Enhancing Head Teachers' Skills for Effective

Enhancing Head Teachers' Skills for EffectivePrimary Schools' Administration in Nigeria

Sule, S.A.and

Sule, S.P.F.

Introduction

Education is an efficacious arsenal for social change, national integration,and overall development of any nation. Its system is laden with the

social imperative to prepare younger generations in appropriate ways for thechallenges and responsibilities. The extent to which these goals are achievedin any country depends largely on the quality of education provided forthe citizenry. However, over the years, there has been an increasing outcryon the spite of the quality of educational system, particularly at primarylevel. This is in spite of the huge amount of money spent by the governmentand development patterns on the sector. Education sector analysis reporton monitoring of learning achievement studies conducted by the FederalMinistry of Education for primary and secondary school pupils clearlyshow poor achievement of children in business of numeracy, literacy, andlife skills (NIEPA, 2011).

A number of reasons are attributable to this obvious decline in thequality of teaching and learning at these levels. Some of these includeinadequate infrastructure, poor teaching and learning environment, lackof basic teaching materials, nonchalant attitude of teachers, parents andlearners, and above all, the quality of teachers and school administrators.While teachers implement curriculum, the school administrators provideleadership in coordinating and directing human and material resources athis disposal to ensure achievement of learning objectives. It is imperativefor school heads to know how to manage school effectively and efficiently

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in order to improve the quality of teaching and learning so as to increasebasic literacy, numeracy, and life skills of pupils.

It is against this backdrop therefore that this paper discusses the strategies forenhancing head teachers' skills for effective primary school administrationin Nigeria.

Concept and Goals of Primary Education

Primary education according to the National Policy on Education (NPE,2004) is that type of education provided in an institution for childrenaged normally six to eleven +, Since the rest of the education system isbuilt upon it, primary education is the key to the success or failure of thewhole educational system.

The National Policy on Education (NPE, 2004: 14) gave the goals ofprimary education as follows:

1. Inculcation of permanent literacy and numeracy and ability tocommunicate effectively.

2. Laying of a sound basis for scientific and reflective thinking.3. Give citizenship education as a basis for effective participation in

and contribute to the life of the society.4. Mould the character and develop attitude and morals in the

child.5. Develop in the child the ability to adapt to the child's changing

environment.6. Give the child opportunities for developing manipulative skills

that will enable the child function effectively in the society withinthe limits of the child's capacity.

7. Provide the child with the basic tools for further educationaladvancement, including preparation for trades and crafts of thelocality.

General Principles of School Administration

The principles of school administration are numerous. In fact, theseprinciples are as many as the school administrators. These principlesact as guides to the educational organization and control of educationalpractice.

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Enhancing Head Teachers' Skills for Effective Primary Schools' Administration in Nigeria

(NIEPA, 2011) listed the following major principles of schooladministration:

• Division of Labour/Delegation of authority• Unity of command• Subordinate of individuals interest• Remuneration• Firmness and fairness• The personnel morale• Centralisation• Span of control• Administration as a team work• Organisational opportunity for professional growth of staff• Responsibilities• Division of Labour: This is the sharing of responsibilities among

the staff of an organisation for easy and smooth running of thesystem. This aims at improving efficiency through reduction ofwaste and increased an implication of job training. This demandsa specific sphere of competence.

• Unity of Command: The concept refers to the hierarchy and levelsof decision making and authority relationships in an organisation.It ensures proper coordination of functions among organisationalunits and that there is unity among the various sub-heads inenforcing or implementing policy decisions. This enables everyindividual to know who to report to and who should report to him.The importance of unity of command is to enhance administrativeefficiency and the attainment of objectives.

• Subordinate of Individuals Interest: These are personal individualgoals which are conflicting with the organisational goals. Inorder to ensure the smooth running of the school, the personalor group of interest should not come before that of the school. Itis, however, important that the school should create chances forevery individual ro achieve their personal goals if it does not alterthe actualisation of the school goal negatively.

• Remuneration: The staff should be adequately compensated orpaid regularly in the school. They should be motivated throughthe provision of incentive in order to achieve higher productivityin the school.

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• Firmness and fairness: A leader must be firm but fair in all hisactivities in the organisation. Before taking a decision, it shouldbe adequately thought about so that the right decision is taken,and once taken, it should be stood by. It is important to note thatabsolute rigidity in all cases is not a good administrative trait whiletoo much flexibility can have negative effect on the school. Butfirmness with fairness at appropriate time promotes school healthenvironment.

• The Personnel morale must be a priority of the school: Morale is thetotal satisfaction a person derives from his job, his work group,his boss, the organisation, and his environment. It pertains to thegeneral feelings of well-being, satisfaction, and happiness. Highmorale will also exhibit high productivity, which enhances thegrowth of the school system.

• Centralisation: This states the final authority by the manager. Itmeans that a manager in an organisation must retain the finalresponsibility in an organisation.

• Span of Control: This refers to horizontal structure or arrangementof administrative functions. The principle of span of control arguesthat there must be a limit to the number of individuals that anadministrator or head should control. This however depends onthe following:o The administrators' ability or capacityo The nature of the jobo The experience, qualification, or degree of independent action

of the subordinateso The degree of technology of the organisation

• Administration as a Team Effort: All members of the schoolshould contribute their own quota to the success of the schoolby participating in the administration within their own levels ofcompetence. In this way, decision will be collectively taken.

• Organisational Opportunities Must Be Created for the ProfessionalGrowth of Staff. Human resources development in organisationis of paramount importance. To a large extent, it determines theeffectiveness and efficiency of the establishment.

• Responsibility: This principle states that at all time and all levelsof the organisation, each person in his own ability must act withresponsibility. Each person recognises his sphere of influence

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and acts within it, performing dutifully and seriously the tasksdemanded by the position and responsibility and carrying peoplealong to achieve the stated objectives.

The Role of Head Teacher in Primary School Administration

In all educational organisations, the school administrators perform anumber of tasks and responsibilities. These tasks are performed for theattainment of educational goals and objectives.

Gordon (1983) and Nwaham (2008) identified seven broad categoriesof administrative task areas of the school administrator in primaryeducation.

These are listed as follows:

l. Staff Personnel Services• Selection and assignment of staff• Communication of the objectives of the school progress to the

staff• Supervision of staff• Offering help resolve the classroom problems of teachers• Evaluation of the performance of teachers• Offering help to improve the performance of teachers• Coordination of the work of teachers• Stimulation and provision of opportunities for professional

growth of staff• Developing esprit de corps among teachers• Keeping of staff personnel records

2. Pupil Services• Provision of guidance and counselling services to the pupils• Keeping of pupils' inventory and accounting• Establishment of policy and procedures for dealing with

pupils' irregularities• Establishment of policy and procedures with regards to pupils'

safety i the classroom and in school premises• Development and coordination of the eo-curricular programmes• Management of disciplinary problems• Assessment, evaluation, and reporting of pupils' performance

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3. Community-School Relationship• Develop and administer policies and procedures for parents

and community participation in school matters• Handle parental complaints• Represent the school by participating in community

organisation• Help to develop and implement plans for the improvement of

community life

4. School Plant• Determine the school plant needs of the community and the

resources which can be marshalled to meet those needs.• Develop a comprehensive plan for the orderly growth and

improvement of school facilities.• Develop an efficient programme of operation and maintenance

of the physical facilities.• Provide and utilise the school equipment

5. Instruction and Curriculum Development• Provide materials. resources, and equipment for the

instructional programme• Provide for the supervision of instruction• Provide for in-service education of instructional personnel• Provide appropriate text books• Recommend for employment of subject teachers in the new

areas

6. School Finance and Business Management• Prepare the school budget• Provide for a system of internal accounting• Administer school purchases• Account for school monies• Account for school properties• Keep the school offices running smoothly

7. General Tasks• Organise and conduct meetings• Handle delicate interpersonal situations• Direct the work of administrative assistants• Publicise the work of the school

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• Diagnose the strength and weakness of the schoolprogramme

• Attend such school function as assemblies, plays, athleticcontests, ete.

• Respond to correspondences• Keep school records• Schedule school programmes• Attend heads of schoolsfteachers' meetings• Schedule and attend PTA meetings• Facilitate effective implementation of the curricular activities,

etc.

Challenges to Effective Administration of Primary Schools

Effective administration of primary schools in Nigeria is being challengedby a number of factors which include the following:

1. Inadequate and poor infrastructures: Schools cannot exist in theair; facilities are needed for good management of the schools.These facilities include desks, chairs, tables, sport equipment,charts, classrooms, nature corner, library, school bus, halls,chalkboards, ete. In most of our primary schools in Nigeria, thereis acute shortage of school-plant facilities. The available ones areoverstretched and consequently breeds act of indiscipline amongstudents, which invariably posses administrative problems to theschool administrator.

2. Nonchalant attitude of some teachers:In our public primary schools,nowadays, it is not uncommon to see teachers paying lackadaisicalattitude to their professional pedagogical duties. Some of suchteachers are those who are socially, religiously, politically, orbiologically related to those in positions of authority. Thelukewarm attitude of some of our primary school teachers possesa big challenge to effective administration of the system. Theseteachers are seen as the untouchable because of their relationshipwith some people in government, and they frequently violate thelaw and show poor attitude to their work.

3. Poorfunding: The primary school system is not adequately funded;as a result, there is often the problem of dilapidated structures andinadequate facilities.

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..4. Lack of motivation of teachers: Teachers are not motivated by

government to do their. work. There is always the problem ofirregular payment of salaries to primary school teachers, non-implementation of annual increment and regular promotion of thedeserving teachers. All these give rise to teachers' poor morale andconsequently bring about administrative challenges in the schoolsystem.

5. Poor supervision: One of the administrative challenges is pooror lack of supervision of the school system by the appropriateagencies. Some educators who may not have gotten requisitequalification for being supervisors are appointed to supervise theschool. Some of them visit schools to collect food items and sealedenvelopes, and the head teacher who fails to satisfy them becomesthe object of their hostility and intimidation. In the long run,proper supervision fails to take place.

6. Politics in the appointment of school heads: In some states of thefederation, appointment of the school heads is highly politicised.Only those who are not qualified but have political connectionwith the government in power would be appointed as headteachers. In so many occasions, those who are not unaware ofthe political game that brought them into the position hardlyrespect or take orders from them. Such practices bring aboutadministrative problems. •

7. Corruption: The tendencies to misappropriate public funds mayhave greatly affected effective administration of primary educationin public schools in Nigeria. Funds meant for education aresometimes diverted by politicians who want to satisfy their selfishends. Prudence in the management of available financial resourcesin primary school can go a long way to reduce administrativeproblems in primary education in Nigeria.

Skills Required for Effective Administration of Primary Schools

The administrator requires enormous administrative and professionalskills for effective administration of primary schools. Some of these skills,according to Olowoye (1989) and Enaigbe (2009), are listed as follows:

1. Pedagogical skills: These include mastery of subject matter, ofteaching methods, improvisation, presentation of content,presentation of lesson notes, lesson plans and units, etc.

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2. Evaluation skills:These include questioning, continuous assessment,and examination skills.

3. Disciplinary skills: These include class control, punishment, use ofrules and regulations, and maintenance of order.

4. Motivational skills: Issues bordering on rewards and reinforcementare emphasised.

5. Reportorial skills: Documentation of report cards, class register, logbook, attendance book, etc.

6. Managerial skills: These are skills on time management, good useof teaching aids, and having good control of difficult situationsand student behaviour.

7. Interactive skills: Creation of rapport, improvement of teachers'personality, and general characteristics, cooperation, etc.

8. Analytical skills: Possession of mathematical ability, having abilityin statistical operation and interpretation of data, etc.

The importance of achieving these skills by the school administratorcannot be over emphasised and hence the need to enhance the schooladministrators' skills for effective school administration and for theachievement of the educational goals and objectives.

Strategies for Enhancing Head Teachers' Skills for EffectiveSchool Administration

Primary school head teachers' administrative skills can be enhanced foreffective school administration through the following strategies:

1. Training and retraining 0/administrators: The appropriate educationboards and agencies, e.g., National Primary Education Board(NPEB), National Primary Education Commission (NPELC), StateBasic Education Board (SUBEB), and Local Government BasicEducation Authority, etc. should, in collaboration with the StateMinistries of Education, National Teachers Institute, and NationalInstitute for Educational Planning and Administration, organise acapacity-building workshop and seminars for the primary schoolheads from time to time. By so doing, the administrators will beacquainted with the modern techniques of school administration,thereby achieving the objectives of education with ease.

2. Employment orappointment ofadministrators with higher EducationalQualifications: Administrators with higher qualifications

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are more likely to perform better in the field than those withlower qualifications. According to Okoro (2004), educationpersonnel with higher qualification display more confidence intheir workplace. In addition, they are more accessible to qualityinformation and adapt to changing occupational conditionsthan their counterparts with lower qualification, who are usuallyindisposed and ill-equipped in adapting to modern changes.

3. International and Interstate Exchanges: It is suggested that deliberateand government-sponsored international and interstate exchange ofadministrator and experiences could boost the skills of supervisors.Countries with similar educational policies, such as Ghana,Gambia, or Sierra Leone, could be involved in such exchangeprogrammes. The purpose is to ensure cross-fertilisation of ideasand explore ways for tackling similar problems or challenges.

4. Disciplinary Action against Unprofessional or Unethical Conduct orPerformance: In order to improve the skills of school administrators,appropriate sanctions should be levelled against any erring ordeviant administrators who tend to undermine the expectedstandard. A situation whereby mediocrity is exalted and quality isthrown aside, while administrators who excel in their assignmentshould be rewarded accordingly, either in kind or cash. Sanctioningunacceptable performance could serve as a deterrent to others.

5. Reward for Performance: Even though reward of various kinds hasa way of boosting the morale of workers, it also has the capacityof instigating increased performance and development of qualityskills. Therefore, administrators with excellent performance shouldbe rewarded accordingly in order to maintain, and, if possible,improve their skills.

Conclusion

The need to acquire relevant administrative skills and the need to enhancethese skills for effective school administration cannot be underminedby any right-thinking citizen of Nigeria. Consequently, concerted effortshould be made by government at all levels, the stakeholders of educationsector and all sundry towards providing our primary school heads withimproved and adequate skills for effective administration of primaryeducation sub-sector.

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lt is hoped that if the content of this chapter is given the desired attention,the quality of skills of primary school administrators would be improvedand the standard of education at primary education level would definitelybe better for all of us, including the yet unborn, to enjoy.

References

Enaigbe, A. P. (2009). Strategies for improving supervisory skills foreffective primary education in Nigeria. Ado Journal 0/ Counselling,2(2): 242-43.

• PE (2004). National Policy on Education. Lagos: Federal Ministry ofEducation.

• IEPA (2011). Developing head teachers' skills for effective schoolmanagement. MDGs Capacity Building 0/ Head teachers, Ondo:

IEPA.

• waham, C. O. (2008). School administration and supervision ofinstructionin Nigeria. Agbor: Progress Printing Associates.

Olowoye (1989). Management of school personnel. In (2009) Strategies forimproving supervisory skills for effective primary education in igeria.Ado Journal of Counselling, 2(2): 242-43.

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