t u r e , con ten t

and arrangement of t h e t e x t i n t h e i r i . n s t r u c t i o n a 1 p r a c t i c e s .

t!hether by ori.!;inal des ign , a d a p t a t i o n , t r a n s l a t i o n o r

modifica.ti .on, t e a c h e r s do develop programmes of s t u d y f o r

t h e j . r c lassrooms. They t h e r e f o r e have a ve ry s j . g n i f i c a n t

impact on t h e implementation of c u r r i c u l a r i d e a s .

Accordin% t o Li t t l e ( l?85 : I?) , when i t was rea l - ized t h a t

t e a c h e r s do develop programmes of s t u d y f o r t h e i r c lassrooms,

s t e p s were taken t o ass i st. t h e t e a c h e r s ' unders tanding of

cur r icu lum i .nnovations. "Teachers were f i n a l l y seen as

a c t i v e i ~ p l e m e n t e r s of cur r icu lum i d e a s . " The l i t e r a t i ~ r e i s

r i c h wi th suppor t f o r t h e f a c t t h a t t e a c h e r s have a genuine

need t o f e e l j.nvolved and e f f e c t i v e . The classroom t e a c h e r

does i n f a c t j -nfluence curri-culum c h a n ~ e s and needs t o be r e -

coqnized on h i s o r h e r own terms aqd n o t a s a s u b o r d i n a t e t o

t h e e x p e r t / t h e o r i s t .

Thr f j rs-1; hir1hc.r cl!rlc:l-l:i or1 i -ns t i 1;11l,i o r 1 ; r, N:i..;:cri a , Ya b-1

?Tieher C o l l e s e , , was eyt;lbl j s h e d i n l5j3b. Accordin? t o

I k e j i a n i (1964:1.30), one of t h ~ purposes f o r e s t z b l i s h i n g

t h i s i n s t i . t u t i . on w a s t o " t ~ a j n engj n ~ e r s and s ~ c o ~ d a r y

s c h o o l t e a c h e r s " . Fo3.lowing t h e recomnendati.on of t h e

E l l i o t Commissi on, t h ~ f i rst 11niversj.t;y co l . l egc w a s e s t ab -

l i s h e d . An a f : f j . l . i a te o f t h e Vnivers j - ty o f London, t h e in-

s t i t u t i o n was named t h e TJnTversity Co l l ece Ibadan , l a t e r t o be

c a l l e d t h e U n i v e r s i t y of 1bada.n. Arnon,~ t h e i n i t i a l o f f e r i n g s

of t h e new univlhrsi t y c o l . l e g ~ w a s r? pro::ramme f o r t e a c h e r

t r a i n i n g , . Programmes, p o l i c i e s and a d m i n i s t r a t i o n of t h e

u n i v e r s i t y were v e s t e d i n e x t e r n a l a g e n c i e s .

The f i r s t i ndi gpnous un iv t? rs i t y t o be e s t a b l j s h o d i n

N i g e r i a w a s t h e r e s u l t of a p r o j e c t i n i t i a t e d by t h e t h e n

E a s t e r n Region of N i p ~ r j a , ~ The Univers j t y of R j g e r i a , Nsukka ,

w a s e s t a b l i s h e d j n 1960 fo l l owing a recommendation by t h e

Ashby C o m ~ i s s i o n . Thp commission recomrneqded, among o t h e r t h i n g s ,

t h e e s t a b l i s h m e n t of R . A . and B.Sc. cou r se s i n educa t ion i n

t h e two exist in^ p!i ger iar i uni v e r s i t i e s . The c o u r s e s of

s t u d y inc luded " t h e s u s t a j n e d s t u d y of t h r e e o r more major

s c h o o l s u b j e c t s ... accompanied by ped?cogica l s t u d i e s and ' t e a c h i n g p r a c t i c e " ( S a l a r u , 1964:105).

a t a d v a . n ~ ~ d l.five1. cou1.d be e x a ~ i n e d for teachi-ng

competence ir t h ~ ~ e s l l b j ec t s and subseqiaen-tly a.w:rrdecl

t h ~ [ ' t r a d ~ Cnn c e r t i f ' i ( ? a t e .

(V 2 . , , y c j f i c i , ~ s l : i tut,i o-(~s trsi nerl s p r c i . ; l l . i s t G r a d e Cjne

teasehers i n some s u b j n c t a r n a s .

3. S p v ~ r n l . rmc- n r two-y~:ir ~)ns -h : : r ; .~c lp TWO ( ' ~ i i r * f - : ~ . ' s VJPYF!

desS.p;nc.,l i;n ~ l p - ~ . ~ : r n d f ~ t e a c h ~ r s t:! GI ' ; - I~P ! i n e s t a t l ~ s .

11. "'I'hcr~ ~v:?s 2 1 - 5 ~ +.he -f;,rnr?til; - (.;h.i c, ! ' r o , j ~ ~ c t , i . r ~ I. b:~darl jn t h e e a r l ~ r 19609 w h i c h ~ . ~ ~ ) - ~ r a c l ~ t I (:-rade Two t e a c h e r s

i.n v a r i o u s s l l b j ec t s aud, who, on cornpl r t i .on o f i ; h ~ S r

COUTSPS, .- rl;q i.r>c\d r~;ovc)rrirnen t r ~ c o p l i t i on 3,s Grade One

t ~ a , c h e r s " i n , l-''n3: 21.7) . The "Pivota l" t e a c h e r trainin!: svsterr! w a s a v o t h e r e a r l y

a t ' t e t ? l ~ t ; r-1 ",!I.f;eri :7 t o i ~ r n d t ~ ~ ~ ! I : ~ n c h ~ r ! ; for t h c 1 n w e r : : ~ l c o n d , r y ,

school-. These d e r e two m-l j o r methods o f a t t a i n i n g p i v o t a l s t a t u s :

2.5. Curr iculum Change i n N i c e r i a

E v e n t s l e a d i n g t o t h e f o r m u l a t i o n and a d o p t i o n o f t h e

N a t i o n a l P o l i c y on E d u c a t i o n have e a r l i e r been h i g h l i g h t e d .

The most s i g n i f i c a n t change which has been i n t r o d u c e d i n t o

t h e N i g e r i a n e d u c a t i o n sys tem, i n r e c e n t t i m e s , is t h e sys tem

o f e d u c a t i o n implemented a t t h e s e c o n d a r y s c h o o l l e v e l i n

Sep tembe t , 1982. T h i s new s c h o o l sys tem, comaonly r e f e r r e d

t o as t h e 6.3-3.4 sys tem, h a s had t h e e f f e c t of r e s t r u c t u r i n g

t h e s e c o n d a r y l e v e l o f e d u c a t i o n f o r t h e c o u n t r y . The sys tem

i n t r o d u c e d a t w o - t i e r secondary p a t t e r n of j u n i o r s e c o n d a r y

and s e n i o r s e c o n d a r y s c h o o l , each hav ing a d u r a t i o n of t h r e e

y e a r s . T h i s r e p l a c e d t h e f o r m e r p a t t e r n of f i v e y e a r s o f

s e c o n d a r y e d u c a t i o n p l u s t h e two-year s i x t h form. The new

sys tem t h u s a b o l i s h e d t h e s i x t h form.

T h e r e have been o t h e r c u r r i c u l u m p r o j e c t s c a r r i e d o u t i n

N i g e r i a . Some have been more o r l e s s n a t i o n a l i n s c o p e w h i l e '

o t h e r s have been c o n c e n t r a t e d i n c e r t a i n p a r t s of t h e c o u n t r y .

One p r o j e c t o f t h e fo rmer t y p e , which h a s r e c e i v e d a g r e a t d e a l

of a t t e n t i o n i n t h e l i t e r a t u r e , i s t h e N i g e r i a n Secondary

S c h o o l I n t e g r a t e d S c i e n c e P r o j e c t . Be long ing t o t h e l a t t e r

c a t e g o r y i s t h e Six-Year P r imary E d u c a t i o n P r o j e c t i n t h e

Mother Tongue a t I f e i n N e s t e r n N i g e r i a .

I ( 3 . ' I;:.,;:ic.j '{.'iL,;:ts F'>'i,m:-;r-y Scip:lr:t? ? ; r o ~ ~ y . q r ~ ; ~ ~ l e ; ( 3 ) )Ci ' < t , l ? - ~ ~ 5 ~ $ i , - ~ ~ : ' ~ . f - ( l , > ; ~ r s ; j * - c ! v ! ~ ~ / \ ~ ~ ~ ~ ; ~ . / + i f ' r - * ~ 2 ; ~ f \ .~.Jr:i, ,t;. j~~ : < p : c , , ~ ( ; , 2 "

f ,!'.I L , . r , z ~ - ~ . n 7 r G p : , p b 2 : - : \ . ! ? ,I! ~ P { j < ~ . ~ ~ ; ~ l n d I ~. . . . . , - , ~ ~ ! a t . h p n ~ ~ - k , i . c s 3 ~ - , r p l : > r - 7 q , 1 ' 1 , p 1 t , 7 . i j [V j ? , (2 ; ( 1 (3) t - 3 v r 2 ; p(ju !-:;I -1 .; .:I-, ..2 -I+

. : J + 1 , ; : ; . ' : - , , - I ~ ~ ~ pi;!^ 1.i I : ) ~ ~ F \ ~ J .

r;' , I ' 1 " ' ; . i ! j , , ; ' !$;~n, bppq ~ : ~ ~ : - i - - : ~ ~ l :,t.lf:;.c ~ ~ j ~ j ~ ; : , f , i ~ ~ ~ - : l , . " , . , ~ t ) ( j - - vv~ - !~ - ! -+ i i , - : , , - ;T , ,T ,~ iq~,.f, ~'E!c,.! j ~ e d :.: +L.j ;py: , t ' rjl7 6 ~ 1 - 9 .- SVC'T ''4

.tdrr. -,+ i 131.1 ? r ' 1 drt 1- :.:%TII 't,p:;,~ 'Q e r t y * i ~ i.r: i n :; ?I P, 13 :: S T I ~ ? j r ~ - 'j 9 c! ?::,

:j I;(-, P~ .l;nr;q ~ > : p ~ t ? i rr\+\rik'~ 1 ~ ~ L - F ; ~ : - ~ I T I V ~ P . S v p l~epvi ur~(q,!?r-!;akpr~ -hy stllfle

1 ; t . i r i lver >:-it;.~.s which c-?cra te py.imqrjr ; i ~ ; d / ~ ~ ?ec:i.vcjalr.y

1 O!~ ts t .~~ .c ' l . i n . y pri) j e c t s have a l s ~ beei! ca r r i ed r:v t b::

priv:;ite n p w ? i e s operatjnq expzri.menta.i s c h o o i s which l i e

nut sic^,^ the s tc l tc t u r e and arr .~;7gpmwlt cf t h e n a t i o n a l citucati on

:t :r s 3: P rn ,

C m p a ~ e d t o t h e innovative act i .vi t i e e ?.f t h ~ morc

d p - J P ! c~ppd. c ~ : ~ r t ; : ~ i . e s Ni+:e-ria's ed i~ca tLonal sys tern has n o t

IH.I'I? ;r:-r*v rIyn:-~mi c! i n terms cf S-nnoiraticfi ana change. This m y

!:I. d n l 8 t . ~ * . IT .L '> ',:j t;k:(+ f a c t .t;h::i% t ! : p r e i.s s,) much c o n ~ c i p ~ ~ r

.-i 3 ' ' f i - t- ?:?I .-'I. ? l i r e ~ini. f i .~~*~i! i . ty of opportinrli . t i .es, achievemei.~ts , . . 1 , ~ . I t~rr l l .~~!i?~~rt . .{lie c o u n t ~ y , As TaS .w (19801 225) put; .i t,,

* t . - - h . i f i 3 1 ? 1 j u c 3 f . i 0 ~ * a l system ss it now e x i s t s j.s a f ! , ! I< , t n t . : ( l !Vii-rer.i~,.n :;,.>" . 'There 8,re 3 g:p~:;\.t

rrllrnhr r rl? r;'fr.rtrs !:re: ant]-y ~;ear,?;rd toward c?orreci;J.ng .tI)c$ eco-

S t u d i . e s c o n c e r n i n ? t e a c h e r q ' ! - t j tildes tt,ward c u r r i c u -

lum j.nnovati .ons,, which !verp found t o be somewhat rel .eva.r?t

t o t h e p r e s e n t s t u d y i n c l u d e : O s r n m , 1970; h a r d , 3-974;

Lewy, 1977 (IJMESCO) ; " T a r t i n , 7-075 ; and E l l c j . n s , 1.983 . S i e n i - f i c a n t among t h e s t u d i p s r e h t e d t o t e a c h e r s ' percept , j .ons o f

change and Lhc.i.r r o l e s i 17 h r i n t ~ j rp: ahou t change i ncl..uded t h e

s t u d i e s by Akinsanya, 1 9 7 3 ; . S w i r s k y , , 1 3 7 5 ; Yodreharac , 1983;

McLaughlin-Will iams, 1983 ; and L i t t l e , 1985.

S e v e r e l o t h e r s t u d j e s d e a l t , w i t h t h e f a . c t o r s o r c o n d i t i o n s

n e c e s s a r y f o r , or r e l e v a n t t o s u c c e s s f u l j.rnp1 e m e n t a t i o n o f

pl.anned c h a n ~ e s 3.n s c h o o l s . O f .some i n t e r e s t were t h e s t u d i e s

by Vamce, 1 9 7 4 ; . Hodgkinson, 1974 ; , 4 a l k e r , 1575; N w a s a , 1982;

C r i s a f u L l i , I 3 8 2 ; F e r r i s - P e t r r s , 1?82 ; Celus ta . , 1983 ; Anderson,

1983; Okonkwo, 1984; and Agu, 1986.

A p o n ~ t h e s t u d i e s r e v i e w e d , t h e r e were s e v e r a l

whi c h a d d r e s s e d thernse 1.ves t.0 sq. : : ;est~d n l ~ l . t h o d s / s t r : t t ~ ~ i . e s ,

e t c . f o r prornotivc s u c c e s d ~ l c h m y e i n p s r t i . c u l a r schoo l

s y s t e m s o r set t jn{:s . These s t u d i c s , a l o n g wi t h o t h e r s o f a

s j m i 1 a . r o r r e l a t e d nr7turr2 were deemed t o have o n l y v e r y m a r g i n a l

s i g n i f ; cance t o t h e ! r r e s ~ n t , s t l ldy . Tncl u d ~ d i n t h i s c a t ~ g o r y

were t h e fol. lowi ng: r\:aurnann-Eti e n . ~ e , 1974; Dunne, 1974;

Oluoch, 7.977; Bassey , 1379; Urevbu, 1980; B e r n a s , 1982;

Bender , 1983; Cox, 1983; McCann, 1783; Mohfoz, 1983; $ i m o n , ,

1983 ; Blai r , 1783; Emerole , 1983; and Aduaka, 1985.

ca r r i e d ol!t S.n t h e iJni t ,ed Sta- te- . That ; is, however-, -to be ex-

p e c t ~ d w t 7 m one r - ~ ~ l ; ?,(>? n- rclco~ni 7 . p ~ i l ;h~? pyperj r l ) ~ l ? - t , n 1 n;:i:t;r~rr'

of t h e A m c ? r i c;rq !:c?-in(y'!.q.

G ~ n c ? r n I!.;;, ! P 1 i a u p h c t.ha t, + ~ F I C ~ P Z ' S

a.re n o t 9:; invnT.vw! ns . I ;bc>~ ~ b n u 7.d o r :wo'~!.d l . i k ( be. .Fw~I>

t h e 1 i - t e r ~ t r j r e !=.o f.'::~. r* ?-ovi P V ; ; P ~ , ~ O ~ . : P V P I > , t l ~ e ria t11r-p ! ( I e x l , ~ r i l ,

of involvcmc~nt c f c ! r i s $ r c \ c \ m +P:-1.r:h.ers i r1 -1;h~ socrnd:~r .y schnc\J ,q

of A.na,mhr~ stat,^ ha? n o t Y P S : b e e n s t x d i ~ d ,

Tlnj.v~r~j.i;!r ~ Y ' o ~ T - I - I . ~ ~ ~ P C : in C . ~ j r r i r ! ! l l l r i ~ $tudS.es :ire reason--?bl .y

newr j n ?ij.ner.'l r7 b!!t. pr!rn'l 1 r n i . 1 7 ~ ; T \ ;:ur.c:F i p d i ~ q t r . 4.11:3.47 1 n . t ; ~ r e ~ t

and r e s e a r c h i n t h e 9rP; i of c ~ l r r i ( : ~ . ~ l u n r 1 v i ~ ) v a t . i . n ~ 7 s 2rn f a s t

and stec?(l ' l y i ncrp:r g ; . l ~ ! j . , T h n r p -i .L: s t i -1 1 9 10% 9 T' roow for ; ? - ( > \ ~ t h

.i.r t h e area. of r ~ ~ ~ 2 r t : h j n t n i n~~~?v:i-t ~ V C I p r4c l ; i ces i n 1'1 i.geria.,

in S ~ l n c v 2 t i v e c t ~ r r i c u l u m prac t ices /p ro j e c t s ; ( b ) t h e re lc i t ion-

s h i p t h a t e x i s t s , i f m y , betvnc- t h e trxi.nl.nr.;c a n d r ? x r ) ~ r i e r ~ c e

was adpinis t ~ r e d t o t ~ n . c h n r s -nd ;,ri.v:c i :!?als In 1r)~ajl4j?dol.n?~r c h o s ~ ! ~

s:lc~nclal-y schno1.s ! n !.nn.nbrs S tn t p . The TTQ was desir;:?ed - $2 - . . p l i c i tJ i n f o - c ~ a t : o t ~ oc !: 1-) the tr7 i n i n 2 aa~ld e:qeri .ence r,? ~ i ? ! ~

teacher^, ( 2 ) t h ~ s.t;rnnsphere nf t h ~ schv01, 2.s j ~ + eTfects

i ricqvnti ve ? r a c t i c a s qnd ( 3 ) actual p a r t i c i p v t i o n qf tn,-c;-;~-c

in inr lovat 've i~roject, , . : and p r a c t i c ~ s .

t _ n ad r l i t i nn t o exxrnin'r: the >>et11?1 Imp2emc.ntat'rn r;f

S ~ n n v a t i v ~ l ' r a c t i c e s , S;hp R p : p ? t q v i t y to Change I?verltor:r ( ; i C ~ j ,

a q u e s t i o n n a i r e i n s t r u m e n t , was a l s o admin i s t e r ed . Th i s i nven to ry

t o g e t h e r l s i t h t h e d a t a obta ized from p a r t t h r e e o f t h e TIQ, gro-

vided a combined measure o f :he t eache r s ' i nnova t iveness .

3.3. T ns t r u v e n t ~ t i on -- - --- ---- Two i n s krlmertt.: v r p r c . 11t;i 1 i z e d f c r da.b col!.ecti on. The

f i r s t W H S T h p Tn,qc*hrr !rvn l v n r r ~ n r ) t I ! u ~ ~ t , i c rn .n~ i r e [TTO.) devel.oi>~rl

by t h e r ~ s e 7 r r h e - r i ~1 cnns111-1,g ti n n w i tb h r r doct,or7n 1 .li sser t : i -

t i o n advi s ~ r . !l'h~, q r > c ~ r ~ r ? i n s - l ; r ~ ~ t c r r t 11s~~ii i n t b l s s t ~ ~ r q y w 8 s t h e

ques t i onna i - r e , it w a s s u b j e c t e d t o a f i e l d t r i a l i n a n

e f f o r t t o de te rmine i t s r e l i a b i l i t y . The f i e l d t r i a l w a s I

c a r r i e d o u t i n t h r e e s e l e c t e d secondary s c h 0 . 0 1 ~ i n t h e "'-.

Enugu urban a r e a of Abambra S t a t e . The s c h o o l s s e l e c t e d

f o r t h e f i e l d t r i a l were (1) Trans Ekulu Girls Secondary

School , ( 2 ) Ni.ke Grammar School , and ( 3 ) Uwani Secondary

School . These s c h o o l s were n o t inc luded i n t h e s t u d y .

A t o t a l of 150 c o p i e s of t h e q u e s t i o n n a i r e were admin i s t e r -

ed. Out of t h e s e , a t o t a l of 110 were r e t u r n e d whi le 0 n l y ~ 9 0

(605) were u s e f u l . The T I Q was lnodifj ed a s a r e s u l t

of t h e r e snonses t o t h e i t ems a s w e l l as s u g y e s t i o n s on t h e

s t r u c t u r e and wordine of some of t h e i t ems by t h e e x p e r t s and

t h e r e s p o ~ d e n t s . A d d i t i o n a l comments and s u g g e s t i o n s from t h e

e x p e r t s a s s i s t e d i n t h e f i n a l m o d i f i c a t i o n s of t h e imstrument.

S e c t i o n 2 of t h e TTQ, which was des igned t o

e l i c j . t in fo rma t j on on t h e Favourabi l . i t y o r o t h . e r i ~ i - s e o f t h e

school. c l i m a t e f o r curr ic t l lum innova t ion was modif jed from an

ins t ru lnen t used by I r v j n g ": lorr i .aset t ( 1974) . M o r r i s s e t t ' s

q u e s t i o n n a i r e w?.s used i n a s t u d y t o survey t h e c l i m a t e f o r

i nnova t ion i.n t h e s c h n o l s m d s c h o o l d i s t r i c t s of t h e u n i t e d

S t a t e s of America. The i n s t rumen t was d i s t r i b u t e d i n a j o u r n a l

e n t i t l e d Soc j . s l Fd.uca.t:i.on t o a. g roup o f r e a d e r s a c r o s s t h e

Un i t ed S t a t e s , from whom n a r t j . c j p a n t s i n t h e s t u d y were s e l e c t e d

on t h e b&s of t h e i . r wi l l . i .ngness t o p a r t i c i p a t e .

The R e c e p t i v i t y t o Change I n v e n t o r y w a s developed and

v a l i d a t e d by Henn iga r ( 1 9 7 9 ) i n a s t u d y which concerned t h e

r e l a t i o n s h i p between t h e p e r c e i v e d m a n a g e r i a l s t y l e of p u b l i c

s c h o o l a d m i n i s t r a t o r s and t h e i r p e r c e i v e d r e c e p t i v i t y t o

change . I n d e e d , t h e R C I h a s become a s