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EVALUATION OF THE MANAGEMENT OF SECONDARY SCHOOLS


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EVALUATION OF THE MANAGEMENT OF SECONDARY SCHOOLS

Abstract
The study examined the evaluation of the management of secondary schools in southern Kaduna senatorial zone, Nigeria. Descriptive survey research design was used for the study. The
population
sample was three hundred  and eighty six (386)  that is 5 Ministry of Education
Officials, 60
principals from sixty secondary schools, 203  teachers  and 118  Parents Teachers
Association (P.T.A) officials in both public and private secondary schools in the area of study. Multi – stage, simple and stratified random sampling technique were used to select the schools, teachers and parents used for the study. A set of structured questionnaire was used to collect the data for the study. The data were analyzed using mean, percentages, frequencies, and Standard Deviation while ANOVA was employed to answered the research questions and hypotheses. The hypothesis formulated in the study was tested at 0.05 level of significance. Out of the eight hypothesis, seven were accepted and one was rejected. The study revealed that parents were much involved in the funding of secondary schools in the area covered. The study also revealed that secondary schools were moderately effective. It was discovered that there is no significant relationship between parents involvement in funding secondary school education. It is therefore evidenced that parents contribute greatly in funding secondary schools in southern Kaduna Senatorial zone. Based on the findings, some recommendations were made, two of which are: that parents and well meaning individuals in the society should joint hand with government to funds secondary schools and that government should impose the evaluation of teachers by students and others stakeholders in the education industry to enhance academic performance of students.





CHAPTER ONE
INTRODUCTION
1.1       Background to the Study
The management of education in Nigeria is dictated by the country‟s political structure
based on federalism. Consequently, the Federal Ministry of Education makes policies decisions on education. These policies are translated as the National policies on education. National Policy on Education (2013) emphasized effective teaching and learning in the management of secondary education in Nigeria so as to realize the goals of secondary schools. Makoju (2007) pointed out that through the various management agencies such as Nigerian Educational Research and Development Council. (NERDC), National Universities Commission (NUC) and State Ministry of Education (SMOE). These agencies plan the curriculum and gives approval to what should be taught. However, based on the approved National Policy On Education, the Secondary School is headed by a school administrator with the status of principal.
From the forgoing, the principal has the power and authority in collaboration with the teaching staff to take decision on what kind of activities to be carried out in school, he control effective teaching and learning, supervise, managed school funds as well as discipline of students in the school and others.
In the same vein, the principal takes the place of parents by providing the students with require knowledge for lifelong education and serve as a link on what they started from birth to death (Makoju 2007). In this regard, the principal occupies a unique position in maintaining school discipline and administration that would permit the school as an institution of learning to accomplish its duties to the society. Igunnu (2012) and kochhar (2005) opined that the principal is concerned with the staff supervision which includes the supervision of actual teaching and learning particularly in the evaluation of learner experience or home work, test examinations and others.
These deliberate actions of the principal in conducting school administration in the school, according to kochhar (2005) are meant to implement the curriculum and instruction designed for the school which is subject to recruitment of competent staff. Also subject-teachers in the school organization work together with the principal in the day-to-day administration of the school system to enhance academic standard.

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