DE A su Digitally Signed by: Content manager’s Nam DN : CN = Weabmaster’s name O= University of Nigeria, Nsukka OU = Innovation Centre Nwamarah Uche FACULTY OF EDUCATION EPARTMENT OF EDUCATIONAL FOU urvey of Community Leadership role on Schools Development Projects in Benue State. AJEH, UCHE CLETUS PG/MED/10/57213 1 me UNDATIONS n Secondary n
104
Embed
A su rvey of Community Leadership role on Secondary ... UCHE PROJECT.pdf · 4 CERTIFICATION Ajeh Uche Cletus, a postgraduate student of the Department of Educational Foundations with
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
DEPARTMENT OF EDUCATIONAL FOUNDATIONS
A su
Digitally Signed by: Content manager’s Name
DN : CN = Weabmaster’s name
O= University of Nigeria, Nsukka
OU = Innovation Centre
Nwamarah Uche
FACULTY OF EDUCATION
DEPARTMENT OF EDUCATIONAL FOUNDATIONS
urvey of Community Leadership role on Secondary
Schools Development Projects in
Benue State.
AJEH, UCHE CLETUS
PG/MED/10/57213
1
Name
DEPARTMENT OF EDUCATIONAL FOUNDATIONS
on Secondary
n
2
A SURVEY OF COMMUNITY LEADERSHIP ROLES ON
SECODNARY SCHOOLS DEVELOPMENT PROJECTS
IN BENUE STATE
BY
AJEH, UCHE CLETUS
PG/MED/10/57213
DEPARTMENT OF EDUCATIONAL FOUNDATIONS
UNIVERSITY OF NIGERIA, NSUKKA
JANUARY, 2014
3
TITLE PAGE
A SURVEY OF COMMUNITY LEADERSHIP ROLES ON
SECODNARY SCHOOLS DEVELOPMENT PROJECTS
IN BENUE STATE
BY
AJEH, UCHE CLETUS
PG/MED/10/57213
PROJECT SUBMITTED TO THE DEPARTMENT OF EDUCATIONAL
FOUNDATIONS, UNIVERSITY OF NIGERIA, NSUKKA IN PARTIAL
FULFILLMENT OF THE AWARD OF MASTERS IN EDUCATIONAL
ADMINISTRATION AND PLANNING
SUPERVISOR: DR. SAM. UGWOKE
JANUARY, 2014
4
CERTIFICATION
Ajeh Uche Cletus, a postgraduate student of the Department of
Educational Foundations with Registration number PG/Med/10/57213 has
satisfactorily completed the requirements for the award of the degree of M.Ed
in Educational Administration and Planning. The work embodied in the projects
is the original one and has not been submitted in part or in full for any other
degree of this University or any other University.
………………………………… ……………………………..
Ajeh Uche Cletus Dr. Sam. Ugwoke
Student Supervisor
5
APPROVAL PAGE
This thesis has been approved by the Department of Educational
Foundations, University of Nigeria, Nsukka.
By
……………………………. ……………………………..
Dr. Sam. Ugwoke Rev. Dr. L.K Ejionueme
Supervisor Internal Examiner
……………………………. ……………………………..
Prof. G.C. Unachukwu Dr. D.U. Ngwoke
External Examiner Head of Department
…………………………….
Prof. I.C.S. Ifelunni
Dean, Faculty of Education.
6
DEDICATION
This project is dedicated to God Almighty and my late father Lazarus Ajeh Ipu.
7
ACKNOWLEDGMENT
In every exercise of this nature it reflects to the political “aphorism” that
man is a political animal and therefore cannot live in isolation rather depends on
others to survive.
Firstly, I thank the Almighty God whose inspiration and gift of wisdom
enabled me to embark on this task challenging exercise which if left for me
alone, could not be accomplished. I am very grateful to my project supervisor in
the person of Dr. Sam. Ugwoke who through his contributions, suggestions and
advice helped me to choose and organize my work to a reasonable end. I
specifically thank Associate Professor V.C. Onu who was the chairperson on
my project proposal defense, Rev. Dr. Ejionueme Lambert, the content reader,
Dr. Mrs. Oyoku, the design reader whose criticism, corrections and
contributions created positive channel in the arrangement of this work. I also
thank my seasoned Professors Ogbonnaya Nelson and Nworgu B.G. My thanks
also goes to Mrs. Diara, Dr. Enyi, Rev. Dr. Diara and others whose professional
contributions assisted in molding me. My relationship with these experts is
“live” and because live is a teacher they nurtured me at random.
Further, I cannot forget my co-students whose interaction with me is both
positive and negative but in all, they contributed much in what constitutes one’s
experience, I also thank my beloved wife Mercy Agidi Ajeh and my Children
Joy Poline and Mathew Ajeh Uche and others for their patience and the love
they offered in pursuit of this amiable goal. I extend my sincere gratitude to my
dearest sister, Margrate Ipenyi and Regina Aba whose contributions in cash and
kind cannot be measured. I also thank my brother Mr. Austine who sponsored
me and prayers from Rev. Ogwuche Boniface, Ojenya Clement among others. I
also thank Misses Peace and Mercy, the computer operators that assisted me in
course of producing this work. I thank everybody including you the reader.
8
TABLE OF CONTENTS
Title Page - - - - - - - - - i
Certification page - - - - - - - - - ii
Approval page - - - - - - - - - - iii
Dedication - - - - - - - - - - iv
Acknowledgement - - - - - - - - v
Table of contents - - - - - - - - - vi
List of tables - - - - - - - - - viii
List of Appendix - - - - - - - - - ix
Abstract - - - - - - - - - - x
CHAPTER ONE: INTRODUCTION - - - - - 1
Background to the Study - - - - - 1
Statement of the Problem - - - - - - - 13
Purpose of the Study - - - - - - - - 15
Significance of the Study - - - - - - - - 16
Scope of the Study - - - - - - - - - 19
Research Questions - - - - - - - 20
Hypothesis - - - - - - - - 21
CHAPTER TWO: REVIEW OF LITERATURE - - - 22
Conceptual Framework - - - - - - - - 22
Concept of community - - - - - - - - 23
Concept of leadership - - - - - - - - 24
Concept of leadership style - - - - - - - 33
Concept of secondary school - - - - - - - 34
Concept of community developmental projects - - - - 37
Theoretical Framework - - - - - - - - 43
Human relation theory - - - - - - - 43
Behavioural science theory - - - - - - - 44
The Scientific Management Theory - - - - - - 46
Review of Empirical Studies - - - - - - 47
Studies related to development projects - - - - - 47
Studies related to secondary schools - - - - - 50
Studies related with community leadership roles - - - - 52
Summary of literature Review - - - - - - 53
CHAPTER THREE: RESEARCH METHOD - - - - 55
Design of the Study - - - - - - - - 55
9
Area of Study - - - - - - - - - 55
Population of the Study - - - - - - - - 56
Sample and Sampling Technique - - - - - - 57
Instrument for Data Collection - - - - - - - 57
Validation of the Instrument - - - - - - - 58
Reliability of the Instrument - - - - - - - 58
Method of Data Collection - - - - - - - 59
Method of Data Analysis - - - - - - - 59
CHAPTER FOUR:
Presentation of Data and Analysis - - - - - - 60
Summary of Findings - - - - - - - - 69
CHAPTER FIVE
Discussion of Findings - - - - - - - - 71
Conclusion - - - - - - - - - 76
Education implication - - - - - - - - - 76
Limitations of the study- - - - - - - - - 77
Suggestions for further study - - - - - - - 77
Recommendations - - - - - - - - - 78
Summary of the study - - - - - - - - 78
REFERENCES - - - - - - - - - 81
APPENDICES - - - - - - - - - 85
Appendix A - - - - - - - - - 90
Appendix B - - - - - - - - - - 93
Appendix C - - - - - - - - - - 98
Appendix D - - - -- - - - - - 98
10
LIST OF TABLES
Table 1: Mean Ratings of Community Leaders and Schools Principals
on the Roles of Community Leaders towards Attainment of Secondary
School Development Projects in Benue State - - - - - 60
Table 2: Mean Ratings of Community Leaders and Principals on the Extent the Educational
Level of the Community Leaders Affect the Development Projects Embarked upon by
Table 3: Mean Ratings of Community Leaders and School Principals on the Style of Community Leadership most Effective for Proper Execution of Secondary School
Development Projects in Benue State. - - - - - - - 64
Table 4: Mean Ratings of Community Leaders and School Principals on The Major
Problems Encountered by The Community Leaders in Executing Secondary School
Developed Projects in Benue State. - - - - - - - 66 - -
Table 5: t-test Analysis of Community Leaders’ and School Principals’
responses on Leadership style that is most effective for the Execution
of Secondary School Developed Projects in Benue State. - - - 67
Table 6: t-test Analysis of Community Leaders’ And School Principals’
Responses on Community Leaders and Principals With Regard to
the Roles of Community Leaders Towards Successful Accomplishment
of Secondary School Development Projects in Benue State. - - - 68
11
LIST OF APPENDIX
Appendix A: Questionnaire on community leaders and secondary
school development project - - -- - - - - 90
Appendix B: Reliability of instrument - -- - - 93
Appendix C: Population of teachers and principal in Otukpo Education
Zone in Benue State - - - - - - - - 98
Appendix D: Grand total of teachers and principals - - - 98
12
ABSTRACT
This study was carried out to investigate the survey of community leadership
roles on secondary schools development projects in Benue State. The research
adopted descriptive survey research design. Four research questions and two
null hypothesis guided the study. The population of the study is 1,200 which
comprises of 670community leaders and five hundred and thirty (530)
secondary school principals. The sample size of the study is 800 respondents.
Simple random sampling techniques were used to select 300 principals and 500
community leaders. A 30 item questionnaire was administered on the 800
respondents. The instrument was validated by three experts, two in Educational
Administration and planning and one in measurement and evaluation. The
experts examined the instrument and modified it to suit the purpose. The
validated was trial tested using 20 respondents which are outside the areas of the
study. Cronbach Alpha technique was used for its analysis in the determination
of the internal consistency of the instrument. This gave reliability to co-
efficient values of 0.87, 0.79, 0.86, and 0.78 for cluster A-D respectively. These
gave an overall reliability co-efficient score of 0.89. The major findings
indicated that the respondents agree that roles of community leaders towards
attainment of secondary school project include motivating the members towards
project participation, seeking the opinion of community members before
commencement of project, mobilizing the members of the community towards
the project implementation, being active and leading by example, good and
prudent on financial management. The findings also indicate that the
educational background of community leaders affects the development projects
of secondary schools. Furthermore the result shows that community leadership
style most effective for proper execution of secondary school development
projects requires a leader who seeks opinion of majority of community members
before embarking upon a given project, among others. Also the result indicated
that the major problems encountered by community leaders in executing
secondary school development project includes; lack of coordination and lack of
funds, among others. Based on the findings, the researcher recommended that
community leaders should be committed in performing their roles in school
developmental project; they should utilize their knowledge of their attained
educational background to influence professionally the secondary school
development project, among others.
13
CHAPTER ONE
INTRODUCTION
Background of the Study
Leadership has been described as the process of social influence in which
one person can enlist the aid and support of others in the accomplishment of a
common task. Leadership can be said to be an ability/Authority that pulls people
toward becoming comfortable with the language of personal responsibility and
commitment. Leadership is not just for people at the top. Everyone can learn to
lead by discovering the power that lies within one to make a difference and
being prepared when the call to lead comes. (Peteroy, 2001).
Leadership is applied in all facets of life. It is a competency that one can
learn to expand one’s perspective, set the complex of a goal, and understand the
dynamics of human behaviour and take the initiative to get to where one wants
to be. Hence leadership is defined as one’s ability to get others to willingly
follow.
Anyanwu (2007) defined an affective leader as an individual with the
capacity to consistently succeed in a given condition and be viewed as meeting
the expectations of an organization or society. Leaders are recognized by their
capacity in carrying others, clear communication and commitment to persist.
For instance, an individual who is appointed to a managerial position has the
right to command and enforce obedience by virtue of the authority of his
position. However, he or she must possess adequate personal attributes to match
1
14
this authority because authority is only potentially available to the individual. In
the absence of sufficient personal competence, a manager may be confronted by
an emergent leader who can challenge his/her role in the organization and
reduce it to that of a figurehead. However, only authority of position has the
backing of formal sanctions. It follows that whoever wields personal influence
and power can legitimize this only by gaining a formal position in the diarchy
with commensurate authority (Aderounmu; 1995).
Leadership is a widely applied term that usually refers to the personality
characteristics and the behavior of people with authority and influence and
responsibility for leading groups. The term is also use to refer to the group of
people officially responsible for running an organization.
Leadership function embraces those activities related to supervision,
leading and motivating personnel so that they will perform their task in desired
ways. The function entails human communication, man- to-man relationships
and use of incentives or penalties to motivate people in desired directions. As
with other managerial and enterprise functions, the way in which this functions
is performed makes a considerable difference in the efficiency of the firm.
However, what motivates men to better performance in some cultures may not
work may not work very well in other cultures. While leadership may prove
quite difficult to define precisely, most perceptive observes can readily detect
situation characterize by weak, vaccinating and ineffective leadership as
15
compared to one in which the leader as compared to one in which the leader is
competent , respected and effective. Griffiths F.M (2007)
Leadership performance is executives, because of their status, duties and
authority, are said to be in position of leadership. If leadership is considered as
something that influences person executive performances, would be Leadership
performance. More specially, it would be acts which influence the acts of
others. On the other hand, leadership style is an imprecise term that refers to the
blending of a person’s knowledge of leadership theory and skills with his or her
own personality and values under different organizational circumstances to
yield a “style” of leadership behavior (Mgbodile, 2003).
In view of the above definitions one can deduce that leadership is found
among those who demonstrate persistence, tenacity determination, and
synergistic communication so that such skills will bring out some qualities in
their groups. Leaders use their own inner mentors to acquire their team and
organization and lead a team to achieve success. Leadership therefore is a
matter of intelligence, trustworthiness, humaneness, carriage and discipline.
Hence reliance on intelligence alone results in rebelliousness.
Leadership style refers to a leader’s behaviour. It is based on the
philosophy, personality and experience of the leader. Rhetoric specialists have
also developed models for understanding leadership (Mgbodile, 2003). There
are different types of leadership style which include Autocratic or
16
Authoritarians style, participative or democratic style; and Laissez-faire or free
rein style.
The autocratic leadership style is used to describe a leader who is high –
handed in his administration. Autocratic leader signifies a self centered leaders,
a leader whose administration is centered unto himself and all autocratic
emanates from time and ends with line.
Under the autocratic leadership style all decision-making powers are
centralized in the leader, as a dictator. Leaders do not entertain any suggestions
or initiatives from subordinates. The autocratic leader finds it difficult to get
genuine love, support and cooperation from subordinate who regard his
administration as a “one man show. He maintains a poor human relation with
his manager. He is harsh and abusive in his language. It is known that the
autocratic leadership produces many undesirable effects on workers and on
work situation. The democratic leadership style is also called the participatory
leadership signifying its recognition of the need for staff participation in the
affairs of the organization. Consulting Democratic leadership places premium
on worker or group participation in decision making. The democratic leadership
is guided by the philosophy that people are more committed to caring out the
decisions in which they played a part in formicating. Thus, the democratic
leader invites the participation of workers in decision making, in setting
performance standards and evaluating performance.
17
The laissez faire leadership style is sometimes called the loose raine
leadership which can best be described as the detached management style. This
is taken from French language, the expression “laissez-faire” which literally
means “allow things go their way” is use to described the leader who allows his
workers to about go their work the way they want.
The laissez-faire administration does not engage in strict supervision of
workers as they perform. Their duty. He applies little control over the activities
of the worker and allows a measure of freedom in work operation.
This style of leadership is considered unsatisfactory because it signifies
the absence of visible leadership which often leads to a number of undesirable
behavior among workers leading to poor work performance. He develops no
policy of his own. He allows complete freedom to the group and for them to do
as they wish, generally a Laissez-faire leaders responsibility.
The community leader is the key influential people that exert influence
and authority over the other members of the community. These power action
need to be elected by the generality of the people they serve and equally
recognized by the government of the area their community is under. They also
need to poses the relevant qualities are present in these leaders and they are
selected by the people that they experience the support and participation of them
in any development project.
Community leaders are not necessarily elected to their positions, and
usually do not have legal powers, but they are often used by the media and the
18
police as a way of determining the general efforts within a particular
community, or acting as a point of liaison between the community and
government authorities. Community leadership are active in participation of the
community project as well as solving the problems of the community members.
Community leadership is a designation, often by secondary sources
(particularly in the media) for a person who is perceived to represent a
community. A simple way to understand community leadership is to see it as
leadership in, for and by the community. Essentially community leaders have
the responsibility of identifying the felt needs of his community members and
serves as a link between his community and Government or none Governmental
agencies.
In the present time, there has been a continual emphasis on the agencies
need to improve developmental activities in various communities. Such
emphasis emanate from various sections of communities and the society. Not
until recently, the belief of most Nigerians was that it is the responsibility of the
Government to provide for the needs of their communities. The Government
was seen as the great provider with unlimited resources and consequently, there
has been an almost complete dependence on the Government to provide the
needs of the people in the localities. The situation has tended to stagnate social-
economic development in many Rural Communities.
On its own part, Government has realized the essence of rural
development through repeated calls, re-awakened the people’s interest in the
19
development of rural areas. However, it is pertinent to mention at this point that
to identify community problems, and the existence of felt needs as well as the
ability of the individuals and groups in the community to perceive the particular
problems (Dunham, 2007).
The situation is further compounded by lack of able leadership that is
capable of mobilizing the people to embark on meaningful community
development in the communities. Long before the establishment of the science
of development and planning, many rural communities in Nigeria have learnt to
pull their resources together in construction of project such as foot paths to their
farm which are some kilometers away from their settlements (villages). They
are as well did the clearing around their homes, shrines, and markets under the
directive and supervision of community leaders (NYSC and Anka
Directorate1980).
There is now an increasing awareness that people can develop their own
communities out of their efforts and resources. The changes began to occur as a
result of their increasing realization of the relationship between leadership role
and community development. Community awareness can be generated by the
community leaders in that, some people cannot easily be able to perceive a
common problem confronting them without being assisted (Nnena, 1990).
As a result, community development project relies heavily on local
leadership to elicit the enthusiasm of the people. This is to ensure that it is not
only the change agents, who are paid officials, but also the local leaders, who
20
act as the agent of the development in their communities. Local leaders are very
often volunteers and they are perhaps the very real agents of social change and
improvement in their communities. This is why the community development
agent must endeavour, at the initial stage, to identify the structure and pattern of
the leadership in his client community (Bello, 1990).
Moreover, community leadership fosters participation is affecting the
lives and welfare of the people in the community. It creates faith in a number of
factors that may generate community development. It creates faith in common
understanding, faith in the philosophy of success, faith in the ultimate
satisfaction of personal and community motives, faith in the integrity and
objective of the authority, and faith in the superiority of community purpose.
Community leaders are thus enabled to pursue the incessant interchanges of
energies and satisfactions for immediate growth of the community and ultimate
development of the nation. It is necessary therefore for individual and groups to
improve their leadership (Fisher and Romanorstky, 2012).
Leadership in Zone ‘C’ community of Benue State starts from the
villages which are the strongest political unit in communities. The community is
egalitarian, with the extended family comprising of many families as the lowest
political unit. The head of the extended family holds the “Ochirigogo” which is
the symbol of power, for he represents that extended family at the village
meetings.
21
The extended family is made up of families that trace their ancestor to
one person. The extended family also has kindred’s which is a localized
patrilineage made up of a group of related extended families. The eldest male in
this family head the kindred called “Okoshe” and he represents them in
political, religious and social matters. The village is composed of many
kindred’s whose members trace their ancestors to one person belonging to a
distinct group. The village is based upon common kinship, religious, dialect and
economic ties.
The Zone ‘C’ is the largest political unit area in Benue State and the LGA
that constitute the Zone ‘C’ have the feelings of same identity and it is the basic
political unit in the whole Idoma political system. The Zone ‘C’ has a central
deity which all members of the Zone ‘C’ recognize as the deity to which the
Zone ‘C’ owes its co-existence. The traditional functions in this society are
performed through various structures within the system.
In the typical local government setting, the women’s club, the age grade,
youth association, traditional and political and religious leadership are the
executive agent of the social system. The age grade system cuts across
residential and lineage ties and brings members of each village into a single
organization based mainly on age.
The secondary school institution as a social system consists of individuals
with different personality and needs or disposition (Oboegbulam 2000;
Peretomode, 1999). The individuals within the school include the principals,
22
teachers, students and other non-academic staff, interacting within the defined
boundaries for the purpose of achieving the predetermined objectives of the
school. Educational administrators (principals) are involved in administration
and management of secondary schools, Nwankwo in Peretomode (1996)
considers school administration as careful and systematic arrangement and use
of resource, (human and materials) situations and opportunities for the
achievement of specified goals and objectives of a given organizations.
Mgbodile, (2004) defined school management as guidance, leadership and
control efforts of groups of people towards some common objectives. It is a
social process of interaction and economic process involving a sequence of
coordinating events, which include: planning, organizing, coordinating and
controlling. Educational management is concerned with the planning and
formulation of educational policies or programmes with the view of achieving
educational goals. The supervisory aspect of administration is mainly for
maintaining punctuality and general discipline as well as facilitating changes
and pattern of work to modern techniques as commented by Oboegbulem
(2007).
It is obvious that leadership would play a tremendous role in managing
the life pattern of the community members. The leaders are capable of knowing
how best to channel the resources of the community or the resources of the local
government towards meaningful educational development project such as
library construction school building and bore hole establishment.
23
The community leaders and school principals’ position in a community
educational development project can be termed as crucial since they help to
disseminate information motivate people and also accelerate the programme
execution. In this regard, the rural leaders are key to success in community
development programme (Brien, 1999). However, most often community
leaders encounter some major problems in the face of executing school
development projects such as polite involvement, lack of coordination and
sound group conflict.
The existence of capable leaders enhances the status of village projects
and places them in a better position to qualify for government grants in aid. To
help bring a community to action, it requires the community leaders to create
awareness on the people in the direction of self-help project. In Zone ‘C’
community of Benue State leadership starts from village, which is the basic
political unit in a community. It possesses all the socio-political attributes of a
traditional Idoma society in Benue State.
Execution of community development projects depend on organization
and effective participation of the people in the community enhanced by the free
flow of communication in which it is made possible by the Local leaders such
as Council of Elders, Age grade, Town Unions, Cooperative societies and heads
of various organizations in the community.
However, the influence of educational background of community leaders
is being felt in most communities since it has formed and modified some
24
traditional, social and political structures. In this pattern of community
leadership educated leaders who are aware of current changes, the community
members should therefore try as mush as possible to elect those who are
educated to replace non-educated (illiterates) leaders in order to communicate
with other members of community effectively and relate well to enlight them of
the need for change., will help to bring cordial relationship between community
members and the community leaders (Peteroy, 1999).
It is obvious that educational level knowledge of community leader
plays a tremendous role in managing the life pattern of the community
members. Those leaders are capable of knowing how best to channel the
resources of the community toward meaningful development projects such a
road construction, erection of classroom structure, school library and school
structure (Boggs, 1996).
The existence of capable leaders enhances the status of community
projects and places them in a better position to qualify for governments, grants
in-aid. To help bring a community to action, it requires the community leaders
to create the awareness on the people, in the direction of self help projects. It
must be recited that in Zone “C” community of Benue State, leadership starts
from the village which is the basic political unity in the community. It posses all
the socio political attributes of a traditional Idoma society. They are, to a very
great extent, egalitarian as well as political in standards of conduct. The
25
community is agriculturally, religiously, economically, educationally and
politically alert.
Therefore those community leaders’ roles in community development
projects can be termed as crucial since they help to disseminate information,
motivate people and also accelerate the programme execution. In this regard the
rural leaders are rightly pointed to as a key to success in community
developmental program (Edekobi, 1998).
Statement of the Problem
Leadership is very crucial in educational development projects, and the
effectiveness of leadership therefore, goes a long way towards the realization of
community aims and objectives. Most projects being undertaken in
communities for their development require effective leadership for their
success. The existence of capable leaders enhances the status of development
projects and places them in a better position to qualify for government
assistance.
In the past, the people in Zone “C” of Benue State placed much
importance on development projects of their communities and have been noted
in the past for her self-help efforts. This was demonstrated greatly when they
were under Benue Plateau State when they built the Otukpo Town Hall which
has clinic, the Women Education Centre, Lodging Accommodation House and
some community secondary schools in many Zone ‘C’ communities
26
respectively. This problem of this study originate as result of lack of
development project by community leaders in Benue State.
It is most unfortunate that since the creation of Zone ‘C’; (social political
sector, 1976) in Benue State, the communities have not recorded any new
developmental project in its own for past decades and seems not to be
interested. Some uncompleted projects have even been abandoned such as
Otukpo Community Hall and library building. The big question therefore is
what has actually gone wrong? Why is it that Zone ‘C’ consisting of nine (9)
Local Government Areas with abundant human and material resources not able
to provide her people with viable secondary schools development projects such
as water bore hole, classroom accommodation, building of library, school
electrification or plants?
In the typical local government setting, the women’s club, the age grade,
youths association, traditional, political and religious leadership are the
executive agents of the social system. The age grade system cuts across
residential and lineage ties and brings members of each village into a single
organization based mainly on age. It is obvious that leadership would play a
tremendous role in managing the life pattern of the community members. The
leaders are capable of knowing how best to channel the resources of the
community or the resources of the local government toward meaningful
development projects.
27
Education developmental projects both as a practice, process and
movement have not been achieved, especially in Zone ‘C’ Community of Benue
State, in spite of various concerted efforts of the government to mobilize the
communities through such governmental agencies as the World Bank assisted
projects on self-help, Mass Mobilization for Self Reliance and Economic
Recovery (MANSER), Better Life Programme for Rural Women (BLPFRW),
Family Support Programme (FEAP). From the foregoing, it is clear that certain
problems exist, and it is of more concern to this researcher hence posed to ask:
what are the roles of community leaders in secondary school developmental
projects? In view of this, the researcher embarked on this study to investigate
through the opinion of community leaders and school principals on roles of
community leaders in the secondary school development project in Benue State.
The Purpose of the Study
The main purpose of the study is to investigate the roles of community
leadership in secondary school development projects in Benue State.
Specifically, this study seeks to:
1. Determine the roles of community leaders towards successful
accomplishment of the secondary school development projects in
Benue State.
2. Determine the extent to which the educational level of the community
leaders affect the development projects of secondary schools in Benue
State.
28
3. Find out how the style of community leadership that is most effective
for the execution of secondary school development projects in Benue
State.
4. Identify the problems encountered by the community leaders in
executing secondary school development projects in Benue State.
Significance of the Study
The emphasis on community development project has been a growing
phenomenon in recent time. Therefore the importance of secondary school
development cannot be over-emphasized.
The study will be beneficial to the principals, teachers, students,
community leaders as well as Ministry of Education, its agencies at all levels.
The findings will go a long way in helping principals of secondary
schools because they will acquire maximum knowledge from the finding of
Researcher after investigation into the various roles or contributions, if any,
made by the community leaders in Zone ‘C’ community in terms of secondary
school development projects and understanding of several aspects of the effect
of leadership roles on secondary school developmental projects. The study will
help the principals gain the background knowledge and problems militating
against secondary school developmental projects as a result of this work, when
properly studied.
Teachers in secondary school will benefit from this study in one way or
the other as they find the information very useful and important in teaching and
29
learning situation. The teachers in the secondary school will benefit from the
findings because it will help them to know the activities of community leaders
as regards secondary school developmental programmes that bring about new
changes at school level. The teachers will well benefit from the study because it
will make them know the roles of community leaders in secondary school
development projects. This awareness will help them have interest in their job.
The findings will go a long way in helping students to understand and
gain knowledge how secondary schools in the community are equipped with
greater knowledge for change of school environment. Through the effort of
community leaders. The findings will benefit the students as it will help them to
know and understand the different efforts of community leaders/members and
principals/teachers in secondary school development project. This awareness
will make them improve their knowledge and skills. It will equally make the
students aware of the good relationship between the principal/teacher and
community leader/members in development of secondary school project there
by make the students to develop spirit of good relationship.
The education agencies in-charge of secondary schools will benefit from
this study because it will provide them with useful and needed information on
the functions of community leaders and their active participation in secondary
school developmental projects. It will make such education agencies realize the
essence of community leader’s effort towards the development of secondary
30
school project. This awareness will enable them know how to channel the
education problem to appropriate quarters.
The ministry of education will benefit from this study because it will help
them to know the style of leadership preferred for full initiation, implementation
and participation in secondary schools development projects. It will as well
make them know the problems encountered by these community leaders in
executing developmental project and how to overcome them. This awareness
will inspire the ministry of education to pick interest on the effort of community
leaders and to meet community demands at the time of their need.
The findings of this research will be useful to community leaders because
it will make them know how mush contribution to the realization process of
what the community leaders in Zone ‘C’ of Benue State have done towards the
community development project. It will enable them to know the areas of their
weakness and strength in the job. This awareness will help the leaders to know
and understand the areas preferred for full initiation, implementation and
participation in secondary school developmental projects and as well as their
real function or roles in a given society.
The findings will be of benefit to community members because it is
hoped to draw out the needed information that would go a long way to stimulate
community members in embarking and taking active part in education
developmental projects. This awareness will help them to alleviate the suffering
of the principals, teachers and students in the community.
31
It will equally stimulate community member to know what are the roles
of these leaders towards successful accomplishment of education developmental
project in Zone ‘C’ community in Benue State.
Scope of the Study
The study has both content and geographical scope.
In the geographical scope, the study was limited to Zone “C” community
of Benue state, the Zone ‘C’community comprises of nine (9) local
governments areas in Benue state which include Obi, Oju, Otukpo, Ado
Okpokwu, Obadigbo, Apa, Ohimini and Agatu respectively.
In the content scope, the study was limited to the examination of the roles
of community leaders in secondary school development projects in Benue State.
This study will carry out investigation into the secondary school developmental
projects and look into problems encountered by community leaders in executing
secondary school development projects in Benue State. this study will carry out
investigation into educational background of the community leaders who are
involved in development projects embarked upon by secondary schools in
Benue State. It will as well cover the type or style of leadership preferred for
full initiation, implementation and participation in secondary school
development projects in Benue State.
Essentially the finding of the study helps to emphasize the indispensability of
the leadership roles in the secondary school development efforts. This further
stimulate community development workers, the government and Zone ‘C’
32
community in taking active part in community development projects. It will also
expose the critical issues involved in effective secondary school development,
and as such, it helps in exposing all possible awareness to promote co-operation
among community members to promote the socio-economic and cultural status
of the community.
Furthermore, this study serves as a reference book, as it may stimulate
other researchers to carry out further research on the contributions the
community leaders can make towards the upliftment of human well being in
their various communities.
Research Questions
The following research questions were formulated to guide the study:
1. What are the roles of community leaders towards attainment of
secondary school development project in Benue State?
2. To what extent does the educational level of the community leaders
affect the development projects embarked upon by secondary schools
in Benue State?
3. What style of community leadership that is most effective for proper
execution of secondary school development project in Benue State.
4. What are the major problems encountered by the community leaders
in executing secondary school development project in Benue State.
33
Hypothesis
The following null hypotheses were formulated to guide the study and
was tested at 0.05 levels of significance:
HO1: There was significant difference between the mean rating scores of
community leaders and principals with regard to leadership style that is
most effective for the execution of secondary school development
projects in Benue State.
HO2: There is no significant difference between the mean rating scores of
community leaders and principals with regard to the roles of community
leaders towards successful accomplishment of secondary school
development projects in Benue State.
34
CHAPTER TWO
LITERATURE REVIEW
This literature review was treated under the following sub-headings:
conceptual framework, theoretical framework, review of empirical studies and
summary of the reviewed literature.
Conceptual Framework:
Concept of community
Concept of leadership/leadership style
Concept of secondary school
Concept of development and development projects
Theoretical Framework
Scientific management theory
Human relations theory
Behavioural science theory
Review of Empirical Studies
1. Studies related to development project.
2. Studies related to secondary school
3. Studies related with community leadership roles.
Summary of Literature Review
22
35
The Concept of Community
The term community is used to refer to a group of people living within
the same geographical area, with a high degree of communalism and kinship
obligations. Community is characterized by a light degree of inter – personal
intimacy where relationship are strengthened by face to face relationship.
Community is a word with many meanings and uses. According to
Beresman (1998), community is one of the oldest forms of human organization
where social order is based upon consensus of will and supported by folkways,
mores and religion. He again stated that, community is a place where people
have high moral commitments, and dependency on reciprocity, norms, filial
ties, kind ship, obligations, neighborhood ties, and a high degree of
communalism.
From another perspective that seems to improve on above definitions,
Taylor (1997) defined community as consisting of persons in social interaction
within a geographical area having one or more common ties. Taking a definite
point, Mezirow (1992) sees community as that level of social interaction where
these tensions are more clearly exposed between micro-experience and macro-
explanation. Beresford (1998), views community from different perspectives in
respect of psychological angle. He stated that, community is a temporary
psycho- and sociological function giving rise to a social form within the
boundaries of which personal affective ties and situational purposive
instructions prevail. It is the convergence like affected individuals into social
36
formation in response to a perceived negative influence in prevailing broader
environment and in opposition to it from his own angle Fussell (1998) says that
the fundamental unit of development is the community which is made up of
households, comprised of individual men and women, young and old with many
roles and responsibilities which allows the community to function.
In view of all the above definition, one can deduce that, community is
seen as a social unit made up of a people who live in a geographical area, which
may be large or small, formed for different purposes. Community can therefore
develop through a close relationship between the people, the sharing of common
interests and obligation and feedings of oneness for the realization of their
common goals and aspirations. A pioneer settlement, a village, a city, a tribe or
even a nation can be seen as an example of community.
The Concept of Leadership
The concept of leadership has been looked at from various points of
views, by different researchers. Because of the abstract and fluid character of
the concept, it has been universally accepted and standard definition of
leadership to emerge. Throughout the human history, philosophers have made
attempt to define the concept of leadership and to give appropriate position in
the development of man and society. Edekobi (1998), defined leadership as one
who is endowed with unique qualities that capture the imagination stressed that
leadership consist of such skills as intellectual, physical, moral and artistic
skills. It may be as a result of this fact that they are appointed as a leader within
37
the group as he is the real centre of influence within the group. For instance
kings and leaders one those whose authority is mostly derived from their
position.
From more pragmatic perspective, Onyechi (2001) views a leader as that
member of a group who has the most influence over the behaviour of other
members and whose position is usually the first to emerge as the group becomes
structured. Saheny and Chanterge (1999) assumed that leadership in community
development is based on the relation between an individual and a group that
built around some common interest. He further contended that community
leadership is when a group follows an individual out of free will and not under
command or force. It has also been stressed that community leaders should be
reorganized and seized opportunities to surmount cultural, legal, administrative
obstacles. He should also obtain the necessary resources and sufficient support
for his plan and execution I order to achieve the goal and objection of an
organization. (Ugwunyi, 2001). Therefore, leadership involves the ability of an
individual or group of people to mobilize human resources in response to the
need and requirements that results from stencil, either from internal or external
environment.
Leadership may be entrusted by birth, selection, or by usurpation of
power. In this regard, Bass in Edekobi (1998) looks at leadership as an
individual’s effort to change the behaviour of others. .When other members
actually change, this creation of change in others is successful leadership. If the
38
other is reinforced for changing their behaviour, this evoked achievement in
effective leadership. Considering the above definitions, one can deduce that
leadership is the most basic concept in community development projects, and
the efficiency of the leader goes a long way in the realization of the
community’s aim and objectives. Leadership requires responsibility and
sacrifices. Therefore, the prospective leader must accept the responsibility
associated with leadership.
The worker or group leadership style places premium on people as the
prime determinant of production. In this approach attention is paid more to the
needs of the people in the organization and production is seen as a natural
antecedent of good relations. The leader emphasizes sound interpersonal
relations and sees the welfare of the workers as instrumental to production.
Leadership involves the ability of an individual or group of people to
mobilize human resources in response to the need and requirements that results
from stimuli, either from internal or external environment. A common link
which runs through those positions is that leadership remains the art of
coordination and motivating individuals and group of people to achieve a
desired goal (Ezeocha, 2006). In the absence of leadership, life would have been
poor, nasty, solitary, brutish and short.
The salience and conversance of power of a leader depend to a large
extent, on the goals of an organization, and strategies available for achieving
39
these goals. For leadership to be successful, Ezeocha (2006) considered the
following principles of leadership:
(i) leadership must be legitimate and authoritative, meaning that the leader
must be led, be given the mass and societal backup to direct and control.
(ii) leadership must not exceed the mandate entrusted to it by the people.
(iii) leadership must subject itself to public advancement, responsibility and
accountability to maintain a good relationship between the leader and the
led.
(iv) leadership in terms of recruitment must be by merit instead of inheritance
or usurpation.
A leader should possess superior intelligence, relevant training or
experience. He must be initiative and should be capable of having inter-personal
relations, direct attention and advance acceptable solution (Onyechi, 2001).The
leader is a person endowed with unique qualities that capture the imaginations
of the masses. (Bruse, 1998). Ezeocha (2006) in his own view, stressed that
leadership can be seen as authority injunction given to an individual or group of
individuals to exercise a definite measure of power within a specific
organizational content.
Saheny and Chanterge (1999) assumed that leadership in community
development project is based on the relationship between an individual and a
group built around some common interest and believing in a manner or
determined by him. They further contended that community leadership where a
40
group follows an individual of free will and not under command or coercion. It
has also been stressed that community leaders should recognize and seize
opportunities to surmount cultural, legal, administrative and other kinds of
obstacles, obtain the necessary resources and combine and make use of them in
the right way to obtain sufficient support for plan and promote the necessary
organization to carry them out. (Saheny and Chanterge, 1999).
In summary, leadership is the most basic concept in community
development project, and the efficiency of the leader goes a long way towards
the realization of the community’s aims and objectives.
Generally, leadership is classified according to their leadership styles and
their characteristics. Edekobi (1998) stated that in order to find the real leaders
of the community the style and characteristics of leadership are necessary to be
examined. The leaders are classified according to the following styles. The
autocratic leadership style, the democratic leadership style, the laissez fair
leadership style, the leadership according to compulsion and the charismatic
leadership (Mgbodile, 2003).
The word autocratic is used to describe a leader who is high-handed in his
administration “Auto” is a Latin word which means self. So the expression
autocratic leader signifies a self-centred leader, a leader whose administration is
centred on his self. He is the centre of all the activities that go on in the
establishment where he is a leader. A prime determinant of action, all the
authority emanates from him and ends with him.
41
The autocratic leader manifests his autocratic tendency clearly in
decision-making. He monopolizes the decision-making process and takes
decision all alone. He does not see the need to involve his staff in decision
making since he thinks he has all the bright ideas. He believes his ideas and
thoughts to be superior to those of his subordinates and considers involving
them in decision-making as a waste of time. He is therefore not interested in
group or corporate decision. He takes decisions all alone and passes these down
to subordinates as orders to be carried out without question (Mgbodile, 2003).
The consideration and initiating structure of leader has a great effect on
the subordinates. Leadership equally has great effect on the subordinates. Agabi
(1995) states that an autocratic leader by fear unites his group and by suspicion
divides his group into enemies. By this an autocratic leader has two images
about his group; he suspects them and once he fears that his group members are
coming too close, he by all means separates them since he cannot lead people
who are together. Nnenna (1990), sees an autocratic leadership as all-in all
decision making. An autocratic leader is characterized by the following:
� The dictation of all policies and procedure by the leader;
� Imposition of task and methods on the subordinates;
� Lack of effective communication between the leader and the group.
An autocratic leader gives more attention on the nomathetic dimensions
(Nnenna, 1990). He does not believe in using staff initiative or discretion.
Dennis (1997). further lists eight characteristics autocratic leader assumes
42
inconvenience to himself: an aggressor, a blocker, recognition seeker, a dodger,
a dominator, a help seeker, a special interest seeker, a blamer, the autocratic
leader as Hall in Ume (1999) puts it plays dominative roles, gets things done in
his own ways and prevents others from emerging as leader; he is just one in
making decision, his decision is final. He is leader dominated rather than group
dominated. He performs better during anarchy because in anarchy there is really
no group and group cohesion.
The democratic management style is also called the participatory
leadership signifying its recognition of the need for staff participation in the
affairs of the organization. Democratic leadership places premium on worker or
group participation in decision making. The right of the worker to participate in
taking decisions on issues that affect his work is recognized. The central idea in
democratic management is getting the worker directly involved in helping to
make decisions that affect his work operation (Knezevich, 1995).
The democratic management sees the need to take the worker into
confidence and to seek his ideas, views and suggestions on issues concerning
the organization’s welfare. He believes that no one man has a monopoly of
ideas, and that better decisions can be taken under joint deliberations making
use of suggestions and ideas of members of the organizations. He therefore
genuinely invites suggestions and ideas of subordinates in decision making, and
incorporates them in the final decision. Nnenna (1990) in his own opinion saw
democratic leadership as that which creates room for the consultation of the
43
group on almost all the things that affect them before decision are made. It
allows for self-expression, creativity and group healthy interactions. A
democratic leader listens to the group’s suggestion and he believes that the
whole group is greater than individual part. He thinks with this group. A
democratic leader is more interested in the smooth running of the community,
personnel, citizens, welfare and understanding and interest.
Unlike the autocratic leader, the democratic leader is a part of the group
and in the real sense a product of the group. He is just one of the number of
leaders who under different circumstances helps the group to do its jobs. Hall
lists fifteen characteristics of a democratic leader: Initiator, Orientor, Facilitator,
Encourager, Summarizer, Fact giver, Expeditor, Status role, Evaluation,
Harmonizer, Fact seeker, Compromiser, Spokesman, Recorder and Analyzer.
But one thing needs to be noted, a democratic leader is a matter of degree. A
leader should not be totally autocratic or totally democratic; the best leaders
probably are slightly more autocratic than democratic, but only in the sense that
they make the difficult decisions when the buck stops at their desk (Mgbodile,
2003).
The Laissez faire leadership implies that things should sort themselves
out. The leader has seldom clearer vision of organizational goals. According to
Nnenna (1990), laissez faire leadership style are such things that should sort
themselves out. The leader not only has seldom clearer vision of organizational
but also of community goals. He develops no policy of his own. He allows
44
complete freedom to the group and for them to do as they wish. Generally, a
laissez faire leader lacks responsibility. Hall in Ume (2002) states that a laissez
faire leader is as well called passive leader who is not really a leader. This is the
type of leader that is arrived when circumstances so dictate. Under this
leadership, people get into leadership not because they wanted to lead but
because leadership has become a right. A passive leadership often fail to
stimulate his group; neither can the people stimulate him. To have a laissez faire
leader is to fall asunder the group. It is a leader who is a good follow leader and
therefore must be avoided.
The Laissez faire style of leadership which is sometimes called the loose
rein leadership can best be described as the detached management style. Taken
from the French Language, the expression “Laissez-Faire” which literally
means “allows things go their way”, is used to describe the leader who allows
his workers to go about their work the way they wanted. The Laissez-Faire
administrator does not engage in strict supervision of workers as they perform
their duty. He applies little control over the activities of the workers and allows
a measure of freedom in work operation (Mgbodile, 2003).
The Laissez faire style of leadership is considered unsatisfactory because
it signifies the absence of visible leadership which often leads to a number of
undesirable behaviours among workers leading to poor work performance.
Some workers might pay less attention to their work while others might
completely abandon their work or perform below expectation.
45
Freedom of action: The group members do things as they are pleased. In this
case, there is no leadership. The following characterizes laissez faire leadership
style.
� Complete non-participation and indifference
� Leadership supplies information only if asked and assumes no other duty.
� Makes few comments of any kind and no effort to enforce any work rule
(Hall in Ume, 1999).
One of the motivational factors gives strength to leadership in the society is the
compensation that the leader receives for his efforts. Compensation takes many
forms (Hall in Ume, 2002). It could be status recognition, monetary or material
compensation. It could also be professional. Ume (2002) states that there are
distinguishing factors between a professional leader and others. Under the
leadership according to compensation, status changes immediately. The
compensation is the upliftment he has. Therefore, one is raised among others
just overnight.
Concept of leadership style
The charismatic style is a style of management behaviour observed
among people who naturally possess the charismatic traits. Charisma is a natural
endowment of certain leadership traits which the possess manifests of oratory
boldness, drive, the power to organize and mobilize people. By the natural
leadership qualities which the possesses, he is able to get the support of his
followers without much effort. People are willing to follow him to sink with or
46
swim behind him. They give him their trust, support and co-operation without
knowing or questioning why they should do so. Nnenna (1990) saw this
leadership as “a term used to describe the capacity, capabilities or qualities of a
person who recognizes, direct and control others for the purpose of attaining the
set goals for his group or society.
Thus, it is the process of influencing the activities and behaviour of an
individual or group in an effort to attain a goal for the group. It is also used to
describe a person’s status, position of authority or power. The above implies
that the success or failure of the group or society is in most cases attributable to
the effectiveness or ineffectiveness of the leader. He tries to lead in the right
direction. Charismatic leadership refers to natural and supernatural qualities of
influencing others. A reflection on the above definition of leadership shows that
leadership could be a personality gift or an individual’s characteristics to easily
influence the activities or behaviour of others. The charismatic leader is
characterized by the following: command of language, use of proverb, live of
honesty, fairness, confidence, good memory (Nnenna, 1990).
Concept of Secondary School
According to Hormby (2003) secondary school is an institution where
teaching and learning take place which students acquire many skills: it is where
admission is created for those children who are above average level of their
academic performance at primary school level. Secondary schools in Nigeria are
of three categories. These are unity schools or federal Government Colleges,
47
secondary schools owned by the states and private secondary schools.
Admission into the unity school is usually in two stages: the National common
entrance examination involving all candidates who may have applied, and the
interview stage involving candidates deemed to have veached a certain standard
at the first age. Cut off marks are used in determining who qualifies for the
second stage. However, it does happen that there is no uniform cut off mark.
Admission into the state secondary school is by a state common entrance
examination. Some private secondary schools also conduct entrance
examination and used cut off marks to determine who qualifies to be posted to
their schools as well. (Ogbonnaya, 2003). Secondary schools is for those
children who are between the ages of 11 to at least 19, years old. but in some
areas like “US” where secondary school is divided into Junior school and high
school, the secondary school is for children at ages of 11 to 14 years and 14 to
19 yearsold respectively. Obanya (2002) state that, since a secondary school
offers a full range of subject across the academic and vocational spectrum, it is
commonly understood that the school will need to be of a large size and to take
children from a wide range of abilities. In principle, it was originally conceived
as neighbourhood schools, which all students in its catchments area were meant
to attend, irrespective of ability and without in most cases any significant
element of parental choice.
The school is a social system that possesses a distinct unit (creativity)
beyond its component parts: It is distinguished from its environment by a
48
clearly defined boundary; it is compounded by sub-unit elements and sub-
system that are at least interrelated within relatively stable pattern of social
behaviour. Consequently, it is relevant to indicate that the school has a formal
and an organized avenue for operating within set rules and regulations
comprising of pupils or students and teachers whose goals is to inculcate
relevant ideas, skills, and knowledge in other pupils or students to enable them
fit adequately into human culture, social identity as well as earn a living with
the economy (Adesina, and Ogunsaju, 1994).
The school is an institution and a social system in a community where
students receive their studies. According to Oboegbulem (2000), the secondary
school as a social system consists of individual with different personalities and
needs deposition. Pertomode (1999) states that individuals within the school
include, the principal, teachers, students and other non-academic staff,
interacting within defined boundaries for the purpose of achieving the
predetermined objectives of the school. The school administrator is the principal
involved in administration and management of secondary schools. Nwankwo in
Pertomode (1999) considers school administration as careful and systematic
arrangement and use of resource, (human and material), situation and
opportunities for the achievement of specified goals and objectives of a given
organization. Sherkalar (1998) defined school management as a guidance,
leadership and control efforts of group of people towards some common
objectives. He again stated that it is a social process or interaction and economic
49
process involving a sequence of coordinated events, which include, planning,
organizing, coordinating and controlling. He added that educational
management is concerned with the planning and formation of educational
policies for achieving educational goals.
Having observed all of the above mentioned definitions, one can deduce
that secondary school is where children from age of 11 to 15 years acquire their
knowledge. The individuals within the secondary school include the principal,
teachers, students and other non-academic staff who have areas of
responsibilities for purpose of achieving the respective goals across the
academic and vocational spectrum in which all the students were meant to
attend or study irrespective of ability and without in most cases, any significant
element of parental choice.
Concept of Community Developmental Project
Community developmental project places a high premium on, and extols
the values of self-help and voluntary cooperation among members of the
community seeking to address their problems. According to Dickson (2006),
community developmental project has been sincerely labeled as a movement
designed to promote better living for the entire community. It is galvanization of
communities into taking the necessary, urgent steps to improve their lots where
the spirit of self-help guide the zeal of people.
Community development, viewed from different perspective in respect of
psychological angle, is a temporary psycho- and sociological function, giving
50
rise to a social form within the boundaries of which personal affective ties and