University of Nigeria Reuben Emmanuel...University of Nigeria Research Publications OKORIE, Reuben...
Transcript of University of Nigeria Reuben Emmanuel...University of Nigeria Research Publications OKORIE, Reuben...
University of Nigeria Research Publications
OKORIE, Reuben Emmanuel
Aut
hor
PG/M.Ed/98/25902
Title
Management Problem of West African Technological Seminar and West African Advanced
School of Theology Owerri, Imo State.
Facu
lty
Education
Dep
artm
ent
Education
Dat
e February, 2002
Sign
atur
e
MANAGEMENT PROBLEMS OF WEST AFMGAN TECI3NOLOCICAL SEWINAR
REUBEN, EMMA OKORJ4 (VERY REV.) FG/h7.EDl9$/23902.
DEPARTMENT OF EDUCATION (EDUCATIONAL ADMLNISrUUT!ON AND PLANNING)
UNIVERSITY OF NIGERIA, NSUKKA
WANAGEMEHT PRCBLEMS OF WEST AFRICAN TSIEOLOGICAL SEMINARY
RND
A RESEARCH REPORT PREsLlNTED TO THE FACCIL-I 'I OF EDUCATION CINIVEIZSITY OF NIGERIA, NS!IKKA.
APPROVAL PAGE
CERTIFICATION
?'he wn1~1; erribodicd i n t h i s p r o j ~ r l is origi~aal a11d I?;Is no! bcen subm'l c.11 in p r ~ [,I' I t ! I1 for ti~y other Diplorn;~ or I l rgrce af Illis or ;lny o t h c r U ~ e i v c r j i ~ ~ .
I'TIIS PROJECT IS DED!C;irTEIl TO 311' GREAT J'ltOV1L)ER 71f E
-46JllCIr[T'tt GOD.
I ) ~ p r l ~ n r . u t of Eclr ic ;~t io~~. Z ~ l r r .c . rs i ty of Nigeria NsuJ~IL~I.
T q 5 t E OF CONTENTS
... , . l l i s t ra;~cls:. ................................................................................. . . . I , I I I
CHAPTER ONE: l r r t r ~ d u c t i ~ n : ....................................................... i
............................................. Purpose of the study: 1;
................................................ Scope of #he stq~tly: 6
Significance of the study: ....................................... 7
......................................................... IIypotl~csis: 'I
............................................ CHAPTER TWO: Rrvicw of 1itc1.i~lt11-e: 1 O
I . 1 ]ILL cumpnnertls of rnnn:~ppnirot: ..............,.,....................., 1-I
T l ~ c in~por la l~cc ui' Rlarr:lgcmer~ t in Ecluc:~liorl;~l
. . Instilut~ons: ......................... ........................... .., . ..... .,... I9
'I'11c Theories o f Ed~c i l t i o~ l i ! l Rli~~iirgrr~~rar:. ,..,.. ...... ... . .. ... ..... 23
F;rctar 1Zeso111.css Nrcers:irTy for Arfiievcfnte~rt ol'
. a * . Dvgnniznt~on ubjectlves:. ,... .. . . . . . . . .. . . . . .. . ... . . .. . . .. . . . . . . . . . . . . . .. 26
hlnn;igerncnt fiinclior~s of he:~ds of Edtrci~tiuiinl ; ~ n d
. d 'Shi?~logki?I !nsfltu~lon$: .................... ., ....... ..... .... .. . ... .... 40
Firmtrial Il.2:~n;igemcnt: ........ .. . .... ,......, .. . .. . .. . . . .. . . . . . ... .. . .. 4 1
Imprcivirlg tlic ecfucalionnl pi-ogr;lmme: .,............ .,.... .. .... ... J 1
1Vorking with lrre Uontntunity: ..... ..... ......... .... . . . . . . 43
fil;in:\ging the School: ..... ...... ...... ...... .. .......... ............ .... 45
S~1tunln1-y of liternLur'e Rcvii'w: ........,......,....................... 47 - - - - - - _ _ -_ . _. I _ . - _-.----.._ - . - . -
CHAPTER f HREE: Rcsrnrch h~Ir.rl~odology: .... ,. . . ... . .. . . . . . ... . . . . . . 4 9
D e s i ~ n of thr study: .........,........................... 49
Areit ol\ l~c study: ,..................................... 50
I'opi~lilIion of L ~ P sf11d~~: .......... . ..... ...... , ..... . . %
Silrnple : i J snrnplirlg T~.cIiniquc: ..... .. ... ...... 51
lastrnt~~it~r t fur D;I~;I Collccriort:. . .. . . . . ,.. . . . . . . . . . . 3 r
.......................................... V;rtii!;ltion of the iosr?r~~lent: 52
.......................................... !?clinlsility af the instrr~mnit: 52
.................................... Adn~inislration of ihr iristri~rnent: 53
81 rll.tods o f Dntn Collect ion and nmrlysis: ........................... 53
..................... CHAPTER FOUR: T . ~ . i l i i pr.escntntion, ;~ri:~lysis and resd ls : 55
CHAPTER FIVE: Discussion of R~strlts. I r ~ ~ p l i c a t i o ~ l ~ of RcsearL .. zrldi~lgs.
.............................................. Reccrrr~nrc~td.~tions. 72
.... . . .............. . *. *.... - Discussion of RewIts: ...,...,, ..,.,.... .., , 72
I n ~ p l i c a t i m s of R e s ~ n r ~ c h findings: .......................... 73
............................................. R c t ~ r : l ~ n ~ n d i ~ t ions. 83
...................................... Limilnliol~s of t h e stucl~: 8-1
........................... .. S ~ g g c s t i ~ 1s for+ ~ U I - 1 1 1 ~ 1 - I ~ S C . I I . C I I . $5
......................................... Srrvlm.~~ 'y. of the study: 85
.................................................. ....... RE F~NXCES: . .....,. , , ....,..,... 9U
.................................................. , \ I'PEKDLYI : . Introduttoly Icllcr: (14
I . \ I c ; l ~ t 1L11iq.s of the ;it:itiCmic A I I ~ m:ln;~gcrllc~it s~;i!l' of \\'us1 , I ~ I . ~ C ~ I I ~ . . I t i w I u q i c ; ~ l & : I # . ~ ! I : I I > ~ i l l l d \\!cs~ Af'ric;l~i . i i j \ ' : \ ~ ~ ~ c d ! k I i o c ~ l i)f'Tl 911!og>,
ihvprri 011 the sour-ccs 01' fillids for l h r lu;lnagcrncnr LIT ~ l l e s c - - I I I ~ ! I ~ ' I I ~ ~ons: ....... .. .... ...,.. . .. ... . .. ....... , . . ... ... , . .. ... .... , ... . . . .. . ..... . . 56
I -. \lc;l~i l l ; r t i~~gs of aci~tlcmic and n t a ~ m g ~ r n e t l t s ~ . ~ l T o P I V c s r .%rr.ic;~~i
l ' l iwlo~ic: l l S e m i l r q i ~ r ~ d \\+st Afi-ic;in :~dvnncetl Srhcmf o r 'l'llr.olog.
0uci.1-i on the cx t~r l t the 11iur;rrsity of ;~ul!io~-iry is ;~tlllr~-led iu ' 1 ) r!lcsr . . . I I I ~ ~ I ~ I ~ ~ I D I ~ S : ............. ... , .. ......... . ..-... -.. .*..,. <. , ,%... ......... ....-. . . 5:;
S . .11r:11i k i t ings or i ~ t l l n i ~ ~ k t r : ~ l i \ ' ~ ;11it1 : I ~ ; I ( ~ I ~ c S I~ I I ' 011 c r i l e ~ k i I hi11 gtlide
t l ~ r rrc~xitmrtnI ~T:~c:~ricnlil: star1 of tlww i r ~ s t i t ~ ~ r i u m : ..... ..... ...... .. 6 l
4 . \ ~ L ~ : I I ~ ! I i l~ i l lg~ u f i ~ l ~ m i ~ l i s l , ;ilh'L' i111d i i ~ ~ ~ ~ ~ l 1 1 l 1 i ~ ~ h f ' f a11 Ih t u ~ ~ ~ ' I ~ ~ I ~ ~ o I I ~ + ~
~ )hv~ic ! l ] f i L L i 1 i r k ~ ii11d ~ql1ipl l ic1~ t [ h i i t i I tmC >i~ikiIiIl)I~ [Or ( 1 1 ~ ~ l l ~ r l ; ~ ~ t ~ ~ l ~ ~ l t i ~ f
. . t l i r s ~ tl~eologtr:!l ~risbilr~tions:. . .. . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . (14
4 . . % - test I ~ ~ ~ ; ~ l y s i s of' tlir t l i f f ~ . r . ~ r ~ r r ~ 11c.iwcc.11 t l lc rrrc;rn rc.01-rbs ul ' ; ic . ; id~~n~ir~;rl
; , l i d A d [ i ~ ~ ~ i s t c t t i v e s1nR 011 t l i r S O I I ~ ~ C S F,t:itls [or i f ~ v I I I : I I I : I ~ P I I I C I I ~ of
ABSTRACT
CHAPTER ONE
BACKGROUND OF THE STUDY
W ~ I I L * ;~mc~riti~s S I I C ~ ns water, l iyht, road network, ctc. 2s p ~ r [ i ~ r Iligtllightetl
:rlctlrr. tllcw? I~~slitulions are not yet into their pcrn'l:inc~lr silts d u d 10 itisrillici~llt
l~llll!..
Ir is 3g;iinst r h i s hckgrounds t h r the ~.esc:lrclw. baas ~ t ~ r ~ t i ~ i i l t r l to
;I 1u11;il t t~~ t i c~ l ;~be lhis sludy on t h e I ~ I . , I I R ~ C I I I C I I I pfol~!c'~tls uZ' M P S I C ~ 111teru t '
i C I i S I & I I ~ ~ J ~ : ~ T filld dtJcst C I i ~ l Scllool l'hrology ill1
~ i ~ u ; r l ~ d i l l Owcrt'i Zi.'-, ?tiite, so as to :lriioog o!ltcl- (I~inga, drlcritri~~c tlrc : w a s tri'
s(1-crl2tl1s ;lad wcakrittss in thc rnail:lgen~claf of'thc.sc- I~rsti~lrtior~s.
- Srreinary Ins t i t~~t io~jy re ctjr~ratioria! i ~ ~ s t i t i ~ t i o ~ l s esr ;rb!isllr.t~ lo train - - * .
~ ~ ~ i s s i ~ u : i i - i t s who c:m teach, intevpret anti prenclr the N O I - t i o r &d \F ill1 htriJ\irig
r ~ r t r i ~ u t i o r l s tr;rs rvvrr b~~n . i cnt i cd the got.crnnlrt~~t Tr-om ir~tc~-l'crr.~~ct~ illto t l~c ir - - = - - - - --- -- _ . _ - - -- . - - - - - - -
'I'lrr o r w ;ill ~ n r l - p o s ~ of this stncljr i u tu ident. . rnarlngcn~enr problems uf'
1% c - $ 1 .If1 i ~ i l 1 1 Thn.ologie;~l Scn i inwy IIII~! \Vcl;t (1ft.ici111 . id \* ;~~ lcrc l Scltool
I I r ~ w I u q l ~ u ~ l i iri Owcrri lnlo Sliltc. Spccilic:~ll~., tlic st~irlj' will:
( r j Idccrlifj' filr:tnz_'i:d nlanngctnent prob1cm.s :IS it itffccrs thcjv ini l i t t l t icl l is .
~ r i ] rclontify str-;rtcgies for. impr.o\*irrg Disciptirrr irr tlrealogiciil irtu. i t~l~ior~. , .
[ l i l ) I;iud out the criteriik that guide the appcli~l lri~er~l o r ~ C E ~ ~ I I PI'S ( l r i ichi~ ig
st;~L'ij in t h e instit,rliorrs;
SIGNIFICANCE OF il-" STUDY
1 I+tn I ' ~ \ ~ I ~ I \ u f ~ / L C ~ l i l d j 1\0~l!tI lj11I ~ ~ 1 ~ ' 1 l ~ i t 1 l ~ 1 ~ ~ 1 1 1 ~ 1 1 ~ o< 1 l i ~ h t ' i l l + ~ i ~ t l ~ ~ ~ l l ~ I l l
-4 L .~ I~[ ;J- :c p + l l i o n 10 : L ~ ~ I . C S S tlw idcntificd pruf)lc*111h a r i d wc;~l,ttc..~~ in tllc
. I ~ ~ I I I I I I ~ ~ I ~ * ; ~ ~ ~ U I I a f t l ~ e I \ ru I~~stitutions eooccr~~ctl wirh !!:is sfudy. 'Tlrc i ~ i f n r ~ n ; i t i o ~ ~
~,lb~:~~iarlf t ' t * . m r l w liridings a l llic study w o i ~ l d Imtl to s u ~ g c \ t ;ens otl 1, ;rjls : ~ i i t l
Irir,tu$ rf:rildr-essirlg the pro!~lenls facirrg tho 111;\il;lge11wnt or t l ~ c s ~ instit~rticrr~r;.
i t indings o f [lie sltrcly would give inforni;i~ions to ~ l l r nl 1u:igcllwnt ni* rhc
I I I \ ~ I [ U ~ ~ ~ I I S , (Iicir goveriiir~g couucils, :ic;~tlurrric A I I ~ wriiar ndri1ir;i: ...., ivc h t n f r
. ~ lwu t tlir critcrii~ h t guide the appoirltltle~~r of lect~irers i l k ihc I r ~ : . i i t t ~ t i o o \ i i u d
i l ic I)~OCCIIUI-L'S for ndmittir~g s t~~def i t s inlo tlicsc Irlsfiiution.
RESEARCH QUESTIONS
HYPOTHESES
-I ILC t'dluuirlg tbvo Null Ilyl)otliescs W C I T fu~-uir~l;~tccf to g ~ ~ i r l ~ [lit ~ ; l ~ d j .
1. 1 hrrc is n o signilici~nt d ik-czrrc bctwccn t l ~ c n m n opinion s c u ~ ~ s of r l t ~
siirl'f (I i' \l'rst Afrk;ln TlleoI~gicnI Seniiuary (\VA'l'S) xritl \ l 'csr :Url< .,.,
. \ d t ;~rlcctJ School of 'Tllcclogy (\Vri:lS'l'), ,, i t11 I . C ~ ; I I ~ S 10 [he suitr*cc.s 01'
I ' l ~ ~ d l ; Tor t h o ~imn~igrrnc~it of t!ir I v o in~litutioiis.
1 - . 'I'lirrr is rlo significarrt cli[Yhr.enrc berwcen t h p me:ln opiriion scurrs of. ~ I I P
SI;I~T ol' r l i r \V'csl A1'1'ic.;ii1 Tlieologic:tl Scniirli~r-y (\\':ITS) a r ~ t l ' + T w
Aft.ic:ia Adv:um4 School of Tlieoiogy (IVXh:.;T), with rcgi~rrf r~~ctlit)tlc
cmldityrri iu the recrwitmcnt of shrf i l l Lhe two i u s l i l r ~ l i o o s .
CHAPTER TWO
O r g ; u i ~ ~ i ~ ~ g i ~ u p l k s hreal i i~k~ the 1 ~ 0 d i [(I he dulrc in lo I~I;~:IELYI!~!C. ~ I I I ~ I S .
1111s i~~tvl\.c.s rs~;~blisliing :IS ir~tel-tiid S~PIIC~LII-c ~ I I C I - ~ I ~ S i t ! :L fornk;~lly ol-g;~r~isctl
r 11tsi jr ri.\c. 'I'his i~slwct 01' ccmpo~~url t of ~ ~ ~ ; ~ n ; l g c . r i l ~ n t is 11s11;1lly cirllctl 01-g;tri izit~g
I lr !wtr ~IJIEI-~S while otIlrrs prefer the trrni ?!-ogriinlnling. K I l i r l ~ (1097)
1 1 1 1 ~ 1 3 cd 111;1t Iwrc rfccisions are take11 ur1 issues S I I C I ~ as wlrn hi~ridlcs which jobs
.IIIJ rcsp~llsiliilitics, wllo r'rj,orts l o whom ; { i d TIOW inftrr-~~~nlion is ~ l ~ ; ~ r ~ n e l f c ~ r l ,
UC,cje, , . \ l iiibtlog~~ ~ r n d h'du (1092) r ~ o k d that wlrcr~ 3 n~al lager or, i t11
r ~ r r r ~ t i ~ . ~ is o r y n i z i ~ ~ g , 1hc1.c ilre 1111.r~ aspects a)frvarli he h;bs lfi ~I . : IM,IL~ wilh:
I Idrntific~tion : ~ n d grarlpillg o r w o l k Ilc n~rlst first id~ril iry f h e
w o ~ l c that must ' L& clone l o :tchic\*e r he orq;irriz;r~ion's uhjecri \u . 7 . - - - -
EVALUATING:
- - . - - - - - - - - I .
t c h ~ r w u r ul' t h r Iciirncr. I h e !tar-ncr i s made l o 20 rhurugll t cut l~ ing and
11 I I 2r;r tuaw mcnnt for specific ~ ~ U C ; I ~ ~ O I I : I ~ objc.c!is:cs.
THEORIES OF EDUCATIONAL MANAGEMENT:
t ~ ~ t t ~ r l ~ ~ r c , h ~ ~ \ ] l h i l l ~ d [h;ll !)rirlcipic~ ; B I T dcr ivcd I ' I - ~ I I ~ I lhc~tr i t~\ i! h i ~ . h . I ~ C
, , I I ~ J ~ i ~ . ~ t u f s c i c ~ ~ f i f i ~ n lc l I~~ ,J of sc:~rc.l~iul,: for f : i~ . l z .
I 111q p i d c thc i~ctiun u f thc erlucution;il ;trlnlini\tt.;~tor t ~ t t . i i r ( l 5
rllLcii\cllcss ;mtl cfficicncg iir Ihc organim~ion;
~ I iq pro\ idc. user111 grlitlclines trr 11;1ndlc problen~c in d i f l ' c r r ~ ~ ~
a~lrrlinistr;~tivc s i~~l i t l ,o l l s ;
1. ~hc') 11clp ill 3 c l ~ ~ u.~rl~rl;tanclinn, of d u c a tionid i\tln\inistr;itior~;
I 11 is only firndiril.c.nl;~l~ or prinrip1c.i whir% l m ~ bccn clistillctl as i l wcrc
lrtrrit t\prrir.nce t h l c;m bc Ir;tmc.tl nrttl l r ;~n\fw~*ct l to [I I I W 5itu:rtion
in\lriicl of the cnl!cc.rion 4)t' pn~blcrnl i111d solulinns rhirc I1:1vc been
- - . - - - c~puricncrtd - - - in thc pa>[ irhich nre ncvcr c ~ i ~ c t l y tluplic;ltrcl;
5. they hclp in rni~limising edministmtivc c n w ~ ' s 3s a rtsulk ol' tlic riJ;
11 taovcd or tcsf cd;
I i k t 4 J 5 11 d ~ ~ ~ ~ l ~ ~ l l ; I \ :
1 S I ~ I ~ L I I \ i c n
11 1 cl~~rrrplicin or r t ~ c n t ~ l sclicnrc of sorllc.!l~ing l o ht. done rjr r ~ f I l lc r~rctllod
I J ~ ~1~111:: it; :i ~ ) ' s t t r [ ~ i l t i t ' vtatcmcnt ol'ru!c% nr prirrciplcs tu h t f i~ l lo \ r ~ 3 1 ;
1 1 1 Ik .~ . roncd s u p p o d i o n put fonrxril ti l t\pl;tin, fiwts of'cvcnls.
i A ; L I ~ J - I ~ ~ W I I ~ C C ~ h'~cess3r-y For Acliirucnici~l i)l'Orgarli~;~iion;il 1rlslitt1tio11.c.
I rc arc ~'c'rt:~ir~ rewurl'es th:lt tontr-il~utc to drc rvpll-l,ci~~g u f org;~nisalitr,~,l
~ ~ l l j r ~ - r l \ c \ .
\ f r r 11 rcwut - tcs ~nclude:
FINANCIAL RESOURCES:
'1-his is o r ~ c of thc ~n;[jtrr f.tcililic.s 1 l i ; t t gi$us ;itrr;iclion to ;III! school.
wttif~~tions u r oty,;r~~iz;iticrrl. 'I'hc i r n p o ~ . h ~ ~ c c of [ h i s c l n ric\.c.t- I)r. o\.cr-
.- - - . - - . , ... . ~ ~ ~ ~ ~ p h ; ~ ~ i ~ c d , - i ~ is l~ip,hlighlcd.
Ilvstcl : i cca~n~nodi~ l ion i.< :I i.cr*y itupoi-l:~~ll ;lspcci (if the s~ udcnr\ concern
i n I t i$ iw ins l i tu~iar~s . '1' ... i)r(.~fnisir.u~ of this tu ~[i~dciits is c ~ , ~ ~ . r i ~ t c i - ~ ~ l i ~ i i p o r ~ ; ~ , : t
I h . r ~ ~ i t t ~ i c ~ ~ t p r o c c d ~ ~ r c s ;1rcon1 i11g 10 0I;Ac ( 19S5) L ! C I ~ I ; \ ~ I ~ ~ th . ,~ ;
~ . A L . I T I C ~ L * \ LC ;~dvcrtistd in n k ~ i i o n ; ~ l (11- I ~ J C J I I ~ W A ~ ; I ~ C I + 411- in ,111 i n \ ~ i t t ~ t i o r i ' >
I .~~l tc( i r~ to ~ i 1 . c i t itlc pul~lirity, t l k ; ~ t Ihc sourccs t r ~ I)c mccl to f i l l s ~ c h \ . ; L C ; I I ~ C ~ C S
Is% t p L i [ i c i l it~id t l ~ l i ~ ~ f ~ r n i a t i o ~ ~ ( J I I t ! ~ ~ l i ; ~ ~ ~ ; ~ c l c r i s t i ~ ~ of the p u t u ~ l i ; ~ I
~-IIIJILIJLL'S 1w ITI:ILIC. Itnown. I t illso rcqt[irc.s: tll;~t ;it lc:.3t i I period of onc month
1 r . ~ l l u r \ r.3 from the tlatc of the :rtl\c*rlisct~tcnt to lhc h s t cliitc for l l l c rcccipt of'
~~q)Iic:~tiuris in respcrt of 1;icunt posts intl tha t l l le :ipplic;ltions \ I liosc n:lrncs
. I J I ~ I C . ; I ~ t tri tllc s h o 4 Iist be in\.itcd for intcnvicw in ~ w p c c t of such w c ; ~ ~ l t p o a l \ .
IIlr-c. p r ~ c d u r ~ s ~ n ~ ~ n c i n t c d Ily C ) l i ~ ' l i ~ is silnil;~r 10 tlw one pl-cscntcu by
~ I ~ I J I ~ I L , C)'t)onntlI m d \Vciliric11 (197-1) ~ . l w noted t l i : \ t ct'I'c.cti\.c rccr l i i r t~~cnt
r , l u i ~ - c . i ;r c l ra r i d ~ a u f t h ~ ' positinn to he fillcd, ru l lwt io~ i of cl:ii:~ oli t hc
.)I ~ ~ l i c l n t , r l l t projection of ;I f i l l o u r i ~ l . ~ ! ~ i r m ~ c . o t' i l ~ c organixttiorl ;I 11 d the.
, I ~ I .lcrivn uf llic hest qu;tlifiid rrcruih t'or the pwirion.
\Vest African Th~ologici11 wnliri;~t-~* aud \Irc.,t Africirn At: r;ineciJ Srl~ucll 01'
I l ~ ~ l l o g - ; ~ n d \ I I C ~ ~ other schools or thcologic;~! in-;tilrrtitrr~s ;wc c . \ p x d i s i l tu
rrCr.uit ;~dcr~a:itc a n d qunlil:c.\ .\l:rfl'for llic rkpcc lc r l or tlkcir school pl.OgrilIllIllCh.
I 1 1 q 31-c expettril to adopt ;I \tulLJ;irclirrrl proccclurcs in t l l c i r rrcrui t r~trnl 01 '
I .I I-1-,
!*TANAGEMEFIT .'UNCTIONS OF H€.'lD OF EDUCATIONAL AND
THEOLOGICAL INSTITUTIONS:
.Iccordi~rg to l h o c h n (1940), oric rn:ljor tnsli of h~ncth ot' c t l t ~ c ; ~ ~ i o r ~ ; d
I I I - ~ I ~ I I I ~ ~ O ~ S i s TIW ~ ~ ~ ~ i i g w i l e n t :i[ld ~ ~ ~ ~ l l l ~ l l ~ ~ ~ l ~ i i ~ ~ d ~ l of c ~ t r r i c ~ t l u t l ~ : i r u i i ~ ~ s ~ m r ~ i u z ~
6 I I I i'ic'11luu1 rf i tms some ; i ~ : d r ~ ~ ~ i c : ~ w f nun-:~cnclemic t:loght within t i le school.
i u r ~ i t v I [ i m h w s ~ i o t limit i i d f ;~g:~ in to llie cotl tc~il of C ~ U I Y L . . . : , h ~ d ~ ;JJLLI list
J ~ u b j c c t s r;~iher i t 113s d i m g e to includr nll lllr espcricrrrvs which nr-c. ulSc~-rtl
r . ~ Iv.~rnrrs under the ;111spirrs or diretf io~l oI' Lhe scl~oa!.
For e f f c r t i ~ c te;lrliirig ; I I I ~ ~ 1e;rrrritig ro Litlie i,lircc in ;In inl;ti[uribri o r
5,-liuul, llic hc:td o r pt-incipi~l should srl-vr ;rs it guitrc lo \'at-iorrs le.;~rlcrv-s in
r l f ~ r ~ \ ~ ~ ~ r l i o t r wit [ I f hc heads 0f d ~ p ~ t - t r ~ ~ . ? ~ ~ l ' i in L C J ' I I ~ S o f Ilclpixi~: to identit)'
~ l ~ i l ~ u r l : ~ r ~ t grids to [lie c o m r n ~ ~ n i l y , pl;irrs~i~ig ;IIILI srltclirrr: relwv;ini Ic.wnir:g
r \ l ~ r ~ i c n ~ e ~ m d evi1111nting pragr;iolmc chnnges accordir~g to OIclr (1995).
\ ~ l r r = u ~ r ~ ~ m u ;ind Eli i imei ;~!~fr ( l M 5 ) 5 t ; t t ~ r I 1Im1 ~ I I C role of llci~ds of iuslilulinn nT
, c l t t i u l I)rirr~r'p.~ls include tltc l'u~-nl~ll;~tiucl of' ~ ~ l ~ i l ~ ~ ; o p l l i ~ ; ~ l ;111d l) i j7~11~Ir)gi~:i!
il~ccll-i~c, pngrantlntr supervis io l~ : I I I ~ curr-iculun~ tLrvdoj ,u~ent . 'I'l~ry I 'wl l~~r
;,L-I~[ on to unveil the rcspnn~i l~ i l i t i r s cr Iic;~ds ol' rtlircittionni i r l s t i lu t io~~ 3s
I r i s very irnpor't;tt~l lh;11 t l~c Iir;trls ol' 1'hcologir;ll i~~stitut inrls shuttltl
C I I \ U I Y th:lt unly (lie c;r~~riici:rtrs t!mt met (lie I .,:tcicct c l u i ~ l i l i ~ s or i~ttril~tstcs
r C t j u i t - c ~ bu the profwsion or job arc rngirgcd. l'Ilrt.efo~-~ sclcclirig ; r ~ ~ t l
rl;*\clopi~tg the right p e r s o ~ i ~ ~ c l is onc of thc ninjor t:~slis of 1l1c I \ L Y I ~ I S uf
rrl~lc;~lio~i;rl i~tslilulions. r)wclopnacnt of' pcrsonncl is a 111;rjor I:wk o f l f i r Ilei~rls
ducalioa;rl irwlitutioas.
'l'l~rr-c sl iot~l~l he i l l lc~riew bdure tlw rigl~t c i l l i twr of p c ~ ~ i r ~ ~ r w f r \ stltettcd.
I l ~ c schrnul docs n o l ~ n i s t on its 01% r l . I t etists withitr [lie corn~nurlitj~ ;lrrd
~ r , 1 1 1 1 1 1 I1:lbve some i~lflt~rrkce r3r1 tlic c o ~ ~ i r ~ i u r ~ i t y whiir the cun1111iinily ; ~ h o shoitltl
1, ; i th ! l ~ t ' O W l l i1lfli1tbli~i! 011 t h ~ S C ~ O U ~ ;1t1 ii~lcgr;;! pilri of is [Ilr 1 1 1 1 1 ~ . 01. 111~ .
I I c . I L I \ ~ I ~ S C I I U I ~ I 10 ~ ~ t : ~ b l i l ; l i coi-di;tl ~ ~ ~ ' I : c I i o w l ~ i p tt.it11 ~ I I C U O I I I T T I ~ I I ~ ~ I ~ 1 0 C O W ~ C ~ I * : I I C
bL l lh [ I W ~ c l l ~ ~ ~ l +
I LI*)C, .AIL;~bi l~~t t i i j l d I.Cldti (1392) IL~LI'C' C I I I I I ~ I P I * ; L ~ ~ ~ t l l i b I ' C ~ L C ' S 01' I!:c' S C ' I I I L O [ I I C ; I ~ ~ : >
1 1 , r \ ul-l,i~lg wit11 [the corlir~~rrllity to ir~ctirdc:
.i l<rrowin~ the co~ururtrritj~
b T;lhillg nelib9e p;lrt in lhc gr-oa 111 arid i inprovc~i~cr~r o f llic comllluliilj illid
eacour.:cgi~~g the slilfT to do thr siinke rlhi~rg.
1- [ ~ ; l ~ i l i t ; ~ t ~ l l g ~ ~ r ~ ~ n ~ ~ ~ i t y l ~ : ~ r t i c i ~ ~ : ~ t i o ~ i ill 11kc life of L ~ C ' i11$titutio11 01. I l l p
~ d ~ i I 0 I .
l . l l l ~ ~ l for' the lwst job, ;lad work n1irh tlw c'hicf schou? ;iLrlAtir~;~tr:ttui~s :[f ir1 school
ZULlMARY OF LlTEkATURE REVIEW:
1[1r ~ . e \ ~ i n v of l i t c r a l ~ ~ r e I'P[;I!C'II to Iltis S I I I ~ ~ U,;IS C ; I I ~ ~ ~ C I I uur l~~r t!ic
t q i :m~b+ i l l2 sub-11txIint~:
1 T l i c i ~ wlir:~! f r ; ~ m r w r k for l * ~ d i m (iou m i ~ ~ i : i g ~ ~ n e ~ j f :
;I tlir raeisrpt of nl;triilgcmerll
b Thc impnrt:incr of ~ l l a ~ l : ~ g ~ ~ ~ l l t f ~ i I /II ~dtlc; l i i~t ; ; i l i ~ ~ s t i h l t io115 .
C' thc tt1ro1.ii.s of ctl~~r.;~liclnitl I I I : I ~ I : I ~ ~ I I I ~ I I ~ .
- U S Rcsr,~~r.ces I I . ~ . C ~ S S ; I I . ~ r h i c 01' o ~ ~ : ~ ~ I ~ s ; I I I o I ~ : I ~
u b j w h t e i ,
J, Jl ; lr~ i~gcnler l~ l i l l~ct ic~ns of Iie;~tl \ of' l i : ~ ;,nd 2'lit{~!ogi~xl
i r 1 5 1 i t ufio~ls:
;I j;iili\~hdiI1 1 1 ~ ~ 1 1 i ~ ~ ~ 1 1 ~ ~ 1 ~ ~ ~
CHAPTER TWRET:
RESEARCH METHODOLOG B'
I * , 5THUMCNT FPR DATE COLLECTION:
i 4 rETYOD OF DATA ANALYSIS
CHAPTER FOUR
DATAPRESENTATION AND ANALYSIS OF THE RESULTS.
I c ~ t 111-c.1-A to ;twcrt;li!~ their rill);~t)ilitic\; the rccrwitnlc~~t .;lkoultl 'trc I ~ l \ c t l orr frlrc'%
7 - - - - - - - - P -- . -
- .- - -
RESEARCH QUESTION 3:
HYPOTHESIS ONE:
IMPLICATIONS OF THE RESEARCH FINDINGS:
LlMlTAT13NS OF THE STUDY:
SUGGESTIONS FOR FURTHER RESEARCH:
SUMMARY OF T h Z STUDY:
Origi,
!'crme~omodr, V.F. ( I ' J ' J 3 , l ! ~ l i w ( i ~ ~ c t i o ~ ~ to Edlt~;iti~11i11 : i t l ~ ~ i i : i i h l ~ ~ : i l i o ~ ~ .
I ' lan~~ir~g : I I I ~ s~~lwr-t~ision, l,iigns, Jnj:l Kdttc:~tion:tl
Itescirrch i ~ n d publishers Ltd.
Pcrctoniorlu, \'.I:. (I93 1:). l?tltlc:~lioruI . i t l u i i u ~ ~ ~ ~ . a l i o i ~ t\pplichs c o t ~ c c . p ~ s
i111c1 Theuritical prrspcct i tc~ , L:~gos, Jojir Etlirtiitior~;tI
R c ~ r i l N h :llld [ l l l b l i ~ f l ~ ~ ~ L,td. c . 1 o%i, : i ~ d C;lrof ( 1 976). I I C I I I ; ~ ~ C I ~ I ~ . I I ~ : co~i l ir~gcr~rirs s t ~ - u r l u l - ~ ; ~ r t i f
~ I X N C S S , Jot111 \\ i l q i11id 8Sor~s NLW l'otk.
LIJcc'jc, 1 3 . 0 , A I L ; ~ L u : I ~ I I , 8dt1, (1992), E d i ~ ~ i i t i ~ ~ i ~ i f . i t I r ~ ~ i ~ i i h t ~ - ; t ~ i u ~ i ,
E ~ i ~ r g u . Foi111t iliriic.l~sio~~ l~ul~lisliitlg C O . Lat i t .
~'OIT~C'L., D. ( I W I ) , ~ ~ ~ S O I I I I C ~ . i c l ~ i ~ i ~ i i s t r : ~ ~ i ~ ~ i i l l ~ l ~ i ~ l l i ~ g i ~ l g p w p k :it
REQUEST TO COMPLETE QUESTIONNAIRE
ITEMS FOR RESEARCH PWnHPOSE:
I iu acquil-rd by the Collrgrs .... thorities, 28. School r'quipxueot t l ~ r ~ t ;IIT :~viril:rblc shoulcl
[3c n~::i~lt; i i~lcd by the hcnrlr of ~ h c s e
lnslituliorls. 23. '171e 1;1rrclc~I pl*upcrties of !hcse i m 1 i 1 u L 1 1 s
Sl~ould Ilc s u r v q cd ;r l l t l rcgistc~.cd l ' l-u[,crI~,