University of Nigeria Research Publications

AMEH, Halima Juliet

Aut

hor

PG/M.ED/03/34064

Title

Constraints to Administrative Functions of Kogi

State Teaching Service Commission

Facu

lty

Education

Dep

artm

ent

Educational Foundations

Dat

e

October, 2005

Sign

atur

e

CONSTIUINTS TO ADMINISTRATIVE P'lJNCTIONS OF KOGI STATE

TEACHING SERVICE COMMISSION

AMEH IIALIMA JULIET PG/MED/03/34064

DEPARTMENT OF EDUCATIONAL FOUNDATIONS UNIVERSITY OF NIGERIA, NSUKKA

OCTOBER 2005

TITLE PAGE

CONSrT.l<AINrl'S TO ADMINISTIUTIVE FUNCTIONS OF KOGI STATE

TEACHING SERVICE COMMISSION

A PROJECT REPORT PRESENTED TO THE DEI'A t * EDUCATIONAL FOUNDATlON IN PARTIAL FULE'I 2

OF THE REQUlREMENTS FOR THE AWARD OF 1111 MASTERS OF EDUCATION (M. ED) IN EDUCArl'I(

ADMlNISTlIA'l'lON AND PLANNING

AMEH HALIMA JULIET PG/MED/03/34064

SUPERVISOR: DR N. OGBONNAYA OCTOBER 2005

Internal Examiner

Ameh Halima Juliet, a postgraduate student in the department of

Educational Foundation, fhculty of Education with registration number

PG/MED/03/34064 has satisfactorily completed the requirement fbr the

award of Degree of Masters in Education (Administration and Planning).

The work embodied in this project is original and has not been submitted

in part or full for any other Diploma or Degree of this university or any

other university. (

11l3D1CATION

This piece of work is dedicated to my dear, kind and loving

husband and children for what they are to my life.

ACKNOWLEDGEMENT

First and foremost, 1 give tl~a~llts to the Almighty God whose grace

and abundant mercy has made me to live to produce this work. To Him

alone be the glory!

I sincerely acltno-dedge with profound gratitude the iinmeasurable

attention and assistance given to me by my supervisor, Dr N. Ogbonnaya

throughout the period of writing this project.

I am grateful to all the lecturers in the department of educational

foundation who in one way or the other contributed to the knowledge that

made the writing of this piece of work possible.

My immense thanks go to Pastor Mikc Emeh and Pa Gift Adaji for

the role they played in u l ~ aclniission into master degrec programme. I

1 am sinberely grsteful to the directors of my head office, Science

Technology a id Technical Education Board (STTEB) for the opportunity

given me to undergo this s t ~ d y . 1. am greatly indebted to Elder Ameh and

Alwva m d Mr. D. 0. Omtc o r STTEB oS5ce f ~ r their constant advice

and support throughout the period of tliis study. I must not forget to thank

the principal of iny list station, St. Peter's College, Idah, DI. Lawrence

Achimugu for his 'financial and moral support.

Finally, I acknowledge with gratitude the consistent financial and

moral support from my husband a~ ld chilclren throughout the period of

this study.

1 commend the computer operator of this piece of work, Mr Achile

Idoko for his decent work.

'T'O GOD BE T I E GLORY

Ameh Halilna Juliet U.N.N.

Finally, I acknowledge with gratitude the consistent financial and

moral support from my husband and children throughout the period of

this study.

I coinmend the computer operator of this piece of work, Mr Achile

Idolto for his decent work.

'TO GOD BE TEE GLORY

Aineh Haliina Juliet U.N.N.

LIST OF TABLES

Population of Sludy: StaSf of 1'SC and Principals of Secondary

Scllools.

Mean ratings oC the principals of secondary schools and on

financial collstraints to the administrative functions of Kogi State

Teaching Service Comnlission.

Mean ratings o r the principals of secondary schools and staff of the

Teaching Service Colrl~nission on personnel constraints to the

administrative Ii~nctions of Kogi State Teaching Service

Commission.

Mean ratings of the principals of secondary schools and staff of

Teaching Service Co~nnllssion on physical facilities and equipment

constraints to the administrative functions of Kogi State Teaching

Service Commissiw .

Mean ratings of the principals of secondary schools and the staff of

the teaching service commission on school services constraints to

the ad~xinistrative functions of Kogi State Teaching Service

Commission.

T-test of difference between the mean scores of principals and the

staff oS teaching service colnmission on ways in which finance

constitute constraints to the administrative functions of Kogi State

'Teaching Service Comnlission.

7. T-test of difference between the mean scores of principals and the

staff of teaching service commission on ways in which physical

facilities and equipnlent constitute constraints to the administrative

f~mctions of Kogi State Teaching Service Commission.

ABSTRACT

The purpose of the study was to identi@ the constraints to the

administrative functions of Kogi State Teaching Service Commission.

Four research questions were posed and two hypotheses postulated to

guide the study. The instrument used in data collection was a structured

questionnail-s. The subjects for the study were 316 staff of teaching

service cominission and 2 1 5 principals of schools under the teaching

service comn~ission. The entire population was used because of the

smaliness of the population. The data collected was analysed using mean

score and t-test statistics.

From the results obtained, the major constraints to the

, administrative functions of Kogi State Teaching Service Cominission

were found to be inadequate funding, lack of needed personnel, poor

management of personnel, inadequate infrastructural facilities and

equipment and inadequate incentives for proper school services

programme. It was also discovered that there were statistical significant

. . . ,

differences between the responses of the principals of secondaiy schools

and staff of teaching service commission. Recommendations were made

based on the findings of the study. .

7 7 'I'I'l'LE I'AGI: .................................................................................................................. i . . APPROVAL PAGE ....................................................................................................... 11 ... CERrI'IFICAI'lON ................................................................................................... 111 . . I>Ll~ICIA I ION .............................................................................................................. iv ACKNOWLEDGEMENT ............................................................................................. v LIST OF TABLES ....................................................................................................... vii ABS'IXAC'I' ................................................................................................................ ix 'I'AI3LE OF CON'TEN'TS ............................................................................................... x

CI~IAPTER ONE .......................................................................................................... 1 I'NTKODUCTION ..................................................................................................... 1 BACKGIIOUND OF 'IHE S'I'IJDY ..................................................................... 1 STA'IEMEN'I' OF 'I'l-IE I'ICOBLEM ......................................................................... 5 PIJRPOSE OF STUDY .................................... SIGNIFICANCE OF THE STUDY ......................................................................... 6

.......................................................... ............................ SCOPE 01:: THE STUDY .... 7 IIESEARCI-I QUESTIONS ....................................................................................... 8 IU3IL4RCI.I I-IYI'O'I'I~ESIS ..................................................................................... 8

! 7 CI-1 AP'I k R TWO ........................................................................................................... 9 IUiV I I:3W OF RLX A'I'ED I. 1'1. ERA'I'IJRE ................................................................. 9 'I'III: NA'I'URE 01: EDUCA'IIONAL ADMINISTRATION ................................... 9 ADMINISTRATlVE FUNCTlONS OF EDUCATIONAL ORGANIZATIONS . . 14 CONSTRAINTS TO ADMlNISTIL4'I'IVE FUNC'I'IONS OF EDUCATIONAL ORGANIZATIONS ................................................................................................. 24 EILIPIRICAI, STUDIES ...................................... [ .................................................... 29 SUMMARY OF REVIEW ....................................................................................... 32

C t-1AI"I'ER TI-NEE ..................................................................................................... 34 RESEA RCI-I METHOD ......................................................................................... 34 DESlGN 01; TI'IE STUDY ............ .. .................................................................... 34 AREA OF STUDY .................................................................................................. 35 I'OI'ULAI'ION OF THE SrI'UT)Y ........................................................................ 36 SAhlPLE AND SAMPLING TECIINIQUE ........................................................... 36 INS'INUMGNT FOR DATA COLLECTION ......................................................... 36 VAL, IDATION OF INSTRUMENT ........................................................................ 37 KELIABILI'TY OF '1.1-IE 1NSTRUMENT ............................................................... 37 ADMINISTRATION OF THE 'INSTRUh4ENT .................................................... -38 bIE'IIIODS OF DAIA ANALYSIS .................................................................... 38

Cl-ILIPTIZR FIVE ......................................................................................................... 51 DISCIJSSION OF IIESULTS, CONCI, USION AND RECOMMENDATIONS .. 51 DISCUSSION OF RESULTS ................................................................................. 51 1lISCUSSlOP.I OF RESEL'IRCI I I-IYPO'TFIESES ................................................. 56

IMI'I~ICA7'1ONS OF THE S'TUDY ........................................................................ 57 RECOMMENDATIONS ......................................................................................... 59 LIMI'TA'I'IONS OF THE S'I'UDY ........................................................................... 60 SIJGGESTIONS FOR FURTf~lER ST1JUY ............................................................ 60 SUMMARY 01; '1'1 1E S'I'1JI.IY ................................................................................. 61

7 7 I<I3XRGNC .. 1:s ............................................................................................................ 65

CIIAIB'l'ER ONE

INTRODUCrrION

HACKGROUND OF TZIE STUDY

Education viewed by all countries of the world as a comer stone for

development is the basis for acquiring literacy, skills, teclinological

advancement and tlie ability to liarness the natural resources of tlie

environment. Mgbodile (1997). 'T'lie success of any system of education

depends on proper planning, effective a~ld efficient ad~ninistration and

adequate funding. Kogi State Teaching Service Commissio~i established

by tlie state gover~iment towards the end of 1991, shortly after the

creation of the State was created to cater for tlie administration of

secondary scliools in tlie state.

According to the iiational policy on education (2004),

administration is defined as a function of organization and structure,

proprietorship and control, inspection and supervision. In tlie view of

Mgbodile (1997), ad~iiinistratio~l is meant to maximize the output of

workers ill all organization.

The administrative functio~ls of the coininission as stipulated in the

edict establisliing the corumission deals with the planning, coordination

and controlling of factor resources available to the coininissioil in order to

achieve set goals and objectives of secondary education in the State.

Constraints as used in this study refer to factors militating or problems

standing against administrative Sunctioning of the commission.

Since the past three decades, specifically after the failure of the

universal primary education introduced in 1976, there has been

progressive deteriol.ation in the standard of education in Nigeria.

Situation and Policy Analysis of Basic Education in Nigeria (SAPA)

Report published in 1993 showed that throughout the federation, 77% of

pupils lack textbooks, 36% lack writing materials, 12% sit on the floor to

receive lessons, 47% of schools lack hrniture, 38% of classroo~ns have

no ceiling and 3% of scliools have no chalkboards.

Mgbodile (2003) noted three things which may be the cause of the

constraints to the administrative functions of the commission. He noted

' that in terms of infrastructure in scl~ools in the countiy, the picture is that

of dilapidation and dereliction. Secondly he noted that resource allocation

to education sector (barely 1% of Gross National Product (GNP) has

resulted in low efficiency in primary, secondary and tertiary institutioiis

and thirdly, that poor resource management, prioritization and

maintenance culture a well as wastes, storage and pilferage problen~s

worked against sustained improvement in education. From the

observation of this seasoned educationist, one can infer that the

comn~ission may not be provided funds to cater for the schools under her

and perhaps because the resource allocation to education sector generally

throughout the federation is so meager, the state may not be able to

provide hSraslructural nlaterials Sor the commission to distribute to

schools. It could be that the constraint of the cominission have emanated

from poor resource management, wrong prioritization and poor

maintenance culture which could be attributed to poor personnel

management.

Other researchers like Ogbonnaya (1 997) noted that for educatio~lal

administrator to perform his job efficiently, he needs "four factor

resources" which are I~uman, capital/equip~nent, financial resources and

no ti vat ion. Ile remarked however, that these resources are not available

in the right quantity and quality and that "one of the most serious

constraints facing our educational institutions ... relates to inadequate

physical facilities and equipment for the implementation of educational

programmes."

Ulteje (1997) also felt that adequate physical facilities and

equipment without which educational programmes cannot be

implemented should be provided by heads of institutions.

The probleins coi~fiontjng administrative functions of Kogi State

educational institutions have been a long standing issue which became

more glaring between 2002 and 2003. The All Nigerian Conference of

Principals of Secondary Schools (ANCOPSS) have met several times on

the issue of scarcity of resources and how to manage the schools amidst

the scarcity. One of sucll meetings was held on the 2" of December 2003

in wl~ich request to the govcrnor on filncling of education, special appeal

on employment of teachers especially in the core subjects, and request for

textbooks and teaching aid feature prominently.

The zonal directors of the zonal offices of the commission have

met the chairman of the colnmission on several occasions to liaise with

the ministry of education to make provision of teaching facilities in

scl~ools possible. (Source: minutes of meeting held on 2""ovelnber

2004). The Nigerian IJi~ion of Teachers on their own part also had series

of meetings on non-payment of their leave grants, promotion arrears and

increment rates.

The problems facing the colnlnission was so enormous that the

coln~nission on her own part had frequent screening of her workers to

ascertain the actual number of staff under the commission because of the

~ L I I I I T ~ O U ~ S being peddled that there are "ghost workers" within the

commission. Moreso, the school services section of the coinmissiorl could

not have routine visits to schools to check what goes on in the school. To

cap it all, direct observation and relevant available literature shows that

thorough administration of secondary schools in the state remains a

wishful thinking o\as a ~.esult of problems. There is therefore the need to

Iincl out what really are the admiristrative constraints to the proper

functioning of the Kogi State Teaching Service Commission.

STATEMENT OF THE PROBLEM

For well over five years now, the Kogi State Teaching Service

Commission has not been able to carry out massive employment of staff,

neither have they been able to replace the staffs who have left the service

of the commission. More and more retires of the co~n~nission have gone

through untold hardships due to non-payment of their gratuity and

pei~sion.

Parents/Community through the State central Parents Teachers

Association have made several appeals to the commission on the

dilapidating nature of the secondary schools in the state. Yet, the

colnmission seemed handicapped in carrying out her responsibilities. In

the midst of non-payment of promotion arrears, incremental rates, leave

grants as well as lack of provision of Facilities to schools, teachers are not

lnotivated to work, students are not motivated to learn hence teaching and

learning become uninteresting, various juvenile delinquency problems

and examination malpractices abound.

As versatile administrators, the members of the co~nmission are

aware of these problems and their implications and yet are unable to

provide what the students need. It mans that there is a handicap on the

part of the commission.

There is therefore, the need to look into the actual constraints of the

colnmission which is preventing her from carrying out her functions.

PURPOSE OF STUDY

'I'hc main purpose of thc study is to identiSy the constraints to the

ntl~ilinistrative fi~nctions 01' Kogi State 'Teaching Service Commission.

The study will specifically:-

1.

. . 11.

. . . 111.

iv.

Find out the financial constraints to the administrative fuixtions of

the commission.

Determine the personnel constraints to the administrative functions

of the com~nission.

1':stablish the physical racilities and equipment constraints to the

administrative fmctions of the commission.

Investigate the corlstraints to the commission's administrative

functions in the area of school services.

SIGNIFICANCE OF TIlE STUDY

It is hoped that difrerent groups of people in our society shall

benefit in a variety of ways fiom the findings expected of this study and

the subsequent recommendations. The beneficiaries shall not only include

the priccipals of schools but [he entire nation. The study will yield some

findings which will lead to appropriate recommendations that will have

some important implications for secondary school administration.

Both the internal and 'external education agencies may become

aware of the problems that constraints the effective administration of

secondary schools in Ihe State and may probably react by coming to the

aid of the state. The findings of the study will provide important

inlormation to educalional planners, policy makers, educators as well as

educationists who are concerned with school administration. The findings

will give an insight and understanding to the above category of people as

they face the task of providing effective administration for the country.

It is hoped that when the constraints are identified and removed,

the set goals and objectives of education in the State would be achieved.

i. The findings of this study will add another dimension of

laowledge to studies already carried out in administration of

education and will additionally fill the gap already created as most

studies are centered on supervision and planning of education with

no epl~asis on administration. The study will expose the constraints

to effective functioning of administration in the Teaching Service

Commissions and Post Primary Education Boards in general.

SCOPE OF THE STUDY

The study will be carried out in the Kogi State Teaching Service

Con~~nission headquarters at Loltoja, in the eight zonal offices of the

commission and among the principals of Secondary Schools under the

teaching service con~mission. The study will identify the constraints to

the administrative functions in the area of finance, equipment, facilities

and personnel ad~ninistration.

RESEARCH QUESTIONS

I. What are the iinatlcial constraints to the administrative functions of

Kogi State Teaching Service Commissio~~?

. . 11. What are the perso~mel constraints to the administrative functions

of the Kogi State Teaching Service Co~~miss ion?

... 111. What are the physical facilities and equipment constraints to the

administrative functions of Kogi State Teaching Service

iv. In what ways do school services constitute constraints to the

administrative functions of the commission?

RESEARCI-I 1-IYPOTIIESIS

The following hypothesjs will be tested at 0.05 level of

significance.

i. There is 110 significant differencer (W0.05) between the mean

ratings of the staff of the Teaching Service Co~nmission and those

of the principals of schools with regards to the financial constraints

to thc administrative functions of Kogi State Teaching Service

Co~~~miss ion . . . 11. 'There is no significant difference (P<0.05) between the mean

ratings of the staff of the teaching service commission and those of

the principals of schools with regards to the ways in which physical

lacilities and equipment constifute constraints to the administrative

functions of the Kogi stat; Tcaching Service Commission.

REVIEW 0 1 7 RELArI'ICD LITERATURE

This chapter deals with the review of related literature to the study.

The review of literature will be done under the following sub-headings:-

1 . Theoretical Framework

a. The nature of educational adininistration

b. Administrative functions of educational organizations . c. Constraints to administrative functions of educational

organizations.

2. Empirical Studies

a. Administrative functions

b. Constraints to administration.

3. Summary of Review

THE NATURE OF EDUCATIONAL ADMINISTRATION

Administration as a concept has been studied in dept by

researchers and social scientist,^ and they have discovered that every

human organization needs administration. Administration has been

defined by Oxford Advanced Learners' Dictionary of current English by

Hornby A. S . as "the management and organization of affairs of a group,

company, institutions or even a country." From the works of researchers

and social scientists, it has been discovered that no group of people or

organization can exist without administration. Thus in any group of

people or organization where there is no administration, there is bound to

be chaos, anarchy and lawlessness.

Administration as a social process is dynamic in nature and grows

out of the ethos of the society it serves. The natioi~al policy on Educ a t ' 1011

(2004 section 123103) defined adininjstratio~ as "a function of

organization and structure, proprietorship and control, inspection and

supervision."

Fredrick W. Taylor (1856-1917) was regarded as the father of

scientific management theory. According to Mgbodile T. 0. (2003), the

main concern of this theorist was the achievement of the efficiency of

workers. I-ie believed that the best way to run an organizatiorl is for the

administrator to know what to expect from the workers and ensure that

the warlters achieve tilose things. This iinplies that the worker should be

told what is expected of him. In other wcrds, workers should know the

goels of the organization and should strive t:, achieve those goals.

111 t lx view of Caizel er a1 (1966), administration is intended to

maximize the output of wl:)s!c;ers in an organization. 111 line with the view

of Gatzel et ZI (1968), Mgbodile 1.. 0. (1997) expressed the views of

Gregg (1957, Ozigi (1977) ;I&! Mwnnkwo (1 982) as strongly agreeing

that educa;i&z! arlminis!r~tion a i m at using both human and material

resources within the cdw:;!i~nal system for realization of objectives.

Chdick 'and urwick (1990) see administration as getting things

done with the aim of accomplishing a set objective. Here, it is clear that

r!le ainl of getiink ihiilgs' done is to achieve objectives. The aim of

scliooliiig, teachi i~g/ leasni~, adnlinistration, and whatever is done in

educational orgmization is to achieve an objective. It is tl~erefose ideal to

set our 111inds on a spxific gm! in whatever we do, in educational

A d a m (1913:307) gave m e of the ear!iest c!dinitions of

eciucationa! zrlri~inistration as " i?~e capacity to coordinate wany a:ld often

conflicting soci:d ei?erg;es in a sillyle organization so adroitly for them to

opesate as a wit." Ac!iniriistrati311 in educational instit~itions should he

done with great care becnuse it irwolves the nurturing and molding of

* hu~nan characters v:hose tt~ndencies are difficult to determine. These

is need fcr extry, care!i~li:er,s i ! ~ cdur:atir>nai administration.

educational c i s private. 7 ' ! ~ above deliniticr, shows that dministration is

. . . . on integral !xi!.! of m y otp,n~zat:c;n whcther business, industriai, hospitai

., . . ~ r i e s s n ct n l (1 9 2 ~ ) il? C;wl,ogu ( 1 %5:26) described ec!~~cntional

, ,

~?ia:ingcmcnt 01- cduc:itiucal t:n!crpise in communities, segicns and

nations. Igwe, Ol<elce. Nosiri, Elele and Ozurumba (1985) see

ndiiiinistration as"a wsy of workihg with people ant1 materials to

~ c c o ~ n ~ l i s l i ~l<e'~urpose' of an enterprise. Holding'the same view as Igwe

et a1 (19851, Sergioimbi and Starrat (1980:5) earlier defined

administration as tlie process of working with and through others to

eficienlly accomplish organizational goals.

Nwaogu (1980) empl~asized that dmi1:istrators irrespective of the

level at which they oper3te 3re concerned with f'ow major issws ands

functions which are:

1.

. . 11.

. a .

111.

iv.

Procurement, traking, inainter?ance, development,

evaluation 2nd renurncration of personnel.

Determination a ifi!plei?neiit~tioii of progrzmines of

activities.

The estsblisliment and milinienance of good public relations.

.. , I ,

Organizing the lii~!ited available ~iiaterial, financial and

energy resources with the effort of individuals to achieve a

set goal.

The above agrees with Penetzinode (1996) who views

administration as tlie perft;:.ma:lce of extcutive duties which is carrying

out of policies and decisions for hlfilling of a purpose and controlling of

day to day running of an org&ization. In addition to carrying cut of 8 .

policies and programmes, an admii~istrattor is concerned with day-to-day

f~~nctio~iing which involves planning, .organizing, controlling,

coorclinating, directing and ohanneling of the resources of the

organization towards the attainment of organizational goals.

Armstrong et a1 (1963) is of the view that administration should be

imaginative and characterized by vision, creativity, democratic

operations, and the sharing of responsibilities. This author has digressed a

bit from "the administrator as all in all" in administration to the feeling

that there should be maintenance of cordial relationship with the members

of the organization by the administrator as this contributes not in small

measure to the progress of the organization. He feels that administration

is a cooperative affair needing the efi-brt of every individual in the

organization.

Infact, the feeling of Armstrong et a1 (1963) is one of the

shortcomings oC scientific and classical management theory expounded

by Taylor. Taylor's theory neglected decentralization of administration

otherwise. known as delegation of power. Taylor's theory does not

~nention worlters when it comes to decision making. The theoly does not

recognize the issue of worker-motivation and conducive working

environment.

To Nwanltwo (1982), educational administration is a process

concerned with the use of principles, methods and practices to establish,

develop and execute the goals, policies, plans and procedures necessary

to achieve the goals of education. This means that the use of human and

material resources should be in a manner that will enable educational

oL7jectives to be achieved.

From the foregoing, it implies that in educational administration,

all activities are directed towards the attainment of goals of teaching and

learning. It therefore follows that all who work in educational institutions

are obliged to contribute towards the attainment of these goals. Thus the

educational adininistrator whether in ministry of education, school board

or in single school is essentially an organizer and iinplementer of

educational plans, policies arid programmes meant to achieve specific

ADMINISTRATIVE FIJNCTIONS OF EDUCATIONAL ORGANIZATIONS.

Administrative functions which are also known by some

administrators as administrative process are methods or techniques or

step-by-step way in which administrators direct and control life in an

organization in order to achieve the desired goal. It is a way of

coordinating and controlling the scarce resources - manpower, finance

and capital equipment so as to achieve the desired objectives. The

administrative process is very important for the survival of an

organization.

111 educational administration, there are a number of administrative

limctio~ls to assist tllc administrator i n carrying out his day-to-day

activities. For effective and efficient aclnkistration in any organization,

these processes, procedures or fiunctions must be strictly followed. The

process includes planning, organizing, coordinating, stinlulatil~g and

evaluating. 'These processes are tlle various ways by which human and

material resources are utilized to achieve the goals of an organization.

Gregg (1957) suggests seven components which he feels are broad

enough to encompass the process of administration. These are:- decision

making, planning, organizing, communicating, influencing, coordinating

and evaluating.

Ukeje Alzabogu and Ndu (1992) have encouraged us to believe that

the expert views expressed above do not necessarily conflict, they merely

overlap.

Litclifield (1966) is of the opinion that whatever is administered

there must be the universal element of decision making, programning,

con~inunicating, controllii~g and reappraising. Put in the words of

Mgbodile T. 0. et a1 (2003),

Administrative process can therefore be regarded as the sum

total of the various processes of p!anning, organizing, stimulating,

c,oordinating, comniunicating and evaluating which aid

administrators in the utilization of resources in the achievement of

o~g~niza t io~ia l goals.

I'LANN LNG

Pla~liling according to Gregg (1957) is "an intelligent preparation

for action." Planniilg means to project, forecast, involve oneself in a

niental exescise, ~nalte or chart out a course in preparation for a future

work. No organization can boast of efficiency in its operations without

having a sound plan. Planning is a purposeful preparation in advance of

what is to be done in future. It is an attempt to get ready for future today

and so i t is a wise way of avoiding the frustration of having to do things

at the last minute (Ogbomaya 1997)

Plans are estimates of future requirements in terms of money,

inanpower, and equipment (Mbiti 1984). 'This implies that budget which

show how financial resources are to be allocated, policies, procedures and

rules which guide einployee behaviour in recurring situations,

programmes which outlines a series of actions to be taken to achieve

specific planned results are to be carefully planned. This is also in line

with the definition of plallning given by Kooutz and Weihrich (1 985) as

the process of selecting missions and objectives and strategies, policies,

programmes and procedures fils' achievirig them.

Oinoile (1993) views planning as "not trying to predict the Suture

but rather to imcover things in the present to ensure that the programme

has a future. Newman (1903) sees planning as determining in advailce

~ 1 1 ~ 7 1 is to be clone. It involves cletennination and clarification of goals,

cstablishnlent of politics, napping out oI' programmes and defining

specific methods and procedures of accomplisl~ing the goals.

Ndulca (1 987) defined planning in these words.

Planning bridges the gap between where we are now and

where we want to be, it foresees desised objectives,

anticipating problems and developing solutions. Planning is

the practical thinking, dreaming and scheming that it takes to

isolate, determine and schedule actions and achievements

required in order to attain objectives. It is the formation and

development of "blue prints" we expect to follow ...

Planning is investigating, forecasting, foreseeing, projecting,

foretelling and endeavoring to penetrate tomorrow's

invisible curtains.

From the definition above, planning involves setting objectives and

developing strategies and tactics for reaching the set objectives. Planning

involves evaluating niany alternatives, courses of action to select those

that appear most likely to lead to the goals. Plans, once set in motion must

be monitored through follow-ups and reviews so as to know whetller

plans are effective or need to be changed.

Jackson and Vernon (1987) classified plan into three, the long

range strategic planning, short range tactical plans and day to day

planning of' q m - d o n s . Strategic plans is said to be more focused 011 the

mission, el~vironment and resources of the organization while tactical

plans are organized series of steps designed to reach strategic goals.

Madumere (1 989) idcntiiiecl plans as standing plans and single-use

plans. 'The standing plans lie said arc reusable, whicll is used over and

over again. Wliilc single-use plans are regarded as teiilporal plans leading

to the development of budgets, programmes and objectives.

L':nyi (1999) in Mgbodile et a1 (2003) feels that for plans to be

effective a number of things have to be considered. The first thing to be

considered according to him is the identification of the programmes to be

" implemented and the goals to be achieved. The second thing is the

resources and strategies for achieving the goals which II ILIS~ be clearly

spelt o~lt . Thirdly the atl~ninistrator must endeavour to involve as many

subordinates as possible in formulating and implementing plans so that

they can identify themselves with the success or failure of such plans

Finally, he feels that plans sl~ould be flexible enough to accommodate

changes that may come up Srom time to time.

ORGANIZING

Organizing means establishing an internal structure of roles in a

formally organized enterprise (Ogbonnaya 1997). It is in a way an

application of tlle co~lcept of division of labour as it involves the division

of an organization's activities into administrative units.

Agreeing with the above, Mgbodile et a1 (2003) stated that "No

atlrninistrator can function alone without the assistance of the others." He

expressed that "the administrator nlust have a framework or structure for

his school on which posts are created and assigned to people."

Osuala (1984) views organizing as determining what has to be

done and how it should be clone, in organizing the l~ierarcllical

relationships among the employees should be established and indicated in

an organizational chart. Organizing is important to avoid conflict which

often arises when roles are not properly defined.

COORDlWATING

Educational institutions with its various departments, academic

programmes, facilities equipinents, staff and students need to have the

resources brought together for the attainment of set educational goals.

Coordinating is an attempt to keep all the different units of the

organization in tune with the rest so that the entire system can function

smoothly. Koontz et al (1 987) views coordinating as achieving harmony

of individual and group cnbrts towards the acco~nplishment of groups'

purposes and objectives. ~dm;nistrators who are charged with the

responsibility of utilizing resources in organization need to have the

ability of coortli~~ating the resources for the achievement of desired

results.

Newman (1 96 1 ) defined coordination as "the synclironizing and

unifying of actions of groups of people into one whole body for the

purpose of achieving common goals. Odor (1995) in agreement with the

above sees coordination as "a process oS fitting together the various group

and operations into an integral pattern."

Nwanltwo (1982) explained coordination to mean a process

whereby an orderly pattern of group effort is developed to ensure unity of

action in the pursuit of common goal. Mgbodile et a1 (2003) defined

coortiinatil~g as the process of directing and harmonizing resources and

group activities for achieving set educational goals without friction. 'l'he

definitions of coordinating above reveals that although the school may

have various departments, units, activities and individuals with their

different functions, they must be properly coordinated to ensure that set

objectives are achieved.

STIM ULATING

Stimulating is a ma-jor administrative process often refereed to as

motivating. The other tenns by which this process is known are directing

and controlling. These other tw; t e r m do not have universal appeal as

they convey impressions of force and coinpulsion.

Motivation means to nlove someone to action or making people to

work ef'licicntly without l'orce. I t iiieans guiding arid leading subordinates

to achieve organizational goals. Many definitions have been given to

nlotivation among which are:-

Berelson and Steiner (1964) in Mgbodile et a1 (2003) who see

inotivation as a condition of mind which activates and directs human

behaviours towards achieving desired goals. It is also defined by Leiwit t

(1972) as an inner drive to achieve desired goals. In line with the above

definitions, Ajibola (1976) is of the opinion that motivation is the driving

force that stimulates a person to action to achieve desired goals. The

above delinitions imply that if an employee is satisfied with his needs and

desires, he will be spurred into action towards higher productivity.

Maslow (1943) in his theory of motia7ation stated that needs are the

main spring of human action. I-Terzberg (1959) observes that what

motivates people to put more effort into their work are the presence of

recognition, advancement, responsibility and opportunity through the

work itself.. Certainly any job without these motivating factors cannot

attract an employee.

Ulteje, Akabogu and Ndu (1993) have the feelings that the various

theories of motivation do consider the fact that the desired goals and the

attractiveness of the means for achieving the goals direct the behaviour of

individual einployee. Generally, people seek employment with

expectations of their needs being met by the employer. The extent to

which such an expectation is Inct determines the level of motivation of

t l~c employee.

COMMUNICATION

'This is the transfer of information from one person to another with

the content of the information being clearly understood by both the

sender and the receiver. It is the means by which behaviour is modified,

change is affected, information is made productive and goals achieved

(Ogbonnaya 1997)

Sisk (1973) views comnlunication as transmission of attitudes,

feelings, insights and facts to others with the aim of influencing or

modifying their behaviour. Gregg (1957) sees communication as a

process by which direction, information and ideas, explanations and

questions are transmitted f i o~n person to person and or group to group.

Bernard in Koontz et a1 (1987) views communication as the means by

which people are linked together in an organization to achieve a common

purpose. Without communication, group activity is impossible because

coordination and change cannot be effected without communication.

Anthony U. Obayi (1998) feels that effective con~munication is the

lifeblood of an organization, the 'process through which messages are

conveyed within, between, among member of the organization. He went

on to say that coininunication gives life to an organizational structure. I t

is communication that relates an enterprise to the external environment.

C'oin~ni~~~ic:~tion integrates all tllc ~rlanagerial functions, establish and

disseminate goals of the enterprise, organize human arld material

resources in the most effective and efficient way and control the

perfonnance of ~nembers of the organization, Infact, the importance of

coinlnunication as an adlninistrative process cannot be over einphasized.

EVALUATION

Evaluation as an administrative process is concerned with the

assessment of results and comparing them with the set goals. A regular

assessment of the activities of an individual or organization is necessary

to see whether the activities are in agreement with the stated objectives.

Aderounlnu and Ehiametalor (1985) see evaluation as the appraisal of

situations in order to determine their relationship with the stated goals of

an organization.

Odor (1975) views evaluation as "an administrative process of

appraising the quality oT teachers, the accomplish~nent of school

programmes, the performance of the students and the effectiveness of the

school administration." The implication of the above definition is that

evaluation is both of school programmes and people's performance. The

7 . 1 eaching Service Colnnlission as evaluator of programmes and people's

performance needs to have self-evaluation for efficiency and

effectiveness. It is always preferable for administrators to use both

formative and suminative evaluation for both programmes and peoples

CONS?'RAINrTS '1'0 AI)MINISrI'RATIVE FUNCTIONS OF li:IIUCArTIONA1~ OKCANIZA'I'IONS

This section discusses the available materials oil constraints to the

administrative functions of educational organization. Constraints here

mean factors militating against or limiting the attainment of educational

objectives. The functions of any organization can be performed

effectively if the fjctor resources are available in the right quantity and

quality. The resources necessary for effective administrative functions

can be categorized into three. This according to Ogbonnaya (1997)

includes huinan resources, equip~nent/hcilities and financial resources.

The human resources consist of personnel and these include the

teaching and non-teaching staff in our educational institutions that help in

the implementation of educational programmes for the achievement of

educational goals. Equipinent/facilities include physical facilities,

instructional materials and other equipments such as laboratory tools and

seats in class as well as those needed in the libraries. Ogbonnaya (1997)

quoted Ogunsaju (1984) as describing physical facilities and equipment

as important kctor resource necessary for the achievement of educational

goals. Slanley W. Williams (1964) said that "eKective educalional

programme depends upon an environment of adequate plant facilities.

The space relationships that exist between the curriculum and the

physical plant must be in the foreground of the administrator's thinking."

Ilc f'cels that to enllance the mental, physical and social well-being of

youilg adolescents, there is need to keep on improving the physical

facilities of the schools.

Financial resources coiisist of money necessary for payment of

staff, procurement and inainteriance of materials and equipment.

Ogbonnaya ( 1 997:s) declared that "although the above factor resources

are crucial for the achievc~nent of ed~~cational objectives, they ase very

scarce. He felt that the resources are not provided in adequate quantity. In

this segard, he categorized constraints to adniinistrative filnctions of

educational organizations into three, namely: Financial constraints,

Personnel constraints, Physical constraints and equipment constraints

FINANCIAL CONSTIIAIN'I'S

Adesina (1981), 13zeocha (1995) are of the view that government of

the federation does not provide sufficient funds for the implementation of

ed~~cational programmes. Ogbonrlaya in Mgbodile et a1 (2003) cited

exaniples of progranime such as Universal Primary Education (UPE) of

1976 which failed as a result of lack of funds, construction of hostels and

library blocks of universities like University of Nigeria, Nsukka librasy

co~nplex and hostel blocks, the IZnugu State University of Science and

'Technology which is unable to move to its permanent site to mention but

a few. Many education boards in the federation have inadequate funds to

pay their stafl'salaries and allowances.

I'I<l<SONN EL CONS1'J<AINrI'S

Personnel constraints are a major constraint to administrative

fiinction. Roe (1961) stated that the test of a good organization is to see

the right man doing the right job at the right time. It follows therefore,

that the quality of any educational progranlme depends to a greater

degree on the quality of staff il~~plernenting the mapped out programmes.

Even where there are good iacilities and equipment, if they are not

managed by eflicient and dedicated staff, the objective of the prograinme

may not be achieved.

In the view of Meyer and Bright Bill (1963:37) "the great strength

of any administration rest on the quality and effectiveness of the

personnel associated with it." It is therefore the responsibility of the

administrative head of educational programmes to give the right

placement to available staff, according to the skills, coinpetences and

experience.

Apart from having the right person \doing the right job, the major

coi~straints to adnlinistrative f~nctions in the area of personnel are:-

a. Lack of sltills or' expertise to carry bout administrative

functions.

b. Insufficiien staff to operate office equipment or do some major

aspect of work in the oflllce.

c. Lack of planned prograinnles for improving staff personnel

relationship and for in-service training of personnel.

Ogbonnaya (1997) expsessed his concern for personnel constraints

in our eclucational institutions in the following words "inadequate science

and technical teachers in our schools will imply that the science

curriculum of our schools will not be covered."

In Mgbodilc et al (2003), Ogbonnaya again stressed the lack of

personnel in subjects like aeronautic and coinputer engineering,

operations research and statistics, telecommunications and foreign

languages like French and German. It is important to note also that even

in Nigerian languages such as the three main ones (Ibo, Yoruba and

I-iausa), there is acute shortage of personnel to teach them at secondary

school level.

Oboegbulain in Mgbodile et a1 (2003) stressed the need fos planned

prograilmes for improving staff personnel in the following words:

"teachers both experienced and new require at one time or the other on-

the-job training to improve their performance." Ideally, the teaching and

non-teaching staff requires in-service education prograinines, seminars

and worlcshops as well as occasional staff group discussions to keep them

abreast ofthe knowledge in their fields.

PHYSICAL FACILITIES AND EQUIPMENT CONSTRAINT

lnadcquate physical facilities and equipment constitute another

major constraint to the functions of educational administration, Ogunsaju

(1984) viewed school physical facilities and equipment as important

factor resousces necessary for the achievement of educational goals.

Si~icc human scsources or personnel cannot operate in a vacuum, there i s

need for materials, facilities and equipment which act as ino(i.

teaching and learning.

Olaitan and Agusiobo (1 998) have noted that "suitabl:-

needed for instruction and skill development in teaching. St I

be provided with facilities to see, experiment, interact will)

group. Facilities help to enhance teaching and learning.

Ogbonnaya in Mgbodile et al (2003) identified the following as

facilities co~lstraining the adininistrative functions in educational

institutions in Nigeria:-

i. Inadequate school buildings:- This includes classrooms, assembly

halls, administrative blocks, laboratories, libraries, hostels.

. . I . 'I'eaching aids and equipment - con~pu ter equipment and science

equipn~ent

. . . 111. He noted that some have 'dilapidated structures and equipment

while others have uncompleted buildings.

Infact, from all noolts and crannies of the Nigerian society, it can

be observed that physical facilities and equipment constraints constitute a

inajor problem in our educational institutions.

Other constraints to administrative functions which form serious

set-backs to educational institutions are: inaccurate statistical data,

influence of politics, poor coinmunication between the supervisory

agencies (ministry of education and school boards) and the S C ~ ~ O O ~ S ,

indiscipline, bribery and corruption (Ogbonnaya in Mgbodile et a1 2003).

These and the three constraints discussed earlier affect impleinentation

and hence the administrative functions of educational institutions.

EMPIKICAL STUDlES

A review of researches carried out in the area of the study was also

done to support the conceptual/theoretical framework. Ojukwu carried

out a research on constraints to administrative function in the registrar's

department of colleges of education in Anambra State. Four research

questions and two null hypotheses were formulated to guide the study. A

researcher developed questionnaire was used as instrument for data

collection. The instrument was administered to one hundred staff of the

registrar's department of the college of education under study. Mean

scores were used to answer ihe four research questions while t-test

statistics was used to test the two null hypothesis formulated for the

study.

The results of the findings were that:-

I . It was the opinions of the staff of the registrar's department of

Nwafor Orisn College of Education and Federal College of

Education Technical Uinunze that financial constraints to

administrative functions include insufficient funds to procure items

of stationeries, computer, audio-visual equipment, refurbish

dilapidated office equipment, organize seminars and workshops

and advertisement of programmes.

, . 11. Staff of both colleges were of the view that physical facilities and

equipment constraints the administrative function. This includes

insufficient office accommodation, inadequate office furniture and

others. This findings support the observation of a common man

who walks into any educational institution in most parts of Nigeria.

Oltafor Caroline Ifeorna (1998) carried out a research on

administrative constraints to iinpleinentation of adult education

programmes in Awka and Onitsha Education zones of Anainbra State.

She used stratified random sampling technique to select two hundred and

fifty adult education instructors involved in the study. All the sixty-four

senior administrative staff of the adult education unit of Ministry of

Education was involved in the study. A researcher developed

questionnaire was used as instrument for data collection.

'The results obtained were as follows:-

i . The opinions of both senior administrative staff of Ministry of

Education and adult instructors were that financial constraints

led to poor and irregular renumeration for instructors,

inadequate f h d to procure facilities and equipment necessary

for implementation, inadequate fund for organizing seminars,

workshops and in-service programmes as well as inadequate

funds to carry out the programme of supervision.

. . 11. Physical facilities and equipments were lacking in the area of

accommodation and recreational facilities.

. . . 111. Constraints in the area of staff personnel included lack of

training oppoi-tunities for administrative staff and instructors as

well as poor condition of service for staff.

A study on constraints to adininistrative functions of Post Primary

Education Board of Lagos State was carried out by Okolie (2003). The

results also revealed that inadequate funding, inadequate infrastructural

facilities, communication gap and unhealthy local politics were

constraints to administrative functions in Lagos State.

Also researches carried out by Onye (1991), Eze (1995) and

Chultwu (1995) revealed that there were financial constraints in the

management of primary and secondary schools in lmo, Enugu and

Ebonyi States respectively.

The trends in the review of empirical studies show that constraints

to administration and administrative functions are on the increase. In all

the studies on constraints carried out, financial equipment, facilities and

personnel constraint rank very high in the mean scores (3.70 and above in

most cases) with level of acceptance of2.50.

SlJMMARY OF REVIEW

From the literature reviewed, administration is seen as basically

necessary for the existence of any organization as it aims at using human

and material resources for the realization of set objectives. The review

also looked at the methods or techniques for achieving these set

objectives and this is through administrative functions which include

planning, organizing, coordinating, stimulating and evaluating.

The literature review also revealed that administrative functions are

not without constraints or kctors militating against them. These

constraints as revealed by the review includes financial constraints,

personnel constraints, physical facilities, equipment and constraints

emanating from poor school services management.

Recent empirical studies carried out in contemporary times in other

states of the federation were also reviewed and they revealed that some of

the major constraints to administrative functions were as enumerated

above. In Kogi State, constraints to administrative functions have not

heen discovered hence the study to identify the constraints to the

administrative I'unctions of Kogi State 'Ieaching Service Co~nmission.

CfIAI'?'ER THREE

RESEARCH METHOD

l h i s chapter serves as a plan or blue print of the study by

presenting the research design and explaining the method employed in

conducting the investigation.

This chapter will be treated under the following sub-headings

1.

. . 11.

... 111.

iv.

v.

vi.

vii.

... VI11.

ix.

X.

Design of the study

Area of the study

Population of the study

Sample and sanipling techiiique

Instruments ibr data collection

Validity of the instrument

Reliability of the instrument

Administration of the instrument

Method of data collection

Method of data aiialysis.

DESIGN OF THE STUDY

The Design of the study was descriptive survey. Descriptive

Survey design was used because the study aimed at collecting data and

describing the characteristic fyatures of the opinion of staff of Teaching

Service Commission.

It sought to study the opinions of staff of teaching service

co~nmission and principals of schools under the comn~ission on the

constraints to the administrative functions of the commission. The study

was interested in surveying the respondent's opinions without

manipulation of variables.

AREA OF STUDY

This study was carried out in Lokoja, the confluence city and

capital of Kogi State. The area comprised of the Igala, Ebira and Okun

spealting tribe. As the name above, confluence city, signifies, it is located

at the confluence of river Niger and river Benue. Kogi state was divided

into three senatorial zones - tlie Eastern senatorial zone consisting of the

lgala spealting tribe, the western zone consisting of the Yoruba (okun)

speaking tribe and the central senatorial zone consist of Ebira speaking

tribe .

The study was conducted using as its coverage the teaching service

con~inission head quarters office, the eight zonal offices of the

co~ninission located at Idah, Deltina, Anltpa, Okene, Ogaininana, Isarllu

Icabba, Lokoja and all tlie secondary scl~ools under the teaching service

TABLE 1 : POPULATlON OF STUDY (Staff of TSC and Principals) Category Staff of TSC

Number 3 16

POPULATION OF THE STUDY

'l'he population of study comprised of all the staff of teaching

service commission l~eadc~uarters at Lokoja and the zonal offices of the

eight zones, and all the principals under the teaching service cominission.

SAMPLE AND SAMPLING TECl-INJQUE

'Thc entire staff oC the teaching service cominission and the

principals of secondary schools under the commission were used because

of the smallness of the population.

INSTRUMENT FOR DATA COLLECTION

The instrument designed for use in the study was questionnaire

titled "Constraints to Administrative Functions Questionnaire", "CAFQ".

It is made up of two parts, part one 'A' consist of introductoiy letter to

respondents which contained the purpose of the study and an earnest

request for the respondents to complete the iteins of the questionnaire.

Part one 'B' consists of personal data which sought the name of the

administrative unit of the respondent, rank/post as well as the years of

experience of the staff. 'The third part consist of thirty-four questionnaire

items homogeneously keyed in four clusters 'I', 'II', 'HI', 'IV'.

The iteins of the questionnaire were developed after a

comprel~ensive interview with. some senior officials of the teaching

service co~ninission. Some information were also gathered from both

en~pirical and theoretical review of literature.

The questionnaire was developed on Ibur point rating scale of

Slro~lgly Agree(SA), Agree(A), l)isagree(ll), and Strongly Disagree(SD).

The ratings designed are as shown below:-

SA = 4 points

A = 3 points

D = 2 points

SD = 1 point

The respondent was expected to "tick" the appropriate column.

VALIDATION OF 1NSTIiUMENT

The instrument was face-validated by six experts in educational

administration of the department of education, University of Nigeria

Nsukka. The six experts were given the draft of the instrument. They

were requested to check the struct~iring and adequacy of the items and the

weighting of the responses. The structuring of the items and the

weighting of the scores were considered adequate after corrections were

made.

RELIABILITY OF THE INSTRUMENT

To determine the reliability of the instrument for this study, the

q~~estionnaire was administered to thirty officials of Science Technology

and Technical Education Board, Loltoja. Two weeks later, the instru~nent

was administered to the same group of respondents. Using the first and

the second scores after the administration of the instrument, a test-retest

reliability estimate was computed using the Pearson's Product Moment

Coc l'licient o I' Correlation. 'l'hc coefiicient obtained was 0.70. 'I'his value

was t11erefi)re considered high enough to permit the conclusion that the

instrument is reliable.

ADMINISTRATION OF THE INSTRUMENT

'I'he researcher employed the direct delivery technique in the

administration of the questionnaire. This afforded the researcher the

opportunity for explanations where necessary.

METHODS OF DATA ANALYSIS

The data collected was analyzed using mean score in answering the

research questions. A score of 2.50 and above was taken to mean that the

respondent is jn agreement with the option while a mean of 2.49 and

below showed disagreement to the items of the instruinent. T-test

statistics was used at 0.05 level of significance to test the hypothesis.

I'IIlCSKNTA'TION OF RESULrI'S

This chapter is concerned with the presentation and analysis of the

data based on the h u r research questions and two null hypothesis of the

study. The data are presented on tables.

RESEARCH QUESTION ONE

What are the iinancial constraints to the administrative functioils of

Kogi State Teaching Service Conmission?

The data for providing answers to the above research question are

presented in table 2 below:

Table 2: Mean ratings of the principals and staff of teaching service

commission on financial constraints to the administrative fulictioning of

the commission.

Staff of Teaching Service Principals of Teaching Service Con~mission X

3.55

SIN

--

1.

'There is inadequate funds for the payment of stall' salaries, implenlenlalion of promotions and paynient of promotion arrears 'There is inadequate S L ~ I I ~ S for the procurement and maintenance of equipment and slationeries and

Commission CAFQ I t e m

Delay in the release of funds to prepare budget

3.39

3.43

DEC

A

CAFQ Itenls I Service Commission I Colnmission

' 'T I Principals of Teaching I Staff of Teaching Service

.-

overhead cost is - 1 -

inadequate Funds are not available -1 for thc pay~ncnt or salaries of field supervisors Lack of filnds for organizing seminars 1 3.1 8

co~niilission collaborate with principals in rendering inaccurate ( 2.49 financial-account of I their income and 1 expenditure Financial malpractices/ embezzlement of school funds by the 1 2.37

principals. 'There is inadequate funds lor the recruitment of staff I Cluster Mean (x) 1 3.03

-- ST) -pqx - -- -- --

'Table 2 above presents the mean ratings of the secondary school

prmcipals and the staff of the teaching service commission in Kogi State

on the financial constraints to the administrative functions of the

commission. Looking at the table, it can be seen that items 1, 2, 3, 5 and 8

are rated 3.55, 3.39, 3.43, 3.18 and 3.45 with standard deviations of 0.71,

0.83, 0.83, 0.94 and 0.66 by the secondary school principals. The staff of

the teaching service coinmission rated items 1, 2, 3, 5 and 8 as 2.90, 3.20,

3.00, 2.90 and 3.15 with standard deviations of 0.84, 1-96., 1 .O4, 1 .O8,

0.87 and 0.66 respectively. lteins 6 and 7 are rated 2.4 and 2.37 with

standard deviations of 1.03 and 0.90 by the principals while items 4 and 6

1.08 and 0.83 are rated 2.43 arid 1

respectively.

-85 with standard deviations of

I t is therefore, the opinions of the principals and staff of teaching

service coininission that there are delays in the release of funds to prepare

budgets, inadequate funds for payment of staff salaries, implementation

of promotions and payment of proinotion arrears as well as for the

procurement and maintenance of equipment and stationeries, lack of

fiunds for organizing seminars and workshops and inadequate funds for

the recruitment of staff.

RESEARCH QUESTION TWO

What are the personnel constraints to the administrative fiinctions

of the Kogi State Teaching Service Commission?

The data for providing answers to the above research question are

presented in table 3 below:

Table 3: Mean ratings of the principals and staff of the teaching

service coininission on personnel constraints to the administrative

functions of Kogi State Teaching Service Coinmission.

Conflict between the

SIN 1 authorities of the 1 2,41 ] 0.19 1 coinmission in the handling of administrative duties --

Principals of Teaching CAFQ I'I'EMS Service Co~nniission

Staff' of 'Teaching Service

Principals of Teaching Commission

The carelessness of .he officials of the :ommission in the landling of stafl 3fficial documents I'here is politics in the

~ersonnel into key ?ositions rather than basing appointment on ~ilerits - Illere is lack of ;leasly defined criteria Tor staff promotion by the state Illterference of Government Officials in the discipline of staff Request from Government officials for prefereiltial posting of relations to schools of choice There is insufficient trained personnel in key areas of teaching and computer services I'rincipals and teachers' refusal to accept postings to rural areas There are inadequate stalf to teach key or major subjects in the sc1100ls There is insufficient staff to carry out the progranllne of

There is lack of cooperation between principals and officials of the commission.

.- / I ~ u a l i l i e d staff to car17 I I out the research [ 20 1 fwctions of the u- commission are

insufficient

I'rincipals of Teaching Staff of Teaching Service Commission

"i"

Table 3 above presents the mean ratings of the secondary school

principals and the staff of the teaching service co~nmission in Kogi State

on the personnel constraints to the administrative functions of the

commission. From the table, it can be seen that items 10, 1 1, 13, 14, 15,

17, 18 and 20 are rated 2.77, 3.67, 2.67, 3.21, 3.52, 3.80, 2.87, and 3.13

with standard deviations of 0.91, 0.54, 0.93, 0.67, 0.61, 0.48, 0.85 and

0

0.71 respectively by the secondary school principals. The staff of the

teaching service comnlission rated items 1 1, 13, 14, 15, 16, 17 and 18 as

2.97, 2.71, 3.00, 3.28, 2.77, 3.35 and 2.55 with standard deviations of

1.04, 1.00, 0.92, 0.69, 0.91,0.85 and 0.91 respectively.

Items 9, 12, 16 and 19 are rated 2.41, 2.44, 2.09 and 2.34 wit11

standard deviations of 0.79, 0.85, 0.9 1 and 0.74 by the secondary school

principals while items 9, 10, 12 and 19 are rated 2.12, 2.32, 2.19 and 2.13

with standard deviations of 0.95, 1.12, 1.02 and 0.90 by the staff of

teacliing service commission.

From the ratings of both the principals and staff of teaching service

com~iiissio~~, it is discovered that i t em 11, 13, 14, 15, 17 and 18 are rated

high by both groups of respondents. It is therefore the opinion of both

groups that there is politics in the appointment of personnel into key

positions rather basing appointment on merit, interference of government

officials in the discipline of staff, request from government officials for

preferential posting of relations to schools of their choice. Also there are

insufficient trained personnel in key areas of teaching and computer

services, inadequate staff to teach key or major subjects in the schools

and insufficient staff' to carry out the programme of supervisions.

The ratings of the principals and staff of the teaching service

commission also revealed that i t e m 9, 12 and 19 are rated below the cut-

off point of 2.50. This shows that both groups disagree with the opinioli

that there is conflict between the authorities of the commissioi~ in the

handling of administrative duties, lack of clearly defined criteria for staff

promotion by the state and lack of co-operation between principals and

officials of the commission.

RESEARCH QUESTION THREE

What are the physical facilities and equipment constraints to the

administrative functions of Kogi State Teaclling Service Commission?

This research question was generated to find out whether there are

constraints to the provisions and maintenance of physical facilities and

equipment in Kogi State Teaching Service Commission. Table 4 below

provides answers to the above research question.

Table 4: Mean ratings of the principals of secondary schools and

staff of teaching service commission on physical facilities and equipment

constraints to the administrative fui~ctions of Kogi State Teaching Service

Coinmission.

Principals of Teaching I Staff of Teaching Service Service Con~mission I Commission

Lack of serviceable 3fficial vehicles to undertake field supervision There is insufficient office accoininodation for the staff of the co~nmission and its zonal offices Important school records such as admission registers, class registers, adinission registers, schemes and records of work are not readily provided by government Inadequate provision of accominodation for staff and students. Provision of oflice ecluipinent and ~naterials for inaimgeinent staff are grossly inadequate Lack of coinputer equipment and operator for effective school service.

Cluster mean (x)

DEC

S A

Table 4 above presents the mean ratings of the secondary school

principals and the staff of teaching service cominission, Kogi State on the

physical facilities and equipment constraints to administrative functions

of the commission. Looking at the table, iteins 21, 22, 23, 24, 25 and 26

are rated 3.78, 3.51, 2.74, 3.50, 3.49 and 3.89 with standard deviations of

0.42, 0.67, 0.95, 0.50, 0.61 and 0.31 respectively by the principals of

secondary schools while items 21, 22, 24, 25 and 26 are rated 3.36, 3.61,

3.55, 3.35 and 3.45 with standard deviations of 0.61, 0.85, 0.55, 0.69 and

0.66 respectively by the staff of the teaching service commission.

The ratings of both the principals and the staff of the teaching

service coinmission show that iteins 21, 22, 24, 25 and 26 are rated high

by both groups well above the cut-off point of 2.50. It is therefore the

opinion of both groups that there is lack of serviceable official vehicles to

undertake field supervision, insuficient office accommodation for the

staff of the coinmission and its zonal offices, inadequate provision of

accoininodation for staff and students, inadequate provision of office

equipment and material for management staff and lack of computer

equipinent and operator for effective school services.

RESEARCH QlJESTlON FOUR

In what ways do school services constitute constraints to the

administrative functions of Kogi State Teaching Service Cominissioii?

46

'The data ibr providing answers to the above research question are

presented in table 5 below.

Table 5: Mean ratings of Principals and Staff of teaching service

commission on ways in which school services constitute constraints to the

administrative functions of Kogi State Teaching Service Commission.

S/NI CAQ ITEMS I Princi

27 There are insufficient incentives to officers in 3 3 5

Falsification of reports by principals in the

I sunervision. I There is lack of proper supervision by the commission and its zonal offices due to corruption Inefficiency on the part of the commission in planning programmes and activities to keep the interest of the commission and schools under it.

3 1 . The delay in sending required returns to the commission by the principals

Cluster mean (X)

als of Tea : Cornmis!

;hing Staff of Teaching Service ion Commission.

Table 5 above shows the mean ratings of the secondary school

principals and the stafT of the teaching service commission, Kogi State on

ways in which school services constitute constraints to the administrative

h c t i o n s of Kogi State teaching Service Commission.

Loolting at the table, items 27, 29, 30 and 31 are rated 3.55, 2.90, 2.90

and 2.57 with standard deviations of 0.67, 0.73, 0.73 and 0.83

respectively by the principals of secondary schools while i t em 27, 30

and 31 are rated 3.25, 2.63 and 3.00 with standard deviations of 0.73,

0.97 and 0.98 respcctively by the staff of the teaching service

coinmission.

The ratings of both the principals and staff of teaching service

coin~nission show that iteins 27, 30 and 3 1 are rated above the cut-off

point of 2.50. It is therefore, the opinion of both groups that there is no

Salsiiication of reports by the principals in area of staff regularity, staff

audit and internal supervision.

HYPOTHESIS ONE

There is no significant difference (P<0.05) between the mean

ratings of the staff of the teaching service commission and those of the

principals of secondary schools with regards to the financial constraints to

the administrative functions of the commission.

'To test the above null hypothesis, a t-test analysis of the difference

between the mean scores of the principals of secondary schools and the

senior staff of Kogi State Teaching Service Commission was computed

and the result is shown in table 6 below;

Table 6: Su~mnary or t-test analysis for hypothesis one.

Subject

Principals

teaching service

7 q - F respondents Level of Cal t- significance value

'Table t- value

decision

Hol is rejected

The table above shows that the calculated t-value at 523 degrees of

freedom and 0.05 level of significance is 3.17. Since the calculated t-

value is greater than the t-table value of 1.96 as revealed by the table, the

first null hypotl-~esis of the study is rejected. There is therefore a

significant difference between the opinion of principals and the staff of

Kogi State Teaching Service Coininission on the financial constraints to

the administrative functions.

I-IYPOTI-1ESlS TWO

There is no significant difference (P<0.05) between the mean

ratings of the staff of teaching service coininission and those of the

principals of schools with regard to the ways in which physical facilities

a id equipment constitute constraints to the administrative functions of the

commission.

To test the above null hypothesis a t-test analysis of the difference

between the mean scores of the principals of secondary schools and staff

of Kogi State Teaching Service Co~ninission was computed and the result

shown on table 7 below.

Table 7: Summary of t-test for hypothesis two.

Subject Level of respo~ide~ils significance

Principals 1 209 1 3.48 I 0.57 I I teaching service 1316 commission I 1 I I I

Cal t- Table

value value

decision

Ho2 is rejected

Fro111 the above table, we can see that the calculated t-value is 4.30

at 523 degrees of freedom and 0.05 level of significance. Since the

calculated t-value of 4.30 is greater than the table value of 1.96, the

second null hypothesis of the study is rejected. There is therefore, a

significant difference between the opinions,of principals and senior staff

of the Kogi State Teaching Service Cominissioi~ on the ways in which

physical facilities and equipment constitute constraints to the

administrative functions of Kogi State Teaching Service Cominission.

CIlAPTEII FIVE

DISCUSSION OF RESULrl'S, CONCLUSION AND RECOMMENDATIONS

In this cliapter, the results of the study based on the data analysis

made in chapter four are examined interpreted and inferences drawn from

them. The discussions are done in relation to the research questions posed

and liypothesis postulated to guide the study. The chapter also discusses

limitations to the study, make recommendations for fhrther studies and

closes with summary and coi~clusions of findings.

DISCUSSION OF RESULTS

RESEARCH QUESTION ONE

This research question sought to find out the financial constraints

to the administrative functions of the Kogi State Teaching Service

Commission. The results showed that there was inadequate provision of

funds to the Kogi State Teaching Service Commission. This was

observed in items I , 2, 3, 5 and 8 of the questionnaire and with a cluster

mean score of 3.03 of the principals' responses and 2.77 of the staff of

teaching service commissions' responses of this research question. The

low mean score (below the criterion mean of 2.50) of items 6 and 7 by the

respondents is an indication illat the financial constraints of the

commission did not emanate fioin within the coinmission. Tliis also

goes further to confirm that the financial constraints of the co~nrnission

are due to provision of inadequate funds to the coinlnission for her to

carry out Ilcr li~~lctiolls.

In line with the observations of Adesina (1 98 I), Ezeoda ( I 995) and

Ogbonnaya (1997), the governinent of the federation does not provide

sufficient funds for the implementation of educational programmes. I n

research studies carried out by Onye (1991), Eze (1995) and Chuk\vu

(1995), it was reported that there were financial constraints to the

management of prin~ary and secondary schools in Enugu and Ebonyi

States. 111 the same way, the present findings have revealed that the

provision of funds to Kogi State Teaching Service Coinmission is

inadequate and this is one of the major coi~straints to the proper

functioning of the coinn~ission. Wllen the provision of funds is

inadequate, the re~nuneration to workers cannot be sufficiently paid and

purchase of needed equipinents and facilities for proper functioning of the

organization cannot be done.

RESEARCH QUESTION TWO

Research Question two sought to find out the personnel constraints

to the administrative functions of Kogi State Teaching Service

Commission. From the results obtained for this research question as

displayed in table 3 of chapter'four, it is evident that there were personnel

co~~straints to the administrative functions of the commission. As can be

observed from the result, items 1 1, 13 and 14 which are highly rated by

the respondents are in the area of personnel administration. It is clear

from thc rcsult that thc right persons were not placed in the right

positions. This corruptive practices leads to low productivity which is a

constraint to any administration. This finding is in line with the work of

Roe (1961) and Meyer Bright Bill (1963) who observed that the strength

of any administration and the quality of any educational programme

depends to a greater degree on the quality and effectiveness of the

personnel associated with it.

ltelns 15, 17 and 18 are also highly rated by the respondents. These

items are in the area of insufficient trained personnel. It was observed

fi.0111 the result that there are insufficient trained personnel in the key

areas of teaching subjects, computer operation services and supervision of

educatioixil programmes. The findings of (this study confirm the earlier

work of Ogbonnaya. Ogboimaya (1997, 2003) lamented over the lack of

personnel in the area of sciences and technical education as well as

aeronautic and computer engineering and expressed that the curriculuin

cannot be covered in these areas. This has a lot of implications on the

acquisition of' such skills in our society.

RESEARCH QUESTION IHREE

This research question sought to find O L I ~ whether physical facilities

and equipment are constraints to the Kogi State Teaching Service

Commission.

'lhe answer to this research question as shown in table 4 of chapter

Sour revealed that the provision of infi-astructural facilities and equipment

is nlost inadequate. This is observed in items 2 1-26 of the questionnaire

and the cluster mean score to this research question being 3.48 and 3.24

respectively by both groups of respondents showing that the respondents

strongly agreed that the infsastructural facilities were poorly and

inadequately provided at the teaching service co~ninission level and also

in schools. ' I l e findings of this study is in line with the findings of

Ogbonnaya (2003) who noted that the facilities constraining the

administration functions in educational institutions in Nigeria includes

inadequate school buildings, teaching aids and equipment.

Ulteje (1976) ed and Ogbonnaya and Ajagbown (1997) noted that

an educational agency with good and competent staff without adequate

accomn~odation and facilities cannot operate effectively. It is a fact that

the physical facilities of any organization largely set the stage for good

working enviroi~ment which in effect leads to efficiency. Physical

facilities condition of any school sets the stage for learning situation as i t

governs the relationship between teachers and students. If teachers do not

have materials for teaching, students' understanding of the lesson will be

adversely affected and teachers' productivity will be low. As revealed by

the study, an administrator without adequate equipment will experience

problems in carrying out his administrative functions.

RESEARCH QUESTION FOUR

The I-esearch question sougllt to determine ways in which school

services constituted constraints to the administrative functions of Kogi

State Teaching Service Commission. From the results obtained for this

research question displayed in table 5 of chapter four, it is evident that

inanagement of school services posed constraints to the administrative

functions of the commission. This is observed in item 27, 30 and 31 as

both groups of respondeilts rated the items above the criterion mean of

2.50. The cluster mean score of 2.86 by the principals and 2.71 by the

staff of the teaching service coini~iission showed that school services

management was actually a constraint to the administrative functions of

the commission. Infact, the essexe of school services is to iinprove the

learning situation for students and worlting situation for teachers and

other personnel in the school system.

In line with the findings of this study, Ogbonnaya in Ndu Alice N.

Ocho L. O., Olteke B. S. (1997) noted that the constraint to effective

supervision which is a part of school services is insufficient supervisory

personnel and lack of motivation. Item 27 of the questionnaire which is

highly rated by both groups of respondents shows that officers in

management positions are not &en incentives to motivate them.

DISCUSSION OF RESEARCH HYPOTHESES

HYPOTI-IESIS ONE

The first research hypothesis was centered on finding out whether

there was a significant difference between the opinions of the two groups

of respondents, principal of secondary schools and staff of teaching

service coininission regarding the issue of financial constraints to the

administrative functions of the commission. It was discovered from the

result of the study that this null hypothesis of no significant difference in

the opinions of the two groups of respondents was rejected.

The hypothesis was tested using the t-test statistics in which the t-

calculated value of 3.17 exceeded the t-critical value of 1.96 making the

null hypothesis to be rejected. The null hypothesis being rejected means

that there is a significant differeace between the opinions of the principals

of secondary schools and the staff of teaching service commission with

regard to how finance constraints the administrative function of the

coinnlission.

HYP07'HliSIS T ~ V O

The second hypothesis was aimed at finding out whether there Is a

signi ficmt cliffcsence bctween the opinions of the principals of secondary

schools and the stafl' of Kogi Statc Teaching Service Commission with

regards to physical facilities and equipment constraints to the

administrative functions of ihe commission. To test the hypothesis t-test

statistics was used to find out i f there is any significant difference

Lxtwcen the responses of two g~.oups. 'l'lle result of the t-test statistics

showed that the t-calculated value (4.30) exceeds the t-critical value of

1.96. ('Table 7 of chapter four). The result of the study therefore shows

that the second null hypothesis of no significant difference in the opinio~is

of the two groups of respondents was rejected. The null hypothesis being

rejected means that there is a significant difference between the opinions

of'the principals of secondary schools and the staff of the teaching service

coinmission with regards to the ways in which physical facilities and

equipment constraints the administrative functions of Kogi State

Teaching Service Commission.

IMPLICATIONS OF THE STUDY

The findings of this study actually confirmed that there are

constraints to the administrative functions of Kogi State Teaching Service

Commission. It revealed that the constraints affect the administrative

functions of the commission, the principals and hence the school system

as a whole. The constraints identified in this study include inadequate

funds, inadequate physical facilities and equipment, constraints in

personnel and personnel administration, as well as insufficient rendering

of school services. If thes'e constraints are not adequately addressed and

renioved, they will continue to exist in the state's educational institutions.

The study revealed that the Kogi State Teaching Service Com~nission and

Secondary Schools are not adequately funded and equipped with

hcilitics. 11. the sitlratio~l is not looltecl 'into, there will be poor quality of

work done at the teaching service commission level and low quality of

secondary school products. The low quality secondary school products

will form a poor foundation at tertiary level. In an attempt to meet up

with the derna~ids of tertiary institutions some of these poor quality

secondary school products may resort to vices such as examination

inalpractice and cultism which may eventually lead to production of poor

quality graduates and contempt on the country's certificate.

Whatever the expertise in policy formulation, without the removal

of financial, facilities and equipment constraints, the aims and objectives

of education in the state cannot be achieved.

Another implication is that there,is a lot of imbalance in the

appointment and transfer of personnel. Many appointments and transfers

are aimed at satisfying personal interest and desires and this is inimical to

educational progress in any society.

A statistically significant difference was noticed between the

responses of the principals and staff of teaching service commission. The

implication of this is that the principals and senior staff of the teaching

service coininission have ndt got an intimate relationship or sincere

cooperation among themselves. There may be a sort of hide and seek type

of game which breeds suspicion and this inimical to the progress of any

group ofpcople.

REC0MMENI)ATIONS

Based on the results, the discussions, and the implications of this

study highlighted, the following recoinmendations were made.

The Kogi Stale 'I'eaclling Service Commission should ensure

adequate provision and proper disbursement of functs to the

teaching service coinn~ission to enable her carry out her

administrative functions.

Government should recruit staff especially in key areas of teaching

subjects such as sciences, ~nathematics, computer and technical

education to allow the aim of education in the state to be achieved.

The state government should organize seminars and workshops for

principals and staff of the Teaching Service Co~nmission to keep

them abreast of current trends in administration of educational

institutions.

Adequate infrastructural facilities such as enough office

accolnmodation and classroo~ns as well as necessary equipment

both at teaching service commission level and in schools should be

provided by government to enhance administrative functions.

5 . The administralors at the teaching service coinmission level and

principals 01' schools sliould cooperate and walk hand-in-hand for

effective administration.

LIMITATIONS O F THE S'rUDY

One of the limitations of the study was that soine of the

respondents were reluctant in giving accurate responses to soine items of

the questionnaire as they were very critical of them while others felt that

it was an assessment of their work.

Secondly, the study is restricted to Kogi State Teaching Service

Comil~ission, a secondary school inanageinent body. It may not be

feasible to generalize the findings of the study across the nation because

research findings in other areas especially states that are more buoyant

may not give the same result.

Thirdly, a large land area which had to be covered by the research

posed financial and stressful problems. Almost all major villages in the

stale have secondary schools and to visit all the scl~ools was a stressful

.job. Some respondents had to be visited several times to retrieve the

instrument of the study.

SUGGESTIONS FOR FUR'I'IIER STUDY

Based on the findings. and linliiations of the present study, the

following areas for lirrlher study are suggested:

Constraints to administrative functions of the teaching service

commission in other states with different geographical and socio-

economic background.

Strategies for improving the administrative functions of Kogi State

Teaching Service Commission.

Impact of politics on the administrative functions of Kogi State

Teaching Service Co~nmission and other school management

boards in Kogi State.

Decision making and personnel administration in Nigerian

educational institutions.

SUMMARY OF THE STUDY

The purpose of the study was to identify the constraints to the

administrative functions of Kogi State Teaching Service Commission.

To guide the study, four research questions were posed and two

hypotheses postulated. The instrument used for data collection was a

structured questionnaire of four point response pattern. The populations

of study were 3 16 staff of teaching service comnlission and 21 5

principals of schools under Kogi State Teaching Service Coinmission of

Kogi State. The entire population of principals and staff of teaching

service co~nmission were used 'for the study. There was no sampling due

to the s~nallness of the population.

The data collected were analyzed using mean scores to answer the

research questions while the hypothesis was tested at 0.05 level of

significance using t-test statistics. 'l'he findings revealed that inadequate

funding, inadequate physical facilities and equipment, lack of needed

perso~inel and poor personnel adn~i~iistration coupled with inadequate

incentives for proper scliool services prograimnes were the constraints to

the administrative functions of the comn~ission. There were signiiicaut

differences between the responses of tlie principals of schools and those

of the stafc of the teaching service commission.

Reco~mnendations were made based on the findings of the study.

COMPUTATION OF T-TEST FOR HYPOTHESIS I

APPENDIX 111

COMPUTATION OF T-TEST FOR HYPOTHESIS I1

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Department of Education Foundation Faculty of Education Ullivcrsity o f Nigeria Nsultka lgth April 2005

To Whom it may concern

The bearer, Mrs Ameh Halima Juliet is a post-graduate student of

the department of educational foundation of the above institution.

She is currently undertaking a research project titled "Constraint to

Administrative Functions of Kogi State Teaching Service Commission".

Please accord her the necessary assistance she requires to enable

her successfully complete the project.

Dr N. 0. Ogboimaya Course Coordinator

Department of Education Foundation Faculty of Education University of Nigeria Nsukka 1 81h April 2005

L,ETI'ER 01; INTRODUC'I'ION FOR COMPLETING QUESTIONNAIRE

I am a Masters Degree student of the faculty of Education of the

above university. I am carrying out a research titled "Constraints to

Administrative functions of Kogi Stale Teaching Service Commission.''

Your honest responses to the questions contained in the attached

questionnaire will assist me in the completion of the research project.

I wish to ensure you that the study is purely academic that any

information given by you will be treated in strict confidence. I solicit

your candid opinion and lnaximuin cooperation.

Thanks

Alneh Halima Juliet (Researcher)

SECTION A Part J.3: Perso~ial Inbrmation

................ 1. Name of Administrative Unit within the co~n~nission..

......................... 2. PostIRank of Respondent..

3. Years of Experience: 0-5 yrs 6-1OyrsO 1lyrsaboveO

SECTION B: CAFQ

Put a tick in the appropriate colu~nn. Please note that:-

SA stands for Strongly Agree 4 points

A stands for Agree 3 points

D stands for Disagree 2 points

SD stands for Strongly Disagree 1 point

CAPQ ITEMS

I The following cor~stitute financial constraints to Kogi State Teaching Commission

There is delay in the release of Cunds to prepare budget estimate

There is inadequate funds for the payment of staff salaries, imple~nentation of proinotions and payment of promotion arrears There is inadequate funds for the procurement and maintenance of equipment and stationeries and overhead cost is inadequate

Funds are not available for the payment of salaries of ficld supervisors.

'There is lack of funds for organizing seminars and workshops

The officials of the coininission in authority collaborate with principals in rendering inaccurate financial account

, of their income and expenditure.

SA A

7 Financial malpractices/embezzIe~ner~t of scl~ool funds by the principal

8 I There is inadequate fund for the recruitment of staff

I1 The following are tlie staff persome1 constraint of Kogi State Teaching Service Commission

Conflict between the authorities of the colninission in 9 -- the handling of administrative duties is a constraint to

I the administrative functioning of the coinmission I

The carelessness of the ofiicials of the co~nrnission in the llandling of staff orficial docuinents

?'here is politics in the appointment of personnel into key positions rather than basing appointment on merits

There is lack of clearly defined criteria for staff promotion by the state

I

Interference of Government Ol'Trcials on the discipline of staff

Request from Government officials for preferential posting of relations to urban schools

There is insuflicient trained personnel in key areas of teaching and computer services

Principals and teachers' refusal to accept postings to rural areas is a source of constraint to the commission

'There are inadequate staff to teach key or major subjects in the schools

18 I Therc is insufficient staff to carry out the progranme of supervision

l9 I There'is lack of cooperation between principals and officials of the cornmission.

2o i Qualified staff to carry out the research functions of the commission are insufficient

111 Tlie Constraints from Pl~ysical facilities arid equip~ueat are as follows

21 I Lack of serviceable official vehicles to undertake field supervision

22 I 'I'here is insufficient office acconlmodation for the staff of the colninission and its zonal offices

S/N 1 CAFO ITEMS

23

24

25

26

Important school records such as admission registers, class registers, schemcs and records o f work are not readily provided by government - Inadequate provisiG o f accommodation for staff and students are constraiuts to effective administrative functioning of the conimission

Provision or office equipment and materials for management staff are grossly inadequate

Lack oC computer equipment and operator for effective school services is another constraint of the commission's administrative fi~nctions

27

2 8

29

IV Constraints from ir~anagetnent of school services include:-

'Thcre are insuIficient incentives to oflicers in management positior~s

Falsihxtion of reports by principals in the area of staff regularity, staff audit and internal supervision constitute constraints to the coin~nission's administrative liinct ioning

'There is lack of proper supervision by the commission and its zonal offices due to corruption

30

31

Inefficiency on the part of the commission in planning programmes and activities to keep the interest of the coininission and schools under it. The delay in sending required returns to the coinmission by the principals constitute a source of constraint to the coin~nission administrative functions.