CHAPTER ONE
INTRODUCTION
Background of the Study
School Administration is complex and difficult because of several constraints arising from social, economic and political changes. For example, because of shortage of manpower in schools, students are not adequately involved in decision-making in schools’ administration; inability to transform educational plans into desired results, indiscipline in schools, poor school plant maintenance, poor school community relations and frequent changes in policies due to changes in government.
As a result of the complexities and difficulties, special, specific knowledge and skills are required to make administration effective. Lungu (1983), states that one of the conspicuous anomalies in the current educational systems of Africa is the negligence of planning and development of administrative personnel. In line with the above, school administrators were typically selected from the clerical staff who were trained for duties different from those of administration. Principalship was also not left behind in this treatment. For instance, principals were promoted from among teachers and they undertook no pre-service management skills’ training on the job. A few undergo in-service training later in their career. The above condition for promotion to principal level is obtainable in Nigeria, especially with the recent policy of splitting of schools in some states, which has resulted in the need to appoint many principals to head various schools that were carved out of others. Some of those appointed into Principalship positions may not have had the opportunity of serving as Vice-principals. They are appointed on the basis of their grade levels.
From the foregoing, it is imperative to observe that to be an effective school administrator special training is required because according to Lungu (1983:85) “administrative quacks learn at the great expense of clients and high cost to the system. African education has suffered more from trial-and-error apprenticeship than it has benefited.”
School administration involves managing, administering the curriculum, teaching, pastoral care, discipline, assessment, resource allocation (Amiebonmo, 2000). All these tasks can be reduced to planning, organizing, directing, supervising, communicating and evaluating the school system.
Greenfield (1995:212) observes thus:
Effective school administration is defined as a condition where successful and appropriate teaching and learning are occurring for all students and teachers in the school, the morale of students, teachers, and other school members are positive and parents, other community members, and the school district’s administration judged to be effectively fulfilling both the letter and the spirit of local, state and federal laws and policies.
The basic premise of the argument offered here is that schools differ from most other types of organizations in being uniquely moral enterprises. In as much as schools are among the most normative of organizations, and given that leadership in contrast to routine administration is a highly moral and normative endeavour, leadership is particularly important to effective school administration.
Characteristics attached to school effectiveness include:
Strong instructional leadership (Asogwa, 2000; Berman 1977 & Edmond, 1979), Schools’ site management (Brookovar, 1979 & Ruther, 1979). Staff stability (Purkey & Smith, 1993). Curriculum articulation and organization (Fisher & Berliner, 1980), school-wide recognition of academic success (Brookover & Lezotte, 1999). Maximizing learning time (Brookover, 1979 & Fisher, 1980). District support for school (Purkey & Smith, 1993) and parental involvement and support (Edmonds, 1979).
Decision-making according to Ujo (2001) is the process of choosing a course of action among competing alternatives. The major things in administration are action and choices. Action is the implementation of policies and programmes of government. The process of choosing is what is called decision-making.
Participation is defined as inclusion of persons and groups involved and concerned with diverse outcomes of managerial processes (Preston & Post, 1974). Lowin in Chikani (2004), conceived participation in decision-making as the mode of operation in which decisions are collectively made and executed. Chikani further stated that participation in decision-making is a programme designed for the participation of people and groups of people. These people are likely to benefit or be affected by the decision.
Students’ participation in decision-making is the act of involving students in decision-making processes. It is the right of students to take part in making decisions about certain aspects of the school and educational policy. Students’ participation in administrative decision-making is the most effective means of realizing the desirable and disciplined citizenship which is one of the major aims of education. Ukeje, Akabogu & Ndu (1992), pointed out that young people learn to be good citizens by practicing activities of good citizens. The nature of students’ participation in decision-making should be such that could develop feelings of goodwill, fellowship and friendliness between students and teachers. Friendliness should also be such that brings increased happiness of school life for students and help them develop ideals or right conducts, self conduct, fairness, cooperation and efficiency.
According to Ezeocha (1990) in the school administration effectiveness, the students can participate through the following channel:
- The Prefectorial System.
This is an effective way of ensuring students’ participation directly in the administration of the schools. In a school with a democratic climate, students have a say in the choice of prefects. Each class makes recommendations for prefects they want for particular posts, then the principal and teachers make the final selection during staff meetings.
- School Committee System.
This includes varieties of committees that may be set up in a school such as schools’ Welfare Committees, Games Committees, House Committees and Staff-Students’ Committees. The effectiveness of each committee depends largely on the tradition of the school, the quality of its leadership and the support given to it.
