EVALUATION OF ADMINISTRATION PRACTICES OF INSTITUTIONS OF EDUCATION IN NORTH CENTRAL GEO – POLITICAL ZONE, NIGERIA

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EVALUATION OF ADMINISTRATION PRACTICES OF INSTITUTIONS OF EDUCATION IN NORTH CENTRAL GEO – POLITICAL ZONE, NIGERIA

ABSTRACT

 

This study, “Evaluation of Management Practices of Colleges of Education in North Central GeoPolitical Zone, Nigeria” was carried out with a view to providing the information on how Colleges of Education were managed in the area of study. The objectives of the study were to identify how planning strategies, staff development, decision making, communication, management of fund, provision of facilities, staffing, discipline and interpersonal relationships in Colleges of Education in North Central Geo-Political Zone, Nigerians were carried out. Corresponding Null Hypotheses were postulated in line with the objectives of the study. Descriptive Survey Design was used for the study. A total sample of 375 copies of questionnaire were distributed to the respondents, comprising 325 academic staff and 50 management staff of Colleges of Education in the study area. The instrument used for data collection was questionnaire using five (5) Likert scale measurement. Stratified Random Sampling Technique was used to distribute the questionnaire to the subjects. Cronbach‟s alpha (r) statistical method was used to test the reliability, where 0.951 was obtained as the reliability coefficient indicating that the instrument used was reliable. The ten hypotheses formulated were tested using independent t-test statistics for both category of respondents in the Colleges of Education in North Central Geopolitical Zone in Nigeria at 0.05 level of significance. All the ten hypotheses were rejected which meant there was no significant difference in the opinions of the respondents on the issues raised. Findings of the study revealed that the curricular of College of Education in the study area were obsolete and no adequate staff strength, both academic and management staff were not given equal opportunities to develop themselves, staff and management were not carried along in decision making and staff welfare such as accommodation, transportation, water, electricity were not adequately provided.  Recommendations were made which included that the Colleges of Education should have their programs and policies properly planned and executed to achieve their goals and objectives, the Colleges of Education should sponsor their staff for development programmes through in-service training to update their knowledge, the Colleges should not depend on government subvention but to look inward for Internally Generated Revenue (IGR) to augment government efforts. Suggestions for further studies were proferred which included replication of the study in other Geo-Political Zones to encourage efficiency in the management of Colleges of Education across the country and critically assess management of other tertiary institutions in the country to ascertain their efficiency in terms of management and ultimately in the achievement of  the National Educational goals.

CHAPTER ONE

 

INTRODUCTION

1.1 Background to the Study

Education holds the key to the success of every sector of the economy. This is because through education the manpower required for the growth and development of the nation is produced. Education has been recognized as an indispensable factor in the social, economic and political advancement of the country. It is seen as the catalyst for national transformation from a state of underdevelopment through scientific, technological and social changes to a state of development (Onyia, 2011). The importance of education for national transformation was aptly captured in the National Policy on Education (Federal Republic of Nigeria, (FRN), 2004). In this document, education is seen as an “instrument per excellence for national development” (FRN, 2004:7). Thus, effective education must develop individuals with comparative advantage to compete favourably in a globalized economy. This implies that education must prepare individuals for better self-realisation, better human relationships and effective citizenship for national unity and for social, economic and scientific progress (FRN, 2004:7).

The achievement of the above will depend on effective implementation of teacher education programme for the production of quality teachers to drive the educational process. The knowledge, expertise and the ability levels of teachers will determine the quality of the products of the system (Eze, 2013). The National Policy on Education is clear on this by asserting that no educational system can rise above the quality of its teachers (FRN, 2004). This implies that the quality of the products of an educational system can never rise above the quality of the system that produced it.

In Nigeria, the responsibility for training professionally qualified teachers has been entrusted to the following educational institutions provided they continuously meet the required minimum standards. They include: Colleges of Education, Faculties of Education in Universities, Institutes of Education, National Teachers‟ Institute, and Schools of Education in the Polytechnics, National Institute for Nigerian Languages (NINLAN) and National Mathematics Centre (NMC). These teacher educational institutions have the mandate to produce highly motivated, conscientious and efficient classroom teachers; encourage further the spirit of enquiry and creativity in teachers; help teachers to fit into the social life of the community and society at large and enhance their commitment to national goals; provide teachers with the intellectual and professional background adequate for their assignment; and make them adaptable to changing situations and enhance teachers commitment to the teaching profession (FRN, 2004).

For teachers to continually remain professionally competent, the teacher education institutions including the Colleges of Education, which are the focus of this study, shall be abreast of the changes in methodology and curriculum in order to expose teachers regularly to innovations and changes in the profession and also provide in-service training opportunities to remain relevant in the field (FRN, 2004). According to Ogbonnaya (2005), Colleges of Education are teacher education institutions established to provide training designed for developing highly motivated, conscientious and efficient classroom teachers at the primary and junior secondary school levels of education in Nigeria. This definition is line with the provision of the National Policy on

Education that colleges of education have the mandate of producing teachers at the Basic Education Level. These expectations from the Colleges of Education can only be met with the existence of effective and efficient administrators and teacher educators committed to the promotion of teaching, learning and research and the creation of enabling environment for productivity in the system Ogbonnaya (2005).

The quality of the products of these colleges rests on the quality of the Human Resource available in the system. Human Resource according to Adeyemi (2009) are the people or individuals within the society with all its aspiration, needs and capacities. He enunciates that it is the critical resource upon which a nation‟s economic future depends and as an economic resource, it represents the aggregate of skills and attitudes resulting from education and training that equip the labour force with the capacity to plan, organize and carry out economic processes when properly allocated. Adeyemi (2009) further stressed that the human resources in the society is the critical resources upon which a nation‟s economic future is based. It is however true that other types of resources such as material, financial and physical resources are required for attaining institutional goals, human resource has been described as the most important of all the resources. In a College of Education for instance, it is the human resource that determines, plans and organizes the use of other resources and also design, plan and implement programmes for the achievement of the colleges‟ objectives Adeyemi (2009).

In a highly competitive and globalized world, any institution of learning that seeks to develop competitive advantage must leverage on high quality Human Resource. This could be developed through investment that ensures that the institutions‟ possess the knowledge, skills and competencies needed to work effectively in a rapidly changing world environment. The value of the human resource is dependent on the effectiveness of its management.

Human resource management has been described as a planned approach to managing people effectively for productive performance (Werther & Davies, 1996). It aims at ensuring a more open, flexible and accommodating management style so that staff is motivated, developed and managed in a way that they can give their best to support the institution‟s mission and vision. Human resource management is usually considered to cover almost everything that has to do with staff and their relationships in the workplace. Jackson (1995) defined human resource management as an umbrella term that comprises all systematic activities designed to attract, develop, motivate and retain employees who are key partners in effective functioning and survival of an organisation.

For Mamoria and Gankar (2007), human resource management has to do with planning, organizing, directing and controlling various operative functions of recruiting, developing, maintaining and utilizing labour force so that the objectives for which the organisation is established are attained economically and effectively. In this study, human resource management in Colleges of Education is seen as a systematic and planned effort designed to acquire, develop and put human energy into effective use for the benefits and improvement of employees, organisation itself and the society at large (Mamoria and Gankar, 2007).

In other words, Human resource management could be seen as the process of recruiting, developing and rewarding the employees for maximum input into the system. Good human resource managers see staff as the most important assets and normally aim to recruit appropriate staff, retain current effective staff, maintain and enhance employees‟ performance and skills and provide a motivating, safe and rewarding workplace with appropriate workplace practices. The Colleges of Education in Nigeria can only live to the mandate of producing quality teachers required to implement the Universal Basic Education Curriculum if the human resource is planned, managed and sustained. The governing councils provide the policy directions which are implemented by the management of each college. In order to harmonize the activities of the Colleges of Education to meet the requirements/standards for producing professionally competent teachers, the Federal Government of Nigeria established in 1989 through decree No. 3 the National Commission for Colleges of Education (NCCE). The commission has the responsibility of regulating the teacher education programmes in the colleges of education in the country by ensuring that every college meets the set minimum standard of operation. The minimum standard specifies the guidelines on modes of appointment into different cadres, appraisals and promotions, discipline, staff training and development, staff welfare, leave, transfer, health care, retirement and death benefits (NCCE, 2012).

The critical areas of functions of the Colleges of Education in Human Resource Management include staff recruitment, staff training and development, staff performance appraisal and promotions, staff welfare and discipline. These critical areas of human resource management were examined in the context of what is currently happening in the Colleges of Education in

North Central Nigeria using the guidelines provided by the NCCE as a bench mark (NCCE, 2012).

Staff recruitment is the process through which an organisation attracts screens and selects qualified persons to fill available positions. This process involves job analysis, sourcing, screening, selection and orientation.

Williamson (2000) described staff recruitment as the process of attracting the right calibre, quality and quantity of personnel to achieve the organization‟s goals. The recruitment of the right quality staff is crucial for the attainment of the overall goal of an institution and for a College of Education to function effectively the right calibre of both staff and management must be recruited. To achieve this in the Colleges of Education, one expects that during recruitment of staff, the guidelines as provided in the condition of service should be strictly complied with. For instance, the guidelines as provided in the Scheme of Service for Colleges of Education in Nigeria indicates the eligibility criteria for appointments into different cadres in the College thus: every applicant must not be less than 18 years of age and not more than 50 years of age, applicant should possess such minimum qualification and experience as prescribed, be certified physically and mentally fit for the job; declare any previous criminal conviction by the court of law or dismissal from previous employment and produce birth certificate or statutory declaration of age. The Scheme of Service also provides that all vacancies in the college except those to be filled by promotion or interdepartmental transfer shall normally be publicly advertised both internally and externally among other provisions. After advertisement of vacant positions, the basic requirements must be adhered to during short listing and due process followed for the appointment of the most appropriate staff.

Observations made by the researcher and comments by some major stakeholders including academic and non academic union leaders show that certain behaviour manifested by some staff in the Colleges of Education in the study area leave much to be desired. The attitude to work is lukewarm and the consequence is seen in poor service delivery. According to Okeke (2007), experience has shown that some of the procedures for appointment of staff are manipulated to serve self-interest and political interest group.

Ujo (2008) condemned the practice where employers of labour in Nigeria fail to comply with recruitment criteria and this gives rise to patronage system which encourages mediocrity in the system. Ethnicity and religious affiliation have been described as the major consideration in appointments into positions in Colleges of Education and this situation is not healthy for the attainment of the goal of the Colleges of Education in providing high quality teachers for the primary and secondary school system.

For the Colleges of Education to move on the part of development and sustainability, staff training and development is a prerequisite. In staff training and development, employers of labour are essentially concerned with improving the performance of employees for more effective functioning. Cole (2002) described training as any learning activity which is directed towards the acquisition of specific knowledge and skills for the purpose of occupational or task improvement. Development on the other hand includes those activities that focus upon the activities that will prepare the employees to meet current and future challenges in the work place for efficiency and effectiveness (Michael, 2001).

The Colleges of Education in (Federal and State) Nigeria have well established policy guidelines entrenched in their Staff Conditions of Service. The policy guidelines emphasize that staff training and development is a recognized approach for achieving increased efficiency through staff appraisals. The policy also emphasizes the need for staff development and training in the institutions to be consciously related to their primary goals. However, in the Nigerian situation it is one thing to make policies and another to systematically implement the policies.

Observations have shown that some Colleges of Education appear not to follow set guidelines like defining their training needs and designing the training in accordance with the needs of the system. Instead of selecting for training based on appraisal performance, favouritism becomes the preferred option especially where institutional sponsorship is involved (Ujo, 2008).

This supports Cole (2002) observation that staff training and development in Nigerian tertiary institutions have been conducted in more or less unplanned manner. The researcher‟s interaction with some academic and non academic staff of some colleges of education indicates that most provosts prefer investing in infrastructural development than in human capacity building. This situation, they believe impact negatively on quality of the products of the colleges of education. Closely related to staff training and development is staff performance appraisals and promotions. Performance appraisal is the approach through which the job performance of an employee is evaluated (Cole, 2002).

Thomas (1987), observed that evaluation is done to ascertain the level of efficiency and effectiveness of staff involved. The outcome of performance appraisals usually forms the basis for career development plans for the organisation. Performance appraisals in Colleges of Education according to the conditions of service aim to achieve the purpose of providing feedback on performance of employees provide baseline data on employee training needs, allocating institutional rewards, provide the basis for personnel decisions on disciplinary actions, salary increases and promotions. It creates opportunities for institutional evaluation and development, and ensures communication between staff and employers.

Through performance appraisals, staff attitude to work, participation and effectiveness in college affairs as well as judgment on leadership qualities are made. These form the basis for promotion. Promotion is the positive progression of a staff in rank or position in recognition of their contributions towards the growth and development of their institutions. It is the elevation of a staff from one rank to a higher one due to satisfactory performance (Adeyemi, 2009).

Promotion guidelines for academic staff in Colleges of Education as contained in the Scheme of Service include: evidence of relevant educational qualification/cognate experience; evidence of effective teaching/scholarly publications in learned journal/books; evidence of effective service to the college and community, evidence of good character, loyalty and personal integrity; evidence of membership of professional body and required number of years to be spent on a post before promotion. The guidelines for promoting non- academic staff in Colleges of Education include: evidence of good record of performance, conduct and productivity, potentials for the new post, that is, demonstration of competence to perform in the higher position; availability of vacancies and having spent the minimum number of years on the post required for promotion (Adeyemi, 2009). The issue requiring attention in this study is the extent these guidelines are being adhered to in the various Federal and State Colleges of Education in North Central Nigeria.

Okeke (2007) expressed pessimism and stressed that the process of staff promotion in Nigeria tertiary institutions is biased and subjective instead of adopting objective appraisal method. Some stakeholders lament that in some Colleges of Education in the study area, loyalty to the administration matter more in promotion than competence and at times tribal sentiments are applied in the process. Staff welfare is another major component of human resource management in Colleges of Education.

According to Agu (2009), staff welfare implies all efforts made by employers of labour to improve the working conditions of their employees. It is the effort made by the authorities in the colleges of education to motivate their staff for greater productivity. Catering for the welfare of staff requires attention to be paid to the issue of remuneration, housing, office space and furnishing, transportation, health services and the provision of adequate facilities like water, electricity, telecommunications and recreational facilities (Ogbonnaya, 2005).

These are covered in the Scheme of Service of the Colleges of Education. However, the extent the guidelines are followed in accessing the welfare packages is yet to be determined.

Another critical area of human resource management is staff discipline. According to Emechebe (2009), discipline is defined as the ability to control the behaviour of workers in an organisation for effectiveness in job performance. Ali Moi and Boulden (2002) sees discipline as the respect for agreement which is directed towards achieving organisational goals. Discipline in this study would mean all the checks put in place by the colleges of education to ensure that every staff works towards the attainment of the colleges‟ vision and mission statements.

Tabotudip (2009) emphasized the importance of discipline in maintaining decency and decorum in an organisation but warned that it must be devoid of witch hunting. The issue of discipline as one of the greatest challenges of Human Resource Management was recognised by the National Commission for Colleges of Education (FRN, 2010) when it stated that disciplinary measures shall be taken against any staff for misconduct and inefficiency. These documents recommended the following disciplinary measures depending on the gravity of the offences committed, According to  (FRN, 2010) the disciplinary measures include: verbal warning/reprimand, written advice, query and written warning with holding/deferring annual increment, reduction in grade/rank, suspension, termination or outright dismissal. For instance, the following disciplinary actions may be taken against any staff for misconduct and inefficiency. These include: scandalous conduct such as; immoral behaviour, unruly behaviour, drunkenness, foul language, assault, refusal to proceed to transfer or to accept posting, habitual lateness to work , deliberate delay in treating official documents, failure to keep records, insubordination, membership of cult, bribery and corruption, unauthorized disclosure of official information, negligence, dishonesty. All these can result to what mentioned above.

Misconduct is defined as a specific act of wrong-doing or improper behaviour which can be investigated and proved. It can also lead to termination and retirement of staff. We also have serious misconduct which include: falsification of records, suppression of records, embezzlement, misappropriation, sexual harassment, absence from duty without leave. Serious misconduct is defined as a specific act of very serious wrong-doing and improper behaviour which can be investigated and proved. It may lead to dismissal of staff (FRN, 2010).

Public opinions in North Central Nigeria tend to suggest that the tone of discipline among staff in Colleges of Education is low. These opinions are shaped by such behaviour among staff of Colleges of Education as lateness, absenteeism from schools and lectures, dishonesty, wilful disobedience to lawful orders and arrogance. Okeke (2007) also observed that in Nigerian Tertiary Institutions, the academic and non- academic staff have become prone to absenteeism and lateness to work and classes, insubordination, lack of sincerity and devotion to duty. The consequence of disobedience is inefficiency and low quality products ( Okeke, 2007).

Despite the available evidence that effective human resource management ensures that organisations attain their vision and mission thereby having a competitive advantage, the human resource management in the Federal and State Colleges of Education in Nigeria especially in the North Central Zone Nigeria seem not to be achieving the desired results. Some stakeholders in the education sector have accused the management of Colleges of Education of violating the human resource management guidelines aimed at ensuring effectiveness and efficiency in the colleges.

According to Onyenenye (2006), the credibility of the Nigerian Educational System is fast declining nationally and internationally and the products of the tertiary level of education can no longer compete with those at the same level of education in other parts of the world. This is a sad situation for Nigeria especially when the products of Colleges of Education will be responsible for teaching the younger generation of Nigerians at the basic education level. This situation calls for an urgent need to evaluate the human resource management practices of the Colleges of Education in the North Central Zone of Nigeria.

 

1.2 Statement of the Problem

 

      The fundamental aim for establishing Colleges of Education in Nigeria is for the production of high quality teachers who are capable of transforming the future generation of Nigerians at the basic education level. To achieve this laudable objective, the Colleges of Education should adopt human resource management practices that ensure effectiveness and high quality products. Thus management practices of the management of Colleges of Education should lead to due processes in recruitment, staff development, appraisals and promotions, staff welfare and discipline.

However, the Colleges of Education in Nigeria, especially those in the North Central Zone of Nigeria experience a number of human resource management problems that affect the overall functioning of the colleges. Opinions of major stakeholders and the researcher‟s personal experience in the Federal and State Colleges of Education in the study area suggest favouritism in the recruitment process, appraisals and promotions, lack of seriousness in issues of discipline and lack of compliance to the human resource management guidelines as provided in the Scheme of Service for Colleges of Education. Though the Federal and State Colleges of Education are regulated by the National Commission for Colleges of Education, they may be experiencing different problems due to differences in ownership. The issue of favouritism, discrimination and non-compliance has been reported more in the State Colleges of Education than in the Federal Colleges; however they still remain serious problems in the federal colleges. These problems have been suggested to be responsible for the low quality products of the colleges as many of them have been reported by employers as not competent enough in their job performance. These situations created the need for an evaluation of the management practices of the colleges.

It has been observed with grave concern that the management practices of Colleges of Education in North Central Zone Geo Political Zone, Nigeria has been bedeviled with some perceived problems. In the first place, there is the problem of inadequate and improper planning as a result of non-availability of professional -lanners to undertake the task. The resultant effect is that most Colleges do not have inadequate and good physical facilities that makes learning environment conducive.

Also, it is sad to note that Colleges of Education do not have functional staff development programme, it means most lecturers will put in so many years of service without opportunity to develop themselves. It means most lecturers will not have opportunity of further studies since the system did not make provision for systematic framework through which lecturers will assess school and be sponsored by the organization. It means most lecturers too will not give in their best because the institution has not provided opportunity for the staff to maximally utilize talents.

The decision making process of most Colleges does not involve the stakeholders in the institution. It is disappointing for a group of few sacred ones in an institution to be the only clique that takes decisions and imposes it on the rest to implement. Common this days to hear that the union leaders in the Colleges are calling for strike due to the fact that so many union members’ demands are not met and members are feeling not belonging once decisions are taken. Thus, situations like this are obvious fertile grounds for belligerent acts by employees for reason and incessant work to rule by staff of the Colleges.

Quit related to the above, is the breakdown on the communication in an institution, communication breakdown has contributed to the incessant strike actions in the colleges of

Education in Nigeria, this means that communication gap exist between the government and the Colleges. The gap could be that the Colleges do not report timely what transpire in the Colleges to the government and if they do the government on her part do not respond promptly to issues reported to them. Sometimes it could be that amongst the two someone is insincere and dishonest in both her utterances, promises and blatant refusal to redeem her pledge. The above conditions nurse and nurture the frequent industrial actions we envisage each year in our Colleges.

The staff of Colleges of Education does not have good welfare packages and programme that motivate them to put in their best in the discharge of their official responsibilities. In other institutions there are attractive programmes that serve as catalyst to staff performance. For instance, one hears of staff car loan package, furniture and home appliances loan, the list are endless and they go a long way to spur the staff to put in their best and serves as palliative measure to the hardship they would have been subjected to if packages were never available.

Coincidentally, most colleges suffer paucity of fund since they are never adequately funded. Education is capital intensive, huge sum of fund is needed to purchase facilities for the Education of student’s population that is alarming due to massive demand for tertiary education. It is against the above backdrop that most Colleges explore all other avenues for aggressive internal   revenue generation drive.   The practice is quite rewarding but   the implication is that, the indigents in our midst may not access qualitative education due to high cost. It also means the society is in for large number of unskilled population and the vision 20:20:20 may not be realized except government increases her budgetary allocation to education (Baikie, 2002).

Besides, the Colleges of Education do not have adequate supply of lecturers. This means that most Colleges have some of their courses not well handled by experts in those courses. It also means that the graduates of courses are substandard since they were not exposed to good learning experiences. The above development has impact on the service delivery of the graduate in those courses and may have multiplier effects on the quality of services to be rendered to the society by the grandaunts.

However, another worrisome situation the Colleges of education face is the provision of facilities to these Colleges. It is a fact that the number of Colleges of Education in the country has been on increase. There are about two Colleges of Education in each of the states of the federation. However, it is sad to discover that most of these Colleges have poor physical facilities. In most of these Colleges there are no physical facilities like standard lecture hall, clinic, toilet facilities, standard library and laboratories, not only that these students do not have opportunity for extracurricular activities because there are no sporting facilities, all these combine to make the college environment un-conducive to learning.

In any case, the factor that injects blood into the proper functioning of an institution is

Discipline, the college that lacks discipline such college is like that patient that needs blood transfusion before she survives. Discipline is therefore the blood of an organization. The organization that lacks discipline is heading towards terminal death.

In most of our colleges of education there are poor interpersonal relationship among staff, this means the relationship between the subordinate and super ordinate are not cordial, this means the authority are not enjoying the royalty of their staff. The problem of this study put in question form is: what are the extent Colleges of Education management practices as provided in the guidelines?

1.3 Objectives of the Study

The study was set out to achieve the following objectives:

  1. identify how planning strategies take place in Colleges of Education in the North Central

Geo-Political Zone of Nigeria;

  1. investigate how Colleges of Education in the North Central Geo-Political Zone of Nigeria undertake the task of staff development;
  2. assess the challenges in the decision making process in Colleges of Education in the

North Central Geo-Political Zone of Nigeria;

  1. evaluate how Colleges of Education in North Central Geo-Political Zone carry out communication tasks;
  2. assess the challenges associated with the staff welfare in the Colleges of Education in the North Central Geo-Political Zone of Nigeria;
  3. ascertain how Colleges of Education in the North Central Geo-Political Zone are funded;
  4. assess if there are adequate facilities in the Colleges of Education in the North Central

Geo-Political Zone of Nigeria;

  1. examine whether Colleges of Education in the North Central Geo-Political Zone have adequate staff supply;
  2. ascertain disciplinary procedure of Colleges of Education in the North Central Geo-

Political Zone of Nigeria and;

  1. evaluate interpersonal relationships among staffs in Colleges of Education in the North

Central Geo-Political Zone of Nigeria;

1.4 Research Questions

The following research questions were asked based on the study objectives:

  1. What are the planning strategies in the Colleges of Education in the North Central

Geo-Political Zone of Nigeria?

  1. Are there staff development challenges in the Colleges of Education in the North

Central Geo-Political Zone of Nigeria?

  1. What are the decisions making processes in the Colleges of Education in the North

Central Geo-Political Zone of Nigeria?

  1. What are the processes of communication Network in Colleges of Education in the

North Central Geo-Political Zone of Nigeria?

  1. Are there challenges associated with the management practices of staff welfare in the

Colleges of Education in the North Central Geo-Political Zone of Nigeria?

  1. How are the Colleges of Education in the North Central Geo-Political Zone funded?
  2. Are adequate facilities provided in Colleges of Education in North Central Geo-

Political Zone of Nigeria?

  1. Are the teaching staffs adequate in Colleges of Education in North Central Geo-

Political Zone of Nigeria?

  1. What are the disciplinary challenges in managing Colleges of Education in North

Central Geo-Political Zone of Nigeria?

  1. What are the interpersonal relationship challenges in the management of Colleges of

Education in the North Central Geo-Political Zone of Nigeria?

1.5 Research Hypotheses

The following hypotheses were formulated for the purpose of this study:

  1. There is no significant difference in the opinions of respondents on planning strategies in Colleges of Education in North Central Geo-Political Zone of Nigeria;
  2. There is no significant difference in the opinions of respondents on staff development in Colleges of Education in North Central Geo-Political Zone of

Nigeria;

  1. There is no significant difference in the opinions of respondents on decision making process in Colleges of Education in North Central Geo-Political Zone of

Nigeria;

  1. There is no significant difference in the opinions of respondents on communication in the Colleges of Education in North Central Geo-Political Zone of Nigeria;
  2. There is no significant difference in the opinions of respondents on staff welfare management in the College of Education in North Central Geo-Political Zone of

Nigeria;

  1. There is no significant difference in the opinions of respondents on financial management in College of Education in North Central Geo-Political Zone of

Nigeria;

  1. There is no significant difference in the opinions of respondents on management of facilities in Colleges of Education in North Central Geo-Political Zone of Nigeria;
  2. There is no significant difference in the opinions of respondents on staffing situation in the Colleges of Education in North Central Geo-Political Zone of

Nigeria;

  1. There is no significant difference in the opinions of respondents on maintenance of discipline in Colleges of Education in North Central Geo-Political Zone of Nigeria; and
  2. There is no significant difference in the opinions of respondents on interpersonal relationships in Colleges of Education in North Central Geo-Political Zone of

Nigeria.

1.6 Basic Assumptions

This research was based on the assumptions that:

  1. planning of academic strategies are not properly carried out in the management of Colleges of Education in North Central Geo-Political Zone, Nigeria;
  2. staff development is not properly carried out in the management of Colleges of Education in North Central Geo-Political Zone, Nigeria;
  3. decision-making process is not properly carried out in the management of Colleges of Education in North Central Geo-Political Zone, Nigeria;
  4. communication is not effective in the management of Colleges of Education in North Central Geo-Political Zone, Nigeria;
  5. staff welfare services are not effective in the management of Colleges of Education in North Central Geo-Political Zone, Nigeria;
  6. there is no effective financial management in Colleges of Education in North Central Geo-Political Zone, Nigeria;
  7. facilities are not adequately provided in the management of Colleges of Education in North Central Geo-Political Zone, Nigeria;
  8. staffing is ineffective in the management of Colleges of Education in North

Central Geo-Political Zone, Nigeria;

  1. discipline is not appropriately executed in the management of Colleges of Education in North Central Geo-Political Zone, Nigeria; and
  2. interpersonal relationship between management and staff has nothing to do with the management of Colleges of Education in North Central Geo-Political Zone,

Nigeria.

1.7 Significance of the Study

This research dissertation would be of immense significance to the National Commission for Colleges of Education (NCE) in its quest to make Colleges of Education a good training ground for professional teachers. Educational Planners and administrators will also find this research work useful in putting up policies for effective planning and management of Colleges of Education in Nigeria.

The academia will also benefit from the findings of this research work and finds it a useful companion as source of literature in subsequent studies that have relationship with this topic. The findings from this research work will equally benefit curriculum designers, reviewers and experts towards drawing up contents that will make our Colleges of Education of high standard.

Human Resource Development Departments in various organizations (both public and private), institutions, ministries, parastatals and other agencies would benefit from the findings and recommendations of this research work. The employers of labor in both private and public enterprises would need the recommendations would come out of this study in order to know the best way to manage their organizations, tackle problems of their employees to elicit maximum productivity from them.

1.8 Scope of the Study

The study on “Evaluation of the Management Practices of Colleges of Education in North

Central Geo-Political Zone of Nigeria”, attempts to find out whether proper management has any impact on effective functioning of Colleges of Education in Nigeria. Thus a study of this nature should cover the entire country but the researcher covered only the North Central Zone of Nigeria.

The study involves staff and management of the Colleges of Education in the North Central Geo-Political Zone, Nigeria looking at planning, staff development, decision making process, communication, funding, staff and students welfare, provision of facilities, staffing, discipline, and interpersonal relationships. Also, the study sought to address issues related to management practices in relation to contributed factors like funding, adequate personnel and poor planning strategies in Colleges of Education in North Central Geo-Political Zone of Nigeria.

It would also look at the management strategies and how to solve this problem, the impact on staff and how the management practices could be improved in the Colleges of Education. It is pertinent to stress further that the study would look into the infrastructural provision and provision of conducive learning environment by the management in the Colleges of Education in

Northern Central Geo-Political Zone of Nigeria

Finally, the study intends to look at not only facilities provision but management. Thus, it is worth mentioning that in this study the extent of staff supply and their welfare would be looked into including the effective and efficient financial management process. Not only that the study intends to look at the management practices in Colleges of Education with regard to strict adherent to disciplinary issues enforcement as it is obtained in the Colleges Guidelines and issues that concern interpersonal relationship in the Colleges of Education in North Central GeoPolitical Zone of Nigeria.

EVALUATION OF ADMINISTRATION PRACTICES OF INSTITUTIONS OF EDUCATION IN NORTH CENTRAL GEO – POLITICAL ZONE, NIGERIA

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