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PLANNING OF
EDUCATIONAL RESOURCES FOR SCHOOL EFFECTIVENESS
ABSTRACT
The study
attempted to investigate the planning of educational resources for school
effectiveness in selected secondary schools in Mainland Local Government Area
of Lagos State. The study equally reviewed some important and extensive
literatures under sub-headings. The descriptive research survey design was
applied in the assessment of respondents’ opinions towards the subject matter.
In this study, four null hypotheses were formulated and tested with the
application of t-test and the Pearson Product Moment Correlational Coefficient
Statistical tools at 0.05 significance level. Also, the simple percentage
frequency counts was used to analyse the questionnaire response of the selected
respondents together with the research questions. A total of 200 (two hundred)
respondents, 50 (fifty) teachers and 150 (one hundred and fifty) students were
selected for this study. At the end of the data analyses, the following results
were obtained thus: Hypothesis one found that planning of educational resources
will significantly influence its utilization, hypothesis two revealed that
there is a significant relationship between planning and management of
educational resources, hypothesis three revealed that there is a significant
difference between the job performance of teachers who teach in schools where
educational resources are planned and those who teach where they are not, and
hypothesis four showed that a significant difference exists between the
academic performance of students who are in schools where educational resources
are planned and those in schools where they are not planned.
CHAPTER ONE
INTRODUCTION Background to the Study The term planning has no doubt enjoyed
wide application across disciplines. However, different institutional context
and socio-political structures determine the specific activity that can be
classified as involving planning. For example, what an architect may regard as
a planning activity may slightly differ from that of a medical doctor, an
engineer, an economist or an administrator. In the same vein, the content of
planning in the former socialist USSR before the break up of the Republic or
any socialist country cannot be the same as that in the capitalize economy like
the USA or any other capital country (Adigwe, 2000). However, planning has been
used to mean the process of determining in advance, what is to be done,
including classification of goals, establishment of policies, mapping out of
programmes and campaigns and determining specific methods or procedures and
fixing day to day schedules (Newman, 1993). In contemporary usage, Newmans
definition appears limited, since it did not recognize the focal issue that has
given rise to the adoption of planning in every field of economic life. That
focal issue is rationally or optimization of resource use. Therefore, the term,
“planning” connote a process which essentially involves deciding in advance,
the specific future course of action to be adopted with a view of optimizing
the use of limited organization resources towards desirable and specified goal
attainment. What is clear from this is that planning is a conscious,
deliberate, systematic and rational decision making process, designed to
influence future course of action in an organization or any field of human
activity with the ultimate aim of making the most economical use of the limited
resources (i.e. profit or benefit maximization) (Ayo, 1989). A plan then is a
product of the planning processes. It is a blueprint for action towards
organization goal attainment in the most effective and efficient manner. The
need to plan all human activities that involves the use of resources to
accomplish objectives have become very necessary for many reasons. Firstly, the
fact that economic resources like time, money, human and other resources are
limited relative to the competitive demand for them makes it desirable that activities
should be planned, to ensure economical use of these resources. Secondly,
planning gives purposeful direction to all actions of organizations; since all
actions generated from planning are usually goal-directed. A well directed
activity facilitates delegation of duties, enhances control and forms a
rational basis for evaluation. Finally, planning enables us to pre-empt future
consequences of organizational activities, which is desirable to adjust actions
towards desirable objectives, thereby avoiding wastages of all types (Duro,
1980). From the above benefits, we can easily appreciate why everybody
(educational administrator or manager, teacher, student, house wife, market
woman, farmer etc) must involves in planning. The difference lies in the content
and degree of sophistication put inot it. Educational resources include the
human, physical, material and financial resources in any given school system.
According to Anyanwu (1990), for the educational resources to be managed and
planned well, the school authorities should be on their toes and ensure that
they engage experienced and well groomed personnel to carry out planning and
managing of our educational resources in the school system of Nigeria. For
instance, managers and planners of the Nigerian educational system should
endeavour that teachers and other personnel in the educational sector are well
trained and retrained for them to carry out effective work of teaching and
learning in the school. According to Adigwe (2000), the financial allocations
to the school are not properly managed by the school managers, and this has
caused lack of proper funding of the schools for effectiveness and high
productivity in the system. Onyenlor (1994) argued that lack of material and
physical resources like the building, the school plants like the school
environment and other resources like the video tapes, audio video tapes and so
on, are not adequately available in the school, and the ones that are available
are not well planned and effectively managed by those who control and manage
the school. Onyenlor summed it up by saying that poor management of the
educational resources such as human, physical, materials, materials and
financial resources have give rise to the poor work performance of teachers and
dismal academic performance of the Nigerian students in our school system. He
advised that, for our educational system to be revived from the decay it has
sunk into, the educational resources must be well planned and managed
effectively. In education, the importance of human resources planning and
management cannot be over emphasized. This is because, the role played by human resources management and
planning on the achievement of education objectives cannot be neglected (Iyede,
1998). According to Odenu (2000), human resources planning and management,
involves planning, leading, directing and a number of other activities in order
to achieve the efficient utilization of human resources. Precisely, it involves
integrating society’s needs with education objectives among other things. In
addition, the extent to which an organization like education, attains her
objectives are directly proportional to the human resources available and their
planning and management. Human resources management is described by the
Institute of Personnel Management (1963) as “one of the most valuable resources
of an organization”. In another development, Anyanwuocha (2000) described human
resources as the most vital of the resources that are at disposal of the
educational enterprise. The proper management of the human resources in it,
would be apart from an added advantage in attaching educational goals, it also
attracts efficient and quality staff or workforce in the educational sector
(Anyamole, 1990). The term, personnel administration refers to management of
human resources, the acquisition of personnel and co-ordination of performance
within the organization. Cubson (1985) opined that there is limited literature
in the area of human resources planning and management. Equally, he added that,
since early 1970s, there has been an increased attention to administrative
specialization on education. Peretomode (1991) and Nwangwu (1994), state that
human researches planning and management are variously referred to as personnel
management. They observed that human resources management and planning are that
functions of all enterprise which provides for effective utilization of human
resources in order to achieve both objective of the, enterprise and the
satisfaction and development of the employees. According to them, without the
planning and management of human resources, staff in the educational sector
would not be effectively harnessed and managed for effective utilization in
education, especially in the teaching learning processes. The component part of
management concerned with facilitating the accomplishment of the objectives of
an organization through the systematic management of constraints and careful
utilization of the available, limited resources which include human, material,
equipment supplies, finance and work techniques or technology is known as
administration (Peretomode, 1991). According to him, while management deals
with the formulation of policies, administration is fundamentally concerned
with the execution and implementation of the formulated policies, plans or
ideas and programmes. As Amaonye (2000) puts it, administrators are more of
implementers of policies and programmes rather than formulators of programmes
and administration like management, involves such elements and reporting and
evaluating, but this is done on a smaller scale when it is done on a smaller
scale when it is compared with management. According to Ezewu (1983) “the
school management in the traditional sense is often thought of as involving the
management and planning human resources such as men (teachers and students) and
perhaps money (school finance). The buildings, school space, and equipment are
usually taken for granted as given, for they, are there or “on the ground” as
it were and therefore should not be given attention. But this assumption is
unwarranted for they are actually not there. Onyeuke (2000), observed that
school facilities means substantial costs to the school system for their
establishment. According to him, if they are not properly maintained and
managed, they depreciate and become dilapidated and even wear out faster than
their normal “life span”, and also if not properly utilized, the school units
would not derive optimum benefits from their use. Educational resources or
material resources; or educational facilities and or school plant are the
‘things of education’. These according to Adeleke (1994), include, school
building (classrooms, assembly halls; laboratory rooms and workshops; libraries
etc.), teaching aids and devices such as modern educational hardware and their
software in the form of magnetic tapes, films and transparencies. Educational
facilities or resources are the material things that facilitate the effective
teaching and learning processes in the school. As observed by Mgbodule (1986),
educational facilities are directly related with the school curriculum.
Mgbodile (1986), described the school plant as the space interpretation of the
school curriculum. According to him, the programmes of the school are expressed
as it were through the school site, the buildings, play grounds the arrangement
and design of the buildings etc. According to Amaobi (1990), the logical place
to start planning the educational resources or school facilities, is the
development of the educational programme. The school educational programme
should strongly influence the design of the school buildings. The basic
principle here is that no educational facility should impose unwanted
restrictions upon the educational programmes of the school buildings in
Nigerian school system, especially the public school buildings set up to by the
communities in the 1980s, were just set up as buildings to house students
without regard to planning in terms of what educational purposes the buildings
should serve or their place in the delivery of the school programme (Ayo,
1989). School plant or resources planning experts agree that curriculum
development is a crucial aspect of school resources planning. For instance, no
architect can design a functional educational need without a clear description
of the educational programmes in the school (Castaldi, 1977). As Onyeanwu
(1990) puts it, it is advisable that considerable time should be devoted in
developing the curriculum of the school before actual planning or designing of
the school building by the architects begin. For instance, the architect should
not only know what subjects would be taught, but should know the fundamental
educational concepts and students’ experiences that underlie the design of the
buildings. The architects should know what equipment is needed and how much
space the teachers feel a student needs to perform each type of educational
experience. According to Iroegbu (1995), if the architect lacks the vital
information about the school before designing and constructing the school
building, this often results in the design and construction of who would use
them or the community in which school is located. So, educational resources
need to be well planned by experts if there should be effectiveness in the
school, especially in the effective teaching and learning processes in the
school. Statement of the Problem School productivity cannot be effective
without adequate planning and management of educational resources, which
include financial, physical and human resources. Often times, planners and
managers of the educational resources for Nigerian Secondary School system, are
not experts and well groomed for planning and management of our educational
resources which should be effective and result-oriented. For the fact, those
who plan our educational resources are not vast and knowledgeable enough on how
to carry out efficient educational resources planning; the resultant effect has
been ineffectiveness in school productivity. For instance, for the reason of
ineffective educational resources planning and good management, there has been
rote in teaching and learning processes, and this has affected adversely, both
the job performance of teachers and academic performance of students, and
generally, the educational standards of Nigeria as a country. Purpose of the
Study The objective of this study includes to: 1. Ascertain whether planning influence
educational resources utilization in the school. 2. Examine whether there is relationship
between planning and management of educational resources. 3. Investigate whether relationship exists
between school productivity and educational resources’ planning. 4. Compare the academic performance of
students in schools where resource are planned and those in schools where they
are not. 5. Examine whether the
work performance of teachers in well planned schools differ from performance of
those in schools where resources are not planned. Research Questions The
following research questions were raised in this study: 1. Does planning affect educational
resources? 2. Does any difference
exists between the school productivity and educational resources planning? 3. Will there be any difference between the
academic performance of students who are in schools where educational resources
are planned and those in schools where they are not planned? 4. Will there be any difference in job
performance of teachers who work in schools where educational resources are
planned and those in schools where they are not? Research Hypotheses The
following research hypotheses are formulated to guide the study: 1. Planning of educational resources will
not significant influence its utilization. 2. There will be no significant
relationship between planning and management of educational resources. 3. There will be no significant difference
between the job performance of teachers who are in schools where resources are
planned and those in schools where they are not. 4. There will be no significant difference
between the academic performance of students in schools where educational
resources are planned and those in schools where they are not. Significance of
the Study The study will be beneficial to all stakeholders in the Nigerian
school system. For example: The school authorities at both our primary and
secondary school levels would be able to benefit from the recommendations and
the findings obtained from this study. For instance, the school authorities and
the stakeholders in our educational sector, especially at the secondary school
level, would find this study very important in the sense that, it will generate
new or fresh insight and information on the way forward to planning and
management of educational resources in our various schools. Not only the school
authorities, the teacher who is one of the most important and prominent
stakeholders in Nigeria’s educational system, would be able to have good
information on planning and management of educational resources for effective
teaching and learning processes in the school. With the findings and
recommendations in this study, administrators of our educational system,
including educational planners, would be able to see the need to plan well the
educational resources, because, guiding their usefulness, if the educational
resources are not properly planned and adequately executed by the school
administrators, it results to unproductively in school. This study will be very
informative and directional to the school managers/administrators and planners.
This is because, it will make them to have insights on how best to plan
educational resources and how well to manage them effectively. This work, if
completed, will serve as reference material to researchers and students. Also,
this study will be relevant to other agencies of our educational system,
because this study will help them to understand the move, the positive
functions of well planned and properly executed school/educational resources
and the attendant results. Scope of
the Study This study examines the planning of educational resources for school
effectiveness in selected secondary schools in Mainland Local Government Area
of Lagos State. Definition of Terms In this study, operational and ambiguous
terms were categorically defined thus: Planning: Plan has been used to mean the
process of determining in advance, what is to be done, including classification
of goals, establishment of policies, mapping out of programmes and campaigns
and determining specific methods or procedures and fixing day to day schedules.
Physical Resources: Education resources or educational facilities are regarded
as things of the school or education, which include the building (classrooms,
assembly halls, laboratories, workshops, libraries, etc.) they also include the
teaching aids and devices, which include modern educational hardwares and their
softwares which are utilized in the effective teaching and learning processes
in the school system. Administration: This fundamentally concerned with the
execution and implementation of the formulated policies, plans or ideas and
programmes of education. Management: This concerned with the facilitation or
the accomplishment of the objectives of an organization through the systematic
management of constraints and careful utilization of the available, limited
resources which include human, material, equipment supplies, finance and work
techniques or technology. School Programmes: This means the activities, events
or programmes that take place in the school environment such as orientation
programmes, workshops, seminars or in-house programmes of the school. School
Plant: This
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