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RELATIONSHIP
BETWEEN RESOURCE PLANNING AND SCHOOL ORGANIZATIONAL PERFORMANCE
ABSTRACT
The study
attempted to investigate the relationship between resource planning and school
organizational performance in selected secondary schools in Mainland Local
Government Area of Lagos State. The study equally reviewed some important and
extensive literatures under sub-headings. The descriptive research survey
design was applied in the assessment of respondents’ opinions towards the
subject matter. In this study, five null hypotheses were formulated and tested
with the application of the independent t-test and the Pearson Product Moment
Correltional Coefficient Statistical tools at 0.05 significance level. Also,
the simple percentage frequency counts was used to analyse the questionnaire
response of the selected respondents together with the research questions. A
total of 140 (one hundred and forty) teachers were selected for this study. At
the end of the data analyses, the following results were obtained thus: there
is relationship between educational planned resources and utilization in the
school, there is a significant relationship between planned educational
resources and extent of their utilization in the school, there is a significant
relationship between educational planned resources and teachers’ work
performance in the school, there is a significant relationship between
teachers’ experience and educational planned resources, and there is no
significant gender difference in the work performance of teachers due to
educational planned resources. Based on the conclusions reached at the end of
this study, the following recommendations are made by the researcher: Nigerian
educational plans should be short-term based. This will enable educational
planners to solve short-term educational issues and manpower planning and
educational development should be the watchwords of Nigerian educational
managers.
CHAPTER ONE
INTRODUCTION
Introduction
and Background to the Study
In
education, the importance of human resource planning and management cannot be
overemphasized. This is because, the role played by human resource management
and planning on the achievement of education objectives cannot be neglected
(Iyede, 1998). According to Odenu (2000), human resource planning and
management involves planning, leading, directing and a number of other
activities in order to achieve efficient utilization. Precisely, it involves
integrating society’s needs with educational objectives, among other things.
In addition,
the extent to which an organization like education, attains her objectives are
directly proportional to the human resources available and their planning and
management. In another development, Anyanwuocha (2000) described human resource
as the most vital of the resources in the educational enterprise. The term,
personnel administration refers to management of human resources, the
acquisition of personnel and co-ordination of performance within the
organization. Cubson (2005) opined that there are many literature in the area
of human resource planning and management.
Peretomode
(1991) and Nwangwu (1994), state that human researches planning and management
are variously referred to as personnel management. They observed that human
resource management and planning are that functions of all enterprises which
provides for effective utilization of human resources in order to achieve both
the objectives of the enterprise and the satisfaction and development of the
employees. According to them, without the planning and management of human
resources, the staff in the education sector would not be effectively harnessed
and managed for effective utilization in education, especially in the teaching
and learning processes.
The
component of management concerned with facilitating the accomplishment of the
objectives of an organization through the systematic management of constraints
and careful utilization of the available, limited resources which include
human, material, equipment supplies, finance and work techniques or technology
is known as administration (Peretomode, 1991). According to him, while
management deals with the formation of plans, organization of programmes and
formulation of policies, administration is fundamentally concerned with the
execution and implementation of the formulated policies, plans or ideas and
programmes. As Amaonye (2000) puts it, administrators are more of implementers
of policies and programmes rather than formulators of programmes and
administration, like management, involves such elements and activities as
planning, organizing, staffing, budgeting, coordinating, reporting and
evaluating, but this is done on a smaller scale when it is compared with
management.
According to
Ezewu (1983), school management in the traditional sense is often thought of as
involving the management and planning of human resource such as men (teachers
and students), and perhaps money (school finance). The buildings, school space,
and equipment are usually taken for granted for they are assumed to be there or
“on the ground” as it were and therefore should not be given attention. But
this assumption is unwarranted for they are actually not there.
Onyeuke
(2000) observed that school facilities mean substantial costs to the school
system for their establishment. According to him, if they are not properly
maintained and managed, they depreciate and become dilapidated and even wear
out faster than their normal “life span”. Also if not properly utilized, the
school would not derive optimum benefits from their use.
As observed
by Magbodule (1986), educational facilities are directly related with the
school curriculum. Mgbodile (1986), described the school plant as the space
interpretation of the school curriculum. According to him, the programmes of
the school are expressed as it were through the school site, the buildings,
play grounds the arrangement and design of the buildings and so on.
According to
Amaobi (1990), the local place to start planning the educational resources or
school facilities, is the development of the educational programme. The school
educational programe should strongly influence the design of the school
buildings. The basic principle here is that no educational facility should
impose unwanted restrictions upon the educational programmes of the school
building in the Nigerian school system.
School
resource planning experts agree that curriculum development is a crucial aspect
of school resources planning. For instance, no architect can design a
functional educational need without a clear description of the educational
programmes in the school (Castaldi, 1977).
As Onyeanwu
(1990) puts it, it is advisable that considerable time should be devoted in
developing the curriculum of the school before actual planning or designing of
the school building by the architects. For instance, the architect should not
only know what subjects would be taught, but should know the fundamental
educational concepts and students’ experiences that underlie the design of the
buildings. The architects should know what equipment is needed and how much
space the teachers feel a student needs to perform each type of educational
experience.
Given the
increasingly volatile and complex nature and structure of the Nigerian school
system, two basic factors are important for Nigerian educational success:
capital and the human resource. Capital or fund, whether acquired through loans
or government budgetary allocation, is by far, easier to manage, control and use
optimally going by certain predetermined economic and managerial parameters. On
the other hand, the acquired quantity and quality of the human resource is
often hard to acquire as at when needed unless the need is preceded by long
term planning (Banjoko, 1986).
By its
nature, the human resource is complex, unpredictable and sometimes difficult to
change. It required long period of development, and may not be available in the
right quantity or quality when needed. Yet it is the most vital and critical
resource required for organizational or institutional performance. According
Nwachukwu (2000), teachers significantly affect the success of school as an
organization. Teachers, depending on how they are selected and acquired, will
bring few or many problems to the school. This is because, people often make
their own as well as organizational life relatively pleasant or unpleasant. In
short, the viability, growth and survival of any organization are tied to the
availability of competent and well developed staff within the organization at
the appropriate time.
Human
resource planning can therefore, be described as that part of the overall
organization, planning process by which an organization tries to ensure that it
had the right number of staff and the right kind of staff at the right time, at
the right places performing functions which are economically useful and which
satisfy the needs of the organization and equally provides satisfaction for the
individuals involved (Rowland, 1999).
In Nigeria
school system, it is one thing to plan for human resource, it is another thing
to manage and implement that which has been planned. According to Onuoha
(2001), the implementation of the existing human resource is faulty. Planning
for manpower in any organization such as the school, is as important as the
implementation of the plan. Implementation of any plan, be it human resource or
the curriculum of any school system, is where there is a lot of problem in this
country. Any plan without proper execution or implementation, cannot be said to
be in existence.
Statement of
the Problem
The problem
inherent in the examination of educational resources for school effectiveness
in selected secondary schools cannot be overemphasized. This is because it is
seemingly impossible for the secondary school system to grow and flourish
without adequate plans being put in place and implemented on educational
resources which include financial resources, physical resources and human
resources (Adeogun, 1992). The planning for educational resources in Nigeria
lacks effective implementation. No wonder there is under utilization of the
human and material resources planned for the Nigerian education system. In most
cases, some of the educational planners and managers of the Nigerian
educational system are not experts and well experienced in planning and management
of education. For instance, in many cases there is putting round whole in
square pegs sort of employment and placement of those who plan our human and
material resources for education in Nigeria (Asoluka, 2000) and this has caused
the problem of educational growth and development in Nigeria today.
The above
identified problems gave rise to the examination of the relationship between
resource planning and school organizational performance in selected secondary
schools in Lagos State.
Objectives
of the Study
The
objectives of this study were:
(1) To ascertain whether educational
planning process affects the utilization of educational resources in the
school.
(2) To examine whether there is a
relationship between adequate provision of educational resources and teacher
performance in Lagos State secondary schools.
(3) To ascertain the types of relationship
existing between educational resources planning and teacher’s job performance
in the school.
(4) To calculate the relationship between
teachers’ experience and their educational resources in the schools.
(5) To determine whether gender make a
difference in the work performance among male and female teachers in Lagos
State secondary schools.
Research
Questions
The
following research questions were raised in this study:
(1) To what extent does educational
planning process affect the utilization of educational resources in the school?
(2) What types of relationship exists
between adequate provision of educational resources and teacher performance in
Lagos State secondary schools?
(3) What types of relationship exists
between educational resources planning and teacher’s job performance in the
school?
(4) Would teachers’ work experience
closely relate to adequacy of educational resources in the schools?
(5) Does gender constitute difference in
the work performance among male and female teachers in Lagos State secondary
schools?
Research
Hypotheses
The
following research hypotheses were formulated to guide the study:
(1) There will be no significant
relationship between planned educational and the utilization of educational
resources in the school?
(2) There will be no significant
relationship between planning of educational resources and resource utilization
in the school.
(3) There will be no significant
relationship between educational resources planning and teacher’s job
performance in the school.
(4) There will be no significant
relationship between teachers’ experience and educational resources planning.
(5) There will be no significant gender
difference in the work performance of teachers due to educational planned
resources.
Significance
of the Study
The study
will be beneficial to all stakeholders in the Nigerian school system for
example the school authorities and the stakeholders in our educational sector
at the secondary school level would find this study very useful because it will
generate good information on the way forward to planning and management of
educational resources in our various schools. Not only the school authorities,
the teachers who are one of the most important and prominent stakeholders in
Nigerian educational system, would be able to receive proper and better
information on the effect of planning and management of educational resources
for example, this study will afford them the opportunity of knowing how to
effectively use the planned educational resources in their teaching and
learning processes in the school.
With the
findings and recommendations of this study, administrators of our educational
system including educational planners, would be able to see the need to plan
well the educational resources, because, guiding their usefulness, if the
educational resources are not properly planned and adequately executed by the
school administrators, it will result in low productivity of teachers in the
schools.
This study
will be very informative, educative and directional, in the sense that, it will
help the school managers/administrators and school planners to redirect their
system of thinking and planning for effective education of the Nigerian child.
The findings
and recommendations of this study will afford school authorities and other
stakeholders the opportunity of knowing the best way to plan educational
resources and enough insights on how best to implement and manage the planned
educational resources in the school system effectively.
This work if
completed, will serve as reference material to researchers and students. This
is because, they would use this material or part of it in their future studies
or researches. Also, this study will be relevant to other agencies of our
educational system, because it will help them to understand and appreciate the
effect of educational planning on productivity of school teachers in Nigeria.
Scope and
Delimitation of the Study
This study
examines the planning of educational resources for school effectiveness in
selected secondary schools in Mainland Local Government Area of Lagos State.
Basic
Assumptions for the Study
The basic
assumptions that guided this study were that educational planners and managers
of human and material resources will have more experiences due to the findings
and recommendations of this study. This is because this study will enable them
to be able to handle the issue concerning training of personnel and management
of educational resources that are available in the school system.
Definition
of Terms
In this
study, terms were categorically defined thus:
Financial
Resources: These are the monetary inputs available for and expended on the
education system. These are usually referred to as cost of and expenditure on
education.
Physical
Resources: These include buildings, classrooms, laboratories, libraries,
hostels, administrative staff offices, technical equipment, reprographic
equipment and other physical plant like machines, vehicles, computer sets,
typewriters duplicating and photocopy machines.
Human
Resources: These refer to students, teachers, administrative staff, supervisory
staff, from the ministry of education, guidance counsellors, school managers
and others.
School
Programme: This refers to the activities, events or programmes that place in
the school environment such as orientation programmes, workshops, seminars or
in-house programmes of the school.
School
Plant: This refers to educational resources or every thing concerning the
school or education which includes school buildings, classrooms, assembly halls
and other general facilities in the school.
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