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PRINCIPALS’ ADMINISTRATIVE PROCESS STRATEGIES FOR
THE ACHIEVEMENT OF QUALITY ASSURANCE IN SECONDARY
SCHOOLS IN KOGI STATE
BY
ABDULRAHAMAN MUHAMMED
PG/M.Ed/12/62642
DEPARTMENT OF EDUCATIONAL FOUNDATIONS
(ADMINISTRATION AND PLANNING)
UNIVERSITY OF NIGERIA, NSUKKA
JUNE, 2014
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TITLE PAGE
PRINCIPALS’ ADMINISTRATIVE PROCESS STRATEGIES FOR
THE ACHIEVEMENT OF QUALITY ASSURANCE IN SECONDARY
SCHOOLS IN KOGI STATE
BY
ABDULRAHAMAN MUHAMMED
PG/M.Ed/12/62642
A RESEARCH PROJECT PRESENTED TO THE DEPARTMENT OF
EDUCATIONAL FOUNDATIONS, UNIVERSITY OF NIGERIA,
NSUKKA IN PARTIAL FULFILMENT OF THE REQUIREMENTS
FOR THE AWARD OF MASTERS DEGREE IN
EDUCATIONAL ADMINISTRATION AND
PLANNING
JUNE, 2014
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APPROVAL PAGE
This thesis has been approved for the Department of Educational
Foundations, University of Nigeria, Nsukka.
BY
__________________________ ______________________
DR (MRS) A.I. OBOEGBULEM DR. S.C. UGWOKE
SUPERVISOR INTERNAL SUPERVISOR
___________________________ ____________________
PROF. G.C. UNACHUKWU DR. D.U. NGWOKE
EXTERNAL EXAMINER HEAD OF DEPARTMENT
_____________________________
PROF. I.C.S. IFELUNNI
DEAN, FACULTY OF EDUCATION
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CERTIFICATION
Abdulrahaman Muhammed, a postgraduate student in the Department
of Educational Foundations, with Registration Number PG/M.Ed/12/62642
has satisfactorily completed the requirements for the Degree of Masters of
Education (M.Ed) in Educational Administration and planning. The work
embodied in this dissertation is original and has not been submitted in part or
full for any other diploma or degree of this or any other university.
____________________________ __________________________
ABDULRAHAMAN MUHAMMED DR (MRS) A.I. OBOEGBULEM
STUDENT SUPERVISOR
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DEDICATION
This work is dedicated to the memory of my late father,
Abdulrahaman Yusuf and my elder sister, Barikisu Abdulrahaman.
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ACKNOWLEDGEMENTS
I want to use this medium to express my profound appreciation to the
God Almighty, for his mercies and protection over me and for giving me the
knowledge, good health and the ability to put this work together. With utmost
humility, I am sincerely grateful to my supervisor, Dr (Mrs) Angie Oboegbulem
for her encouragement, corrections, suggestions, and guidance throughout the
period of this work.
My sincere appreciation also goes to my indefatigable lecturers: Prof.
Nelson Ogbonnaya, Dr. L. Ejionueme, Dr. S.C. Ugwoke, Dr (Mrs) G.T.U.
Chiaha, Dr. P.N. Onwuasoanya and Dr. L.U. Onuigbo for their encouragement,
valuable suggestions, corrections and advice from the beginning to the end of
this research work.
I am also indepted to Engr. Chimereze .I.I. Egbu, Alhaji Baba Ali,
Hassan Ali, Fatima Baba Ali, Zainab Baba Ali, Mr. Momoh Jimoh, Faith, and
Ejiofor who has contributed in one way or the other to my academic pursuit.
The researcher is also grateful to all his friends, colleague and well wishers.
My profound appreciation also goes to my wife, Mrs. Aishat
Abdulrahaman and children for their prayers, understanding, encouragement
and inspiration in the course of my academic pursuit.
Finally, to all those mentioned above and others too numerous to mention
who has contributed in one way or the other towards the success of this work, I
pray God Almighty to richly bless and reward them abundantly Amen.
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TABLE OF CONTENTS
Title Page i
Approval Page ii
Certification Page iii
Dedication iv
Acknowledgements v
Table of Contents vi
List of Tables viii
Abstract ix
CHAPTER ONE: INTRODUCTION 1
Background of the Study 1
Statement of the Problem 12
Purpose of the Study 13
Significance of the Study 13
Scope of the Study 16
Research Questions 16
Hypotheses 17
CHAPTER TWO: LITERATURE REVIEW 18
Conceptual Framework 18
Concept of Principalship 18
Concept of Quality 21
Concept of Quality Assurance 24
Concept of Administration 29
Theoretical Framework 31
Systems Theory 31
Human Relations Theory 33
Administrative Theory 34
Review of Empirical Studies 35
Summary of Literature Review 46
CHAPTER THREE: RESEARCH METHOD 48
Design of the Study 48
Area of the Study 48
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Population of the Study 49
Sample and Sampling Technique 49
Instrument for Data Collection 50
Validation of the Instrument 51
Reliability of the Instrument 51
Method of Data Collection 52
Method of Data Analysis 52
CHAPTER FOUR: PRESENTATION OF RESULTS 54
Summary of Major Findings 65
CHAPTER FIVE: DISCUSSION OF FINDINGS, CONCLUSION,
IMPLICATION, RECOMMENDATIONS, AND SUMMARY 69
Discussion of Findings 69
Conclusion 74
Implications of the Study 77
Recommendations 79
Limitations of the Study 79
Suggestions for Further Research 80
Summary of the Study 80
REFERENCES 82
APPENDICES
Appendix A: List of 228 Government-Owned Secondary Schools in
the 21 Local Government Area of Kogi State 88
Appendix B: Questionnaire on Principal’s Quality Assurance
Strategies for Effective Secondary School Administration
in Kogi State 100
Appendix C: Copies of Validated Instrument 105
Appendix D: Reliability Test 108
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LIST OF TABLES
Table Page
1 Mean Ratings of Male and Female Principals on the Planning
Strategies for the Achievement of Quality Assurance in
Secondary Schools 54
2. Mean Ratings of Male and Female Principals on the Organizing
Strategies for the Achievement of Quality Assurance in
Secondary Schools 56
3. Mean Ratings of Male and Female Principals on the staff
Personnel strategies for the Achievement of quality
Assurance in Secondary Schools 58
4. Mean Ratings of Male and Female Principals on the Coordinating
Strategies for the Achievement of Quality Assurance in secondary
Schools 60
5. Mean Ratings of Male and Female Principals on the Budgeting
Strategies for the Achievement of Quality Assurance in
Secondary Schools 62
6. Summary of t-test on the difference between the Mean Rating of
Male and Female Principals on Principals’ Planning
Strategies for Achievement of Quality Assurance in Secondary
School in Kogi State 64
7. Summary of t-test on the difference between the Mean Rating of
Male and Female Principals on the Principals’ Organizing
Strategies for Achievement of Quality Assurance in Secondary
School in Kogi State 65
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Abstract
This study sought to examine principals’ administrative process strategies for the
achievement of quality assurance in secondary schools in Kogi State. The design of the
study was a descriptive survey. Five research questions and two null hypotheses guided
the study. The population of the study comprised 228 respondents. The sample of the
study consisted of 228 principals. Questionnaire was used as instrument for data
collection. Mean and standard deviation were used to answer the research questions,
while t-test statistics was used to test the null hypotheses at 0.05 level of significance.
The findings of the study indicate that the principals’ planning strategies for quality
assurance in secondary schools include preparation of school time table on time among
others. There is no significant difference between the mean ratings of male and female
principals on the principals’ planning strategies for the achievement of quality
assurance in secondary schools; the principals’ organizing strategies for quality
assurance in secondary schools comprise making proper arrangements prior to any
external examination among others. While organizing programmes like debate
and quiz competition during special assembly at least once in a week among
others is not the principals’ organizing strategies for the achievement of
quality assurance in secondary schools; there is no significant difference between
the mean ratings of male and female principals on the principals’ organizing strategies
for the achievement of quality assurance in secondary schools; the principals’ staff
personnel strategies for quality assurance in secondary schools comprise taking
regular attendance of staff members among others while delegation of duties
and responsibilities to staff and encouraging staff professional growth by
encouraging teachers to undergo on- the- job training like seminars among
others is not the principals’ staff personnel strategies for the achievement of
quality assurance in secondary schools; the principals’ coordinating strategies
for quality assurance in secondary schools include ensuring that every teacher is
working towards the attainment of school goals among others; the principals’
budgeting strategies for quality assurance in secondary schools include making
sure that various departmental needs are forwarded by heads of department or
subject coordinator for inclusion in the school budget among others. The
study concluded among others that proper use of the documented planning,
organizing, coordinating, staff personnel, and budgeting strategies by school principals
could promote quality assurance in secondary school administration. From the findings
and implications of the study, it was recommended among others that state government
should appoint capable and qualified persons as principals in order to implement the
documented administrative strategies for quality assurance in secondary school
administration.
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CHAPTER ONE
INTRODUCTION
Background of the Study
Education could be seen as an instrument for achieving socio-
economic and technological growth and development of any nation. It is an
instrument par-excellence and the means of developing human intellect,
technical skills, character and effective citizenship for self-reliance and
effective national development (FRN, 2004). A simple way of appreciating
education is that it is a tool or a necessary weapon that is needed by every
human being in order to effectively navigate this complex world (Aguba,
2009). Education in essence is the most effective instrument for academic
progress, social mobilization, political survival and effective national
development of a country, it constitutes the single largest enterprise in
Nigeria (Akpa, 2002). The educational policy of any nation is to achieve
education for all (E.F.A.) (Moest, 2008). The priority is to ensure equitable
access and improvement in the quality and efficiency of all level of
education.
The concern of the principal of secondary school is to direct the
activities of teachers, students and other staff in the school towards the
school objectives. The roles to be performed by the school principal can be
categorized into two, namely:
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� supervision of school programmes which include: curricula and extra
curricula activities (allocation of schedule of duty or subjects, school
time table, school organization, etc.)
� interpersonal relation which involves school discipline, evaluation of
teachers performance, community support and involvement, helping
in solving staff and student personal problems e.t.c.
The principal of a school is a planner, director, controller, coordinator,
organizer, adviser and a problem-solver (Maduabuchi, 2002). He identifies
and set goals and objectives of the school, which of course, must be in line
with the national objectives, analyses tasks and share responsibilities to the
staff according to specialization and expertise (Ugochi, 2007). The status of
secondary school principal is not gender discriminating. Therefore, a
principal can either be a male or female. A good principal should champion
the course of quality assurance in his or her school to ensure a better school
administration.
The ultimate goal of education administration at all levels is to
develop an all inclusive and quality education that is accessible and relevant
for self reliance. This is guided by the understanding that good education
contributes significantly to economic growth, improvement of employment
prospects and income generating opportunities for sustainable development.
For qualitative education to be achieved in a nation, the teacher (human
resources) financial and instructional facilities (material resources) must be
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co-operatively organized. In other words, the teacher in secondary school
must be well trained and supervised (assisted), the learners continuously
evaluated and funds and facilities adequately provided.
There is a number of administrative processes that exist to assist the
administrator in carrying out his day-to-day activities. An administrator who
ignores these processes is likely to encounter problems in the task of school
administration. Hence, administration is seen as a collection of processes
dealing with the various ways in which human and material resources are
utilized to achieve set goals in an organization. These processes include such
elements as planning, decision making, organizing, coordinating, motivating,
directing, evaluating, staffing, and budgeting. Enyi in Ogbonnaya (2013)
stressed that administrative process can therefore be regarded as the sum
total of the various processes of planning, organizing, stimulating,
coordinating, staffing, budgeting, communication and evaluating, which aid
administrators in the utilization of resources in the achievement of
organizational goals.
Within the school system, virtually all the various aspect of the school
programmes and activities should be planned. According to Oboegbulem
(2011) planning is the process of deciding in advance, the methods and
procedures which an individual, group or organization intends to follow in
order to accomplish its outlined objectives. The important thing in planning
is to decide, in advance, the objectives to be achieved and how to utilize the
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available resources in achieving these objectives. In other words, to plan is to
decide in advance what is to be done and how to do it. The scarcity of
resources makes the need more necessary, since the little available resources
have to be evenly spread to reach every competing segment.
No administrator can function alone without the assistance of others.
Thus, in other to achieve the set educational objectives, the administrator
must have a frame work or structure for his school on which posts are
created and assigned to people. Enyi (1999) sees organizing in schools as
an administrative process of having a structure and assigning people to the
posts for the purpose of performing specific duties. It is sometimes seen as a
process on which an administrator identifies and groups the work to be done
in smaller units, and assigns people to the various units with relevant
materials and authority. Organizing in schools enables the principal to assign
duties to academic and non academic staff according to competence and it
tends to minimize conflict in schools, since each person knows what to do.
Organizing helps the principal to coordinate the various organizational
activities, since he is aware of the various assignments given to individuals.
Principals, who are charged with the responsibility of utilizing human
and material resources in schools, need to have the ability to coordinate these
resources in order to achieve the desired results. Nwankwo (1982),
explained coordination as a process whereby an orderly pattern of group
effort is developed to ensure unity of action in the pursuit of common goals.
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Thus, a secondary school with various departments, units and individuals
with different functions need to be properly coordinated to ensure that the set
school objectives are achieved. Coordination may therefore be defined as the
process of directing and harmonizing resources and group activities for
achieving set educational goals without friction.
In the school situation, staff personnel administration forms an
important responsibility of the school administration in achieving the goals
of the school in particular and education in general. Staffs in the secondary
schools include not only the teachers, but also non teaching staff, clerk,
watchmen, labourers, cooks, and laboratory attendants. Teaching and non-
teaching staff are important tools in the hands of the secondary school
principals in achieving educational objectives.
The functional scope of staff personnel administration as stated in
Enyi 1999, includes responsibilities of the administrator in;
� Determining the personnel needs of the school, (tutorial and non-
tutorial);
� Satisfying personnel needs;
� Maintaining and improving services of the staff.
In educational institution, the budget is prepared by the bursary
department or finance office as the case may be. Ogbonnaya (2005) had
defined budget as the financial statement of the proposed expenditure and
expected revenue of the government, public corporations, or educational
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institution for a particular period of time. The budget usually covers a period
of one year. It shows clearly the expected income and proposed expenditure
of government or an educational institution for the coming year. The
principal must be sure of what revenue is to be anticipated and from what
sources it is to be derived before preparing his budget for the school. Budget
controls the financial behavior of principals in a school system and prevent
waste or reckless spending of fund provided for various educational services.
The administrative dealings of various secondary schools in Kogi state
seems to have been hindered by numerous problems. These problems may
include: poor supervision, conflict among teachers, inadequate funding,
inadequate facilities, lack of principal-teacher relationship, and poor
leadership styles of the principal among others. Some school principals in
Kogi State seem to lack vision, there appears to be inadequate job analysis
and work plan with poor instructional supervision which culminated into
poor curriculum delivery in schools and consequently poor academic
performance by the students. As far as the position of a principal is
concerned, the issue of “gender” is very crucial because a principal could
either be a male (man) or female (female).
Gender refers to the socially constructed roles, behaviours, activities,
and attributes that a given society considers appropriate for men and women.
To put it another way: "Male" and "female" are sex categories, while
"masculine" and "feminine" are gender categories (Ivan, 2008). Gender plays
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a very important role when it comes to the position of a principal. In any
secondary school, a principal can either be male or female i.e man or
woman. Some critics are of the view that women (females) have a better
charisma as far as the job of principalship is concerned. Another set of critics
refuted their idea and came up with an assertion that men (male) have
principalship proficiency in them naturally and therefore should be
considered a better gender for this profession than women. Other critics
totally disagree with their conjecture, but opined that everyone is capable of
becoming a principal; both men and women (male and female) provided they
are qualified and have acquired a sound leadership and administrative
experience. For the administrative processes to be effective in achieving
quality assurance there is need to adopt some administrative process
strategies (Ivan, 2008).
Administrative process strategy is a concerned with shaping an
organization in the right part towards the achievement of its goal. Some of
the administrative process strategies of the principals include planning
strategy, organizing strategy, staff personnel strategy, coordinating strategy
and budgeting strategy. These administrative strategies are pertinent in the
achievement of quality assurance in secondary schools.
Quality assurance is a process of ensuring effective resource input,
control, refining the processes and raising the standard of output in order to
meet the set goals. Ayeni, (2012) opined that quality assurance in education
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is the efficient management, monitoring, evaluation and reviews of the
resource inputs and transformation process (teaching and learning) to
produce a quality output (students) that meets set standards and expectations
of the society. Quality assurance in education aims at preventing quality
problems and ensures that the products of the system conform to the
expected standards. Thus, the quality of education is the degree of excellence
of the output (students) which can be achieved through principals’ effective
administrative strategy. Mckeown (2011) argues that “quality assurance
strategy is about shaping the future “and is the human attempt to get to
“desirable ends with available means”.
Quality assurance is an organization guarantee that the product or
service it offers meets the accepted quality standards (Lopez, 2003). It is
achieved by identifying what "quality" means in context; specifying methods
by which its presence can be ensured; and specifying ways in which it can be
measured to ensure conformity. Quality assurance is a component of quality
management and it is focused on providing confidence so that quality
requirements will be fulfilled (Flanna, 2008). It can be said to be Processes
and procedures for ensuring that qualifications, assessment and programme
delivery meet certain standards. Quality assurance relates to the achievement
of educational program standards established by institutions, professional
organizations, government, and/or standard-setting bodies established by
government. Walklin (2002) defined quality assurance as the avoidance of
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non-performance by pre-empting failure through proper planning, execution,
monitoring and evaluation. It is a way of managing an organization so that
every job, every process, is implemented right at first time and always.
Quality assurance in the school system implies the ability of the
educational institutions to meet the expectations of the users of manpower in
relation to the quality of skills required by their outputs. It can be said to be
the abilities of the schools to meet certain criteria relating to academic
matters, staff – student ratios, staff development, physical facilities, funding,
and adequate library facilities (Ajayi and Adegbesan, 2007). Quality
assurance in the school system refers to all the activities that are conducted
in order to achieve or maintain a certain acceptable quality level. It is an
avoidance of defects in the education process. Cole (1996) opined that
quality assurance in any educational institution indicates that students’
learning is well supported with adequate resources and that those actively
involved both in school administration and teaching have clear job
descriptions and know their job responsibilities. It involves a series of
operational techniques and activities which include all the actions taken in
order for the quality requirement to be met.
Quality assurance in education is a totality of the combination of some
indispensable variables such as quality teachers, quality instructional
materials and quality infrastructures (classrooms, seats, tables, chalkboards,
etc.). Others include: favourable teacher/pupil ratio, favourable
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pupils/classroom ratio, and quality instructional supervision. Quality
assurance means putting in place appropriate structures, legislations,
supervision of personnel and materials in order to ensure that set minimum
standards are attained, sustained and seen to have meaningful impact on the
society. There seems to be a sharp decline in the quality of education system
in most of the public schools in Kogi State. Indicators of such declining
quality and wastage in the education system may include: high drop-out and
failure rates, rampant examination malpractices, poor reading and writing
skills among students at all levels. There is evidence of client reaction as
many parents take their children to private schools within and outside the
state.
Adedoja (2010) explained that quality assurance have increasingly and
significantly become the strongest parameters for determining the relevance
and a functionality of education, especially in developing countries where
reform regimes in the sector have become imperative for meeting the
Education For All and Millennium Development Goals targets. But, inspite
of the importance of quality in education, it continues to pose serious
challenge to education sector, which is strategic for national and regional
development. Quality assurance in education, according to Adedoja (2010),
refers to the modalities for evolving, monitoring and re-appraising indices,
benchmarks and good practices within an education system. Ukeje (2003)
explain that quality assurance in a school setting is made possible through
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proper planning by the management which involves all the staff in the
functions of planning, execution, monitoring and evaluation using set
standards and objectives. There is need to uphold quality assurance in
secondary schools to ensure a successful school administration.
Secondary education is crucial in both personal and national
development. Secondary school level is the bridge between the primary and
tertiary levels. Secondary education is the education children receive after
primary education and before the tertiary stage within the range of 12 to 18
years (FRN, 2004). The broad goal of secondary education is to prepare the
individual for useful living in the society and for higher education (FRN,
2004). Specifically, the secondary school system is geared towards catering
for the differences in talents, opportunities and future roles, to provide
technical knowledge and vocational skills necessary for agricultural,
industrial, commercial and economic development (FRN, 2004). Secondary
school should be able to provide quality teaching and learning.
The importance of secondary education cannot be over emphasized
since it has both consumer and producer status. This is because it consumes
the product of primary schools and produce candidates for tertiary education
in the nation. Realizing the need to improve the reducing secondary
education quality which had been partly attributed to ineffective principals’
administrative process strategies which ought to be repositioned through
improvement of administrative process strategies of principals.
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Given this background, the aim of the present study is to examine and
identify principals’ administrative strategy for the achievement of quality
assurance in secondary schools in Kogi state.
Statement of the Problem
Ideally, secondary school administration is expected to promote
quality assurance in Education of the citizens for national development. It is
the expectation of the government, parents and even students that quality
education is received by students in Nigeria secondary schools through the
adoption of appropriate administrative process/ strategies by the principals.
However, observations have shown that there seems to be poor
principals’ administrative process/strategies which have led to poor quality
assurance in secondary schools in Kogi State. This can be seen in the areas
of inadequate funding, inadequate facilities, poor instructional supervision,
conflict among teachers, poor vision of the principals, poor principal teacher
relationship and poor administrative style of the principals among others.
These situations seem to have led to poor academic achievement among the
secondary school students, high drop-out rate, and high rate of examination
malpractice, poor reading and writing cultures among others.
The above situation should not be allowed to continue, hence the
problem of this study put in question form is, ‘what are the principals
administrative process/strategies for the achievement of quality assurance in
secondary schools in Kogi State’?
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Purpose of the Study
The main purpose of this study is to examine principals’
administrative process strategies for the achievement of quality assurance in
secondary schools in Kogi State.
Specifically, the study seeks to:
1. Determine principals’ planning strategies for the achievement of
quality assurance in secondary schools in Kogi State.
2. Ascertain principals’ organizing strategies for the achievement of
quality assurance in secondary schools in Kogi State.
3. Find out principals’ staff personnel strategies for the achievement of
quality assurance in secondary schools in Kogi State.
4. Identify principals’ coordinating strategies for the achievement of
quality assurance in secondary schools in Kogi State.
5. Determine principals’ budgeting strategies for the achievement of
quality assurance in secondary schools in Kogi State.
Significance of the study
This study has both theoretical and practical significance. The
theoretical foundation of this study is hinged on the Schwartz theory of
planning. The Schwartz theory states that every problems of mankind is
surmountable provided a suitable planning approach is adopted and
implemented correctly. The Schwartz asserts that in any condition
whatsoever there must be a light at the end of the tunnel. The theory also
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states that before any problem is discovered in the world, the solution has
already been in existence, it is a matter of planning. Schwartz proclaimed
that good planning can achieve one or more goals under conditions of
uncertainty. The concepts of this theory can be a guide and also boost the
confidence of secondary school principals in their bid to map out some
administrative process strategies to achieve quality assurance in their various
schools.
The findings of this study will be practically significant to school
principals, teachers, parents, students, Kogi state government, and future
researchers.
The findings of this study will acquaint school principals on the poor
quality educational system in Kogi state and also offer them credible
strategies to restrain such trend and improve the quality of learning in the
state. The findings of this study will unearth some administrative problems
ravaging secondary school administration in Kogi state and suggest some
possible strategies which can be adopted by school principals to abolish such
problems.
Teachers will benefit immensely from the findings of this study. This
study will unveil some of the teachers’ problems which lead to poor teaching
and learning in various secondary schools in Kogi state. As the school
principals adopt and implement some strategies suggested in this study in
their bid to solve these problems, teachers will be favored. They will be
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motivated in other to exhibit high morale in their job as their salaries are
likely to be increased.
Parents will benefit from the findings of this study. When adequate
care is given to teachers, they will be happy to teach their students with
enthusiasm. Consequently, students will receive quality education and also
excel academically to the glory of their parents. Their parents will not only
be glad and proud of their children, but they will also be elated that the
money they are investing in their children’s’ education is not in vain. The
findings of this study will benefit students colossally. It will help them
experience quality sound teaching from motivated and high morale teachers,
which will enable them attain academic excellence.
The findings of this study will be very beneficial to Kogi state
government. It will uncover the academic and administrative problems
which is the root of low quality educational and administrative system that
has been obliterating various secondary schools in Kogi state in the recent
time. This study will serve as an eye-opener to the state government and also
give her an insight on how to tackle these problems. Having eliminated these
problems, the educational system in the state will revive in all ramifications.
Mass exodus of teachers (brain drain) from the state will reduce drastically.
Kogi state will be rated highly as one the best educationally developed state
in Nigeria and in diaspora. The findings of this study will be added to the
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existing literatures. Researchers in a similar field of study will also find the
results of this study very interesting and useful.
Scope of the Study
This study is delimited to all the government owned secondary schools
in Kogi state. There are 228 public secondary schools in Kogi State. The
content scope focused on principals’ administrative process strategies for the
achievement of quality assurance in secondary schools in Kogi State. These
include: principals’ planning strategies, principals’ organizing strategies,
principals’ staff personnel strategies, the principals’ coordinating strategies,
and the principals’ budgeting strategies for the achievement of quality
assurance in secondary schools in Kogi State.
Research Questions
The following research questions will guide the study.
1. What are the principals’ planning strategies for the achievement of
quality assurance in secondary schools in Kogi State?
2. What are the principals’ organizing strategies for the achievement of
quality assurance in secondary schools in Kogi State?
3. What are the principals’ staff personnel strategies for the achievement
of quality assurance in secondary schools in Kogi State?
4. What are the principals’ coordinating strategies for the achievement of
quality assurance in secondary schools in Kogi State?
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5. What are the principals’ budgeting strategies for the achievement of
quality assurance in secondary schools in Kogi State?
Hypotheses
The following null hypotheses formulated will guide the study, and
will be tested at 0.05 level of significance.
H01: There is no significant difference between the mean ratings of male
and female principals on principals’ planning strategies for
achievement of quality assurance in secondary school in kogi State.
H02: There is no significant difference between the mean ratings of male
and female principals on principals’ organizing strategies for
achievement of quality assurance in secondary school in kogi State.
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CHAPTER TWO
REVIEW OF LITERATURE
In this chapter, literature related to this study was reviewed under the
following sub-headings: conceptual framework, theoretical framework,
empirical studies and summary of literature reviewed.
Conceptual Framework - Concept of Principalship
- Concept of Quality
- Concept of Quality Assurance
- Concept of Administration
Theoretical Framework - Systems Theory
- Human Relations Theory
- Administrative Theory
Empirical Studies
- Studies Related to Quality Assurance
- Studies Related to Quality Assurance Strategies
- Studies Related to Secondary School Administration
Summary of Literature Review
Conceptual Framework
Concept of Principalship
A principal is the head administrator of a school, especially a grade
school or a secondary school. Encyclopedia of Education (2002) posits that
the title of principal is an appropriate designation for the chief administration
of a school. Udoh and Akpa (2001) refer to the principal as the executive
head of a secondary school. The early school principalship was given to any
teacher found to possess some sign of demonstrable administrative ability. A
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teacher with academic qualifications and the right type of personality could
be appointed the administrative head in addition to full – time teaching duty.
Many of such principals were preoccupied with such takes as scheduling,
attendance taking; reporting among others. the idea of a principal serving as
a teacher as well as an administrator continues today in small urban
communities and most rural areas (Ukeje, 2002). As school became more
complex, the principal was relieved at least some part of the teaching duties.
In Nigeria schools the principalship has evolved from the position and
performance of teachers. Hence, the title of principal usually refers to the
head of a secondary school or a post-primary institution ((Aderounmu &
Ehiametalor, 2005). The secondary school principal’s office had now been
transformed into a sort of a midway station between the educational policy
makers and the staff and students. The principal as the administrator guides
controls and provides leadership in a way that supports the aims and
objectives of secondary school education as stated in the National Policy on
Education (FRN, 2004).
The secondary education needs a lot of changes and the school
principal is likely to be the key agent to introduce and sustain such change.
He is responsible for the smooth running of the school. His challenge
therefore, is to ensure that all children reach the levels of academic
achievements. This he achieves by setting instructional methods for the
attainment of school goals. The principal must possess certain qualities to
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reach the acme of success. An effective and efficient principal must be a
learning officer, a coach, an architect and ideal person, a leader of leaders
and a teacher.
Principal as a Chief Learning Officer
Business organizations have a chief executive officer (CEO), a chief
financial officer (CFO), and a chief learning officer (CLO) among other
titles. In the school, the principal serves as the chief learning officer (CLO),
he is the instructional leader, open to new learning even when that learning
challenges his strong held beliefs. He must model the behaviours he wants to
see in others talking about teaching and learning, attending seminars, reading
constantly and encouraging the school to do so.
As the primary function of a school is teaching, the most important
duty of a school principal as the chief learning officer (CLO) is to plan and
coordinate teaching and learning activities. Austin (2009) is of the view that
principals are those who discharge this function very well and are often
found to be characterized by strong participation in the planning, monitoring
and evaluation of the instructional programme. Being the chief learning
officer requires building a culture of motivation where everyone is involved
in action and constantly collecting, analyzing and interpreting data for
improvement. According to Valentine (2007), the function of instructional
programme provides insight into the ability of principals to serve as
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educational leaders of schools through active involvement, instructional
leadership and curriculum development.
A proper curriculum development can be achieved if the chief learning
officer helps the school and staff overcome their fears of failure and grapple
with the difficult problems rather than easy problems. Ogunsaju (2002)
advised that Nigerian principals should learn to use their position to create an
atmosphere where human potentials will be discovered.
Concept of Quality
The word quality is often used indiscriminately for many different
meanings. The word "Quality" represents the properties of products and
services that are valued by the consumer. Quality can be defined as “fitness
for use,” “customer satisfaction,” “doing things right the first time,” or “zero
defects.” These definitions are acceptable because quality can refer to
degrees of excellence. White (2006) defined quality as “an inherent
characteristic, property or attribute.” Quality can be defined as a
characteristic of a product or process that can be measured. Quality is the
ongoing process of building and sustaining relationships by assessing,
anticipating, and fulfilling stated and implied needs. Quality is a momentary
perception that occurs when something in our environment interacts with us,
in the pre-intellectual awareness that comes before rational thought takes
over and begins establishing order. Judgment of the resulting order is then
reported as good or bad quality value.
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Quality is doing the right things right and is uniquely defined by each
individual. Quality is meeting the customer's needs in a way that exceeds the
customer's expectations (Anad, 2004). "Quality is nothing more or less than
the perception the customer has of someone, his products, and his
services". Quality is the extent to which products, services, processes, and
relationships are free from defects, constraints, and items which do not add
value for customers. Quality is a perceived degree of excellence with a
minimum usually set forth by the customer (Tama, 2006). Quality is the
degree of compliance of a process or its outcome with a predetermined set of
criteria, which are presumed essential to the ultimate value it provides.
Quality is the level of perceived value reported by the person who benefits
from a process or its outcome (Nomad, 2002). It may subsume various
intermediate quality measures, both objective and subjective.
What does quality mean in the context of education? Many definitions
of quality in education exist, testifying to the complexity and multifaceted
nature of the concept. The terms efficiency, effectiveness, equity and quality
have often been used synonymously (Adams, 2003). Considerable consensus
exists around the basic dimensions of quality education today, however.
Jairus (2004) proclaimed that Quality education includes:
Learners who are healthy, well-nourished and ready to
participate and learn, and supported in learning by their families
and communities; Environments that are healthy, safe,
protective and gender-sensitive, and provide adequate resources
and facilities; Content that is reflected in relevant curricula and
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materials for the acquisition of basic skills, especially in the
areas of literacy, numeracy and skills for life, and knowledge in
such areas as gender, health, nutrition, HIV/AIDS prevention
and peace; Processes through which trained teachers use child-
centred teaching approaches in well-managed classrooms and
schools and skilful assessment to facilitate learning and reduce
disparities; Outcomes that encompass knowledge, skills and
attitudes, and are linked to national goals for education and
positive participation in the society (p.23).
This definition allows for an understanding of education as a complex
system embedded in a political, cultural and economic context. It is
important to keep in mind education’s systemic nature, however; these
dimensions are interdependent, influencing each other in ways that are
sometimes unforeseeable. This definition also takes into account the global
and international influences that propel the discussion of educational quality
(Motala, 2000), while ensuring that national and local educational contexts
contribute to definitions of quality in varying countries (Adams, 2003).
Establishing a contextualized understanding of quality means including
relevant stakeholders. Key stakeholders often hold different views and
meanings of educational quality (Motala, 2000; Muskin, 1999). Indeed,
people judge the school system in terms of the final goals they set for their
children, their community, their country and themselves (Beeby, 2006).
Definitions of quality must be open to change and evolution based on
information, changing contexts, and new understandings of the nature of
education’s challenges. New research - ranging from multinational research
to action research at the classroom level - contributes to this redefinition. It is
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crucial to state that anytime the term quality is mentioned, the term quality
assurance also comes to mind.
Concept of Quality Assurance
Assurance is the act of giving confidence, the state of being certain or
the act of making certain. Quality Assurance is a planned and systematic
activities implemented in a system so that excellence requirements for a
product or service will be fulfilled. The term quality assurance describes all
the planned and systematic actions necessary to assure that a product or
service will satisfy the specified requirements (Anad, 2004). Usually this
takes the form of an independent final inspection. The quality assurance
function should represent the customer and be independent of the quality
control function, which is an integral part of the manufacturing operation.
Quality assurance refers to the processes and procedures that
systematically monitor different aspects of a service, process or facility to
detect, correct and ensure that quality standards are being met. Quality
assurance helped us to eliminate defective products and increase customer
satisfaction (Tama, 2006). Quality assurance provides a systematic and
efficient method for gathering, analyzing, and maintaining information on
the quality characteristics of products, the source and nature of defects, and
their immediate impact on the current operation. It permits decisions to be
based on facts rather than intuition or memory and provides comparative
data which is useful long after the details of the particular time or events
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have passed (Sandino, 2008) . According to Festus (2010) the objective of
quality assurance is to readily pinpoint problem areas in which management
can:
Improve the quality, uniformity, and reliability of the total
maintenance effort. Improve the work environment, tools, and
equipment used in the maintenance effort. Eliminate
unnecessary man-hour and naira expenditures. Improve
training, work habits, and procedures of maintenance of
personnel. Increase the excellence and value of reports and
correspondence originated by maintenance personnel.
Effectively disseminate technical information. Establish
realistic material and equipment requirements in support of the
maintenance effort (p.9).
In developing products and services, quality assurance is any
systematic process of checking to see whether a product or service being
developed is meeting specified requirements. Many companies have a
separate department devoted to quality assurance. A quality assurance
system is said to increase customer confidence and a company's credibility,
to improve work processes and efficiency, and to enable a company to better
compete with others.
Quality assurance (QA) is designed to serve both management
and production equally. Management is served when quality assurance
monitors the complete maintenance effort of the department, furnishes
factual feedback of discrepancies and deficiencies, and provides the
action necessary to improve the quality, reliability, and safety of
maintenance. Production is served by having the benefit of collateral duty
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inspectors formally trained in inspection procedures; it is also served in
receiving technical assistance in resolving production problems (Barnett,
2007). Production personnel are not relieved of their basic responsibility for
quality work when one introduces quality assurance to the maintenance
function. Instead, one increases their responsibility by adding
accountability. This accountability is the essence of quality assurance.
Quality assurance relates to the achievement of educational program
standards established by institutions, professional organizations,
government, and/or standard-setting bodies established by government.
Quality assurance is the means through which an institution ensures and
confirms that the conditions are in place for students to achieve the standards
set by it or by another awarding body (QAA, 2004). The need for quality
assurance in Nigerian schools cannot be overemphasized in order to ensure
quality of teaching and learning. However, Munachi (2006) stated that the
following are the major needs of quality assurance in our education system
in Nigeria:
To serve as indispensable component of quality control strategy
in education, To ensure and maintain high standard of education
at all levels, To assist in monitoring and supervision of
education, To determine the quality of the teacher input, To
determine the number of classrooms needed based on the
average class size to ensure quality control of education, and To
determine the level of adequacy of the facilities available for
quality control. It would ensure how the financial resources
available could be prudently and judiciously utilized. However,
quality assurance strategies in education should be put in place
to meet up with these major needs stated above (p.17).
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Quality Assurance Strategies in Education
Quality assurance is a mechanism for ensuring an appropriate learning
process; be it a degree of control over what is permitted as an education
experience, ensuring that the institution complies with basic requirements, or
is accountable to its stakeholders, including funders and students, or has
processes in place to enhance the learning process. The strategies used for
quality assurance in education include: monitoring, evaluation, supervision,
inspection, quality control, access and equality.
Monitoring: It refers to the process of collecting data at intervals about
ongoing projects or programmes within the school system. The aim is to
constantly assess the level of performance with a view of finding out how far
a set objectives are being met (Ehindero, 2001).
Evaluation: This is a formal process carried out within a school setting. It is
based on available data which are used to form conclusions. It could be
formative or summative. The aim of evaluation as a quality assurance
strategy is to see how the system can be assisted to improve on the present
level of performance (formative) (Ijaiya, 2001).
Supervision: Supervision might involve inspection, but it goes beyond
inspection and includes attempt at bringing about improvement in the quality
of instruction. It involves staff as essential part of the process. It is a way of
advising, refreshing, encouraging and stimulating staff (Onocha, 2002).
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Inspection: Usually involves an assessment of available facilities and
resources in an institution with a view to establishing how far a particular
institution has met prescribed standards, it is more of an assessment rather
than an improvement induced exercise (West-Burham, 1994).
Quality control: The issue of quality control cannot be over-emphasized. It
is one of the strategies for establishing quality assurance in the inferior
education system at all levels. Ojedele (2007) views that; quality control
should be of concerns to the country in its drive towards technological
development. For this to be successfully carried out, there is need to examine
the qualification of teachers, teachers by gender, the adequacy of the
curriculum, availability of equipment in the required number as well as the
proper use of the processes involved in the various skills to ensure that the
finished products are of high standard. On the qualification of teacher ESA
(2005) findings show that about 16.7% of teachers in technical colleges for
instances in the country have B.Sc in addition to their professional
qualification in education while 22.5 and 6.5% have NCE and HND in
education to professional qualification in education, respectively. The overall
study reveals that 76.7% of the teachers in the sampled schools are
professionally qualified.
Access and equity: Ojedele (2007) asserts that the trend of students
transiting from the junior secondary school to other level of education has
not been encouraging as it has been falling short of the expectation. He
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argued further that, the issue at the tertiary level presents a situation that calls
for concerns in terms of variation in access at the Universities, Polytechnics
and Colleges of education and in terms of gender disparity. Implementing
quality assurance strategies in education engenders a successful
administration in school environment.
Concept of Administration
Administration is a social process concerned with identifying,
maintaining, motivating, controlling and unifying formally and informally
organized human and material resources within an integrate system designed
specifically to achieve predetermined objectives. Administration has to do
with getting things done with the accomplishment of defined objectives
(Teddy, 2004). On a broader perspective Administration could be seen as an
integral part of any organization. It is crucial for maintaining and expanding
the relevance, effectiveness and productivity of complex institutions. Such as
Government Department, Prisons, School Systems, Universities among
others (Austin, 2009). For example, the survival of all the organization, like
the School and other institutions is dependent largely on the quality of
administrative services available.
Administration therefore influences the results to be achieved, the
direction to be pursued, and the priorities to be recognized within the
organization. Administration, according to Enaohwo and Eferakeya (2009)
can be defined as the process by which goals are achieved through collective
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and cooperative human effort in a suitable environment. This definition
specifies four important points: First, Administration is a process, which
involves the manipulation of certain operations. Second, Administration is
goal oriented. Thirdly, a collective and cooperative human effort is required
in administration, and fourthly, of a suitable environment, where participants
can maximize performance.
Now that the meaning of administration have been understood, it is
pertinent to relate administration in the context of education or school
organizations. To be able to do that, education administration can be defined
as a means of achieving the goals of Education through effective and
efficient manipulation of available inputs.
Aderonmu & Ehametalor (2001) defined Educational Administration
as "essentially a service, activity or tool, through which the fundamental
objectives of the educational process may be more fully and efficiently
realized". Educational Administration is therefore concerned with the
utilization of adequate resources and the harmonization of relationships and
interactions in a suitable environment, in order to foster the attainment of the
goals of teaching and learning. Educational Administration involves prudent
management of resources and high degree of accountability on the part of
organizational members. Educational administration broadly means running
of educational institutions, which involves guidance, leadership, and
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controlling of the efforts of individuals in the achievement of the goals of the
institution (Ayanniyi, 1999).
Educational Administration also involves management of resources;
human, material, and evaluation or appraising the result of educational
efforts. In other to drive the discussions home, one will agree with the
researcher that administration in an educational organization otherwise
known as Educational administration is aimed at directing all activities
towards the attainment of the goals of teaching and learning. All the people
working in an educational institution will have to contribute towards the
accomplishment of these goals. Teachers and other professional staff are
involved, such as parents and lay members of the community. Also involved
are members of Schools Boards, Local Education Authorities, Inspectors,
Ministries of Education and so forth.
Theoretical Framework
This section is concerned with conceptualizing the theoretical context
in which the investigation is rooted. The system theory is therefore
considered most relevant to this study. In addition to system theory, two
other theories related to the present study were also reviewed. They are
human relation theory and administrative theory.
Systems Theory
Systems theory hold that an organization is a social system made up of
integrated parts. The theory was propounded by a biophysicist Ludwig Von
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Bertalanffy in 1920. The system was seen as a series of interrelated and
interdependent parts in such a way that the interaction of any part of the
system affects the whole system. That is, one part of the system must interact
and depend on the other parts around it to function effectively. The system
theory is relevant to education system because education system (school) is a
system and the concept of interaction and interdependence of parts with the
education system like all other social systems has identical properties with
the other system.
This study is anchored on system theory. The schools are looked at in
terms of social system as complex interactive examined structurally and
operationally. The theory is of immense help to this project work as the
principal reflects in the objectives, functions and the ultimate goal of the
educational system in which they operate. The principal as the administrator
represents a crucial component of the social system. This implies that the
principal as the chief executive of the school deals with people at all times
and is bound to get along with them. For the principal to perform his
administrative role very well, he is expected to ensure that he exhibits the
qualities required of him so as to achieve secondary school objectives and
goals as stipulated in the National Policy (FRN, 2004). This brings to the
limelight the ideas of principal’s administrative process. It contends that
when special attention is given, the principals do their works very well and
productivity is likely to be high.
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Human Relations Theory
Human Relations Theory states that in addition to finding the best
technological strategies to improve output, it was beneficial for
administration to consider the human elements in the organization. The
human relations theory was propounded by Mary Packer Follet (1868-1933).
The theory was concerned with the human problems encountered in
organizations such as welfare, motivation, retirement benefits among others
and therefore concluded that such problems can only be minimized when
there is co-operation among workers. Based on this, she developed four
organizational principles, all of which centre on co-ordination: coordination
by direct contact with the people concerned, coordination in the early stages,
coordination as the reciprocal relation of all the factors in a situation, and
coordination as a continuing process.
The human relations theory has its central idea that the human factor is
very important in the achievement of organizational goals. The proponent of
this theory holds the view that workers will achieve better if their personal
welfare was taken into consideration.
Human relations theory is related to the present study because it
buttress the fact that the administrative arm of any organization especially
the school should consider the welfare of the employees as utmost
importance. Therefore, for effective secondary school administration in Kogi
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State to be actualized, the interest of teachers and other employees should be
a priority.
Administrative Theory
Administrative theory states that all the activities that occur in an
organization or an industrial undertaking could be grouped into technical,
commercial, financial, security, accounting and administration. Henry Fayol
postulated the administrative theory in 1989. Henry Fayol tried to abstract
certain universal principles by which organization should be structured and
operated. Henry Fayol’s work was complementary to F.W. Taylor’s
scientific principles. Fayol observed that all the activities that occur in an
organization or an industrial undertaking could be grouped into technical,
commercial, financial, security, accounting and administration. These were:
division of labour, authority and responsibility, discipline, unity of
command, unity of direction, subordination of individual interest,
remuneration of personnel, centralization, scalar chain, order, equity,
stability of tenure of personnel, initiative and esprit de corps. Three
principles were highly emphasized by this theorist. They are:
Division of Labour: Each employee performing a specialized function.
Unity of Command: Each employee reporting to only one superior.
Coordination: The harmonious integration of the different aspects of an
organization. Span of supervision - the number of subordinates reporting to
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one manager or supervisor, the hierarchical arrangement of functions and
authority, and the subordination of individual to institutional authority.
The administrative theory is related to the present study
because it focused on how the entire organization should be structured and
managed to improve performance in which secondary school is not left out.
Review of Empirical Studies
Studies Related to Quality Assurance
Sumaedi (2012) conducted a research on state university students'
perceived service quality assurance. The study aimed to identify: university
students' perceived service quality assurance dimensions; the dimensions
contributing most towards overall students' perceived service quality
assurance; and whether there is a difference in perceived quality assurance
level of each dimension based on students' year of study and gender in the
context of undergraduate students of state universities in Nigeria. The study
uses a quantitative approach through a survey method. Four research
questions and two hypotheses were posited for the study. The population of
the study was made up of all the state university students from two states.
The respondents of this study are 155 state university students from two state
universities selected through simple random sampling techniques.
Questionnaire was used as the instrument for data collection. Both multiple
regression analysis and t-test analysis are used to analyze the data. Research
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results show that there are seven perceived service quality assurance
dimensions considered important to university students, i.e. curriculum,
facilities, contact personnel, social activities, education counselors,
assessment, and instruction medium. The perceived service quality assurance
dimensions contributing most towards overall perceived service quality
assurance of a state university is facilities. Furthermore, the research also
shows that university students with a different study period have a different
perceived quality assurance level on the social activities dimension, while
university students with different gender have a different perceived quality
assurance level on two dimensions, i.e. social activities and facilities. The
study is related to the present study to an extent, the design of the study is
similar to that of the present study. The respondents of the study are state
university students, while that of the present study will comprise principals
in state secondary schools. Both multiple regression analysis and t-test
analysis were used to analyze the data in the study, but only t-test analysis
will be used to analyze data in the present study. The instrument of data
collection for the study and that of the present study were analogues.
Tsinidou (2010) carried out a study on evaluation of the factors that
determine quality assurance in higher education. The aim of the study is to
identify the quality assurance determinants for education services provided
by higher education institutions (HEIs) in Greece and to measure their
relative importance from the students’ points of view. A multi-criteria
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decision-making methodology was used for assessing the relative importance
of quality assurance determinants that affect student satisfaction. The
population of the study was made up of all the students in higher education
institutions in Greece. One thousand two hundred and eighteen students were
adopted as the sample of the study through a proportionate sampling
technique. The research is based on the questionnaire of the Hellenic Quality
Assurance Agency for Higher Education. This implies that the measured
weights are related mainly to 40 questions posed in this questionnaire.
However, the applied method (AHP) can be used to assess different quality
assurance determinants. More specifically, the analytical hierarchical process
(AHP) was used in order to measure the relative weight of each quality
assurance factor. Findings – The relative weights of the factors that
contribute to the quality of educational services as it is perceived by students
was measured. It was also discovered that human input is one of the major
factors that determine quality assurance in higher education. The study
aimed to identify the quality assurance determinants for education services
provided by higher education institutions (HEIs) in Greece and to measure
their relative importance from the students’ points of view, while the
objective of the present study is to determine the principal’s administrative
process strategies for the achievement of quality assurance in secondary
school in Kogi State. A multi-criteria decision-making method was used for
the study, while a descriptive survey design was used for the present study.
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Students were adopted as the sample of the study through a proportionate
sampling technique, while in the present study, the principals that made up
the population were also considered the sample this study. In other words,
there was no sampling in the present study.
Neulin (2012) conducted a study on Assuring Quality in Belizean
Higher Education: A Collective Case Study of Institutional Perspectives and
Practices. The purpose of the study is to examine Assuring Quality in
Belizean Higher Education with Institutional Perspectives and Practices as a
collective case study. The qualitative research study used a collective case
study design to explore quality assurance practices and perceptions within
Belize’s higher education institutions. The study has no research questions
and hypotheses. The population of the study was made up of all the
academic leaders. The sample of the study was made up of 17 academic
leaders, including 2 presidents, 1 provost, 13 deans, and 1 quality assurance
officer selected through balloting method. In-depth interviews were
conducted with 17 academic leaders, including 2 presidents, 1 provost, 13
deans, and 1 quality assurance officer, drawn from 10 of the 12 existing local
higher education institutions in the country. On-site visits were made to each
institution and relevant documents were collected and analyzed. Data
collection and analysis focused on concepts of quality, internal quality
assurance strategies, perceptions on external quality assurance, and
implications for the NACB Act.
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The findings revealed that institutions and academic leaders
conceptualize quality in both traditional (excellence) and contemporary
terms (fitness-for-purpose and transformation). Structures and systems for
internal quality assurance were found to be lacking; however, some
promising practices were also noted. Participants agreed that there is a need
for an external quality assurance system, particularly to set minimum
standards and control entry into the sector. They described their preference
for a locally based system that is funded primarily by the government, but
fully autonomous in its operations. This vision, however, is not in perfect
alignment with either the system called for in the NACB Act or the sector’s
political, social, and economic contexts. The study used a collective case
study design to explore quality assurance practices and perceptions within
Belize’s higher education institutions, while the present study will use a
survey research method to examine principal’s administrative process
strategies for the achievement of quality assurance in secondary school in
Kogi State. In-depth interview was used in the study as a method of data
collection, but the present study will make use of questionnaire as the
instrument of data collection. Data collected and analyzed in the study
focused on concepts of quality, internal quality assurance strategies,
perceptions on external quality assurance, and implications for the NACB
Act, while data was collected and analyzed in the present study using a
descriptive and inferential statistics.
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Studies Related to Quality Assurance Strategies
In the research work conducted by Florence, Benjamin and Paul
(2010) on secondary school head teachers’ quality assurance strategies and
challenges in Nigeria. The study seeks to find the head teachers’ quality
assurance strategies and challenges in Nigeria. Descriptive survey research
design was used in the study. In view to carrying out this study, the
researchers used 120 public secondary schools as the population. Stratified
random sampling technique was used to select ‘five girls’, ‘four boys’
schools and 37 co-educational schools. Questionnaire, interviews and
observations were used to obtain data. Data were analyzed by the use of
descriptive statistics of frequencies and percentages. Data from interviews
were analyzed qualitatively in an on-going process as the theme and sub-
themes emerged from data. Findings of the study showed that head teachers’
curriculum supervisory methods were limited to checking of teachers’
professional records and gave less emphasize to department supervision, self
appraisal and class-visits. Therefore, the study concluded that head teachers
employed inadequate methods for the supervision of teacher’s in the sampled
schools, preferring to rely on written records to establish the quality of
education. The study relates to the current study in the sense that it was
conducted on secondary school head teacher’ quality assurance strategies
and challenges. The research design used in the study was also used in the
present study. Questionnaire, interviews and observations comprised the
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instrument of data collection in the study, while only questionnaires were
used for data collection in the present study. Data were analyzed by the use
of descriptive statistics of frequencies and percentages. Sample adopted by
the reviewed work was so small that it lacks representative power. This
means it is not adequate to be used for generalizing inferences. The current
study will improve significantly on the size of sample through multi-stage
random draw of population from Kogi State.
Juha (2010) carried out a study on Integration of strategic management
and quality assurance in Pelican University Ukraine. The purpose of the
study is to investigate the integration of quality assurance and strategic
management in higher education. The design of the study was a descriptive
survey. The population for the study comprised 308 academic and non-
academic staffs in 5 faculties in Pelican University Ukraine. The sample for
the study was 50% of the total population which was 154 respondents
(parents) selected using proportionate stratified random sampling technique.
The instrument for data collection was a questionnaire. The t-test statistics
was used in the data analysis. With regard to the findings of the study, it
elaborates the concept of the quality map, which is a graphical representation
of the quality assurance system. The framework developed in this study is
used to analyze the engagement of HEIs in regional development. The study
focused on Integration of strategic management and quality assurance
Pelican University Ukraine, while the present study focused on the
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principal’s quality assurance strategies for effective secondary school
administration in Kogi State, Nigeria. The design of the study is similar to
the one to be used in the present study. The sampling technique used in the
study will be used in the present study. The instrument for data collection
and method of data analysis in the study will also be replicated in the present
study.
Studies Related to Secondary School Administration
Nkwoh (2011) carried out a study on analysis of administrative roles
of principals in private secondary schools in Aba education zone of Abia
state. The study investigated the administrative roles of private secondary
school Principals in Aba education zone of Abia State. It is a survey research
and it adopted seven research questions that guided the study. Sample of six
hundred and sixteen (616) respondents’ was chosen from group of teachers
of schools. The six hundred and sixteen respondents were selected by
stratified, random proportionate techniques across Aba education zone of
Abia State. A 35 – item questionnaire on principal administrative tasks
performance evaluation question (PATPEQ) which was based on 4 – point
scale of Highly Effective, Effective, Moderately Effective and Not Effective
was used to collect data. The result was analyzed using mean and standard
deviation. The result revealed that principals were moderately effective in
financial and school business administration, students’ personnel
administration, staff personnel administration, instruction and curriculum
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development and in general tasks. The principals were effective in school-
community relation and they were not effective in school plants. The study
investigated the administrative roles of private secondary school Principals
in Aba education zone of Abia State, while the present study examines
principal’s quality assurance strategies for effective secondary school
administration in Kogi State. The design of the study was a survey design
which will also be used in the present study. The instrument of data
collection and method of data analysis used in the study will also be
maintained in the present study.
Ndana (2011) carried out a study on the administrative problems that
public secondary school head teachers face in Kenya. This study aimed at
investigating the administrative problems that public secondary school head
teachers face in Kenya with reference to Kitui District of Eastern province.
The research was based on a descriptive design. Thirty five research
questions and three hypotheses were posited for the study. The researcher
adopted a stratified random sampling strategy on a target population of 85
public secondary schools in Kitui District. Data was collected by the use of
questionnaires which were self administered by the researcher with the help
of two research assistants. Measures of central tendencies were used to
describe the results after analyzing the collected data with Statistical Package
for Social Statistics (SPSS). The study established that lack of adequate
training and experience on financial management might be the main cause of
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school mismanagement and hence poor academic performance. Every aspect
of school management is affected by the way money is allocated. The
findings indicated that head teachers spend more time reviewing finance
matters with parents, teachers and the B.O.G. Issues of discipline came
second in importance to the Head master as finance, because the head
teachers would probably delegate them to the Deputy and other teachers. The
study concluded that inadequate training and experience of the Head teacher
in school financial management; discipline and teacher relation could be the
cause of poor school performance. This is because the role of the Head
teacher revolves around the three issues. The instrument of data collection in
the study will also be used in the present study. The research used
descriptive survey design, and measures of central tendencies were used to
describe the results after analyzing the collected data with Statistical Package
for Social Statistics (SPSS). The present study will also use survey design,
but will use mean and standard deviation for data analysis and t-test statistics
to analyze the hypothesis.
Sadik (2009) investigated the difficulties that primary school
principals experience during administrative processes. The aims of this study
were to determine the difficulties that primary school principals experience
during administrative processes. It is a survey type study that describes the
characteristics of the population. The research data were collected by means
of the interview method in Ebonyi State in the 2006–2007 academic years.
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The population of the study was made up of all the primary school principals
in Ebonyi State. The participants of the study were school principals with at
least five years of experience in school management selected through
proportionate sampling technique. Structured interviews were held with
school administrators in their schools. The interview questions aimed at
collecting information on the problems that they encountered in terms of the
dimensions of administration processes; that is, planning, organization,
coordination, communication and inspection. The interviews were recorded
and then analyzed by coding under the themes of planning, organization,
coordination, communication and inspection. The findings indicated that
school principals’ problems are mainly related to financial sources,
educational region system, school types, democratic procedures, parents’
involvement, teacher motivation, communication and influence and
inspection practices in schools. The aims of the study were to determine the
difficulties that primary school principals experience during administrative
processes, while the target of the present study is to examine principal’s
quality assurance strategies for effective secondary school administration in
Kogi State. The research method used in the study will also be adopted in
the present study. The research data in the study were collected by means of
the interview method, while the data for the present study will be collected
using questionnaire.
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Summary of Literature Review
The literature review for this study focused on four main headings:
Under the conceptual framework, Concept of Principalship, Concept of
Quality, Concept of Quality Assurance, Concept of Administration and
Quality Assurance Strategies in Education were discussed. Concept of the
principal elicited the fact that a principal is the head administrator of a
school, especially a grade school or a secondary school with much
responsibilities resting on his shoulders for the betterment of the school.
Concept of Quality emphasize that the word "Quality" represents the
properties of products and services that are valued by the consumer. Concept
of Quality Assurance elucidated that Quality Assurance is a planned and
systematic activities implemented in a system so that excellence
requirements for a product or service will be fulfilled. Concept of
Administration conversed administration as a process by which goals are
achieved through collective and cooperative human effort in a suitable
environment. Quality Assurance Strategies in Education portrays that the
strategies used for quality assurance in education include: monitoring,
evaluation, supervision, inspection, quality control, access and equality.
The theoretical framework of this study was hinged on system theory.
The system theory has a direct link to the study and is suitable for the
purpose of the study. The system theory is relevant to education system
because education system (school) is a system and the concept of interaction
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and interdependence of parts with the education system like all other social
systems has identical properties with the other system. Other theories
reviewed were human relations theory which asserted that human factor is
very important in the achievement of organizational goals and administrative
theory which affirmed that all the activities that occur in an organization or
an industrial undertaking could be grouped into technical, commercial,
financial, security, accounting and administration. Empirical studies of
literature relevant to the present study were reviewed taking cognizance of
the tenets of research.
The literatures reviewed above are related to the present study, but
none of them is exact to the topic of this present research study. No
researcher seems to have carried out a research on principal administrative
process strategies for achievement of quality assurance in secondary schools
in Kogi State. In other to cover this gap, the researcher dimmed it necessary
to carry out a research on principal administrative process strategies for
achievement of quality assurance in secondary schools in Kogi State.
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CHAPTER THREE
RESEARCH METHOD
In this chapter, the procedure that will be adopted for the study are
presented under the following sub-headings namely: research design, area of
the study, population of the study, sample and sampling technique,
instrument for data collection, validation of the instrument, reliability of the
instrument, method of data collection, and method of data analysis.
Research Design
The design of the study is a descriptive survey. According to Nworgu
(2006) “a descriptive survey design is a type of research design in which a
group of people or items are studied by collecting and analyzing data from
only a few people or items considered to be representative of entire group”.
The use of this research design is considered appropriate because it establish
the opinions of principals on strategies that could help in ensuring quality
assurance in secondary school administration through the effective use of
administrative processes/strategies.
Area of the Study
The study was carried out in Kogi State. Kogi State was carved out of
Kwara and Benue States on August 27, 1991 by the then regime of General
Ibrahim Babangida. It's capital is Lokoja. Kogi State is the most centrally
located of all the states of the federation. It shares common boundaries with
Niger, Kwara, Nassarawa and The Federal Capital Territory to the north. To
48
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the East, the state is bounded by Benue and Enugu states, to the south by
Enugu and Anambra States, and to the west by Ondo, Ekiti and Edo states.
The choice of the area is because the state is in the North central zone of
Nigeria, and the people in this zone have high zeal and quest for quality
assurance in school administration and it is important to always determine
how this quest is being sustained and satisfied.
Population of the Study
The population of the study is made up of all the 228 principals in the
228 secondary schools in Kogi State. The source of this population is from
the current list of principals (unpublished) obtained by the researcher from
Research, Planning and Statistics, Ministry of Education, Lokoja (2013).
There are 228 secondary schools spread in the 21 local government areas of
the state. A breakdown of the population shows that there are 138 male
principals and 90 female principals in all the government owned secondary
schools in Kogi State. (See Appendix B for list of secondary schools in Kogi
State).
Sample and Sampling Technique
The sample consist the entire 228 principals in the government owned
secondary schools in Kogi State. The rationale for using the entire
population is because it is small and can be managed by the researcher. In
other words, there will be no sampling of the principals.
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Instrument for Data Collection
The instrument for data collection is a researcher developed
questionnaire titled: Principal Quality Assurance Strategies Questionnaire
(PQASQ). The questionnaire has two parts; A and B. Part A contain
information on personal data of the respondents, while part B contain forty
items built in five clusters, A, B, C, D, and E. Cluster A of the questionnaire
focused on principals’ planning strategies for effective secondary school
administration. Cluster B of the questionnaire hinged on principals’
organizing strategies for effective secondary school administration Cluster C
of the questionnaire center on principals’ staffing strategies for effective
secondary school administration. Cluster D of the questionnaire addressed
principals’ coordinating strategies for effective secondary school
administration, and finally, Cluster E of the questionnaire concentrate on
principals’ budgeting strategies for effective secondary school administration
in Kogi State. All the clusters had eight items each, all relating to the
research question that guided the study.
The response format for cluster A to E is based on a four point scale of
Strongly Agree (SA), Agree (A), Disagree (D) and Strongly Disagree (SD).
In other words, the higher the aggregate scores in the rating scale, the more
positive the response of the subjects and the lower the score the more
negative the response of the subjects. The respondents indicated their level
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of agreement by ticking (√) on the rating scale. The scale was weighed 4, 3,
2, and 1 respectively.
Validation of the Instrument
To determine the face validity of the principal administrative process
strategies for achievement of quality assurance questionnaire (PAPSAQAQ),
initial copies of the instrument with the specific purposes, research
questions, and hypotheses were given to three experts. One of the experts is
in Measurement and Evaluation and two in Educational Administration and
Planning at the University of Nigeria, Nsukka. They were specifically
requested to assess the adequacy of the items in getting the required
information, the quality of its language and the logicality of its arrangement.
The experts assessed the suitability of the language, adequacy and relevance
of the items in addressing the research questions bearing in mind the purpose
of the study. Their corrections and comments were used to modify the
questionnaire before the final copy is produced.
Reliability of the Instrument
In order to determine the reliability of the instrument, principal
administrative process strategies for achievement of quality assurance
questionnaire (PAPSAQAQ) was trial tested on 30 principals in 8 local
government areas outside the study area in Benue state comprising 15 males
and 15 females’ principals. Cronbach Alpha method was adopted to
estimate the internal consistency coefficient of the questionnaire. The
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internal consistency reliability coefficient of clusters A, B, C, D, and E of the
questionnaires were .76, .73, .73, .80 and .81respectively, with an overall
coefficient of .76. This result shows that the instrument is reliable to be
employed in data collection. Cronbach Alpha statistics was used because the
instruments are in clusters and items are not dichotomously scored.
Cronbach Alpha is also considered appropriate as it ensured the homogeneity
of items on the clusters.
Method of Data Collection
The questionnaire was administered to the respondents by the
researcher and three trained research assistants who were properly briefed
and instructed during a day training to enable them get familiar with the
modalities for administering the instrument appropriately. The researcher
acquainted them with the purpose of the study, as well as the explanation of
the items in the clusters on each research question. It is necessary to use
research assistants to make sure that the actual respondents for whom the
instrument is meant for are indeed those who completed the instrument and
also help to make clarifications to the respondents on the items whenever the
need arises. The instruments was retrieved on the spot.
Method of Data Analysis
Descriptive and inferential statistics were used in data analyses.
Specifically, mean and standard deviation were used in answering the five
research questions. The null hypotheses were tested at 0.05 level of
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significance using t-test statistics. The level of rejection or
acceptance of the null hypotheses was on t-calculated. When the t-
calculated is greater than the t-critical table value which is 1.96, the
item was considered rejected. But when the t-calculated is less than
the t-critical table value of 1.96, the item was accepted.
A mean response score between 0.5 – 1.49 was considered strongly
disagree (SD), while that between 1.5 – 2.49 was considered disagree (D). A
mean response score between 2.50 –3.49 was considered agree (A), while
3.50 – 4.00 was considered strongly agree (SA). The analysis was done with
the application of a computer software porgramme; statistical program for
social sciences (SPSS)
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CHAPTER FOUR
PRESENTATION OF RESULTS
This chapter presents and describes the result of this study according to
research questions and hypotheses of the study.
Research Question One
What are the principals’ planning strategies for the achievement of
quality assurance in secondary schools in Kogi State?
Answer to research question 1 is presented in Table 1
Table 1: mean ratings of male and female principals on the planning
strategies for the achievement of quality assurance in secondary
schools
S/No ITEMS MALE
PRINCIPALS
FEMALE
PRINCIPALS
X SD DEC. X SD DEC.
1 Preparation of school time table on
time
2.89 5.79 A 3.11 4.93 SA
2 Adequate provision of ICT facilities
to enhance teaching and learning in
the school
2.99 6.30 A 2.94 4.68 A
3 Provision of enough furniture in the
school
2.88 5.76 A 3.02 4.81 SA
4 Equipping the school laboratories
with standard laboratory facilities
3.01 6.01 SA 3.11 4.83 SA
5 Playing major role in school
curriculum implementation
2.90 5.82 A 3.19 5.10 SA
6 Introducing innovations that will
bring about improvement in
academic standard of the school.
2.96 6.44 A 3.37 5.61 SA
7 Employing some security operatives
to ensure protection of life and
properties in the school surroundings
2.87 6.15 A 2.94 4.58 A
8 Renovation of the school plant as at
when due
2.86 6.03 A 3.01 4.75 SA
Cluster mean 2.92 6.04 A 3.09 4.91 A
54
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Table 1 shows that the cluster mean scores of male and female
principals are 2.92 and 3.09 respectively. Since the mean scores are above
the cut off mean of 2.50 for accepting items, it indicates that the male and
female principals are of the opinion that the planning strategies for the
achievement of quality assurance in secondary schools are preparation of
school time table in time; adequate provision of ICT facilities, provision of
enough furniture in school, equipping the school laboratories with standard
laboratory facilities, playing major role in school curriculum
implementation, introducing innovations that will bring about improvement
in academic standard of the school; employing some security operatives to
ensure protection of life and properties in the school surroundings and
renovation of the school plant as at when due.
Research Question Two
What are the principals’ organizing strategies for the achievement of
quality assurance in secondary schools in Kogi State?
Answer to research question 2 is presented in Table 2
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Table 2: Mean ratings of male and female principals on the organizing
strategies for the achievement of quality assurance in secondary
schools
S/No ITEMS
MALE
PRINCIPALS
FEMALE
PRINCIPALS X SD DEC. X SD DEC.
9 Organizing programs like debate
and quiz competition during
special assembly at least once in
a week.
2.39 4.78 D 2.37 4.19 D
10 Make proper arrangements prior
to any external examination
2.51 5.02 A 2.62 4.44 A
11 Making sure that materials
needed for conducting internal
examination are made available
to the exam committee at the
right time.
2.88 5.76 A 3.02 4.81 SA
12 Organizing staff meeting on the
first day of every term
2.64 5.60 A 2.88 4.71 A
13 Instructing the sport master to
invite teachers from other
schools to officiate the inter
house sport competition
2.84 5.68 A 2.77 4.41 A
14 Conducting PTA meeting at least
once in a term
2.96 6.44 A 3.37 5.61 SA
15 Consulting with staff members
before organizing a send forth
party for outgoing students
2.92 5.94 A 2.79 4.51 A
16 Making sure that letters of
invitation to attend PTA meeting
are served to all parents through
their children in the school.
2.26 4.52 D 2.44 4.23 D
Cluster Mean 2.67 5.47 A 2.78 4.61 A
From the data presented in Table two above, all the male and
female principals agreed that making proper arrangements prior to
any external examination; making sure that materials needed for
conducting internal examination are made available to the exam
committee at the right time; organizing staff meeting on the first day
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of every term; instructing the sport master to invite teachers from
other schools to officiate the inter-house sport competition;
conducting PTA meeting at least once in a term and consulting with
staff members before organizing a send forth party for outgoing
students are all principals’ organizing strategies for the achievement
of quality assurance in secondary schools. This is because, their
mean scores are above 250 which is the cut off mean for accepting
an item. Table 2 again revealed that items 9 and 16 (organizing
programmes like debate and quiz competition during special
assembly at least once in a week and making sure that letters of
invitation to attend PTA meeting are served to all parents through
their children in the school) are not the principals’ organizing
strategies for the achievement of quality assurance in secondary
schools. This is because their mean scores are below the 2.49 cut off
mean for rejecting an item. However, the cluster mean scores of
male and female principals show that all the items are the principals’
organizing strategy for the achievement of quality assurance in
secondary schools with the Mean scores of 2.67 and 2.78 respectively.
Research Question Three
What are the principals’ staff personnel strategies for the achievement
of quality assurance in secondary schools in Kogi State?
Answer to research question 3 is presented in Table 3
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Table 3: mean ratings of male and female principals on the staff
personnel strategies for the achievement of quality assurance in
secondary schools
S/No ITEMS MALE
PRINCIPALS
FEMALE
PRINCIPALS
X SD DEC. X SD DEC.
17 Taking regular attendance of staff
members
2.92 5.94 A 2.79 4.51 A
18 Advising the ministry of education
or teaching service commission to
consider the educational,
occupational and personal
experiences of applicants before
recruitment to school
2.76 5.54 A 2.81 4.55 A
19 Conducting orientation programs
whenever new staffs are posted to
the school
2.97 6.35 A 3.17 4.91 SA
20 Assignment of duties to teachers to
be based on specialization and
expertise.
2.64 5.60 A 2.88 4.71 A
21 Teachers to be internally supervised
by their heads of department or
subject coordinators
3.01 6.04 SA 2.85 4.76 A
22 Satisfying staff needs to achieve
efficiency, good performance and
job satisfaction
2.96 6.44 A 3.37 5.61 SA
23 Delegation of duties and
responsibilities to staffs in his own
interest and the interest of the
institution he serves.
2.39 5.09 D 2.41 4.15 D
24 Encouraging staff professional
growth by encouraging teachers to
undergo on -the -job training like
seminars and workshops
2.26 4.52 D 2.44 4.23 D
Cluster Mean 2.74 5.69 A 2.84 4.68 A
Table three above reveals that items 17-22 which comprise
taking regular attendance of staff members; advising the ministry of
education or teaching service commission to consider the
educational, occupational and personal experiences of applicants
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before recruitment to school; conducting orientation programmes
whenever new staff are posted to the school; assignment of duties to
teachers to be based on specialization and expertise; teachers to be
internally supervised by their heads of department or subject
coordinators and satisfying staff needs to achieve efficiency, good
performance and job satisfaction are the principals’ staff personnel
strategies for the achievement of quality assurance in secondary
schools. This is because their mean scores are above 2.50 which is
the cut off mean for accepting an item. Data on the same table 3
indicate that items 23 and 24 (delegation of duties and
responsibilities to staff and encouraging staff professional growth
by encouraging teachers to undergo on- the- job training like
seminars and workshops) are not the principals’ staff personnel
strategies for the achievement of quality assurance in secondary
schools. However, the cluster mean scores of 2.74 and 2.84 reveals
that all the items in cluster three are the principals’ staff personnel
strategies for the achievement of quality assurance in secondary
schools. This is because the cluster mean scores are above the 2.50
which is the cut off mean for accepting items.
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Research Question Four
What are the principals’ coordinating strategies for the achievement of
quality assurance in secondary schools in Kogi State?
Answer to research question 4 is presented in Table 4
Table 4: Mean ratings of male and female principals on the coordinating
strategies for the achievement of quality assurance in secondary
schools
S/No ITEMS MALE
PRINCIPALS
FEMALE
PRINCIPALS
X SD DEC. X SD DEC
25 Ensuring that every teacher is working
towards the attainment of school goals.
3.10 6.51 SA 3.22 4.86 SA
26 Coordinating the activities of
committees during special school
programmes and events like inter house sports competitions, send-off
ceremonies etc.
2.55 5.62 A 2.84 4.58 A
27 Ensuring that teachers and students are
in the class room during lecture periods
2.79 5.58 A 2.92 4.66 A
28 Appointment of some capable teachers
and assigning some responsibilities to
them
2.19 4.38 D 2.22 3.96 D
29 Appoint teachers to coordinate student social activities like clubs, societies and
associations.
2.51 5.02 A 2.64 4.55 A
30 Holding periodic meetings at different
levels with staff, students, parent
committee, heads of department or
subject coordinators etc. to discover
areas of needs/problem and proffer
solutions.
2.96 6.44 A 3.37 5.61 SA
31 Issuance of query to any staff caught in
any act of indiscipline
2.87 6.15 A 2.94 4.58 A
32 Moving from class to class to know
how students are fairing
3.09 6.18 SA 3.01 4.75 SA
CLUSTER MEAN 2.76 5.74 A 2.90 4.69 A
Data on Table 4 above indicate that male and female
principals agreed that all the items (25-27 & 29-32) on cluster 4
which include ensuring that every teacher is working towards the
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attainment of school goals; coordinating the activities of committees
during special school programmes and events like inter house sports
competitions, send-off ceremonies; ensuring that teachers and
students are in the class room during lecture periods; appointing
teachers to coordinate student social activities like clubs, societies
and associations; holding periodic meetings at different levels with
staff, students, parent committee, heads of department or subject
coordinators to discover areas of needs/problem and proffer
solutions; issuance of query to any staff caught in any act of
indiscipline and moving from class to class to know how students are
fairing are the principals’ coordinating strategies for the achievement
of quality assurance in secondary schools. This is because their mean
scores are above the 2.50 cut off mean for accepting an item. Table 4
as well reveals that item 28 (appointment of some capable teachers
and assigning some responsibilities to them) is not the principals’
coordinating strategy for the achievement of quality assurance in
secondary schools. This is because its mean score is below 2.49 for
rejecting an item. Nonetheless, the cluster mean of 2.76 and 2.90
respectively are above the cut of mean score of 2.50 for accepting
items. This indicates that all the items in the cluster are to some
extent the principals’ coordinating strategies for the achievement of
quality assurance in secondary schools.
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Research Question Five
What are the principals’ budgeting strategies for the achievement of
quality assurance in secondary schools in Kogi State?
Answer to research question 5 is presented in Table 5
Table 5: mean ratings of male and female principals on the budgeting
strategies for the achievement of quality assurance in secondary
schools
S/No ITEMS MALE
PRINCIPALS
FEMALE
PRINCIPALS
X SD DEC. X SD DEC.
33 Making sure that various departmental
needs are forwarded by heads of
department or subject coordinator for
inclusion in the school budget.
2.66 5.32 A 2.91 6.67 A
34 Involvement of experts like the school
bursar or accountant in the preparation of
school budget.
2.84 5.99 A 2.81 5.05 A
35 Seeking the input/advice of teachers on
the most needed capital project(s) to be
included in the school budget.
2.76 5.48 A 2.90 4.54 SA
36 Consider the expected revenue and the
source(s) it is to be derived before
preparation of budget.
3.21 6.42 SA 3.07 4.81 SA
37 Setting up budget monitoring team in the
school.
2.90 5.82 A 3.19 5.10 SA
38 Sourcing for funds from PTA/private
sectors for budget implementation.
2.96 6.44 A 3.37 5.61 SA
39 Sourcing for funds from foreign donor
for budget implementation.
2.87 6.15 A 2.94 4.58 A
40 Preparing a supplementary budget when
the need arises.
2.86 6.03 A 3.01 4.75 SA
Cluster Mean 2.88 5.96 A 3.03 5.14 A
The data on table 5 show that all the male and female
principals agreed that items 33-40 which include making sure that
various departmental needs are forwarded by heads of department or
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subject coordinator for inclusion in the school budget; involvement
of experts like the school bursar in the preparation of school budget;
seeking the input/advice of teachers on the most needed capital
project(s) to be included in the school budget; considering the
expected revenue and the source(s) it is to be derived before
preparation of budget; setting up budget monitoring team in the
school; sourcing funds from PTA/private sectors for budget
implementation; sourcing for funds from foreign donor for budget
implementation and preparing a supplementary budget when the need
arises with the cluster mean scores of 2.88 and 3.03 are the
principals’ budgeting strategies for the achievement of quality
assurance in secondary schools. This is because their mean scores
are above the 2.50 cut off mean for accepting an item.
Hypothesis One
There is no significant difference between the mean ratings of male
and female principals on principals’ planning strategies for achievement of
quality assurance in secondary schools in kogi State.
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Table 6: Summary of t-test on the difference between the Mean
Rating of Male and Female Principals on Principals’
Planning Strategies for Achievement of Quality Assurance
in Secondary Schools in Kogi State
The table above shows the calculated t-value of -0.15 at 227 degree of
freedom and 0.05 level of significant. Since the calculated t-value of -0.15 is
less than the table of 1.96, the null hypothesis is accepted. Therefore, there is
no significant difference in the mean rating of male and female principals on
principals’ planning strategies for achievement of quality assurance in
secondary schools in kogi State.
Hypothesis Two
There is no significant difference between the mean ratings of male
and female principals on principals’ planning strategies for achievement of
quality assurance in secondary schools in kogi State.
S/No Respondent
group
No of
respondent
Mean SD Df Calcula-ted t Table t Dec.
1 MALE
PRINCIPALS
138 2.92 6.04 227 -0.15 1.96 Not
significant
2 FEMALE
PRINCIPALS
90 3.09 4.91
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Table 7: Summary of t-test on the difference between the Mean Rating
of Male and Female Principals on Principals’ organizing
Strategies for Achievement of Quality Assurance in
Secondary Schools in Kogi State
S/
No
Respondent
group
No of
respondents
Mean SD Df Calculated t Table t Dec.
1 MALE
PRINCIPALS
138 2.68 5.47 227 -0.08 1.96 Not
significant
2 FEMALE
PRINCIPALS
90 2.78 4.61
The table above shows the calculated t-value of -0.08 at 227 degree of
freedom and 0.05 level of significant. Since the calculated t-value of -0.08 is
less than the table of 1.96, the null hypothesis is accepted. Therefore, there is
no significant difference in the mean rating of male and female principals on
principals’ organizing strategies for achievement of quality assurance in
secondary schools in Kogi State.
Summary of Major Findings
The major findings of this work are as follows:
1. The principals’ planning strategies for quality assurance in secondary
schools include preparation of school time table on time, adequate
provision of ICT facilities to enhance teaching and learning in the
school, provision of enough furniture in the school and equipping the
school laboratories with standard laboratory facilities among others.
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66
2. The principals’ organizing strategies for quality assurance in
secondary schools comprise making proper arrangements prior to
any external examination; making sure that materials needed
for conducting internal examination are made available to the
exam committee at the right time and organizing staff meeting
on the first day of every term among others. While organizing
programmes like debate and quiz competition during special
assembly at least once in a week and making sure that letters of
invitation to attend PTA meeting are served to all parents
through their children in the school are not the principals’
organizing strategies for the achievement of quality assurance
in secondary schools.
3. The principals’ staff personnel strategies for quality assurance in
secondary schools comprise taking regular attendance of staff
members; advising the ministry of education or teaching
service commission to consider the educational, occupational
and personal experiences of applicants before recruitment to
school and conducting orientation programmes whenever new
staff are posted to the school among others while delegation of
duties and responsibilities to staff and encouraging staff
professional growth by encouraging teachers to undergo on-
the- job training like seminars and workshops are not the
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principals’ staff personnel strategies for the achievement of
quality assurance in secondary schools.
4. The principals’ coordinating strategies for quality assurance in
secondary schools include ensuring that every teacher is working
towards the attainment of school goals; coordinating the
activities of committees during special school programmes and
events like inter house sports competitions, send-off
ceremonies among others while appointment of some capable
teachers and assigning some responsibilities to them is not the
principals’ coordinating strategy for the achievement of quality
assurance in secondary schools.
5. The principals’ budgeting strategies for quality assurance in
secondary schools include making sure that various departmental
needs are forwarded by heads of department or subject
coordinator for inclusion in the school budget; involvement of
experts like the school bursar in the preparation of school
budget and seeking the input/advice of teachers on the most
needed capital project(s) to be included in the school budget
among others.
6. There is no significant difference between the mean ratings of male
and female principals on the principals’ planning strategies for the
achievement of quality assurance in secondary schools.
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68
7. There is no significant difference between the mean ratings of male
and female principals on the principals’ organizing strategies for the
achievement of quality assurance in secondary schools.
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CHAPTER FIVE
DISCUSSION, CONCLUSION, IMPLICATIONS AND RECOMMENDATION
This chapter deals with the discussion of the findings, conclusion,
implications of the findings, recommendations, limitations of the study and
suggestions for further study. The discussion is carried out under the
following headings.
• Principals’ planning strategies for the achievement of quality
assurance in secondary schools in Kogi State.
• Principals’ organizing strategies for the achievement of quality
assurance in secondary schools in Kogi State
• Principals’ staff personnel strategies for the achievement of quality
assurance in secondary schools in Kogi State
• Principals’ coordinating strategies for the achievement of quality
assurance in secondary schools in Kogi State
• Principals’ budgeting strategies for the achievement of quality
assurance in secondary schools in Kogi State
Discussion of Findings
Principals’ Planning Strategies for the Achievement of Quality
Assurance in Secondary Schools in Kogi State
The result on table one shows that the planning strategies which can
be adopted by school principals to ensure the achievement of quality
assurance in secondary schools include preparation of school time table on
69
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time, adequate provision of ICT facilities to enhance teaching and learning in
the school, provision of enough furniture in the school, equipping the school
laboratories with standard laboratory facilities, playing major role in school
curriculum implementation, introducing innovations that will bring about
improvement in academic standard of the school among others.
It again reveals that there is no significant difference between the
mean ratings of male and female principals on principals’ planning strategies
for achievement of quality assurance in secondary schools. The respondents
accepted that all the items depicted in the table one can be acknowledged as
a good principals’ planning strategies for achievement of quality assurance
in secondary schools.
The implication of the findings is that there are a good number of
planning strategies for achievement of quality assurance in secondary
schools. That when the planning strategies documented by this study are
adopted by the principles are the heads of secondary school administration,
quality assurance will be guaranteed.
Principals’ Organizing Strategies for the Achievement of Quality
Assurance in Secondary Schools in Kogi State
The result on table two reveals that the organizing strategies which can be
adopted by school principals to ensure the achievement of quality assurance
in secondary schools include making proper arrangements prior to any
external examination, making sure that materials needed for conducting
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internal examination are made available to the exam committee at the right
time, organizing staff meeting on the first day of every term, instructing the
sport master to invite teachers from other schools to officiate the inter house
sport competition, conducting PTA meeting at least once in a term,
consulting with staff members before organizing a send forth party for
outgoing students, among others. On the other hand organizing
programmes like debate and quiz competitions during special
assembly at least once in a week and making sure that letters of
invitation to attend PTA meeting are served to all parents through
their children in the school are not the principals’ organizing
strategies for the achievement of quality assurance in secondary
schools.
Nonetheless, the findings on the study also reveal that, there is no
significant difference between the mean ratings of male and female
principals on principals’ organizing strategies for achievement of quality
assurance in secondary schools. This means that the respondents agree in one
accord that the portrayed organizing strategies in the table two can be
adopted by principals in a bid to achieve quality assurance in secondary
schools. This suggests that when the organizing strategies highlighted in this
study are harnessed by the principals, quality assurance in secondary schools
would be guaranteed.
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Principals’ Staff Personnel Strategies for the Achievement of Quality
Assurance in Secondary Schools in Kogi State
The result on table three shows that there are some staff personnel
strategies which can be adopted by school principals to ensure the
achievement of quality assurance in secondary schools. These staff personnel
strategies as indicated in table three are: taking regular attendance of staff
members, advising the ministry of education or teaching service commission
to consider the educational, occupational and personal experiences of
applicants before recruitment to school, conducting orientation programs
whenever new staffs are posted to the school, assignment of duties to
teachers to be based on specialization and expertise, teachers to be internally
supervised by their heads of department or subject coordinators, satisfying
staff needs to achieve efficiency, good performance and job satisfaction
among others while delegation of duties and responsibilities to staff
and encouraging staff professional growth by encouraging teachers
to undergo on- the- job training like seminars and workshops are not
the principals’ staff personnel strategies for the achievement of
quality assurance in secondary schools. These findings indicate that
adoption of good staff personnel strategies by principals could help
enhance quality assurance in secondary school administration.
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Principals’ Coordinating Strategies for the Achievement of Quality
Assurance in Secondary Schools in Kogi State
The result on table four indicates that there are some coordinating
strategies which can be adopted by school principals to ensure the
achievement of quality assurance in secondary schools. These coordinating
strategies as shown in the table four are as follows: ensuring that every
teacher is working towards the attainment of school goals, coordinating the
activities of committees during special school programmes and events like
inter house sports competitions, send-off ceremonies, ensuring that teachers
and students are in the class room during lecture periods, appoint teachers to
coordinate student social activities like clubs, societies and associations,
issuance of query to any staff caught in any act of indiscipline, holding
periodic meetings at different levels with staff, students, parents’ committee,
heads of department or subject coordinators etc. to discover areas of
needs/problem and proffer solutions among others. However, appointment
of some capable teachers and assigning some responsibilities to them
is not the principals’ coordinating strategy for the achievement of
quality assurance in secondary schools.
Principals’ Budgeting Strategies for the Achievement of Quality
Assurance in Secondary Schools in Kogi State
The result on table five indicates that there are some budgeting
strategies which can be adopted by school principals to ensure the
achievement of quality assurance in secondary schools. Some of these
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budgeting strategies as illustrated in table five include: making sure that
various departmental needs are forwarded by heads of department or subject
coordinator for inclusion in the school budget, involvement of experts like
the school bursar or accountant in the preparation of school budget, seeking
the input/advice of teachers on the most needed capital project(s) to be
included in the school budget, considering the expected revenue and the
source (s) it is to be derived before preparation of budget, setting up budget
monitoring team in the school, sourcing for funds from PTA/private sectors
for budget implementation, sourcing for funds from foreign donor for budget
implementation among others. The implication of these findings is that there
are a good number of budgeting strategies which can be adopted by school
principals to ensure the achievement of quality assurance in secondary
schools.
Conclusion
Based on the findings of the study and the discussions that followed,
the following conclusions were made:
1) The principals’ planning strategies for quality assurance in secondary
schools include preparation of school time table on time, adequate
provision of ICT facilities to enhance teaching and learning in the
school, provision of enough furniture in the school and equipping the
school laboratories with standard laboratory facilities among others.
There is no significant difference between the mean ratings of male
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and female principals on the principals’ planning strategies for the
achievement of quality assurance in secondary schools. Hence,
adoption of these planning strategies by the school principals would
enhance quality assurance in secondary schools.
2) The principals’ organizing strategies for quality assurance in
secondary schools comprise making proper arrangements prior to
any external examination; making sure that materials needed
for conducting internal examination are made available to the
exam committee at the right time and organizing staff meeting
on the first day of every term among others. While organizing
programmes like debate and quiz competition during special
assembly at least once in a week and making sure that letters of
invitation to attend PTA meeting are served to all parents
through their children in the school are not the principals’
organizing strategies for the achievement of quality assurance
in secondary schools. However, there is no significant difference
between the mean ratings of male and female principals on the
principals’ organizing strategies for the achievement of quality
assurance in secondary schools. Therefore, the proper use of the
documented organizing strategies by school principals could promote
quality assurance in secondary schools.
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76
3) The principals’ staff personnel strategies for quality assurance in
secondary schools comprise taking regular attendance of staff
members; advising the ministry of education or teaching
service commission to consider the educational, occupational
and personal experiences of applicants before recruitment to
school and conducting orientation programmes whenever new
staff are posted to the school among others while delegation of
duties and responsibilities to staff and encouraging staff
professional growth by encouraging teachers to undergo on-
the- job training like seminars and workshops are not the
principals’ staff personnel strategies for the achievement of
quality assurance in secondary schools. Consequently, the
principals’ appropriate use of the staff personnel strategies
documented by this study could help enhance quality assurance
in secondary schools.
4) The principals’ coordinating strategies for quality assurance in
secondary schools include ensuring that every teacher is working
towards the attainment of school goals; coordinating the
activities of committees during special school programmes and
events like inter house sports competitions, send-off
ceremonies among others while appointment of some capable
teachers and assigning some responsibilities to them is not the
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principals’ coordinating strategy for the achievement of quality
assurance in secondary schools. The findings of this study
suggest that there are a good number of principals’
coordinating strategies for the achievement of quality
assurance in secondary schools.
5) The principals’ budgeting strategies for quality assurance in
secondary schools include making sure that various departmental
needs are forwarded by heads of department or subject
coordinator for inclusion in the school budget; involvement of
experts like the school bursar in the preparation of school
budget and seeking the input/advice of teachers on the most
needed capital project(s) to be included in the school budget
among others. Proper use of good budgeting strategies by the
principals as documented by this study could be of help in
ensuring quality assurance in secondary school administration.
Implications of the Study
Principals should utilize the outcome of this study to realize a sound
administrative process in a bid to champion quality assurance in their various
secondary schools in Kogi State. They should brainstorm some planning
strategies in order to achieve the stipulated objectives of their schools and
make quality assurance a reality. In a situation where they fail to plan, their
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schools administrative system may lose its saltiness, and the achievement of
quality assurance will be a mirage.
The principals’ organizing strategies unveiled in this study should be
adhered to by the principals if they are zealous to achieve a quality assurance
in their various secondary schools in Kogi State. The principals’ staff
personnel strategies unearthed in this study can make the achievement of
quality assurance in secondary schools in Kogi State a reality if properly
utilized by secondary school principals.
The principals’ coordinating strategies divulged in this study are
veritable tools for the achievement of quality assurance in secondary schools
if welcomed by the school principals. Also, budget controls the financial
behavior of principals in a school system and prevent waste or reckless
spending of fund provided for various educational services. In a bid to make
this assertion a reality, school principals should integrate the budgeting
strategies uncovered in this study in their school system. This effort will
invariably aid the achievement of quality assurance in secondary schools in
Kogi State.
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Recommendations
Based on the findings and implications of this study, the following
recommendations are made:
1. Secondary school principals should adopt and implement the
administrative process strategies illustrated in this study to achieve
quality assurance in their schools.
2. The state government should appoint capable and qualified person to
head a secondary school as a principal.
3. Secondary school principals should be transferred to another school
after a period of some years in their resident school.
4. Secondary school principals should be properly motivated in order to
carry out their administrative duties effectively.
5. Budget monitoring team should be constituted in all the secondary
schools in Kogi State to ensure effective implementation of school
budget and also check any form of financial recklessness,
Limitations
It is impossible however, to visit all the schools in Kogi State because
majority of the villages where some the schools were located are mainly
situated at the interior area. Therefore, not all the schools were visited by the
researcher. There is also lack of good road network and township buses for
transportation. Some of the students were hostile to the researcher due to
lack of exposure and ignorance. They are skeptical about the fact that the
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researcher was on an academic research mission, but rather taught that he has
just come to explore their lands.
Suggestions for Further Research
The following suggestions have been made:
1. This study could be replicated in other States in North Central geo-
political zone of Nigeria.
2. For the results of the study to be more generalized, a larger sample
should be used in replicating the study.
3. A future research could be carried out on correlate of job satisfaction
among secondary school principals in Kogi State.
Summary of the Study
This study investigated the principals’ administrative process
strategies for the achievement of quality assurance in secondary schools in
Kogi State. In order to achieve the objectives of this study, five research
questions were developed and two hypotheses formulated to direct the study.
The research questions were administered to some sampled respondents. The
respondents consisted of 138 male principals, and 90 female principals.
The sample consist the entire 228 principals in the government owned
secondary schools in Kogi State. The research question was analyzed using
mean scores and standard deviation while the hypotheses were rested by
means of t-test statistics.
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Evidence from literature showed that a principal is the head
administrator of a school, especially a grade school or a secondary school
with much responsibilities resting on his shoulders for the betterment of the
school. Quality represents the properties of products and services that are
valued by the consumer. Quality Assurance is a planned and systematic
activities implemented in a system so that excellence requirements for a
product or service will be fulfilled. Administration is a process by which
goals are achieved through collective and cooperative human effort in a
suitable environment. Quality assurance in education is a totality of the
combination of some indispensable variables such as good administration,
quality teachers, quality instructional materials and quality infrastructures
(classrooms, seats, tables, chalkboards, etc.). Administrative process strategy
is a concerned with shaping an organization in the right part towards the
achievement of its goal. Some of the administrative process strategies of the
principals include planning strategy, organizing strategy, staff personnel
strategy, coordinating strategy and budgeting strategy.
The findings of the study were extensively discussed; their educational
implications and recommendations were highlighted: suggestion for further
research and limitations of the study were also given.
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APPENDIX A
LIST OF 228 GOVERNMENT-OWNED SECONDARY SCHOOLS IN
THE 21 LOCAL GOVERNMENT AREA OF KOGI STATE
AJAOKUTA LOCAL GOVERNMENT AREA
1. Government science Secondary School, Ajaokuta
2. Community Secondary School, Geregu
3. Community comprehensive High School, Eganyi
4. Government Secondary School, Ebiya
BASSA LGA
1. Bassa Uge Secondary School, Gboloko
2. Community Secondary School, Odenyi
3. Government Secondary School, Emiguni
4. Community Secondary School, Koji
5. Community Secondary School, Kpanche
6. Community Secondary School, Effin
7. Community Secondary School, Akakana
8. Community Secondary School, Adium-Woiwo
9. Government Secondary School, Mozum
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OGORI/MAGONGO LGA
1. Magongo community Secondary School, magongo
2. Community comprehensive high schoo, Ogori
Okehi LGA
1. Ebira muslim college, Ikuechi
2. Government. Day Secondary School, Ebako
3. Community Secondary School, Uboro
4. Oboroke Community Secondary School, Oboroke
5. Government. Day Secondary School, Ohueta
6. Okechi Community Secondary School, Ikuchi
7. Government. Girls United Secondary School, Oboroke
ANKPA LGA
1. Community girls School, Ochi-Ofabo
2. Muslim Islamiyah Secondary School, Ajobe
3. Okaba community Secondary School, Ollaba
4. Government. Day Secondary School, Ikanekpo
5. Community Secondary School, Ogodo
6. College of Arabic and Islamic School, Ankpa
7. Inye community Secondary School, Inye
8. Emodu community Secondary School, Ofugo
9. Community Secondary School, Okenyi
10. Government. Secondary School Enabo
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11. Young Muslim congress Secondary School, Ankpa
12. Community Secondary School, Ojoku
13. United Evangelical church Secondary School, Odobi-Eti-Afor
14. Enjema community Girls School, Enjema
15. Government. Day Secondary School, Inye
16. Ankpa Divisional community Grammar School, Ankpa
17. Christ the king college, Awo-Akpali
18. Community Secondary School, Emekutu
19. College of Arabic and Islamic School, Ojoku
20. Ikah community Secondary School, Ikah
21. Awo community Secondary commercial college, Awo
22. United Evangelical church Secondary School, Ankpa
KOGI LGA
1. Community Secondary School, Gegu Beki
2. Government Day Secondary School, Akpogu
3. Community Secondary School, Okofi
OFU LGA
1. Community Secondary School, Agojeju
2. Owowolo Iyokpe Community Secondary School, Ofolikpa
3. Government Secondary School, Itobe
4. Community Secondary School, Ochadamu
5. Community Secondary School, Ukuolawo
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6. Community Secondary School, Umomi
7. Community Secondary School, Obagwu
8. Community Secondary School, Ofakaga
9. Community Secondary School, Onicha-Igo
10. Community Secondary School, Ejule
11. Community Secondary School, Aloji
12. Emodiu Community Secondary School, Ofabo
OLAMABORO LGA.
1. Emomoka Community Secondary School, Emonyoku
2. Igah community college, Ikeje
3. Community high School, Etutekpe
4. Emoriko Community Secondary School, Adupi-Ogugu
5. Okpo Community Grammar School, Okpo
6. Government. Day Secondary School, Ikan-Ogugu
7. Emomoka Community Secondary School, Adupi-Ogugu
8. Emonoja community college, Ogbofe-Ogugu
9. Government. Secondary School, Okpo
10. Agaliga community comprehensive college, Etukwo
11. Community Secondary School, Adeh
12. Community high School, Ofante
13. Qua Iboe Community Secondary School, Ogugu
14. Agaliga Community Secondary School, Efabo
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15. Emagaba community Grammar School, Emagba II
16. Ameh commercial college, Etutekpe
17. Imane community Girls School, Imane
LOKOJA LGA
1. Government Girls Secondary School, Sarkin-Noma
2. Muslim community Secondary School, Lokoja
3. Government. day Secondary School, Adankolo
4. Government. Secondary School, Agbaja
5. Government. Secondary School, Abugi
6. Bishop Delise college-Lokoja
7. St. Clement Secondary School, Lokoja
8. Institute of Arabic and Islamic School, Lokoja
9. Crowder memorial college, Lokoja
10. Army day Secondary School, Lokoja
IDAH LGA
1. Government. Girls Secondary School, Idah
2. Ogah memorial Grammar School Idah
3. Dickson memorial college, Idah
4. St. Kizito college, Idah
5. Idah Secondary commercial college, Idah
6. Holy Rosary college Idah
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IGALAMELA/ODOLO LGA
1. Community Secondary School, Vgwaka-Olah
2. Community Secondary School, Oforachi
3. Akpanya community Secondary School, Akanya
4. Avrugo Day Secondary School, Avrugo
5. Government. Secondary School, Okenya
6. Odolu day Secondary School, Odolu
7. Community Secondary School, Ajaka
8. Community Secondary School, Ogbogbo
MOPA/AMURO LGA
1. Amuro Community Secondary School, Amuro
2. Baptist Girls high School, Mopa
3. Ilai community Grammar School, Ilai-Mopa
4. Evangelical church of West Africa Secondary School, Mopa
5. Government day Secondary School, Takefe-Iddi
6. Cruise memorial college, Mopa
ADAVI LGA
1. Community Secondary School, Ege
2. Government. day Secondary School, Okunchi
3. Government. Secondary School, Kuroko
4. Community Secondary School,, Adavi-Eba
5. Community Secondary School, Kuroko
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6. Government. Day Secondary School, Inoziomi
7. Ruhul-Islam college of Arabic studies, Adavi-Eba
8. Ebira Community Secondary School, Ogaminana
OKENE LGA
1. Community Secondary School, Etahi
2. College of Arabic and Islamic School, Okene
3. Okene Secondary School, Okene
4. Government. day Secondary School, Ahache
5. Local Government. Secondary School, Agassa
6. Local Government. Secondary School, Upogoro
7. Government. Secondary School, Okene
8. Queen of Apostle College, Okene
9. Okene central commercial Secondary School, Anyava
10. Local Government. Secondary Ohiana
11. Lenon memorial college Ageva
12. Okengwe commercial Secondary School, Arigo
13. Government. day Secondary School, Iruvucheba
IJUMU LGA
1. Ikoyi Community High School, Ikoyi
2. Markaz College of Arabic and Islamic studies, Aiyegunle- Gbede
3. Government. Girls Secondary School, Ayeforo-Gbede
4. Iyara Muslim College, Iyara
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5. Community High School, Aiyeforo-gbede
6. Community High School, Iyamoye
7. Community High School Iyara
8. Community Comprehensive College, Ayeh-gbede
9. Community Comprehensive College, Ekirim-Adde
10. Okoro – Gede High School, Okoro – gbede
11. Local Government. Secondary School, Ayegule-Gbede
12. Community Secondary School, Ayere
13. Community Secondary School, Ogidi
14. Government day Secondary School, Ogidi
15. Government day Secondary School, Ogae-Aduge
16. Baptist High School, Ekinnri – Adde
17. Baptist Secondary commercial School, Iyah-Gbede
18. Aiyegunle-Gbede Secondary School, Aiyegunle-Gbede
19. Iffe-ijumu Secondary commercial college, Iffe – Ijuma
YAGBA WEST LGA
1. St. Peters college, Egbe
2. Government Secondary School, Egbe
3. Odo-Eri Community Grammer School, Odo-Eri
4. Ogbe Community Secondary School, Ogbe
5. Comercial college, Egbe
6. Community High School, Odo-Eri
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7. Odo-Ara Community Secondary School, Odo-Ara
8. Local Government. Secondary School, Ejiba
9. Odo-Eri High School, Odo Ere
10. Ogah Ogbori Grammar School, Agunbelewo
11. Akun Maru Community Secondary School, Okoloke
12. Unity Secondary commercial college, Odo-Eri
13. Government. Day Secondary School, Okeri
14. Oke – Ere Grammar School, Oke Ere
YAGBA/EAST LGA
1. Community High School, Alu
2. St. Kizito College, Isarilu
3. Panyan Community High School, Ponyan
4. Local Government. Secondary School, Alaloduri-Ejuku
5. Isanlu Community Secondary School, Isanlu
6. Community High School, Ejuku
7. Igbo-Ero Community Secondary School, Igbo-Ero
8. Community Secondary School, Igbagun
9. Jamat Nasir Islam community High School, Ife-Olukotun
10. Wesley High School, Ife- Olukotun
11. Omuo Community High School, Isanlu
12. Esetu memorial commercial Secondary School
13. Ijowa High School, Ijowa
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14. Africa Community Secondary School, Isanlu
15. Community High School, Takete – Isao
16. Elafin Victory College, Elafin
KABBA LGA
1. Community Secondary School, Illah – Bunu
2. Community High School, Kakun
3. St. Augustine College, Kabba
4. Local Government. Secondary School, Otu-Egumbe
5. Community Secondary School, Odo-Ape
6. Oke-bukun High School, Oke-bukun
7. St. Banabas College, Kabba
8. Government. Secondary School Iluke
9. Government. Secondary School, Olleh-Bunu
10. Community High School, Oke-Ofin
11. Local Government Secondary School, Ayede – Bunu
DEKINA LGA
1. Community Secondary School, Emewe – Etopa
2. Community Secondary School, Egume
3. Community Secondary Commercial College, Anyigba
4. Ukpo Community Secondary School, Ajogwoni
5. Araba Community Secondary School, Araba-Salifu
6. Oganenigu Community Secondary School, Aloko
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7. Emakoji Community Secondary School, Adoji
8. Ikani-Eibo Community Secondary School, Ogbaloto
9. CMML, Ogbogodo
10. Community Secondary School, Ajiolo-Ojaji
11. Government Secondary School, Ologba
12. Government. Secondary School, Odu
13. Community Secondary School, Okura-Olafia
14. Community Secondary School, Agada
15. Government. Secondary School, Olowa
16. Community Secondary School, Ajekelaga
17. Community Secondary School, Iyale
18. CMML, Anyigba
19. Government. Secondary School, Ojofu
20. Peter Tokula Memorial High School, Odu, Ofumu
21. Dekina Division Secondary School
22. Our Ladies Secondary School, Anyigba
23. Community Secondary School, Olowa
24. Government Day Secondary School, Dekina
25. Ofiji Community Secondary School, Emewe- Okpada
26. Biraidu Community Secondary School, Abocho
27. Agbeji Grammar School, Agbeji
28. Muslim High School, Anyigba
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29. Ochaja Girls Secondary School, Ochaja
OMALA LGA
1. Efe Community Secondary School, Abejukolo
2. Community Secondary School, Abejukolo
3. Agojeju-odo Community Secondary School, Agojeju – Odo
4. Community Secondary School, Ollah
5. Ife Community Secondary School, Bajaji-Odo
6. Bagana Community Secondary School, Bagana
7. Ife Community Secondary School, Agbenema
8. Ife Community Secondary School Ibado-Akpacha
9. Government Day Secondary School, Abejukolo
IBAJI LGA
1. Community Secondary School, Enweli
2. Ebaji Community Secondary School, Odomomoh
3. Community Secondary School, Attah
4. Father Arome Memorial College, Echeno
5. Government. Day Secondary School, Ejule-Ojebe
6. Community Secondary School, Iyano-Ibaji
7. Edoja Community Secondary School, Uchuchu
8. Community Secondary School, Unale-Ibaji
9. Community Secondary School, Odeke
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APPENDIX B
Department of Educational Foundation,
Faculty of Education,
University of Nigeria, Nsukka.
4/1/2014.
Sir/Madam
LETTER TO RESPONDENT
I am a post-graduate student of the Department of Educational
Foundation, (Administration and Planning Unit), University of Nigeria,
Nsukka. I am conducting a research on “Principals’ Quality Assurance
Strategies for Effective Secondary School Administration in Kogi State”.
In order to carry out this research, your co-operation in filling the
research questionnaire is needed. You should feel free to give your response
as the research is purely for academic purpose and all information supplied
shall be treated confidentiality.
Thanks for your anticipated co-operation.
Yours sincerely,
Abdulrahaman Muhammed
(Researcher)
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PART A: PERSONAL DATA
Read thoroughly the following items and indicate the answer that best
corresponds to your opinion by ticking ( √ ) in the appropriate column.
Name of School……………………………………………………………
Local Government Area……………………………………………………
Gender: Male Principal
Female Principal
Part B: Information on Principals’ Quality Assurance Strategies for
Effective Secondary School Administration in Kogi State
Read the following items and indicate the answers that best
corresponds to your opinion by ticking (√) in the appropriate column. Use
the key stated below to answer the questions.
Clusters A, B, C, D, and E.
Strongly Agree SA (4-points)
Agree A (3-points)
Disagree D (2-points)
Strongly Disagree SD (1-point)
Cluster A: Principals’ Planning Strategies for the Achievement of
Quality Assurance In Secondary School in Kogi State
S/N ITEM STATEMENT SA A D SD
1 Preparation of school time table on time
2 Adequate provision of ICT facilities to enhance
teaching and learning in the school
3 Provision of enough furniture in the school
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4 Equipping the school laboratories with standard
laboratory facilities
5 Playing major role in school curriculum
implementation
6 Introducing innovations that will bring about
improvement in academic standard of the
school.
7 Employing some security operatives to ensure
protection of life and properties in the school
surroundings
8 Renovation of the school plant as at when due
Cluster B: Principals’ Organizing Strategies for the Achievement of
Quality Assurance in Secondary Schools In Kogi State
S/N ITEM STATEMENT SA A D SD
9 Organizing programs like debate and quiz
competition during special assembly at least
once in a week.
10 Make proper arrangements prior to any external
examination
11 Making sure that materials needed for
conducting internal examination are made
available to the exam committee at the right
time.
12 Organizing staff meeting on the first day of
every term
13 Instructing the sport master to invite teachers
from other schools to officiate the inter house
sport competition
14 Conducting PTA meeting at least once in a term
15 Consulting with staff members before
organizing a send forth party for outgoing
students
16 Making sure that letters of invitation to attend
PTA meeting are served to all parents through
their children in the school.
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Cluster C: Principals’ Staff-Personnel Administration Strategies for the
Achievement of Quality Assurance in Secondary School in
Kogi State
S/N ITEM STATEMENT SA A D SD
17 Taking regular attendance of staff members
18 Advising the ministry of education or teaching
service commission to consider the educational,
occupational and personal experiences of
applicants before recruitment to school
19 Conducting orientation programe whenever new
staffs are posted to the school
20 Assignment of duties to teachers to be based on
specialization and expertise.
21 Teachers to be internally supervised by their
heads of departmewrfv ent or subject
coordinators
22 Satisfying staff needs to achieve efficiency,
good performance and job satisfaction
23 Delegation of duties and responsibilities to staffs
in his own interest and the interest of the
institution he serves.
24 Encouraging staff professional growth by
encouraging teachers to undergo on -the -job
training like seminars and workshops
Cluster D: Principals’ Coordinating Strategies for the Achievement of
Quality Assurance in Secondary School Administration in
Kogi State
S/N ITEM STATEMENT SA A D SD
25 Ensuring that every teacher is working towards
the attainment of school goals.
26 Coordinating the activities of committees during
special school programmes and events like inter
house sports competitions, send-off ceremonies
etc.
27 Ensuring that teachers and students are in the
class room during lecture periods
28 Appointment of some capable teachers and
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assigning some responsibilities to them
29 Appoint teachers to coordinate student social
activities like clubs, societies and associations.
30 Holding periodic meetings at different levels
with staff, students, parent committee, heads of
department or subject coordinators etc. to
discover areas of needs/problem and proffer
solutions.
31 Issuance of query to any staff caught in any act
of indiscipline
32 Moving from class to class to know how
students are fairing
Cluster E: Principals’ Budgeting Strategies for the Achievement of
Quality Assurance in Secondary School Administration in
Kogi State.
S/N ITEM STATEMENT SA A D SD
33 Making sure that various departmental needs are
forwarded by heads of department or subject
coordinator for inclusion in the school budget.
34 Involvement of experts like the school bursar or
accountant in the preparation of school budget.
35 Seeking the input/advice of teachers on the most
needed capital project(s) to be included in the
school budget.
36 Consider the expected revenue and the source
(s) it is to be derived before preparation of
budget.
37 Setting up budget monitoring team in the school
38 Sourcing for funds from PTA/private sectors for
budget implementation
39 Sourcing for funds from foreign donor for
budget implementation
40 Preparing a supplementary budget when the
need arises
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APPENDIX C
Department of Educational
Foundations
Faculty of Education
University of Nigeria, Nsukka
4/01/2014
Dear Sir/Madam
REQUEST FOR VALIDATION OF RESEARCH INSTRUMENT
I am a post graduate student of the above mentioned department in the
Faculty of Education of this institution. I am currently conducting a research
work on the topic “Principals’ Quality Assurance Strategies for Effective
Secondary School Administration in Kogi State”.
I wish to request your assistance in the validation of the research
instrument in terms of: clarity of items, simplicity of vocabulary, relevance
of items of the study, and agreement of the items with the research topic,
purpose and research questions set aside for the study. Please, kindly
comment and suggest measures for improvement of the instrument.
Attached is a draft copy of the instrument, purpose, research questions
and hypotheses for the study.
Yours faithfully,
Abdulrahaman Muhammed.
PG/M.Ed/12/62642.
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Purpose of the Study
The main purpose of this study is to examine principals’ quality
assurance strategies for effective secondary school administration in Kogi
State. Specifically, the study seeks to:
1. Determine principals’ quality assurance planning strategies for
effective secondary school administration in Kogi State.
2. Determine principals’ quality assurance organizing strategies for
effective secondary school administration in Kogi State.
3. Find out principals’ quality assurance staffing strategies for effective
secondary school administration in Kogi State.
4. Determine principals’ quality assurance coordinating strategies for
effective secondary school administration in Kogi State.
5. Find out principals’ quality assurance budgeting strategies for
effective secondary school administration in Kogi State.
Research Questions
The following research questions will guide the study.
1. What are the principals’ quality assurance planning strategies for
effective secondary school administration in Kogi State?
2. What are the principals’ quality assurance organizing strategies for
effective secondary school administration in Kogi state?
3. What are the principals’ quality assurance staffing strategies for
effective secondary school administration in Kogi State?
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4. What are the principals’ quality assurance coordinating strategies for
effective secondary school administration in Kogi State?
5. What are the principals’ quality assurance budgeting strategies for
effective secondary school administration in Kogi State?
Hypotheses
The following null hypotheses formulated will guide the study. It will
be tested at 0.05 level of significance.
H01: There is no significant difference between the mean rating of male
and female principals on principals’ quality assurance planning
strategies for effective secondary school administration in Kogi State.
H02: There is no significant difference between the mean rating of male and
female principals on principals’ quality assurance organizing
strategies for effective secondary school administration in Kogi State.