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ABSTRACT
The study attempted to investigate the planning of educational resources for school effectiveness in selected secondary schools in Mainland Local Government Area of Lagos State. The study equally reviewed some important and extensive literatures under sub-headings. The descriptive research survey design was applied in the assessment of respondents’ opinions towards the subject matter. In this study, four null hypotheses were formulated and tested with the application of t-test and the Pearson Product Moment Correlational Coefficient Statistical tools at 0.05 significance level. Also, the simple percentage frequency counts was used to analyse the questionnaire response of the selected respondents together with the research questions. A total of 200 (two hundred) respondents, 50 (fifty) teachers and 150 (one hundred and fifty) students were selected for this study. At the end of the data analyses, the following results were obtained thus: Hypothesis one found that planning of educational resources will significantly influence its utilization, hypothesis two revealed that there is a significant relationship between planning and management of educational resources, hypothesis three revealed that there is a significant difference between the job performance of teachers who teach in schools where educational resources are planned and those who teach where they are not, and hypothesis four showed that a significant difference exists between the academic performance of students who are in schools where educational resources are planned and those in schools where they are not planned.
CHAPTER ONE
INTRODUCTION
Background to the Study
The term planning has no doubt enjoyed wide application across
disciplines. However, different institutional context and
socio-political structures determine the specific activity that can be
classified as involving planning. For example, what an architect may
regard as a planning activity may slightly differ from that of a medical
doctor, an engineer, an economist or an administrator. In the same
vein, the content of planning in the former socialist USSR before the
break up of the Republic or any socialist country cannot be the same as
that in the capitalize economy like the USA or any other capital country
(Adigwe, 2000).
However, planning has been used to mean the process of determining in
advance, what is to be done, including classification of goals,
establishment of policies, mapping out of programmes and campaigns and
determining specific methods or procedures and fixing day to day
schedules (Newman, 1993). In contemporary usage, Newmans definition
appears limited, since it did not recognize the focal issue that has
given rise to the adoption of planning in every field of economic life.
That focal issue is rationally or optimization of resource use.
Therefore, the term, “planning” connote a process which essentially
involves deciding in advance, the specific future course of action to be
adopted with a view of optimizing the use of limited organization
resources towards desirable and specified goal attainment. What is clear
from this is that planning is a conscious, deliberate, systematic and
rational decision making process, designed to influence future course of
action in an organization or any field of human activity with the
ultimate aim of making the most economical use of the limited resources
(i.e. profit or benefit maximization) (Ayo, 1989).
A plan then is a product of the planning processes. It is a blueprint
for action towards organization goal attainment in the most effective
and efficient manner. The need to plan all human activities that
involves the use of resources to accomplish objectives have become very
necessary for many reasons. Firstly, the fact that economic resources
like time, money, human and other resources are limited relative to the
competitive demand for them makes it desirable that activities should be
planned, to ensure economical use of these resources. Secondly,
planning gives purposeful direction to all actions of organizations;
since all actions generated from planning are usually goal-directed. A
well directed activity facilitates delegation of duties, enhances
control and forms a rational basis for evaluation. Finally, planning
enables us to pre-empt future consequences of organizational activities,
which is desirable to adjust actions towards desirable objectives,
thereby avoiding wastages of all types (Duro, 1980).
From the above benefits, we can easily appreciate why everybody
(educational administrator or manager, teacher, student, house wife,
market woman, farmer etc) must involves in planning. The difference lies
in the content and degree of sophistication put inot it.
Educational resources include the human, physical, material and
financial resources in any given school system. According to Anyanwu
(1990), for the educational resources to be managed and planned well,
the school authorities should be on their toes and ensure that they
engage experienced and well groomed personnel to carry out planning and
managing of our educational resources in the school system of Nigeria.
For instance, managers and planners of the Nigerian educational system
should endeavour that teachers and other personnel in the educational
sector are well trained and retrained for them to carry out effective
work of teaching and learning in the school. According to Adigwe (2000),
the financial allocations to the school are not properly managed by the
school managers, and this has caused lack of proper funding of the
schools for effectiveness and high productivity in the system.
Onyenlor (1994) argued that lack of material and physical resources like
the building, the school plants like the school environment and other
resources like the video tapes, audio video tapes and so on, are not
adequately available in the school, and the ones that are available are
not well planned and effectively managed by those who control and manage
the school. Onyenlor summed it up by saying that poor management of the
educational resources such as human, physical, materials, materials and
financial resources have give rise to the poor work performance of
teachers and dismal academic performance of the Nigerian students in our
school system. He advised that, for our educational system to be
revived from the decay it has sunk into, the educational resources must
be well planned and managed effectively.
In education, the importance of human resources planning and management
cannot be over emphasized. This is because, the role played by human
resources management and planning on the achievement of education
objectives cannot be neglected (Iyede, 1998). According to Odenu (2000),
human resources planning and management, involves planning, leading,
directing and a number of other activities in order to achieve the
efficient utilization of human resources. Precisely, it involves
integrating society’s needs with education objectives among other
things.
In addition, the extent to which an organization like education, attains
her objectives are directly proportional to the human resources
available and their planning and management. Human resources management
is described by the Institute of Personnel Management (1963) as “one of
the most valuable resources of an organization”.
In another development, Anyanwuocha (2000) described human resources as
the most vital of the resources that are at disposal of the educational
enterprise. The proper management of the human resources in it, would be
apart from an added advantage in attaching educational goals, it also
attracts efficient and quality staff or workforce in the educational
sector (Anyamole, 1990).
The term, personnel administration refers to management of human
resources, the acquisition of personnel and co-ordination of performance
within the organization. Cubson (1985) opined that there is limited
literature in the area of human resources planning and management.
Equally, he added that, since early 1970s, there has been an increased
attention to administrative specialization on education.
Peretomode (1991) and Nwangwu (1994), state that human researches
planning and management are variously referred to as personnel
management. They observed that human resources management and planning
are that functions of all enterprise which provides for effective
utilization of human resources in order to achieve both objective of
the, enterprise and the satisfaction and development of the employees.
According to them, without the planning and management of human
resources, staff in the educational sector would not be effectively
harnessed and managed for effective utilization in education, especially
in the teaching learning processes.
The component part of management concerned with facilitating the
accomplishment of the objectives of an organization through the
systematic management of constraints and careful utilization of the
available, limited resources which include human, material, equipment
supplies, finance and work techniques or technology is known as
administration (Peretomode, 1991). According to him, while management
deals with the formulation of policies, administration is fundamentally
concerned with the execution and implementation of the formulated
policies, plans or ideas and programmes. As Amaonye (2000) puts it,
administrators are more of implementers of policies and programmes
rather than formulators of programmes and administration like
management, involves such elements and reporting and evaluating, but
this is done on a smaller scale when it is done on a smaller scale when
it is compared with management.
According to Ezewu (1983) “the school management in the traditional
sense is often thought of as involving the management and planning human
resources such as men (teachers and students) and perhaps money (school
finance). The buildings, school space, and equipment are usually taken
for granted as given, for they, are there or “on the ground” as it were
and therefore should not be given attention. But this assumption is
unwarranted for they are actually not there.
Onyeuke (2000), observed that school facilities means substantial costs
to the school system for their establishment. According to him, if they
are not properly maintained and managed, they depreciate and become
dilapidated and even wear out faster than their normal “life span”, and
also if not properly utilized, the school units would not derive optimum
benefits from their use.
Educational resources or material resources; or educational facilities
and or school plant are the ‘things of education’. These according to
Adeleke (1994), include, school building (classrooms, assembly halls;
laboratory rooms and workshops; libraries etc.), teaching aids and
devices such as modern educational hardware and their software in the
form of magnetic tapes, films and transparencies. Educational facilities
or resources are the material things that facilitate the effective
teaching and learning processes in the school.
As observed by Mgbodule (1986), educational facilities are directly
related with the school curriculum. Mgbodile (1986), described the
school plant as the space interpretation of the school curriculum.
According to him, the programmes of the school are expressed as it were
through the school site, the buildings, play grounds the arrangement and
design of the buildings etc.
According to Amaobi (1990), the logical place to start planning the
educational resources or school facilities, is the development of the
educational programme. The school educational programme should strongly
influence the design of the school buildings. The basic principle here
is that no educational facility should impose unwanted restrictions upon
the educational programmes of the school buildings in Nigerian school
system, especially the public school buildings set up to by the
communities in the 1980s, were just set up as buildings to house
students without regard to planning in terms of what educational
purposes the buildings should serve or their place in the delivery of
the school programme (Ayo, 1989).
School plant or resources planning experts agree that curriculum
development is a crucial aspect of school resources planning. For
instance, no architect can design a functional educational need without a
clear description of the educational programmes in the school
(Castaldi, 1977).
As Onyeanwu (1990) puts it, it is advisable that considerable time
should be devoted in developing the curriculum of the school before
actual planning or designing of the school building by the architects
begin. For instance, the architect should not only know what subjects
would be taught, but should know the fundamental educational concepts
and students’ experiences that underlie the design of the buildings. The
architects should know what equipment is needed and how much space the
teachers feel a student needs to perform each type of educational
experience.
According to Iroegbu (1995), if the architect lacks the vital
information about the school before designing and constructing the
school building, this often results in the design and construction of
who would use them or the community in which school is located. So,
educational resources need to be well planned by experts if there should
be effectiveness in the school, especially in the effective teaching
and learning processes in the school.
Statement of the Problem
School productivity cannot be effective without adequate planning and
management of educational resources, which include financial, physical
and human resources. Often times, planners and managers of the
educational resources for Nigerian Secondary School system, are not
experts and well groomed for planning and management of our educational
resources which should be effective and result-oriented.
For the fact, those who plan our educational resources are not vast and
knowledgeable enough on how to carry out efficient educational resources
planning; the resultant effect has been ineffectiveness in school
productivity. For instance, for the reason of ineffective educational
resources planning and good management, there has been rote in teaching
and learning processes, and this has affected adversely, both the job
performance of teachers and academic performance of students, and
generally, the educational standards of Nigeria as a country.
Purpose of the Study
The objective of this study includes to:
1. Ascertain whether planning influence educational resources
utilization in the school.
2. Examine whether there is relationship between planning and
management of educational resources.
3. Investigate whether relationship exists between school
productivity and educational resources’ planning.
4. Compare the academic performance of students in schools where
resource are planned and those in schools where they are not.
5. Examine whether the work performance of teachers in well
planned schools differ from performance of those in schools where
resources are not planned.
Research Questions
The following research questions were raised in this study:
1. Does planning affect educational resources?
2. Does any difference exists between the school productivity and
educational resources planning?
3. Will there be any difference between the academic performance
of students who are in schools where educational resources are planned
and those in schools where they are not planned?
4. Will there be any difference in job performance of teachers who
work in schools where educational resources are planned and those in
schools where they are not?
Research Hypotheses
The following research hypotheses are formulated to guide the study:
1. Planning of educational resources will not significant
influence its utilization.
2. There will be no significant relationship between planning and
management of educational resources.
3. There will be no significant difference between the job
performance of teachers who are in schools where resources are planned
and those in schools where they are not.
4. There will be no significant difference between the academic
performance of students in schools where educational resources are
planned and those in schools where they are not.
Significance of the Study
The study will be beneficial to all stakeholders in the Nigerian school
system. For example:
The school authorities at both our primary and secondary school levels
would be able to benefit from the recommendations and the findings
obtained from this study. For instance, the school authorities and the
stakeholders in our educational sector, especially at the secondary
school level, would find this study very important in the sense that, it
will generate new or fresh insight and information on the way forward
to planning and management of educational resources in our various
schools.
Not only the school authorities, the teacher who is one of the most
important and prominent stakeholders in Nigeria’s educational system,
would be able to have good information on planning and management of
educational resources for effective teaching and learning processes in
the school.
With the findings and recommendations in this study, administrators of
our educational system, including educational planners, would be able to
see the need to plan well the educational resources, because, guiding
their usefulness, if the educational resources are not properly planned
and adequately executed by the school administrators, it results to
unproductively in school. This study will be very informative and
directional to the school managers/administrators and planners. This is
because, it will make them to have insights on how best to plan
educational resources and how well to manage them effectively. This
work, if completed, will serve as reference material to researchers and
students. Also, this study will be relevant to other agencies of our
educational system, because this study will help them to understand the
move, the positive functions of well planned and properly executed
school/educational resources and the attendant results.
Scope of the Study
This study examines the planning of educational resources for school
effectiveness in selected secondary schools in Mainland Local Government
Area of Lagos State.
Definition of Terms
In this study, operational and ambiguous terms were categorically
defined thus:
Planning: Plan has been used to mean the process of determining in
advance, what is to be done, including classification of goals,
establishment of policies, mapping out of programmes and campaigns and
determining specific methods or procedures and fixing day to day
schedules.
Physical Resources: Education resources or educational facilities are
regarded as things of the school or education, which include the
building (classrooms, assembly halls, laboratories, workshops,
libraries, etc.) they also include the teaching aids and devices, which
include modern educational hardwares and their softwares which are
utilized in the effective teaching and learning processes in the school
system.
Administration: This fundamentally concerned with the execution and
implementation of the formulated policies, plans or ideas and programmes
of education.
Management: This concerned with the facilitation or the accomplishment
of the objectives of an organization through the systematic management
of constraints and careful utilization of the available, limited
resources which include human, material, equipment supplies, finance and
work techniques or technology.
School Programmes: This means the activities, events or programmes that
take place in the school environment such as orientation programmes,
workshops, seminars or in-house programmes of the school.
School Plant:
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