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University of Nigeria Research Publications
AMEH, Halima Juliet
Aut
hor
PG/M.ED/03/34064
Title
Constraints to Administrative Functions of Kogi
State Teaching Service Commission
Facu
lty
Education
Dep
artm
ent
Educational Foundations
Dat
e
October, 2005
Sign
atur
e
CONSTIUINTS TO ADMINISTRATIVE P'lJNCTIONS OF KOGI STATE
TEACHING SERVICE COMMISSION
AMEH IIALIMA JULIET PG/MED/03/34064
DEPARTMENT OF EDUCATIONAL FOUNDATIONS UNIVERSITY OF NIGERIA, NSUKKA
OCTOBER 2005
TITLE PAGE
CONSrT.l<AINrl'S TO ADMINISTIUTIVE FUNCTIONS OF KOGI STATE
TEACHING SERVICE COMMISSION
A PROJECT REPORT PRESENTED TO THE DEI'A t * EDUCATIONAL FOUNDATlON IN PARTIAL FULE'I 2
OF THE REQUlREMENTS FOR THE AWARD OF 1111 MASTERS OF EDUCATION (M. ED) IN EDUCArl'I(
ADMlNISTlIA'l'lON AND PLANNING
AMEH HALIMA JULIET PG/MED/03/34064
SUPERVISOR: DR N. OGBONNAYA OCTOBER 2005
Internal Examiner
Ameh Halima Juliet, a postgraduate student in the department of
Educational Foundation, fhculty of Education with registration number
PG/MED/03/34064 has satisfactorily completed the requirement fbr the
award of Degree of Masters in Education (Administration and Planning).
The work embodied in this project is original and has not been submitted
in part or full for any other Diploma or Degree of this university or any
other university. (
11l3D1CATION
This piece of work is dedicated to my dear, kind and loving
husband and children for what they are to my life.
ACKNOWLEDGEMENT
First and foremost, 1 give tl~a~llts to the Almighty God whose grace
and abundant mercy has made me to live to produce this work. To Him
alone be the glory!
I sincerely acltno-dedge with profound gratitude the iinmeasurable
attention and assistance given to me by my supervisor, Dr N. Ogbonnaya
throughout the period of writing this project.
I am grateful to all the lecturers in the department of educational
foundation who in one way or the other contributed to the knowledge that
made the writing of this piece of work possible.
My immense thanks go to Pastor Mikc Emeh and Pa Gift Adaji for
the role they played in u l ~ aclniission into master degrec programme. I
1 am sinberely grsteful to the directors of my head office, Science
Technology a id Technical Education Board (STTEB) for the opportunity
given me to undergo this s t ~ d y . 1. am greatly indebted to Elder Ameh and
Alwva m d Mr. D. 0. Omtc o r STTEB oS5ce f ~ r their constant advice
and support throughout the period of tliis study. I must not forget to thank
the principal of iny list station, St. Peter's College, Idah, DI. Lawrence
Achimugu for his 'financial and moral support.
Finally, I acknowledge with gratitude the consistent financial and
moral support from my husband a~ ld chilclren throughout the period of
this study.
1 commend the computer operator of this piece of work, Mr Achile
Idoko for his decent work.
'T'O GOD BE T I E GLORY
Ameh Halilna Juliet U.N.N.
Finally, I acknowledge with gratitude the consistent financial and
moral support from my husband and children throughout the period of
this study.
I coinmend the computer operator of this piece of work, Mr Achile
Idolto for his decent work.
'TO GOD BE TEE GLORY
Aineh Haliina Juliet U.N.N.
LIST OF TABLES
Population of Sludy: StaSf of 1'SC and Principals of Secondary
Scllools.
Mean ratings oC the principals of secondary schools and on
financial collstraints to the administrative functions of Kogi State
Teaching Service Comnlission.
Mean ratings o r the principals of secondary schools and staff of the
Teaching Service Colrl~nission on personnel constraints to the
administrative Ii~nctions of Kogi State Teaching Service
Commission.
Mean ratings of the principals of secondary schools and staff of
Teaching Service Co~nnllssion on physical facilities and equipment
constraints to the administrative functions of Kogi State Teaching
Service Commissiw .
Mean ratings of the principals of secondary schools and the staff of
the teaching service commission on school services constraints to
the ad~xinistrative functions of Kogi State Teaching Service
Commission.
T-test of difference between the mean scores of principals and the
staff oS teaching service colnmission on ways in which finance
constitute constraints to the administrative functions of Kogi State
'Teaching Service Comnlission.
7. T-test of difference between the mean scores of principals and the
staff of teaching service commission on ways in which physical
facilities and equipnlent constitute constraints to the administrative
f~mctions of Kogi State Teaching Service Commission.
ABSTRACT
The purpose of the study was to identi@ the constraints to the
administrative functions of Kogi State Teaching Service Commission.
Four research questions were posed and two hypotheses postulated to
guide the study. The instrument used in data collection was a structured
questionnail-s. The subjects for the study were 316 staff of teaching
service cominission and 2 1 5 principals of schools under the teaching
service comn~ission. The entire population was used because of the
smaliness of the population. The data collected was analysed using mean
score and t-test statistics.
From the results obtained, the major constraints to the
, administrative functions of Kogi State Teaching Service Cominission
were found to be inadequate funding, lack of needed personnel, poor
management of personnel, inadequate infrastructural facilities and
equipment and inadequate incentives for proper school services
programme. It was also discovered that there were statistical significant
. . . ,
differences between the responses of the principals of secondaiy schools
and staff of teaching service commission. Recommendations were made
based on the findings of the study. .
7 7 'I'I'l'LE I'AGI: .................................................................................................................. i . . APPROVAL PAGE ....................................................................................................... 11 ... CERrI'IFICAI'lON ................................................................................................... 111 . . I>Ll~ICIA I ION .............................................................................................................. iv ACKNOWLEDGEMENT ............................................................................................. v LIST OF TABLES ....................................................................................................... vii ABS'IXAC'I' ................................................................................................................ ix 'I'AI3LE OF CON'TEN'TS ............................................................................................... x
CI~IAPTER ONE .......................................................................................................... 1 I'NTKODUCTION ..................................................................................................... 1 BACKGIIOUND OF 'IHE S'I'IJDY ..................................................................... 1 STA'IEMEN'I' OF 'I'l-IE I'ICOBLEM ......................................................................... 5 PIJRPOSE OF STUDY .................................... SIGNIFICANCE OF THE STUDY ......................................................................... 6
.......................................................... ............................ SCOPE 01:: THE STUDY .... 7 IIESEARCI-I QUESTIONS ....................................................................................... 8 IU3IL4RCI.I I-IYI'O'I'I~ESIS ..................................................................................... 8
! 7 CI-1 AP'I k R TWO ........................................................................................................... 9 IUiV I I:3W OF RLX A'I'ED I. 1'1. ERA'I'IJRE ................................................................. 9 'I'III: NA'I'URE 01: EDUCA'IIONAL ADMINISTRATION ................................... 9 ADMINISTRATlVE FUNCTlONS OF EDUCATIONAL ORGANIZATIONS . . 14 CONSTRAINTS TO ADMlNISTIL4'I'IVE FUNC'I'IONS OF EDUCATIONAL ORGANIZATIONS ................................................................................................. 24 EILIPIRICAI, STUDIES ...................................... [ .................................................... 29 SUMMARY OF REVIEW ....................................................................................... 32
C t-1AI"I'ER TI-NEE ..................................................................................................... 34 RESEA RCI-I METHOD ......................................................................................... 34 DESlGN 01; TI'IE STUDY ............ .. .................................................................... 34 AREA OF STUDY .................................................................................................. 35 I'OI'ULAI'ION OF THE SrI'UT)Y ........................................................................ 36 SAhlPLE AND SAMPLING TECIINIQUE ........................................................... 36 INS'INUMGNT FOR DATA COLLECTION ......................................................... 36 VAL, IDATION OF INSTRUMENT ........................................................................ 37 KELIABILI'TY OF '1.1-IE 1NSTRUMENT ............................................................... 37 ADMINISTRATION OF THE 'INSTRUh4ENT .................................................... -38 bIE'IIIODS OF DAIA ANALYSIS .................................................................... 38
Cl-ILIPTIZR FIVE ......................................................................................................... 51 DISCIJSSION OF IIESULTS, CONCI, USION AND RECOMMENDATIONS .. 51 DISCUSSION OF RESULTS ................................................................................. 51 1lISCUSSlOP.I OF RESEL'IRCI I I-IYPO'TFIESES ................................................. 56
IMI'I~ICA7'1ONS OF THE S'TUDY ........................................................................ 57 RECOMMENDATIONS ......................................................................................... 59 LIMI'TA'I'IONS OF THE S'I'UDY ........................................................................... 60 SIJGGESTIONS FOR FURTf~lER ST1JUY ............................................................ 60 SUMMARY 01; '1'1 1E S'I'1JI.IY ................................................................................. 61
7 7 I<I3XRGNC .. 1:s ............................................................................................................ 65
CIIAIB'l'ER ONE
INTRODUCrrION
HACKGROUND OF TZIE STUDY
Education viewed by all countries of the world as a comer stone for
development is the basis for acquiring literacy, skills, teclinological
advancement and tlie ability to liarness the natural resources of tlie
environment. Mgbodile (1997). 'T'lie success of any system of education
depends on proper planning, effective a~ld efficient ad~ninistration and
adequate funding. Kogi State Teaching Service Commissio~i established
by tlie state gover~iment towards the end of 1991, shortly after the
creation of the State was created to cater for tlie administration of
secondary scliools in tlie state.
According to the iiational policy on education (2004),
administration is defined as a function of organization and structure,
proprietorship and control, inspection and supervision. In tlie view of
Mgbodile (1997), ad~iiinistratio~l is meant to maximize the output of
workers ill all organization.
The administrative functio~ls of the coininission as stipulated in the
edict establisliing the corumission deals with the planning, coordination
and controlling of factor resources available to the coininissioil in order to
achieve set goals and objectives of secondary education in the State.
Constraints as used in this study refer to factors militating or problems
standing against administrative Sunctioning of the commission.
Since the past three decades, specifically after the failure of the
universal primary education introduced in 1976, there has been
progressive deteriol.ation in the standard of education in Nigeria.
Situation and Policy Analysis of Basic Education in Nigeria (SAPA)
Report published in 1993 showed that throughout the federation, 77% of
pupils lack textbooks, 36% lack writing materials, 12% sit on the floor to
receive lessons, 47% of schools lack hrniture, 38% of classroo~ns have
no ceiling and 3% of scliools have no chalkboards.
Mgbodile (2003) noted three things which may be the cause of the
constraints to the administrative functions of the commission. He noted
' that in terms of infrastructure in scl~ools in the countiy, the picture is that
of dilapidation and dereliction. Secondly he noted that resource allocation
to education sector (barely 1% of Gross National Product (GNP) has
resulted in low efficiency in primary, secondary and tertiary institutioiis
and thirdly, that poor resource management, prioritization and
maintenance culture a well as wastes, storage and pilferage problen~s
worked against sustained improvement in education. From the
observation of this seasoned educationist, one can infer that the
comn~ission may not be provided funds to cater for the schools under her
and perhaps because the resource allocation to education sector generally
throughout the federation is so meager, the state may not be able to
provide hSraslructural nlaterials Sor the commission to distribute to
schools. It could be that the constraint of the cominission have emanated
from poor resource management, wrong prioritization and poor
maintenance culture which could be attributed to poor personnel
management.
Other researchers like Ogbonnaya (1 997) noted that for educatio~lal
administrator to perform his job efficiently, he needs "four factor
resources" which are I~uman, capital/equip~nent, financial resources and
no ti vat ion. Ile remarked however, that these resources are not available
in the right quantity and quality and that "one of the most serious
constraints facing our educational institutions ... relates to inadequate
physical facilities and equipment for the implementation of educational
programmes."
Ulteje (1997) also felt that adequate physical facilities and
equipment without which educational programmes cannot be
implemented should be provided by heads of institutions.
The probleins coi~fiontjng administrative functions of Kogi State
educational institutions have been a long standing issue which became
more glaring between 2002 and 2003. The All Nigerian Conference of
Principals of Secondary Schools (ANCOPSS) have met several times on
the issue of scarcity of resources and how to manage the schools amidst
the scarcity. One of sucll meetings was held on the 2" of December 2003
in wl~ich request to the govcrnor on filncling of education, special appeal
on employment of teachers especially in the core subjects, and request for
textbooks and teaching aid feature prominently.
The zonal directors of the zonal offices of the commission have
met the chairman of the colnmission on several occasions to liaise with
the ministry of education to make provision of teaching facilities in
scl~ools possible. (Source: minutes of meeting held on 2""ovelnber
2004). The Nigerian IJi~ion of Teachers on their own part also had series
of meetings on non-payment of their leave grants, promotion arrears and
increment rates.
The problems facing the colnlnission was so enormous that the
coln~nission on her own part had frequent screening of her workers to
ascertain the actual number of staff under the commission because of the
~ L I I I I T ~ O U ~ S being peddled that there are "ghost workers" within the
commission. Moreso, the school services section of the coinmissiorl could
not have routine visits to schools to check what goes on in the school. To
cap it all, direct observation and relevant available literature shows that
thorough administration of secondary schools in the state remains a
wishful thinking o\as a ~.esult of problems. There is therefore the need to
Iincl out what really are the admiristrative constraints to the proper
functioning of the Kogi State Teaching Service Commission.
STATEMENT OF THE PROBLEM
For well over five years now, the Kogi State Teaching Service
Commission has not been able to carry out massive employment of staff,
neither have they been able to replace the staffs who have left the service
of the commission. More and more retires of the co~n~nission have gone
through untold hardships due to non-payment of their gratuity and
pei~sion.
Parents/Community through the State central Parents Teachers
Association have made several appeals to the commission on the
dilapidating nature of the secondary schools in the state. Yet, the
colnmission seemed handicapped in carrying out her responsibilities. In
the midst of non-payment of promotion arrears, incremental rates, leave
grants as well as lack of provision of Facilities to schools, teachers are not
lnotivated to work, students are not motivated to learn hence teaching and
learning become uninteresting, various juvenile delinquency problems
and examination malpractices abound.
As versatile administrators, the members of the co~nmission are
aware of these problems and their implications and yet are unable to
provide what the students need. It mans that there is a handicap on the
part of the commission.
There is therefore, the need to look into the actual constraints of the
colnmission which is preventing her from carrying out her functions.
PURPOSE OF STUDY
'I'hc main purpose of thc study is to identiSy the constraints to the
ntl~ilinistrative fi~nctions 01' Kogi State 'Teaching Service Commission.
The study will specifically:-
1.
. . 11.
. . . 111.
iv.
Find out the financial constraints to the administrative fuixtions of
the commission.
Determine the personnel constraints to the administrative functions
of the com~nission.
1':stablish the physical racilities and equipment constraints to the
administrative fmctions of the commission.
Investigate the corlstraints to the commission's administrative
functions in the area of school services.
SIGNIFICANCE OF TIlE STUDY
It is hoped that difrerent groups of people in our society shall
benefit in a variety of ways fiom the findings expected of this study and
the subsequent recommendations. The beneficiaries shall not only include
the priccipals of schools but [he entire nation. The study will yield some
findings which will lead to appropriate recommendations that will have
some important implications for secondary school administration.
Both the internal and 'external education agencies may become
aware of the problems that constraints the effective administration of
secondary schools in Ihe State and may probably react by coming to the
aid of the state. The findings of the study will provide important
inlormation to educalional planners, policy makers, educators as well as
educationists who are concerned with school administration. The findings
will give an insight and understanding to the above category of people as
they face the task of providing effective administration for the country.
It is hoped that when the constraints are identified and removed,
the set goals and objectives of education in the State would be achieved.
i. The findings of this study will add another dimension of
laowledge to studies already carried out in administration of
education and will additionally fill the gap already created as most
studies are centered on supervision and planning of education with
no epl~asis on administration. The study will expose the constraints
to effective functioning of administration in the Teaching Service
Commissions and Post Primary Education Boards in general.
SCOPE OF THE STUDY
The study will be carried out in the Kogi State Teaching Service
Con~~nission headquarters at Loltoja, in the eight zonal offices of the
commission and among the principals of Secondary Schools under the
teaching service con~mission. The study will identify the constraints to
the administrative functions in the area of finance, equipment, facilities
and personnel ad~ninistration.
RESEARCH QUESTIONS
I. What are the iinatlcial constraints to the administrative functions of
Kogi State Teaching Service Commissio~~?
. . 11. What are the perso~mel constraints to the administrative functions
of the Kogi State Teaching Service Co~~miss ion?
... 111. What are the physical facilities and equipment constraints to the
administrative functions of Kogi State Teaching Service
iv. In what ways do school services constitute constraints to the
administrative functions of the commission?
RESEARCI-I 1-IYPOTIIESIS
The following hypothesjs will be tested at 0.05 level of
significance.
i. There is 110 significant differencer (W0.05) between the mean
ratings of the staff of the Teaching Service Co~nmission and those
of the principals of schools with regards to the financial constraints
to thc administrative functions of Kogi State Teaching Service
Co~~~miss ion . . . 11. 'There is no significant difference (P<0.05) between the mean
ratings of the staff of the teaching service commission and those of
the principals of schools with regards to the ways in which physical
lacilities and equipment constifute constraints to the administrative
functions of the Kogi stat; Tcaching Service Commission.
REVIEW 0 1 7 RELArI'ICD LITERATURE
This chapter deals with the review of related literature to the study.
The review of literature will be done under the following sub-headings:-
1 . Theoretical Framework
a. The nature of educational adininistration
b. Administrative functions of educational organizations . c. Constraints to administrative functions of educational
organizations.
2. Empirical Studies
a. Administrative functions
b. Constraints to administration.
3. Summary of Review
THE NATURE OF EDUCATIONAL ADMINISTRATION
Administration as a concept has been studied in dept by
researchers and social scientist,^ and they have discovered that every
human organization needs administration. Administration has been
defined by Oxford Advanced Learners' Dictionary of current English by
Hornby A. S . as "the management and organization of affairs of a group,
company, institutions or even a country." From the works of researchers
and social scientists, it has been discovered that no group of people or
organization can exist without administration. Thus in any group of
people or organization where there is no administration, there is bound to
be chaos, anarchy and lawlessness.
Administration as a social process is dynamic in nature and grows
out of the ethos of the society it serves. The natioi~al policy on Educ a t ' 1011
(2004 section 123103) defined adininjstratio~ as "a function of
organization and structure, proprietorship and control, inspection and
supervision."
Fredrick W. Taylor (1856-1917) was regarded as the father of
scientific management theory. According to Mgbodile T. 0. (2003), the
main concern of this theorist was the achievement of the efficiency of
workers. I-ie believed that the best way to run an organizatiorl is for the
administrator to know what to expect from the workers and ensure that
the warlters achieve tilose things. This iinplies that the worker should be
told what is expected of him. In other wcrds, workers should know the
goels of the organization and should strive t:, achieve those goals.
111 t lx view of Caizel er a1 (1966), administration is intended to
maximize the output of wl:)s!c;ers in an organization. 111 line with the view
of Gatzel et ZI (1968), Mgbodile 1.. 0. (1997) expressed the views of
Gregg (1957, Ozigi (1977) ;I&! Mwnnkwo (1 982) as strongly agreeing
that educa;i&z! arlminis!r~tion a i m at using both human and material
resources within the cdw:;!i~nal system for realization of objectives.
Chdick 'and urwick (1990) see administration as getting things
done with the aim of accomplishing a set objective. Here, it is clear that
r!le ainl of getiink ihiilgs' done is to achieve objectives. The aim of
scliooliiig, teachi i~g/ leasni~, adnlinistration, and whatever is done in
educational orgmization is to achieve an objective. It is tl~erefose ideal to
set our 111inds on a spxific gm! in whatever we do, in educational
A d a m (1913:307) gave m e of the ear!iest c!dinitions of
eciucationa! zrlri~inistration as " i?~e capacity to coordinate wany a:ld often
conflicting soci:d ei?erg;es in a sillyle organization so adroitly for them to
opesate as a wit." Ac!iniriistrati311 in educational instit~itions should he
done with great care becnuse it irwolves the nurturing and molding of
* hu~nan characters v:hose tt~ndencies are difficult to determine. These
is need fcr extry, care!i~li:er,s i ! ~ cdur:atir>nai administration.
educational c i s private. 7 ' ! ~ above deliniticr, shows that dministration is
. . . . on integral !xi!.! of m y otp,n~zat:c;n whcther business, industriai, hospitai
., . . ~ r i e s s n ct n l (1 9 2 ~ ) il? C;wl,ogu ( 1 %5:26) described ec!~~cntional
, ,
~?ia:ingcmcnt 01- cduc:itiucal t:n!crpise in communities, segicns and
nations. Igwe, Ol<elce. Nosiri, Elele and Ozurumba (1985) see
ndiiiinistration as"a wsy of workihg with people ant1 materials to
~ c c o ~ n ~ l i s l i ~l<e'~urpose' of an enterprise. Holding'the same view as Igwe
et a1 (19851, Sergioimbi and Starrat (1980:5) earlier defined
administration as tlie process of working with and through others to
eficienlly accomplish organizational goals.
Nwaogu (1980) empl~asized that dmi1:istrators irrespective of the
level at which they oper3te 3re concerned with f'ow major issws ands
functions which are:
1.
. . 11.
. a .
111.
iv.
Procurement, traking, inainter?ance, development,
evaluation 2nd renurncration of personnel.
Determination a ifi!plei?neiit~tioii of progrzmines of
activities.
The estsblisliment and milinienance of good public relations.
.. , I ,
Organizing the lii~!ited available ~iiaterial, financial and
energy resources with the effort of individuals to achieve a
set goal.
The above agrees with Penetzinode (1996) who views
administration as tlie perft;:.ma:lce of extcutive duties which is carrying
out of policies and decisions for hlfilling of a purpose and controlling of
day to day running of an org&ization. In addition to carrying cut of 8 .
policies and programmes, an admii~istrattor is concerned with day-to-day
f~~nctio~iing which involves planning, .organizing, controlling,
coorclinating, directing and ohanneling of the resources of the
organization towards the attainment of organizational goals.
Armstrong et a1 (1963) is of the view that administration should be
imaginative and characterized by vision, creativity, democratic
operations, and the sharing of responsibilities. This author has digressed a
bit from "the administrator as all in all" in administration to the feeling
that there should be maintenance of cordial relationship with the members
of the organization by the administrator as this contributes not in small
measure to the progress of the organization. He feels that administration
is a cooperative affair needing the efi-brt of every individual in the
organization.
Infact, the feeling of Armstrong et a1 (1963) is one of the
shortcomings oC scientific and classical management theory expounded
by Taylor. Taylor's theory neglected decentralization of administration
otherwise. known as delegation of power. Taylor's theory does not
~nention worlters when it comes to decision making. The theoly does not
recognize the issue of worker-motivation and conducive working
environment.
To Nwanltwo (1982), educational administration is a process
concerned with the use of principles, methods and practices to establish,
develop and execute the goals, policies, plans and procedures necessary
to achieve the goals of education. This means that the use of human and
material resources should be in a manner that will enable educational
oL7jectives to be achieved.
From the foregoing, it implies that in educational administration,
all activities are directed towards the attainment of goals of teaching and
learning. It therefore follows that all who work in educational institutions
are obliged to contribute towards the attainment of these goals. Thus the
educational adininistrator whether in ministry of education, school board
or in single school is essentially an organizer and iinplementer of
educational plans, policies arid programmes meant to achieve specific
ADMINISTRATIVE FIJNCTIONS OF EDUCATIONAL ORGANIZATIONS.
Administrative functions which are also known by some
administrators as administrative process are methods or techniques or
step-by-step way in which administrators direct and control life in an
organization in order to achieve the desired goal. It is a way of
coordinating and controlling the scarce resources - manpower, finance
and capital equipment so as to achieve the desired objectives. The
administrative process is very important for the survival of an
organization.
111 educational administration, there are a number of administrative
limctio~ls to assist tllc administrator i n carrying out his day-to-day
activities. For effective and efficient aclnkistration in any organization,
these processes, procedures or fiunctions must be strictly followed. The
process includes planning, organizing, coordinating, stinlulatil~g and
evaluating. 'These processes are tlle various ways by which human and
material resources are utilized to achieve the goals of an organization.
Gregg (1957) suggests seven components which he feels are broad
enough to encompass the process of administration. These are:- decision
making, planning, organizing, communicating, influencing, coordinating
and evaluating.
Ukeje Alzabogu and Ndu (1992) have encouraged us to believe that
the expert views expressed above do not necessarily conflict, they merely
overlap.
Litclifield (1966) is of the opinion that whatever is administered
there must be the universal element of decision making, programning,
con~inunicating, controllii~g and reappraising. Put in the words of
Mgbodile T. 0. et a1 (2003),
Administrative process can therefore be regarded as the sum
total of the various processes of p!anning, organizing, stimulating,
c,oordinating, comniunicating and evaluating which aid
administrators in the utilization of resources in the achievement of
o~g~niza t io~ia l goals.
I'LANN LNG
Pla~liling according to Gregg (1957) is "an intelligent preparation
for action." Planniilg means to project, forecast, involve oneself in a
niental exescise, ~nalte or chart out a course in preparation for a future
work. No organization can boast of efficiency in its operations without
having a sound plan. Planning is a purposeful preparation in advance of
what is to be done in future. It is an attempt to get ready for future today
and so i t is a wise way of avoiding the frustration of having to do things
at the last minute (Ogbomaya 1997)
Plans are estimates of future requirements in terms of money,
inanpower, and equipment (Mbiti 1984). 'This implies that budget which
show how financial resources are to be allocated, policies, procedures and
rules which guide einployee behaviour in recurring situations,
programmes which outlines a series of actions to be taken to achieve
specific planned results are to be carefully planned. This is also in line
with the definition of plallning given by Kooutz and Weihrich (1 985) as
the process of selecting missions and objectives and strategies, policies,
programmes and procedures fils' achievirig them.
Oinoile (1993) views planning as "not trying to predict the Suture
but rather to imcover things in the present to ensure that the programme
has a future. Newman (1903) sees planning as determining in advailce
~ 1 1 ~ 7 1 is to be clone. It involves cletennination and clarification of goals,
cstablishnlent of politics, napping out oI' programmes and defining
specific methods and procedures of accomplisl~ing the goals.
Ndulca (1 987) defined planning in these words.
Planning bridges the gap between where we are now and
where we want to be, it foresees desised objectives,
anticipating problems and developing solutions. Planning is
the practical thinking, dreaming and scheming that it takes to
isolate, determine and schedule actions and achievements
required in order to attain objectives. It is the formation and
development of "blue prints" we expect to follow ...
Planning is investigating, forecasting, foreseeing, projecting,
foretelling and endeavoring to penetrate tomorrow's
invisible curtains.
From the definition above, planning involves setting objectives and
developing strategies and tactics for reaching the set objectives. Planning
involves evaluating niany alternatives, courses of action to select those
that appear most likely to lead to the goals. Plans, once set in motion must
be monitored through follow-ups and reviews so as to know whetller
plans are effective or need to be changed.
Jackson and Vernon (1987) classified plan into three, the long
range strategic planning, short range tactical plans and day to day
planning of' q m - d o n s . Strategic plans is said to be more focused 011 the
mission, el~vironment and resources of the organization while tactical
plans are organized series of steps designed to reach strategic goals.
Madumere (1 989) idcntiiiecl plans as standing plans and single-use
plans. 'The standing plans lie said arc reusable, whicll is used over and
over again. Wliilc single-use plans are regarded as teiilporal plans leading
to the development of budgets, programmes and objectives.
L':nyi (1999) in Mgbodile et a1 (2003) feels that for plans to be
effective a number of things have to be considered. The first thing to be
considered according to him is the identification of the programmes to be
" implemented and the goals to be achieved. The second thing is the
resources and strategies for achieving the goals which II ILIS~ be clearly
spelt o~lt . Thirdly the atl~ninistrator must endeavour to involve as many
subordinates as possible in formulating and implementing plans so that
they can identify themselves with the success or failure of such plans
Finally, he feels that plans sl~ould be flexible enough to accommodate
changes that may come up Srom time to time.
ORGANIZING
Organizing means establishing an internal structure of roles in a
formally organized enterprise (Ogbonnaya 1997). It is in a way an
application of tlle co~lcept of division of labour as it involves the division
of an organization's activities into administrative units.
Agreeing with the above, Mgbodile et a1 (2003) stated that "No
atlrninistrator can function alone without the assistance of the others." He
expressed that "the administrator nlust have a framework or structure for
his school on which posts are created and assigned to people."
Osuala (1984) views organizing as determining what has to be
done and how it should be clone, in organizing the l~ierarcllical
relationships among the employees should be established and indicated in
an organizational chart. Organizing is important to avoid conflict which
often arises when roles are not properly defined.
COORDlWATING
Educational institutions with its various departments, academic
programmes, facilities equipinents, staff and students need to have the
resources brought together for the attainment of set educational goals.
Coordinating is an attempt to keep all the different units of the
organization in tune with the rest so that the entire system can function
smoothly. Koontz et al (1 987) views coordinating as achieving harmony
of individual and group cnbrts towards the acco~nplishment of groups'
purposes and objectives. ~dm;nistrators who are charged with the
responsibility of utilizing resources in organization need to have the
ability of coortli~~ating the resources for the achievement of desired
results.
Newman (1 96 1 ) defined coordination as "the synclironizing and
unifying of actions of groups of people into one whole body for the
purpose of achieving common goals. Odor (1995) in agreement with the
above sees coordination as "a process oS fitting together the various group
and operations into an integral pattern."
Nwanltwo (1982) explained coordination to mean a process
whereby an orderly pattern of group effort is developed to ensure unity of
action in the pursuit of common goal. Mgbodile et a1 (2003) defined
coortiinatil~g as the process of directing and harmonizing resources and
group activities for achieving set educational goals without friction. 'l'he
definitions of coordinating above reveals that although the school may
have various departments, units, activities and individuals with their
different functions, they must be properly coordinated to ensure that set
objectives are achieved.
STIM ULATING
Stimulating is a ma-jor administrative process often refereed to as
motivating. The other tenns by which this process is known are directing
and controlling. These other tw; t e r m do not have universal appeal as
they convey impressions of force and coinpulsion.
Motivation means to nlove someone to action or making people to
work ef'licicntly without l'orce. I t iiieans guiding arid leading subordinates
to achieve organizational goals. Many definitions have been given to
nlotivation among which are:-
Berelson and Steiner (1964) in Mgbodile et a1 (2003) who see
inotivation as a condition of mind which activates and directs human
behaviours towards achieving desired goals. It is also defined by Leiwit t
(1972) as an inner drive to achieve desired goals. In line with the above
definitions, Ajibola (1976) is of the opinion that motivation is the driving
force that stimulates a person to action to achieve desired goals. The
above delinitions imply that if an employee is satisfied with his needs and
desires, he will be spurred into action towards higher productivity.
Maslow (1943) in his theory of motia7ation stated that needs are the
main spring of human action. I-Terzberg (1959) observes that what
motivates people to put more effort into their work are the presence of
recognition, advancement, responsibility and opportunity through the
work itself.. Certainly any job without these motivating factors cannot
attract an employee.
Ulteje, Akabogu and Ndu (1993) have the feelings that the various
theories of motivation do consider the fact that the desired goals and the
attractiveness of the means for achieving the goals direct the behaviour of
individual einployee. Generally, people seek employment with
expectations of their needs being met by the employer. The extent to
which such an expectation is Inct determines the level of motivation of
t l~c employee.
COMMUNICATION
'This is the transfer of information from one person to another with
the content of the information being clearly understood by both the
sender and the receiver. It is the means by which behaviour is modified,
change is affected, information is made productive and goals achieved
(Ogbonnaya 1997)
Sisk (1973) views comnlunication as transmission of attitudes,
feelings, insights and facts to others with the aim of influencing or
modifying their behaviour. Gregg (1957) sees communication as a
process by which direction, information and ideas, explanations and
questions are transmitted f i o~n person to person and or group to group.
Bernard in Koontz et a1 (1987) views communication as the means by
which people are linked together in an organization to achieve a common
purpose. Without communication, group activity is impossible because
coordination and change cannot be effected without communication.
Anthony U. Obayi (1998) feels that effective con~munication is the
lifeblood of an organization, the 'process through which messages are
conveyed within, between, among member of the organization. He went
on to say that coininunication gives life to an organizational structure. I t
is communication that relates an enterprise to the external environment.
C'oin~ni~~~ic:~tion integrates all tllc ~rlanagerial functions, establish and
disseminate goals of the enterprise, organize human arld material
resources in the most effective and efficient way and control the
perfonnance of ~nembers of the organization, Infact, the importance of
coinlnunication as an adlninistrative process cannot be over einphasized.
EVALUATION
Evaluation as an administrative process is concerned with the
assessment of results and comparing them with the set goals. A regular
assessment of the activities of an individual or organization is necessary
to see whether the activities are in agreement with the stated objectives.
Aderounlnu and Ehiametalor (1985) see evaluation as the appraisal of
situations in order to determine their relationship with the stated goals of
an organization.
Odor (1975) views evaluation as "an administrative process of
appraising the quality oT teachers, the accomplish~nent of school
programmes, the performance of the students and the effectiveness of the
school administration." The implication of the above definition is that
evaluation is both of school programmes and people's performance. The
7 . 1 eaching Service Colnnlission as evaluator of programmes and people's
performance needs to have self-evaluation for efficiency and
effectiveness. It is always preferable for administrators to use both
formative and suminative evaluation for both programmes and peoples
CONS?'RAINrTS '1'0 AI)MINISrI'RATIVE FUNCTIONS OF li:IIUCArTIONA1~ OKCANIZA'I'IONS
This section discusses the available materials oil constraints to the
administrative functions of educational organization. Constraints here
mean factors militating against or limiting the attainment of educational
objectives. The functions of any organization can be performed
effectively if the fjctor resources are available in the right quantity and
quality. The resources necessary for effective administrative functions
can be categorized into three. This according to Ogbonnaya (1997)
includes huinan resources, equip~nent/hcilities and financial resources.
The human resources consist of personnel and these include the
teaching and non-teaching staff in our educational institutions that help in
the implementation of educational programmes for the achievement of
educational goals. Equipinent/facilities include physical facilities,
instructional materials and other equipments such as laboratory tools and
seats in class as well as those needed in the libraries. Ogbonnaya (1997)
quoted Ogunsaju (1984) as describing physical facilities and equipment
as important kctor resource necessary for the achievement of educational
goals. Slanley W. Williams (1964) said that "eKective educalional
programme depends upon an environment of adequate plant facilities.
The space relationships that exist between the curriculum and the
physical plant must be in the foreground of the administrator's thinking."
Ilc f'cels that to enllance the mental, physical and social well-being of
youilg adolescents, there is need to keep on improving the physical
facilities of the schools.
Financial resources coiisist of money necessary for payment of
staff, procurement and inainteriance of materials and equipment.
Ogbonnaya ( 1 997:s) declared that "although the above factor resources
are crucial for the achievc~nent of ed~~cational objectives, they ase very
scarce. He felt that the resources are not provided in adequate quantity. In
this segard, he categorized constraints to adniinistrative filnctions of
educational organizations into three, namely: Financial constraints,
Personnel constraints, Physical constraints and equipment constraints
FINANCIAL CONSTIIAIN'I'S
Adesina (1981), 13zeocha (1995) are of the view that government of
the federation does not provide sufficient funds for the implementation of
ed~~cational programmes. Ogbonrlaya in Mgbodile et a1 (2003) cited
exaniples of progranime such as Universal Primary Education (UPE) of
1976 which failed as a result of lack of funds, construction of hostels and
library blocks of universities like University of Nigeria, Nsukka librasy
co~nplex and hostel blocks, the IZnugu State University of Science and
'Technology which is unable to move to its permanent site to mention but
a few. Many education boards in the federation have inadequate funds to
pay their stafl'salaries and allowances.
I'I<l<SONN EL CONS1'J<AINrI'S
Personnel constraints are a major constraint to administrative
fiinction. Roe (1961) stated that the test of a good organization is to see
the right man doing the right job at the right time. It follows therefore,
that the quality of any educational progranlme depends to a greater
degree on the quality of staff il~~plernenting the mapped out programmes.
Even where there are good iacilities and equipment, if they are not
managed by eflicient and dedicated staff, the objective of the prograinme
may not be achieved.
In the view of Meyer and Bright Bill (1963:37) "the great strength
of any administration rest on the quality and effectiveness of the
personnel associated with it." It is therefore the responsibility of the
administrative head of educational programmes to give the right
placement to available staff, according to the skills, coinpetences and
experience.
Apart from having the right person \doing the right job, the major
coi~straints to adnlinistrative f~nctions in the area of personnel are:-
a. Lack of sltills or' expertise to carry bout administrative
functions.
b. Insufficiien staff to operate office equipment or do some major
aspect of work in the oflllce.
c. Lack of planned prograinnles for improving staff personnel
relationship and for in-service training of personnel.
Ogbonnaya (1997) expsessed his concern for personnel constraints
in our eclucational institutions in the following words "inadequate science
and technical teachers in our schools will imply that the science
curriculum of our schools will not be covered."
In Mgbodilc et al (2003), Ogbonnaya again stressed the lack of
personnel in subjects like aeronautic and coinputer engineering,
operations research and statistics, telecommunications and foreign
languages like French and German. It is important to note also that even
in Nigerian languages such as the three main ones (Ibo, Yoruba and
I-iausa), there is acute shortage of personnel to teach them at secondary
school level.
Oboegbulain in Mgbodile et a1 (2003) stressed the need fos planned
prograilmes for improving staff personnel in the following words:
"teachers both experienced and new require at one time or the other on-
the-job training to improve their performance." Ideally, the teaching and
non-teaching staff requires in-service education prograinines, seminars
and worlcshops as well as occasional staff group discussions to keep them
abreast ofthe knowledge in their fields.
PHYSICAL FACILITIES AND EQUIPMENT CONSTRAINT
lnadcquate physical facilities and equipment constitute another
major constraint to the functions of educational administration, Ogunsaju
(1984) viewed school physical facilities and equipment as important
factor resousces necessary for the achievement of educational goals.
Si~icc human scsources or personnel cannot operate in a vacuum, there i s
need for materials, facilities and equipment which act as ino(i.
teaching and learning.
Olaitan and Agusiobo (1 998) have noted that "suitabl:-
needed for instruction and skill development in teaching. St I
be provided with facilities to see, experiment, interact will)
group. Facilities help to enhance teaching and learning.
Ogbonnaya in Mgbodile et al (2003) identified the following as
facilities co~lstraining the adininistrative functions in educational
institutions in Nigeria:-
i. Inadequate school buildings:- This includes classrooms, assembly
halls, administrative blocks, laboratories, libraries, hostels.
. . I . 'I'eaching aids and equipment - con~pu ter equipment and science
equipn~ent
. . . 111. He noted that some have 'dilapidated structures and equipment
while others have uncompleted buildings.
Infact, from all noolts and crannies of the Nigerian society, it can
be observed that physical facilities and equipment constraints constitute a
inajor problem in our educational institutions.
Other constraints to administrative functions which form serious
set-backs to educational institutions are: inaccurate statistical data,
influence of politics, poor coinmunication between the supervisory
agencies (ministry of education and school boards) and the S C ~ ~ O O ~ S ,
indiscipline, bribery and corruption (Ogbonnaya in Mgbodile et a1 2003).
These and the three constraints discussed earlier affect impleinentation
and hence the administrative functions of educational institutions.
EMPIKICAL STUDlES
A review of researches carried out in the area of the study was also
done to support the conceptual/theoretical framework. Ojukwu carried
out a research on constraints to administrative function in the registrar's
department of colleges of education in Anambra State. Four research
questions and two null hypotheses were formulated to guide the study. A
researcher developed questionnaire was used as instrument for data
collection. The instrument was administered to one hundred staff of the
registrar's department of the college of education under study. Mean
scores were used to answer ihe four research questions while t-test
statistics was used to test the two null hypothesis formulated for the
study.
The results of the findings were that:-
I . It was the opinions of the staff of the registrar's department of
Nwafor Orisn College of Education and Federal College of
Education Technical Uinunze that financial constraints to
administrative functions include insufficient funds to procure items
of stationeries, computer, audio-visual equipment, refurbish
dilapidated office equipment, organize seminars and workshops
and advertisement of programmes.
, . 11. Staff of both colleges were of the view that physical facilities and
equipment constraints the administrative function. This includes
insufficient office accommodation, inadequate office furniture and
others. This findings support the observation of a common man
who walks into any educational institution in most parts of Nigeria.
Oltafor Caroline Ifeorna (1998) carried out a research on
administrative constraints to iinpleinentation of adult education
programmes in Awka and Onitsha Education zones of Anainbra State.
She used stratified random sampling technique to select two hundred and
fifty adult education instructors involved in the study. All the sixty-four
senior administrative staff of the adult education unit of Ministry of
Education was involved in the study. A researcher developed
questionnaire was used as instrument for data collection.
'The results obtained were as follows:-
i . The opinions of both senior administrative staff of Ministry of
Education and adult instructors were that financial constraints
led to poor and irregular renumeration for instructors,
inadequate f h d to procure facilities and equipment necessary
for implementation, inadequate fund for organizing seminars,
workshops and in-service programmes as well as inadequate
funds to carry out the programme of supervision.
. . 11. Physical facilities and equipments were lacking in the area of
accommodation and recreational facilities.
. . . 111. Constraints in the area of staff personnel included lack of
training oppoi-tunities for administrative staff and instructors as
well as poor condition of service for staff.
A study on constraints to adininistrative functions of Post Primary
Education Board of Lagos State was carried out by Okolie (2003). The
results also revealed that inadequate funding, inadequate infrastructural
facilities, communication gap and unhealthy local politics were
constraints to administrative functions in Lagos State.
Also researches carried out by Onye (1991), Eze (1995) and
Chultwu (1995) revealed that there were financial constraints in the
management of primary and secondary schools in lmo, Enugu and
Ebonyi States respectively.
The trends in the review of empirical studies show that constraints
to administration and administrative functions are on the increase. In all
the studies on constraints carried out, financial equipment, facilities and
personnel constraint rank very high in the mean scores (3.70 and above in
most cases) with level of acceptance of2.50.
SlJMMARY OF REVIEW
From the literature reviewed, administration is seen as basically
necessary for the existence of any organization as it aims at using human
and material resources for the realization of set objectives. The review
also looked at the methods or techniques for achieving these set
objectives and this is through administrative functions which include
planning, organizing, coordinating, stimulating and evaluating.
The literature review also revealed that administrative functions are
not without constraints or kctors militating against them. These
constraints as revealed by the review includes financial constraints,
personnel constraints, physical facilities, equipment and constraints
emanating from poor school services management.
Recent empirical studies carried out in contemporary times in other
states of the federation were also reviewed and they revealed that some of
the major constraints to administrative functions were as enumerated
above. In Kogi State, constraints to administrative functions have not
heen discovered hence the study to identify the constraints to the
administrative I'unctions of Kogi State 'Ieaching Service Co~nmission.
CfIAI'?'ER THREE
RESEARCH METHOD
l h i s chapter serves as a plan or blue print of the study by
presenting the research design and explaining the method employed in
conducting the investigation.
This chapter will be treated under the following sub-headings
1.
. . 11.
... 111.
iv.
v.
vi.
vii.
... VI11.
ix.
X.
Design of the study
Area of the study
Population of the study
Sample and sanipling techiiique
Instruments ibr data collection
Validity of the instrument
Reliability of the instrument
Administration of the instrument
Method of data collection
Method of data aiialysis.
DESIGN OF THE STUDY
The Design of the study was descriptive survey. Descriptive
Survey design was used because the study aimed at collecting data and
describing the characteristic fyatures of the opinion of staff of Teaching
Service Commission.
It sought to study the opinions of staff of teaching service
co~nmission and principals of schools under the comn~ission on the
constraints to the administrative functions of the commission. The study
was interested in surveying the respondent's opinions without
manipulation of variables.
AREA OF STUDY
This study was carried out in Lokoja, the confluence city and
capital of Kogi State. The area comprised of the Igala, Ebira and Okun
spealting tribe. As the name above, confluence city, signifies, it is located
at the confluence of river Niger and river Benue. Kogi state was divided
into three senatorial zones - tlie Eastern senatorial zone consisting of the
lgala spealting tribe, the western zone consisting of the Yoruba (okun)
speaking tribe and the central senatorial zone consist of Ebira speaking
tribe .
The study was conducted using as its coverage the teaching service
con~inission head quarters office, the eight zonal offices of the
co~ninission located at Idah, Deltina, Anltpa, Okene, Ogaininana, Isarllu
Icabba, Lokoja and all tlie secondary scl~ools under the teaching service
TABLE 1 : POPULATlON OF STUDY (Staff of TSC and Principals) Category Staff of TSC
Number 3 16
POPULATION OF THE STUDY
'l'he population of study comprised of all the staff of teaching
service commission l~eadc~uarters at Lokoja and the zonal offices of the
eight zones, and all the principals under the teaching service cominission.
SAMPLE AND SAMPLING TECl-INJQUE
'Thc entire staff oC the teaching service cominission and the
principals of secondary schools under the commission were used because
of the smallness of the population.
INSTRUMENT FOR DATA COLLECTION
The instrument designed for use in the study was questionnaire
titled "Constraints to Administrative Functions Questionnaire", "CAFQ".
It is made up of two parts, part one 'A' consist of introductoiy letter to
respondents which contained the purpose of the study and an earnest
request for the respondents to complete the iteins of the questionnaire.
Part one 'B' consists of personal data which sought the name of the
administrative unit of the respondent, rank/post as well as the years of
experience of the staff. 'The third part consist of thirty-four questionnaire
items homogeneously keyed in four clusters 'I', 'II', 'HI', 'IV'.
The iteins of the questionnaire were developed after a
comprel~ensive interview with. some senior officials of the teaching
service co~ninission. Some information were also gathered from both
en~pirical and theoretical review of literature.
The questionnaire was developed on Ibur point rating scale of
Slro~lgly Agree(SA), Agree(A), l)isagree(ll), and Strongly Disagree(SD).
The ratings designed are as shown below:-
SA = 4 points
A = 3 points
D = 2 points
SD = 1 point
The respondent was expected to "tick" the appropriate column.
VALIDATION OF 1NSTIiUMENT
The instrument was face-validated by six experts in educational
administration of the department of education, University of Nigeria
Nsukka. The six experts were given the draft of the instrument. They
were requested to check the struct~iring and adequacy of the items and the
weighting of the responses. The structuring of the items and the
weighting of the scores were considered adequate after corrections were
made.
RELIABILITY OF THE INSTRUMENT
To determine the reliability of the instrument for this study, the
q~~estionnaire was administered to thirty officials of Science Technology
and Technical Education Board, Loltoja. Two weeks later, the instru~nent
was administered to the same group of respondents. Using the first and
the second scores after the administration of the instrument, a test-retest
reliability estimate was computed using the Pearson's Product Moment
Coc l'licient o I' Correlation. 'l'hc coefiicient obtained was 0.70. 'I'his value
was t11erefi)re considered high enough to permit the conclusion that the
instrument is reliable.
ADMINISTRATION OF THE INSTRUMENT
'I'he researcher employed the direct delivery technique in the
administration of the questionnaire. This afforded the researcher the
opportunity for explanations where necessary.
METHODS OF DATA ANALYSIS
The data collected was analyzed using mean score in answering the
research questions. A score of 2.50 and above was taken to mean that the
respondent is jn agreement with the option while a mean of 2.49 and
below showed disagreement to the items of the instruinent. T-test
statistics was used at 0.05 level of significance to test the hypothesis.
I'IIlCSKNTA'TION OF RESULrI'S
This chapter is concerned with the presentation and analysis of the
data based on the h u r research questions and two null hypothesis of the
study. The data are presented on tables.
RESEARCH QUESTION ONE
What are the iinancial constraints to the administrative functioils of
Kogi State Teaching Service Conmission?
The data for providing answers to the above research question are
presented in table 2 below:
Table 2: Mean ratings of the principals and staff of teaching service
commission on financial constraints to the administrative fulictioning of
the commission.
Staff of Teaching Service Principals of Teaching Service Con~mission X
3.55
SIN
--
1.
'There is inadequate funds for the payment of stall' salaries, implenlenlalion of promotions and paynient of promotion arrears 'There is inadequate S L ~ I I ~ S for the procurement and maintenance of equipment and slationeries and
Commission CAFQ I t e m
Delay in the release of funds to prepare budget
3.39
3.43
DEC
A
CAFQ Itenls I Service Commission I Colnmission
' 'T I Principals of Teaching I Staff of Teaching Service
.-
overhead cost is - 1 -
inadequate Funds are not available -1 for thc pay~ncnt or salaries of field supervisors Lack of filnds for organizing seminars 1 3.1 8
co~niilission collaborate with principals in rendering inaccurate ( 2.49 financial-account of I their income and 1 expenditure Financial malpractices/ embezzlement of school funds by the 1 2.37
principals. 'There is inadequate funds lor the recruitment of staff I Cluster Mean (x) 1 3.03
-- ST) -pqx - -- -- --
'Table 2 above presents the mean ratings of the secondary school
prmcipals and the staff of the teaching service commission in Kogi State
on the financial constraints to the administrative functions of the
commission. Looking at the table, it can be seen that items 1, 2, 3, 5 and 8
are rated 3.55, 3.39, 3.43, 3.18 and 3.45 with standard deviations of 0.71,
0.83, 0.83, 0.94 and 0.66 by the secondary school principals. The staff of
the teaching service coinmission rated items 1, 2, 3, 5 and 8 as 2.90, 3.20,
3.00, 2.90 and 3.15 with standard deviations of 0.84, 1-96., 1 .O4, 1 .O8,
0.87 and 0.66 respectively. lteins 6 and 7 are rated 2.4 and 2.37 with
standard deviations of 1.03 and 0.90 by the principals while items 4 and 6
1.08 and 0.83 are rated 2.43 arid 1
respectively.
-85 with standard deviations of
I t is therefore, the opinions of the principals and staff of teaching
service coininission that there are delays in the release of funds to prepare
budgets, inadequate funds for payment of staff salaries, implementation
of promotions and payment of proinotion arrears as well as for the
procurement and maintenance of equipment and stationeries, lack of
fiunds for organizing seminars and workshops and inadequate funds for
the recruitment of staff.
RESEARCH QUESTION TWO
What are the personnel constraints to the administrative fiinctions
of the Kogi State Teaching Service Commission?
The data for providing answers to the above research question are
presented in table 3 below:
Table 3: Mean ratings of the principals and staff of the teaching
service coininission on personnel constraints to the administrative
functions of Kogi State Teaching Service Coinmission.
Conflict between the
SIN 1 authorities of the 1 2,41 ] 0.19 1 coinmission in the handling of administrative duties --
Principals of Teaching CAFQ I'I'EMS Service Co~nniission
Staff' of 'Teaching Service
Principals of Teaching Commission
The carelessness of .he officials of the :ommission in the landling of stafl 3fficial documents I'here is politics in the
~ersonnel into key ?ositions rather than basing appointment on ~ilerits - Illere is lack of ;leasly defined criteria Tor staff promotion by the state Illterference of Government Officials in the discipline of staff Request from Government officials for prefereiltial posting of relations to schools of choice There is insufficient trained personnel in key areas of teaching and computer services I'rincipals and teachers' refusal to accept postings to rural areas There are inadequate stalf to teach key or major subjects in the sc1100ls There is insufficient staff to carry out the progranllne of
There is lack of cooperation between principals and officials of the commission.
.- / I ~ u a l i l i e d staff to car17 I I out the research [ 20 1 fwctions of the u- commission are
insufficient
I'rincipals of Teaching Staff of Teaching Service Commission
"i"
Table 3 above presents the mean ratings of the secondary school
principals and the staff of the teaching service co~nmission in Kogi State
on the personnel constraints to the administrative functions of the
commission. From the table, it can be seen that items 10, 1 1, 13, 14, 15,
17, 18 and 20 are rated 2.77, 3.67, 2.67, 3.21, 3.52, 3.80, 2.87, and 3.13
with standard deviations of 0.91, 0.54, 0.93, 0.67, 0.61, 0.48, 0.85 and
0
0.71 respectively by the secondary school principals. The staff of the
teaching service comnlission rated items 1 1, 13, 14, 15, 16, 17 and 18 as
2.97, 2.71, 3.00, 3.28, 2.77, 3.35 and 2.55 with standard deviations of
1.04, 1.00, 0.92, 0.69, 0.91,0.85 and 0.91 respectively.
Items 9, 12, 16 and 19 are rated 2.41, 2.44, 2.09 and 2.34 wit11
standard deviations of 0.79, 0.85, 0.9 1 and 0.74 by the secondary school
principals while items 9, 10, 12 and 19 are rated 2.12, 2.32, 2.19 and 2.13
with standard deviations of 0.95, 1.12, 1.02 and 0.90 by the staff of
teacliing service commission.
From the ratings of both the principals and staff of teaching service
com~iiissio~~, it is discovered that i t em 11, 13, 14, 15, 17 and 18 are rated
high by both groups of respondents. It is therefore the opinion of both
groups that there is politics in the appointment of personnel into key
positions rather basing appointment on merit, interference of government
officials in the discipline of staff, request from government officials for
preferential posting of relations to schools of their choice. Also there are
insufficient trained personnel in key areas of teaching and computer
services, inadequate staff to teach key or major subjects in the schools
and insufficient staff' to carry out the programme of supervisions.
The ratings of the principals and staff of the teaching service
commission also revealed that i t e m 9, 12 and 19 are rated below the cut-
off point of 2.50. This shows that both groups disagree with the opinioli
that there is conflict between the authorities of the commissioi~ in the
handling of administrative duties, lack of clearly defined criteria for staff
promotion by the state and lack of co-operation between principals and
officials of the commission.
RESEARCH QUESTION THREE
What are the physical facilities and equipment constraints to the
administrative functions of Kogi State Teaclling Service Commission?
This research question was generated to find out whether there are
constraints to the provisions and maintenance of physical facilities and
equipment in Kogi State Teaching Service Commission. Table 4 below
provides answers to the above research question.
Table 4: Mean ratings of the principals of secondary schools and
staff of teaching service commission on physical facilities and equipment
constraints to the administrative fui~ctions of Kogi State Teaching Service
Coinmission.
Principals of Teaching I Staff of Teaching Service Service Con~mission I Commission
Lack of serviceable 3fficial vehicles to undertake field supervision There is insufficient office accoininodation for the staff of the co~nmission and its zonal offices Important school records such as admission registers, class registers, adinission registers, schemes and records of work are not readily provided by government Inadequate provision of accominodation for staff and students. Provision of oflice ecluipinent and ~naterials for inaimgeinent staff are grossly inadequate Lack of coinputer equipment and operator for effective school service.
Cluster mean (x)
DEC
S A
Table 4 above presents the mean ratings of the secondary school
principals and the staff of teaching service cominission, Kogi State on the
physical facilities and equipment constraints to administrative functions
of the commission. Looking at the table, iteins 21, 22, 23, 24, 25 and 26
are rated 3.78, 3.51, 2.74, 3.50, 3.49 and 3.89 with standard deviations of
0.42, 0.67, 0.95, 0.50, 0.61 and 0.31 respectively by the principals of
secondary schools while items 21, 22, 24, 25 and 26 are rated 3.36, 3.61,
3.55, 3.35 and 3.45 with standard deviations of 0.61, 0.85, 0.55, 0.69 and
0.66 respectively by the staff of the teaching service commission.
The ratings of both the principals and the staff of the teaching
service coinmission show that iteins 21, 22, 24, 25 and 26 are rated high
by both groups well above the cut-off point of 2.50. It is therefore the
opinion of both groups that there is lack of serviceable official vehicles to
undertake field supervision, insuficient office accommodation for the
staff of the coinmission and its zonal offices, inadequate provision of
accoininodation for staff and students, inadequate provision of office
equipment and material for management staff and lack of computer
equipinent and operator for effective school services.
RESEARCH QlJESTlON FOUR
In what ways do school services constitute constraints to the
administrative functions of Kogi State Teaching Service Cominissioii?
46
'The data ibr providing answers to the above research question are
presented in table 5 below.
Table 5: Mean ratings of Principals and Staff of teaching service
commission on ways in which school services constitute constraints to the
administrative functions of Kogi State Teaching Service Commission.
S/NI CAQ ITEMS I Princi
27 There are insufficient incentives to officers in 3 3 5
Falsification of reports by principals in the
I sunervision. I There is lack of proper supervision by the commission and its zonal offices due to corruption Inefficiency on the part of the commission in planning programmes and activities to keep the interest of the commission and schools under it.
3 1 . The delay in sending required returns to the commission by the principals
Cluster mean (X)
als of Tea : Cornmis!
;hing Staff of Teaching Service ion Commission.
Table 5 above shows the mean ratings of the secondary school
principals and the stafT of the teaching service commission, Kogi State on
ways in which school services constitute constraints to the administrative
h c t i o n s of Kogi State teaching Service Commission.
Loolting at the table, items 27, 29, 30 and 31 are rated 3.55, 2.90, 2.90
and 2.57 with standard deviations of 0.67, 0.73, 0.73 and 0.83
respectively by the principals of secondary schools while i t em 27, 30
and 31 are rated 3.25, 2.63 and 3.00 with standard deviations of 0.73,
0.97 and 0.98 respcctively by the staff of the teaching service
coinmission.
The ratings of both the principals and staff of teaching service
coin~nission show that iteins 27, 30 and 3 1 are rated above the cut-off
point of 2.50. It is therefore, the opinion of both groups that there is no
Salsiiication of reports by the principals in area of staff regularity, staff
audit and internal supervision.
HYPOTHESIS ONE
There is no significant difference (P<0.05) between the mean
ratings of the staff of the teaching service commission and those of the
principals of secondary schools with regards to the financial constraints to
the administrative functions of the commission.
'To test the above null hypothesis, a t-test analysis of the difference
between the mean scores of the principals of secondary schools and the
senior staff of Kogi State Teaching Service Commission was computed
and the result is shown in table 6 below;
Table 6: Su~mnary or t-test analysis for hypothesis one.
Subject
Principals
teaching service
7 q - F respondents Level of Cal t- significance value
'Table t- value
decision
Hol is rejected
The table above shows that the calculated t-value at 523 degrees of
freedom and 0.05 level of significance is 3.17. Since the calculated t-
value is greater than the t-table value of 1.96 as revealed by the table, the
first null hypotl-~esis of the study is rejected. There is therefore a
significant difference between the opinion of principals and the staff of
Kogi State Teaching Service Coininission on the financial constraints to
the administrative functions.
I-IYPOTI-1ESlS TWO
There is no significant difference (P<0.05) between the mean
ratings of the staff of teaching service coininission and those of the
principals of schools with regard to the ways in which physical facilities
a id equipment constitute constraints to the administrative functions of the
commission.
To test the above null hypothesis a t-test analysis of the difference
between the mean scores of the principals of secondary schools and staff
of Kogi State Teaching Service Co~ninission was computed and the result
shown on table 7 below.
Table 7: Summary of t-test for hypothesis two.
Subject Level of respo~ide~ils significance
Principals 1 209 1 3.48 I 0.57 I I teaching service 1316 commission I 1 I I I
Cal t- Table
value value
decision
Ho2 is rejected
Fro111 the above table, we can see that the calculated t-value is 4.30
at 523 degrees of freedom and 0.05 level of significance. Since the
calculated t-value of 4.30 is greater than the table value of 1.96, the
second null hypothesis of the study is rejected. There is therefore, a
significant difference between the opinions,of principals and senior staff
of the Kogi State Teaching Service Cominissioi~ on the ways in which
physical facilities and equipment constitute constraints to the
administrative functions of Kogi State Teaching Service Cominission.
CIlAPTEII FIVE
DISCUSSION OF RESULrl'S, CONCLUSION AND RECOMMENDATIONS
In this cliapter, the results of the study based on the data analysis
made in chapter four are examined interpreted and inferences drawn from
them. The discussions are done in relation to the research questions posed
and liypothesis postulated to guide the study. The chapter also discusses
limitations to the study, make recommendations for fhrther studies and
closes with summary and coi~clusions of findings.
DISCUSSION OF RESULTS
RESEARCH QUESTION ONE
This research question sought to find out the financial constraints
to the administrative functions of the Kogi State Teaching Service
Commission. The results showed that there was inadequate provision of
funds to the Kogi State Teaching Service Commission. This was
observed in items I , 2, 3, 5 and 8 of the questionnaire and with a cluster
mean score of 3.03 of the principals' responses and 2.77 of the staff of
teaching service commissions' responses of this research question. The
low mean score (below the criterion mean of 2.50) of items 6 and 7 by the
respondents is an indication illat the financial constraints of the
commission did not emanate fioin within the coinmission. Tliis also
goes further to confirm that the financial constraints of the co~nrnission
are due to provision of inadequate funds to the coinlnission for her to
carry out Ilcr li~~lctiolls.
In line with the observations of Adesina (1 98 I), Ezeoda ( I 995) and
Ogbonnaya (1997), the governinent of the federation does not provide
sufficient funds for the implementation of educational programmes. I n
research studies carried out by Onye (1991), Eze (1995) and Chuk\vu
(1995), it was reported that there were financial constraints to the
management of prin~ary and secondary schools in Enugu and Ebonyi
States. 111 the same way, the present findings have revealed that the
provision of funds to Kogi State Teaching Service Coinmission is
inadequate and this is one of the major coi~straints to the proper
functioning of the coinn~ission. Wllen the provision of funds is
inadequate, the re~nuneration to workers cannot be sufficiently paid and
purchase of needed equipinents and facilities for proper functioning of the
organization cannot be done.
RESEARCH QUESTION TWO
Research Question two sought to find out the personnel constraints
to the administrative functions of Kogi State Teaching Service
Commission. From the results obtained for this research question as
displayed in table 3 of chapter'four, it is evident that there were personnel
co~~straints to the administrative functions of the commission. As can be
observed from the result, items 1 1, 13 and 14 which are highly rated by
the respondents are in the area of personnel administration. It is clear
from thc rcsult that thc right persons were not placed in the right
positions. This corruptive practices leads to low productivity which is a
constraint to any administration. This finding is in line with the work of
Roe (1961) and Meyer Bright Bill (1963) who observed that the strength
of any administration and the quality of any educational programme
depends to a greater degree on the quality and effectiveness of the
personnel associated with it.
ltelns 15, 17 and 18 are also highly rated by the respondents. These
items are in the area of insufficient trained personnel. It was observed
fi.0111 the result that there are insufficient trained personnel in the key
areas of teaching subjects, computer operation services and supervision of
educatioixil programmes. The findings of (this study confirm the earlier
work of Ogbonnaya. Ogboimaya (1997, 2003) lamented over the lack of
personnel in the area of sciences and technical education as well as
aeronautic and computer engineering and expressed that the curriculuin
cannot be covered in these areas. This has a lot of implications on the
acquisition of' such skills in our society.
RESEARCH QUESTION IHREE
This research question sought to find O L I ~ whether physical facilities
and equipment are constraints to the Kogi State Teaching Service
Commission.
'lhe answer to this research question as shown in table 4 of chapter
Sour revealed that the provision of infi-astructural facilities and equipment
is nlost inadequate. This is observed in items 2 1-26 of the questionnaire
and the cluster mean score to this research question being 3.48 and 3.24
respectively by both groups of respondents showing that the respondents
strongly agreed that the infsastructural facilities were poorly and
inadequately provided at the teaching service co~ninission level and also
in schools. ' I l e findings of this study is in line with the findings of
Ogbonnaya (2003) who noted that the facilities constraining the
administration functions in educational institutions in Nigeria includes
inadequate school buildings, teaching aids and equipment.
Ulteje (1976) ed and Ogbonnaya and Ajagbown (1997) noted that
an educational agency with good and competent staff without adequate
accomn~odation and facilities cannot operate effectively. It is a fact that
the physical facilities of any organization largely set the stage for good
working enviroi~ment which in effect leads to efficiency. Physical
facilities condition of any school sets the stage for learning situation as i t
governs the relationship between teachers and students. If teachers do not
have materials for teaching, students' understanding of the lesson will be
adversely affected and teachers' productivity will be low. As revealed by
the study, an administrator without adequate equipment will experience
problems in carrying out his administrative functions.
RESEARCH QUESTION FOUR
The I-esearch question sougllt to determine ways in which school
services constituted constraints to the administrative functions of Kogi
State Teaching Service Commission. From the results obtained for this
research question displayed in table 5 of chapter four, it is evident that
inanagement of school services posed constraints to the administrative
functions of the commission. This is observed in item 27, 30 and 31 as
both groups of respondeilts rated the items above the criterion mean of
2.50. The cluster mean score of 2.86 by the principals and 2.71 by the
staff of the teaching service coini~iission showed that school services
management was actually a constraint to the administrative functions of
the commission. Infact, the essexe of school services is to iinprove the
learning situation for students and worlting situation for teachers and
other personnel in the school system.
In line with the findings of this study, Ogbonnaya in Ndu Alice N.
Ocho L. O., Olteke B. S. (1997) noted that the constraint to effective
supervision which is a part of school services is insufficient supervisory
personnel and lack of motivation. Item 27 of the questionnaire which is
highly rated by both groups of respondents shows that officers in
management positions are not &en incentives to motivate them.
DISCUSSION OF RESEARCH HYPOTHESES
HYPOTI-IESIS ONE
The first research hypothesis was centered on finding out whether
there was a significant difference between the opinions of the two groups
of respondents, principal of secondary schools and staff of teaching
service coininission regarding the issue of financial constraints to the
administrative functions of the commission. It was discovered from the
result of the study that this null hypothesis of no significant difference in
the opinions of the two groups of respondents was rejected.
The hypothesis was tested using the t-test statistics in which the t-
calculated value of 3.17 exceeded the t-critical value of 1.96 making the
null hypothesis to be rejected. The null hypothesis being rejected means
that there is a significant differeace between the opinions of the principals
of secondary schools and the staff of teaching service commission with
regard to how finance constraints the administrative function of the
coinnlission.
HYP07'HliSIS T ~ V O
The second hypothesis was aimed at finding out whether there Is a
signi ficmt cliffcsence bctween the opinions of the principals of secondary
schools and the stafl' of Kogi Statc Teaching Service Commission with
regards to physical facilities and equipment constraints to the
administrative functions of ihe commission. To test the hypothesis t-test
statistics was used to find out i f there is any significant difference
Lxtwcen the responses of two g~.oups. 'l'lle result of the t-test statistics
showed that the t-calculated value (4.30) exceeds the t-critical value of
1.96. ('Table 7 of chapter four). The result of the study therefore shows
that the second null hypothesis of no significant difference in the opinio~is
of the two groups of respondents was rejected. The null hypothesis being
rejected means that there is a significant difference between the opinions
of'the principals of secondary schools and the staff of the teaching service
coinmission with regards to the ways in which physical facilities and
equipment constraints the administrative functions of Kogi State
Teaching Service Commission.
IMPLICATIONS OF THE STUDY
The findings of this study actually confirmed that there are
constraints to the administrative functions of Kogi State Teaching Service
Commission. It revealed that the constraints affect the administrative
functions of the commission, the principals and hence the school system
as a whole. The constraints identified in this study include inadequate
funds, inadequate physical facilities and equipment, constraints in
personnel and personnel administration, as well as insufficient rendering
of school services. If thes'e constraints are not adequately addressed and
renioved, they will continue to exist in the state's educational institutions.
The study revealed that the Kogi State Teaching Service Com~nission and
Secondary Schools are not adequately funded and equipped with
hcilitics. 11. the sitlratio~l is not looltecl 'into, there will be poor quality of
work done at the teaching service commission level and low quality of
secondary school products. The low quality secondary school products
will form a poor foundation at tertiary level. In an attempt to meet up
with the derna~ids of tertiary institutions some of these poor quality
secondary school products may resort to vices such as examination
inalpractice and cultism which may eventually lead to production of poor
quality graduates and contempt on the country's certificate.
Whatever the expertise in policy formulation, without the removal
of financial, facilities and equipment constraints, the aims and objectives
of education in the state cannot be achieved.
Another implication is that there,is a lot of imbalance in the
appointment and transfer of personnel. Many appointments and transfers
are aimed at satisfying personal interest and desires and this is inimical to
educational progress in any society.
A statistically significant difference was noticed between the
responses of the principals and staff of teaching service commission. The
implication of this is that the principals and senior staff of the teaching
service coininission have ndt got an intimate relationship or sincere
cooperation among themselves. There may be a sort of hide and seek type
of game which breeds suspicion and this inimical to the progress of any
group ofpcople.
REC0MMENI)ATIONS
Based on the results, the discussions, and the implications of this
study highlighted, the following recoinmendations were made.
The Kogi Stale 'I'eaclling Service Commission should ensure
adequate provision and proper disbursement of functs to the
teaching service coinn~ission to enable her carry out her
administrative functions.
Government should recruit staff especially in key areas of teaching
subjects such as sciences, ~nathematics, computer and technical
education to allow the aim of education in the state to be achieved.
The state government should organize seminars and workshops for
principals and staff of the Teaching Service Co~nmission to keep
them abreast of current trends in administration of educational
institutions.
Adequate infrastructural facilities such as enough office
accolnmodation and classroo~ns as well as necessary equipment
both at teaching service commission level and in schools should be
provided by government to enhance administrative functions.
5 . The administralors at the teaching service coinmission level and
principals 01' schools sliould cooperate and walk hand-in-hand for
effective administration.
LIMITATIONS O F THE S'rUDY
One of the limitations of the study was that soine of the
respondents were reluctant in giving accurate responses to soine items of
the questionnaire as they were very critical of them while others felt that
it was an assessment of their work.
Secondly, the study is restricted to Kogi State Teaching Service
Comil~ission, a secondary school inanageinent body. It may not be
feasible to generalize the findings of the study across the nation because
research findings in other areas especially states that are more buoyant
may not give the same result.
Thirdly, a large land area which had to be covered by the research
posed financial and stressful problems. Almost all major villages in the
stale have secondary schools and to visit all the scl~ools was a stressful
.job. Some respondents had to be visited several times to retrieve the
instrument of the study.
SUGGESTIONS FOR FUR'I'IIER STUDY
Based on the findings. and linliiations of the present study, the
following areas for lirrlher study are suggested:
Constraints to administrative functions of the teaching service
commission in other states with different geographical and socio-
economic background.
Strategies for improving the administrative functions of Kogi State
Teaching Service Commission.
Impact of politics on the administrative functions of Kogi State
Teaching Service Co~nmission and other school management
boards in Kogi State.
Decision making and personnel administration in Nigerian
educational institutions.
SUMMARY OF THE STUDY
The purpose of the study was to identify the constraints to the
administrative functions of Kogi State Teaching Service Commission.
To guide the study, four research questions were posed and two
hypotheses postulated. The instrument used for data collection was a
structured questionnaire of four point response pattern. The populations
of study were 3 16 staff of teaching service comnlission and 21 5
principals of schools under Kogi State Teaching Service Coinmission of
Kogi State. The entire population of principals and staff of teaching
service co~nmission were used 'for the study. There was no sampling due
to the s~nallness of the population.
The data collected were analyzed using mean scores to answer the
research questions while the hypothesis was tested at 0.05 level of
significance using t-test statistics. 'l'he findings revealed that inadequate
funding, inadequate physical facilities and equipment, lack of needed
perso~inel and poor personnel adn~i~iistration coupled with inadequate
incentives for proper scliool services prograimnes were the constraints to
the administrative functions of the comn~ission. There were signiiicaut
differences between the responses of tlie principals of schools and those
of the stafc of the teaching service commission.
Reco~mnendations were made based on the findings of the study.
COMPUTATION OF T-TEST FOR HYPOTHESIS I
APPENDIX 111
COMPUTATION OF T-TEST FOR HYPOTHESIS I1
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Department of Education Foundation Faculty of Education Ullivcrsity o f Nigeria Nsultka lgth April 2005
To Whom it may concern
The bearer, Mrs Ameh Halima Juliet is a post-graduate student of
the department of educational foundation of the above institution.
She is currently undertaking a research project titled "Constraint to
Administrative Functions of Kogi State Teaching Service Commission".
Please accord her the necessary assistance she requires to enable
her successfully complete the project.
Dr N. 0. Ogboimaya Course Coordinator
Department of Education Foundation Faculty of Education University of Nigeria Nsukka 1 81h April 2005
L,ETI'ER 01; INTRODUC'I'ION FOR COMPLETING QUESTIONNAIRE
I am a Masters Degree student of the faculty of Education of the
above university. I am carrying out a research titled "Constraints to
Administrative functions of Kogi Stale Teaching Service Commission.''
Your honest responses to the questions contained in the attached
questionnaire will assist me in the completion of the research project.
I wish to ensure you that the study is purely academic that any
information given by you will be treated in strict confidence. I solicit
your candid opinion and lnaximuin cooperation.
Thanks
Alneh Halima Juliet (Researcher)
SECTION A Part J.3: Perso~ial Inbrmation
................ 1. Name of Administrative Unit within the co~n~nission..
......................... 2. PostIRank of Respondent..
3. Years of Experience: 0-5 yrs 6-1OyrsO 1lyrsaboveO
SECTION B: CAFQ
Put a tick in the appropriate colu~nn. Please note that:-
SA stands for Strongly Agree 4 points
A stands for Agree 3 points
D stands for Disagree 2 points
SD stands for Strongly Disagree 1 point
CAPQ ITEMS
I The following cor~stitute financial constraints to Kogi State Teaching Commission
There is delay in the release of Cunds to prepare budget estimate
There is inadequate funds for the payment of staff salaries, imple~nentation of proinotions and payment of promotion arrears There is inadequate funds for the procurement and maintenance of equipment and stationeries and overhead cost is inadequate
Funds are not available for the payment of salaries of ficld supervisors.
'There is lack of funds for organizing seminars and workshops
The officials of the coininission in authority collaborate with principals in rendering inaccurate financial account
, of their income and expenditure.
SA A
7 Financial malpractices/embezzIe~ner~t of scl~ool funds by the principal
8 I There is inadequate fund for the recruitment of staff
I1 The following are tlie staff persome1 constraint of Kogi State Teaching Service Commission
Conflict between the authorities of the colninission in 9 -- the handling of administrative duties is a constraint to
I the administrative functioning of the coinmission I
The carelessness of the ofiicials of the co~nrnission in the llandling of staff orficial docuinents
?'here is politics in the appointment of personnel into key positions rather than basing appointment on merits
There is lack of clearly defined criteria for staff promotion by the state
I
Interference of Government Ol'Trcials on the discipline of staff
Request from Government officials for preferential posting of relations to urban schools
There is insuflicient trained personnel in key areas of teaching and computer services
Principals and teachers' refusal to accept postings to rural areas is a source of constraint to the commission
'There are inadequate staff to teach key or major subjects in the schools
18 I Therc is insufficient staff to carry out the progranme of supervision
l9 I There'is lack of cooperation between principals and officials of the cornmission.
2o i Qualified staff to carry out the research functions of the commission are insufficient
111 Tlie Constraints from Pl~ysical facilities arid equip~ueat are as follows
21 I Lack of serviceable official vehicles to undertake field supervision
22 I 'I'here is insufficient office acconlmodation for the staff of the colninission and its zonal offices
S/N 1 CAFO ITEMS
23
24
25
26
Important school records such as admission registers, class registers, schemcs and records o f work are not readily provided by government - Inadequate provisiG o f accommodation for staff and students are constraiuts to effective administrative functioning of the conimission
Provision or office equipment and materials for management staff are grossly inadequate
Lack oC computer equipment and operator for effective school services is another constraint of the commission's administrative fi~nctions
27
2 8
29
IV Constraints from ir~anagetnent of school services include:-
'Thcre are insuIficient incentives to oflicers in management positior~s
Falsihxtion of reports by principals in the area of staff regularity, staff audit and internal supervision constitute constraints to the coin~nission's administrative liinct ioning
'There is lack of proper supervision by the commission and its zonal offices due to corruption
30
31
Inefficiency on the part of the commission in planning programmes and activities to keep the interest of the coininission and schools under it. The delay in sending required returns to the coinmission by the principals constitute a source of constraint to the coin~nission administrative functions.