INFLUENCE OF MANAGEMENT ON THE SUPERVISION OF RESOURCES IN PUBLIC SECONDARY SCHOOLS IN NORTH-CENTRAL ZONE, NIGERIA  

ABSTRACT

 

This study is titled “Influence of Supervision on the Management of Resources in Public Secondary Schools in North-Central Zone, Nigeria”. The study was interested in finding out the influence of supervision on the management of human, material, financial, time and curriculum resources. In line with the objectives, five research questions were asked and five null hypotheses postulated to find out the significant differences in the opinions of the three groups of respondents. A total of 1833 principals, 45,879 teachers and 16,483 supervisors from the six states in north-central zone constituted the population of the study. The researcher reviewed relevant literature to establish the theoretical base for the study. The descriptive survey design was adopted for investigations and collection of data. Through stratified random sampling techniques, three states in the north-central zone of Nigeria were selected for the study. One thousand, two hundred (1200) respondents comprising 900 teachers, 120 ministry of education officials and 180 principals were selected as samples. The instrument used for this research was a set of questionnaires designed by Maina,( 2017) and the research tool used was Analysis of Variance (ANOVA) at 0.05 significant level. The instrument was validated through a pilot test in Benue State and statistical coefficient of Alpha level of 0.899 was obtained to indicate the reliability of the instrument. Two out of the five hypotheses were rejected. The two rejected hypotheses were subjected to Scheffe’s Post Hoc Analysis to determine the extent of significant differences in the respondents’ opinions. From the findings, it was established that supervision has influence on the management of resources. Five recommendations were made, which included, that stakeholders should be involved in supervision of the resource management and there should be supervision programme that would expose principals to various and current assessment techniques. In conclusion, there should be synergy to ensure proper management of finance through effective supervision in the schools in order to fully achieve the goals and objectives of secondary education in North-Central Zone of Nigeria

CHAPTER ONE

INTRODUCTION

        1.1       Background to the Study

Supervision is a constant process that aims at improving teaching by providing the needed services to teachers. Improving teaching is a complex process in which many elements should interact. Teachers are at the center of this improvement process. Their acceptance of supervision and interaction with supervisors provide the catalyst for any supervisory success. The way teachers view the supervision that they are undergoing and think about it is very important in the outcomes of the supervision process (Ogunsanju, 2013).

Supervision has its origin from the Latin word ―Super video‖ meaning ―to oversee‖ (Obayan, 2012:151). Therefore, ―Supervision can be seen as a way of advising, guiding, refreshing, encouraging, stimulating, improving and overseeing certain groups with the hope of persuading people to desist from applying wrong procedures in carrying out certain functions on their jobs and at the same time try to emphasize the importance of good human relations in an organisation‖ (Ojugwu, 2011:251). Supervision as a concept has diverse meanings and definitions on the individual‘s needs, purposes and experience. Whereas the school supervisor would perceive it as an indispensable force for improved productivity, the teacher and or the taught being supervised might view same as an attempt to harass, threaten and curse because of the use of traditional approach of supervision by supervisors, or as a source of assistance and support needed in realising the educational goals and objectives. The traditional approach of supervision is a fault-finding approach, the supervisor goes to school to criticise and condemn teachers, not seeing anything good in them (Okorie, 2012). Educational supervision is the process or act of seeing to it that the policies, principles and methods established for achieving the objectives of education are properly and successfully carried out (Ojugwu, 2011). This process involves using expert knowledge and experience to oversee, evaluate and cooperatively improve the conditions and methods of doing things connected with the teaching-learning problems in schools.

The need to supervise the instructional process cannot be over-emphasised; hence Emetoron (2014) is of the view that most of the school activities and all the school programmes require supervision. Supervision of instruction is a process of assisting the teacher to improve himself and his instructional abilities so as to enhance effective teaching and learning (Azare, 2010). It is a service rendered to teachers which is directed towards controlling the quality of their classroom instruction. Supervision of instruction aims at identifying areas of work that need to be improved upon. Ogunsaju (2013:195) is of the opinion that the supervision of instruction is important for a number of reasons. To him; ―the supervisee learns during supervision, since the supervisor is more knowledgeable, he corrects and advises the supervisee. This is done through a friendly interaction. It also enhances personal professional growth of the teacher since interaction and greater knowledge gained at supervision promote personal growth‖.

Education has been known to be the antidote to poverty and ignorance and the key for unlocking natural resources (Okon, 2011). Since education is accepted to be an instrument of change; teachers serve as the main operators of the instrument while the students are referred to as the raw materials to be processed on which the change would be manifested over a period of time (Obayan, 2012). In an attempt to ensure that the value of education is being derived at all levels, some officials are charged with the responsibility to monitor the performances of all those who run education especially those in schools in order to find out or assess the extent of achievement of the goals of education. These officials are the ones officially designated as supervisors.

Consequently, due to the high cost of education, stakeholders are becoming increasingly interested in the school system. They monitor the teachers and their wards‘ activities critically to ensure that adequate teaching and learning activities take place. Thus Parents Teachers Association monitors the activities within the school and constitutes part of the team involved directly in supervision. In the process of teaching and learning, some variables sometimes interfere with the plans and patterns of operation within the school that can be harmful to the attainment of set goals. Such variables include: teacher‘s personality, his attitude to work, motivation, discipline, student‘s background and environment which will have either positive or negative influence on the school system and education at large. The school is an organisation where the generality of the citizens have input and support. As a result, the whole society and designated supervisors are in the position to help to improve the system generally (Omojunwa, 2007).

The process of supervision is complex and it permeates the whole structure of the school system. There seems to be little or no area of operation within the school where the need for supervision would not arise, although this may be in diverse proportions. As Aminu (2010) opined, the crucial areas within the school system that require supervision are instructional and discipline areas where both the content, method or mode of delivery, and the personality of both the students and the teachers are examined to ensure their adequacy for the school system.

According to Olachukwu (2008:97); the effective implementation of curricullum is obviously the single most important function of the school. The implementation of the school curriculum should be viewed as a critical conversion stage that actualises the best of human energies to enhance the production of positive gains in students‘ behaviour.

He maintained that the conversion requires human input in form of interaction of various school personnel, particularly the interaction between the principal (and or the supervisor) and the teachers. The need to improve the teaching and learning capabilities of teachers and students is often the basis of this type of interaction. Interaction between supervisor and teachers involves situations where the teacher sees the supervisor as a helper and not as a task master, he freely goes to the supervisor when faced with teaching difficulties, he freely pours out his mind about his feelings to the supervisor and the supervisor is always ready to assist the teacher and not to ‗lord‘ over him. Availability of teaching materials (like textbooks, audio-visual aids) helps a great deal in improving the teaching instructions in class. It makes teaching and learning easier for both teachers and students. Conferences and seminars involve organising programmes by instructional supervisors for teachers that center on talks about classroom instruction, papers on different topics (educational) are presented and questions are asked. This makes teachers discover new teaching methods and also provide an avenue to ask questions and improve teaching skills. This in turn improves their performances.

Teachers have been accused of divided loyalty, nonchalant attitude and indiscipline among the teachers and students, which lowers the performance of both teachers and learners.

Performance is seen as an act, process or manner of executing, performing or functioning.

It can also be seen as an action seen, noticed or felt due to its effects on the people‘s lives or way of thinking. Classroom performance, on the other hand, is the act, process or manner of executing teaching functions in the classroom by the teacher either through discipline, teaching instruction, punctuality in class and so on. Parents now complain about their wards‘ inability to communicate effectively in other language (English) from their mother tongue, also their wards‘ academic performances have greatly and drastically reduced. They now see the school system fast losing its glamour and orientation which is affecting the attainment of national aims of education. To restore this, the need for instructional supervision process cannot be over-emphasised (Ezenwafor,2000).

Instructional supervision can be done either through internal supervisors who are Heads of schools, their assistants, and the Heads of departments, or through External supervisors who are resource persons and consultants like university professors, education researchers, curriculum consultants and designated officials from the Post Primary School Management Board (PPSMB) (Fasasi, 2012). If there is an effective instructional supervision, there is a greater possibility of achieving the set goals. On the other hand, a defective instructional supervision or poor instructional supervision will impede a successful implementation of the school programme. Instructional supervision is a great determinant of a school‘s quality; it can affect it either positively or negatively.

Effective instructional supervision of schools ensures proper functioning and mutual interaction of all persons and materials involved in the processing of a child and harmonises the efforts of all designated school personnel. When all resources (human, material, financial, time and curriculum) are in place, the need to monitor the operations within the school system by all interested groups would be an effective way of getting the best out of the school system. Teaching and learning are the major activities going on within the school; there is therefore the need to supervise these major activities for efficiency and effectiveness.

In line with the above, the State Post Primary School Management Board (SPPSMB) whose responsibility it is to control secondary education in the country emphasises greatly on the supervision of instruction in the secondary schools. It is on this ground that the board found it more necessary to offer great assistance to the classroom teachers through the designated school officials. These people have important roles to play in helping teachers to achieve the objectives of the secondary school as was stated in the National Policy on Education (Federal Republic of Nigeria, 2004). And how teachers perceive the help given by these officials will determine if these objectives will be achieved or not.

These officially designated instructional supervisors can be male or female irrespective of the gender, and they have been trained to supervise instructions in class. Though some male teachers are gender-biased when being supervised by female instructional supervisors and as such, they did not usually accept the helps rendered to them with open hearts. Also, some older teachers feel their many years of teaching experience are enough for them and as such supervision should only be meant for younger teachers (Obayan, 2012). According to Nworgu (2006), teachers do not like to be supervised by supervisors younger in age.

According to Ofoegbu (2014), educational outcomes in schools are closely linked to management and adequacy of teaching/learning resources in different ways; poor management, under-utilisation, unqualified educators bring forth low educational achievement. The concept of educational resources and their management in-line with good discipline in any institution are essential for good quality education and effective teaching and learning. Educational resources are human, material, finance, time and curricular resources.  Human resources include personnel from ministry of education, Board of Government, the teachers, students, Parent Teachers Association (PTA) as well as other stakeholders in the society. Human resources in education are the students, teaching staff, non – teaching staff, bursar, librarian, laboratory attendants, clerks, messengers, mail runners, gate-keepers, gardeners and cooks as well as educational planners and administrators. Human resources, according to Nwaoguegbe, (2014) represent personal department of an organisation. For secondary schools, it is the principals, teachers and non-teaching staff of the school. The human resources available in school both in quantity and quality, their management determine the quality of the products. The school human resource is the bridge between the various school resources like material, finance, time and curriculum. It ensures synergy among the resources in the school to determine the quality of goal attainment. Human resources are critical for effective educational functioning. Human resources were once relegated to second-class status, but their importance has grown dramatically in the last two decades. Again, their new importance stems from adequately recruited, selected and supervised, inducted and adequately rewarded, provided for, properly developed, appraised and promoted on the job. They will be committed to the job, remain dedicated and productive in the education system. They also represent a significant investment of the educational efforts. If managed well, human resources can be a source of competitive strength for the education. Strategically, human resources must be viewed in the same context as the financial, technological and other resources that are managed in any organisation (Onah, 2008). Material resources include hardware used by the teachers along with instructional techniques to convey the content (software) to students. This definition emphasises that instructional materials are devices such as radio cassettes, videos, computer, films, televisions, or highly specialised equipment for the presentation of content of information to students. Material resources include textbooks, charts, maps, audio –visual and electronic instructional materials such as radio, tape recorder, television and video tape recorder. Other categories of material resources consist of paper supplies and writing materials such as biros, erasers, exercise books, crayon, chalk, drawing books, note books, pencils, rulers, slates, workbooks and so on. Physical material resources include classrooms, lecture theatres, auditoriums, typing pools, administrative blocks, libraries, laboratories, workshops, gymnasia, assembly halls, special room, like sickbay, staff quarters, students‘ hostels, kitchens, cafeteria, lavatories and toilets. They also include: buildings, tables, chalkboards, printed materials, non-printed materials, science apparatus and chemicals.

Financial resources are the monetary inputs available for and expended on the education system. These include money allocated to education by the government grants, PTA levies and donations from philanthropists and internally-generated funds.

Financial resources are the monetary resources which serve as means of acquiring other resources like human, material, time and curriculum. They are life-wire of other resources. For existence, of other resources in school, huge amount of money is needed. The lack of money (life wire) complicates matters in the school system. Worst still, fund is the major solvent of all other resources that is never enough and is being siphoned into private pockets for selfish reasons; poor budgeting and poor allocation. All these result to unattainable goals of education, National Universities Commission (2015).

Time resources include: school time-table, games schedules, visiting hours, lesson time, and time for experiment. Ogunsaju (2013) defined school time table as the plan or chart in school, showing the daily allotment of time among the several subjects, teachers, activities and classes that ensure proper attention to all activities and responsibilities that ensure synergy among all the resources used for effective teaching and learning for goals of what a school stands for and what it is not to achieve depends on the school time table. It is, in fact, a mirror that reflects with accuracy the entire educational programme followed in sets into motion its various activities and programmes. It determines how the time and other facilities of the school will be allocated among different uses to secure the objectives of education.   A time-table is a medium through which the philosophy of the school is reflected as well as professional competencies of the principal, and other component resources that ensure the school environment, tone and quality of product of th e school. Time resources and the different time schedules help to guide the activities of the school towards attaining the objectives and goals, Kolo (2013). Time resources include school calendar, school daily schedule, school period, games time, break time, visiting time, feeding time, sleeping time, out time, time for experiment and time for learning. All these are for single-shift schools. In double-shift schools which are schools in denselypopulated areas with limited resources or infrastructure to keep all the students at once. We have ladder-wise shift. Here, high and higher-level or low and lower-level school, classes attend in the school in one shift either in the morning or in the afternoon. We have section called shift half section of each classes attend school either in the morning or in the afternoon. We have sex-wise shift either boys, boys or girls, girls in the morning or in the afternoon vice-versa or boys morning and girls afternoon. We have overlapping doubleshift, here some classes attend in the morning some in the afternoon and both may overlap for some special reasons or special subjects. In all types of double shift tim- tables, there will be some special considerations like (1) duration of teaching; classes, etc, some classes elongated or shortened or duration of teaching and some classes have to come early enough and leave early enough. This often cuts down on school activities specially the cocurricular activities. Check list is often developed to remove constraint in time, care taken to avoid clashes in time-tables. The problem is how we have a well developed time-table to take care of all these activities to ensure effective and efficient learning by accommodating all schools‘ activities and programmes.

Curriculum resources include: syllabus, modules, programme content and work content of an organisation in attaining organisational goals.Curriculum is the description of the content of information that is going to be taught and the methods that are going to be used to teach that content. The content information is based on scientifically-researched information and reflects the age, culture and linguistically appropriate skill and development stages of the children in your programme while books and guides and the learning standards are powerful resources to help practitioners to plan the content for the children (Abayomi, 2015).

The term ―Management‖, according to Nwankwo (2013), means many things to many people in different fields of study. However, the controversies and complications of the meaning are not yet the main issue in this study. Thus, Management, as used in this study, refers to the harnessing of the available human and materials resources by an innovative, initiating, dynamic leader for the attainment of the desired, stipulated organisational goals. The definition is in line with what other authors have said about

Management as a social process. For instance, Musa (2011), Oni (2015), Nwanchukuwu (2013), Musaazi in Dare (2008), and Kolo (2013), are of the view that management is getting work done with and through people by an organizational leader, through a social process of interpersonal relationship, and interaction of both human and material resources for the attainment of organisational goals. From this definition of Management one can easily see that the main purpose of Management is to decide and to achieve the desired set goals of the organisation. This also helps to identify some of the important principles of Management, which are collectively referred to as POSDCORBE by Urwick and Gulick cited in Dare (2008). The acronym POSDCORBE simply means; Planning, Organising, Staffing, Directing, Coordinating, Reporting, Budgeting and Evaluating. On the other hand, management of school, human, finance, time, material and curricula facilities is the coordination of human, financial, time, material and curricular resources of schools for the attainment of the institutional goals by the school principal. The process involves dynamic, active and innovative leadership in the development of policies for the supply, operation and maintenance of educational facilities such as instructional materials, equipment, furniture, grounds and buildings in their original conditions of cleanliness, utility and efficiency which require a disciplined administrator. Furthermore, the definition is in agreement with what Edward (2013) stated when he said that operation, maintenance, repairs and replacement are essential elements in the management of all resources. Thus, management of school resources are condition for proper education and national development.

The definition is in line with what other authors have said about Management as a social process. For instance Lawless (2006) Di-ibor (2004), Nwanchukuwu (2003), Musaazi in Dare (2008), and Chinapah (2000), are of the view that management is getting work done with and through people by an organizational leader, through a social process of interpersonal relationship, and interaction of both human and material resources for the attainment of organisational goals. From this definition of Management one can easily see that the main purpose of Management is to decide and to achieve the desired set goals of the organization. This also helps to identify some of the important principles of Management, which are collectively referred to as POSDCORBE by Urwick and Gulick cited in Miskel, Hoy (1982) and in Dare (2008). The acronym POSDCORBE simply means; Planning, Organising, Staffing, Directing, Coordinating, Reporting, Budgeting and Evaluating. On the other hand, management of school, human, finance, time, material and curricula facilities is the coordination of human, financial, time, material and curricula resources of schools for the attainment of the institutional goals by the school principal. The process involves dynamic, active innovative leadership in the development of policies for the supply, operation and maintenance of educational facilities such as instructional materials, equipment, furniture, grounds and buildings in their original conditions of cleanliness, utility and efficiency which required a disciplined administrator. Furthermore, the definition is in agreement with what Castaldi (2005) stated when he said that operation, maintenance, repairs and replacement are essential elements in the management of all resources. Thus, management of school resources is a condition sino-quanon for proper education and national development.

Therefore, the positive perceptions of respondents towards the influence of supervision on the management of resources will bring about the actualisation of the objectives of supervision of instruction and a negative perception will stampede it. The rational for this study is to see the influence of supervision on the management of resources in public secondary schools towards the realisation of the objectives and goals of supervision which is to improve classroom instruction. This study, therefore, concerned with the the influence of supervision on the management of resources in public secondary schools in North Central zone, Nigeria.

        1.2       Statement of the Problem

In the attempt to improve the quality of education, more focus should be put on management of educational resources through effective supervision. This focus is based on the assumption that understanding the influence of supervision on the management of resources will increase our knowledge on how to go about instructional supervision (Okorie, 2012).

Adewuya, (2011); Alumode (2015) and Ezenwafor (2010) opined that the main purpose of supervision is to bring out a continuing improvement in the instructional programme. An increase in the numbers of secondary school students and the scope of secondary education has brought with it instructional problems which provide strong evidence of the need for supervision of instruction. The teacher of today has more difficult instruction problems to deal with in such matters as the method and material of instruction for widely different students. Therefore, there is a need for supervision of instruction. This means that the increasing complexity and difficulty of teaching, problems of teachers and the need for a supervisory programme will be of assistance to the teacher in carrying out the teaching activities. Teachers sometimes transfer from different schools; there is then the need to supervise and orientate these teachers when they come into a new school. This also applies to newly qualified teachers who need as much help as possible from the supervisor. However, supervisory activities must be ongoing in the school. Supervision helps teachers to see the real ends of education, to provide them with specific skills in lesson delivery and to help them to develop a positive attitude about professional development. Supervision seeks to improve methods of teaching and learning. It aids, inspires and leads the security that liberates the creative spirit.

The problem investigated in this study was whether the influence of supervision on the manegement of resources is negative or positive in secondary schools in North-Central Zone. It focused on five aspects of educational resources, namely human, material, financial, time and curiculum.

Therefore, this study from opinions of the respondents; principals, teachers and ministry of education officials examined the problem of:

• the continuous physical expansion of quantitative education without qualitative expansion.
• inadequate management of human resources which has led to the use of auxiliary teachers and administrative staff, expatriates and unqualified teachers in most schools in the North-Central Zone Nigeria till today.
• inadequate management of quality and quantity of material resources through supervision in North-Central Zone, Nigeria.
• inadequate management of funds in the school through supervision.
• inadequate management of school time table through supervision.
• inadequate management of curriculum resources through supervision.

 

 

 

 

1.3 Objectives of the Study

The following were the objectives the study set to achieve:

1. examine the influence of supervision on the management of human resources in public secondary schools in North-Central Zone, Nigeria.;
2. find out the influence of supervision on the management of material resources in public secondary schools in North-Central Zone, Nigeria;
3. ascertain the influence of supervision on the management of financial resources in public secondary schools in North-Central Zone, Nigeria;
4. assess the influence of supervision on the management of time resources in public secondary schools in North-Central Zone, Nigeria; and
5. determine the influence of supervision on the management of curriculum resources in public secondary schools in North-Central Zone, Nigeria.

        1.4        Research Questions

The following were the research questions for this study:

1. What are the opinions of principals, teachers and ministry of education officials on the influence of supervision on the management of human resources in public secondary schools in North-Central Zone, Nigeria?
2. What are the opinions of respondents; principals, teachers and ministry of education officials on the influence of supervision on the management of material resources in public secondary schools in North-Central Zone, Nigeria?
3. What are the opinions of principals, teachers and ministry of education officials on the influence of supervision on the management of financial resources in public secondary schools in North-Central Zone, Nigeria?
4. What are the opinions of respondents; principals, teachers and ministry of education officials on the influence of supervision on the management of time resources in public secondary schools in North-Central Zone, Nigeria?
5. What are the opinions of respondents; principals, teachers and ministry of education officials on the influence of supervision on the management of curriculum resources in public secondary schools in North-Central Zone, Nigeria?

1.5 Research Hypotheses

The study formulated the following hypotheses:

H01:	There is no significant difference in the opinions of principals, teachers and ministry of education officials on the influence of supervision on management of human resources in public secondary schools in North-Central Zone of Nigeria.
H02:	There is no significant difference in the opinions of the principals, teachers and ministry of education officials on the influence of supervision on management of material resources in public secondary schools in North-Central Zone, Nigeria.
H03:	There is no significant difference in the opinions of principals, teachers and ministry of education officials on the influence of supervision on  management of financial resources in public secondary schools in North-Central Zone, Nigeria.
H04:	There is no significant difference in the opinions of principals, teachers and ministry of education officials on the influence of supervision on management of time resources in public secondary schools in North-Central Zone, Nigeria.
H05:	There is no significant difference in the opinions of principals, teachers and

ministry of education officials on the influence of supervision on management of curriculum resources in public secondary schools in North-Central Zone, Nigeria.

 

 

 

        1.6       Basic Assumptions

The study was based on the assumptions that:

1. supervision has influence on the management of human resources in public secondary schools in North-Central Zone; ii. supervision has influence on the management of material resources in public secondary schools in North-Central Zone; iii. supervision has influence on the management of financial resources in public secondary schools in North-Central Zone; iv. supervision has influence on the management of time resources in public secondary schools in North-Central Zone; and
2. supervision has influence on the management of curriculum resources in public secondary schools in North-Central Zone.

        1.7       Significance of the Study

This study was concerned with influence of supervision in relation to the management of resources in public secondary schools in North-Central Zone in Nigeria. The study is significant in recent time. This is because Nigerian education programme is undergoing series of reforms to address the problems in the system of education so as to meet the global challenges. So, the findings of the study will guide educational planners at all levels to draw attainable objectives by considering the factors to sustain and maintain quality.

Proper management of educational resources results to increased manpower both in quantity and quality and in return results to perfect attainment of school goals which enhance national development through effective management of educational resources.  It is expected that this study will be able to identify the various educational resources useful for educational institutions to be able to direct stakeholders, government and teachers, school principals on how to manage the resources to help the schools to attain the goals of education that will enhance development in line with the advanced countries.

In the area of human resources such as teaching, non teaching, technical, commercial staff, etc, this research will help to ensure that the right quantity and quality of human resources are employed. It will encourage the government to ensure strict adherence to the rules and regulations in human resource recruitment, improvement on human resources qualities by on-the-job training, seminars, study leave, the quality of human resources. The above improvement will help to put the human resources on strong footing to be innovative, formulate and utilise policies, theories that will put quality education upwards, energise human resources to ensure synergy among quality resources in the education system to ensure the attainment of greater goals in the educational system. The various mechanisms for improving teaching and learning among the human resources, teachers‘ and students‘ welfare services as well as  the desired effectiveness and efficiency in the school system that ensure synergy among resources are enunciated.

This study x-rayed the concept of material resources, new innovation in the material resources, the quality required of material/physical resources ranging from landscaping, physical buildings, classrooms, administrative buildings, libraries, assembly halls, buses, and even labouratories reagents. It brings forth the relevant guidelines for effective use of material resources and the effective maintenance of the learning materials such that if the rightful materials are provided and managed by innovative administrators it will ehnahance effective teaching and learning. It will ensure perfect attainment of educational goals in educational system thereby ensuring growth of the individual institutions, the society and the nation at large through increased quality of the products of the institution that will attract higher population to the school. Quality material or physical resources such as classrooms, chairs, books, buildings, etc ensure children grasp the ideas of things thought, have greater ability for independent work and are target to every achievement in the society.

On the side of financial resources, this work will identify the various sources of funds open to educational institutions like fees, gifts, loans, launching, and funds from donor bodies, Parents‘ Teachers Association (PDF), Petroleum Development Fund (PDF) Petroleum Trust Fund (PTF), Business Assignments from industries, clubs and societies. All these can be channeled to retain funds as the life wire of other resources. Funds cannot be absent in any educational institution and it will stand. The fund is used for providing human resources of all qualities and quantities, material resources, time and curriculum resources. The presence of much fund determines the quantity and quality of the other resources. This work equally showed the need for budgeting and accountability in educational system as well as blocking possible roots of embezzlement and corrupt practices that can allow mismanagement in education system. The content of this work avails all administrators and stakeholders the opportunity of having enough funds for the provision, utilisation and management of all other resources.

A careful understanding of the time resources as enunciated in this work will help administrators, government and all stakeholders on a good foot on how to use time, schedule time and organise timetable for every activity in the school system. It will ensure clear demarcation of time between activities, work and different school programmes. It will facilitate preparation of obedience to single shift school, double shifts school or single sex, mixed sex, upper/lower ladder school calendar to ensure that school products meet up the goals of education.

The academic curriculum in this work will help to expose teachers, students and government to the different school curricular, be able to prepare different types of curriculum and use the available ones to suit the various classes, age and levels of the students to which the syllabus is to be applied it will also help them to use the curriculum to select relevant materials with well-equipped teacher prepared to discharge his duty with the aim of attaining the goals of educational system. It will help expose teachers to timetale management towards result oriented benchmark.

In addition, it will expose the principals of secondary schools to their required and expected roles, tasks, duties and responsibilities which are to be objectively performed. It will also expose secondary school teachers towards improving their professional skills.

        1.8       Scope of the Study

This research work was designed purposely to examine the influence of supervision on the management of resources in public secondary schools in North-Central Zone, Nigeria. The study covered secondary schools in the North-Central Zone, Nigeria which comprise of Niger, Benue, Plateau, Kwara, Kogi, Nasarawa and the FCT. This means that only secondary schools were considered important in this study. The tertiary and primary schools were not part of this study.

In order to guide the study and be able to take care of the variables more objectively, the supervision measure was limited to human, material, financial, time and curriculum resourses in public secondary schools in relation to management of public secondary schools in North-Central Zone, Nigeria.

Meanwhile, the study was limited to the selected public secondary schools in the North Central Zone of Nigeria. It is however the opinion of the researcher that the results of the findings will be representation of all the other secondary schools in North-Central Zone of Nigeria.

INFLUENCE OF MANAGEMENT ON THE SUPERVISION OF RESOURCES IN PUBLIC SECONDARY SCHOOLS IN NORTH-CENTRAL ZONE, NIGERIA  

Sharing is caring!