WAZIRI, MAGAJI PG/Ph.D/08/49798 - University of Nigeria MAGAJI.pdf · waziri, magaji pg/ph.d/08/49798 a thesis submitted to the department of educational foundations, faculty of education,

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FACULTY OF EDUCATION

DEPARTMENT OF EDUCATIONAL FOUNDATIONS

APPRAISAL OF HUMAN RESOURCE MANAGEMENT

PRACTICES IN COLLEGES OF EDUCATION

IN NORTH-EAST NIGERIA

WAZIRI, MAGAJI

PG/Ph.D/08/49798

Digitally Signed by: Content manager’s Name

DN : CN = Webmaster’s name

O = University of Nigeria, Nsukka

OU = Innovation Centre

Ezeh Remigius

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APPRAISAL OF HUMAN RESOURCE MANAGEMENT PRACTICES IN

COLLEGES OF EDUCATION IN NORTH-EAST NIGERIA

BY

WAZIRI, MAGAJI

PG/Ph.D/08/49798


UNIVERSITY OF NIGERIA, NSUKKA

MAY, 2014

ii

TITLE PAGE

APPRAISAL OF HUMAN RESOURCE MANAGEMENT PRACTICES IN

COLLEGES OF EDUCATION IN NORTH-EAST NIGERIA

BY

WAZIRI, MAGAJI

PG/Ph.D/08/49798

A THESIS SUBMITTED TO THE DEPARTMENT OF EDUCATIONAL

FOUNDATIONS, FACULTY OF EDUCATION, UNIVERSITY OF

NIGEIRA, NSUKKA

IN FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF

THE DEGREE OF DOCTOR OF PHILOSOPHY IN EDUCATIONAL

ADMINISTRATION AND PLANNING


UNIVERSITY OF NIGERIA, NSUKKA

MAY, 2014

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APPROVAL PAGE

This project has been approved for the Department of Educational

Foundations, University of Nigeria, Nsukka.

BY

______________________ __________________

Prof N.O. Ogbonnaya

Supervisor Internal Examiner

______________________ ____________________

Prof. Dr. D.U Ngwoke

External Examiner Head of Department

_______________________

Prof. I.C.S. Ifelunni

Dean, Faculty of Education

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CERTIFICATION

WAZIRI, MAGAJI a postgraduate student in the Department of

Educational Foundations, with Registration number PG/Ph.D/08/49798, has

satisfactorily completed the requirements for a research work for the award of the

Degree of Doctor of Philosophy (Ph.D) in Educational Administration and

Planning. The work embodied in this thesis is original and has not been submitted

in part or full for any other degree or diploma of this or any other university.

_________________________ ____________________

Prof. N.O. Ogbonnaya Waziri, Magaji

Supervisor Student

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DEDICATION

This work is dedicated to my family- my beloved wife, Glory M. Waziri,

who supported and encouraged me to pursue this programme and my children,

Emobwese, Alice, Emmanuel and Bwejwa who were deprived of my love as a

result of my absence.

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ACKNOWLEDGMENTS

It is quite impossible for the researcher to acknowledge all who provided

assistance and encouragement towards the successful completion of this research

work. The researcher appreciates their help and thanks them immensely. The

researcher is very thankful to his able and highly esteemed supervisor, Prof. N.O.

Ogbonnaya, who supervised this thesis.

The researcher’s deep appreciation goes to Professor F.A. Okwo, Prof. E.U.

Anyakoha, Dr. F.M. Onu, Associate Prof. A.I. Oboegbulem, Dr. E.N. Ogwu, Prof.

U.N. Eze, Dr (Mrs) G.T.U. Chiaha, Prof. C.U. Onwurah, Associate Prof. J.C.

Omeje, Prof. A. Ali, Prof. D. Enyi, Dr. S.C. Ugwoke, Dr O.O. Nwaubani, Dr.

(Mrs) Ann Okolo and Rev. Dr. L. Ejionueme for validations and corrections which

led to the successful completion of this work. The researcher equally appreciates

the contributions of all the staff of federal and state colleges of education in

Adamawa, Bauchi, Borno, Gombe, Taraba and Yobe states for their responses and

candid opinions which immensely contributed to the success of this work.

The researcher expresses his gratitude to his family members and friends,

Mrs Aunty Ruth A. Amsari, Mr and Mrs Kwaseh Fwaya, Mr Amos D. Waziri, Mr

and Mrs Sunday Ibrahim, Mrs Christiana Thabe, and Mr and Mrs Charles Samuel.

Others are Mrs Caroline Zacheus, Miss Blessing Ikuru and Mr Johnson A. Lamba

for their moral and financial support that propelled the completion of this work.

The researcher is very grateful to Miss Nkechi Obeta for typesetting the

manuscripts of this thesis.

Finally, he is eternally grateful to Almighty God the Father of our Lord

Jesus Christ for giving him the zeal and endurance to cope with the tremendous

demands of this programme.

Waziri, Magaji

PG/Ph.D/08./49798

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TABLE OF CONTENTS

Title Page i

Approval page ii

Certification iii

Dedication iv

Acknowledgments v

Table of Contents vi

List of Figures x

List of Tables xi

Abstract xii

CHAPTER ONE: INTRODUCTION

Background of the Study 1

Statement of the problem 12

Purpose of the Study 13

Significance of the Study 14

Scope of the Study 16

Research Questions 16

Hypotheses 17

CHAPTER TWO: REVIEW OF LITERATURE

Conceptual Framework 20

Concept of Human Resource 20

Concept of Management 23

Concept of Human Resource Management 24

Concept of Appraisal 28

Concept of Human Resource Management Practices 30

Theoretical Framework 60

Scientific Management Theory 60

Modern Operational Management Theory 63

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Human Relation Theory 64

Review of Empirical Studies 66

Studies related to Appraisal 66

Studies related to Administration of Colleges of Education 69

Studies related to Human Resource Management 72

Studies related to Staff Recruitment 75

Studies related to Staff Training and Development 76

Studies related to Staff Discipline 79

Study related to Staff Promotion 80

Study related to Staff Welfare 82

Summary of Literature Review 84

CHAPTER THREE: RESEARCH METHOD

Design of the Study 88

Area of the Study 88

Population of the Study 89

Sample and Sampling Techniques 89

Instrument for Data Collection 90

Validation of the Instrument 90

Reliability of the Instrument 91

Method of Data Collection 91

Method of Data Analysis 92

CHAPTER FOUR: RESULTS

Research Question 1 93

Hypothesis 1 96

Interview Result on Staff Recruitment Practices 98


Hypothesis 2 102

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Interview Result on Staff Training Practices 104


Hypothesis 3 108

Interview Result on Staff Disciplinary Practices 110


Hypothesis 4 114

Interview Result on Implementation of staff promotion practices 117


Hypothesis 5 119

Interview Result on Provision of Staff Welfare Services 121

Summary of Findings 121

CHAPTER FIVE: DISCUSSION, CONCLUSION, IMPLICATIONS,

RECOMMENDATIONS AND SUMMARY Discussion 124

Conclusion 132

Educational Implications of the Study 133

Recommendations 134

Limitations of the Study 135

Suggestions for Further Studies 135

Summary 136

References 138

APPENDICES 154

List of Appendices

Appendix A: Request for Face Validation of Research Instruments 154

Appendix B: Validation of Instrument 155

Appendix C: A Request to Complete Questionnaire Items for Research

Purpose 156

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Appendix D: Reliability Test 161

Appendix E: Interview Schedule Script 169

Appendix F: Population Distribution of Federal and State Colleges of

Education Staff 197

Appendix G: Distribution of Sample of Respondents 198

Appendix H: Percentage Return of Questionnaire Instrument distributed 199

Appendix I: List of 10 Colleges of Education used for the Study 200

Appendix J: Document Analysis 201

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LIST OF FIGURES

Figure 1: Model of Human Resource Management Programme 27

Figure 2: The Recruitment Process 37

`

Figure 3: The Steps Require in Positive Discipline 51

Figure 4: Relationship between the Major Variables in Schematic form 59

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LIST OF TABLES

Table title Page

1. Mean scores (5) and standard deviation of staff of federal and state

colleges of education on extent of recruitment practices

in colleges of education. 94

2. t-test analysis of mean scores of staff of federal and state

colleges of education on extent of recruitment practices in

colleges of education. 97

3. Mean scores ( X ) and standard deviation of staff of federal and state

colleges of education on extent of staff training and development

practices in colleges of education. 100


colleges of education on extent of staff training practices in colleges of

education. 103


colleges of education on extent of maintenance of staff disciplinary



colleges of education on extent of staff disciplinary practices in

colleges of education. 109


colleges of education on extent of implementation of staff promotion



colleges of education on extent of implementation of staff promotion



colleges of education on extent of provision of staff welfare practices



colleges of education on extent of provision of staff welfare services


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ABSTRACT

The study was conducted to appraise human resource management practices in

colleges of education in North-East Nigeria. The study was guided by five

research questions with five corresponding null hypotheses formulated. Literature

relevant to the study was reviewed. A descriptive survey research design was

adopted for the study. The population of the study consisted of 5214 staff in the

ten colleges of education, North-East of Nigeria, out of which 522 were selected

using purposive random sampling technique. A structured questionnaire and

interviews were used to collect data for the study. 522 copies of the questionnaire

were distributed and 494 were returned. Data collected were analyzed using means

and standard deviations for the research questions, while t-test statistics was used

to test the null hypotheses at 0.05 level of significant. The results indicated that

colleges of education in North-East Nigeria adhered to the NCCE guidelines on

staff recruitment to a high extent, staff training and development to a low extent,

staff disciplinary practices to a low extent, staff promotion practices to a high

extent and staff welfare services to a high extent. The null hypotheses tested

showed that there was no significant difference in the mean ratings of respondents

in federal and state colleges of education regarding adherence to staff recruitment

practices in colleges of education; there was no significance different in the mean

scores of respondents in federal and state colleges of education on the

implementation of staff training programmes in colleges of educations and that

there was no significant difference in the mean scores of respondents in federal

and state colleges of education on adherence to staff disciplinary practices in

colleges of education. Other results included no significant difference in the mean

ratings of respondents in federal and state colleges of education on the

implementation of staff promotion in the colleges of education, and also a

significant difference in the mean ratings of respondents of federal and state

colleges of education on the provision of staff welfare services. Based on the

findings, it was concluded that colleges of education in north-east Nigeria

complied with the NCCE guidelines in their human resource management

practices. The researcher recommended, among others, that colleges of education

should ensure that issues relating to staff discipline were taken seriously and that

colleges of education should provide staff training and development to enhance

achievement of institutional goals. The educational implications of the findings

were outlined.

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CHAPTER ONE

INTRODUCTION

Background of the Study

Human resource has long been an integral part of the management process.

There is no time in history that educational institutions ever existed without

individuals being involved in coordinating the activities of such institutions. Based

on this, it is very important to give much consideration to this facet of the

organization, especially in the present dispensation of increasing environmental

complexities and organizational sophistication (Tabotndip, 2009). Human

resources in colleges of education in this study are grouped under students and

staff (academic and non academic). Human resource is the most important factor

of production in every organization as all others depend on it as the active agent

for effectiveness. The maxim that human resource determines where, how, and

when the organization moves is evident in the various managerial activities that go

on in the organization such as planning, organizing, directing, delegating,

reporting and managing the use of the other resources, implementing and

evaluating them for future improvements. Human resources in any organization

are the people who coordinate all other factors of production in the production and

distribution of goods and services as available in categories of super-ordinates and

the subordinates, (Adola, 1991; Fabunmi, 2003).

This study agrees with the above definitions and perceives human resource

as paramount and indispensable in every organization. The availability of other

resources is to complement human resource efforts. It is the human resource that

performs the physical and visible services and tasks that lead to the production of

goods and services. Legge (1995) noted that human resource may be tapped most

effectively by mutually consistent policies that promote commitment and which,

as a consequence, foster a willingness in employees to act flexibly in the interests

of their organizations. Armstrong and Baron (2002) posited that people and their

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collective skills, abilities and experience, coupled with their ability to deploy them

in the interest of the employing organization, are recognized as making a

significant contribution to organization success and as constituting a significant

source of competitive advantage. This implies that human resource can only be

useful depending on how it is managed.

Human resources are very effective and capable of changing every

situation, be it positive or negative and as such are potential assets to the

educational organization. They possess the skills, techniques, experience, wisdom

and knowledge on whatever tasks to be performed. Ekundayo (2009) asserted that

in any organization, the human resource is very unique because each human being

in the system has their needs which they hope to satisfy through working for the

organization. Such needs included the need for food, clothes, shelter,

transportation, self-esteem, and self-actualization. Adeoye (2000: 359)

exemplified the functions of a human resource manager as follows:

Recruitment, selection; training and development; job

evaluation with salaries/wages; formulation of manpower

policies; provision of data for planning and decision-making;

coordination of performance appraisals; promotion of

organization communication; industrial relations; personnel

resource, health and safety administration, as well as

administration of discipline.

Inferring from the above, it is very important to note that staff working for

the organization also expect the organization to cater for their needs. The

transaction here is reciprocal (give and take). As human beings, they have

unlimited needs to be fulfilled but there are some that are more pressing which the

organization has to provide for. In colleges of education, educational

administrators are charged with the responsibility of planning, organizing and

coordinating the affairs of the institutions. As such it is their duty to ensure that the

needs of staff are provided to encourage them to perform better. These needs

include training and development, salaries/wages, organization policies, discipline,

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provision of welfare, recruitment of appropriate staff, promotion when it is due

and proper communication with staff on matters that affect them. When the above

and many more are satisfactorily provided, a better performance is expected from

staff of the institutions.

It is justifiable to emphasize human resources in the sense that people in

every organization are the bedrock in which the success or failure of the

organization depends. For the growth and development of an organization, all

workers must be accorded special treatment to enable them to feel that they are

important. Serious considerations have to be given to workers in colleges of

education who work towards the production of valuable human skills and talents

that are pre-requisite for national growth and development. For human resource to

be very effective, its management becomes very imperative.

Human resource management is the process of effective utilization and

maintenance of people in organizations in a structured and thorough manner for

the benefit of the organization as well as the individual working for the

organization. Byars (2011) asserted that human resource management

encompasses those activities designed to provide for and coordinate the human

resources of an organization. According to Oku (2009) human resource

management (HRM) is an organizational function aimed at facilitating the most

effective use of employees to achieve an organizational goal. It is the process of

accomplishing organizational objectives by acquiring, retaining, motivating,

developing and properly using the human resources in an organization.

There is a plethora of literature on human resource management and it has

been severally perceived as personnel administration (Adesina, 1990), staff

management (Okorie, 2000), manpower management (Kavanaugh, Guental and

Tannenbaum, 1990). Uche (2009) asserted that it is that function of all enterprises

which provides for effective utilization of human resource to achieve both the

objectives of the enterprise and the satisfaction and development of the employee.

Schuler and Zubritaky (1990) equally viewed it as a set of functions and activities

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to be used in the management of human resources in a fair, affirmative and

efficient manner for the benefit of the organization, the individual and society in a

given organization such as education. It is the systematic utilization of human

potential to realize educational objectives and staff contentment.

Other authors have also written on human resource management.

Oboegbulem (2004) asserted that human resource management refers to

manpower activities of any organization which embrace recruitment of staff, staff

maintenance, training and development, compensations, personnel policies and

evaluation of staff for educational activities. Uche (2009) succinctly posited that

human resource management in education is the effective utilization of people

present at work and the harnessing of the totality of the people’s skills, energies

talents, latent capacities, social characteristics (like beliefs) to achieve the

educational objectives and simultaneously make the people part and parcel of

organizing in fulfilling their life goals. Uche further stated that human resource

management in education covers both categories of personnel, teaching and non-

teaching staff. Price (2007) saw human resource management as an integrated

approach which provides a coherent programme, linking all aspects of

management.

Deducting from the various definitions, human resource management

(HRM) is the systematic effort of the human resource managers to plan, employ,

coordinate, develop, motivate, communicate, evaluate, discipline and direct the

staff personnel in colleges of education towards the attainment of its objectives.

Hence, it is operationalized in this study as an effective utilization and

maintenance of the teaching and non teaching staff who work in colleges of

education for the production of NCE teachers. The origin of human resource

management (HRM), according to Ivanceivich, Lorenzi and Skinner (1994), could

be traced from the drastic changes in technology to the growth of organizations,

the rise of unions and government concern and intervention which gave rise to the

development of personnel departments. The growth and development of these

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departments were made possible through training and education in different

disciplines and from various institutions of learning in which college of education

is involved. Colleges of education (COEs) are institutions established to give

professional training for the production of highly motivated, conscientious and

efficient classroom teachers for basic education institutions. They are autonomous

institutions basically for the production of middle level manpower in educational

service (Ogbonnaya, 2005). Colleges of education are established and owned by

private (individuals and organizations) federal and state governments. However,

only federal and state colleges were used in this study because it is mandatory for

the selected colleges being government owned colleges to abide by the National

Commission for Colleges of Education (NCCE) guidelines with regard to human

resource management (HRM).

Considering the importance of human resource management in colleges of

education, National Commission for Colleges of Education (NCCE) (2010)

provided some guidelines in the Conditions of Service for staff of COEs in

Nigeria. These guidelines form the benchmark on which this study is hinged. It is

noteworthy that the NCCE is not only the supervising body for the COEs but also

responsible for human resource management in the various federal and state

institutions. The commission is also saddled with the responsibility of maintaining

the minimum standard and ensuring quality in teacher education in all NCE

awarding institutions in Nigeria. Consequently, the commission pays accreditation

visits to accredit new programs and re-accreditation visits every four years to

ensure that the old ones are still on track.

Management is the process of planning, organizing and coordinating

material, financial and human resources in organization purposely to achieve the

organizational goals or objective. According to Okafor and Udu (2008),

management is a social process concerned with identifying, maintaining formally

and informally organized human and material resources within a social system.

Similarly, Aliyu (2003) and Ireogbu (2004) saw management as the art of getting

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things done through people. This implies that management involves human beings

that have the capability of carrying out activities in an orderly manner. It provides

people with directions towards attainment of organizational goals. To determine

success or failure appraisal is necessary.

Appraisal is normally used to pass a judgment on the entity being appraised.

This is probably why Hornby (2000) defined appraisal as a judgment of value

performance. It is perceived differently by various writers. For instance, Adeyemi

(2009) viewed performance appraisal as a systematic and formal assessment of

both employers and employees, made in a prescribed and uniformed manner at a

specified time to identify both individuals and group weaknesses and strengths so

that weaknesses can be corrected and strengths developed or built upon. Appraisal

focuses on the performance of activities over a period of time. The aim is to

improve performance, since judgment will be provided and areas of strengths and

weakness identified. Therefore appraisal in this study is the identification of the

strengths and weaknesses of the management of the personnel departments of

colleges of education. This implies a close look into the guidelines governing

recruitment, placement, training/development, promotion, motivation, discipline,

welfare, transfer and disengagement of staff in COEs as provided in NCCE

guidelines for the purpose of uniformity and minimum standards. As previously

indicated NCCE (2010) mapped out clearly the guidelines to follow in managing

human resources in colleges of education. The modus operandi of these guidelines

constitutes the management practices.

Human resource management practices are conceptualized as a set of

internally consistent policies and practices designed and implemented to ensure

that staff contribute to the achievement of colleges of education goals and

objectives. Minbaeva (2005) viewed human resource management practices as a

set of practices used by organization to manage human resource through

facilitating the development of competencies that are firm specific, produce

complex social relation and generate organization knowledge to sustain

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competitive advantage. Against this backdrop, it could be deduced that human

resource management practices relate to specific practices, formal policies, and

philosophies that are designed to recruit, develop, promote, provide welfare

services and retain employees who ensure the effective functioning and survival of

the organization such as colleges of education.

Human resource management practices in colleges of education are the

processes adopted by the management to ensure that the right thing is done at the

right time so that the objectives of the colleges will be achieved in accordance

with the provision of the procedure. In terms of uniformity, the federal

government of Nigeria formulated polices governing the management of Human

Resources in the public service. These policies are contained in the “Public

Service Rules (PSR) (2008) from where the NCCE Conditions of Service stem.

Every human resources administrator in colleges of education is expected to

adhere to this guideline which is perceived as crucial in successful implementation

of human resource management policies. The PSR and conditions of service for

staff in colleges of education vividly provide the benchmarks for this study. Both

documents provide guidelines into civil service or federal government parastatals

on appointments, transfer, promotion, disciplinary procedure, training and

development, staff leave, health care and disengagement from service.

Apparently, the Commission seems to be more interested in accrediting

academic programmes as no major assessment, evaluation or appraisal, to the

knowledge of the researcher, has ever been carried out in human resource

management in colleges of education. In other words no effort has been made to

find out if colleges of education adhere to the NCCE guidelines as provided in the

Conditions of Service. This is the crux of this study. This can be done by

appraising human resource management to provide the necessary information

needed for the next review of the Conditions of Service in Colleges of Education.

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However, this study is interested in appraising the human resource

management practices as it concerns only the adherence to the recruitment,

training and development, discipline, promotions and welfare of staff guideline.

This is because these are very crucial in every organizational development and it

appears that all the other aspects of human resource management practices depend

on them. Oku (2009) defined recruitment as the set of activities an organization

uses to attract suitable candidates needed to fill a vacancy. Recruitment is the

effort put forward by colleges of education to ensure that qualified and best

possible teaching and non teaching staff are acquired for the institutions to

function effectively so as to achieve their goals. Recruitment is the first step in the

process of expanding or replenishing the work-force. The most popular method of

recruitment is placement of advertisements for vacancies in media which they

invites qualified applicants to apply for posts that suit their qualifications. The

Federal Republic of Nigeria in her Public Service Rules (FRN, 2008) stated that

recruitment means the filling of vacancies by the appointment of persons not

already in the civil service. This means that there must be vacant positions before

recruitment takes place. This is to avoid engagement of redundant staff which is

against Total Quality Management (TQM) and constitutes inefficient human

resource management.

Recruitment could be internal or external depending on the existing need of

the institution. Internal recruitment is a process of filling the existing vacancy with

staff already in the system or working in the organization. External recruitment

occurs when application is invited from applicants that are willing to join the

organization. The National Commission for colleges of education in her revised

conditions of service for staff of colleges of education (NCCE, 2010) stated that

the short listing of all applicants for recruitment shall be conducted by a committee

of the management headed by the Registrar and the relevant Heads of department.

Once a post has been advertised the basic qualifications indicated in the

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advertisement shall be observed while short listing. Due process must be followed

for all appointments in the college. After recruitment of staff it is of benefit to train

and develop them for effective performance. This study will investigate the extent

of compliance to the foregoing guidelines in the colleges under study.

Staff training and development is the process of equipping staff for outmost

performance. According to Onah (2008), training and development are pivotal to

realization of the goals and objectives of any organization. This implies that for

the colleges of education to achieve the set goals staff, both teaching and non-

teaching, should be adequately trained as that will develop them for better level of

performance. Oboegbulem and Enyi (2010) asserted that staff development is the

training and education given to personnel which are geared towards developing the

individual to his or her full potential to be able to contribute meaningfully to

society.

Staff training and development are the continuous effort of the colleges of

education to provide opportunity for staff to further their education, thereby

improving their performance in the institutions. The National Commission for

Colleges of Education in her revised “Conditions of Service” for Colleges of

Education (NCCE, 2010) acknowledged that as a matter of policy, staff

development should be geared towards achievement of the aims of the institution.

Thus, priority should be given to the sponsorship of programmes which will

enable staff to contribute more effectively to the success of the institution. The

question is: Do the colleges comply with the training policies?

When staff are trained they need to be disciplined to perform their duties

effectively. Staff discipline is very crucial for the success of any organization.

Emechebe (2009) defined discipline as the ability to control one’s behaviour in

order to do what is expected in the organization. Staff discipline is very necessary

towards maintaining decency and decorum but must be devoid of witch-hunting

(Tabontndip, 2009). Staff discipline refers to the different steps taken by colleges

10

of education to ensure that all the staff conform to the rules and regulations of the

institution, and that erring staff are cautioned. The NCCE (2010) in her conditions

of service for staff in colleges of education stated that disciplinary measure shall

be taken against any member of staff for misconduct or inefficiency. Such a

member of staff will not normally be dismissed for a first offence, but there are

certain cases where summary dismissal could result such as serious misconducts

which are incompatible with faithful discharge of staff duties. For example:

insubordination or willful disobedience of lawful order, drunkenness, falsification

of records, suppression of records, with holding of files, conviction on a criminal

charge, absence from duty without leave, false claims against Government

officials, engaging in patrician political activities, bankruptcy\serious financial

embarrassment and unauthorized disclosure of official information, among others.

The following disciplinary actions may be taken against any member of staff for

any of the offences and shortcomings defined as misconduct in this regulation.

Verbal warning/reprimand, written advice, query and written warning, with

holding/deferring increment, reduction in grade/rank, interdiction, suspension,

termination and dismissal” (NCCE, 2010). To avoid victimizations and its

associated problems of conflicts and litigations, it is necessary to find out if COEs

are complying with the regulations on discipline.

Promotion is another important aspect to human resource management that

elevates staff to the next level. According to Adeyemi (2009), promotion is the

elevation of someone’s status as a result of having satisfied the required

conditions. Hence staff promotion is the positive progression of staff in rank or

position in recognition of their contribution towards the growth of the colleges of

education. Promotion is very important because it motivates both male and female

staff of federal and state colleges of education to work hard towards it. The

National Commission for Colleges of Education (NCCE, 2010) in her revised

conditions of service for colleges of education defined promotion as the

advancement of an employee to an office or position of higher rank on the basis of

11

competitive merit (that is, examination and interview) from amongst all eligible

candidates. Promotion of academic staff shall normally be based on evidence of

effective teaching, evidence of scholarly research publication in learned journals in

the candidates’ field, evidence of effective service to the college, the department

and the community, evidence of good character, loyalty to the institution and

personal integrity. The non academic staff, on the other hand, shall be promoted

on the basis of efficiency, competence, effectiveness, ability to take additional

responsibilities, experience, special aptitudes, initiative and personal integrity

(NCCE, 2010). This study will ascertain if staff are promoted based on stipulated

NCCE rules. Promotion needs to be supported by other services to staff in the

form of welfare to stimulate effective performance.

Staff welfare is a particular function of human resource management that

deals with working conditions and amenities at workplace. It is about determining

staff real needs and fulfilling them with active participation of both management

and staff. Agu (2009) defined welfare as a term that encompasses various forms of

government programmes aimed at improving the standard of living of the poor.

This implies that welfare is all efforts of the employers in any organization to

improve the working condition of its workers. Therefore, staff welfare is all the

activities of colleges of education to ensure that facilities and services are made

available to the staff so as to give them satisfaction to a reasonable extent.

Ogbonnaya (2005) stated that, the provosts of colleges of education are in charge

of staff welfare. Therefore, they are responsible for the remuneration paid to the

staff, housing, office space and furnishing, transportation, health services and the

provision of adequate facilities like water, electricity, telecommunication and

recreational facilities.

It is expected that colleges of education should be able to manage human

resource effectively towards the smooth achievement of the goals of the

institution. However, Ezenwa (2009) lamented that the overall situation in many

Nigerian colleges of education is deplorable. Facilities are either lacking or

12

deteriorating and these have led to hardship among students, job dissatisfactions

among workers and consequently decline in academic achievement. In line with

this, Ofoeze (2011) rightly noted that tertiary institutions (colleges of education

inclusive) in Nigeria lack both the skills, expertise, competence and managerial as

well as executive capacities and the concomitant moral strength and character,

discipline, diligence, commitment and patriotism necessary for national

development process. To neglect the above crucial areas will only result in a

setback in realizing the goals of colleges of education.

There are many colleges of education in the North-East of Nigeria that are

under the supervision of the NCCE and so are expected to abide by the guidelines

on human resource management. However current events seem to suggest poor

state of affairs as staff always complain of their poor working conditions which

often result in strike actions embarked upon by the staff from time to time

demanding better working conditions. It has become necessary to find out if the

institutions follow the laid down practices and policies or whether the guidelines

have become obsolete and can no longer serve the needs of staff in these colleges.

Therefore this study aims at appraising human resource management practices of

colleges of education in North-East of Nigeria.

Statement of the Problem:

One of the fundamental ways of achieving goals and objectives of colleges

of education in Nigeria is through effective human resource management. In

managing colleges of education, staff recruitment, training and development,

promotion, discipline and staff welfare are some of the key areas that are mostly

emphasized. Every member of staff needs to be trained, promoted, disciplined and

provided with adequate welfare facilities. The implication of the above is that any

member of staff who fails to benefit from the above will not be happy with the job.

It then follows that those placed in charge of the human resource management in

colleges of education should perform their functions effectively in order to achieve

13

the objectives and goals of teacher education. Serious concerns were being

expressed by the general public in North-East Nigeria over the performance of the

administrators of the colleges of education which seems to be unsatisfactory.

A visit to colleges of education in the North-East revealed poor state of

affairs as staff always complain of their poor working conditions which often

result in strike actions embarked upon by the staff from time to time demanding

better working conditions. This may be as a result of ineffective human resource

management practices. Despite the fact that there are public service rules,

conditions of service for staff in colleges of education and other experts

documentations to regulate the educational administrators’ practices of human

resource management, the extent to which these administrators comply with these

provisions is yet to be known and have not been empirically investigated to the

best of the researcher’s knowledge. Over the years, research studies in this area of

human resource management strive to improve on it, but it appears that those

issues that reveal poor human resource management have not witnessed significant

changes in colleges of education in the North-East. The problem of this study

therefore is, to what extent are human resource management practices of colleges

of education in North-East Nigeria in line with the laid down NCCE guidelines?

Purpose of the Study

The main purpose of the study was to appraise human resource

management practices in federal and state colleges of education in North-East

Nigeria. Specifically this study sought to:

1. Determine the extent to which staff recruitment practices carried out by

colleges of education authorities in colleges of education in North-East

Nigeria are based on the approved NCCE guidelines.

2. Determine the extent to which colleges of education in the chosen area

implement their staff training and development programmes in the

colleges vis-a-vis the NCCE guidelines.

14

3. Determine the extent to which staff disciplinary practices adhered to in

colleges of education by colleges of education authorities in North-East

Nigeria are in line with the approved NCCE guidelines.

4. Determine the extent to which staff promotions implemented in colleges

of education by colleges of education authorities in North-East Nigeria

are in line with the NCCE guidelines.

5. Determine the extent to which staff welfare services provided in the

colleges of education by colleges of education authorities in North-East

Nigeria are based on the NCCE guidelines.

Significance of the Study

The value thrust of the expected results of this study is examined from both

the theoretical and practical perspectives. From the theoretical view point, the

study is based on Fayol’s theory of modern operational management which held

that all work including administrative and teaching could be divided into groups;

that the principles of management are universal and as such managers should have

enough authority to discharge their duties. Hence, Fayol listed some important

management principles which human resource managers in organizations

including education should acquire. These underlying principles for Human

Resource Management include: discipline, unity of command, unity of direction,

subordination of individual’s interests to the general interest and adequate reward

to enhance staff morale. This study is hinged on Fayol’s theory in that the above

principles of human resource management will form the bases of the appraisal in

this study. Since the principles are universal the management of the colleges of

education have the authority to comply with the NCCE guidelines in their effort to

discharge their duties. The findings of this study provided information which

strengthened the application of the proposition of this theory in this research study.

Practically, the potential merits of the findings of this study will be of

benefit to the Ministry of Education, National Commission for Colleges of

15

Education (NCCE), educational administrators, staff, students, researchers and

society. The result of the study will be of benefit to the Ministry of Education

because information regarding human resources management will be provided

since the government through the Ministry provides social amenities for the

welfare of staff in the colleges. This will help them in providing necessary

information with regard to compliance to due processes in public service delivery

as required by the federal government.

The findings of the study is of benefit to the National Commission for

Colleges of Education because it will provide feedback regarding performance of

the educational administrators charged with the responsibility of managing the

affairs of the colleges especially as regards Human Resource Management

(HRM). The findings will help the Commission ascertain whether the right staff

for the job are being recruited for the effective implementation of the NCCE

minimum standards and more importantly, it will also provide necessary

information and feedback to NCCE as to the extent the Colleges of Education

(COE) are complying with the regulations in the conditions of service of COE.

This will help them take decisions on the next review of the conditions of service

of staff of the colleges of education.

The results of this study will help educational administrators charged with

the responsibilities of spear-heading the affairs of the colleges of education, to

appreciate the problems facing COE in effective management of human resource,

and consequently this information can help stem the trend for conflicts and strike

actions in the colleges.

The result of this study is of benefit to staff of colleges of education since

their state of affairs will be revealed to the government. This may eventually

propel the human resource managers in colleges of education to strickly abide by

the NCCE guidelines especially on staff recruitment, training and development,

discipline, promotion and welfare services. The result of this study is beneficial to

students because when the staff are properly managed the quality of their services

16

to students is expected to improve. This will facilitate teaching and learning

activities. Students will develop interest in their academic work and they will be

encouraged to actively participate in the positive affairs of the institution leading

to a well disciplined output as success will be their focal point.

The result of this study is beneficial to researchers because the findings

would provide additional body of knowledge in the field of research in the

educational institutions. The information contained in this work will also assist

other persons wishing to undertake further research in related areas of human

resource management.

The result of this study is of benefit to the society because the colleges of

education that train teachers will have disciplined and stable environment which

will result in disciplined potential teachers being the college output. They will as

well instill discipline in school children who will carry it to their individual homes.

At the final analysis, most of the homes will have disciplined children. Since these

children are part and parcel of society, it therefore means that society will be

disciplined thus, paving way for greater successes in diverse fields.

Scope of the Study

This study is delimited to appraisal of human resource management practices

in federal and state colleges of education in North-East Nigeria. Because it is

mandatory for the colleges to adhere to the NCCE guidelines with regard to

Human Resource Management (HRM), the study focused on the following areas:

staff recruitment, staff training/development, staff discipline, staff promotions, and

provision of staff welfare.

Research Questions:

The following research questions guided the study.

17

1. What is the extent to which staff recruitment practices in the colleges of

education carried out by colleges of education authorities are in line with

the approved NCCE guidelines?

2. What is the extent to which staff training and development programmes,

implemented in the colleges of education by colleges of education

authorities are in line with the NCCE guidelines?

3. What is the extent to which staff disciplinary practices adhered to in the

colleges of education by colleges of education authorities are in line with

the laid down NCCE guidelines?

4. What is the extent to which staff promotion practices implemented in the

colleges of education by colleges of education authorities are in line with

the NCCE guidelines?

5. What is the extent to which the provision of staff welfare services adhered

to in the colleges of education by the colleges of education authorities are

in line with NCCE guidelines in North East?

Hypotheses:

The following null hypotheses were formulated to guide the study and were tested

at 0 .05 level of probability.

Ho1: There is no significant difference between the mean ratings of federal and

state colleges of education staff on the extent to which staff recruitment

practices carried out in the colleges of education by colleges of education

authorities are in line with the NCCE guidelines.


state colleges of education staff on the extent to which staff training

programmes implemented in the colleges of education by the colleges of

education authorities are in line with the NCCE guidelines.


state colleges of education staff on the extent to which staff disciplinary

18

practices adhered to in the colleges of education by the colleges of



state colleges of education staff on the extent to which staff promotions,

implemented in the colleges of education by the colleges of education

authorities are in line with the NCCE guidelines.


state colleges of education staff on the extent to which the provision of staff

welfare services adhered to in the colleges of education by the colleges of


19

CHAPTER TWO

REVIEW OF LITERATURE

This chapter presents the review of literature relevant to the study under the

following subheadings.

Conceptual Framework

Concept of human resource

Concept of management

Concept of human resource management

Concept of Appraisal

Concept of human resource management practices

Theoretical Framework

Scientific management theory

Modern operational management theory

Human relation theory

Review of Empirical Studies

Studies related to appraisal

Studies related to administration of colleges of education

Studies related to human resource management

Studies related to staff recruitment

Studies related to staff training/development

Studies related to staff discipline

Studies related to staff promotion

Studies related to staff welfare

Summary of Literature Review

19

20

Conceptual Framework

Concept of Human Resource

Human resource is the most vital and useful resource in any organization.

The absence of human resource in an organization renders the rest of the resources

such as financial resources, material resources and many other resources useless.

Human being in an organization organizes and coordinates the other resources and

channels them towards the actualization of organizational goals. Human resource

in colleges of education includes all human beings that function to aid teaching

and learning. They include administrative staff, academic staff and students.

Human resource in any organization is made up of people, their abilities,

knowledge and skills which, when properly coordinated and managed, determine

the success of the organization (Emechebe, 2009). Emechebe further stated that

the human resource in education includes the teaching (lecturers and teachers) and

the non-teaching staff (administrative staff in the ministries of education and their

parastatals, the administrative staff of the various levels of institutions and their

support staff).

Inferring from the above, it is therefore clear that the academic and non

academic staff in colleges of education are human resources because they have

abilities, knowledge and skills to perform their various respective duties or

functions such as teaching, research, safeguarding educational resources and many

other functions. Staff (academic or non-academic) that do not possess the skills,

knowledge and abilities to perform, will not be regarded as human resource since

they cannot offer anything towards the attainment of the goals and objectives of

the institutions. To be a worth-while human resource, training and acquisition of

knowledge and skills necessary for carrying out a certain function is very

necessary.

In any organization, human resource holds the key to the success and

failure in achieving the stated goals because the manipulation of other resources

depends on the personnel. This is why Tabotndip (2009) asserted that human

21

resources refer to the human beings who have the quality and capacity to

manipulate the other resources in a production process towards realizing the

organizational objectives. Tabotndip further stated that in educational institutions,

human resources comprise school administrators, teachers, lecturers and non

academic staff who constitute the life wire of the educational industry the

implementers of the educational policies and programmes.

Contributing to the knowledge of human resource, Ayeni (2009) remarked

that human resources mean people, manpower, the individuals with all their

aspirations, needs and capacities. Ayeni further stated that human resources are the

critical resources upon which a nation’s economic future depends. As an economic

resource it represents the aggregate of skills and attitudes resulting from education

and training that equip the labour force with the capacity to plan, organize and

carry out economic processes when properly allocated (Aghenta, 2000, National

Academy of Public Administration, 2001). Human resources in any organization

are the individuals who coordinate all other factors of production in the production

of goods and services. They are available in categories of superordinates and the

subordinates (Adola, 1991; and Fabunmi, 2003).

In the words of Barney (1995), human resources include all the experience,

skills, judgment, abilities, knowledge, contacts, risk-taking and wisdom of

individuals and associates within an organization. The training of competent and

high level manpower in colleges of education is only possible where there is

adequate skilled and well-motivated academic and non-academic staff operating

within a sound human resources management programme. Legge (1995) noted

that human resources may be tapped most effectively by mutually consistent

polices that promote commitment and which, as a consequence, foster a

willingness in employees to act flexibly in the interest of the “adaptive

organizations pursuit of excellence”. Armstrong and Baron (2002:173) posited

that:

22

People and their collective skills, abilities and

experience, coupled with their ability to deploy these

interests of the employing organization, are now

recognized as making a significant contribution to

organization success and as constituting a significant

sources of competitive advantage.

The above implies that lecturers and administrative staff in colleges of

education are making great contributions towards the achievement of

organizational goals and it is crucial to the educational administrators to ensure

that a condusive atmosphere is created in the institutions so as to motivate the staff

to perform their functions effectively. According to Onah (2008), human resources

are easily recognized as the most important out of the resources required for the

production of goods and services as well as the key to rapid socio-economic

development and efficient service delivery. In other words, the growth and

development of the economy of society depend heavily on the availability of

competent and skilled human resource.

Contributing to the concept of human resource, Adeogun (2003) stated that

human resources refer to students, teachers or lecturers, administrative staff,

supervising staff from the ministry of education, guidance counselor, school

managers and others. Deducting from Adeogun position, human resources include

people from diverse fields of knowledge, skills and experiences who are ready to

make their contributions towards the attainment of organizational goals. This

means that they are all stakeholders of the organization, the success or failure of

the organization affects them either positively or negatively. Human resources are

critical for effective organizational functioning (Terpstra & Rosell, 1992). This

implies that for the growth of the organization human resources contribution is

fundamental. In this study human resource refers to the various groups of

individuals working in the COE which include, management staff (the provost,

deputy provost, registrar, bursar, librarian, deans of schools /directors and heads of

department) lecturers, senior and junior non-academic staff.

23

Concept of Management

Management has been variously conceptualized but the framework is

similar. Management implies planning, coordinating and controlling of activities

in organization with the aim of achieving the set goals and as well as satisfying the

needs of the workers. It is the pinnacle of the growth and development of

organization. Ogbonnaya (2009) had deduced from the various definitions of

management that management is a social process which has goals to achieve;

involves planning, organizing, staffing, leadership, directing controlling and

coordinating of the efforts of people towards the achievement of goals; and is the

guidance or direction of people towards organizational goals or objectives.

Management is being in control of the activities of the organization.

According to Peretomode (1996) management is the social or interactional process

involving a sequence of coordinated events such as planning, organizing,

coordinating and controlling or leading in order to use available resources to

achieve a desired outcome in the fastest and most efficient way. Nwachukwu

(1988) saw management as the coordination of all the resources of an organization

through the process of planning, organizing, directing and controlling in order to

attain organizational objectives. This implies getting things done through others.

Adesina (1990) defined management as the organization and mobilization of all

human and material resources in a particular system for the achievement of

identified objectives. Adesina added that management is the co-ordination of the

resources of an organization through the process of planning, organizing, directing

and controlling activities in the organization in order to attain organizational goals.

It is the supervision, controlling and coordinating of activity to achieve optimum

results with organizational resources.

Management is a social process with the aim of achieving goals. UNESCO

in Ogunu (2000) defined management as a social process which is designed to

ensure the cooperation, participation, intervention and involvement of others in the

effective achievement of a given or predetermined objective. Obi (2003) stated

24

that management is a process of planning, organizing operations, in order to

achieve a co-ordination of human and material resources essential to the effective

and efficient attainment of set objectives. It is the art of purposeful action of

planning, organizing, directing, communicating and controlling scarce human and

material resources to achieve organizational goals. Osuoke (2004) asserted that

management is the process of achieving an organization’s goal through the

coordinated performance of five specific functions namely: planning, organizing,

staffing, directing and controlling.

Management has become a major challenge for modern organizations

including educational institutions. This is because without proper management and

coordination of both human and material resources, the achievement of

educational goals and objectives will be a mirage. In line with the above,

Ogbonnaya (2009) stated that the importance of management to any organization

cannot be over-emphasized. It is with efficient management that an organization or

institution can plan, organize staff, control, direct and coordinate its activities to

achieve predetermined goals. Adetoro (2009) asserted that the management of

both human and material resources in education is very important because of its

role in the academic achievement of educational objectives. This implies that in

colleges of education without management the attainment of educational goals will

not be possible.

In certain respects we are all involved in management. This is probably

why Onuka (2004) had viewed management as everyday phenomenon where

nobody can be left out since all persons get involved in one form or another

possibly without knowing they are. This implies that management is the collective

responsibility of all the staff in organizations including colleges of education.

Concept of Human Resource Management

Human resources are undoubtedly the key resources in an organization, the

easiest and yet the most difficult to manage. The concept of the Human Resource

25

Management (HRM) spans right from the manpower needs assessment to

management and retention of same. In other words HRM is geared towards

effective designing and implementation of various policies, guidelines and

programs. It is all about developing and managing the knowledge, skills,

creativity, aptitude, attitudes and talents of individuals in the organization in the

achieving organizational goals, and using them optimally. The HRM is all about

developing and managing harmonious relationships at work place and striking a

balance between organizational goals and individual goals. Human resource

management is the process of managing people in organizations in a structured

and thorough manner. Weihrich and Koontz (2005) asserted that human resource

management is part of the process of management in general which focuses on the

human aspect of management ensuring that the objectives of the organization are

met. In line with the above Riches and Morgan in Uche (2009) acknowledged that

for an organization to achieve its goals, there should be a good management of its

human resources. The above assertion sees human resource management as the

pillar for organizational success. Contributing to the above Uche (2009) stressed

that human resource management is a process by which an organization ensures

the effective use of its employees in the pursuit of both organizational and

individual goals.

Human resources viewed to be the most valued instrument in the

organization need to be effectively utilized. According to Odenuiyede (2004)

human resource management is the effective utilization of human resources to

achieve the objectives of the enterprise and the satisfaction and development of the

employee. Schuler, Jackson and Luo (2004) wrote that human resource

management is all the dedicated activity that an organization uses to affect the

behaviour of all the people who work for it. Lucidly put, the behaviour of staff in

any organization influences profitability, customer satisfaction and other important

measures of organizational effectiveness, such as deciding on staff needs, how to

26

hire employees to fill these needs, recruiting and training the employee for higher

performance and retention of staff (McNamara, 2006).

To achieve the desired goals human resources management should be

strategic and orderly. This is why Armstrong (2006), lucidly explained human

resource management as a strategic and coherent approach to the management of

an organization’s most valued assets, the people working there who individually

and collectively contribute to the achievement of its objectives and staff

commitment and contentment. Onah (2008) believed that human resource

management involves those decisions and actions which concern the management

at all levels in the business of education that are related to the implementation of

strategies directed towards creating and sustaining competitive advantage through

effective, legal, fair and consistent manner.

Human resource management is a set of functions and activities carried out

in an organization such as the school, in a fair, affirmative and efficient manner for

the benefit of the organization, the individual and society. This definition revealed

human resource management as including all the human activities carried out in an

organization to ensure high level of attainment of the organizational objectives for

the satisfaction of the staff and society. Human resource management functions

therefore include, among others, recruitment, training and development, discipline,

promotion, welfare, integration and effective coordination of staff with the aim of

stimulating them to contribute in achieving the organizational goal. Chukwuma

(2001) and Okpata (2004) identified certain essential ingredients of the concept of

human resources management such as motivational factor, strategic use of

resources, behavioural factors, and coordination of human and organizational

needs.

In view of the important role of human resource management in

organizational success, Adeyemi (2009) remarked that human resource

management is the key strategic challenge for all industries including education.

Emechebe (2009) saw human resource management in education as the activities

27

involving getting the teaching and non-teaching staff to work towards the

attainment of educational goals. Emechebe added that the management of human

resource in education is a complex process because both the employee (Staff) and

the product (students) require proper management in order to achieve the goals

and objectives of education.

The aims of human resource management in a school organization

according to Adeyemi (2009) are to develop the kinds of personnel that would

effectively perform the various tasks, provide effective leadership, create a climate

conducive to maximum productivity, influence members of staff in performing

effectively and assess what constitutes the needs of the organization. Others are to

meet the need of the employees and to maintain and improve staff welfare

services. From the forgoing human resources therefore need to be effectively

managed towards achieving the organizational goals.

Figure 1: Schematic Presentation of a Model of Human Resource Management Programme

Adapted from Ivancevich, Lorenzi, Skinner in Oku (2009) The Concept of Human Resource

Management in Education

The above model clearly reflects the school organizations strategy with regard to

the staff, quality improvement and achievement of educational objectives.

HRM Activities

Determination of Staff Needs

Recruitment of staff. Selection

Orientation/induction Training

and Development Performance

appraisal Compensation

Discipline of Staff.

School Staff

Personality Attitude

Abilities Selection

Preferences

Motivation

Feed back

Outcomes

Efficiency and

Effectiveness

28

Concept of Appraisal

Appraisal has been variously conceptualized but the framework is almost

the same. Appraisal means the making of a judgment of the value performance

about a phenomenon in relation to specific objectives. It considers the

implementation and effects of social policies and programmes with the aim of

assessing how far these are succeeding, and identifying required changes. Okpara

(1994) pointed out that appraisal makes use of the proceeding cognitive levels.

This implies that the proceeding levels of cognitive domain could be subsumed in

the evaluation level. It involves making quantitative and qualitative judgments

about the extent to which the learning experiences and techniques satisfy set

criteria or standards.

Appraisal, assessment and evaluation are closely related. This is why

Akubue (1991) observed that evaluation is an appraisal of a fully developed

programme in order to find out the effectiveness of the programme in terms of

achieving the stipulated educational objectives and thereby arriving at a decision

on how to improve the programme if found wanting. This implies that the primary

purpose of appraisal is to ensure that performance in an organization is effective

and a yardstick for decision making is established for future events. For the

effectiveness of human resource management in colleges of education there is

need to appraise performance of the employers and employees so as to identify

strengths and weaknesses, thus paving the way toward addressing areas with

problems. According to Adeyemi (2009) performance appraisal refers to a

systematic and formal assessment of employees made in a prescribed and

uniformed manner at a specific time. Hence, appraisal is a designed set of

activities orderly carried out in organizations to improve performance.

The process of ascertaining the functionality of educational programmes

and practices in a systematic manner is called educational appraisal. Appraisal

therefore is a process which systematically and objectively attempts to determine

the value, efficiency, and effectiveness and impact of programme activities in the

29

light of set objectives. It is used to connote the process of making value judgments

or taking decisions about events, objects or their characteristics. Such judgments

or decisions are based on empirical data or information made available through

measurement. It is also used in a broader and more encompassing sense as a

process of seeking, obtaining and quantifying data with a view to making value

judgment about objects, events or their characteristics.

Appraisal is the highest intellectual ability and makes use of the other levels

to function. According to Grobler, Warnich, Carrel, Elbert and Hatfield (2005),

appraisals are used for a wide range of administrative purposes, such as making

decisions about pay, promotion and retention. Effective appraisals can

significantly contribute to the satisfaction and motivation of employees if they are

used correctly. Regular informal appraisal sessions let employees know how they

are doing and how they can improve their performances. Good work should not go

unnoticed, and frequent supervisory recognition is an important technique for

sustaining high levels of employee motivation.

An organization’s appraisal programme is generally created and

implemented to meet both evaluative and developmental objectives. Many

organizations fail to assess periodically whether those objectives are being

achieved. Often, appraisal programmes are set in motion and left to function-

sometimes dismally without a thorough examination of their effectiveness. In

extreme cases, ill-conceived and poorly implemented appraisal programmes may

contribute to negative feelings between employees and management, and

perceptions of unfairness, hindered career development and discriminatory

employment practices (Grobler, Warnich, Carrell, Elbert and Hatfield, 2005).

Appraisal schemes are, therefore, means of rewarding, criticizing, encouraging

and counseling. This implies that appraisal is meant to be both judge and

counselor; however, in practice, these twin roles tend to be incompatible.

Appraisal is a continuous comprehensive process which utilizes a variety of

guidelines and which is inescapably related to the objective of the educational

30

programme. Based on differences in aptitude not all will attain mastery at the same

time, hence, the need for appraisal in organizations. Ravallion (2001) pointed out

that the overall objective of appraisal is to assess programme effectiveness. This is

done by relating programme performances to the stated objectives and or

programme benchmarks or best practices. The extent to which objectives are being

attained becomes a measure of policy effectiveness which can be measured in

terms of costs, strategy of delivery, timeliness, coverage, targeting efficiency and

other relevant performances related indicators. This implies that in appraising an

entity, as in this study, the benchmark or yard stick with which the performance

can be measured will involve laid down guidelines or best practices; that is,

similar performances that have been adjudged effective and efficient.

There are several purposes for appraisal. According to Onah (2008),

reasons why appraisals are carried out in organizations are to: identify an

individual’s current level of job performance, identify employee strengths and

weaknesses, enable employees to improve their performance, and provide a basis

for rewarding or judging employees in relation to their contribution to

organizational goals and to motivate individuals. Others include identifying

training/development needs and potential performances and providing information

for successive planning. In this study appraisal implies a critical examination of

the extent to which the COE comply with NCCE guidelines in their HRM with a

view to passing useful judgment on human resource management in the colleges

under study.

Concept of Human Resource Management Practices

As the world (education institutions inclusive) is become more competitive

and unstable than ever before, production-based industries are seeking to gain

competitive advantage at all costs and are turning to more innovative sources

through human resource management practices (sparrow, Schuler & Jackson,

31

1994). Human resource management practices in colleges of education is a system

that attracts, recruits, trains and develops, motivates disciplines, promotes,

provides welfare services and retains employees to ensure the effective

implementation and the survival of the institution and its members. Besides,

human resource management practices is also conceptualized as a set of internally

consistent policies and practices designed and implemented to ensure that an

institution’s human capital contributes to the achievement of its goals and

objectives (Delery and Doty, 1996). Similarly, Minbaeva (2005) viewed human

resource management practices as a set of practices used by organization to

manage human resources through facilitating the development of competencies

that are firm specific, produce complex social relation and generate organization

knowledge to sustain competitive advantage.

It has been widely acknowledged that effective human resource

management practices (Damampour and Gopalakrishnan, 1998; Tan and Nasurdin,

2010) are significant in extracting positive work behaviour among employees

which consecutively leads to organizational innovation. According to Harter,

Schmidt, and Hayes (2002), human resource management practices can generate

increased knowledge, motivation synergy and commitment of a firm’s employees,

resulting in a source of sustained competitive advantage for the firm. However,

some authors, such as Hilsop (2003), Morrow and McElroy (2001) and Moynihan,

Gardner, Park and Wright (2001), have argued on the missing link between human

resource management practices and organization outcomes. The author argued the

more research needs to concentrate on the indirect relationship between human

resource management knowledge is reside in an individual and given the role of

HRM practices in influencing an individuals attitude and behaviours, it is believed

that HRM practices has significant and positive relationship on organization

innovation via knowledge management. According to Tan and Nasurdin (2010) an

organization’s approach to HRM practices has an influential effect on

organizational innovation. HRM practices set the tone and condition of the

32

employer-employee relationship which can encourage the employees to become

more innovative (Rousseau and Greller, 1994). If HRM practice is properly

realigned, it can play a vital role in contributing to the management of

organizational knowledge, and innovation will be realized through the ability to

use the knowledge to identify and pursue the opportunity. This postulates that

knowledge management effectiveness allowing employees to generate knowledge

within their sphere of influence, and the extent of shared knowledge influence the

organizational innovation (Dobni, 2006).

Human resource management practices play an influential role in

motivating employees to exhibit favorable attitudes and behaviour, which are

required to support and implement the competitive strategy of an organization

(Hiltrop, 1996). Wang (2005) remarked that innovative firms treat HRM practices

as the organization’s strategy to encourage team responsibilities, enhance

organizational culture, and build up customer relationships through participation

and empowerment. When institutions develop and introduce new process and/or

new administrative practices, they require innovative and creative employees, who

are flexible, risk-taking, and tolerant of uncertainty and ambiguity (Chen Huang,

2009). These employees are highly recognized in educational institutions as they

contribute meaningfully on the basis of labour market responsiveness, product and

process innovation. Hence, it is important for the colleges to implement supportive

HRM practices that can motivate and stimulate employees to be innovative on the

basis of argument put forth by scholars such as Gupta Singhai, (1993), Jimenez-

Jimenez, Sanz-Valle (2005), Kydd and Oppeneheim, (1990) Laursen and Foss

(2003), Shipton et al., (2005). We would expect HRM practices to be positively

related to the achievement of the goals of colleges of education. This is because

HRM practices are assumed to be a managerial process that allows organizational

or educational institution to manage its affair effectively so as to improve the

organizational innovation. It is important to view knowledge management

effectiveness as the crucial factor underlying the relationship between HRM

33

practices and organizational innovation, which has been omitted in previous

studies (Laursen and Foss, 2003; Spipton et al, 2005).

These definitions have encompassed the linking of various HRM practices

such as recruiting, selection, training and development, discipline, promotion,

appraising, welfare services and planning with organizational goals. Hence,

strategic HRM is a more integrative HRM practice that links the organizational

goals with the strategic management process (Sparrow, Brewster and Harris,

2004). HRM practices are carried out within an economic , social, political and

legal environment. Thus, there is a need for considerable historical and cultural

insight into local conditions to understand the processes, philosophies and

problems of national models of HRM (Hofstede, 1993). Nigeria according to

Fajana (2009) is one of the African countries troubled by abundant labour and

scarce talent. Attracting, developing, deploying and retaining best talents had

become a challenge. That is why Fajana and Ige (2009) argued that the desire for

top performance has driven the need for effective management. HRM practices in

Nigeria are a convergence with western-inspired approaches, with the evidence of

cultural and institutional influences on it. That is, there is a blend of transplanted

and indigenous HRM practices. The sensitivity to individuals’ socialization as

well as economic, historical, political, and social contexts according to

Azolukwam and Perkins (2009) may enable organizations to capitalize on the

potential to transplant forms of HRM from parent country cultures to developing

countries such as Nigeria

HRM practices in Nigeria cannot be totally diffused from what is evidence

in other countries. However, due to the peculiarity of the social-cultural

characteristic of Nigeria, HRM is an area open for further research. Good

employer-employee relations are therefore critical to the stable and sustainable

development of the Nigerian economy, as well as the world economy as a whole.

Fajana, Elegbede and Gbajumo-Sheriff (2011) wrote that several factors have

affected HRM practices in Nigeria namely; first, Nigeria lack, the internal

34

manpower to complete all necessary tasks; second, the complexity of today’s

business climate as a result of deregulation, globalization, and technology

advancements has outpaced many companies level for companies to get special

projects done without adding employees to the payroll (Olofin and Folawewo,

2006). Human resource management practices in this study include: Staff

recruitment, staff training and development, staff discipline, staff promotion and

staff welfare services in colleges of education.

Recruitment is the process of finding and attracting capable applicants for

employment. Those seeking job or looking for a better job will be stimulated

through placing of advertisement in any communication media so as to create

awareness in the mind of those willing to get a new job where vacancies exist. The

criteria needed for the job will be clearly stated so that those who feel they are

qualified and have the potentials of doing the job will apply. Most often, human

resource administrators will actively recruit only as positions become vacant.

According to Grobler, Warnich, Carrell, Elbert, and Hatfield (2005) recruitment is

the process of acquiring applicants who are available and qualified to fill positions

in the organization.

Recruitment is at the center of any college of education and must be given

all the necessary attention it deserves. Fatiregun (1992) remarked that recruitment

is that process of assessing a job, announcing the vacancy, arousing interest and

stimulating people to apply. Recruiting, according to Mathias and Jackson (1997),

is the process of generating a pool of qualified applicants from organizational jobs.

It is glaring therefore that for the colleges of education to obtain a needed number

of professionals for the sustainability of the organization, the only best way is to

embark on recruitment. As Cole (2002) puts it, the principal purpose of

recruitment is to attract sufficient and suitable employees to apply for vacancies in

the organization. Adeyemi (2009) defined recruitment as the set of activities an

organization uses to attract suitable candidates needed to fill a vacancy.

Recruitment itself includes all the activities designed to attract the quality and

35

quantity of personnel required to satisfy established needs and it usually takes

place as soon as the need is identified (Uche, 2009). Oboegbulem (2004) asserted

that recruitment is concerned with the selection of the required number of people

to be screened for a job, measuring their quality and attempting to predict their

future behaviour.

The National Commission for Colleges of Education in her revised

conditions of service for federal colleges of education in Nigeria (2010) stated that

all appointments shall be made by council or proprietor in the absence of the

council on the recommendation of the expanded management committee. Such

people shall possess a testimonial of good conduct from last employer or if not

previously employed, from the last school or college attended and possess such

minimum qualification as may be specified from time to time, evidence of

certificate of origin from his/her local government area. All vacant posts from

level 06 and above shall be advertised internally and externally. The NCCE in its

condition of service of staff in colleges of education (NCCE, 2010) stated that the

short-listing of all applicants shall be conducted by a committee of the

management headed by the Registrar and the relevant Heads of Department. Once

a post has been advertised, the basic qualifications laid down in the advertisement

shall be observed while short-listing. Due process must be followed for all

appointments in the college.

In colleges of education the educational administrators play a vital role in

appointing the best teaching and non-teaching staff who have the potentials of

doing the work. The Provosts, Registrars, Deans of schools and Heads of

department of colleges of education constitute the Management staff that organize

and coordinate recruitment exercises. Onah (2008) stated that if organizations are

able to find and employ staff who consistently fulfill their roles and are capable of

taking on increased responsibilities, they are immeasurably better placed to deal

with the opportunities and threats arising from their operating environment.

According to Federal Republic of Nigeria (FRN, 2008), recruitment means the

36

filling of vacancies by the appointment of persons not already in the civil service.

This means that there must be a vacancy before recruitment takes place. This

study will investigate the extent to which the COE Management ensures that

vacancies exist before calling for applications to fill them.

Adapted from Werther and Davis Human resources and personnel management, 5th

ed.

(New York: McGraw. Hill, 1996:183)

Job analysis

information Internal sourc

internal applic

promotions, tr

job rotation in

methods job p

Human resource

planning

Job

op

enin

g i

den

tifi

ed

Job

req

uir

emen

t

Affirmative

action and employee

equity plans

Environment

• Legal

consideration

• Economy

• Technology

• Competition

• Strategy

• Vision

• Values

• External sou

external appl

school leave

university gr

women at ho

disadvantage

groups prese

employees a

competitors

• External met

direct applic

employee ref

campus recru

private empl

agencies, adv

Managers

comments

Specific

requests of

managers

38

Inferring from the above illustration, it is crystal clear that a lot of factors are to be

considered in colleges of education before any recruitment takes place. Also there

are some factors to consider and the process for attracting and appointing the best

reliable and efficient staff. Mathias and Jackson (1997) believed that regardless of

organizational size, the following decisions about recruiting must be made: How

many people does the organization need? What labour market will be tapped?

Should the organization have its own staff or use other sources such as flexible

staffing? Should staff recruitment be focused internally or externally? What legal

considerations affect recruiting? How can diversity and affirmative action

concerns be addressed when recruiting? How will the organization spread its

message of openings? And how effective are the recruiting efforts?

Contributing to recruitment in an organization, Onah (2008) noted that

before recruitment decision can be made, the organization must reflect any

vacancy that occurs and link the decision to the objectives set by human

resources plan of the organization. He further indicated that when recruiting

staff, organizations are going out into their external environments and competing

with others for suitable recruits. Cole (2002) acknowledged that such activities

are conducted in a manner that sustains or enhances the public image of the

organization. Applicants who are treated fairly will pass on this experience to

others, even if they have been unsuccessful in their application. Conversely,

applicants who feel that their application has been treated wrongly will be fast to

spread their criticisms around. This is the reason why Lewis (1985) posits that in

practical terms, attracting applicants is less an issue, but administering and

deciding whom to offer employment are more difficult with large numbers.

In colleges of education the knowledge of human characteristics for staff

recruitment is very necessary. This is why Fraser in Onah (2008) presented the

five aspects of the individual characteristics as follows:

• Impact on others: This is referring to the physical make-up and also

aspects such as dress, speech, manner and reactions. Fraser laid much

39

emphasis on the importance of looking at an individual quite objectively

from this view point ;

• Acquired knowledge or qualifications: This part deals with general

education, work experience and training.

• Innate Abilities or Brains: This refers to the individual’s ability to

exercise his or her intelligence in a range of situations and is especially

applicable in cases where the individual has few formal qualifications.

Fraser suggests that, from this point of view the concern is mainly with

the applicant’s potentialities.

• Motivation: This is targeted at the goal directed aspect of human

personality. The focal point here is in terms of how the individual has

achieved his or her personal needs and ambitions than with trying to

identify these needs.

• Adjustment: This aspect concerns the emotional status of the individual’s

stability, maturity, and ability to cope with stress.

The above model of Fraser has significantly contributed to the recruitment and

selection processes in organizations. It provides guide or practical framework to

educational managers and others to make reasonable consistent comparisons

between one candidate and another. The important point here is that the

organization is at least trying to introduce a greater element of predictability and

control into an aspect of human resources management in which personal

judgment and individual prejudice blend rather uneasily together in a situation

where objective information may be in short supply (Cole, 2002).

From the foregoing, at any point in time that colleges of education are

embarking on recruitment greater element of predictability and control should be

applied to enable them to make a suitable choice of candidates that will fill the

existing vacancy. Having background knowledge about the person to be

recruited as a member of staff in colleges of education is good except where it is

40

not necessary to do so. After the recruitment of staff there is need to train and

develop them for utmost performance.

The process of acquiring skills and knowledge to equip an individual to

perform effectively well in attempt to achieve the goals of an organization and to

the satisfaction of the individual is referred to as staff training and development.

Training and development are very important in every organization; their lack

negatively affects the organization. The positive turning point of an organization

largely depends on the development of the personnel working for that

organization. This is why Onah (2003) stated that in order to maximize the

productivity and efficiency of the organization, every executive, manager or

supervisor in public or private enterprises has the responsibility and indeed the

bounding duty to ensure development of men and women who have requisite

knowledge and expertise. Staff development is the training and education given

to personnel which is geared towards developing the individual to their full

potential to be able to contribute meaningfully to society (Oboegbulum and Enyi

2010). In colleges of education, academic and non-academic staff at the

managerial level are trained so as to equip them with needed skills and

competencies that would help them in achieving organizational goals.

Contributing to the concept of staff development, Good in Madumere

(2008) saw staff development as the type of education given for which there is

an anticipated application, which thus assumes that staff can translate into action

the knowledge and skill acquired for onward improved youth entrepreneurship.

Staff development therefore is very necessary in colleges of education as it

enhances performance. From the foregoing, the essence of training or developing

both academic and non-academic staff is for them to acquire knowledge and

skills and also to apply same in carrying out their respective duties. Any training

that a person acquired and cannot translate same into action for the improvement

and eventual attainment of the organizational goals becomes useless. Therefore,

41

staff in colleges of education need training as it is a process that develops and

improves skills related to performance and productivity.

Staff development recognizes that people may improve their abilities and

capabilities thereby becoming more effective and efficient at their workplace.

Uche (2009) asserted that schoolheads provide some on-the-job training, coaching,

counseling, performance appraisal, job rotation, and special assignments. As

human resource managers, they provide many other forms of training and

development, including workshops designed to help workers master the technical

sides of their jobs and seminars to assist managers in developing human and

conceptual skills. Oku (2009) wrote that many new school staff members come

equipped with some knowledge and skills needed to start teaching. It is, however,

pertinent that at one time or another, teachers will require some type of re-training

in order to maintain an effective level of job performance. This need is met

through staff training and development programmes.

Staff development in the context of the school, according to Ejiogu

(1990), refers to all the programmes designed for the continuing education of the

school personnel. The programme should be both person-oriented and job-

oriented and after-effect or a follow-up of performance appraisals. The

importance of training and developing the school staff cannot be over-

emphasized in a changing world and circumstances, changes in knowledge, in

teaching methods, and techniques and changes in the preparation and quality of

teachers and in the quality of students (Oku, 2009). Oku further stated that two

major types of staff development strategies are on-the-job and off-the-job.

On-the-job experiences could be provided within the school through job

rotation by providing a variety of work experience to a teacher (lecturer) by

assigning them different subjects and/or different classes to teach within his area

of specialization. They should also be assigned some administrative functions as

patrons of school clubs and societies and so on. Staff meetings also provide a

forum for staff members to become more familiar with problems and events that

42

are occurring outside their immediate areas of assignment thereby learning from

the ideas of others.

Off-the-job experiences are used to supplement work experience. It

affords the concerned staff some time off the job, to enable him/her to attain an

acceptable level of proficiency on specific teaching or administrative techniques.

It may take the form of a conference, a formal discussion, or a classroom training

platform in areas where information and instructions can be imparted by lectures,

demonstrations, films, videotapes and so on.

From the forgoing, staff training and development are closely related to

the growth of an organization. When staff fail to grow and develop in their work,

a stagnant organization will most probably result. Therefore both within and

outside training and development of teaching and non-teaching staff are very

necessary for colleges of education to achieve success.

Training and development give an individual the opportunity to learn

something new and improve upon one’s knowledge. Training and development of

staff of colleges of education constitute an inevitable strategy if standard must be

improved in the teaching and learning process. Olowe (2008) viewed training as

an organized effort aimed at helping and employee acquire basic skill required for

which he/she was hired. Olowe further stated that training can also be defined as

the act of increasing the knowledge and skills of an employee for doing a

particular job. Aliyu (2000) pointed out that lack of proper training and retraining

of personnel to develop their innate ability and achieve their full potentials in their

place of work will make attainment of standard a mirage.

All the staff in various disciplines needs to be well informed of any new

knowledge in their areas of specialization for better performance. However, as

observed by Mkpa (2011) the Nigeria higher institutions (colleges of education

inclusive) are in dire need of reordering and improving the teaching skills of their

academic staff a majority of whom have no training in proper teaching techniques.

Madumere-Obike (2004) remarked that it is through this task of training and

43

development that an organization meets its required obligations to workers, secure

staff commitment, develop and manage workers to best optional performance.

Ominyi and Opa (2008) asserted that staff in any organization (education or other

wise) need to undergo training and development courses to enable them to acquire

knowledge, skill, competence and ability that will help them improve on their

performances which will enhance quality services to end users.

Training and development of staff are crucial to the success of an

organization and; therefore, have attracted the attention of many authors. This is

why Ominyi (2008) contributed that training and re-training of staff is a deliberate

and systematic means of inculcating positive attitude and behaviour capable of

achieving organizational goals. The main objective of training is to develop

competences on employees to enable them to improve their performance, grow

within the organization and be capable of handling problems of human resource

that may arise from time to time. Ominyi and Opa (2008) describe staff

development as the process of acquitting staff with needed competence,

responsibility, creativity and greater freedom that will enhance their commitment.

Training and development are used interchangeably based on the fact that

both are concerned with how to improve employees’ skills, competences and

attitudes that will lead them to optimal performance. The goal of any higher

institution of learning is to provide the needed manpower for development and

also to enhance the quality of the living condition of its products. Ogba and Igu

(2008) postulated that one of the objectives of any educational system is to

provide their products with the intellectual and professional background adequate

for their assignments. Ocho (2007) remarked that the only way to achieve quality

instruction in the school system is to expose personnel in the schools to training

and development programmes. This will assist them in getting abreast of the

changing situation in their environment because adequate staff adjustment is

essential to staff productivity, organizations progress and national development.

44

The present phenomenon on knowledge explosion makes it necessary that

staff be exposed to training and development to prepare them for the greater tasks

ahead. Igu, Oba and Ominiyi (2009) acknowledged that some staff may have

adequate knowledge and skill prior to their employment but as their tasks increase,

they may lack the skills and competences to carry out their work. Awonyi in Ogba

(2005) opined that a worker who is not exposed to various training and

development programme is bound to inculcate bad norms to students. Evidence

from literatures has shown that experts have cast a lot of doubt on the

effectiveness of the present training programmes given to staff in the institutions.

For instance, Igu (2007) and Ominyi (2008) stated that the present programme of

Nigeria Certificate in Education (NCE) does not adequately prepare such category

of personnel for basic education. The above observation explained the reason why

staff development programmes need to be enhanced especially at this time of

academic quest. Igu (2005) noted that a poorly prepared member of staff finds it

extremely difficult to face challenges. Staff training and development need to be

supported with discipline because without it organization suffers set back.

Discipline is one of the most important instruments of human resource

management practices. The unique nature of the organizational structure of the

college of education system is such that colleges of education have found it

difficult to achieve excellence without practicing the culture of discipline. The

complex nature of colleges of education makes it possible for staff and students

with different backgrounds to be part of these insitutions. This facilitates the

reason why colleges of education must have rules and regulations to successfully

manage the complexities and sophiscation that exist among staff and students.

Generally, disciple is held as the tendency to carefully obey laid down rules and

regulations applicable in an organizational setting and the ability of the

management to caution the erring staff. According to Effanga (2001) discipline is

a disposition that is in conformity with institutional rules and regulations.

45

Discipline has to do with an individual exhibiting a relatively permanent

reflection of orderliness, responsiveness, diligence and conduct. Nwaham,

Chukwuma, and Adjudeonu (2007) asserted that discipline involves moral, mental

or psychological training and consequent development of self-control by

individuals. Fafunwa in Peretomode (2004) noted that society is passing through

difficult times and the incidence of indiscipline permeates the entire social,

economic and political life of the nation. This is evident in the prevalence of

examination malpractice, cultism, sexual harassment, molestation, students’

unrest, kidnapping, suicide bombing among others which have caused a lot of

damages to the achievement of educational goals and objectives. This is why

Peretomode (2001) regards lack of discipline as an enemy to educational

development. Peretomode added that one of the aims of a school administrator is

to have a quite, smooth and efficient school for educational goals to be attained.

The increasing rate of indiscipline in colleges of education raises the

question on the best possible and simple way in which to handle disciplinary

issues by administrators of colleges of education. Some of the administrators in

colleges adopt control measures, sometimes authoritarian in nature, which

according to Ominyi (2005) do not produce relatively permanent change in

behaviour; rather, it creates fear. Dittimiya (2004) remarked that any enforcement

based on fear can only produce negative results and will not lead to the

development of those traits of character that make for good citizenship. Dittimiya

further stressed that authoritarian methods create an unhappy relationship among

the administrator, staff and students thereby disrupting the smooth, orderly and

efficient management in the organization. Curwin, Mendler and Alexandria (1998)

noted that dialogue and counselling are disciplinary practices which provide a

warm school climate necessary for attainment of educational programmes. From

the foregoing, simple and clearly defined rules and inculcating self-discipline in

staff and students are more efficacious in maintaining school discipline than rigid

and authoritarian measures.

46

Contributing to the negative effect of the authoritarian discipline in

organization, Akpan, Okey and Esirah (2005) reported that administrators who use

authoritarian methods to maintain disciplines in school through emphasis on

enforcement of rules and use of punishment for those who break rules do not

encourage cordial relationship among administrators, staff and students hence

destroying the achievement of school aims and objectives. Oti (2007) suggested

that it is better to use friendly measures to maintain discipline than the use of

unfriendly measures which inhibit relationship. Onayase and Ajudeonu (2007)

lend credence to the above and affirmed that in a well disciplined school, the

administrators provide clear and friendly-based rules which encourage

administrators to trust their staff and students. Discipline is a sure way of learning

process therefore an integral part of education because useful learning can only

take place in a climate of orderliness.

In every organization, there are rules and regulations/policies guiding the

behaviours of workers. The essence of such rules and regulations is to enhance

discipline. Discipline breeds conducive environment for efficiency and

effectiveness in work performance (Emechebe, 2009). All the workers are

expected therefore to obey rules and regulations. The ability to control one’s

behaviour in order to do what is expected of one is known as discipline. It is

generally accepted that in all human endeadvours, discipline must come to play if

growth, development and success must be achieved. The absence of discipline in

any organization may likely create a gap that cannot be filled by any other factor.

Staff discipline therefore is the ability of both academic and non-academic

staff in colleges of education to submit totally to the laid down rules and

regulations of the institution. Onah (2008) remarked that staff discipline and

control deal essentially with the ability of employees to remain within the bounds

of the rules of conduct as defined by the organization. Discipline also connotes the

employees’ submission to the organization’s authority to direct or restrain their

activities in the workplace. It is evidently clear that a peaceful and stable learning

47

environment or what most of us refer to as conducive learning environment

achieves better result than unconducive and problematic environment. Conducive

environment can only be established where discipline is the watchword.

Staff discipline is a corrective instrument that is essential in the growth of

the organization. According to National Commission for Colleges of Education in

her Revised Condition of Service for Colleges of Education (NCCE, 2010)

disciplinary measure shall be taken against any staff for misconduct or

inefficiency. The staff will not normally be dismissed for a first offence, but

there are certain cases or sufficient gravity where summary dismissal could result,

such as the following serious misconducts which are incompatible with faithful

discharge of staff duties: insubordination or willful disobedience of lawful order,

drunkenness, falsification of records, suppression of records, withholding files,

conviction on a criminal charge, absence from duty without leave. Others are:

false claims against Government Officials, engaging in partisan political activities,

bankruptcy/serious financial embarrassment, unauthorized disclosure of official

information, bribery, corruption, embezzlement, misappropriation, violation of

oath of secrecy, action prejudicial to the security of the state, advanced fee fraud

(criminal code 419) stealing/robbery, gross negligence, holding more than one

full-time paid job, nepotism or any other form of preferential treatment, divided

loyalty, sabotage, willful damage to public property, sexual harassment, and any

other act unbecoming of a public officer.

The following disciplinary actions may be taken against any staff for any of

the offences and short-comings defined as misconduct in this regulation, verbal

warming/reprimand, written advice, query and written warning, withholding/

deferring increment, reduction in grade/rank, interdiction, suspension, termination

and dismissal (NCCE, 2010).

For the achievement of the envisaged goals in colleges of education

discipline is emphasized because it plays a magic role in enhancing positive

changes. No matter how other variables crucial in aiding the achievement of goals

48

may be presented, if there is no discipline in what one is doing, there cannot be

success. The above condition is even more applicable to academic success (Idris,

Okolo and Ejike 2006). In Nigerian the level of discipline in the colleges of

education seems to be declining and the outcome of this has been manifested in

poor performance of both staff and students. The golden old days when the level

of discipline was high also witnessed high standards in our educational system.

Discipline is highly needed in all organizations since it is the power behind

success. According to Ndu, Ocho and Okeke (1997) in the school or

administrative situation, discipline generally refers to the maintenance of general

conditions of order. Children and workers are made to obey rules through rewards,

punishment, persuasion or self-acceptance of such rules as necessary for

productive work. From the forgoing discipline means different thing to different

people in different walks of life and it is inevitable in the production of goods and

services. Mgbodile (2004: 162) wrote that

staff discipline is very important in school personnel administration

and that it is the responsibility of the educational administrator to

maintain disciplinary standards in the institution. While the

administrator must try to maintain good relationship with his staff,

he should not be afraid to take disciplinary action against any staff

who is failing in his duty or who is guilty of professional misconduct

or some act of immorality. Such cases may include laziness, frequent

absence from school, unpunctuality, refusal to participate in extra-

curricular activities, incitement of students against authority,

financial embarrassment, quarreling or fighting in the staff room or

in class, misuse of school property or funds etc. However discipline

requires careful handling.

The above implies that in school or administration of human resource, discipline

is regarded as a pillar in achieving the target goals. As such the cordial

relationship that exists between administrators and staff in colleges of education

should not serve as a barrier to discipline of any erring staff. In line with the

above, Onwurah (2004) stressed that discipline has been used as a parameter for

measuring the operational success of any organization or system. It is in fact

49

regarded as the life-blood of any system. Onwurah added that unconditional

loyalty and cooperation is expected of all staff and students of any institution for

the achievement of its goal of effective teaching and learning.

The systematic training of the mind to do what is expected is referred to as

discipline. This is why Igwe (1990), Eyibe (1995) and Ekere (2004) emphasized

the training which will enable the mind to produce an acceptable character geared

towards good performance of the roles expected of such an individual. Discipline

to them is a socially approved training. Grobler, et al, (2005) believed that the

primary objective of discipline is to motivate an employee to comply with the

company’s performance standards. And employee receives discipline after failing

to meet some obligation of the job. They further submitted that the second

objective of discipline is to create or maintain mutual respect and trust between

the supervisor and employee. They added that improperly administered discipline

can create such problems as low morale, resentment and ill-will between the

supervisor and the employee. This implies that the educational administrators in

colleges of education should ensure that the essence of their disciplinary action on

staff is to encourage them improve their performance and to promote mutual

respect and trust that are necessary in achieving the goal of the organization.

To avoid problems in the institution, the administration of discipline is

expected to follow the laid down criteria of the organization. Discipline should be

applied only when it has been determined that the employee is the cause of

unsatisfactory performance. Grobler et al (2005) acknowledged that positive

discipline corrects unsatisfactory employee behaviour through support, respect

and people oriented leadership. The purpose of positive discipline is to help rather

than harass the employee.

Operating within the stipulated rules and regulations is possible because of

discipline. Wilson (2002) defined discipline as obedience to established and

legitimate authorities, while Dittmiya (1995) observed that discipline involves self

control, restraint, respect to oneself and others. Olagboye (2004) with reference to

50

school discipline refers to discipline as “the readiness or ability of students (and

teachers) to respect authority, observe and obey school rules and regulations and

maintain a high standards of behaviour necessary for the smooth running of the

teaching-learning process. This implies that staff in colleges of education that are

ready or posses ability to respect authority and obey school rules and regulations

with the aim of enhancing the achievement of the organizational goal are

disciplined.

Presenting historical origin of the concept of discipline, Atanda and

Lammed (2006) stated that discipline is derived from a Latin word “discipulus”

which means “to learn”. It is the mode of life in accordance with certain rules and

regulations. Okorie (2000) is of the opinion that discipline is necessary for

coordination to ensure organizationally predictable, reliable and supportive

behaviour. It is one of the responsibilities of the educational administrator in

colleges of education to maintain a high-disciplinary relationship with the staff.

Uche (2009) put forward some of the disciplinary problems which must be

handled appropriately once noticed to serve as correction to defaulters and as a

deterrent to others as follows: absence from school, lateness to school, leaving

school during work hours, not setting or marking of assignments, using corporal

punishment too often, disobedience to the school head, e.g. not taking work

seriously, improper dressing and untidy outlook, leaking of examination papers,

refusing to submit examination papers on time, creating disorder in the smooth

running of the school. Others are refusing to accept transfer, using official hours

for private business, causing negligence at their duty posts, unqualified and unfit

teachers handling subjects, sexual harassment of female students, refusal to

participate in co-curricular activities, fighting and misuse of school property.

From the above, it is expected that every member of staff in colleges of

education should be treated equally without bias or favoritism in applying the

above on any defaulter. This could be why Emechebe (2009) suggested that it is

important to adopt a progressive approach in dealing with staff discipline. This

51

will ensure fairness in your decisions. Emechebe stated that progressive approach

to staff discipline require a careful examination of the situation before taking

action on a member of staff that is involved in a disciplinary problem so as to

avoid serious consequences. Emechebe advised that a progressive approach

should be taken using the following guidelines:

Figure 3: Steps required in positive discipline.

Adapted from Human Resource Management in South Africa 2nd edition by Grobler, Warnich, Carrell, Elbert, and

Hatfield (2005: 539)

When staff are well disciplined they need to be promoted to a higher rank.

Promotion is one of the ways to increase motivation which engenders

higher productivity by the workers. Adeyemi (2009) defined promotion as the

elevation of someone’s status as a result of having satisfied the required

conditions. Grobler, et al (2005) defined promotion as reassignment of an

employee to a higher-level job in an organization. Generally, it is given as

recognition of a person’s past performance and future promise. When employees

are promoted, they generally face increased demands in terms of skills, abilities

Clarify responsibility for discipline

Define expected employee behaviour

Communicate discipline policy, procedures and rules

Collect performance data

Administer Progressive discipline

Administer corrective counseling techniques

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and responsibilities. In return a promoted member of staff is granted better pay

benefits and more authority, as well as higher status. Promotion results in

increased status, increased salaries and allowances, more prestige and increased

responsibilities. It is a sure way of rewarding people for their efforts and services.

Promotion is the advancement of an employees’ rank of position in an

organizational hierarchy. It is the act of promoting or the fact of being promoted.

Deducting from the above, and applying it to colleges of education it

means that when a lecturer or non-academic staff is being upgraded from a lower

level to a higher level it is as a result of the staff concerned being able to fulfilled

the requirements set for promotion in the institution. Basically, when a member of

staff in colleges of education is promoted his/her status, salaries, allowances,

prestige and responsibilities are increased. This means that the staff is being

rewarded for his/her efforts and services. Under normal circumstances, promotion

is done in acknowledgement of the hardwork and dedication of staff to the

institution and in most cases, it involves the number of years a member of staff

has put in on a particular position. Grobler, et al., (2005) remarked that the term

promotion is one of the most emotionally charged terms in the field of human

resource management. For instance, if the general consensus is that the wrong

person has been promoted, there will be resentment and probably lack of

cooperation from some staff members. This implies that in promoting teaching

and non-teaching staff in colleges of education, the laid down criteria should be

strictly followed and the exercise should be free from political interferences so as

to motivate all the staff to work hard towards promotion.

Advancement in the place of one’s work serves as motivation and as such

encourages the staff to put in the best he could the more so as to achieve the goals

of the institutions. A newly employed staff member in colleges of education no

doubt will be very happy but after a given period of time in which he was suppose

to be promoted elapsed, the employee may begin to feel bored, disappointed or

frustrated. It is very dangerous for staff especially lecturers in colleges of

53

education to remain too long on a post, this is because the affected staff will be

discouraged and will not be willing to effectively contribute his/her quota towards

the achievement of the organizational goals. It is equally risky if the staff

discovered that promotions and advancement are made arbitrarily without

conforming to any set standard. Once such a situation unfolds both the

hardworking and the lazy staff altogether will feel that justice is being denied

them and that will automatically affect the growth of the institution negatively.

In any organization, an inequitable or defective promotion policy is very

disturbing to organization members. The advantages of the policy adopted in any

given organization must be judged in line with the goals of the institution. Usually

promotion is based on competence, qualifications or seniority. Adeyemi

(2009:681) stated that when promoting staff, therefore, the following points

should be considered: teaching effectiveness to be assessed through lesson

preparation, mastery of subject matter communication skills, student-teacher

relations and personal qualities. Others are present salary and last date of

promotion, academic qualifications and teaching experience, attitude to work and

general impression, participation and effectiveness in extra-curricular activities,

judgment and qualities of leadership.

The above implies that promotion and advancement is not just free but

instead it follows logical criteria laid down as policy of the institution. The staff

that wants promotion must ensure that he or she works hard to fulfill the

conditions for promotion. Every staff is encouraged to grow professionally.

National Commission for Colleges of Education in her revised Condition of

Service for Colleges of Education (NCCE, 2010) defined promotion as the

advancement of an employee to an office or position of higher rank on the basis of

competitive merit (ie examination and interview) from amongst all eligible

candidates. Candidates for promotion shall possess all the qualifications,

experience and the other requirements of the post for which they are being

considered. In general, all staff who prima facie qualified for promotion shall be

54

considered. The minimum number of years that a staff must spend in a post before

being considered eligible for promotion shall be as follows:

Level 01 – 05 2 years

Level 06 – 13 3 years

Level 14 and above 4 years

No promotion shall be effected except there is an established post for which

vacancy is declared. Promotion of academic staff shall normally be based on

evidence of effective teaching evidence of scholarly research publication in

learned journals in the candidate’s field evidence of effective service to the

college, the department and the community, evidence of good character, loyalty to

the institution and personal integrity. The non-academic staff, on the other hand,

shall be promoted on the basis of efficiency, competence, effectiveness, ability to

take additional responsibilities, experience, special aptitudes, initiative and

personal integrity (NCCE, 2010). The Dean in consultation with the Head of

Department shall make recommendations for promotions (if any) in respect of

staff members of his School/Division to the provost supported with reports on

prescribed Annual Performance Evaluation Report Form.

This implies that staff who fail to meet up the conditions above will not be

promoted. Promotion of staff based on seniority and “my counterparts are in a

higher rank have become obsolete in modern times” (Ekpo and Anuna 2005).

Therefore it is necessary for all the staff to work hard to fulfill the condition of

promotion set in the institution.

Promotion of any academic staff from a lower rank to a higher rank is an

indication that the staff has shown evidence of scholarship and effective

performance in all the criteria for promotion as stipulated by the colleges of

education policy. Badri and Abdulla (2004) asserted that academic staff appraisal

for promotion can also be evaluated through items such as research articles

produced, teaching method, presentation style, and involvement in community

activities. Salmuni, Mustaffa and Kamis (2007) remarked that the process of

55

decision-making for academic staff promotion often involves criteria such as

tasks, activities, teaching, supervision, publications, research, consulting,

conferencing, administration, and community service.

No matter what the procedure for promotion entails, the incentives and

reward system in colleges of education has often been associated with staff

motivation and effective performance on the job. This is why Maustaffa and

Kamis (2007) wrote that the most attractive reward perceived by the staff is still

promotion and that promotion will improve the staff objective and performance.

Santhapparaj and Alam (2005) found that promotion has a positive and significant

effect on job satisfaction. Turk (2008) lend credence to this and stated that, a good

and well functioning performance appraisal system for promotion would help the

educators to make their mark in the organizational setting of their faculty.

A good number of scholars has conducted studies regarding academic staff

promotion, its influence on their job satisfaction and motivation. Moses (1986)

reported that research studies in the U.S. A, Britain, Australia and New Zealand

which examined academic staff members’ attitude to the promotion procedure in

their institutions found dissatisfaction with existing practices. While Owuamanam

and Owuamanam (2008) maintained that there is still a doubt raised regarding the

adequacy and objectivity of the criteria for employment and promotion, Volkwein

and Carbone (1994) had stated that academic staff are recruited primarily to teach,

but are given promotion and salary increase, based primarily on their research and

scholarship. Promotion only is not enough to satisfy staff therefore, welfare services are

also needed to stimulate staff to perform effectively.

It is believed that the welfare of staff is very necessary and must be

provided at all costs for them to put in their best and perform effectively. Welfare

for staff serves as motivation which energizes staff to do that which they wouldn’t

do in its absence. It would be surprising to suppose that staff in colleges of

education would continue to find satisfaction in cooperating in the institutions’

affair if no reciprocal interest is shown in their individual needs and problems.

56

Welfare is crucial and relevant in all facets of human life. Agu (2009) defined

welfare as a broad term that encompasses various forms of government

programmes aimed at improving the standard of living of the poor. The

government does this either by direct financial assistance to supplement the

income of the poor or by waiving a number of payments for certain services. This

implies that the aim of welfare services is to ensure the wellbeing of the people.

The human condition whereby people are faring well is indeed necessary in

organizational activities that lead to goals achievement. The purpose of welfare

services, according to Ojofeitimi (1992), is to provide personal advice and

assistance to individuals and encourage a positive relationship between the

individual and the organization by providing extra security and comfort. Among

the welfare services that could be provided by an organization for its workers

include: adequate retirement and pension scheme, medical services for workers

and their dependants, counseling services, schools for staff children, officials cars,

end of year bonus and so on (Arikewuyo, 2009).

Contributing to provision of welfare services Mgbodile (2004) remarked

that, staff personnel administration should provide for the welfare of staff through

provision of car advance to staff , improved salary of staff, granting study leave

with pay and leave of absence when necessary, care of staff health by providing

free medical treatment, sick and maternity leave and retirement benefits as and

when they are due. This implies that it is pertinent for the provost of colleges of

education to provide car loans, pay good salaries, allow staff to go for further

studies with pay and provide medical facilities. Retirement benefits and other

necessities of life should also be provided accordingly. This is why Ogbonnaya

(2005) stated that the provosts of colleges of education are in charge of staff

welfare. And that they are responsible for the remuneration paid to the academic

staff as well as staff housing, office space and furnishing, transportation, health

services and the provision of adequate facilities like water, electricity, tele-

communication, and recreational facilities.

57

Various studies have shown that staff that are cared for through welfare

services could be highly productive. For instance, Akinola (1995) established that

occupational welfare programmes in work organizations lead to job satisfaction

with positive externalities on workers’ efficiency, productivity and commitment.

For the teaching profession, Taal (1995) quoted Coomb as asserting that if

teaching and learning are the beginning and the end of the educational process,

then all matters that bear on the welfare, professional development and

effectiveness of the teacher must be of prime importance. From the forgoing, staff

in college of education deserve to be given special attention on issues that affect

their condition of service. It is hoped that when the wellbeing of the staff is

properly cared for, it will result in job satisfaction which will eventually

encourage the staff to be highly committed to their duties and that likely may lead

to efficiency in productivity. The value of teaching cannot be measured in that it

aims at inculcating new ideas, skills and behaviour that will develop intellectual

capabilities of learners towards becoming useful to themselves and society. Also,

Okunola (1990:366) summarized the social responsibilities which all employers

owe to workers as:

Provision of heavily subsidized food, uniform, medical treatment for

him and his family, transportation to and from work, pay for

accommodation, pay of school bills for at least one of his dead

parents, provide facilities for recreation, prepare him for retirement

through counseling and provision of relevant facilities, visit him at

home when sick and when he dies, announce his obituary with fun

fare and bury him decently while ensuring his dependants don’t

suffer.

This implies that human resource managers especially those in colleges of

education have much to do so as to ensure adequate provision of welfare services

to the staff working under them. The administrators are expected to perform

several roles that will be able to create a condusive working environment and

provide some certain level of job satisfaction to the workers.

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In another study, Arikewuyo (2000) found out that teachers in Nigeria

considered their salary as fairly adequate. The teachers, however, felt that medical

facilities were not available at all for their welfare. All these point to the fact that

welfare of staff is very germane in every organization and any organization that

neglects staff welfare should be ready to embrace low productivity and

inefficiency from the labour force. Saffell (2000) viewed welfare as the health,

prosperity, and happiness of all members of the community. They are concerned

about people who are poor as well as those who are rich.

Responsible administrators are always concerned about the welfare of the

staff in the colleges of education as a whole to ensure improvement in their quality

of life. Some authors are of the view that fringe benefits at best give rise to job

satisfaction. Nwachukwu (2000) emphasized that showing of appreciation

explains the respect and how staff are valued. Appreciation is an activity that

encourages and contributes to staff well being. Armstrong (2005) lend credence to

the above by stating that small surprises and tokens of appreciations speak

volumes in encouraging staff to perform their job better. Okafor (2003) asserted

that you can show appreciation everyday to people by telling your colleagues how

much you value them and their contribution. In college of education all the staff

are very important human resources as such they need welfare programmes which

serve as means of appreciating their contributions to the continued survival and

growth of the institution. However, Ogba and Igu (2009) observed that most

administrators do not deem it wise to appreciate staff who are performing

extremely well.

In the contribution of Obi (1997) any form of appreciation whether intrinsic

or extrinsic will motivate staff to put in their best. Armstrong (2006) noted that

success in achieving goals and rewards acts as positive incentives and reinforces

the successful behaviour which is repeated the next time a similar need emerges.

This implies that recognition and appreciation of staff through provision of

welfare programmes in return of the contribution of the staff concerned results in

59

more efforts to improve performance. Armstrong added that staff wellbeing

includes individual services such as counseling on personal problems, health or

retirement benefits, sporting activities, and recreation classes. These activities

according to Nwanchukwu (2000) enhance staff moral for them to achieve good

performances. Onah (2008) asserted that rewards should have a close link with

performance appraisal reports.

Fig 4. Relationship between the major variables in schematic form

HUMAN RESOURCE MANAGEMENT PRACTICES

HUMAN RESOURCE MANAGEMENT PRACTICES

The above schema of human resource management practices lucidly reflects and

explains the various definitions of HRM practice especially as it concerns this

study. In any organization, staff recruitment takes place first before training and

development, discipline, promotion and provision of welfare services. All these

Training and

development of staff

Staff Welfare

Staff Discipline

Staff Promotion

Recruitment of staff

Effectiveness

& Efficiency

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lead to effectiveness and efficiency which result in achievement of organizational

goals.

Theoretical Framework

There are many theories which relate well to the study. These theories

include contributions from:

Scientific Management Theory

This theory was propounded by Fredrick Taylor (1856-1917). He believed

that the most effective way to manage organizations is for the administrators to

know exactly what is expected from the workers, and ensure that those things are

achieved by the workers in the best simple possible way. This implies that the

administrators of colleges of education, as a matter of fact, need to carefully

observe and monitor the behaviour and performance of workers in the institution

to ensure that they are doing what they are supposed to do at the right time. The

expectation of workers ought to be a major concern of the administrators as that

will ginger the workers to develop the sense of belonging and also feel that they

are important in the success of the organization they are working for.

Taylor and other pioneers conducted series of studies and investigations on

how to achieve maximum productivity. Each of the pioneers struggled to

contribute his/her ideas to the conditions of work to encourage productivity of

workers in an organization. Taylor’s scientific theory explained some of the

scientific functions that are vital to human resource provision in organizations. His

major concern was the achievement of efficiency of workers by maximizing their

output through the application of what he called principles of scientific

management. Taylor’s contributions to the field of management cannot be over-

emphasized because his scientific management strategies lead to improvement of

the processes and tasks performed by workers, thereby resulting in increase in

productivity. Taylor developed a comprehensive policy for the study of human

work, stressing the importance of such aspects as the need to analyze and

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investigate each separate element of tasks, the importance of selection and training

procedures, the role of proper communication and cooperation between the

management and the workers of an organization and the need for quality in the

divisions of labour and responsibility (Babalola and Atanda, 2006)

Taylor thus believed that managers must accept full responsibility for

planning, organizing and supervising work. The skill and experience of the better

workmen and craftsmen were to be analyzed and classified so that they might be

reduced to rules, laws and formulae. Therefore, once the best way to do a job had

been determined by trained observation, the worker should be selected

scientifically and instructed in the proper method. In this way, managers would

assume the duties for which they were better fitted than the workmen and the latter

would be free from responsibilities they were not fit to discharge. It was the

opinion of Taylor that every employee had two needs: high wages and the

opportunity for personal advancement. The worker was thus viewed and treated as

an individual ‘work horse’ in social isolation. It was a fundamental ternet that

managers should never deal with workers in groups (Babalola and Atanda, 2006).

Taylor proposed six management principles which were summarized by

Getzel, in Ukeje, Akabogu and Ndu (1992:78-79) as follows:

� Time-study principle – the central idea here is that any work to be done

need to be accurately measured by time, and that standard time is crucial

for all works. This means that any given work must be finished within a

stipulated period of time.

� Piece-rate principle – the amount of work done by the worker is relevant

in determining the amount of money to be earned. In other words, result is

the determinant factor of payment.

� Separation of planning from performance principle – the focus of this

principle is planning, which is considered to be the sole responsibility of

the administrators and not the workers: that time-study and other

production factors which are scientifically determined are necessary in

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planning. Standardized tools and facilities are needed in order to enhance

planning.

� Scientific method of work principle – this principle states that the

management is expected to identify the best way to perform any

organizations jobs, and train workers accordingly.

� Managerial control principle – the emphasis of this principle is on

training the management to acquire knowledge in scientific management

principles and as well be able to apply them accordingly.

� Functional management principle – This principle advocates the special

designing of industrial organizations to be free from strict military

principles and in the process, enhance coordination of activities among the

various specialists in the organization.

Theory of scientific management discussed in the forgoing section spelt out

a wide range of activities which could aid the workers in colleges of education to

put in their best. This indicates that the success of an organization depends solely

on the quality of the people who work for it. Effective human resource for

colleges of education includes all the tasks, duties and talents provided to assist

the personnel-related assignments like recruitment, selection, election, job

analysis, compensation, performance training, in service training and staff

development. Accordingly, Nduanya (1997) remarked that if an organization

views its present and future employees as resources rather than purchased

services, it has begun process of resources management.

For the effectiveness of colleges of education, the management organs

responsible for personnel management are expected to make adequate provision of

funds and material resources that are necessary in performing tasks which will

eventually lead to the accomplishment of goals of an organization.

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Modern Operational Management Theory

Henry Fayol (1841-1925) sought to systematize the whole of management.

Fayol believed that all industrial work could be divided into groups. Fayol

published a work in 1916 and positioned that management is an indispensable

element in the operation of an organization and that the principles of management

are universal. Thus he felt that managers stand a chance to benefit from his

practical managerial experience using the principles of planning , forecasting and

setting of appropriate structures of coordinating, controlling and leading. In

addition, a manager should have enough authority to perform his/her duties. Fayol

developed 14 principles of management in his theory. These are summarized as

follows:

- Division of work or specialization: That a manager is expected to give

an employee a specialized, separate activity to carry out.

- Authority and responsibility: that an employee’s responsibility have to

be commensurate with the authority given him/her to accomplish

assigned task.

- Discipline: This is an outward mark of respect in accordance with

formal or informal agreements between a firm and its employees.

- Unity of command: That no one suppose to have more than one boss to

avoid conflicting demands on him. One man and one superior.

- Unity of direction: That people engaged in the same activities need to be

assigned identical objectives. One head, one plan and one objective.

- Subordination of individual interests to the general interest: that every

worker in the organization must uphold first the organizational goals

before their personal goals

- Workers ought to be rewarded adequately to enhance their moral and “

Productivity- Pay” supposed to be fair to both the employee and the

firm

- Authority ought to be vested into a very few hands

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- The chain of authority ought to be clear and unbroken from top to the

bottom of the organization.

- There should be a place for everything and everything its place. For

example, the right person should be at the right place

- A manager need to be “firm but fair” and “ friendly but firm”

- Employees need to be given time to settle into their jobs, and this may

take a lengthy period in the case of a manager

- As human beings capable of imaginative thought, management ought to

trust the capabilities and capacities of their subordinates. Hence, within

the limits of authority and discipline, all levels of staff should be

encouraged to show initiative

- Managers suppose to observe esprit de corps’ since the spirit of morale

depends on harmony and unity among all organizational members

Teamwork should be encouraged among the staff

Deducting from Frayol’s principles of management and applying it to colleges, the

appraisal of the colleges of education highlights clearly that divisions of work

exist in colleges of education because there are different departments and

personnel assigned to handle the affairs of each department which are peculiar to

each other. The relevance of this theory to the current study stems from the fact

that administration is based on following a particular principle or guide. This

implies that this study relied on this in appraising the HRM in the colleges of

education.

Human Relations Theory

The central idea in this theory is that human factor is important in the

achievement of organizational goals. It is assumed that the achievement of

workers depends significantly on how best their needs and aspirations are taken

care of. People who have undertaken studies in human relations are many, but

Mary Packer Follett (1868-1933) is often regarded as the first great proponent of

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human relations theory. She was a social philosopher, and has interest in the

human problems faced in organizations. She concluded that lack of productivity

can only be reduced through cooperation among the workers in an organization.

To buttress her effort, she stressed that four organizational principles that center

on coordination are as follows:

• Coordination by direct contact with the people concerned. This implies that

workers in colleges of education are to be dealt with individually. If this is

done accordingly, it will foster the sense of belonging and inspire the

workers to ensure that they put in the best they could so as to achieve the

goals of the organization.

• Coordination in the early stages: This suggests that coordination in an

organization need not to be delayed. It is expected that educational

administrators in colleges of education need to organize all the programmes

of events in the school system in an orderly manner before the

commencement of another session.

• Coordination as the reciprocal relation of all the factors in a situation. In

other words, coordination in colleges of education require to involve an

agreement of all individuals. Here, it is expected that educational

administrators in colleges of education need to encourage collective

decision making which involves both the administrators and other staff. If

decision is taken collectively, it creates a sense of belonging and value in

all those involved; as such, they can all perform better since their interest is

represented. Agreement of all individuals in an organization has been

found to be very useful.

• Coordination as a continuing process. The implication is that educational

administrator in colleges of education have to always be coordinating

people, their works and other resources at all time. Coordination need not

to be regarded as a seasonal or temporary affair. If the above is carefully

66

and systematically observed in colleges of education a better result is

expected.

These four principles were considered in the appraisal of HRM in the

colleges of education.

Review of Empirical Studies

This section reviewed studies carried out in areas related to the present

study.

Studies Related to Appraisal

Solomon (2012) conducted a study on “Appraisal of adherence to Universal

Basic Education (UBE) Commission manual on management of Universal Basic

Education (UBE) in South Eastern States”. The purpose of the study was to

appraise adherence to Universal Basic Education (UBE) Commission manual on

management of universal Basic Education (UBE) in South-Eastern States of

Nigeria. Five research questions were postulated and five null hypotheses were

formulated and tested at the probability of 0.05 level of significance. Interview and

observation were also used. A 42 item structured questionnaire was developed and

used to elicit responses from the respondents. The population of the study was

5640 made up of 1440 staff of State Universal Basic Education Board (SUBEBS)

and 4200 Heads of Primary and Junior Secondary Schools (HPJSS). The study

was a descriptive research design survey. Questionnaire, observation and

interview were the instrument used for data collection. The data collected were

analysed using mean and standard deviation to answer the research questions. t-

test statistics was adopted for testing the hypotheses and percentages were used for

the observation.

It was found that: the Board adhered to the Universal Basic Education

(UBE) commission manual on financial management; provided staff training and

development; kept inventories of physical facilities and equipment in schools; and

67

organized regular pre-and post-supervisory meeting for supervisors of schools so

as to assist them know the strengths and weaknesses of the school system. The

study is related to the present study because both studies sought to find out the

adherence of organization to the approved guidelines. The two studies differ

because the study took place in primary and junior secondary schools and focused

on material resources. But the present study took place in colleges of education in

North-East Nigeria and focused on human resource management being the most

vital resource in all the organizations.

Similarly, in a study on appraisal of financial management practice of two

Enugu State-owned tertiary institutions by Ifeanyi in (2008). The main purpose of

the study was to find out the extent of adherence to the manual issued to them on

funds management by the Enugu State government. The researcher postulated five

research questions and five null hypotheses were formulated and tested for at 0.05

level of significance. Descriptive survey research design was adopted and no

sampling was done due to the smallness of the population of the study. 40-item

questionnaire was developed and administered to 92 administrative head and 110

accounting officers totaling 202. Mean scores and standard deviation were used to

answer the five research questions and t-test was used to test the five null

hypotheses. Questionnaire was the instrument used to collect data.

The findings revealed that in budget preparation, presentation and defence,

people who actually operate the educational programme have a large share in

budget proposal. The administrative heads, accounting officers and budget

committee members plan the budget based on the accounting manual while the

disbursement of funds were based on guidelines to various unit heads on monthly

basis.

The study is related to the present study because it is an appraisal of

financial resources management practices in tertiary institutions. The present study

is on appraisal of human resources management practices in colleges of education

which are tertiary institutions as well, and both studies sought to find out

68

adherence to the guidelines by the institutions. The two studies differ because the

study focused on financial resources while the present study focused on human

resources management practices. Both studies also differ in terms of scope,

population and the purpose.

Another study on appraisal of management practices of National

Examinations Council of Nigeria was carried out by Arumah (2010). The purpose

of the study was to find out the extent the management of National Examinations

Council (NECO) adhered to the provision of the manual in personnel,

examination, infrastructural facilities, finance and supervisory management. The

researcher postulated five research questions and formulated five null hypotheses

to guide the study. Descriptive survey research design was adopted for the study.

The population of the study consisted of 154 senior administrative staff and 44

heads of departments making a total of 198 respondents in all the 36 states of

Nigeria including NECO offices in Abuja and Minna. No sampling was carried

out due to the smallness of the population of the study. 50-items questionnaire was

used for data collection. Mean scores and standard deviation were used for the

analysis of the five research questions while t-test was used in testing the null

hypotheses at the 0.05 level of significance.

It was found out that NECO management adhered to the manual in

personnel management, examination management, instructional facilities

management, financial management and supervisory management. The similarity

of the study and the present study is that both studies appraised the management

practices of educational institutions or organizations with the aim to find out

whether or not these organizations adhere to the approved guidelines in their

management practices. The study differs from the present study because the study

sought to find out the extent National Examinations Council (NECO) management

adhered to the provision of the manual in personnel, examination, infrastructural

facilities, finance and supervisory management. But the present study sought to

find out the extent to which the colleges of education adhered to the approved

69

guidelines in management of human resources excluding material and financial

resources.

Studies Related to Administration of Colleges of Education

Ikinako (2008) conducted a study on human resource management skills

required of technical college administrators in south-south Nigeria. The purpose

of the study was to determine the human resource management in the technical

colleges. Four research questions were developed and four null hypotheses were

formulated and tested at the probability of 0.05 level of significance. A 55-item

structured questionnaire was developed and used to elicit responses from the

respondents. Three experts were engaged to face validate the instrument. The four

areas of human resource management skills were tested for reliability with

Cronbach alpha (x), internal consistency of 0.89, 0.88, 0.91 and 0.88 while the

average reliability was 0.89. The population of the study was 238 respondents

made up of 54 technical college administrators and 184 technical teachers. The

study was a survey. The instrument used for the collection of data was a

questionnaire and the data collected were analysed using mean and standard

deviation to answer the research questions, and t-test statistics was adopted for

testing the hypotheses.

The findings reveal that administrators carry out strategic human resource

planning before selection process; specify recruiting and selection goals to ensure

the type and number of individuals to be employed; select the best qualified

candidate after test; orient new employees of their transition to the institution; and

ensure that employees know what to do and how to do it. It was also found out

that administrators design and carry out a training programme for jobs; develop

employees to have more knowledge to be more employable in the future; motivate

employees to maximize human efficiency in job performance in these

organizations; treat employees as human beings who deserve respect; praise

employees publicly and criticize them privately; fulfill the social responsibilities

70

of these institutions or organizations to the employees by improving their quality

of life; care for employees’ well-being; ensure that the working environment is

safe and healthy and avoid excess work-load and unrealistic time deadlines, which

put an employee under pressure and subsequent stress.

Ikinako’s study is related to this present study because the study focused on

the management of human resource by the educational administrators in technical

institutions with the aim of improving the quality of their services so as to enhance

the achievement of organizational goals. This study also focused on the

management of human resources with the aim of improving these practices.

However, the studies differ because Ikinako’s study focused on technical colleges

in the South-South states of Nigeria while this study involves both technical and

non technical colleges of education in the North-East Nigeria.

Another study was conducted by Ifeanyi (2006) on “challenges and coping

initiatives of provosts in the administration of colleges of education (Technical) in

Nigeria”. The purpose of the study was to identify the challenges and coping

initiatives of provosts in the administration of colleges of education in terms of

management of instructional programmes, personnel administration, student

administration, management of finance, physical resources management,

maintenance of school-community relationship as well as relationships with other

external bodies and management of time and stress arising from the administration

of these colleges. The study was a survey research design. The researcher

developed seven research questions and six null hypotheses were formulated and

tested at 0.05 level of significant. Three experts validated the instrument that

contains 101 questionnaire items in sections A-G. Spearman’s correlation

coefficient was used to determine the reliability of the instrument with values of

0.89, 0.87, 0.86, 0.85, 0.87 and 0.84 respectively. The population for the study

was 72. Mean and standard deviation were used to answer the research questions;

analysis of variance (ANOVA) was used to test the null hypotheses one and two

while the t-test statistic was used for testing hypotheses three, four, five and six.

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It was found out that the challenges arising from instructional programmes

include lack of seats, textbooks and instructional materials in addition to the

presence of obsolete textbooks and machines while provision of appropriate

facilities by involving non-governmental organizations and foreign agencies are

the coping initiatives needed in management of instructional programmes. It was

also found out that lack of skill by workers, non-involvement and non-motivation

of workers are the challenges of provosts in personnel administration in the

colleges while opportunities for in-service training of workers, motivation and

involvement of workers in matters affecting them are the coping initiatives.

Cultism, in adequate facilities, students’ unrest, accommodation problems and

examination malpractices pose challenges to the provosts in the area of students

administration. Inadequate fund poses the greatest challenge to the provosts in

management of finance while a check on bureaucratic process and accurate record

keeping are the coping initiatives that can be utilized. Procurement and

maintenance of machines and equipment are the challenges facing the provosts in

the management of physical resources in the colleges. Volume of work, physical

exercise and meeting with schedules are the challenges of provosts in

management of time and stress. While allotment of time to visitors, use of dairy,

delegation of duty, screening of visitors are the coping initiatives needed in the

management of time and stress.

Ifeanyi study is related to this present study in that it highlighted the

administrative practices of provosts in colleges of education. The present study

focused on human resource management practices in colleges of education. The

study differs from the present study because they have different purposes, scopes,

hypotheses and significance.

Anikwe (2008) carried out a study on “evaluation of financial management

practices of provosts of federal colleges of education in South-eastern states”. The

researcher used five research questions and formulated five null hypotheses to

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guide the study. The target population was 86 staff, made up of 20 heads of

department, 5 provosts and 61 bursary staff of federal colleges of education.

The study found out that heads of department, provosts and bursary staff of

federal colleges of education in the south-eastern states adhered to the manual on

financial management practices. The study is related to the present study because

it is an appraisal of one of the functions of management in tertiary institutions, and

the aim was to find out whether or not the institutions adhered to the manual

provided on financial management. The present study is also an appraisal seeking

to find out adherence to the approved procedure in human resource management

practices of colleges of education. However, the two studies differ because the

present study focused on finding out the extent of human resource management

functions, excluding financial management practices of colleges of education.

Studies Related to Human Resource Management

Ogba (2011) conducted a study on human resource management in

secondary schools in Ebonyi State. The general purpose of the study was to

investigate management of human resources in public and private secondary

schools. The researcher formulated six research questions and four null hypotheses

to guide the study. The instrument used for the study was questionnaire. The

respondents expressed their opinions on the questionnaire items based on a

response mode of strongly agree, agree, disagree and strongly disagree.

The descriptive survey design was employed for the study. The population

for the study was 4, 210 comprising tutorial, non-tutorial staff and principals of

public and private secondary schools. Multi-stage sampling was adopted in order

to ensure precision and thoroughness in the sample selection. A total of 57 items

was generated for data collection. The validity of the instruments was established

by subjecting the draft instrument to face validation. The instruments for data

analyses were mean (x) scores, standard deviation and t-test.

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It was found out that principals used disciplinary measures in public and

private secondary schools to control staff as well as motivational techniques to

encourage staff in public and private secondary schools. Supervisions of

instruction in public and private secondary schools are very effective. Other

findings are that qualified teachers of instruction are recruited in public schools

while unqualified teachers abound in private secondary schools; principals

promote employee relation in public and private secondary schools; there are

training programmes for staff in public schools but none in private secondary

schools; and there is a significant difference in the mean ratings of respondent on

disciplinary measures used in urban and rural secondary schools. Also, there is

significant difference in the mean ratings of the responses of female and male

secondary school staff with respect to motivational techniques used in public and

private school. However, there is no significant difference in the mean ratings of

responses of experienced and inexperienced principals on the effectiveness of

supervision of instruction and in the mean ratings of responses of teachers from

public and private secondary schools on the recruitment of qualified teachers.

Ogba’s study is relevant to this study because it shows some variables that

are crucial in management of human resources both in public and private

secondary schools. Human resource managers in organizations may use the

knowledge of this finding to improve performance on the process of human

resource management practices in colleges of education. The present study differs

from Ogba’s study because of the purpose, research questions, and the scope of

the study.

Ome (2000) conducted a study on the management of human resources in

the Nigerian civil service. The purpose of the study was to find out why the

National Population Commission is performing creditably in a policy where it is

generally believed that the whole of the civil service is performing below

expectations. The researcher formulated four research questions and four null

hypotheses to guide the study. The instrument used for data collection was

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questionnaire. The respondents expressed their opinions on the questionnaire

items based on two weighted response categories of Yes or No.

A survey research design was adopted for the study. The population for the

study was 2200 comprising both senior and junior staff of the Commission. The

probability sampling method of two techniques, that is, stratified random sampling

method and cluster sampling guidelines was used. A total of 40 structured

questionnaire items was generated for data collection. The validity of the

instruments was established by two methods namely, the content or face validity

and the use of external criteria to cross-check or compare the results of the

instruments and also by comparing the findings of one instrument with those of

others. The instruments for data analysis were content percentage analysis,

averages and totals. Deductions and inferences were used in analyzing the data

collected.

It was found out that there is enough decentralization to enable the majority

to contribute towards the success of the organization; the management always

takes issues of workers’ welfare seriously; management is rigid enough to

promote productivity and that the existing level of rigidity affects performance

positively; salaries and wages have little to do with productivity of workers. Even

though financial rewards contribute to the encouraging performance it is not the

principal variable that can explain the present level of performance. Other findings

are that when the working environment is very conducive the workers feel

enthusiastic, that provision of accommodation is paramount in the lives of Nigeria

workers; that man-power development by both on-the-job and out-of-the-job

training has improved their performance.

Ome’s study is related and relevant to this study because it shows the

variables that encourage workers to perform effectively in the organization, and

that, of course, will aid the management to improve on them since human resource

is the most crucial resource among all other resources. The present study differs

from Ome’s study due to the fact that it has a different purpose and significance.

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Studies Related to Staff Recruitment

Okorie (2001) conducted a study on recruitment in the Nigerian public

service, the main objective of the study being to suggest ways through which a

sound and unchangeable recruitment system can be entrenched in the Voice of

Nigeria. The researcher formulated three null hypotheses to guide the study. The

study was a historic documentary type; and as such, the researcher relied heavily

on already published material on recruitment in Voice of Nigeria. In analyzing the

data, tables, figures, descriptive presentation and percentages were used.

It was found out that nepotism and favouritism were the root cause of the

dilution of the merit system of recruitment; that bribery and corruption was also

instrumental to the change in recruitment policy; that political compensation was

recognized as one of the factors militating against the use of absolute merit system

in recruitment exercises; and that the general economic and political condition of

the time has been identified as a factor responsible for the constant change in

recruitment policy. Okorie’s study above is related to the present study because

recruitment is one of the basic functions of human resource management. But the

above study differs from the present due to the fact that the latter focused on

human resource management in colleges of education bringing into play other

variables in human resource management that were not considered in the former

which focused on recruitment especially in Voice of Nigeria. Also, both studies

vary in purpose and scope.

Another study was conducted by Bakwo (2004) on recruitment process and

workers’ productivity in the Third-tier-level of government in Nigeria. The

purpose was to investigate the nature of recruitment processes and guidelines

adopted in the employment of the junior cadre staff in Dekina Local Government

Council of Kogi State. The researcher adopted survey research design, and a

questionnaire consisting of 20 items was the instrument used to collect data from

the respondents. Random sampling was adopted to select 100 junior staff for the

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study. One research question and two hypotheses were raised and tested with

simple percentages and Chi-Square (X2) computation method respectively.

It was found out that influence based on personality/group and ethnic

origin of applicants play over-riding role in matters of staff recruitment in the

local government; that the adoption of non-objective criteria for staff recruitment

is responsible for low productivity.

Bakwo’s study is related to this study because staff recruitment precedes

any other aspect of staff welfare or development in any organization. However the

two studies differ because Bakwo’s study focused on local government and on

junior staff but this study involves both junior and senior staff in colleges of

education.

Studies Related to Staff Training and Development

Odo (2007) conducted a study on staff training and productivity in the

Nigerian civil service. The purpose of the study was to look into staff training.

Four research hypotheses were formulated to guide the study. There were no

research questions. The questionnaire was the major instrument used for data

collection. The respondents expressed their opinions based on the questionnaire

items. The questionnaire has three-weighted response categories. A survey

research design was adopted for the study. The population for the study was 274,

comprising different categories of staff in the ministry. There was no sampling

due to the fact that the population was small and as such was used for the study.

A total of 21 structured questionnaire items was generated for data

collection. The researcher presented data using simple frequency distribution

tables, and used percentage for the analysis of the data so presented. It was found

out that the objectives of staff training in the Nigerian civil service are promotion

and the improvement of performance and productivity of staff. However, it was

discovered that staff training contributes minimally to civil service productivity

in Nigeria.

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Odo’s study above is related to this study because training is one of those

functions performed by educational administrators in colleges of education in the

process of managing human resource being the key element in the success and

failure of any organization. But it also differs from this study because Odo’s

study focused on Nigerian civil servants generally using training as the key

factor in production of goods and services while this study focused on the extent

to which educational administrators in colleges of education are handling human

resource affairs in colleges of education.

Oboegbulem and Enyi (2010) studied staff development for improved

youth entrepreneurship education, having as their purpose the investigation of

staff development programme for improved youth entrepreneurship education.

The population of the study consisted of all the 27 supervisors and 23 education

officers in all the skills acquisition centres in the education zone of the study.

The instrument was 26-items researcher developed questionnaire which was

‘face-validated’ by two experts in Educational Administration and Planning.

Four research questions and two null hypotheses guided the study. A four-point

rating scale was adopted to elicit responses from the respondents. Mean and t-

test statistics were used for data analysis. A mean of 2.50 and above was adopted

as cut-off mark for the acceptance of the items. It was found out that staff

development improves the quantity and quality of youth entrepreneurship

education and that training enables staff to possess relevant skills for improved

youth entrepreneurship education. Also staff development reduces the cost of

waste and improves professional competence. The research also finds out that

lack of institutional management skills and abilities do not pose as a challenge to

staff development; it can be attributed to ill-equipped staff who are not oriented

toward youth entrepreneurship education. Therefore, the researcher recommends

that staff should possess relevant skills to assist in their re-training and re-

orientation toward quality education.

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The study is related to this study because staff development is one of the

crucial aspect of human resource management be it in public or private

organization. Development of staff is highly needed and very relevant especially

in colleges of education where lecturers need to be developed so as to be able to

effectively carry out the tedious job of teaching and research. On the other hand

the study differs with this study because the studies have different purposes. This

study focused on appraisal of human resource management practices in colleges

of education in North-East Nigeria while the other focused on skills acquisition

centres.

In a study conducted by Ukpere and Naris (2009) on the effectiveness of

current human resources code of student development training of the polytechnic

of Namibia in Southern African. The purpose of the study was to examine the

effectiveness of the human resources code: Staff development training of the

Polytechnics of Namibia with a view to making staff better so as to enhance better

productivity. Four research questions and four null hypotheses were formulated to

guide the study. The target population included 5011 staff members of

polytechnics of Namibia of which a sample size of 525 was selected using

probability random sampling. The researchers distributed a total of 230 close-

ended questionnaires online and some hard copies were also delivered. More than

22 members of staff were interviewed. All these questionnaires were for data

collection; therefore, scores and z-test were used for data analysis.

It was found that staff members of the polytechnics of Namibia and

permanent resident holders agreed that organization of training and development

activities with the purpose of enhancing staff competencies is the best option to

improve staff performance. Academics developer should assist academic staff with

teaching problems to develop their experience by providing well designed

workshops, as well as monitoring and orientation programmes. It was

recommended that staff training techniques such as workshops, orientation

seminars and conferences be organized to ensure that intended results are

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accomplished. A balanced approach should be developed, namely to monitor and

enhance the future growth of the organization in terms of understanding the

underlying value, tradition, manual and unwritten behaviour in order to retain

staff. This is because replacing them can be costly and destructive to service

delivery.

The study is related to this present study in that it focused on the area of

professional growth and development based on the institution’s (i.e. the

polytechnics) approved procedure. Professional growth and development is one of

the functions of human resource management in colleges of education. However,

the above study differs from the present study because the places and the tertiary

institutions used in both studies are not the same.

Studies Related to Staff Discipline

In a study conducted by Onah (2008) on “Staff Control and Discipline in

the University System in Nigeria”, the objective of the study was to identify the

disciplinary methods/guidelines that exist in the Enugu State University of

Science and Technology (ESUT). The population of the study was 1750 staff

while the sample size was 300. The study was a survey design and the

questionnaire was the instrument used for data collection. The reliability of the

instrument was also tested using test retest technique. Four research questions and

four hypotheses were formulated to guide the study. The simple statistical

techniques of percentages and frequencies were used in the study.

It was found out that staff control and disciplinary guidelines exist in the

University of Science and Technology, Enugu State; leading by example is the

most suitable factor that assists in staff control and discipline; control and

discipline can best be maintained by the use of authority; and enforcing work rules

through the use of penalties, deprivations and sanctions are the best measures to

be taken to promote discipline. Onah’s study is related to this study because

discipline is the watchword in any enterprise geared toward achievement. Onah’s

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study seeks to identify methods/ guidelines of discipline that exist in the state

university and discipline is one of the variables in the human resource

management. But Onah’s study differs from the present study in terms of the area,

the method adopted and the purpose.

Idris, Okolo and Ejike (2006) carried out a study on “Reassessing the

Factor of Discipline in Nigeria’s Educational System”. The purpose of the study

was to discuss the need to have discipline in our educational system. The study

concluded with the remarks that discipline is the key to arresting the falling

standard of education; that stakeholders should play a major role towards restoring

discipline in schools in order to bring back a sense of decorum in the system; that

hardwork alone cannot lead to development and that discipline and success should

be bonder to foster development.

The study is related to this present study in that it focused on the discipline

in Nigeria’s educational system. Discipline of course is one of the factors in which

the present study seeks to find out the extent of its use by the human resource

mangers in colleges of education. However, the above study differs from the

present study because the guidelines followed are not the same and the objective

of the above study is to reassess discipline in Nigeria’s educational system as a

whole. But this study looks at the human resource management in colleges of

education in North-East Nigeria.

Studies Related to Staff Promotion

Chinedu (1995) did a study on “Problem of Using Performance Appraisal

in the Selection for Training and Promotion of Business Education Teachers in

Imo State Secondary Schools”. The purpose of the study was to ascertain the

problems working against the use of performance appraisal in the improvement

and promotion of business education teachers. The researcher formulated five

research questions and two hypotheses guided the study. The instrument used for

data collection was questionnaire. The respondents expressed their opinions on

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the questionnaire items as provided by the researcher. Percentages were used in

answering the research questions. The researcher adopted a survey research

design for the study. The population of the study is 301. The business education

teachers and their principals made up the population of the study. The random

sampling technique was used. A total of 27 questionnaire items was generated

for data collection. Experts in measurement and evaluation as well as in statistics

validated the instruments. The reliability of the instrument was ascertained by a

test re-test method. The correlation of the first and second scores when computed

yielded a result of 0.78 which was regarded as positive. The researcher utilized

percentages in answering the research questions and the Chi-square (x2) statistic

was used to analyze the hypotheses.

It was found out that the teachers like performance appraisal for the

promotion; there is lack of uniformity on the preservation and use of assessment

records of business education teachers; there is disparity on the bases or criteria

of appraisal of performance choice between principals and the teachers; there is a

protest when a teacher is poorly assessed for promotion; award of prizes is the

most favoured alternative way of rewarding good performance; and there is a

significant difference between the principals’ and their business education

teachers suggested solutions to the problems of performance appraisal usage in

training and promotion decisions. Among the solutions offered are that teachers

preparation and teaching of their courses should be the major focus of

performance appraisal, appraisal outcome should be discussed with the teachers.

Chinedu’s study is related and relevant to this study because it dealt with

issues of teachers’ training and promotion which are relevant in the human

resources management of any organization. However, the study differs with this

study because business education teachers in secondary schools are the major

focus of the study while this present study is on staff in colleges of education and

how they are being managed for the success of the organization. The

geographical study area also differs

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Archibong, Effiom, Omoike and Edet (2010) researched on academic staff

disposition to promotion criteria in Nigerian Universities. The study aimed at

determining academic staff satisfaction with promotion criteria and what, in their

view, should be included in the promotion criteria. The researchers used three (3)

research questions for the study, and also a sample size of 349 academic staff. The

research design adopted for the study was survey. The instrument used for data

collection was questionnaire, and descriptive statistics (percentages, mean and

standard deviation) were used for data analysis.

The study found out that: the majority of the academic staff were

dissatisfied with the promotion practices. Academic staff were satisfied with

promotion criteria that had to do with required number of publications but

dissatisfied with those related to computer literacy and international publication

requirements. An oral interview before promotion was advocated for inclusion

into the promotion criteria by academic staff and the study recommended evolving

a more holistic criterion for promotion of academic staff.

The study is related to the present study because it is on academic staff

promotion in universities, and promotion is one of the variables in which the

present study seeks to find out its practices in colleges of education. The study

deviated from the present study since the study was on universities located in

South-East Nigeria but the present study was on colleges of education in North-

East Nigeria.

Studies Related to Staff Welfare

Ugwunangwu (2001) conducted a study on staff welfare and productivity

in Nigerian local government system. The objective of the study was to establish

the relationship between workers’ satisfaction and welfare services. The study

was a research survey. The researcher formulated three hypotheses to guide the

study and interview was as well conducted. The population was 1020. The data

was collected through the use of interview and observation. The data collected

83

were analyzed and the facts derived from them were used in testing the research

hypotheses. It was found out that staff welfare service is a motivational

phenomenon in the work environment. And motivation is concerned with why

people do (or refrain from doing) things. Welfare services have played vital roles

in many organizations in determining effectiveness and efficiency. When

working condition is conducive to the needs of workers, high employee

productivity would be expected. Because welfare services are poor in Nigeria

local government system, there is urgent need for an improvement in the welfare

services scheme so as to attenuate low productivity level.

Ugwunangu’s study above relates to this study because it focused on the

welfare of staff which is also one of the variables in which the present study

seeks to find out its application to the staff in the colleges of education.

However, the studies are not the same because Ugwunangwu’s study is on local

government. In terms of population and procedure also both studies differ

Bola and Ojibara (2011) conducted a study on “Assessment of

Stakeholders’ Perceptions on the Provision and Management of Academic and

Welfare Services in Nigerian Colleges of Education”. The purpose of the study

was to find out the types of welfare and academic services provided and how these

services were effectively managed to have impact on students’ behaviour. Ten

(10) hypotheses were postulated to find out the significant differences in the

perceptions of the three categories of stakeholders. The descriptive survey method

was adopted for investigations, identification and collection of data. Population of

the study was four thousand, three hundred and fourteen (4314) which is made up

of 3,504 students, 720 service staff and 90 top management staff in the eighteen

(18) colleges of education in six geo-political zones in Nigeria. Random sampling

technique was used. The questionnaire was the major instrument vetted by experts

in Educational Administration and Planning. It was subjected to Pilot test in

Federal College of Education Okene and State College of Education Ilorin Kwara

State. The analysis of variance (ANOVA) and Duncan multiple range test

84

(DMRT) were used to test the hypotheses. It was found out that inadequate

provision of welfare and academic facilities and their management were assumed

by the Stakeholders as the factors militating against students’ behaviour in the

colleges of education.

The study is related to the present study because it is about provision and

management of academic and welfare services in Nigerian colleges of education.

Provision of staff welfare is one of the key variables in which the present study

intends to find out the extent to which it is provided in colleges of education.

However, the study differs from the present study because of the population,

objectives of the study and procedure adopted in conducting the study.

Summary of Literature Reviewed

This chapter covered conceptual framework, theoretical framework, and

empirical review. It began with the concept of human resource which is believed

to be the most vital, valuable and useful resource in any organization and must

be well managed for the organization to achieve its goals. Many of the studies

reviewed under conceptual framework highlighted human resource management

as a determining factor in the success of any organization. The review reveals

that the extent to which college administrators are able to manage their staff

determines to a large extent the productivity of the college. Human resource

management practices involve a set of functions and activities to be used in the

management of human resources in a fair, affirmative and efficient manner for

the benefit of the organization, the individual and society. Appraisal, which is

the ongoing process of evaluating and managing both the behaviour and the

outcomes in the workplace, was explained.

Human resources management functions are to recruit, train and develop,

discipline, promote and provide welfare of staff. Staff recruitment is explained

as the process of acquiring applicants who are available and qualified to fill the

vacant positions in an organization. Staff training as well as development is

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defined as all the programmes designed for the continuing education of the

school personnel to add value to the quality of work to be performed. Staff

discipline is explained as the ability of employees to remain within the bounds of

the rules of conduct as defined by the organization. Staff promotion means

elevation or advancement of some one’s status as a result of having satisfied the

required conditions. And staff welfare emphasizes providing needs and

aspiration of the workers in an organization.

In theoretical framework, three theories of personnel management in an

organization were explained. These include Fredrick Taylor’s Scientific

management theory, Henry Fayol’s Modern Operational Management Theory

and Packer Follett’s Human Relation’s Theory. Taylor has been acknowledged

as the father of scientific management. The primary concern was to increase

productivity through greater efficiency in production and increase pay for

workers through the application of scientific method. The principle of the theory

emphasized using science, creating group harmony and cooperation, achieving

maximum output and developing workers. Fayol’s theory of modern operational

management sought to systematize the whole of management by dividing

industrial activities into six groups: technical, commercial, financial, security,

accounting and managerial. Follett’s human relations theory emphasizes

coordination as the basis of any organizational effectiveness and holds that

human being is important in the achievement of an organization’s goals. As a

result of that, human being should be properly taken care of and should be

allowed to contribute willingly through creating a sense of belonging in all the

workers.

The central idea in human relation theory is that human being is the most

important factor of production in every organization. It is assumed that the

achievement of workers in any organization (colleges of education inclusive)

depends significantly on how best their needs and aspirations are taken care of.

The staff in colleges of education therefore will perform their functions more

86

effectively if their needs are met. These theories are all relevant, the human

resource manager is expected to apply a theory or a combination of theories that

is appropriate to a given situation, the work, the employees and the environment

of work. Hence, a manager should be systematic in the application of

organizational theories.

The theoretical framework indicates that the major responsibility of the

college administrator is to set a standards and ensure that it enhances staff

commitment to effective and efficient performance. In the review of empirical

studies, the following areas were covered. They include: studies in appraisal,

studies in administration of colleges of education, human resources management,

recruitment of staff, training/development of staff, discipline of staff,

advancement/promotion of staff and staff welfare. The empirical studies

reviewed show differences of opinion on strategies to adopt for administrators to

be effective and efficient while performing their managerial functions as it

affects staff for attainment of educational goals.

The studies included the ones carried out by Solomon (2012), Ikinako

(2008), Anikwe (2008), Ogba (2011), Ome (2000). Solomon (2012) carried a

study on appraisal of adherence to Universal Basic Education (UBE) commission

manual on management of Universal Basic Education (UBE). The purpose of the

study was to appraise adherence to Universal Basic Education (UBE) Commission

Manual on Management of Universal Basic Education. Ikinako (2008) conducted

a study on human resource management skills required of technical college

administrators. The purpose was to determined the human resource management

in the technical colleges. Anikwe (2008) carried out a study on evaluation of

financial management practices of provosts of federal colleges of education.

Another study was carried out by Ogba (2011) in human resource management in

secondary schools.

Others are Ome’s study on the management of human resource in the

Nigerian civil service (2000); and Bakwo (2004) study on recruitment process and

workers’ productivity in the third-tier level of government. The purpose of

87

the latter was to investigate the recruitment process and guidelines adopted in the

employment of junior-cadre staff. Similar studies were also undertaken by

Arumah (2010), Okorie (2001), Odo (2007) Oboegbulem and Enyi (2010), Onah

(2008), Idris, Okolo and Ejike (2006) Chinedu (1995), Ugwunangwu (2001) and

Bola and Ojibara (2011). Having gone through these similar studies, this

researcher is convinced that no study has focused on appraisal of human resource

management practices in colleges of education in North-East Nigeria. In view of

this apparent gap in the available body of research information, this study was

carried out as it is hoped that the findings will make significant contributions to

the management of colleges of education in the North-East of Nigeria especially in

the areas of staff recruitment, staff training and development, staff discipline, staff

promotion and staff welfare services.

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CHAPTER THREE

RESEARCH METHOD

This chapter describes the method that was adopted in this study which

includes: research design, area of the study, population of the study, sample and

sampling techniques, instrument for data collection, validation of the instrument,

reliability of the instrument, method of data collection and method of data

analysis.

Design of the Study

The study adopted a descriptive survey design. A descriptive survey design

involves collection of data from a small sample of a large population to enable the

researcher to describe and interpret in a systematic manner the characteristic

features and facts about things that exist in the population without manipulation

(Abonyi, Okereke, Omebe & Anuigwo, 2006). Thus the descriptive survey design

was used because it was considered most appropriate, as it covers both the

qualitative and quantitative paradigms, which enabled the researcher to record,

examine, describe, analyze and interpret the data collected, without manipulation.

It was preferred because the study sample which is a representative of the entire

population permits inferences and generalization of findings and no variable was

manipulated.

Area of the Study

This study was carried out in colleges of education in North-East Nigeria.

North-East comprises: Adamawa, Bauchi, Borno, Gombe, Taraba and Yobe states

respectively. The choice of North-East Nigeria is born out of the fact that it is

among the educationally disadvantaged states in Nigeria and staff of both federal

and state colleges of education may not have been adequately managed in line

with approved NCCE guidelines. This study will therefore reveal the true position

and possibly provide recipes on how best to manage the staff for maximum

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89

productivity to achieve utmost performance in the NCE students. This will

eventually reduce the educational backwardness of North-East Nigeria.

Population of the Study

The target population of this study consisted of all the three federal colleges

of education and the seven state colleges of education in North-East Nigeria. The

total staff of the federal colleges of education used for the study was 2016

comprising 940 academic staff and 1076 non-academic staff while the number of

staff of the state colleges of education was 3198 comprising 1320 academic staff

and 1878 non academic staff, totaling 5,214. (Source; national commission for

colleges of education 2009/2010 academic session) (See Appendix F Page 197).

The choice of federal and state colleges of education staff was because as

practitioners, they are on the spot and are conversant with the daily activities of

the management and problems of the colleges and can provide useful information

for appraisal of human resource management practices in colleges of education in

North-East Nigeria.

Sample and Sampling Techniques

Stratified and purposive random sampling procedures were used to

constitute the number of research subjects of this study into strata namely,

academic and non-academic staff of federal and state colleges of education. Each

of the six states in the North-East, Adamawa, Bauchi, Borno, Gombe, Taraba and

Yobe represented a stratum. It was through this method that ten percent (10%) of

both academic and non academic staff of federal and state colleges of education in

each state was sampled. In other words, ten percent (10%) of the entire population

of the study was selected. This gave a total sample of 522 subjects made up of 202

staff of federal colleges and 320 staff of state colleges of education. The rationale

for selecting ten percent (10%) of the population is in line with Nwana cited in

Ogbonnaya (2004:17) who postulated that for sampling purposes “if the

90

population of a study is in a few hundred a 40% or more sample will do ; if many

hundreds a 20% sample will do; and if a few thousands, 10% sample will do; and

if several thousand, a 5% or less will do. Therefore, ten percent (10%) of both

categories of staff (federal and state colleges of education) were randomly selected

(See Appendix G Page 198).

Instrument for Data Collection

Two instruments were used for data collection. They are a researcher-

designed Questionnaire and Interview Schedule. The questionnaire entitled:

“Appraisal of Human Resource Management Practices for College of Education”

(AHRMPCOE) has two parts, “A” and “B”. Part “A” was designed to collect the

demographic data of the respondents including name of the institution, type of the

institution and status of the respondent. Part “B” comprised of 44 items generated

from NCCE (2010) guidelines and was arranged in five clusters. Cluster A

consisted of nine (9) items that sought information on procedures for staff

recruitment. Cluster B consisted of nine (9) items that deal with staff training and

development. Cluster C has ten (10) items which sought information on staff

discipline. Cluster D has nine (9) items which sought information on staff

promotion. And cluster E which has seven (7) items centered on staff welfare, in

line with research questions. The instrument was structured on a four point

response scale of Very High Extent (VHE); High Extent (HE); Low Extent (LE)

and Very low Extent (VLE) and weighted 4, 3, 2, & 1 respectively. (See Appendix

C Pages 156 – 160)

The Interview Schedule consists of five open ended questions in line with the

research questions taken from the five clusters. (See Appendix E Pages 169-196).

Validation of the Instrument

The questionnaire and the interview scheduled developed for the study

were subjected to face validation. The initial questions were given to the

91

supervisor who made some corrections and comments on the questions. After the

corrections, copies of the questionnaire and the interview schedule were given to

five experts, three in Educational management and two in Measurement and

Evaluation all from University of Nigeria, Nsukka. The experts were requested to

examine the instrument with respect to the suitability of the language and

adequacy of the items. The title, purpose of the study, research questions,

hypotheses and questionnaire items were given to each of the five validates for

their consideration and comments. Based on their input and corrections, the

questionnaire items were restructured and five items replaced resulting in the final

draft of the instruments. Also, some questions for interview schedule were

replaced and corrections with respect to the suitability of the language were made

resulting in the final draft of the instruments (See Appendix B Page 155)

Reliability of the Instrument

In order to ensure that the instruments were reliable, they were trial-tested

on eight (8) academic staff and twelve (12) non-academic staff in the College of

Education, Katsina-Ala, Benue State which is not part of the current study. This

gave a total of twenty (20) respondents. The generated data was used to compute

the internal consistency reliability of the instrument using Cronbach Alpha

Method. The computation yielded reliability coefficients values of 0.71, 0.67,

0.75, 0.94, and 0.93 respectively for the five (5) clusters, and a cumulative

coefficient of 0.94. (See appendix D Pages 161-168).

Method of Data Collection

The researcher and ten research assistants who were well instructed on

research instrument administration were involved in the administration of the

instruments. This means that the questionnaires were administered by the

researcher and the ten research assistants. In each college, the researcher involved

the services of one research assistant. Direct delivery technique was used. A total

92

of 522 copies of the questionnaire were distributed and 494 were collected. The

researcher personally interviewed provosts or their representatives in each college

after the distribution of the questionnaire. In four colleges, the provosts were

interviewed; in three colleges, registrars were interviewed, and in the remaining

three, deputy provosts were interviewed because of the absent or commitments of

the provosts of some of these colleges. The registrars and the deputy provosts,

therefore, represented the provosts of these colleges.

Method of Data Analysis

The data were collected, collated, organized and analyzed. Mean scores and

standard deviation were used to answer the research questions. t-test was used to

test the null hypotheses at 0.05 level of significance. For the research questions,

the decision guideline was arrived using real limits of numbers as follow: 3.50 –

4.00 very high extent (VHE), 2.50 – 3.49 high extent (HE) 1.50 – 2.49 low extent

(LE) 0.00 – 1.49 very low extent (VLE). For the five null hypotheses the decision

guideline was: if the calculated t-value is greater than the t-critical value (1.96),

the null hypothesis was rejected on the other hand, if the calculated t-value is less

than the t-critical value (1.96), the null hypothesis was accepted.

93

CHAPTER FOUR:

RESULTS

The results of the study are presented in ten tables in accordance with the

research questions and hypotheses guiding the study. Research questions are

presented with the related null hypotheses. The interview responses are also

presented after each hypothesis in essay format. The major findings of the study

are also presented in this chapter.

Research Question 1

What is the extent to which staff recruitment practices in colleges of

education carried out by the colleges of education authorities are in line with the

NCCE approved guidelines?

93

94

Table 1: Mean scores and standard deviations of respondents on the extent to

which staff recruitment practices carried out by colleges of education authorities

are in line with NCCE guidelines.

S/N Items Federal Colleges of

Education n 202

State Colleges of

Education n 292

Total

FCE & SCE

n 494

X SD Dec. X SD Dec. X SD Dec.

1 Your college advertises

vacancies for staff

recruitment 2.57 1.07 HE 2.78 1.23 HE 2.69 1.17 HE

2 Your college builds a

pool of candidates for

recruitment through the

completed application

forms 2.76 1.21 HE 2.65 1.13 HE 2.69 1.16 HE

3 Your college recruits

possible candidates

through tests and

interviews 2.14 1.15 LE 2.56 1.14 HE 2.39 1.16 LE

4 Your college considers

age of candidates for

recruitment 2.75 1.16 HE 2.68 1.04 HE 2.71 1.09 HE


educational

qualification of

applicant for

recruitment 2.37 1.12 LE 2.38 1.20 LE 2.37 1.17 LE

6 Your college bases

recruitment on

candidates’ possession

of skills necessary for

the position 2.51 1.17 HE 2.53 1.06 HE 2.53 1.11 HE


personal qualities of

candidates in terms of

communicative ability

for recruitment 2.47 1.00 LE 2.53 1.11 HE 2.51 1.07 HE


the applicants’ integrity

for recruitment 2.64 1.22 HE 2.46 1.03 LE 2.54 1.12 HE

95

9 Short-listing of

applicants for

recruitment is done by

a committee of the

management headed by

the registrar and head

of department 2.54 1.30 HE 2.55 1.20 HE 2.55 1.14 HE

Grand mean 2.53 0.85 HE 2.57 0.79 HE 2.55 0.82 HE

Data presented on table 1 indicate the mean scores and standard deviations of

federal and state colleges of education staff in North-East Nigeria regarding the

extent to which staff recruitment practices are carried out in colleges of education

by the colleges authorities in line with NCCE guidelines. The data indicated that

the mean scores of the federal and state colleges of education staff in the North

East Nigeria for items 1, 2, 4, 6, 7, 8 and 9 are 2.69, 2.69, 2.71, 2.53, 2.51, 2.54

and 2.55 respectively and standard deviations of the items are 1.17, 1.16, 1.09,

1.11, 1.07, 1.12 and 1.24. These mean scores are above the decision point of 2.50;

hence they are to a high extent. The mean ratings of federal and state colleges of

education staff for items 3 and 5 are 2.39 and 2.37. The standard deviations of the

items being 1.16 and 1.17 respectively. These mean scores are below the decision

point of 2.50; hence, they are to a low extent (LE). The grand mean score is 2.55

and the standard deviation is .082 which is to a high extent (HE). This result

implies that colleges of education carried out staff recruitment practices in line

with the approved NCCE guideline to a high extent (HE).

In the federal colleges of education, the grand mean scores of all the items

is 2.53 and the standard deviation is 0.85 which is to a high extent (HE). This

implies that in federal colleges of education, staff recruitment is carried out by the

colleges of education authorities to a high extent in line with the approved NCCE

guidelines. In the state colleges of education, the grand mean scores of all the

items is 2.57 with the standard deviation of 0.79 which is to a high extent (HE).

This implies that staff recruitment is carried out to a high extent (HE) in line with

the NCCE approved guidelines.

96

Hypothesis One (H01):

There is no significant difference between the mean ratings of federal and

state colleges of education staff on the extent to which staff recruitment practices

carried out in the colleges of education by colleges of education authorities are in

line with the NCCE guidelines.

To test this hypothesis, a t-test analysis of the difference between the mean

scores was computed on item by item basis. The values obtained are shown in the

table below.

97

Table 2: Summary of t-test for hypothesis one (item by item)

S/No Questionnaire Item Federal

Colleges of

Education n

202

State

Colleges of

Education n

292

X SD X SD DF t-cal t-crit Dec.

1 Your college advertises

vacancies for staff

recruitment 2.57 1.07 2.78 1.23 492 1.97 1.96 S

2 Your college builds a

pool of candidates for

recruitment through the

completed application

forms 2.76 1.21 2.65 1.13 492 1.02 1.96 NS

3 Your college recruits

possible candidates

through tests and

interviews 2.14 1.15 2.56 1.14 492 3.96 1.96 S


age of candidates for

recruitment 2.75 1.16 2.68 1.04 492 .76 1.96 NS


educational

qualification of

applicant for

recruitment 2.37 1.12 2.38 1.20 492 .13 1.96 NS

6 Your college bases

recruitment on

candidates’ possession

of skills necessary for

the position 2.51 1.17 2.53 1.06 492 .22 1.96 NS


personal qualities of

candidates in terms of

communicative ability

for recruitment 2.47 1.00 2.53 1.11 492 .71 1.96 NS


the applicants’ integrity

for recruitment 2.64 1.22 2.46 1.04 492 1.78 1.96 NS

98

9 Short-listing of

applicants for

recruitment is done by

a committee of the

management headed by

the registrar and head

of department 2.54 1.30 2.55 1.20 492 .10 1.96 NS

t-test value 2.53 0.85 2.57 0.79 492 .56 1.96 NS

Data presented on table 2 indicate the calculated value of t for items 1 – 9.

The data reveal that the calculated t for items 1, and 2 (1.97 and 3.96) are greater

than the critical t or table value of t which is 1.96. This implies that federal and

state colleges of education staff differ significantly in their mean ratings of the

extent to which staff recruitment practices are carried out in the colleges of

education based on the NCCE guidelines as expressed by those items statements.

To this extent, the null hypothesis stands rejected, as there are significant

differences in the mean scores of the respondents. The data further reveal that the

calculated values for items 2, 4, 5, 6, 7, 8 and 9 are 1.02, .76, .13, .22, .71, 1.78

and .10 which are smaller than the critical t or table value of t (1.96). This implies

that no significant difference exists in the mean scores of the respondents on the

extent to which colleges of education carried out staff recruitment practices in line

with the approved NCCE guidelines. To this extent, the null hypothesis was

accepted. The t-test value for all the items was .56 less than t-critical value of 1.96.

This implies that there was no significant difference in the mean scores of the

respondents in federal and state colleges of education on the extent to which staff

recruitment practices are carried out in line with the approved NCCE guideline. To

this extent, therefore, the null hypothesis was accepted.

Interviews conducted during the course of the study show that all the

provosts or their representatives in the federal colleges of education agreed that

their colleges have the NCCE approved guidelines for human resource

management. They all also agreed that they normally follow the guidelines when

recruiting staff. They indicated that they have no other additional guidelines or

99

policies besides the approved guidelines by the National Commission for Colleges

of Education. However, all the provosts in the state colleges of education indicated

that besides the approved guidelines from NCCE, they also have additional

guidelines (policies) approved by the governing council or management of the

colleges guiding staff recruitment. The state colleges do adhere to the NCCE

guidelines for recruitment; but in some few cases, there exists political

interferences. These findings from interview are in line with the data collected

through the questionnaire which indicate compliance to a high extent in recruiting

staff in the colleges of education.

Research Question 2:

What is the extent to which staff training and development programmes,

implemented in the colleges of education by the colleges authorities are in line

with the NCCE guidelines?

100

Table 3: Mean scores and standard deviations of respondents on the extent to which staff

training and development practices are adhered by colleges’ authorities in

colleges of education in North-East Nigeria.

S/N Items Federal Colleges

of Education n

202

State Colleges of

Education n 292

Total

FCE & SCE

n 494


10 Your college provides

work study leave with

pay to staff with not

less than two years

working experience in

the college. 2.56 1.15 HE 2.73 1.20 HE 2.66 1.18 HE


training leave

appropriate to the

nature of the staff

work. 2.43 1.08 LE 2.62 1.06 HE 2.54 1.07 HE


study leave without

pay for staff that fall

under that category 2.47 1.20 LE 2.66 1.05 HE 2.58 1.12 HE

13 Your college allows

staff to benefit from

any relevant training

programme of the

institution. 2.53 1.14 HE 2.43 1.18 LE 2.47 1.16 LE

14 Your college normally

grants study leave to

staff for a period not

exceeding three years. 2.33 .99 LE 2.39 1.14 LE 2.36 1.08 LE

15 Your college grants

training leave to both

teaching and non-

teaching staff. 2.40 1.15 LE 2.41 1.17 LE 2.41 1.16 LE


study leave with pay to

confirmed staff who

have been with the

college for at least two

years. 2.48 1.18 LE 2.30 1.08 LE 2.37 1.12 LE

101

17 Your college pays

training allowances to

the appropriate staff. 2.39 1.16 LE 2.47 1.15 LE 2.43 1.16 LE


staff to study part-time

while reporting to

duty. 2.53 1.17 HE 2.43 1.17 LE 2.47 1.17 LE

Grand mean 2.46 .73 LE 2.49 .71 LE 2.48 0.72 LE

Data presented on table 3 show the mean scores of federal and state

colleges of education staff in North East, Nigeria regarding the extent to which

staff training and development programmes are implemented in the colleges of

education by the colleges authorities in line with the NCCE guidelines. The data

indicate that the mean scores of the federal and state colleges of education staff in

the North-East, Nigeria for items 10, 11 and 12 are 2.66, 2.54 and 2.58

respectively, with 1.18, 1.07 and 1.12 as standard deviations of the items

respectively. These mean scores are above the decision point of 2.50; therefore,

they are to a high extent (HE). Items 13, 14, 15, 16, 17 and 18 obtained the

following mean scores 2.47, 2.36, 2.41, 2.37, 2.43 and 2.47 respectively with 1.16,

1.08, 1.16, 1.12, 1.16, and 1.17 as standard deviations of the items respectively.

These items have mean scores below the decision point of 2.50; hence, they are to

a low extent (LE). The grand mean scores of the items 10, 11, 12, 13, 14, 15, 16,

17 and 18 is 2.48 and the standard deviation is 0.72 which is a low extent (LE).

Based on the decision rule, these results indicate that colleges of education in the

North-East Nigeria did not implement staff training and development programmes

in colleges in line with NCCE guidelines.

In the federal colleges of education, the grand mean scores of all the items

is 2.46 and the standard deviation of the items .73 which is to a low extent (LE).

This implies that in federal colleges of education staff training and development

are not implemented based on the NCCE approved guidelines. In the state colleges

102

of education, the grand mean scores of all the items is 2.49 and the standard

deviations .71 which indicate a low extent (LE). This implies that in state colleges

of education staff training and development practices are not implemented in line

with the approved NCCE guidelines.

Hypothesis Two (H02)


state colleges of education staff on the extent to which staff training programmes,

implemented in the colleges of education by the colleges of education authorities


To test this null hypothesis, a t-test analysis of the difference between the

mean scores was computed on item by item basis. The values obtained are shown

in the table below.

103

Table 4: Summary of t-test for hypothesis two (item by item)

S/No Questionnaire Item Federal

Colleges of

Education n

202

State

Colleges of

Education n

292



work study leave with

pay to staff with not

less than two years

working experience in

the college. 2.56 1.15 2.73 1.20 492 1.61 1.96 NS


training leave

appropriate to the

nature of the staff

work. 2.43 1.08 2.62 1.06 492 1.89 1.96 NS


study leave without pay

for staff that fall under

that category 2.47 1.20 2.66 1.05 492 3.82 1.96 NS


staff to benefit from

any relevant training

programme of the

institution. 2.52 1.14 2.43 1.18 492 .81 1.96 NS

14 Your college normally

grants study leave to

staff for a period not

exceeding three years. 2.33 .99 2.39 1.14 492 .62 1.96 NS

15 Your college grants

training leave to both

teaching and non-

teaching staff. 2.40 1.15 2.41 1.17 492 .11 1.96 NS


study leave with pay to

confirmed staff who

have been with the

college for at least two

years. 2.48 1.18 2.30 1.08 492 1.77 1.96 NS

104


training allowances to

the appropriate staff. 2.39 1.16 2.47 1.15 492 .77 1.96 NS


staff to study part-time

while reporting to duty. 2.53 1.17 2.43 1.17 492 .95 1.96 NS

t-test value 2.49 .73 2.49 .71 492 .54 1.96 NS

Data presented on table 4 show the calculated value for items 11 – 18. The

data indicate that the calculated t for items 11, 12, 13, 14, 15, 16, 17 and 18 are

1.61, 1.89, 1.82, .81, .62, .11, 1.77, .77 and .95 which are all less than the table

value of t (1.96). This implies that federal and state colleges of education staff do

not differ significantly in their mean ratings on the extent to which staff training

programmes are implemented in colleges of education based on the NCCE

guidelines. To this extent, the null hypothesis of no significant difference was

accepted. The t-test value of all the items was .54 less than t-critical value of 1.96.

This implies that there was no significant difference in the mean scores of the

respondents in federal and state colleges of education on the extent to which staff

training programmes are implemented by the colleges of education in colleges of

education based on the NCCE guidelines. To this extent, therefore, the null

hypothesis was accepted.

Interviews conducted show that all the provosts or their representatives in

federal colleges agreed that their colleges encourage staff training and

development programmes. The staff were encouraged through pieces of advice

and reward system such as advancement and sponsorship for those who complied

by furthering their studies or attending conferences and workshops. In the state

colleges, a majority of the provosts or their representatives interviewed agree that

they encourage staff training and development programmes by creating awareness

to the staff on the benefit of doing that. State colleges also give opportunities to

staff for any relevant training programme within the institution. This was not in

105

line with the data collected through questionnaire which indicates compliance to a

low extent as regards staff training and development in colleges of education.

Research Question 3

What is the extent to which staff disciplinary practices adhered to in the

colleges of education by colleges of education authorities are in line with the laid

down NCCE guidelines?

106

Table 5: Mean scores and standard deviations of respondents on the extent to

which colleges of education authorities adhere to NCC guidelines on staff

disciplinary practices in COE in North-East Nigeria.

S/N Item Federal Colleges of

Education n 202

State Colleges of

Education n 292

Total

FCE & SCE

n 494


19 Your college

disciplines staff who

absent themselves

form work without

permission 2.30 1.14 LE 2.54 1.24 HE 2.44 1.20 LE

20 Your college


do not perform duties

assigned to them. 2.50 1.13 HE 2.52 1.15 HE 2.51 1.14 HE 21 Your college


are drunk in their

places of work. 2.21 1.12 LE 2.51 1.13 HE 2.39 1.13 LE

22 Your college


falsified records. 1.90 1.10 LE 2.40 1.12 LE 2.19 1.14 LE

23 Your college

disciplines corrupt

staff. 2.35 1.18 LE 2.44 1.17 LE 2.40 1.17 LE

24 Your college


embark on action

prejudicial to the

security of the state. 2.50 1.22 HE 2.46 1.18 LE 2.48 1.19 LE

25 Your college


suppress records. 2.33 1.13 LE 2.38 1.13 LE 2.36 1.13 LE 26 Your college


withhold files. 2.24 1.21 LE 2.40 1.14 LE 2.34 1.17 LE 27 Your college


are convicted on

criminal charges. 2.41 1.28 LE 2.43 1.18 LE 2.42 1.22 LE

107

28 Your college


engage in stealing. 2.32 1.26 LE 2.41 1.26 LE 2.37 1.26 LE

LE Grand mean 2.31 .81 LE 2.45 .86 LE 2.39 0.84

Data presented on table 5 indicate mean scores of federal and state colleges

of education staff in North East, Nigeria regarding extent to which staff

disciplinary practices are adhered to in the colleges of education by the colleges of

education authorities in line with laid down NCCE guidelines. The data show that

the mean scores of the federal and state colleges of education staff in the North-

East, Nigeria for item 20 is 2.51 and the standard deviation of the item 1.14. This

item obtained mean scores above the decision point of 2.50; hence, it is considered

to be on a high extent (HE), while items 19, 21, 22, 23, 24, 25, 26, 27 and 28

obtained the following mean scores 2.44, 2.39, 2.19, 2.40, 2.48, 2.36, 2.34, 2.42

and 2.37 respectively with 1.20, 1.13, 1.14, 1.17, 1.19, 1.13, 1.17 and 1.26 as their

respective standard deviation. These items obtained mean scores below the

decision point of 2.50, hence, they are to a low extent (LE). The grand mean

scores of items 19, 20, 31, 22, 23, 24, 25, 26, 27 and 28 is 2.39 which is to a low

extent (LE). This result implies that colleges of education did not adhere to staff

disciplinary in line with the laid down NCCE guidelines.

In the federal colleges of education, the grand mean score of all the items is

2.31 and a standard deviation of .81 which indicates to a low extent (LE). This

implies that in the federal colleges of education staff disciplinary practices are

adhered to very poorly in line with the approved NCCE guidelines. In the state

colleges of education, the grand mean score of all the items is 2.45 and standard

deviation of .86 which is to a low extent (LE). This implies that in state colleges of

education staff disciplinary practices are weakly adhered to by the colleges in line

with the approved NCCE guidelines.

108

Hypothesis Three (H03)


state colleges of education staff on the extent to which staff disciplinary practices

adhered to in colleges of education by colleges of education authorities are in line

with the NCCE guidelines.

To test this hypothesis t-test analysis of the difference between the mean


table below.

109

Table 6: Summary of t-test for hypothesis three (item by item)

S/No Questionnaire Items Federal

Colleges of

Education n

202

State

Colleges of

Education n

292


19 Your college


absent themselves from

work without

permission 2.30 1.14 2.54 1.24 492 2.19 1.96 S

20 Your college

disciplines staff who do

not perform duties

assigned to them. 2.50 1.13 2.52 1.15 492 .21 1.96 NS

21 Your college


are drunk in their

places of work. 2.21 1.12 2.51 1.13 492 2.87 1.96 S

22 Your college


falsified records. 1.90 1.10 2.40 1.12 492 4.89 1.96 S

23 Your college

disciplines corrupt

staff. 2.35 1.18 2.44 1.17 492 .79 1.96 NS

24 Your college


embark on action

prejudicial to the

security of the state. 2.50 1.22 2.46 1.18 492 .38 1.96 NS

25 Your college


suppress records. 2.33 1.3 2.38 1.13 492 .48 1.96 NS

26 Your college


withhold files. 2.24 1.21 2.40 1.14 492 1.45 1.96 NS

110

27 Your college


are convicted on

criminal charges. 2.47 1.28 2.43 1.18 492 .12 1.96 NS

28 Your college


engage in stealing. 2.32 1.26 2.41 1.26 492 .76 1.96 NS

t-test value 2.31 .81 2.45 .86 492 1.83 1.96 NS


data indicate that the calculated t for items 19, 21 and 22 are 2.19, 2.87 and 4.89

which are all greater than the table value of t (1.96). This implies that federal and

state colleges of education staff differ significantly in their mean scores on the

extent to which staff disciplinary practices are adhered to in colleges of education

based on the NCCE guidelines. To this extent, the null hypothesis of no significant

difference was rejected, as there were significant differences in the mean scores of

the respondents. The data further revealed that the calculated value for items 20,

23, 24, 25, 26, 27 and 28 are .21, .79, .38, .48, 1.45, .12 and .76 are smaller than

the critical t or table value of t (1.96). This implies no significant difference in the

mean scores of the respondents on the extent to which staff disciplinary practices

are adhered to by the colleges of education in colleges of education based on the

NCCE guidelines. Hence the null hypothesis was accepted. The t-test value for all

the items was .54 less than t-critical value of 1.96. This implies that there was no

significant difference in the mean scores of the respondents in federal and state

colleges of education on the extent to which staff disciplinary practices are

adhered to by the colleges of education in colleges of education based on the

NCCE guideline; hence, the null hypothesis was accepted.

During the interview, all the provosts or their representatives of federal

colleges agreed on not strictly following the approved guideline on staff discipline

because of political interest. In some cases influential individuals interfere with the

approved guidelines. Most of the provosts or their representatives interviewed

111

indicated that the strength of staff discipline lies on the approved guidelines and

the weakness is the interference of influential individual and some politicians. All

the provosts or the representatives interviewed acknowledged that they do adhere

to the guidelines on staff discipline under normal circumstances. They indicated

that the strength of staff discipline lies on the policy document and the weakness is

the interference of influential politicians. The findings from interview converged

with the data collected through questionnaire which indicate compliance to a low

extent as regards staff disciplinary practices in the colleges of education.

Research Question 4

What is the extent to which staff promotions practices implemented in the

colleges of education by colleges of education authorities are in line with the

NCCE guidelines?

112

Table 7: Mean scores and standard deviations of respondents on the extent to which

colleges of education authorities adhere to NCCE guidelines on Promotion

Practices in COE in North East Nigeria

S/N Items Federal Colleges

of Education n

202

State Colleges of

Education n 292

Total

FCE & SCE

n 494



number of years staff

spent in a post for

promotion. 2.54 1.31 HE 2.52 1.24 HE 2.53 1.27 HE


evidence of effective

teaching as one of the

criteria for promotion of

academic staff 2.45 1.16 LE 2.51 1.28 HE 2.48 1.23 LE


qualifications of staff for

promotion. 2.47 1.32 LE 2.62 1.32 HE 2.56 1.32 HE


ability to take additional

responsibilities as one of

the criteria for promotion

of non-academic staff. 2.42 1.05 LE 2.61 1.03 HE 2.53 1.04 HE


evidence of scholarly

research publication in

learned journals in

candidates’ field for

academic staff promotion 2.49 1.23 LE 2.62 1.14 HE 2.57 1.18 HE



services to the college,

department and the

community for promotion

of staff. 2.63 1.23 HE 2.45 1.04 LE 2.53 1.12 HE

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evidence of good

character, loyalty to the

institution and personal

integrity for staff

promotion. 2.31 1.02 LE 2.52 1.10 HE 2.44 1.07 LE

36

Your college considers

performance effectiveness

for promotion of non-

academic staff. 2.07 1.06 LE 2.53 1.07 HE 2.34 1.09 LE


special aptitudes as one of

the criteria for promotion

of non academic staff.

2.76

1.19

HE

2.60

1.16

HE 2.67 1.17 HE

Grand mean 2.47 .92 LE 2.55 .83 HE 2.52 0.87 HE

Data presented on table 7 show the mean scores of staff in federal and state

colleges of education in North East, Nigeria regarding the extent to which staff

promotion practices are implemented in the colleges of education based on the

NCCE guidelines. The data indicated that the mean scores of both the federal and

state colleges of education staff in the North East, Nigeria for items 29, 31, 32, 33,

34 and 37 are 2.53, 2.56, 2.53, 2.57, 2.53 and 2.67 respectively, with 1.27, 1.32,

1.04, 1.18, 1.12 and 1.17 as their standard deviation respectively. These items

obtained mean scores above the decision point of 2.50; therefore, they were to a

high extent (HE), while items 30, 35 and 36 obtained mean scores of 2.48, 2.44

and 2.34 respectively, with 1.23, 1.07 and 1.09 as their standard deviation

respectively. These items obtained mean scores below the decision point of 2.50,

hence were to a low extent (LE). The grand means scores of all the items was 2.52

and the standard deviation was 0.87, therefore, was to a high extent (HE), and

implies that colleges of education in North-East Nigeria implemented staff

promotion to a high extent based on the NCCE guidelines. In the federal colleges

of education, the grand mean score was 2.47 and the standard deviation was .92,

which is to a low extent (LE). This implies that federal colleges of education in

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North-East, Nigeria did not implement staff promotion based on the NCCE

guidelines. State colleges of education on the other hand obtained the grand mean

score of 2.55 and the standard deviation of .83, which is to a high extent (HE).

This implies that implementation of staff promotion was carried out to a high

extent based on the NCCE guidelines.

Hypothesis Four (H04)


state colleges of education staff on the extent to which staff promotions practices

implemented in the colleges of education by the colleges of education authorities


To test this null hypothesis, a t-test analysis of the difference between the

mean scores was computed on item by item basis. The values obtained are shown

in the table below.

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Table 8: Summary of t-test for hypothesis four (item by item)


Colleges of

Education n

202

State

Colleges of

Education

n 292



number of years staff

spent in a post for

promotion. 2.54 1.31 2.52 1.24 492 .21 1.96 NS



teaching as one of the

criteria for promotion

of academic staff 2.45 1.16 2.51 1.28 492 .53 1.96 NS


qualifications of staff

for promotion. 2.47 1.32 2.62 1.32 492 1.26 1.96 NS


ability to take

additional

responsibilities as one

of the criteria for

promotion of non-

academic staff. 2.42 1.05 2.61 1.03 492 1.97 1.96 S


evidence of scholarly

research publication in

learned journals in

candidates’ field for

academic staff

promotion 2.49 1.23 2.62 1.14 492 1.23 1.96 NS



services to the college,

department and the

community for

promotion of staff. 2.63 1.23 2.45 1.04 492 1.75 1.96 NS

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evidence of good

character, loyalty to the

institution and personal

integrity for staff

promotion. 2.31 1.02 2.52 1.10 492 2.20 1.96 S


performance

effectiveness for

promotion of non

academic staff. 2.07 1.06 2.53 1.07 492 4.70 1.96 S


special aptitudes as one

of the criteria for

promotion of non

academic staff. 2.76 1.19 2.60 1.16 492 1.47 1.96 NS

t-test value 2.47 .92 2.55 .83 492 1.16 1.96 NS


data indicate that the calculated t for items 29, 30, 31, 33, 34 and 37 are .21, 53,

1.26, 1.23, 1.76 and 1.47 which are all less than the table value of t (1.96). This

implies that federal and state colleges of education staff differ significantly in their

mean ratings on the extent to which colleges of education authorities implement

promotion in colleges of education based on the NCCE guidelines. Hence, the null

hypothesis of no significant difference was rejected. The data further indicated that

the calculated t-value for items 32, 35 and 36 are 1.97, 2.20 and 4.70 which are all

greater than the table value of t (1.96). This implies that federal and state colleges

of education staff did not differ significantly in their mean scores on the extent to

which colleges of education authorities implement promotions in the colleges of

education based on the NCCE guidelines. To this extent, the null hypothesis of no

significant difference was accepted. The t-test value of all the items was 1.16 less

than t-critical value of 1.96. This implies that there was no significant difference in

the mean scores of the respondents in federal and state colleges of education on

the extent to which promotion are implemented by the colleges of education in

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colleges of education based on the NCCE guidelines. Hence, the null hypothesis

was accepted.

Interviews conducted show that all the provosts or their representatives in

the federal colleges of education accepted that their colleges adhere to the laid

down guidelines on staff promotion. However they advocated for more funding

to enable them to continue. At the state level, most of the provosts or their

representatives interviewed indicated adherence to the NCCE guidelines on

promotion though there are problems such as lack of sufficient funds. They

suggested that government should improve the funding of the colleges. The

findings from the interviews agree with the data collected through the

questionnaire which indicate compliance to a high extent in staff promotion in

colleges of education

Research Question 5

What is the extent to which the provision of staff welfare services adhered

to by the colleges of education authorities are in line with the NCCE guidelines in

North East Nigeria?

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Table 9: Mean scores and standard deviations of staff on the extent to which

colleges of education authorities adhere to NCCE guidelines on staff

welfare services in colleges of education in North-East Nigeria

S/N Item Federal Colleges

of Education n

202

State Colleges of

Education n 292

Total

FCE & SCE

n 494



responsibility

allowance as welfare

to staff 2.76 1.23 HE 2.77 1.17 HE 2.76 1.19 HE 39 Your college pays

retirement benefit of

staff. 2.43 1.14 LE 2.52 1.20 HE 2.48 1.18 LE


medical services for

staff. 2.10 1.13 LE 2.61 1.09 HE 2.40 1.13 LE


housing allowance to

staff. 2.17 1.06 LE 2.60 1.08 HE 2.42 1.09 LE 42 Your college pays

book allowance to

deserving staff. 2.81 1.16 HE 2.72 1.09 HE 2.76 1.12 HE 43 Your college pays

transportation

allowance to the staff. 2.30 1.04 LE 2.66 1.12 HE 2.51 1.10 HE


death benefits to

deceased staff 2.05 1.14 LE 2.44 1.17 LE 2.28 1.17 LE

Grand mean 2.37 .79 LE 2.62 .77 HE 2.52 0.79 HE

Data presented on table 9 indicate the mean scores of federal and state

colleges of education in North East, Nigeria regarding the compliance with NCCE

guidelines on the extent to which staff welfare services are provided. The data

indicated that the mean scores of the federal and state colleges of education in the

North-East, Nigeria for items 38, 42 and 43 are 2.76, 2.76 and 2.51 respectively

with 1.19, 1.12 and 1.10 as their respective standard deviation. These items

obtained mean scores above the decision point of 2.50, hence, they were to a high

extent (HE). Items 39, 40, 41 and 44 obtained mean scores of 2.48, 2.40, 2.42 and

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2.28 respectively with standard deviations of 1.18, 1.13, 1.09 and 1.17

respectively. These items obtained mean scores below the decision point of 2.50;

and therefore, they were to a low extent (LE). The grand mean scores of items 38,

39, 40, 41, 42, 43, and 44 was 2.52 which is to a high extent (HE). This implies

that colleges of education complied with NCCE guidelines on provision of staff

welfare services to a high extent (HE). Federal colleges obtained a grand mean

score of 2.37 for all the items with a standard deviation of .79 which is to a low

extent (LE). This implies that federal colleges did not comply with NCCE

guidelines on the provision of staff welfare services. On the other hand, state

colleges of education in the North-East obtained a grand mean score of 2.62 for all

the items and a standard deviation of .77 which is to a high extent (HE). This

implies that state colleges of education complied with the NCCE guidelines on the

provision of staff welfare services.

Hypothesis Five (H05)


state colleges of education staff on the extent to which staff welfare services

provided in the colleges of education by the colleges of education authorities are

in line with NCCE guidelines.

To test this hypothesis a t-test analysis of the difference between the mean


table below.

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Table 10: Summary of t-test for hypothesis five (item by item)


Colleges of

Education n

202

State

Colleges of

Education

n 292

X SD X SD DF t-cal t-

crit

Dec.


responsibility allowance

as welfare to staff 2.76 1.23 2.77 1.17 492 .11 1.96 NS


retirement benefit of

staff. 2.43 1.14 2.52 1.21 492 .78 1.96 NS


medical services for staff. 2.10 1.13 2.61 1.09 492 5.05 1.96 S


housing allowance to

staff. 2.17 1.06 2.60 1.08 492 4.33 1.96 S

42 Your college pays book

allowance to deserving

staff. 2.81 1.16 2.72 1.09 492 .95 1.96 NS


transportation allowance

to staff. 2.30 1.04 2.66 1.12 492 3.60 1.96 S

44 Your college pays death

benefits to deceased staff 2.05 1.14 2.44 1.17 492 3.64 1.96 S

t-test value 2.37 .79 2.62 .77 492 1.16 1.96 S


data indicate that the calculated t for items 38, 39 and 42 are 11, 78 and .95 which

are all less than the table value of t (1.96). This implies that both federal and state

colleges of education staff differ significantly in their mean scores on the extent to

which welfare services are provided in line with the NCCE guidelines in the

colleges of education. The data further showed that the calculated value for items

40, 41, 43 and 44 are 5.05, 4.33, 3.60 and 3.64 which all are greater than the

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critical t or table value of t which is 1.96. This indicates that federal and state

colleges of education staff differ significantly in their mean scores of the extent to

which colleges of education provided welfare services in line with NCCE

guidelines. To this extent, the null hypothesis was rejected, as there were

significant differences in the mean scores of the respondents. The t-test value for

all the items was 3.37 greater than t-critical value (1.96). This implies that there

was a significant difference in the mean scores of the respondents in federal and

state colleges of education on the extent to which welfare services are provided

based on NCCE guidelines. To this extent, the null hypothesis was rejected.

Interviews conducted in the federal colleges of education during the course

of the study indicated that most of the provosts or their representative admitted

that their colleges did not adhere to the approved NCCE guidelines in the

provision of welfare services due to insufficient funds. They added that staff were

not satisfied with the college welfare services. They attributed the problem to lack

of sufficient funds. They further indicated that the major challenges facing them in

human resource management in their colleges were insufficient funds and

interferences from influential individuals in society. At the state colleges of

education most of the provosts or their representatives agreed that their colleges

provide staff welfare services in line with the NCCE guidelines. However they

noted that the colleges needed more funds to improve on their human resource

management. The findings from interviews were in line with data collected

through questionnaire which indicate compliance to a high extent regarding

provision of staff welfare services in the colleges of education.

Summary of Findings

The results of this study are summarized as follows: The colleges of education in

North-East Nigeria adhered to the NCCE guidelines on:

• Staff recruitment practices to a High Extent.

• Staff training and development practices to a Low Extent

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• Staff disciplinary practices to a Low Extent.

• Staff promotion practices to a High Extent.

• Staff welfare services to a High Extent.

• There was no significant difference between the mean scores of federal

and state colleges of education staff on the extent to which the NCCE

guidelines on staff recruitment practices were adhered to.



guidelines on staff training programmes were complied with in the

colleges.



guidelines on staff disciplinary practices were adhered to.


and state colleges of education staff on the extent to which NCCE

guidelines on promotion were complied with in the colleges.

• There was a significant difference between the mean scores of federal


guidelines on staff welfare services were adhered to in the colleges.

• Summarily, colleges of education in North-East Nigeria adhere to the

NCCE guidelines to a high extent in their human resource management.

Further findings were that:

• Both federal and state colleges of education complied with the NCCE

guidelines on staff recruitment practices to a high extent.

• Both federal and state colleges of education adhered to the NCCE

guidelines on staff training and development to a low extent.

123

• Both federal and state colleges of education adhered to the NCCE

guidelines on staff discipline to a low extent.

• Federal colleges of education adhered to the NCCE guidelines on staff

promotion to a low extent while state colleges complied with the

guidelines to a high extent.

• Federal colleges of education adhered to the NCCE guidelines on staff

welfare to a low extent while state colleges complied with the guidelines

to a high extent.

• Summarily, federal colleges of education adhered to NCCE guidelines

on human resource management to a low extent while state colleges of

education showed adherence to a high extent.

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CHAPTER FIVE

DISCUSSIONS, CONCLUSIONS, IMPLICATIONS,

RECOMMENDATIONS AND SUMMARY

This chapter presents the discussions, conclusions, implications,

recommendations and summary of the findings.

Discussions

Discussions of the findings of the study are presented in sections according to the

purpose of the study which were reflected in the research questions and the

hypotheses as stated in chapter one.

Extent of staff recruitment practices in Colleges of Education

The finding of this study indicated that staff recruitment was carried out in

the colleges of education at a high extent in line with the approved NCCE

guideline. This is because the colleges advertised vacancies for staff recruitment;

built a pool of candidates for recruitment through the completed application forms,

considered age of candidates for recruitment, based recruitment on candidates’

possession of skills necessary for the position, and as well considered personal

qualities of candidates in terms of communicative ability for recruitment. Also,

they considered the applicants’ integrity, and the short-listing of the applicants for

recruitment was done by a committee of the management headed by the registrar

or head of the concerned department. This finding diverged from the earlier work

of Bakwo (2004) who found out that powerful individuals/groups and ethnic

origins of applicants play overriding role in staff recruitment practices. In the same

vein, Okorie (2001) had earlier found that staff recruitment based on merit system

had been jettisoned so that party supporters or those in politics would be

compensated.

However, this finding converged with Onah (2008) who found that if

organizations are able to find and employ staff who consistently fulfill their roles

124

125

and are capable of taking on increased responsibilities, they are immeasurably

better placed to deal with the opportunities and threats arising from their operating

environment. Similarly, Adeyemi (2009) stated that recruitment is the set of

activities an organization uses to attract suitable candidates needed to fill a

vacancy. In line with this Uche (2009) acknowledged that recruitment includes all

the activities designed to attract the quality and quantity of personnel required to

satisfy established needs and it usually takes place as soon as the need is

identified. In the same vein, Oboegbulem (2004) had earlier stated that recruitment

is concerned with the selection of the required number of people to be screened for

a job, measuring their quality and attempting to predict their future behaviour.

It is very clear that in recruiting staff, merit ought to be the watch word for

the colleges of education to achieve their set goals. It should be stressed that

quality staff give better performance which results in organizational effectiveness

and efficiency. The null hypothesis which sought to find out the difference

between the mean ratings of federal and state colleges of education on the extent

to which recruitment practices are carried out based on the approved guidelines

showed that there is no significant difference in compliance to the recruitment

practices by both federal and state colleges of education. This implies that

activities leading to staff recruitment are performed in a similar manner in both

federal and state colleges of education. This could facilitate attainment of the goals

and objectives of teacher education if such practices continue. This agrees with

Fatiregun (1992) who wrote that recruitment is that process of assessing a job,

announcing the vacancy, arousing interest and stimulating people to apply. In the

same vein Mathias and Jackson (1997) stated that recruitment is the process of

generating a pool of qualified applicants from organizational jobs.

The findings from the interviews revealed that both federal and state

colleges of education have the approved guidelines for human resource

management and they do adhered to it to assist in getting best result. This could be

why they succeeded in recruiting staff based on the approved guidelines.

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Extent of Staff training and Development Practices in Colleges of Education

The findings that colleges of education practiced staff training and

development to a low extent in line with the approved guidelines are not

surprising. This is because to a low extent they allow staff to benefit from any

relevant training programme of the institution; grant study leave to staff for a

period not exceeding three years, grant training leave to both teaching and non-

teaching staff; and provide study leave with pay to confirmed staff who have

served the college for two years and above as well as pay staff on study

appropriate allowance. This finding is in conformity with Mkpa (2011) who found

that the Nigeria higher institutions (colleges of education inclusive) are in dire

need of reordering and improving the teaching skills of their teachers, majority of

whom have no training in proper teaching techniques. In the same vein, Ominyi

and Opa (2008), Madumere-Obike (2008) postulated that training and

development of staff will enhance their commitment, assist them get abreast of the

changing situation in their environment and acquiring intellectual and professional

background adequate for their assignments.

However, the findings diverged from Olowe (2008) who wrote that training

is an organized effort aimed at helping an employee acquire basic skills required

for which he/she was hired. In the same vein, Oboegbulem and Enyi (2010)

emphasized that staff training and development are the only sure way of providing

solutions to the missing link because training and development are geared towards

developing the individual to his/her full potential to be able to contribute

meaningfully to society. Oku (2009) stated that many new school staff members

come equipped with some knowledge and skills needed to start teaching. It is,

however, pertinent that at one time or another, teachers will require some type of

re-training in order to maintain an effective level of job performance. Training and

development are therefore very necessary if the goals of colleges of education are

to be achieved. Similarly, Good in Madumre (2008), Uche (2009) and Ejiogu

(1990) wrote that school heads provide training of different types to the school

127

personnel for which there is an anticipated application, which thus assumes that

staff can translate into action the knowledge and skill acquired for the achievement

of educational goals. In line with this, Ocho (2007) and Odo (2007) found out that

training is the only way to achieve quality instruction in the school system as it

equips staff with basic skills that will enable them to perform better than before.

It is therefore important to note that failure in implementing training and

development in line with the approved guideline can impede achievement of goals

and objectives of education. No wonder there are persistent strikes and conflicts in

the colleges. Colleges of education can only achieve their objectives if they

encourage and allow personnel to further their education and improve their

knowledge through training and development. Staff training results in quality

instruction in the colleges as it equips staff with necessary skills and techniques

that will help them perform better than before.

The null hypothesis tested on the difference between the mean ratings of

federal and state colleges of education staff on the extent to which staff training

programmes are implemented based on the approved guideline indicated that there

is no significant difference between the federal and the state colleges. This implies

that both colleges perform similar activities as regard the training of staff. It is

pertinent that at one time or another, staff in colleges of education be allowed

some type of re-training in order to maintain an effective level of job performance.

Training is therefore very necessary if the goals of education are to be achieved.

Findings from the interviews also showed that staff in both colleges were

encouraged through advice and reward to go for training. This answer from the

interviews contradicts the findings from the questionnaire that indicate lack of

commitment on the part of the colleges in providing adequate training

opportunities to update and keep staff abreast with the changes in education.

128

Extent of Adherence to Staff Disciplinary Practices in Colleges of Education

Colleges of education adhere to staff disciplinary practices in line with the

NCCE guidelines to a low extent. This is because the level of disciplinary

measures given to the following categories of staff is low: staff who absent

themselves from work without permission, staff who are drunk during work hour,

staff who falsified records, corrupt staff, staff who embark on actions prejudicial

to the security of the state, convicted staff and those engaged in stealing. This

finding agreed with the earlier work of Fafunwa in Peretomode (2004) that society

is passing through a very difficult time and the incidence of indiscipline permeates

the entire social, economic and political life of the nation. This is evident in the

prevalence of examination malpractice, cultism, sexual harassment, molestation,

students’ unrest, kidnapping, suicide bombing among others which have caused a

lot of damages to the achievement of educational goals and objectives. This is why

Peretomode (2001) regarded lack of discipline as an enemy to educational

development.

Similarly, Cotton (1990) postulated that disciplinary problems are

responsible for a significant portion of loss of instructional achievement. On the

other hand, the finding diverged form the earlier work of Onah (2008) that staff

control and disciplinary procedures exist in university and that discipline can best

be maintained by use of authority and enforcing work rules through the use of

penalties. Idris, Okolo and Ejike (2006) recommended that to reduce the falling

standard of education, discipline must be adopted in the system. In line with this,

Atanda and Lammed (2006) and Onah (2008) postulated that discipline is

necessary for coordination to ensure organizationally predictable, reliable and

supportive behaviour that makes employees remain within the bounds of the rules

of conduct as defined by the organization. Mgbodile (2004) asserted that staff

discipline is very important in school personnel administration and that it is the

duty of an educational administrator to maintain disciplinary standards in the

institution. In the same vein, Onwurah (2004) stressed that discipline has been

129

used as a parameter for measuring the operational success of any organization.

The above assertions suggest that failure in maintaining staff discipline in line

with the approved guidelines can impede smooth achievement of educational goals

and objectives. Staff discipline is therefore very necessary if the goals of colleges

of education are to be achieved.

The null hypothesis which sought to find out the difference between the

mean ratings of federal and state colleges of education on the extent to which staff

disciplinary practices are adhered to based on the approved guideline was tested.

The finding shows that there is no significant difference. This implies that in both

colleges, activities leading to staff discipline were not taken seriously. This

suggests why there was so much unrest among staff and students in colleges of

education. Although the findings from interviews conducted showed that in both

colleges the NCCE guidelines for staff discipline were available and although

those interviewed agreed that they made use of the guidelines in their disciplinary

practices, in reality these guidelines are not strictly followed.

Extent to which Staff Promotion Practices are implemented in Colleges of

Education

Colleges of education implement staff promotion guidelines to a high

extent in line with the approved guideline as they consider number of years staff

spent in a post, qualifications of staff, ability to take additional responsibilities

evidence of scholarly research publication in learned journals in candidate’s field

for academic staff promotion. Also, they consider evidence of effective services to

the college, the department and the community as well as special aptitudes as

some of the criteria for promotion of staff. This finding agreed with earlier works

of Grobler, et al (2005) and Adeyemi (2009) on implementation of promotion.

From the works of these researchers, promotion is given when employees have

satisfied the required conditions. In the same vein, Santhapparaj and Alam (2005)

and Mustaffa and Kamis (2007) found that the most attractive reward perceived by

130

staff was still promotion and that promotion has a positive and significant effect

on job satisfaction.

However, the finding diverged form earlier work of Moses (1986) who

reported that research studies in the USA, Britain, Australia and New Zealand

which examined academic staff members’ attitude to the promotion procedure in

the institutions found dissatisfaction with the existing practices while

Owuamanam and Owumanam (2008) postulated that there is still doubt raised

regarding the adequacy and objectivity of the criteria for employment and

promotion. Regardless of what the criteria for promotion entails, the incentives

and reward attached to it in tertiary educational institutions have often been

associated with staff motivation and performance on the job. Hence, staff in

colleges of education will certainly perform better when there is no doubt

regarding the implementation of staff promotion.

The null hypothesis that states there is no significant difference between the

mean ratings of federal and state colleges of education staff on the extent to which

staff promotion practices are implemented in colleges of education was not

rejected. This implies that similar activities were performed in both colleges

regarding the implementation of staff promotion.

The findings from the interviews showed that the colleges’ continued

adherence to the laid down guidelines in implementing promotion largely depends

on availability/lack of sufficient funds.

Extent of Provision of Staff Welfare Services in Colleges of Education

Findings with respect to provision of staff welfare services indicated that

colleges of education adhered to the approved guideline to a high extent as they

paid responsibility and transportation allowances to staff. This finding conformed

to the earlier work of Arikewuyo (2000) who found that a desirable organization is

one that provides the staff with remuneration, job satisfaction and job enrichment.

In the same vein, in the study conducted by Ugunangwu (2001) it was found out

131

that welfare services have played vital roles in an organization in determining the

effectiveness and efficiency of the organization. The finding further agreed with

postulations in earlier works of Okunola (1990), Ojofeitimi (1992), Obi (1997)

and Agu (2009) that employers should provide for the welfare of staff through

provision of facilities and social services which could lead to comforts and

satisfaction in the work places.

In line with this Arikewuyo (2009) postulated that all matters that bear on

the welfare of the teacher must be of prime importance, hence, the need for staff

personnel administration to provide for the welfare of staff through provision of

adequate retirement and pension schemes, medical services for workers and their

dependents, granting study leave with pay and leave of absence when necessary

among others. This means that provision of staff welfare services is germane in

every organization if goals and objectives are to be achieved. It will be reasonable

for the colleges of education to ensure that all welfare services are provided since

each welfare programme plays a distinctive role in the life of staff.

Findings from the results of the null hypothesis tested indicated that there

was a significant difference in the mean ratings of federal and state colleges of

education on the extent of provision of staff welfare services. This implies that the

practices of the colleges regarding provision of welfare services to staff differ

significantly. It should be noted that good staff welfare services motivate workers

and should be provided to encourage workers to perform effectively

Findings from the results of the interview conducted showed that federal

colleges of education acknowledged that they adhered to the approved guidelines

as regards the provision of staff welfare services to a low extent due to

underfunding from the appropriate authority. On the other hand, state colleges of

education agreed that they did provide welfare services to staff in line with the

approved guideline. However, sometimes they do suffer setbacks as a result of

insufficient fund. Therefore, they advocated for more funding.

132

Conclusion

Based on the findings of the study, the following conclusions were made.

Colleges of education adhered largely to the NCCE provisions on human resource

management as relates to staff recruitment to a high extent. Colleges of education

practiced staff training and development to a low extent in line with the approved

guideline as they allow staff to benefit from any relevant training programme of

the institution. They normally grant study leave to staff for a period not exceeding

three years, grant training leave to both teaching and non-teaching staff, provide

study leave with pay to confirmed staff who have been with the college for at least

two years. Also, they paid training allowances to the appropriate staff and allow

staff to study part-time while reporting to duty. Hence, they need to do better.

As regards staff disciplinary practices, colleges of education adhered to the

approved guidelines to a low extent as they do not discipline staff who absent

themselves form work without permission, discipline staff who are drunk in their

places of work, discipline staff who falsified records, discipline corrupt staff,

discipline staff who embark on action prejudicial to the security of the state, also,

discipline staff who suppress records, discipline staff who withhold files,

discipline staff who are convicted on criminal charges and discipline staff who

engages in stealing. This implies that they need to improve in their practices for

better result.

The practices of implementation of staff promotion in colleges of education

in line with the approved guideline are to a high extent as they consider number of

years staff spent in a post for promotion, qualifications of staff, ability to take

additional responsibilities (as one of the criteria for non-academic staff

promotion), evidence of scholarly research publication in learned journals in

candidate’s field (for academic staff promotion). Also, they consider evidence of

effective services to the colleges, the department and the community for

promotion and they consider special aptitudes as one of the criteria for promotion

133

of non-academic staff. This implies that colleges of education implement

promotion satisfactorily to motivate staff to perform.

Colleges of education adhered to provision of staff welfare services in line

with the approved guideline to a high extent as they pay responsibility allowance,

as well as book and transportation allowances to the staff. This implies that

matters that bear on the welfare of staff in colleges of education have been of

prime importance, and that could lead to job satisfaction thereby encouraging staff

to get committed to their work. It is believed that when the wellbeing of staff are

properly cared for a better performance is expected.

Educational Implications of the Study

The findings of this study have far-reaching implications. As regards the

extent to which staff recruitment practices are being carried out in colleges of

education, the findings show that staff recruitment practices in these colleges of

education are to a high extent in line with the approved guideline as they follow

almost all the criteria set out for the recruitment. This implies that the colleges are

immeasurably better placed to deal with the opportunities and threats arising from

their operating environment thereby being capable of achieving the set goals.

Recruitment based on merit is very necessary if standard and quality are to be

maintained.

As regards the extent to which staff training and development programmes

are implemented in line with the approved guidelines, the finding shows that

colleges of education implement staff training and development programmes to a

low extent. This implies that staff may not improve their abilities and capabilities

that will lead them to a greater height of becoming more effective and efficient at

their work places. There is also the likelihood that staff may not develop their

innate ability and also achieve their full potentials in their places of work which

will make attainment of standard a mirage. The staff will not be well informed of

any new knowledge in their areas of specialization for better performance.

134

On the issue of staff disciplinary practices, colleges of education adhered to

a low extent in line with the approved guideline. The implication is that moral,

mental or psychological training and consequent development of self-control by

individuals are absent and that will negatively affect educational development. It

also means that there is no conformity with institutional rules and regulations

which foster achievement of educational goals and objectives.

Findings on implementation of staff promotion showed that colleges of

education carried out implementation of staff promotion to a high extent in line

with the approved guideline. The implication is that it will increase staff

motivations which enhance productivity. Staff are adequately rewarded for their

services to the colleges, which would eventually lead to the achievement of the

goals and objectives of the institution.

The findings of the study on provision of staff welfare showed that colleges

of education provided staff welfare services to a high extent in line with the

approved guidelines. The implication is that staff may be job-satisfied with

positive externalities, efficiency, productivity and commitment. This could mean

increase in motivation and improvement of job performance that will eventually

lead to enhancement and realization of educational goals and objectives.

Recommendations

The following recommendations were made based on the findings of the

study:

1. Colleges of education should ensure that staff training and development are

effectively provided. Staff (academic and non-academic) should be

encouraged to benefit from any relevant training programme of the

institution, grant training leave to staff and provide study leave with pay to

confirmed staff who have served the college for two years and above as

well as pay staff on study, appropriate allowance: This will help them

135

improve their performances thereby making better contributions in the

colleges.

2. Colleges of education should ensure that staff who absent themselves from

work without permission, drunk during work hour, falsified records,

corrupt, embark on actions prejudicial to the security of state, convicted

staff and those engaged in stealing are discipline in accordance with the

provision of NCCE guidelines. It should be noted that staff discipline is

germane to the achievement of organizational goals. Hence, colleges of

education should ensure that any issue related to staff discipline is taken

seriously. Lack of discipline has been regarded as an enemy to educational

development.

Limitations of the Study

The insecurity in the area of the study especially, Borno, Yobe and

Adamawa States posed great challenge as the researcher and the research

assistants were received to the colleges of education with skeptical mind following

frequent attack of the people by the insurgent Boko Haram sect. This makes most

of the respondents afraid to freely interact with the researcher and the research

assistants as they were new faces to them.

Suggestions for Further Studies

• Appraisal of human resource management practices in colleges of

education in Nigeria.

• Appraisal of human resource management practices in Nigerian

Universities.

• Human resource management in polytechnics and monotechnics in

North-East Nigeria.

• Strategies for effective human resource management practices in

Nigerian tertiary institutions.

136

• A comparative study of human resource management practices in

colleges of education and polytechnics in North-East Nigeria.

• Problems and prospects of human resource management practices in

colleges of education in Nigeria.

• Appraisal of human resource management practices in private colleges

of education and other NCE-awarding institutions in Nigeria.

• Human resource management practices in Nigerian secondary schools.

Summary

The study was conducted to examine human resources management

practices in colleges of education in North-East, Nigeria. To achieve the purpose

of the study, five research questions were postulated. Five corresponding null

hypotheses were formulated to further guide the study. Literature was reviewed

under the following headings: Conceptual framework, theoretical framework,

empirical studies and summary of literature reviewed on management of human

resources in federal and state colleges of education in North-East Nigeria.

Descriptive survey design was employed for the study. The population for

the study was 5214 staff in federal and state colleges of education in North-East

Nigeria. The sample for the study was 522 staff drawn randomly through stratified

and purposive random sampling techniques. Data were collected using

questionnaires and interviews. The questionnaire was structured and designed on a

4-point scale. Out of 522 questionnaires that were distributed 494 were returned.

Data were analyzed using mean scores, standard deviation and t-test. Mean scores

and standard deviation were used to answer the research questions while t-test

statistics was used to test the null hypotheses at 0.05 level of significant. The

findings from the results showed among others that:

• Colleges of education carried out recruitment practices to a high extent

in line with the approved guideline

• Colleges of education implemented staff training and development

practices to a low extent in line with the approved guideline.

137

• Colleges of education adhered to staff disciplinary practices to a low

extent in line with the approved guideline.

• Colleges of education implemented staff promotion to a high extent in

line with the approved guideline.

• Colleges of education provided staff welfare services to a high extent

based on the approved guideline.

• Summarily colleges of education in North-East Nigeria managed their

human resources in line with the NCCE guidelines to a high extent.

138

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APPENDIX A

Department of Educational Foundations

University of Nigeria

Nsukka.

7/5/2012.

Dear Sir/Madam,

REQUEST FOR FACE VALIDATION OF RESEARCH INSTRUMENTS

I am a postgraduate student of the above mentioned department presently

carrying out a research work on: Appraisal of Human Resource Management

practices in colleges of education in North-East Nigeria. Attached to this

letter is the instrument for data collection for the research. You are kindly

requested to validate the instrument so as to give the work proper direction.

I shall be grateful if my request is granted.

Thanks.

Yours sincerely,

Waziri, Magaji

PG/Ph.D/08/49798.

155

APPENDIX B

VALIDATION OF INSTRUMENT

The correction made during the validation exercise. The experts approved

the research topic. The experts changed some words in the purpose of the study

and the research questions thereby improving their qualities. The experts advised

the researcher to use Terms and Conditions of service for staff in college of

education to generate questionnaire items.

The experts rejected the following questionnaire items as being vague:

Item 6: Consider physical knowledge and skills necessary for the position

Item 9: Describe the type of person that may likely carry out the job

successfully

Item 10: Training of Staff on the job

Item 19: Perpetual absence from work by staff result to discipline

Item 24: Improper dressing by the staff is not tolerated in the institution one

faces discipline for doing that

Item 27: After verbal and written warning are issued to staff yet no change

probation is used to ensure discipline

Item 37: Political influence within and outside the institution influences

promotion

Item 42: provision of office space and furnishing it for the staff

These corrections were effected in the final copies of the instrument. Also Terms

and Conditions of staff in colleges of education was sued to generate

questionnaire items.

156

APENDIX C

Department of Educational Foundations

University of Nigeria, Nsukka

Date: 2012.

Dear Sir/Madam,

A REQUEST TO COMPLETE QUESTIONNAIRE ITEMS FOR

RESEARCH PURPOSE

I write to request your assistance in responding to the items in the attached

questionnaire. Your responses are purely for research purposes and will be treated

with highest degree of confidence. The personal information in section A and the

statements in clusters A, B, C, D and E on section B of part two of the instrument

are intended to be used to identify your opinions on the human resource

Management practices in colleges of education in North-East Nigeria. It is hoped

that the result of the study will help Educational stakeholders.

You are therefore, most respectfully requested to respond to the

questionnaire as honestly as you can.

Thanks.

Yours sincerely

Waziri, Magaji

157

DATA COLLECTION INSTRUMENT

Appraisal of Human Resource Management Practices for Colleges of

Education Questionnaire (AHRM)

Instruction: Complete the questionnaire with all sincerity in line with your candid

opinion. The confidentiality of your responses is assured.

Section A: Personal Information

Name of the Institution: …………………………………………………………….

Type of College Federal State

Gender of the Respondents: Male Female

Status of Respondent Academic Staff None Academic Staff

Section B:

Please tick (�) in the space provided which best expresses your opinion using

these clues.

VHE - Very High Extent HE - High Extent

LE - Low Extent VLE - Very Low Extent

S/NO Cluster A: Extent to which your college carries out the

following recruitment practices VHE HE LE VLE

1 Your college advertises vacancies for staff recruitment

2 Your college builds a pool of candidates for recruitment through

the completed application forms.

3 Your college recruits possible candidates through tests and

interviews.

4 Your college considers age of candidates for recruitment

5 Your college considers educational qualification of applicant for

recruitment

6 Your college bases recruitment on candidate’s possession of

158

skills necessary for the position.

7 Your college considers personal qualities of candidate in terms

of communicative ability, for recruitment.

8 Your college considers the applicants’ integrity for recruitment

9 Short listing of applicants for recruitment is done by a

committee of the management headed by the Registrar and Head

of departments.

Cluster B: Extent to which your college implements the

following staff training and development practices VHE HE LE VLE

10 Your college provides work study leave with pay to staff with

not less than two years working experience in the college.

11 Your college provides training leave appropriate to the nature of

the staff work.

12 Your college provides study leave without pay for staff that fall

under that category.

13 Your college allows staff to benefit from any relevant training

programmes of the institution.

14 Your college normally grants study leave to staff for a period

exceeding three years.

15 Your college grants training leave to both teaching and non

teaching staff.

16 Your college provides study leave with pay to confirmed staff

who has been with the college for at least two years

17 Your college pays training allowances to the appropriate staff

18 Your College allows staff to study part-time while reporting to

duty.

159

Cluster C: Extent to which your college maintains the

following staff disciplinary practices VHE HE LE VLE

19 Your college disciplinary staff who absent themselves from

work without permission.

20 Your college disciplines staffs who do not perform duties

assigned to them.

21 Your college disciplines staffs who are drunk in their places of

work.

22 Your college disciplines staff who falsified records.

23 Your college disciplines corrupt staff.

24 Your college disciplines staff who embark on action prejudicial

to the security of the state.

25 Your college disciplines staff who suppresses records

26 Your college disciplines staff who withholds files.

27 Your college disciplines staff who is convicted on criminal

charges

28 Your college disciplines staff who engages in stealing.

Cluster D: Extent to which your college implements staff

promotion practices VHE HE LE VLE

29 Your college considers number of years staff spent in a post as

part of assessment for promotion.

30 Your college considers evidence of effective teaching as one of

the criteria for promotion of academic staff.

31 Your college considers qualifications of staff for promotion

32 Your college considers ability to take additional responsibilities

as one of the criteria for promotion of non academic staff

33 Your college considers evidence of scholarly research

publication in learned journals in candidate’s field for academic

160

staff promotion.

34 Your college considers evidence of effective service to the

college, the department and the community for promotion of

staff.

35 Your college considers evidence of good character, loyalty to

the institution and personal integrity for staff promotion.

36 Your college considers performance effectiveness of non

academic staff for promotion.

37 Your college considers special aptitudes as one of the criteria for

promotion of non academic staff.

Cluster E: Extent to which your college provides staff

welfare practices VHE HE LE VLE

38 Your college pays responsibility allowance as welfare to staff

39 Your college pays retirement benefit of staff .

40 Your college provides medical services for the staff

41 Your college pays housing allowance to staff.

42 Your college provides book allowance to the deserving staff

43 Your college provides transportation allowance to the staff

44 Your college pays death benefits to the deceased staff.

161

APPENDIX D

162

163

164

165

166

167

168

169

APPENDIX E

INTERVIEW SCHEDULE

Staff Recruitment Practices

1. Sir, does your college have approved guidelines for human resource management in

colleges of education?........................................................................................................

2. Do you normally follow the approved guidelines when recruiting staff?

…………………………………………………………………………………………….

3. Does your college have additional guidelines for staff recruitment? If yes, are they

approved by council or management from your college………

…................................................................................................................................

Staff Training and Development Practices

4. Does your college encourage staff training and development programmes? if yes,

how do you encourage them? ………………………………………

5. How do you select staff for your training programmes?...........................................

Staff Disciplinary Practices

6. Do you strictly follow the approved guideline to discipline staff? …………

…...............................................................................................................................

7. In staff disciplinary practices what are the strengths and weaknesses of your

college? …….…………………………………………..…………………………..

Staff Promotion Practices

8. Is the implementation of staff promotion in your college in line with the laid-

down guideline? If no, why?.....................................................................................

9. Suggest ways your college should adopt in order to improve on these promotion

practices…………………………..………………….…………………………….

Staff Welfare Practices

10. Does your college adhere to the laid down guidelines in the provision of staff

welfare services? ………………………………….………………………………

11. Can you say that staff are satisfied with the ways in which your college provides

welfare services to them? If not, why?......................................................................

12. What are the challenges you face in Human Resource Management in your

college?……………………………………………..………………………

170

INTERVIEW SCHEDULE INSTRUMENT

Questionnaire used for conducting interviews in Taraba, Adamawa,

Gombe, Bauchi, Borno and Yobe States on the appraisal of Human Resource

Management Practices in colleges of education in North East Nigeria. The

responses or answers to the interview questions wer recorded on paper by jotting

down the major points.

Good morning/afternoon/evening Sir,/Madam. My names are Waziri

Magaji. The purpose of my visit to your office is purely for research work. I am a

doctoral degree student in the Department of Educational Foundations, University

of Nigeria, Nsukka, majoring in Educational Administration and Planning. I

humbly came to solicit for your assistance as regards the appraisal of human

resource management practices of colleges of education in North-East Nigeria

namely: Adamawa, Bauchi, Borno, Gombe, Taraba and Yobe States. Sir, I most

respectfully request you to respond to the questions honestly as you can for the

success of this research work.

INTERVIEW SCHEDULE INSTRUMENT

Questionnaire used for conducting interviews in Taraba, Adamawa,

Gombe, Bauchi, Borno and Yobe States on the appraisal of Human Resource

Management Practices in colleges of education in North East Nigeria. The

responses or answers to the interview questions were recorded on paper by jotting

down the major points.

FEDERAL COLLEGE OF EDUCATION (TECHNICAL) GOMBE

Introduction

Good morning/afternoon/evening, Sir/Madam. My names are Waziri



171







What is your

a) Name: Dr. Abbas Gimba Adamu

b) Status: Provost

c) College: FCET Gombe

d) Date of the interview: 11/10/2012

e) Good Morning/Afternoon/Evening Sir/Madam


1. Question: Sir, does your college have approved guidelines for human

resource management in colleges of education?

Response: Yes, we got it from NCCE.

2. Question: Do you normally follow the approved guidelines when

recruiting staff?

Response: Yes, it is for our good.

3. Question: Does your college have additional guidelines for staff

recruitment? If yes, are they approved by council or management of your

college

Response: No


4. Question: Does your college encourage staff training and development

programmes? If yes, how?

172

Response: Yes, the college normally advises staff to further their education

as that will benefit them and the school. Those who complied are rewarded.

5. Question: How do you select staff for your training programme?

Response: The criteria for staff selection for training is used as a yardstick

for that


6. Question: Do you strictly follow the approved guideline to discipline staff?

Response: To follow it strictly in this political dispensation is very difficult

because of political interest.

7. Question: In staff disciplinary practices what are the strengths and

weaknesses of your college?

Response: The guideline is the strength on the other hand the weakness is

the interference of influential individuals and some politicians.


8. Question: Is the implementation of staff promotion in your college in line

with the laid-down guideline? if no, why?

Response: Not quite, because of insufficient fund to effectively carry out

that function.

9. Question: Suggest ways your college should adopt in order to improve on

this promotion practices.

Response: Although there is a problem of insufficient fund yet it will be

good if my college will strive to adhere to the promotion guidelines. This

will motivate staff to perform better.

Staff Welfare Services

10. Question: Does your college adhere to the laid down guidelines in the

provision of staff welfare services?

173

Response: My college failed to strickly adhere to the approved guideline

because of insufficient fund. You cannot talk of staff welfare services when

there is no money available for that purpose.

11. Question: Can you say that staff are satisfied with the ways in which your

college provides welfare services to them? If no, why?

Response: No, because nothing much is done to that effect.

12. Question: What are the challenges you face in human resource

management in your college?

Response: The challenges are numerous but the most pressing ones are

insufficient fund and political interference.

RESEARCHER: Sir, God bless you for your contribution to the success of

this work.

FEDERAL COLLEGE OF EDUCATION YOLA

Introduction










What is your

a) Name: Mr Aminu Ahmad Chiroma

b) Status: Deputy Provost

c) College: FCE Yola

174


e) Good Morning/Afternoon/Evening, Sir/Madam




Response: Yes


recruiting staff?

Response: Yes, it is a road map for us



college?

Response: No.



programmes? If yes, how do you encourage them?

Response: Yes, staff receive advice from the college and reward to

encourage them.


Response: Staff are selected for training programme through the criteria set

out. Any member of staff that meets the requirements is selected for the

training.



Response: The college in most cases do follow it, but in some few

instances politicians and some influential community members do interfere.



175

Response: The guideline is the strength and interferences from within and

outside the college are the weaknesses



with the laid-down guideline? If no, why?

Response: To some little extent. The problem is insufficient funds.


these promotion practices.

Response: The college should consider merit, and more fund is needed for

the improvement.



provision of staff welfare services?.

Response: Not much


college provides welfare services to them? if not, why?

Response: Staff indeed are not satisfied with the college provision of

welfare services. This is because the college does not have enough money

for that.


management in your college.

Response: The challenges in human resource management are many.

Human beings are not machines; their needs varies. You can hardly please

them.

RESEARCHER: Thank you, Sir, for your cooperation.

176

FEDERAL COLLEGE OF EDUCATION, POTISKUM

Introduction






resource management practices of colleges of education in North East Nigeria




What is your

a) Name: Dr. Shetimma A. Saidu

b) Status: Provost

c) College: FCET Potiskum


e) Good Morning/Afternoon/Evening, Sir/Madam




Response: Yes


recruiting staff?

Response: The college ensures compliance to the guideline when recruiting

staff. It is the interest of the institution.

177



college?

Response: My college does not have any additional guideline.




Response: Yes, any member of staff that is willing and has fulfilled the

requirement is encouraged to go for further studies


Response: Staff are selected based on merit and need for the training

programme.



Response: The college strictly follows it when there are no interference

from influential individuals.



Response: The strength of my college in staff discipline is the guideline

and the weakness is the interference of politicians and other influential

individuals.



with the laid-down guideline? If no why?

Response: It is not; the problem is lack of sufficient funds.



Response: My college should strickly base staff promotion on merit and

demand more funding from the concerned authority

178


10. Question: Does your college adheres to the laid down guidelines in the


Response: It is not possible because of lack of sufficient funds.


college provides welfare services to them? If not, why?

Response: No. Staff indeed are not satisfied with the welfare services. This

is because individual needs are many, and the college cannot meet all these

needs.



Response: The challenges are many. Naturally human beings are difficult

to control and whatever you do to them cannot completely satisfy them.

They complain in almost everything.

RESEARCHER: Sir, be blessed. I am grateful to you.

TARABA STATE COLLEGE OF EDUCATION ZING

Introduction

Good morning/afternoon/evening, Sir/Madam. My name is Waziri Magaji.

The purpose of my visit to your office is purely for research work. I am a doctoral

degree student in the Department of Educational Foundations, University of

Nigeria, Nsukka, majoring in Educational Administration and Planning. I humbly

came to solicit for your assistance as regards the appraisal of human resource

management practices of colleges of education in North-East Nigeria namely:

Adamawa, Bauchi, Borno, Gombe, Taraba and Yobe States. Sir, I most



What is your

a) Name: Mr. Joseph Sule Isa

179

b) Status: Provost

c) College: COE Zing


e) Good morning/afternoon/evening, Sir/Madam




Response: Yes


recruiting staff?

Response: Yes in most cases we do.



college?

Response: Yes. The college has additional guideline approved by the

council.




Response: Yes. The college do encourage staff training through advice


Response: In selecting of staff for training college need and staff merit are

considered.



Response: The college follows it though not strictly due to some

interference from politicians and others.

180



Response: My College depends on the guideline as such that is the strength

in disciplinary action against the staff. On the other hand, the interference

of highly placed individuals is the weaknesses.




Response: Yes, it is in line despite odds



Response: My college should continue to observe all the criteria set for

promotion and should appeal for more funding.



provision of staff welfare services.

Response: Yes.


college provides welfare services to them? If not why?

Response: It is not easy to satisfy human beings but I hope they are

satisfied to some extent.


management in your college

Response: Generally, dealing with people is difficult but the major

challenges are insufficient fund to perform activities and interferences of

the politicians and other influential individual.

RESEARCHER: Thank you so much sir, for helping me.

181

ADAMAWA STATE COLLEGE OF EDUCATION HONG

Introduction






management practices of colleges of education in North-East Nigeria namely:




What is your

a) Name: Mallam Adamu Aliyu

b) Status: Registrar

c) College: COE Hong






Response: Yes.


recruiting staff?

Response: Yes. The college normally use the guideline when recruiting

staff.



college.

182

Response: Yes. My college has additional guideline approved by the

management of the college.




Response: Yes. My college encourages staff training programme by

prompt payment of allowances to those undergoing training.


Response: Selection of staff for training is purely on merit



Response: The college follows it but not strictly because there are

interferences.



Response: The strength of my college is dealing with all staff equally and

the weakness is the interference by outsiders.




Response: Yes.

9. Question: Suggest ways which your college should adopt in order to

improve on these promotion practices.

Response: My college should continue to follow the approved guideline,

and implementation of promotion should always be on merit as that will

motivate staff concerned.




183

Response: Yes.


college provides welfare services to them? if not, why?

Response: No, it is hard to satisfy human beings.


management in your college.

Response: The major challenges are insufficient funds to executive some

progrmames and also undue interferences.

RESEARCHER: Sir, may God reward you for being kind to me.

BORNO STATE COLLEGE OF EDUCATION WAKABIU

Introduction






management practices of colleges of education in North East Nigeria namely:




What is your

a) Name: Mr. Mustapha Usman


c) College: COE Wakabiu


e) Good Morning/Afternoon/Evening/Sir Madam

184




Response: Yes


recruiting staff?

Response: Yes.



college?

Response: Yes, they are approved by the council.




Response: Yes. Staff are encouraged through advice and payment of

training allowances.

5. Question: How do you select staff for your training programmes?

Response: Selection of staff for training is based on merit and need of the

college.



Response: Not always, because of political interferences.



Response: The strength is the approved guideline and the weakness is

unnecessary interference by influential individuals.




185

Response: Yes, it is.



Response: Merit should always be considered, and the college should

appeal for more funding.




Response: Yes.



Response: Not much, because it is difficult to satisfy human beings.



Response: The challenge of human resource management is insufficient

funds.

RESEARCHER: Thank you, Sir, for being there for me.

BORNO STATE COLLEGE OF EDUCATION BAMA

Introduction










186

What is your

a) Name: Alhaji Abba Kaka Alibe


c) College: COE Bama






Response: Yes


recruiting staff?

Response: Yes. The college does.



college?

Response: My College have additional guideline approved by the

management of the college.




Response: Yes. Through advice and motivation staff are encouraged to

update their knowledge.


Response: Staff selection for training is based on merit and the need of the

college.



187

Response: It is difficult to follow it strickly because of interferences from

some stakeholders.



Response: the strength of my college in staff disciplinary practices lies in

the guidelines and the weaknesses are the interferences from some

stakeholders.



with the laid-down guideline? If no why?

Response: Yes.



Response: My college should strictly observe the laid down guidelines and

also strive to avoid waste of resources as they are scarce.




Response: Yes.


college provides welfare services to them? If no, why?

Response: No because they are human beings; hence, it is very difficult to

satisfy them.



Response: The challenges are many but the most pressing one is

insufficient funding to cater for the needs of staff. Also, lack of cooperation

of some stakeholders.

RESEARCHER: God bless you sir, for your kindness.

188

KASSIM IBRAHIM STATE COLLEGE OF EDUCATION, MAIDUGURI

Introduction










What is your

a) Name: Alhaji Bukar Zilani Ali


c) College: COE Maiduguri






Response: Yes


recruiting staff?

Response: Of course, the college does.


recruitment? If yes, are they approved by council or management from your

college?

Response: Yes. It is approved by the governing council.

189




Response: Yes. This is done through advice and prompt payment of

training allowances to motivate staff.


Response: Staff are selected for training on merit basis and also the need of

the college and the concerned staff.



Response: No because of interferences.



Response: The strength of my college is on the approved guideline and the

weakness is the interference from some stakeholders.




Response: Yes.



Response: My College should continue to observe the criteria set for

promotion, and should manage financial resources very well.




Response: Yes my college do.

190



Response: Staff are not quite satisfied because human needs are numerous.



Response: The challenges include: lack of cooperation among the

stakeholders and insufficient funds for executing some relevant

programmes.

RESEARCHER: Sir, God alone will reward you for sharing your precious

time with me. Indeed I am very grateful.

STATE COLLEGE OF EDUCATION GASHUA

Introduction










What is your

a) Name: Alhaji Abba Daskum


c) College: COE Gashua


e) Good Morning/Afternoon/Evening/Sir Madam

191




Response: Yes


recruiting staff?

Response: Yes, my College does.


recruitment? If yes, are they approved by council or management from your

college?

Response: Yes it is approved by the college management.




Response: Yes, my college does that through advice and prompt payment

of training allowances to the staff involved in training.


Response: Staff are selected based on merit and the need of the college.



Response: The college in most cases do follow the approved guideline for

staff discipline but sometimes not so strictly because of interference.



Response: The strength of my college in staff discipline is on the guideline

and the weaknesses are lack of cooperation from the disciplinary committee

and some stakeholders.

192




Response: Yes, it is in line.



Response: The criteria set out for promotion should be observed always

and prudent financial management is highly needed.


10. Question: Does your college adheres to the laid down guidelines in the


Response: Yes.



Response: Yes they are.



Response: The challenges are many, but the most pressing among them

are: lack of cooperation from the academic and non academic staff, and

lack of sufficient funds to effectively executive relevant programmes.

RESEARCHER: God bless you sir, for finding time to answer my questions

BAUCHI STATE COLLEGE OF EDUCATION AZARE

Introduction






193





What is your

a) Name: Dr. Garba Ibrahim

b) Status: Provost

c) College: COE Azare






Response: Yes, my college has the approved guideline.


recruiting staff?

Response: Yes, my college do follow it when embarking on staff

recruitment.



college?

Response: Yes, approved by the council.




Response: Yes, my college does that by creating conducive atmosphere for

staff through the prompt payment of training allowances and other benefits

resulting from training and development.

194


Response: Staff are selected for training based on merit and interest shown

by the concerned staff.



Response: The college does follow the criteria set for staff discipline

because it is necessary.



Response: The strength of the college on staff disciplinary practices lies on

the guidelines. On the other hand, the weakness is the interference of some

stakeholders.




Response: Yes.



Response: My college should continue to strictly follow the set standard

for the promotion and should advocate for improve funding.




Response: Yes, the college do.



195

Response: No, because it is not easy to satisfy workers especially in and

educational institution like this.



Response: The challenges include – politics in educational institutions and

the selfish interest of some management staff. Also, lack of sufficient funds

to enable the college to provide effective services to staff.

RESEARCHER: Sir, thank you for finding time to answer my numerous

questions. I promise your responses will be treated as highly confidential

and used for academic purposes only.

SUMMARY OF THE INTERVIEW SCHEDULES

The results of the interviews conducted in all the ten colleges of education

in North-East States, Nigeria (Adamawa, Bauchi, Borno, Gombe, Taraba and

Yobe States) showed that all the colleges have the approved guideline for human

resource management and that they normally follow it when recruiting staff. The

federal colleges do not have additional guidelines besides the one issued by the

NCCE but the various state colleges of education have additional guidelines

approved by the council or college management. Both federal and state colleges

encourage staff training and development either through advice and rewards or

through prompt payment of training allowances to the concerned staff. Most of the

colleges select staff for training on merit and the need of the college. Both Federal

and state colleges have not been able to adhere to staff disciplinary practices based

on interference from influential individuals. The colleges have confident in the

approved guidelines for staff disciplinary practices which is their strength and the

interferences of other people are the weaknesses of the colleges.

The federal colleges do not implement staff promotion in accordance with

the guideline but in the state colleges the implementation of staff promotion is in

line with the guideline. Most of the colleges suggested that following the criteria

196

set out in the guideline for promotion and prudent management of funds will assist

in improving promotion practices. Staff welfare services are not adequately

provided in federal colleges of education but in state colleges the provision of staff

welfare services is very satisfactory. In almost all the colleges, staff are not

satisfied with the provision of staff welfare services due to human nature which is

very difficult to satisfy. Both federal and state colleges have the challenges of

interference in their administration and also insufficient funds to executive some

good programmes.

Based on the above expositions there is no gainsaying that the adherence to

approved guideline would contribute in no small measure towards improving the

achievement of the objectives of teacher education while non-adherence to the

guideline is likely to negatively affect the growth and development of teacher

education programmes.

197

APPENDIX F

Population Distribution of Federal and State Colleges of Education

Staff

s/n State Federal colleges of

education

State colleges of

education

Total

1 Adamawa 660 381 1041

2 Bauchi - 602 602

3 Borno - 1102 1102

4 Gombe 716 - 716

5 Taraba - 728 728

6 Yobe 640 385 1025

Total 2016 3198 5214

Source: National commission for colleges of education 2009/2010

academic session

198

APPENDIX G

Distribution of Sample of Respondents

S/n State Federal Colleges

of Education

State Colleges of

Education

Total

1 Adamawa 66 38 104

2 Bauchi - 60 60

3 Borno - 110 110

4 Gombe 72 - 72

5 Taraba - 73 73

6 Yobe 64 39 103

Total 202 320 522

Source: Nwana cited in Ogbonnaya (2004 P. 17) which postulated that if the

population of the study is a few thousands, a ten percent (10 %) sample

will do.

199

APPENDIX H

PERCENTAGE RETURN OF QUESTIONNAIRE INSTRUMENT

DISTRIBUTED

Federal and State Colleges of Education (FCE/SCE)

S/N State Distributed

number

Returned

number

Not Returned Percentage

(%) returned

rate

1 Adamawa 104 100 4 96

2 Bauchi 60 57 3 95

3 Borno 110 99 11 90

4 Gombe 72 72 Nill 100

5 Taraba 73 69 4 95

6 Yobe 103 97 6 94

Total 522 494 28 95

Percentage returned = 95%

Percentage not returned = 5%

200

APPENDIX I

LIST OF 10 COLLEGES OF EDUCATION USED IN THE STUDY

Adamawa – Federal College of Education Yola.

State College of Education Hong

Bauchi – State College of Education Azare

Borno – Kassim Ibrahim College of Education Maiduguri State

College of Education Waka Biu State College of Education

Bama

Gombe – Federal College of Education (Technical) Gombe

Taraba – State College of Education Zing

Yobe – Federal College of Education (Technical) Potiskum State

College of Education Gashua

201

APPENDIX J

DOCUMENT ANALYSIS

Document is an official paper or book that can be used as evidence or proof

of something. Analysis means examination of something in order to understand

more about it. Hence, revised condition of service for staff of colleges of

Education in Nigeria 2010 is hereby analyzed in summary targeting only areas of

interest. Both federal and state colleges of education have similar documents as

such there is no significant difference in the contents the researcher therefore

analyzed them as one in the content interest of recruitment, training and

development, discipline, promotion and welfare.

202

203

204

RECRUITMENT/APPOINTMENT

All appointment shall be made by council or proprietor in the absence of

the council on the recommendation of the expanded management committee. To

be eligible for appointment (recruitment) into the college of Education, every

applicant must; (a) not be less than 15 years and not more than 50 years of age (b)

possess requisite qualifications as provided for in the scheme of service. (c) be

certified by an authorized Health care provider as medically fit for Government

service (d) possess a testimonial of good conduct from last employer or if not

previously employed, from the last school or college attended and (e) possess such

minimum qualification as may be specified from time to time. (f) Evidence of

certificate of indigene ship from his/her local Government area. (g) Every

applicant must state;

i whether he/she has been convicted of a criminal offence

ii all employment he has engaged in; and if he has left any employment, why

he did so; or if he is still in any employment whether he is under any

obligation to remain in it; and

iii a. Whether he is free from financial embarrassment

b. no candidate shall be appointed into the service council of the college

without approval of the governing council of the college.

All vacant posts from level 6 and above shall be advertised internally and

externally in two National Dailies level 5 and below shall be advertised internally.

The short listing of all applicants shall be conducted by a committee of the

management headed by the Registrar and the Head of relevant department(s) as

member (s). Once a post has been advertised, the basic qualifications laid down in

the advertisement shall be observed while short listing. Due process must be

followed. All relevant references shall normally be taken only in the case of

candidates duly short listed for interview.

205

Staff Training and Development

Manpower development is one of the foremost approaches for achieving

efficiency in any organization. The staff of the institution should be given the

opportunity to benefit from the following training programmes of the institution.

Study leave with pay- A confirmed member of the teaching and non-teaching staff

who has been in continuous employment of the college for at least two calendar

years. Study leave cannot and shall not be accumulated. Study leave shall

normally be granted for a period not exceeding three years. A member of staff

granted study leave with pay for a period not exceeding three years shall be

entitled to: full salary and any other allowance that may be defined by the council.

Where a member of staff is unable to enjoy the above could be granted work study

leave to pursue part-time post granted work sandwich courses at nearby

recognized institution provided it does not affect staff primary responsibilities.

Training Leave – Any member of staff teaching or non-teaching, may apply

for training leave for the purpose of acquiring a higher qualification for

professional, technical or his/her employment within the college. Where training is

received locally, the person shall report for duty, a staff member of training leave

shall be entitled to full salary, and such other allowances in respect of tuition,

books, subsistence and other relevant expenses as may be approved from time to

time by the council. Staff shall be eligible for study leave without pay after serving

for a minimum of one year. Where the college considers the area of study as

beneficial to its operation but due to financial constraint, the officer cannot be

sponsored for the course he may be granted study leave without pay. A member of

staff on sabbatical leave shall be entitled to his/her full salary for the period of

such leave.

Staff Discipline

Ground for Disciplinary Measures

Disciplinary measures shall be taken against any staff for misconduct or

inefficiency. The staff will not normally be dismissed for a first offence, but there

206

are certain cases or sufficient gravity where summary dismissal could result, such

as the following serious misconducts which are incompatible with faithful

discharge of staff duties eg. Insubordination or willful disobedience of lawful

order, drunkenness, falsification of records, suppression of records, with holding

of files, conviction on a criminal charge, absence from duty without leave, false

claims against Government officials, engaging in patrician political activities,

bankruptcy/serious financial embarrassment, unauthorized disclosure of official

information. Others are bribery, corruption, embezzlement, misappropriation,

violation of oath of secrecy, action prejudicial to the security of the state, advance

fee fraud, stealing/robbery, gross negligence, holding more than one full-time paid

job, nepotism or any other form of preferential treatment. And divided loyalty,

sabotage, willful damage to public property, sexual harassment, and any other act

unbecoming of a public officer.

The following disciplinary actions may be taken against any staff for any of

the offences and short-comings defined as misconduct in this regulation. Verbal

warning/reprimand, written advice, query and written warning, with

holding/deferring increment, reduction in grade/rank, interdiction, suspension,

termination and dismissal. The provost as the chief Executive of the college shall

have statutory power to exercise general authority over staff and has responsibility

for discipline in the college.

Staff Promotion

Promotion means the advancement of an employee to an office or position

of higher rank on the basis of competitive merit from amongst all eligible

candidates. Candidates for promotion shall possess all the qualifications,

experience and other requirements of the post for which they are being considered.

All staff who are qualified for promotion shall be considered. The minimum

number of years that a staff must spend in a post before being considered, eligible

207

for promotion shall be as follows level 01-05 2 years level 06-13 3 years level 14

and above 4 years.

Promotion of academic staff shall normally be based on; evidence of

effective teaching, evidence of scholarly research publication in learned journals

in the candidate’s field; evidence of effective service to the college, the

department and the community and evidence of good character, loyalty to the

institution and personal integrity.

The non-academic staff, on the other hand, shall be promoted on the basis

of efficiency, competence, effectiveness, ability to take additional responsibilities,

experience, special aptitudes, initiative and personal integrity.

Staff Welfare

There are some programmes in the colleges aimed at improving the

standard of living of the staff and their relations. This shall apply to all employees

in the service of the college who are in the established grade and are in regular

employment. The following are the types of allowances that should be paid to

qualified staff. Responsibility allowance, acting allowance, housing allowance,

local course training allowance, conference allowance, book allowance, shift duty

allowance, transport allowance, entertainment allowance, non accident allowance

overtime allowance, domestic servant allowance, learned society, examination and

call duty allowances. Also every staff who worked in the college shall receives

his/her retirement benefits as when due and death benefits shall be paid to the

deceased retirement savings account.

Source: National commission for colleges of education revised conditions of

service for staff in colleges of education (NCCE) (2010).

Documents

WAZIRI, MAGAJI PG/Ph.D/08/49798 - University of Nigeria MAGAJI.pdf · waziri, magaji pg/ph.d/08/49798 a thesis submitted to the department of educational foundations, faculty of education,