University of Nigeria for Improving the...University of Nigeria Research Publications ... the study,...
Transcript of University of Nigeria for Improving the...University of Nigeria Research Publications ... the study,...
University of Nigeria Research Publications
NSUDE, Nnamdi Nsude
Aut
hor
PG/M.ED/97/23874
Title
Strategies for Improving the Management of Theological Institutions in Umuahia Abia State
Facu
lty
Education
Dep
artm
ent
Education
Dat
e
July, 1999
Sign
atur
e
STRATEGIES FOR IMPROVI ANAGEMENT OF , ' THEOLOGICAL INS TlONS IN
UMUAHIA ABlA STATE
. -- *:%
I-
A RESEARCH REPORT PRESENTED TO THE UNIVERSITY OF NIGERIA, NSUKK.4 /
IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DECREE OF MASTERS IN EDUCATIONAL
ADMINISTRATION AND PLANNING
NSUDE, NNA3IDl NSUUE (REV) I'C/MED/97/23874
APPROVAL PAGE
THIS RESERCH REPORT HAS BEEN APPROVED FOR THE DEPARTMENT OF EDUCATIONAL FOUNDATIONS
UNIVERSITY OF -*- NIGERIA, .: NSUKKA .-- -:. . . *
i :
EXTERNAL EXAMINER HEAD OF DEPARTMENT
DEAN OMA$ULN
CERTIFICATION
NSUDE, NNAMDI NSUDE, a postgraduate student in the Department of
Educational Administration and planning and with Registration Number
PG/M.ED/97/23874, has .. - satisfactorl\l~~nmpleted .. I the requirements for course and
research work for the degree of Master i f Education in Educational Administration and
planning.
The work embodied in this project is original and has not been submitted in part
or full for any other D~ploma or Degree of this or any other I Jniversiiy.
HEAD OF DEPARTMENT
DEDICATION
,... -:-
This project is dedicate J !o the Almighty God.
v
ACKNOWLEDGEMENTS
l'lie researcher is vely ratef fill lo Dr. Nelson Oybcmaya, the resenrcher's Slrpenisor
fbr his u7or1derf1-11 attention lo this wnrk. His profourx-l gralitrrtde 3150 go to rhe La te Dr. P.A.
Excw:.~~, Dr. T.6. M ~ ~ i l e , Dr. (Mrs) Chukw~na and Dr. G.N. Nyoka for their helpful yuide
during thc rvrihg of this work. Others that need to be lnenlioned are llr. Dark Enyi. Dl- P.C. .--- --- -.
Enmurr , Dr. Chris Uriuuka, Dr. H.U. Obi and Rev Fr (IJrol) A.U. Akubiie for their constructive
criticisms and advice.
The researcher is grateful to His Grace, nllosl Rev M.U. Ogo, Rt Rev. J.O.1. Nnonah,
P c h Chinelo Nsude J n v dear w~fe, OuchE Onyiyc, Uzochuk~u, Arnarachi, and all the nielnbers
of Metlmdist Clluroh in Nsukkn tbr their wolderful suppal, grayera and encotr~-agenlent.
The researcher extel~ds his hean k1t apprec iah r to tho Rectws or heads of all the
theological institutions, academic and administr~tive srnffuf all the rhedog.icaI institutions in
Url~unliia, Abia State for filling the questionnaire arrd givin~ him all the information needed for
the study,
It is important to acknowledge the researcher's brothers, sisters and other relations in
their continued prayers, moral and financial support without which the cor~ipletiorl O F this
research could not have Been possible,
Grcat thanks to EIIC Almighty Gad for firength, good I~ealth and inspiration Ilc proviclcd
throughout thc pcriod of [his stud;
NSUDE, N.N. (Rev) Department of Education University of Viger-in, Nsukka.
July 1979
TABLE OF CONTENTS Page
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TillcI'nec i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ilpj'rovalPage 11 ...
Ccrlification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ddication iv A . -. - . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ . . . . . . Acknowledgements ..,-. b. v
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 'I'ablc a€ Contcnls vi
ListofTables - . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Abstracl is
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CHAPTER ONE: Inti-odnctior~ 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ilackground uTtIlr: Study 1
Statement of Problem . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I'urpose ofthe Study 7
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sigr~ificanc~ ofthe Study 7
ScnpesfthcShrrly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Research Questions 9
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IIypotheses 9
. . . . . . . . . . . . . . . . . . . . . . . . . . . CHAPTER TWO: Review of Literatare .. 10
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 'Thc Concept of Management 10
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Cornponcllts of h3anagen1cnl 15
. . . . . . . . . . . 'l'he Impo~tmce ef Managencnt in Educalionai hslilutians 20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 'I'hcorics US Educational Manngcmcrit 25
. . . . . . . . . . . . . . . . A Mmagcrial Ephasis or LRc Scientific Manage~ncnt 27
. . . . . . . . . . . . . . . . . . A 12urnnn Relation Epl~asis or Behaviourist Sclmu! 25
. . . . . . . . . . . . . . . . . . A Social Scicnce Epl~asis or Modern Organisnlion 3C
Factors Resources Necessary for Achievement of Organisntional
Objecrivcs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Personnel Resources 3:
Financial Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . _ 76 l'lrysical Rescsurm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 ~Managerncnt Functions olFHeads of Educalional and
'IcheoIogical Institutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Summary of thc Review of Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
CHAPTER THREE: Rescarch Metilortology and Procedure . . . . . . . . . . . . 49 4:-c Design OF the Study..-. . . . . . . d... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Arm ofrhe Sludy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Population of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Sample and Sampling Tcchniclue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SO
lnstrurncnt for DaCa Cvllcction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SO Vnlidntiun ul'~nsrmn~cfit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SI hdrninistralion of the fnstn~rnent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 1 Method or Data Collwiion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Mcrhod of Data Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
CHAPTER FOUR: Data Analysis and Rcsdts . . . . . . . . . . . . . . . . . . . . 53
Sunmary of the findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
CHAPTER FIVE: Discussion of Results. Implicatiorrs of Research . . . . . . . . . . . . . . . . . . . . . . . . Endings. Kecorli~rrenclations 69
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ilisc~ission of Rcsults 69 . . . . . . . . . . . . . . . . . . . . . . . . . . . . lmplicakms nf the Rcsearch Findings 69
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Rcconln~cndations 74 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1. imil.ltions of rhc Study 79
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Suggestions For Further Rnearch 80 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Summary of the Wholc Wwk 81
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . REFERENCES 85
APPENDICES 84 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
LIST OF TABLES
TARLE
... 1'111
PAGE
Mean Ratings of Administrative and Acadcmic SMT on Financial
Mnnirgcment Straiegies that wit1 irnprove the Management of 'Thcologica! Ins~itutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
1-
-'
Mean Ratings of Administrative and Acailemic Staff on Stratcgiss to be . . . . . . ....... gdopicd to enhance discipline in ~T~eulagical institutions - 57
Mean Ratings ofhdministrative and Academic Staff on Stratcgies to k. adoprcd to enhance Staff' Personnel Mnnagemcnt in thculugicnl institutions.. ................................................ 59
Mean Rntirrgs of Ad~ninistrative and Academic Staff on Strategies to
inl-prow the phy siczll facilitiw and equiprncnt in thcologicaf
institutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Z-test Analysis of thc differcncc between the nredn scores of academic
and ncln~inistrative srdfolr the financial ~nxnagemtint strntegics that ivill
improve the rnanagenxnt of tI-heologicuf institutions . . . . . . . . . . . . . . . . . 63
%-test Analysis of the difference between rhe mean scores of Academic
and Administrative S t a n on the sirntegit's h r staff persorlncl
managciderkt SIM[C&S that will improvc Ihc nmagement ~f theologicai . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . institutions 65
The establishment oftheological instirutions was necessitated by the need to provide highly
train& minidcrial manpower fw the church. T k y are regard4 as divine and sacrosanct
by many individuals, organisations and even the government. This plttitudc prevents
everybody frorn interfering with their n>.?ernent. I-lowevcr recent events in the c..
ad~ninis~rafmn of such ihmlogical ins~itutions in Abia State seem 20 suggest that thcre may
be some ~vcaknmscs. This study was therefarc designed to identify stratesies L'or
improving rhc rnanagenmt of tlieologicd institution in Umuahia. Abia Statc.
Acon~parativc reviewof literature was undertaken to serve as guide to thcresearch. Four
researd~quesrFans and two null hypotheses were formulated to guide the study. A 30-item
questionnaire was developed and administered to 64 academic staffand 48 administrative
staff' of the Methodist Theological Institute, Trinity (Union) Theological College and
Assemblies of God School of Divinity, Urnnalua.
The data collcctcd were analyscd with respect to the four research quesrions using mean
scores. A mean of 2.55 was adopted as cut-off point or acceptarlce levcl for the items,
whilc Z-tcst statistic was employed in testing the two null hypotheses formulatcd for the
study.
Among the findings of thc study are:
S
I . I t was the opinion of the adrni~iistrative a
institutions in Umuahia: Abia State: that t h e fina~iclal management strategies that
aould be adopted to improve fhe management of theological institutions include
the fact that rectors should raise funds fiir their institutions through many sources,
institution^' needs should bc ~djusted to respond to funds available, heads of - -:, departments should spcrid hnds only Gn items of necessity, rectors should ensure
that hnds are expcndcd only on ifems -budget4 and should engage qualified
accounting perso~inels in dheir institutions, nccomting hoks or rccords of the
institutions should be aud i td perbdically and all nmftey colleckd should be
deposi~cd in nk bank promptly.
2 The ndministrative and academic staff of theological institutions in Umuahia, Abia
State are ofthe opinion rhclt the following strategies in the arms ofdiscipline could
be adopted in order to improve d ~ e managemen! of theological institutions, the
collcge auhritics should be involved in the feeding of thc studenf~, prizes should
be awarded to the best behaved students in theschool, rec~ors.$huld involve their
students in students' disciplinary council, staff should dernonsrrtzte examplary
behaviour both within and outside the school, retreats and workshop aimed at
spirilual npliftrnent should beorganised fbr students periodical!yand rectors should
establish c.ounselling services so as to help thc students adjust properly.
3 The administrative and academic staff of' theological institulions in Umuahia, Abia
State indicated that the adoption of the following staff personnel milnagcment
strategies will help to improve the management oftheological instituthis, lecturers
and administrative staff should meet regularly to
rectors should organisc orientation programnles arid svorkshops for the newly
recruited teachers, staff of the college should be adequately rcn~uncrated, rectors
should assign duties to the staff bearing in mind their academic qualifications,
intcrest and competencies, recruitment of staff slirxlld be based on experience and
/Y. academic qualificatiozs, recton sh(~u~cr organisc workshops and seminars for
scn~ing teachers in order to inlprove their performancc, rectors should givcpriority
attention to the wclfare oft heir stati, staff salaries and othcr allowances should be
paid to then1 regularly and otl time, and staff quarters should bc ~efurbished
pcriodically in order to motivate them.
The investigation was concludcd with the discussion of the rcsults, implications of the
research findings, recommendations, limitations and suggestions for further research.
C m R ONE
INTRODUCTION
13ackgrouod o f the Study
'rhe establishment of T1~ologic;il hstihhorls has beell necessitated by the need
that the tnnia ailns and ob-jectives of these i~dh i t i ons include the training of priests
wlio can interpret, preach and teach the W O F ~ af God as well as shephetcd
congregations in the Cliurch. It will be noted that si~lcc church rne~~~bersllip su;e
illcreasing in gmrnetricd propoltion, there is the meed to pruvide enough shllcd
insthtions. It will be noted that Trinity (Union) Tlleologicat College, Umuahia. was
cstablishcd io promote the develop~ncnt of iheological education in Nigcria. Tllc
Colkge was established by tlu-ee Chris~ian denonzinations, namely, Methodist,'
Presbyterian and AngIican. The College wnu opcntd in Okwulaga Mxaukwu,
UmuaIu'a i t1 1950. 'The i~istitutiola is ant: of the Ecunenical enterprises in Nigeria. The
Collegc is funded by the three denominations ~!lat established it and fees paid by the
students. It is administered by ri Goverrling Coiincit. The Chairrn;~nship of Lire
Gove~ning Council and thc Office of t h Rector [who is tlz Chief Exectftive of the
Insfituinn) are rolatary alnong [lie w-operating de~lominations. Tlie College is
aEIiated to the University of Nigcria, Nsukka and runs both Diploma and Degree
The Metlwdist Thedwgwt Institute, Urnuahia wasestabiishod by the Methodist
Church Nigeria in 1956 The Institute \.vasestabtished to train lay church workers mch J- -
as Evangeiists, Church Agents, Youth Organizers and Wonlen FeIlowship leaders,
Following thectisis that erupted in the Methodist Church Nigcria in 1976, ~ h c Church
was forced to upgrade the instituk in 1986 so as 20 provide training for her Ministerial
workers The Institute is administered by a Governing CounciI appointed by the
Gonfmenee of the Methodist Church Nigeria Tire appointmenr af ehe Rector who is
the Chef Executive of rhe Institute is made by the Conference of the Churcli The
Conference is the highest decision and policy making organ of the Church. The
Instih~te low nlns both diploma and degree prcsgramnm. The Ch!leg~ is afiliated to
the University of Calabar and University rsf POIT Harcoufl. It also trains both lay and
nlinisterial manpower for the Church. Though the Colkge is owned and funded by the
Methodist Church Nigeria, it accepts students from ocher denonlinations. It also runs
the continuing education programnle of the Church Far sewing clergy of the Church
and other Church workers.
The Assemblies of God Divinity School of Nigeria was established by the
AssembIies of God Mission in I95 I as Central nible Institute at Old Umuahia. 'The
objective of the College was to tmin and prepme nrcn and women for the task of
3
teaching and preaching the word of God with a view of getting God's pcople Iillly
prqxired Sor the Second conling of Jcsus. Tlie school ivas established to train rue11 (uld
worncrl who had low or 110 ed~ciltional qualification to work hi I.hc Church. After the
Nigerian Civil War. in 1970, the Clillrch wifxessed great changes, more men and
worncn who had high educalional qualifhtions Joined h c ninistty of the Church. - - The ~o le s of rhc Church Wnrkeis alsa changed, the need to llave highly traincd
Inanpotwi. arose. The Colle~e was thcn lipgraded by the Church to acconwimdatc
these clianges and incrensir~g needs. The name of the college was then changed to
Central l-lib!e CoIlegc and Tllstitute (C.B.C.1.). The training i11 the College
klcooinnlodated those who had high educational qmlifications. In 1988, the Coliege
\vitncssctl arlother change. The Clin~.cIl recogrlized the danger of "the Pew becorning
grcatel- and hid-rer tI1a11 the Pulpit." The College that was n~ ruu~ lg only certificate and
diploma piogsammes since its inception was lipgraded to a degree mrlning Institution.
'The College has a wolkmg relatio~lsllip with iulother College owned and fuirnded by the
Church ill Cni td Stntcs of hlerica. The College is now afifirtled w i h tTlc Uriiversity
of Uyo for the degree psograinnie. Likc the Methodist Tlleologicnl Inrtitr~tc. Uni~.lallia,
the Asserl~blies of God Divinity School of Nigeria is onmed and funded by Assemblies
of God i\4ission, the College acccpts cantlidatcs fiom other denonlinittions. The
Psesidznt is tllc C h i d Esecutive of rlic Institute and the College like the other
iilsti trrtiom irl this study is administered by n Board of Goveniors.
7'he p i t ion of a Keclor or PrincipaVPrcsidenl in any Theological College is a
very important one as he is the Chief Exmulive. He is the seat olaccountability. The
success or failure of the institution depends on t'hc adminisfrativc style ot' the rector.
Therefore it is in~pof ian t that administration of 'rhedogical Institutions should be
entnrsred into the harlds of people who are knowledgeable in educational
administration This i s so because sclic~sl adnlinistrators sllcnlld be in a position to
tmnsla~ecducat iond ~ b j e c t i v ~ to concrete he11.a ioriral aclivities which arc vital for the
achievement o f thc country's ctlucationa! goals (N'7eak0, 19%). 11 is tnic that these
institutions were established by voluntary agencies, their products uhimatelv affect and
influence the educationat goals of the nation, and the entire life of llrc nation.
The Rcctorsor Principals are thenewe center ~rfnun~erous activities perfornled
for the sealisation of the goals of theological education Their roles include orpanising
controlling and co+rdinatin,o rhe factors resources which includc manpwer, finance
and capital equipment This view was supparted by Ozigi (1981) ivl~en he wrote that
"the Principa! is the M a n who understands relalionship, prdicla rsults and influences
outcome in a situation where men are organised to work together for a common
purpose
It will bc noted [Rat ithe funding of these instifutions are by !he different
denomination and fees paid by the students. These funds are not usually prlouglr to meet
the needs of the institrrtivns 'The lack of fiinds is a serious handicap for erective
There are fkw cases of indiscip!iric anlong staff and str~dents. Due to the
peculsir nahu-c of dicse schools, the c a w c of seine of these mnlbcltaviours on the part
u f staff 2nd shldents vary rrom l l ~ c co~i&ntiooal scl~ools. Staff salaries wlvllich always
to adopt certain strategies to improve the ~nanagenlemt of these C u l l e p sol as to
Theological Institutions are regardcd as divine and sacrosanct by man!
ir~dividuals, organisations and even the governincnt. This prevailing a~!ilude tends to
priests who arc men of God. there are no weaknesses in t k i r administralion.
1.iocenl events in the ~\1"niinistralio:r ni most theological ir~stirutionsl in hbia
paying attention TO rhe welfare of staff According to tlonuba (19981, the Rector of the
Trinity (Union) TkologicaE College, Urnualiia had also bsen indicted for
misnianagen~ent of hrlds. Ojirnadu 1-8). Funher obsmd that the students oft hesc
insritutionx includin~ the students ~oFAssembIies of God School of Divinity of Nigeria
(A C. S.D.1) Un~uahia had once mrnplained oflack ofbasic ins~n~crior~a~ rnatcriels. All
these indicate that there may be obvious wcakmsscs in the rnnnagcnlcnt of these
theologica1 institutions.
The problem of this S I U @ tilerefwe pitk in question form is nJhat a m the
strategies for irnprwing the rnanagernsnt ofThmToginl Insriturioils in Umtrahia, hbia
State'?
! . Idcn~iiy financial management sfrategies; that will improve !he manaymwnt of'
tllcdogical ins~itufior,.,.
2 Idenfitjl Strarcgics for i~nprovin~ Diwiplinc ill theological institulions
3 . Find nur h e strategies for iniproving stafTpcrsonnel nmiagcmenc in ~heological
ins~itulb~ts.
4. Establish the strategies to bc adopted in ~ h c area of physical facilities and
equipnient to improvc ~ h c managenrcnt of theological insritwtims.
Significmce of the Study
l'hcological lnstitu~ions arc v c q i~iipumnt institutions bcsausc rhcv arc
established to train priests who can preach, teach, inierpret the word of God to their
adherents. So they are concerned witti the Spi~~uaI upbringing of their nicmbers For
this rcason, many people look ~ i p to tIie11i for spiritual growth. Therefore a stildy ninlcd
at cslablishing strategies for improving the management of the institutions becomes
necessary since i t will give itiforn~ation about the measures t h a t should bc adopted
'Thc fincling of thc study will crcatc nwarcncss in the minds of four christnirl
denoniinatioris that establishcd thcsc institi~tiorls and their soverning councils about
3
the strategies that should bc adoptcd to i n ~ p r w e the n~anagcnrnmt of' these t heolo@cal
institutions.
'T'hc rcsufr of thc studw would ertable the acadeniic arid the adnlinis~rative stafF
of the institulious 10 know the specific fina~xial nianagerwiit arid stail' pcrsorlnel
rneasurcs for inlprovi~~g [he managernenl of theologica! institulions i l l Urnual~ia. Also
the Rcctors nfthe instilutiorts ;>odd be in n v~arion to know and employ the strategies
that engcndcr etFectii1~ managenicnt.
The hdinss when pt~r in p r a c h would prepare thc R~ciu is very ncll to ficc
the administrative challenges in 11ieir ins~itutions.
Scope of rRe Study
This study iscclitclrcd on cstabtishing strare~ies for improving the management
ofthmlogical instifutionsirs Uniuallia hbia Stalc. It will also address itsclf to such areas
;as:
Financial managenmt strategies;
Tlisciplirwry Stfategies;
Staff' Personnel Administration,
Physical, Facilities nnd equipment.
I t c s c ; ~ ~ ~ c h Qlreslions
Thc follonin~ rcsearch queslions will be an~ivcrcd.
1 \{'ha1 are the financial mamtgenienl s~ra~egics thar can k adopted to i~nprnvc
the manapement or the administ ~ators nliedogicat Inst iluticsns9
2 What strategies can be employed by adminislrators of theological institiitions
10 cnharm discipline ;;I thc ins~iti~t!c~;is
3 \'dRat ~ i ~ c e s m s can be employed by che atlminis?rarars of tl~eolc@cal
~~ist~lutions 'to et'lhancc staR p.monneI rnrtnagcnient~
4 What strategies can be adop tcd to iniprovc tbc pliysica! fiwlitks a11d quipmenr
in TIirologjcal Instituticrns~
Hypo t lirrses
The following two null hypoiheses were formulated to guide the study.
1 Therc is no significant dift'crencc betwccn the mean ratiiigs of academic and
administrative staffof tllc Theological Institutions with rcpard to thc stratcgics
tbr i~nproving thc firlancial nlarlagenlcnt of'l'hcological rnstitutions i n Unlnahia
Abia State.
11. Tl~cre is no significant diference between tlie mean rahngs of acadcrnic and
administrative staff of the theological institutions will1 re~ard to rhc strategies
for improving s taR pcrsonncl ~tiaiiagcrncn t
C I+WTE I-? TSf 0
REVIEW OF LITERATURE
I I
cornriiunicate, co-ordinart, ccrt~raol and ciimct !he actions and actit.i tics of pcoplc rv hc>
work for thc orgnjsatican o.xvards tlic acliievemcnt of organir;iltioclal goals or
objcutives Ellall (1987) in citiny bnmlly ( 1987) agrccrl tha t ~l~an~gcn~crir is a prcxcss
undcrtakcn by two or more i~~dividz~als t w o - o r d i ~ ~ a ~ e the activilics ofdler's to acllici e
rcsults 11ot xliievabc by an iridividual a c t i ~ alone
Ellah (1957) in Ilk. own view d e h d managemcut as the process of getting
things dew dirough 111e co-opcmtion and asidancc cfot hw pmpk Hc euplained !ha!
managenlent exists in any organisation 10 make resources productive in order that the
or ganisat~on may nchicve its goals This implies hat ille dub of managers in any
organrsations include bringing rogctherall ihercsousces that are necessary to gather for
etTective operations of thc orga~lisation, Thesc rcsoilrccs include nwney, people,
~ n a t e ~ i a l s arld mr tch i i ~q
Rdcsina ( I 990) in his o w view defined management as the organisation and
rnobilisntion of dl h u n m and n~arcrial res~urces in a particular ~ystcni for ~lrc
achievcnlent of identified objectives in a systcnl Koontz, D'Oonnell and Wcil~rich
(1980) cxplaincd that the basics task of all managers at all kvcls and in all kinds of
cnterprkes is to design and maintain an cnhnn len t in which individuals, working
togcther in groups, can accomplish prcsckctcd missions an8 lob-jectives 'rhcy furthcr
esplnined t h a t managers are charpd n it11 Ihe rcsponsibilitv of takins actions I hat nil1
makc i t possible for individi~ah to makc their best contritnlticrns 10 group
14
work in^ within the 01-ganisalion in their reciprocal relations to the clxi that !he
organisations purposes may be atlaincd.
Eyre (1982) gavc his own detinirion s f rna~lapen~crn to ir~clirdc;
A social process entailing rcsponsibilily fur the effect and economical planning
and rcgula~ir~g of h e operations artin entcrprisc, in fulfilrncnt of a given purpose or
task, si~cll res,sponsibility involving:
a. a judgment and lifecision in dcterrnining plans and i n zkng clala to control
performance against plans; and
b. the p ~ d a ~ i c e , intcgration, rnolivation arid supervision of the pcrsor~r~el
comprising [hc entcrprisc and ca~-~yirlg out ~t s operations.
\Vhat could bc deduced fi-om this definition is that managcmcnt irivolves getting things
done ttlrough and with people in a formal organised way. This implies that there has to
be applicativn of skiik in directing people's efforts and the aesourccs available in wdcr
toattain thcpredetcrrriined objectives. Eyre(1982) fhherobservedihat adnlinistration
is part of nvinaycment arid is rarely taken to be involved in policy-making chxisions. It
will ttitainlybc v c q n.ruch c o n c ~ n c d in the in~plenlenring ofpolicy, but its fbxdoni of
actir~g wit! bc li~tiitcd by ellc decisions 6f'policy laid don11 by those charged with laying
do~r~n and plannrng of general objccfivts Hence ~i~anagenwnt and adnillistration are
then used interchangcablc.
15
Com~)oner~ t s o f R'lnnagcrnelrt
N\vacIlukwu (1988) clelirled nlau~agcnient as h e process of plau~ing, oiga~iizing,
leading ; ~ t l r l cor~trolling the efforts of orgariisational n~cnlbcr-s and the use of other
organ~sation resources in order to achieve tlic orgalisation's goals. Hougli to~~ et. a1
(1975) noted that nlauagemcnt itnplies.directio11, plaruling, prograrnrning, regulating,
firmcial. personnel and equipment rnanagernent, the conduct of n l e e h g and upward
as udl as lllc downward co~nnlunrcations. Koontz el, al. (1980) whilc quoting Fayol
outline the follonring cle~ilc~its of managenlent as its Function, planning, organising,
co~l~rnanding, coorciinating arid contl-olling. Con~poricrlts of tna~lagetuetlt are what
sorilc writers described tithcr as clculents of nianagc~nent or riial~ngcnlent functio~ls.
Tlic Pollowirig co~ilpo~lenls of niauagclnent will be described in this study - Planning,
Organisiug, Directing, Coordinating, Conl~nuriicatiori arid EvaIuating.
Plon~iing
Ellah (1997) dcfi~ietl planning as a purposciul preparation in ativarlce of what
is to bc donc in future. Planning is au altempt to get rcaching for future today a i d
~licrefor-c a wise way of avoiding the f?ust~-ation of having to do tlli~igs at the last
nlinute. PIar~r~hg involves setting ot~~jectives a ~ ~ d developing strategies ~uld tactics for
rencliulg those ol~jcctivcs. Agbaegbu (1997) observed that the success of any system
of cclucatiot~ is Iiungetl 011 proper planning, efficient adnlinistsation and adequate
16
fu~aicing. Ukqje, Akabuog mid Ndu (1992) agreed that planr~i~ig bridges the gap from
where wc are to wlicre Ive want to go. They outline sfeps in planning involvit~g three
elements of:
a) W1et.e we are
11) \\%ere we want to be - -c - - L -- - c) how we get allerc.
0rg:lnising
This nspect of components ofmanageil~erlt is soal ally cnIled orgarrising while
sorne cxprts pr-efer the term progriltruning, This involves establishing as irlte~nal
structure of roIes in a formally lorgmised enterprise. Orgrtnishg or prograrrmling
inlplies bmking the work to be done into ~natlage:ibIe units. Decisions n u s t bc taken
on such issues as who ha~ldIes wliichjobs and respo~isibilitics, who reports to whom
arid how infortnation is cllatlnc.Ilcd (Elloll, 1997). Uke-je, Akabogu and Ndu (1992)
observed that v;llcn a rnruiager or an executive is orgnnising he has to deal ~ i t h three
aspccts of work:
i) Idcntiiication and grouping of work: The executive must first ideritifil the ~vork
that ~nrrst be done to achieve thc organization's ob-jectives. Hc divides the work
into parcels that can be perfonncd by single individuals.
17
i i ) Delirution and dele~atiori of Iiesponsibility arid aut-hority. The executive ivill
sce to it that each individuals knows exactly what work he is to do and what
righls a r~d powers he may exercise in doing it, ivliat the incumbent's limitations
in the use of nlaterials are; what his limitations in hiring ;uld dismissing people --- are.
i i i ) Esl-a0lishnlent of relationships: the executive sets up certain rules for teamwork
to enable his people work I~n~iiioniously together u~icier all possible
Directing
Ellah (1997) defined directing as achieving organisationa1 objectives by
1110 tivating mid guiding subordlnatcs. In other words, directing involves motivating
:mil guiding subordinates to achieve organisatio~iiil ob-iectivcs. Ukeje el. al ( 1992)
noted that what Fay01 referred to as cornrnand otllers called directing, others call it
s h u l a f i n g or i~ffluerlcing while otllers call it leadership. All thcse words coluiote the
present day corlcept of making tfiings happen tIiroiigh other pcople. From the above
slatcmcnts, this component of n~a~iagement has been givulg other rlarncs such as
cu~nrnai~d. contt.a!Iing, stiniulating, us motivating. It involves n~otivatirig and guiding
prsonne! so that the ~b~icct ives of the orga~iization c o d d be achieved. Campbell ct.
al ( 197 1 ) agrwd that administrator can stimulate or. motivate people to act tl~rougli
IS
supwwisio~s of workers as they perfor-rn their jobs, providing rewards such as
promotion. pay increase, opp~tun i t i e s for staff devclopnlent.
According to Mghl i le {19SG), h e sti~nulaling ernployces to work toivards the
ctchieue~l~cnt of the goals of n n ~rganisation is an important arid crucial stage in the
-< - administrative process. The-4dministratr;, :.;us2 h o w how to tmnslate thc actions of
planriing and or;gaaising inta a more meaningful and practical reality.
Co-ordinating
Co-orclinnting rrccurbi~~g to Canlpbell et a! (1971) invoIves bringing into
approp-iafc relationsl~ip thc people md things necessary for the. or~,;lrlisntion to achieve
its purposes. Ellah (1997) viewed coordinating as means of rmangir~g the vnrious
activities of the organisation in such a w;ly that the whole process flow srnoothly
without ( M a y , collision or friction. It is a11 attctnpt to keep a11 the different w i t s of the
osganisaiion in tune with thc rest so that the entire system car1 function smoothly. A
good nlnnagcr should nrmige the programmes and activities of die organisa t io n in such
a manner that thcse are no clashes and the resources are adequately utilized mcl
wastase are rcduccd to the lo~irest ~ n i n i ~ n u ~ n .
IS
Communicntion
Koontz, O'DOIIIICII, Weih~ich (1980) defincd conununicatio~l as thc transfer of
~nforrnntiorl from the sender to the receiver. Ellah (1997) viewed co~nrni~nic:ltior~ as
the means b); which social inputs arc fed inlo the social systern and the nlems by
whch behaviour is modified, cIlunged is zlffnnt.cd, information is made productive and
goals ;ic;hieved.
Koontz. O'Do~u~ell, Weiluicli (19%) outIined rile purpose of coinn~unication
tht1s:
Communication is needcd to establish and disseminate goals of an enterprise,
to tlcvclop platls for their achicvement to organise Ilunlan and other resources in the
no st effective and effic~ent way, to select, develop, and appraise nlembers of the
o~.gnn~sation, to lead, direct nlotivak, and create a ctirnate in which people want to
conhibule and finally to controI pe~formance.
Evaluating
Managers ulust have the skill and rh knowledge of monitoring llow the
oijcclivcs of thc mganisatiori is bcing sclrieved. Thc hf lanapx mmt nlways employ
the process of cvnlual~on. Tt is through tllc evaltlation that the ad~n in i s~~a to r or
n~ariagcr detern~it~cs how far the oh.iectivcs of the organisation arc achieved atld also
dotelmjnc what faclors ~vere responsible for ~ h c failures e~lcotmtelmi and what should
20
be clone to prevent future failures (Campbell et 31 1971). Accol-ding to Ukcje,
Akabumgu m d Ndu (192), evaluation is essentia! to the progress of any group because
activity without evaluation may be frnialcss. Evalwtion applies to programmes,
policies, and la the organization itself with reference to its productivity and
- - . cffectivtness.
The Importsnce of Management in Eclucational Institutions
The purpose of educatio~ial organisatio~i according to Ogboti~iaya (1997) is
c~iliancc~iicnt of tcacliing arid leanling. There is the need of ensuring that 311 those
irivolvcd in acliicvi~ig this goal ate properly n~obilisecl. Educational administration
accordirig lo Ogbo~ll~aya (1997) consists of the activities of the educational
organisation as gearcd towiirds the at[ainnierit of the goals of teaching 011 the part of
teachers, md learning on the part of pupils.
Tlic esselicc of administration in educntio~ial institu~ioi~s is the tnl~an~eriicrit of
tencluilg and learnirig prlxcsscs. He Tulflher oiitlinecl what c d r ~ ~ a t i ~ t i a l adniinistrs~ion
i~nplics.
Tl~cse ~riclt~dc:
I . Educatiou;~l ndmlnist~.artio~i irivolves the aclivilies of pla~inirig arid orgn~iising
resources for the attainrne~it of objectives of the schools.
2. Educational administration invoIws staffing providing the personrieVteacliiug
and lion-teaching staff who will assist or contribute to the achievcrnent of the
objectives of education.
3. Educational administration implies guidance, leadership, direction and control
of the cffbrt of a group of individuals towards some common goal.
4. Educational administ;.&on is conr:cr~led with procuring and managing the
human and material rcsources necessary for the support and ~naintenance of the
organization and its programme.
Peretornode (1991) defined educational administration as the systematic
arrangement of human and niaterial resources and programmes that are available for
education and carehlly using them systematicaIly within defined guidelines or policies
to achieve educational goals. In his own view, Educational Management is concerned
with the planning arid for~naulation ofeducational policies or progranmes with a view
to acllicving cduwri~rtal pais. I t is also the processes of planning. organising.
coordinating, controling and evaluating human and marcrial resources
On the importance of Management i n educational institutions, Peretornode
(11595) poir~rs out that a keen understanding of basic principles. of marragmenk is very
necessary because such ~mde~sranding helps to increase efficiency and effectiveness of
s c M l ~dnunisfration . In effect these principles are the backbone, essentiaf
22
i~igredients to intelligent planrling, organisi.ng, co~itrol l i~~g, decisio~i making,
co~~mutiicating, motivating, Ieaduig and evaluating the whole process of organ isa t I onal
operations. Hc further stated that educatio~ial ~nanagenient is ncccssary i n order to
achievc stated educational goals or ob-jxtivcs while tllc basic purpose of educationd
adruinislration is to enhmce teaching aiilZ-Iq~1Ug.
Administration is an indispeusible tool in acl~ieving the goaIs of any human
01-ganisatiorl. Orpnisations are set up to achieve particular objectives. Parson ( l 9 G O )
defined an organisation as a social unit which is deliberately constrircted and
I-econstrcted in order to scek specified ob-jectives or goals. Ella11 (1997) noted that an
orga.rkation is a social group that pursues specific goals wllicll they are structured to
se~vetl. I-Ie frlltlm espIainet1 ha t thcse orgmisations illclrrde PI-isons, churches, schools
and rlnivcrsilies, I'eretonmie (199 L ) defined an orgar~isntion thus:
a :ui association of persons (wit11 a degree of permanency) grotrpcd togcther for
the p~irsr~i t of pre-determined goals;
b the estabIishnlent of an efficient fi-arl~ework for tllc purpose of achieving
ob-iectives;
c all i~lstitutiol~ cstablisl~cd to acllic\pe a goal;
d a Illech~rlis~ll or basic framework enabling persons to work effectively i 1 1 ~ 1
achicvo the set goals thmugh integrated g o u p efforts.
23 , , LV
F h*/
In his o\vn view, Yordcr (1971) observed thi;coganisation is a major tool in
aclolinisbxtioo and that organisation as an asset creates and maintains the setting, the
cnvironement a11d dinlate in which Irt~magers make the adminstration take place.
Educational hstihitions are orgnnisations which have objectives they are expected to
achieve. These objectives according . -- ~u%Iin (1965) include die transmission of
cuIture, socialisation, the allocation of individuaIs to positions in the society and
raising a generation of people ~ 1 1 0 call think for themselves respect the views and
feeIings of others, respect the dignity of labour, a id appreciate these values accepted
by the larger co~~vlirlnity and Iive as good citizcns (Nationd Policy on Education: 198 I
Revised). The need for a consious combination; i~itergratioli and a systematic
u-rangenle~lt of vi~rious resources (money, men, machine, ~natcrials a ld management
of capital) is what olg;ukttion is all about. The pnrision of all tlmc resourns ctvlnot
achieve the expectcd objectives but proper management of these resources is what
counts in thc achievement of an orgmisatona! objectives.
Ezmcha (1990) supported t he views expressed above when he stated that
without orgarrisation there can be no ~fianagcnient or administration. Tllis however,
agrees to a h fact that control and ca-ordination of efforts of people, resources -
money, rnetcrids and lniicllinc are necess'uy for dle attainment of stared objectives and
i~nplementation of policies and progratnmes of educatior~al imtitufions.
24
Nwachuhw (1988) wrote that principles of management or school
administration heIp in subordinate development. Without these principles, development
would depend on trial and error. He stated that a course in management development
oAen stresses the time tested principles formulated over the years through experience
and experinlentation and that withoutv.tlyxe principles the understanding and *I--
, ,& . L. -
development of management or school administration would be an arduous task.
Another hnction ofthe school is change in behaviour ofthe learner. The learner
is made to go through teaclin~ and learning process in other to effect the desired
change in behaviour. Mgbodile (ed) (1986) noted that the educational administrator
irrespective of the place where he works (Primary, Secondary or Tertiary) should have
the primary responsibility for the enhancement of teaching and learning process.
Ibeagi (1997) observed that in educational administration dl the activities are
directed towards the attainment of the goals of teaching and learning and all who work
in the educational institutions have the obligation to contribute towards the
accomplishment of these goals. What this implies is that the educational administrator
is essentiajiy an organiser and implementer ofplans, policies and programmes meant for
specific educational objectives.
2 5
'I'hcories of Edrrcationnl h'lnnngen~ent
' i ' heork of ducnl iona l maragemcnt are the basis upon ~vhicli prnciples of
cbucahm4 ~rnxiagerncnt are cferived. A principle according to Manilla in Ogborulayn
and r-ljagbaonwu (ed) (1 997) is delined as a fundarneutal trutli or+ what is beleved to
be hue a t r? given bme. A ptiicipk couk! be med to eqdain relationships behveen hvo -
os Innre sels of variables (dependent and independent variables). tIe fi~r-ther esplnincd
that psi~c.iplcs are dcrivecf fi-om tlwories which ace products of scientific ~nethocl of
scarclijng for- facts. Me furthcr outlined cc~ta in benefits or irnportancc of 111-inciples in
educa(iona1 adminislratio~~ ns follows:
1 They help In a c h a r understarrding of ed11cationa1 actministration;
2. They ~ u i d c the action of the educatioual administrator tonrmls effectiveness
and eflicieticy i l l Ihc or~;unisntio~i;
3 They provide m e f d guidelines to handle problenls in different administrative
situations;
4 ?'hey help in minimising nduiinlstra~ive emrs as a result of the risky practice
of Rial and error;
5 11 i,s only f~~r~damc.n~n!s or pinciplcs whicll h:rtpc k e n disrilled its it werc fro111
esperie~wx that cata be learned and tmnsferred to a new sihiarion instead of file
callection of problcn~s nnd solutions that h a w k e n txperie~rccd ;I! rhe past
whicll are nevcr csactly duplicated.
26
6 P r i ~ ~ ~ i p l e s lead 10 the formation of theories, p v i d c s basis fbr- JllOl'C research in
the utilization of resources in educational organisation. Thcory has bceu
dekiilcd by the coillplete Cliristain Uictionay for Iio~nc and school (1990) as
I an explanation which are believed to be true, but which has not been
p r ~ v d or tested. .< . . - ii the general principles of a science or at-t as opposed to its practice.
According to Oxford English Dictionary, Theory is dcfit~ccl as:
I Mental vicw;
. . 11 /I, co~lccption or. nlcutal scllcnic of something to be dorlc or of the
ruetl~otl of doing it; a systematic stale~llerlt or r d e s of principles to be
rd lowcl ;
. . . I I I Reasoned supposition put fonvard to explain, facts UI- events.
This implies that in various fields of study, tllcre nre ruental views or cunceptions or
reasoned supposition put fonvard tllnt guides thoughts and actions. 'The following
theories in d ~ c study rrf administration will be examined.
a A n~nrraycz.ial Ernphusis or Scicrltiilic X lnrirrgc~ucn t :
b A Hurnari Relations E~llgasis or Bthnviourist School;
c ,4 Social Scicnce Enlphasis or hiiodern Organisations.
A Man:~gcment Emphasis o r the Scientific RIariagement . Accotliug to Ukeje, Akabuogu and Nth (1992), tlie earliest systtnatic mental
#
conception of administ~ation was that administration was intended to maxirnise the
out-put of workers in an organistion by ;q)plying the priliciples of Scier~tific
M~iagement. Tllis tlieo~y is based on the-wm:k of' Frederick Mr. Taylor. Taylor viewed . . . . - I. -
that they sllodd be ratiorlal nualysis of adniinistrativc proceciurcs for exploiting llwnari . atld l late rials resources in order to attain h e ob-jectives of an organisation most
expeditiously, (Ukcje, Akabuogu and Ndtr 1992). Wiat this implies is that nlanaglnent f
could be rnost effective when what workers are expected to do are li~iowrl arid tile11
etisurirlg that they are done i l l the best and most ccorlo~nical way. Onc other
assumption by Taylor is that what worklncn want for their enlploycrs above evely
olher 111ing elsc is higIicr wages and what employers want for their \vorkrncn most of
all is a low labour cost of'tna~wfactl~re. Olhcr people according to Uke-ie, Akabuogu
auci Ndu (1992) who made usefill contributio~is and are atlvocntes of scientilic
~nanagenierit include Henry Fayol, Gdick, U ~ v i c k , Cubberley, S ~ a y e r awl lieeder.
Thcse people held thc view that the superintendent tllust be the orgalisel- who plans
the educational policy to bc follo\ved, even ~IlougI~ he may find i t wises to keep the
details of tlie policy to Iiinlself; the Executive who comes to escrcise rathcr larger
powers and the si~pervisor who lcls his broadec psofcssio~lal hlolvledge a~lcl his 1;lrgcs
1 . It ellcouraged the fingincntation of the admi~lis!rative fi~nctiolls into separate
tasks; .-- - I r
2. I t crlcouraged iuslnlction of the would be adri~irlislraror in principles in
prese~~tations ofstandard tasks Ihat need to bc done arld s twdard techniques for
Administrators of theological institutions should design the tasks to be
perfomecl by s t a f f n ~ ~ n l ~ r s bearing in mind the ubjeclives of tflc institutions and the
gods to bc attairicd. These tasks nlust be broken clowri intu 1111its with the obiectives .
of cach ~mit clearly statctl. The institutions should also be dcparttnentalised for easy
atlrninistratiot~ and luanagc~ilcnt,
A Humfin Relation Etriphasis or Behnviour-ist School
This crtlpllasis came illto being due to rcnction againsf the Scierttific
Matiagcmctlt. This i s based on physical cmdi r io~~s of tllc workers' work am1
its suppo~tcrs Kmt Lewin, Chris Agyris, Edgar Scliein, Ricllartl Wallon. accord in^
iviadla (1997), they brought into the earlier classical, scientific. managenlent tlreories
a new diniarlsiori with a human face, which gressed the need ro take into serious
co~~sidera t io~~ the k t dint employees ~s;ork:::g in organisafions are 11ulna11 beings wi th
e~llotions and feclrngs. The basic pl~ilosophy of this rnovcment is that the ivorkcr must
bc seen lit-st as a I~ulnnri bcmg and then as a worker.
I)eretomwlc {IiW5) wliilc qi~oting Mort nrid Kass (2957) poinrccl ou t that
htmanitarian considerntian demands that leach Ilu~ilan being be dealt with by his
felfours as n living growing, potentially flowing organism that has n right to be
participant ill decision !hat stand to affect him. Mc went further to describe at least
three human or social pnticiples of orgar~isational nianagclnent. They are: Democracy;
Just~cc and Eqi~nlity of Opporlunity.
S a h r ~ e s and allo~vanccs of the stnf'f'sllould be glverl proper attent~on. They ,
should be coun~nc~~surak Lo the effot~s and pcrfomarlce of staff. Oppol-hlniles should
bc p ~ ~ ~ I ~ c ~ for staff to grow within thc collcgc a d cad1 staff s l i ~ ~ l l d bc ~llowetl [he
oppo l ru~~ l t~~ to pt lclpate 111 some of the acti~itics of thcir churclles or denoroeotio~ls.
3 0
A Social Scicllcc Eml,h:~sis or 3locfet-n Or-gnnis:~tiorl
Adercmirnu and Eliianlcialor ( M 5 ) wro te that Mociern Organisa t i~r~ sr Social
Science eriiphasis lias bvo features that differentiated the system from scietltific and
Iiu~i~ariistic theories. They consist of (a) emphasis in the organisntional system as a
wholc; (b) ithe integration of howlcdg~,frf'rcrna my diseiphc into a system.
l i c ~ lhc theorists undersfand organisation ns social system of symbiotically
iiiterdcpendcnt palls, whicll has its basis on uriigirical rcscarcl~ work. The theorists
also accept [hat ilic only useful way to slt~dy orga~iisation is ia slutly i t as a system.
Pert tor~iodc [ 199 1) o b s e n d that during the period of cIassica1 nintiagement
theory, there were some people who tried to blend the tlunking of scientific
managenlait acid administl-ative theory by recommending organisatiord structures or
designs based o n stvict r;~lional and logical laws of order. The result was a
bnreaucrncy in which nlrl the px-sot~nel held spc-cialised jobs that were operated in
acco~dance with specific: 1-1dcs and standards. T!iey dso c a ~ r i e d out their duties in a
spirit of formalistic irripemnality.
Burearicracy, according to Manilla (1957) is the super-imposilior~ of men,
materials, conipetencc and authority ulmn onc nnothcr is the process of nttninins the
goals of an organisation. Dmeaucracy WIS put fonvard to rnininlise frustrations and
in-atioriality i n large orga~iisatisons in which ?he relationsliips between nlanagernent
and nwkets were based 01, class cliscri~ninitdon. MariIIa ( I 937) fill-ther explained that
3 1
111 tIlc school system, the application of bureaucracy leads to the derivation of the
benefits of specializntion alld accountability a i d therefore a more effective teaching-
Icat7iing interaction h1 effect, assig~inlerlt given to acadelnic staff should be based on
a.reas of spccialimtion, cou~pentenccs and interests of thc staff. This will afford tlicrn,
h e oppol-t~rrlitrcs lo perform o~timally. h c l i m f f slioold bc seen to bc expel t in his
own arca and shotrld be encot~rngcd to lvork as such.
Fnctor Resources Necessary for Achievcnient of Organisational Objectives
l t is necessary to t~ntIershntl thc ~neaning of orgnoisational Ob-jectives before
one can apprcciak the factor resources necessaly for achieving them. I11 doing this,
the ter-111 orgmisation will be defined as well as the [em oh-jectives. According to Eyre
(1992'$, Organisation can bc defi~~ed as die fiat11ewkn.k of rmponsibifities, authority and
duties whic.11 all the ~;esourccs of an entei'ljrise are brouglll- to@licr and co-ordinated
in !'he nchievenmt of nranngement objectives. Peretoriiode (199 I ) defined an
orgar.tjsatim as il swia'l' group 11iat has been deliberately co~atn~cted in order to acllievc
cui?taus specific goals. He fiuiher ou~lined Lhat dle study of x!~niriist~ation i s concemcd
with both formal a i d i~formal mganisations. X h r ~ n a l organisation is pririiarily a
carnplos goal-seeking m i t \vllic;li i r i order to mmive, 111ust acconiplished secondary
tasks. H c then defined a formal orgtiisatiori thus:
3 2
a , an nssoc~ation of' persons (with a degrce of Penuanency) grouped together for
the pursuit of predclel-mined pa i s :
6. the estoblishrnet~t of an efficient framework for the purpose of achieving
o6.jwiiws;
c. an rnstitution established to achizvc 7 goal;
1 . a n~eclianism or hasic hnework euabting persons to work effectively and
a c h i ~ w 111e set goals through integlatcd group efforts.
Exmha (IYN) in his own view, &en.ed t T ~ t urgaru~ntion nrises wheu a group
of pcople mnlc togethcr to sltive towards comn~on puryosc. According to him, hvo
I~asic condilions always make ail organisation important a d these are members or
padcip,mt.s arid diverse operations, Industries, hospitals, universities, Post Office are
exnnrples of organisations set u p to ~cliicve specific crlijectrves A ScIlool is an
organisation wl~ose luau1 d~jec~ivcs d u d e the promotion of knowledge and
devclqment ohcertairl attitudes aznorlg its ~neinbers, Alesander and Saylor (1959)
ckfi t~cd nbjective~ as the tnotivational force of the individual tvho i s engaging in the
experience as well as rhc p ~ ~ ! u c t s ofthe espcnencc dcsired by h e ~tcachcr. .-tccordin~
to Koo~atz, O'Do~meIl and Weihrich (1980) objejeclives arc dlc el& towards ~vhicll
activity i s a i twb. Thcy rcprcsent not oldy the end point of planning, but the cud
towtrcls wlticl~ organrsing, staffing, !ending and con~mll~ng are aitncd.
From t11c definitions ourluied nbove, o~anisatiotial oGectives tlwufore implies
the end toward which the activities of an institution arc directed. Institutions arc set
up to nchieve sp~cif ic goal$. Organisations thererore exist p r in i~ i ly to achieve such
goals.
According to Perct~mode [!9Sf,l), men money, machines, ma[erials and
n~anngcment calibre for the production of g o d s sncl or services are resources or
~~LCIOI-S necessary h r the acl~ieveincnt of organisational ob-iectives. Thesc I-esources
or ractors rnust k conscior~s!y and systematically conibiucd so that the objectives of
any siren orgmisation could be achieved; this inchided i~~stitlitlons like TheologicaT
Colleges. 'These resources c.ould be outlined as folIo\ta:
1. Personnel Resources;
. . 11. F i a a ~ ~ i a l Resousccs;
... 111. PhysicaI ICesoucces.
Persuntlel Resources
I'crsonnel Resources n4icll is also rcfcued to as Mulnan resources is vety
imp01 tant because of its plnce in the achiewne~i t of or gmisntional objectives. The
lristitutc u f Pc~mnnel Mmngcii-tcnt (19G3) ~~cstcd t h n t Personnel resources is ouc of Ithe
most valuable reesources of an q n n i s a t i o t l . Tliis agsces with lyede (IFIS) n h saw
Personnel resources 35 thc niost vi t i~ l ofdie resolirccts [hat Rre at thc disposal of the
cducatiorial services to sh~dents.
Accordi~~g fa I!nlntba ( 1998) thc ma-jor goal of staff personuel administration
(Pasoilriel Resources Mnnagcmc~lt) in way eclrrcnlio~id instihrlion is to sccure
dewlop and rnai~l tain adcquatc nntl qualified staff since k s e staff cco~itribute
significxntly in the implementation of etlucationnl policies and progra~n~ne. Academic
atd adrnhistrative stan in Theological Colleges have rna-ior contributions to riak kc in
h e i~nplc~ncntation of various aspects of the Scllool's yrogranunes. Ilorir~ba (1998)
further stated that the knching staff pcrfort~i academic and advisory fimcrions while
the ndniinistl'aiiue staff oqanise, dircct, and co-ordinak tllc Ilurnan ~natcrials and
financial resowces needed for 11ie achievement of tlieir ob-jcchres of the establrshed
Sz~ni~~nrics .
From the foregou~g. the deduction that could be mnde is ~hnt Tlicolo~icnl
Colleges/Seluinnries required high cnhbre s t a 4 t h n t is both fenclling and
adnli~lrstrativc staff in mdcr to aclucve the okjwtives of establish in^ thein. These staff
must bc profcssionels i n Lcir arcas m ~ d must possess the rcipired skills and
and ~naintaining h e right calibre of siafl-. Itonuba (1998) while c i h g Taylor (1974)
obscrwc1 that the dcgec of' success of teachers dcpend in the cot~tirluing support they
receivc, the resources available to them and their pupils for leaching and Iearllirlg and
the degree of sccwity and career p r m w t s they enjoy. S11c.h srrpports include
Iiinanci:~l Rcsotirccs
Many people have indicated the importance af financial resources in the
achict ing of the organisatlonal goals. 01rc of srich pespk is Hans (1957) w11o
obscrved that the percentage of iinEiotlal I-cvcnue spcnt on cclucatiou, the division of
burdens betwcen the ccntral 2nd lwaf au~horities a t ~ d the systeril of grant adopted by
the govemnrent are a11 reflected in the sfn~ctlirc and qualify of National System. The .
ilnl~lication of this view is that the mount of funds spetiE in cdilcationrtl progranuiies
and IIOW g o w m l c n t s of variou nations allvcared smh f i~nds havc great nnrt lasting
ill1pac.r 111 the qualily of cducn t i a~ and tllc SYjTClu of educntion l h n t nil\ r z w k one
o h r rlcduction one can make fro111 tliis i s that 110 arnowt of Turds alfocnted to
ed~rcation ca, i ~ c tcgarded as waste ralber i t goes ro intprovc the qualify of education
aid school system (haeby helping in achieving tl~c ovcrall objectives of the cduca t io~~ .
l l icreforc nccdctl Tt~r Ihc. e s l w s r o n o f er i t~ca l io r i a r ~ l i t or1111y pr rlg1-;l14itn1t.s ~ r . i a l~ ; i f tlie
o1,jecrivcs ; ~ r l t l rl~c nccds of' cot111 tries 7 0 h ~ ~ I o ~ 1 . ~ ~ ~ ' l i ~ ~ ~ ~ l n ~ i c ~ I! \ - . t * t ~ t l i w i i i c ; d 1%. anr!
socin Ily.
111 h i 5 L ~ ~ \ , T I tic\\, ~7!~lloni1:1> ;-I ( l Q ~ ~ - \ ;ic~c:u!.\ ! I t a , ! I/,(* ~~~ I~~ : - \ ~~ I~ ) : : I ~ I t - ~ I ! ~ ~ ~ : l ~ ~ , ~ t ~ ~ i l
coals dclxnds nli ficlequatc f ?na~~c i i l I sq11m-1 \ l c h l ~ l e I 1 11~5 \ wppvted ~ I i i i 1 w n L
Accordi~i~ lo lii~ii. education is 1101-1iialI\. ; I spcidcr ~ ~ [ l l c t - ~ 1 1 x 1 a c v l l e c t ~ ~ ~ of' I.IIII&. find
a grcat tlcal o f : i c I ~ n i ~ ~ i s ~ . ~ . a r i ~ : c e r h - t i s t iccdetl 10 c.rist1r.e t l ~ a t 111e c(lcrr(lii~g rr; n.isclX,
39
as hey wrote that most prograrnlnes of irlstn~ctio~a and p q d services rrqlrire sotnc
physical fhililies. Such facililies includc school buildings, sc.hnoF grou~ids and
equipment needed in instruction arld i~icidcnlal to ir~str-uction. They also il~clirde
scliool buses and o t l w trar~sportation eqrriprnent.
h i (2997) outlillcd the ilripo~tatice nf physicill facilities thus: Research findings
have show11 Biat there i s a positive retatinnship betwee11 the academic perfoniiance of
pl~pils i n scl~ools ant i tlie availability and nature of die school plant. Learning takes
place better atid fi~stcr i n ;I schtml crivirn~irwrit with Iiigh level or buildings.
a c c o ~ i ~ r i i ~ ~ ! a ~ i o ~ ~ . fwniturc arid eqt~ipnicriT t h i iri an er~virnnrircrit ~vliew tlresc 1te111s are
Insking. I ( is tllc responsibilily of the Missio~is tha t establishcil tliese ~hecllogicd
instittitions to provide irifrastructtlrd facilities for the smooth nlnnir~p of ~ l i c colleges.
Adequate cIassrootn spaces, library facilities, electricity arid sporting facilities sliould
be providcd arid maintained witliio tlicsc Colleges. I t \votrld bc ol~sen'cd that in some
of these Colleges, most of tlic buildings were erected hefore the Nigeria11 civil war.
Only vety few buildings have bee11 erected within lfiese Colleges i n tlie recent time.
II is onc issuc to p~nviilc lhesc ph34cal f ; r c i l i t i c~ find r f ~ c trlllcr imimrt;lrlt ~ S S I I C
is that tlicsc ;~~liysical facilities ongllt 10 n t lqua te l j ' ti~ninfnined. In as rnuch as '
College authorities shoi~ld design arid clewlop a prctgrarnrne to expa~id tlie physical
facilities livitliili their schools, tlilcy sliodd also develop n pruga:mriie of ~naintanance
and repaus or the existing faciIities. Canipbelf et al. (1971) agreed that .school plants
4 0
like other physical i'aciiities. require il constant program of ~naiutem~lce. Equipnlcnt
!wars out and must bc repaircrl. Roars cvcr~tmlly leak and r.cquirc rcpair.
e) Financinl Function.
Ogborin;~!,a (1997) I)clic\ctl 1I1;\1 Ilcatls I)!' cduc.;\tlurlill ~ r ~ i t i t u ~ i c ~ ~ l s initiate
educatiollal pol~cies a d programmes. Thcy procure a ~ i d i i~a~lqge I I U I I I B I ~ . tmtcrials and
financial resources for the effective implementatinr~ of school progt.anin1es arid
undertakes regular inspection and supervision of i ~ w ~ m c ~ i o n s . I!kqic el . aT (1492)
educational instilutions. 'These functions were classified thus:
i > improving the educatiorial programme;
ii) selec~itig atid developi~lg thc personnel;
i i i ) working with the conitiiunifg and
iv) ninnaging tlic sclinol
lrnprovin y the Fdt~cation:il I'rwgrnnlme
Ezcoclia ( 1 W O ) notcd that one maior. task of hcads of cd~rcatiorial ir~stitutions
is the rnariagenient and adnlinistrstion of crlrricdurir R I I ~ i~istnlcti~m. C'urr ic~~I~~rn
simply means some acadcmic and no~i-acadcuiic taught within the school. Ct~rricduur.
he filr~llt'r notcd. has changed froin contetit of courses o f stud>l and list of subfects to
a11 tllc experiences which are oflked to lear~lcrs under the auspices or direction of thc
scllool.
5 7
instituiior~s sl~ould clrsm-e that only !lie car~didates that met the qualities or. a t t d ~ u t c s
requirctl by the job are enga~ed .
Accor-ding to lyede (1395), interview is a selccrion tcchr~ique ni~ucd at gettilig
more infvn~latiol~ or1 how suitable a candidate is for h e unsitiorl sllcA~c: is seeking.
The heads of tl~eulagicnl irrstitutio~~s sl~lould eilsrrrc that the right kind of pesrde fire
sclected to senx in the sdectron panel. l l i c panel must t t ~ c an appropriate procedure
that will help detctsnine such factors as ~ncutal ability. physical cliat-act~ristics.
personal cllatactel-isrics. academic and professional clmacteristics, ( ~ d d i c a ~ i o n s arid
ot l~cr a! trilwtcs (lcsil-ed by the oppositio~l (lyede 1905).
Dcvelupmc~~t r.)I'pcrsoll~iel i s anotlicr- major rnsk of llic Iici~ds r~l'~~tl~rc.;~tior~;ilI
ins t i fu t io~~s. Dcvcloprtic~lt of perso~uiel according to lyctlc ( 1 ? 0 5 ) incl~~rle such
tneasures that will improve tthe knowledge, skill. expcr-ierice, attitide a ~ l d probably
release e~i~ployees latent poteiltials. so that tliell- pote~ltinl cor!ld be i~lcr-eased to meet
the present R I ~ future job l-equirerl~~nts, t l ~ m to meet its oh-iectives. Ukcjc, Akabriogu
a11d Ndu f 1992) outlined some of tllc mrasur'es that could be ndo~rtcd l r y heads of
erfucalionai institutions lo clcvclop tllc mo~-ale of staV pcrstmr~cl l o ~ ~ i c l ~ ~ c l e , t a k i n ~ the
i~ii~tia~ivc ill h x t 1 1 1 1 i n ~ L~111ilta1, ~ v i f h d i ~ HCC& i1~1tV i ~ ~ l ~ r c s l ~ ~f ir idit i&1;11 T I ? < ~ I I ~ c ~ < (-1'
the starf. r ecngnis i~ l~ ~ c l i i e ~ . e ~ l ~ c n t s of staf'f nle~nbers. presidi~iy for stnfr rsrcrlibcrs to
be iiifo~-~liect of the work of ottliers it1 the scl~ool arid u f arlll~iriistratiw ac~ioris or
44
lclecisiolis wllicli afkcf their work, encouraging teacller-participatio~i in sclioot planning
and encouraging all staff tiiernber-s to offer suggestions.
Wul-king with the Con imu~~ i ty
Tlie scliool exists within a given conunntlity , The school shodd tlicreforc have
some influerlces on the cornti~unity and the co~nnluuity sho~lld have sornc influences
or1 the schoo1. It is the task of the heads of educational institutions to build a link
between thc school and the community. Accosdi~lg to Ukqje, Aktlbiqy and Nbu
( 1 9921, the schou! head's rote in working wirh h e conirnunity incluclc,
a. krrnw the community
b . take nctivc part in the growth and irnl~lnvcn~ent of the cornrnunity and
ericourage the staff to do likewise.
c. facilitate cotr~munity partic.ipation in the life of the school.
d. provide for interpretation of the school to tllc conlniunity.
hlnnaging thc School
Tlie scliool as a fonilal organisation is established with definite ol~jcctit.es.
Somc of thcse ob-jectives incIudc creating a rlrsirablc change in behnviour and
tsansmitting of acceptable rlornis and values of the society. Thc lieads of educatrorial
45
ir~stitrxtwris have to nialiage lllcse i~~stilrilio~is in order rn cliszlre Ilia( f l u e gonls ai-e
achieved. According to Olele (1995), i t is the duly oftlre I m t l rzf scllool to orrer.see the
proper nmning of the school in tenns of staff atid stude~lts welfare. development arid
irnplernentation of educa~iorlal programmes, cliscipli~~e, proper keepirlg o f school
nccords. studcri!~ admissions, proper docurnen~atim olfschcxd hances and the creation
of a coliducivc lewi ing arm osglicre,
Ukc-ie, Aknbriogt~ arid Ndu f I992) oull~ricd the role ol'schnol Iicatfs i n rnariagitig
the scl~ool to include,
available in tIie scliools are properly ot-ganised. harnessed and utilized in order to
acliicvc the institt~tioti's stated objcc.iives.
'Fro111 thc krgonc, m e coi~ld jlren se~r~m~nrite the maliageli~ellt fi~rictiolis of
Iieads of cduc;rtio~~al inst~ti~tio~is arid ~ticulogical colleges to iriclr~tle the folIon.ing.
iriiproving the educational pt-ogranltne, selcclilig and dc~:cIopi~ig flie pers01~1~1:
Surnmnry of the Review of literature
TTic ~ t r i c w OC literature rclated fo this s l t d y tuns cru-rierl out iinrlcr tlic Ib!lowit~g
sub-headings
I L . Tfieoreticd Fratnewoak for educaliorial ~iianagerncnt
a. Tlic Concept of Manngement
. Components of Management
c. The itnyortance of rnariageliient in erlucational institutions
tf. 'Hieor-ics n f educational ~nanagenient.
2 . Factor resources necessary for acliiei~e~ncnt of' ~r~nnisatiorinl objccti\-.es.
3 . Managcnient fiulcfiouers of Heads of ediicalional arid TIleological I~istilutions.
37
l r i tlic rcview of literalure, efforts wcrc ~riade a0 defined tlic concept of
rnarli1gernent. I11 lhis scchon, the components of nianage~ncnt were outl~rletl lo i~iclu(!e
plmnhlg. organking, directing, co-osdinahg ca~i~rnunication and Evalriating. This has
bee11 tlcscribed as elctt~erlts of ~na~iagenlent ur ttianagenrent fr~nctions The inipostance
of managerncrit in e(lucational institutions was seen as geared to the entiancement of
teaching and Icarriing. T'his seclion also h k c d ilt tl~cories of cducat i~ml riianngernent
u p m wlrich primiples of cducatio~ial rnatragerilctlt nre dcri~wl. Tllc following theories
w r e exammcd; a n~ariagertal crnphasis or Scicnfik managcnlerlt. n !1ut11~11 relations
Erzlphasis or behaviourst Scliool, and a social science eniphasis or motlern
nrganisations, Factors resources riecessrry f r acliiuvcrncnt nf r>rganisational
&jectives were discussed in this secfion. Rgairr i n his seclion, the m r q c n i c n t
fitnctions of lleads of cducatiotlal and tlleological inslihilions as thus. imptovir~g the
cducatimal prograr~~riie; selecting and rlcvclopuls tlic pct.su~lnel; \vorkir~g with the
cornrnunity and martaging the scI~ooI.
No empirical study to the best of knowletlge of the researcher bas becn
conducteci or1 the strategies for improving the ~nanageruent oh t lmlog ica l institntions
it1 Urnuahia, Abia statc. H o w e l w related srurlics l1a1.c I m n rnr-vied out on h c
adniuli~trntion of some thcologrcd colleges ill U m u n l ~ i a and (III con1part.lti1.c st~~d!. of
the ad~~iiriseration of sumc of tlic tlielologienl colleges i n Zlrnrwhin This stud!.
tflercf'orc i s vc~y vilal since it fcrcr~scs on Ihe strntcgies fiv' inlproz~tng the r n m q e n ~ e ~ i t
4 8
of thcologicnl itistifirions in Uniuahia, Abia State. It will tl~crefore makc significant
contribufions to [lie alrcady existing rescarc1.r work on ctlucationa! nia~lagcnlent and to
future rcscarcl~crs i n lhc liclcl of lheologicn! ducalion and Ihc ~r\annge~nclnt: uf
theologicnl institutions.
7'1iis chapter will pr-escnt the research procetfures rrf ~ h t shrdy. The
issues that wi l l bc discussecl Iicrc i~~cliidc tllc following: research rlcstgt~. A w a
of Study. PopuIatioti Saniyle and Sarnpling Teclinique, I~~stnlriient Tot Data
Collection, Description of the lr~stnrt~~erit Validatiori nf the I~~stt~rment.
Adrnir~is~l-atian of the Jnslrurnenf, Ccktliods of Data Collection and Analysis.
Desigr~ of the Sttidy
Thc design of this study was survey. Njvorpu (1981) dcfiricd sirivcy
rescarch as those studies which airilcd at collecting dais on and describing in a
systcntatic manner, the characteristics, featirres or facts about a given
population. I t will seek to identify shategies for iniproving the niatiagmieilt of
Tlicological Institutions in Ut~luallia. Abia State.
Area of thc Study
'I'l~c s~iid\- \ ins can-icd out i ~ r I.'rnu;lIlia LI?TIC ~ f ' . - \ b i ~ ~ T ; I I C
The population for this study comptised all tile academic and
adniinistrativt staff of Tl~cological ;(~istitutior~s in Il~nuahia Zone of Abia State.
Baser! on ihc 1998/99 School year. this poprilrllion was 53 for Trirlity (Union)
Theological Collcge, Lcrnuahia, 34 for Mchod is t Theological Institute.
Utnualiirr. 65 for [he Divi~lity SchooP of l'lieahgy. U~nualiia respcc t i % cly. l 'hc
total population was 162 respo!idenrs.
Sample and Sampling Technique
No sample was taken from the p p u l a l i o ~ ~ instead the entire popi~latioti
of 162 academic arid administrative staffofTlicoIogical lnstiti~tiotis in Umuahia
were involwd in the study btcause of die stilallness of the population size.
Instrument Ibr l h t a Collection
Tlic instrunlent that was uscd is a questionnaire. titlcd "Strakgies for
improving tIic Management ofTlleological lristitritiorls in Unlual~ia. Abia State"
developed by the rcsearcher. This was administered to all the academic and
adn~inist~ativc staff of the 111stit1rlion.s of the study,
The instrument that was used for data collection is the questionnait~c
designccl by the rcscarchcr.
It consisted of thirty (.qO) items h i l t up in four clusters - I1 with
instructions for scspmding 10 i t sct out i t 1 sinipk English larigua~c. A Four-
5 1
point rating scale of SA-StrongIy Agree (4 points), A - Agrce (3 points), IS - Disagree (2 points) and SD - Strongly Disagtec 0 poinr) was provided for
respondents to make their responses to the qucstionnairc.
Valirlation o f lnstrun~rr~i t
The questionnaire was facc-valida~ed by !he rcsearc.l~cr's S~rpcr visor- and
three other expcrts i n educational administratio11 of the Department of
Educational Foundations, University of Nigeria, Nsukka. These experts were
requested to point to the researcl~er statetucnrs that are poorly wortled and that
do not agree with the purposc of thc study. T l i q were also requested to advise
the researcher on the suitability of the rnting scale.
Reliahili ty nf the Instrrr menl.
The instrument was administered to 30 administrative and academic
study of theological ir~stitutior~s in Aba Zone of Abia State for itlkrnal
consistency. The Alpha was detennined for each of the four d4f"4i or sections
of the instrument. Each alpha yielded \aluc ranging from 0.72 to 0.75. A11 he
alpha put together yielded 0.74. This high index of I-cliability confirmed that
the instmnent was liighly rcliat~le ror the study.
Administration o f the Instrument
The researclier etnpliryed !tic direct delivery technique ill the
administra~iun of the qucstio~ulairc. This i~nplics that the wsearcher
administered the instrtrrncr~t ptrsonalIy to the respondents, This offcrcd the
Rlct liod o f Dntn Collection
One Iurndrcd a d sixty-two copics o f the qucs!iorinaire wcrc
adrniriisltcrcd to liw rcspondcnts by the rescnrclicr* after ot)tairlirlg pcr~i~issioti
from Colkgc authorities on he issuc. 7.11~ Trinily (Union) fheological Cdlcge
was visited first, The next institufion tha t was visitcd is Metliodist l'licdogical
Iliislitutc. 1Jrliuahia whik Assctlib!ics of God Scl~ool of Divinity of' Nigcr-ia \\.as
visitcd last.
Method d Data Analysis
'The responses for each of !lie item w r e tallied, thc total points
calculated atid weighted using the four poirlt rating scalc.
A rilean of 2.55 was adopred as the acccptmce or agreement level for tlic
items.
1 Tlic %-tcst S t a t i s t i c \\.as criiplo\cd t~ tcsl I l ~ c - null I n ~ w l ~ t x ~
fonilulared for lie studs.
C I W r E R FOUR
DATA ANALYSIS AND RESIJLTS
This chapter is n presentatiot~ of the results of this study. The data are presented
according to the order of the four research questions and two null hypatheses that
guided the study.
The data for providing answers to research question one are presented irr Table
qualified accormts per-sclrinel in their instittttians
Accoririts books of the
audited periodically I I I
,u! cl by
governnient a u d ~ tors periodically
All money cdected sliould be deposited in
TnbTe I shows that the m a n ratings nfAd111inistra~ivc.c and academic staff to tight (8)
items ale above [be c u t 4 point of 2.55 wllile otily one ( I ) item falls below the cut-ofr
point of 2-55. For administrative s h l K i t e m 1.2.3.4.5.G.7 and 9 Imt rlieali scores of
3.54.3.58.3.5 1.3.53.3.55.3.66J.7 1. and 3.GS wit11 standard deviation of
0.72,O.G9,O.78.0.80,0.70.0.57 and 0.54. Itenr 8 wfGch falls below t thc cu t-o Ff poi11 t has
iilean score of 2.2 1 with standard deviation of 1 .OG.
For the ncnderliic staff, itenis 1.2.3.4.5.6.7 mid 9 hale uiicm scmcr; r7f 7 50. 1.42.
3.50,3.28.3.3 1 3 . 8 l.j.76 and 3.67 lv i th standard de~iaticrn n f 0.62. 0.73. 0.67.
5 6
0.90,0.77,0.39.0.50 and 0.59. Item 8 which falls bellow the cut-olTpoirit has tuean
scorc of2.17 will1 shrldar-d devialior~ of I .OG
TIIIXC s11ow that in the oyinicm of atl~~lin~strative and ncatlct~lic staff the
finallcia1 nlar~agcment strategies that can be adopted to improve the nlat~agcnlcnt of
theological institutions irlclude tflc fact h a t rectors shotiltl raise fu~ids for their
sl~ould be deposited in the bank proulptly
I~csearc l~ Qr~estion 2
What strategies can bc mpIaycd by administrators nf~heolo~ica l ilrstitirtior~s
to enhance discipline it1 their i~tstitutions.
Tllc rlara for yrovidi~ig ariswcrs to t*cscntmch rlrrcstion rwo are prese~ltcd u r ~ fable
2 \,clo\i
57
Table 2: Mearr rating of Adrilinistrntive and acac1eri~ic staff on strategies to be adopted to er~lirlrlce disciphe in Cheo'Iogical institutions.
DiscipILnnry strategies
'The coElege avtl~orities should be involved in (lie feeling of t l ~ students
Rectors should invo1vc their stcdcnts in students discipliric m y councils.
Retreats arid .svorksl~ops airned a t spiritun! irpliftment should be organiscd for studci~ts periodically
Rectors should establislr counselling scrvices so as to help the studenfs ad-just properly
Decision
Table 2 shows that the mcan ratings of adriiinish-ative and academic staff' to six (G)
items are above [lie cut-off point of 2.55. For ariniitiistrative stafT. itenls
siucknts in studcnl disciplinruy council, staff should cle~nrmstrate excrnpla~y behaviorir
both w~tllrn atld outside the schooI, rctl-caw and worksliops ailaictl zit spiritual
upl i f t~~le~l t sl~oulr l be orgauised for students pct-ioclicnlly a d rcctors should cstab!isll
counselling services so as to help the students adjust properly.
59
'The data for providing answers to research question 3 are presented on table 3
below
Table 3: R1l e m ratings of administrative and :icndcnlir stsff' on strategies to bc ndoptcd to enlinrlcc staff ~)ersonncl nr:tnspcment irl fher,logirnP institutions.
affairs of tlic scliool.
17 ' Rector sliotllcl orgmist: orientation 3.G5 0.58 pragrmmes and workshop for the newly recr-uitcd teachers
18 Staff of the college should bc 3.65 O.G4 ;tdcquateIy rm~inernted
19 Rectors slrotilcl assign duties to tlie slnff 3.73 0.45 bearing in mind their academic
sfiould be adequatcty rernuncrated: rectors sllould a s s i p duties to the staff benritlg in
mind {heir academc qualificatiorls. interest and competence, ~~ccruitrnent of staff'
should also be based on expc~ience and acadenuc qu~lificaticm, I-cciors sllorrlcl organise
allowances strouid be paid to thc rcpiiarly and o~z time ar
refurbished periodically in order to motivate tlietn.
Rrsaarch Qrrestion 4
Whnl shnlegics can IIL' ado~l[ed lo l l l l j lr~vc the physic4
in llieologic.al institutions'?
'The data fur providing answers to resea-CII qucstio~l fi
4 bclow.
Table 4: Rlenliing Ratings of Admirlistrative and aca to improve the pl~ysical faciiities and e institutions.
Physical facilities and Adniinist rative staff cquipnle~lt.
Library facilities should b t tefrrrbished as the wed arises
New books, magazines, Journals and ccfcrence rnaleiids should be acqllired 011 a regularby basis
o s a116 111cir acccsso~-ics sl~ould lw acquired by the collegc autlloritics.
6 I
~d staff quarters should be
Rectors s l ~ o l ~ l d enlist llic support arid ctwlwatiot l of clitud~ r)rganisations, groups and alurnrli assoctntions to consli-t~ct classroo~n blocks and hostcTs
ScTioal equipnient that are available should be rcgnlarly ~ ~ l a i u t a i l m i by the I m d s of r k mst~tutron
Table 4 shows h i the mciin ralings of adminisfratiw and academic staff to six (6)
i t e m ii1.e above the cut-off point of 2.55. For aclministrative staff, items
25,26,27.28,29, srd 30 h a w mean score of 3 .7O,3,65.3.63.?.65, 3.67. armd 3.78 witti
standard deviation of O.63,O.G9.O.G8,O.58,0.53. and 0.42.
Fur the ncaclemic staff items 25.26.17.28.29, a n d 30 have mean scort sf
3.73,3.70.3.61,3.G1, 3.G1 ntd 3.64 wilh statidard deviation of0.35.0.43. 0.55.0.49.0.58
and 0.63,
Tllcsc sllow that in the opinion of adnlinistr-alive and acat ler~~ic staff. the
p l n sic;~l tkc~lirics nml cqurprnmt r i ~ a n a y e n ~ m r r t rn t e y r t h a t cnri 112 x l q l l d t~
improve the nianagenlent of theological institutions include the fact that librar~r
faiirities slior~ld be 1erz11-bisfied as tllc r l ~ d ~I I ISVS . r l c t ~ hawks. ~ i q w i l i c ~ . J O ~ I I I ~ ; I I S and
63
reference materials should be acquired on regularly basis. conlprrters and their
accessories should he acquired by the college authorities. I-ectors sl~ould cr~list tlie
support ;ttld co-operation of cllirrcll organisation groups and alutn~ii associat~ori to
instnrct classroam blocks nrrd hos~els. school equiptilerit that are awilitblc sliould bc
r-cgdarly ~liaintarncd by tlic hcads o f tfic inst i t~~ti~ns ;wd ucctors should keep all
ir~vc~itory of cq[~lptricr~t in (Iic S C I I U O ~ .
Wypothcsis One
TIicre i s no significant difference belwen the mean ratings sf academic and
;rdriiinistralive staff of the theological institntiol~s wit11 regard to die strategies for
irnpr-wing Ulc financial ~lianagcn~ent of theological institutions i r ~ Unlrrnhia, Abia state.
'fnble 5 : 2-tcst Analysis of the Difference between the mean scores o f Acnrlcrnic and Adniinistrative staff on thc fin:~ncinl management strategies that will improve the n i a~ inge~ne t~ t of tIieoIogicn1 institutions.
Decision 1
6 4
Table 5 I-cpreset~ts tlic 2-test analysis of the difference between the mean score of
1-1 ypo t lmis T w
Tllcre i s no sigtliiicarlcc difference between the Inearl raling of academic and
a d ~ n i n i s t m h ~ staff of the tllcological irlstitlrtiorls will1 regard to the strategies for
(improving) Staff Personnel managctnent.
Academic arid admiuistraCive st:iff on tlw slnff persotmel ni:mtgemcnt strategies that impr~ve tlw hlan,?gement sf theolugic;~l institutions,
Tablc G represcntv t l~c Z-test analysid uf lhe diflcrwce between the ii lear~ score nf
Group
Acndc~nic slnff'
Ad~ninislrn~ivc slafS
aclniinistrative and acadeniic staff or1 the strategies for staff persvrinel nianagement of
theological instit~itions in Uniuahia, Abia state.
Looking at tlie table, one can see that thc calculated Z-value of 0.4 1 at !GI) degrees uf
freedom and 0.05 level' of sigtiificance. Since the calculated value of 0.4 1 is Tess than !lie
critical (tablc) value of 1.96, tlie second Null Hypothesis is ACCEPTED.
Therefore there is no significant dinerence be~weeri the opinions of tldn~inistlrative
staf'F and acadc~nic staff of theological institution with regard to the strategies for improving
staff persot~ciel nianagments of theological i~istitutioris i n Umuahia, Abia state.
Sumnla~y Of Tliie Findings
The follo~ving are the sunmap of the findings of th is srudy
I. it was the opinion sf the adrnirktralive arid acadcmic staff in theological institutions
ill Uliiualiia, Abia state that the lirlancial rnanagernenf strategies Illat cwrlcl be adopted
Nmbcr
64
98
R
3.62
3.58
SD
U.55
dF
160
0.68
Icvcl of sig~~ifica~~cc
0.55
Cahlitkd Z-cdl
Q.4 1
Z- lrtblcs
196
D ~ ~ k i o n
Ho2
ACCEPTED
instirulions, accounling books ur records o f the iristitutio~i sliurrld Ix airclitcd
pcriod~cally and all rncwcy collected should bc deposited in !he ba lk immp\Iy
. .. 2. The adni in ia t ra t ivc arid academic slaK of thcoIogica1 i n s h t '
6 7
tead~ers. staff ofthe collcge should be adeqi~atel\j rcn~~rr~cratetl. rectors shoitld assign
duties lo the stalT bcnr-ing i l l n i i~ id tlicir xarieri~ic qualilicn~ioi~. interest arid
calnpetcncicu, rccruit~nent of' s t a r sllould be based on cxperienc~ arid academic.
qi~alifications, rcctors s110uld organise workshop arid seminars fbr savi~ig tci1cT1er.s in
order to improve llieir performance rectors shotlld give priority attention to the welfare
of their stnlT, stafTsalarics and ollier alIo\v~~ice sl~oilld be paid to thein regularly and
on ti me, mid staff' Quarters should be retirr~bislicd periodica fly in arder. to ~im!ivilt tv
tlieni
4. 11 wiis I I K opinion of tlic ndi~~inis[rative a ~ l r l ncaden~ic staf1'c)t-t l iec~loyici~l insfitutions
in Umualiin, Abia state, that the tbllowin~ stratcijes cwld be nclnp~ecl ir! the
nima~cntent of physical facilities and equipment in theological irlsti~u~ioris: library
Encilities should be refurbished as the need arises. new hooks. magazines, Journal ard
refcrer~ce materids should be acquired on a regular basis, Cornpirtm and their
tlcccssories should be acquitcd by the college au~horitics, r~c ro rs -:l~nu!d erilist tlic
suppord and corporatiou oFchur-c.Fi ~~rganisntions, g n ~ i p s and alururrai associatinr~s ot'
var-inus scl~ools to coristnrct classrnon~ blocks and Iiostcls, sclwui cqiiipulerit [hat are
availnblc sliould be regularly r~iaintained by rhc heads ol'the inslitlrtinns ant! ~-txtur.s
slictllld keep an invcntont of the equipment i n i l~e scl~ool
. . -l There nas no i~n i f i ca r~ t dit't'crence t ) e t i \ e ~ n ! f l ? cy ln~ : . ?n s cf aic-ll-ls:-?.r.; f ~::!?:'~4
academic staRof tlieological Institutions i t1 L'iiiuallia. Abia S ta te 1i.ith rcynrd to the
CI-UPTER FIVE
DISCUSSION, IRlPLlCATlON AND RECOiIlM ENDA'TIONS
This Clliaptcr presents the discussion of the results of his study; the iniplications of
the rescarcli findings, recomn~endntions, limitations awl suggestions for further research. The
procedure adopted is that the research questions thnl have relatcd I~y,ptlicscs 31-e discussed
first jointly. wliile the ones that Iiavc no hypatliescs are prcse~itcr! separately ;ti the end. Thus
research question 1 and hyyutllesis I are discussed jointly. Also r e s e a ~ d ~ question 3 and
hypatliesis 2 go joinlly.
Discr~ssio~i Of' Results
The ncadclnic and adniinistrarive staff responses as slwtvn in Table 1 ir~tlicated that
in thcir upiriion r41e tinar~cial manayment strategies chat will iniprove the rnal~agerner~f of
~heological ins[itutions in U~i~unliia Abia Sralc inclucfc ri~isiny crf fi~r~rls for h s e iristiti~~irrns
through many of her sources, the weds of the institutions sllot~ld rcons!antly be adjusted to
respond Lo funds available, heads of units or de.partments should s p e d n1011ey oiilp on items
ofal~solute neccssitv, before purc11;ms are made rectors st~oi~ld conduct il S I I T Y C ~ to detcrniinc
\vherc item can l>c hor~glit nt rc'diicrd 111-iccs. r-ccrors ~ l l r r ~ r l d cr1sur.c rhnl ti:!lS.; ar r r x ; w ~ d c d
. . o n onh- 1ttx11~ b i ~ d ~ ~ [ e c l , t~:!~~Iitied ?~cc>::;~:in; r5:s,x!-:-2' <!:.>*.I'.+ > $ c-::~';.. 5 , ; . :.L~I-,.:-:? :.: l-;!
should be mdited periodicall!. and dl nlone!v cdlecrcd slloirld he clcpusi~ed in the hank
~mmptly.
letter, this tvould be a bold attempt by government to finance education. I l e j)rvprieton of
l l iese ~lieologicnl inst~tuttons sl~ould devise ot.licr sources to furid rlicir cdticational
rcsporlsc to avnilnblc resources. All g-anctiosc and luxuw projccts r m l s t he c:u~ hack and. i f -
r w c d bc. conlplctcly sirspendcd unlil tlicre IS i n~p rovc i l ~e~ i t in sctluol [inances Ngoka (l'J98)
advocatetl tha t irn~versitics 11eed ltca I.~ar~not~ize thcir linancinl rcgi~latioi~s and cspe~iditurc
~:o~lrl-d tn bring diem in line with reality and modern c.lianges so as to avoid wnstc as well as
I-cspond positively to areas ncctlirig firmcial in-puts and s~ipport
7 I
Hypothesis Onc
'Thcrc is no significant difference between the nicm ratin~s of administrahe and
scade~nic s t a r of theological institutions wit11 regards to Ilie stratepies for irnpruvirig the
fir~ancial nlanagcrnerlt of theotogical institutions in Uniualiia, Ab~a Stalc
The rcsuIt of his hypothesis (Table 5) indicated h a 1 there was no significant
diKerenc.e between the opinion of adni~nistrativc and academic staK wit11 regard ~ C I the
financial n~anagetnent strategies for ~niprovins the managenicnt of thmlo~ical institutions
This finding is supported by research questio~~ one with the cluster mean of 3 44 and 3 38,
a n indication of no sisnificant d~ffercnce bctwce~l the opinions of tlic two catqorics of
respondents. So, although tlie n~agriitude of the administrative staff mean score 6.1 44) is
grealel- than tha~ of tlie acadernic staff (3.38). t tie difkeiice is not statisticnllv siymiicnnt
The administrative and academic stal'fresponses as sliown r n Table 2 indicated tliat
in their opinion the disciplinary strateg~es that will iniprove the management of theological
institution in Un~uahia. Abia state include tliat the college autlloritics slimid be irwolvetl i n
the [ceding of tlic students, prizes should be awarded to the besr behaved stridcn~s i n the
school, rectors should irivolve their students in students' disciplitiary council, staf'f sliould
demonstrate excrnplary beliaviours both willlin and outside t lie school, PA rcats and ivsrksl~ops
ai~nctl at spiritual upliflniecil shot~ld he organised for siudc~its ~~eriodical!\*.i wlor should
establish counselling sen'ice.; SP as to help t l ~ e r;ruden:- dv .151 prcrerl;
Discipline according to Dittimiya(1995) is the ability to respect coristi~uted authority
and to observe cstablishcd laws and regulations of m y organlza[ion or society. According
72
Ditlimiya ( 1 W 5 ) . the purpose of discipline i n the school context i s 10 pruthcc n breed ot'ivell
cultivated boys and girls who w~ll develop not only respect for themselves bur a l w fbr the
sociery at Inr-gc. Accord~ng to hiin. one of thc i \7i ivS of I ~ a n d l ~ ~ i ~ intltsc~plinu i s throuyh
counsclliny ('ounscllors cat1 be elTrctive coml~u nicatiou c.liarincl ber\vccn st ucfcrit s and
parcnts ar~d between students and schml authorities.
T'licse findings are in li~w with lhnt of Dun1 ( 1997) wlio undertook a survcv study of
tho s!ratr.yres for enhancing disciplirlc in secondary scliools of' Orlu cducnr i r r nal tolie of Irno
state Dursu found oul that i n [lie vicw of seconda~y scl~ml teacliet-s a114 jw~~~ctpnfs. the
strategies that could bc adopted to enhance discipline incltidc awarding PI-rzrs to the best
bel~avcd srrdents, involving stltdcnts in disciplinary conir~ii~tcus trt' !lie schcwl. and yct tirig
counsellors l~ell, sludcnrs to adjust pwperly. Al~l~c-rryli I h u ' s sti~dy was cc~rl&~cted at t l ic
scconclanl scllool lcvel. [he findinys go tu buttress the fhct that sucli strate,qies can bc adopted
to enhance discipl i~ie in educational ins~i~ution.c.
7 ' 1 ~ administrative and acaden~ic staft' responses as shown i n Table .1 irldrcnted Ittat
in their opi~iion, the following strategies in area of staff personnel management cmld bc
adoprcd to i~iq-rove the manngemetit of thcologicnl instirutions in Umualiia. Ahia State.
lecturers atid administrative sra tT sliould nicct regularly to discuss the alfait s ot' tlw schtml.
. . -. r~ct015 ~ / \ ~ ~ \ l l L ] ~ > ~ . ~ ~ ~ l ~ i ~ ~ L~l~ipp[;![ it~fl r1L8921;!1r4,;5 J-<~'-;;- - *I..: . .-- . . m a .. - L . . . - . . - - -
tcncliers. stnKot'rhe college should be adequardy rcni!~nera!ed- r m c r s z i ~ ~ l . i ! c l a r s l L n - & : I ~ F
to rlle stall' henring in ri~irid tllcir ncadcmic q~taliliciltions. inrerest <lrrd soiilpetencc.
rccmitme~ir nl'staft'should bt? based ori csperierlsc and acadcnlio qirnlifica~iorl. rectors should
73
organise workshops and seminars for serving teachers in order In improve their
performances; rectors shtn~td give priorily atlention to the welfare of their safT, st2K
salaries and other allowa~ices sliould bc paid to them regdarfv and on ~ilnc and srafT
quarters slrouM be rehrbished periodically in order to motivate theni.
Their findings are in h e with the strategies put fonvard by Peretomode (1995)
in his write u p on managing human resources in education. Pereiomode argued t h a ~
heads of institutions should organise orientation and workstlop for newly recruited
staff, giving attention to the welfare of staff and ~ssign duties to staff bearing in mind
their academic qualification. interest arid wnlpetemies
HypoZI~rsix Two
There is no significant difference between the mean ratings o l academic and
administrative staff of the theological institutions will1 regard to the strategies for
improving staff personnel management.
The result of this hypothesis (Table 6) indicated that there is no signifi~ant
difference between the opinions of academic and adminis~rative staff personnel
management of tl~eological institutions in Umuahia Abia State This findings i s
supported by research question 3 with the clusfer mean of 5 62 and 3.58. an indication
of no significant between the opinions of the two categories of respondents. So
although the magnitude ofthe adminisirafiut staff mean score(3 6 2 ) is greater than that
of the academic staff (3 581, the difference is no1 ati is tic ally significant
74
l'he administrative and acadetiiic s t a r responses as shown in Table 4 indicated that
in theit own opinion, the following strategies can be adopt to iniprove the nianagement of
physical facilities ar~d equipment. library C~cilities should be refurbislled as the Need arises,
need books, magazine, Journd and reference materials sllould be acquired on R regular basis,
computers and their accessories should be acquired by the c.ollege authorities, aect nrs should
enlist the support arid cooperation of cllurcIl or~anisations, groups and nlumni associations
of various scl~ool to construct classroo~n blocks and Iiostel, s ~ f ~ o o l equipment that are
available should be regularly maintailled by the heads of the institutions and rectors sl~oufd
keep an inventory of equiprtient in the school.
These findings are in line with the suggestions of Fagbemi (1986) and Peretonlode
( f 995) in their two separate write-ups on practical strategies for school adrliinistratiorr under
austerity and maintenance orschool facilities by school managers. Fagbemi ( t 986) suggested
that library facilities should be rehrbislred as the need arises and that school equipment that
are available should be regularly maintained by the authorities of 1l1e instit~~liorrs. On his or1
part Peretcrnode (1995) stated that educational authorities sl~oulc! as nluch as possible
rel~abilitnte, remodel. niodernise and replace sc.lioo1 eqilip~nent that are dilripidatcd
I~nplications Of T h e Resenl-ch Findings
The findings of this study have sorile irnporta~it educational iriiplicatbns. The
implicatio~ls of each finding as they related to education in general and ad~ninistrative practice
in particuhr are hereby highlighted.
7.4
I t was the opinion of the administrative and academic .staff i n the~logica! institutions
En U~nualua. Abia state that firra~icia! managetnerrt strategies thal could be adoptcd to improve
the management of theological institutions include the fact that rectors should raise funds for
their institution through many sources, institutions needs should be adjusted ro respond to
funds available, heads of departments should spend filnds only 011 items of necessity, rectors
sliould ensure that funds are expended only on items budgefed and should engage qualified
accounting personnel in their institutions, accounting books of the institutions s11ouTd be
audited period~cally and all money collec!ed sf~ould be deposited in the bank promptly
These findings suggest that, there is inadequate financial suppot? ior !Fie nlaua_~crnent
of theological institutions under study. In other words funds for the r n n n a p m v l of tliesc
institutions are not enough. Therefme the financial management strategies found out iri this
study are crucial for the rnanagcrnent of theological Insritutions. There i s therefore the need
for the Metliodist Theological Institute, the Trinity (Union) College and Assenlblies of God
Divinity school 10 employ the financial managenient strategies identified in this study to
inipmve the si\tlations in their institutions
I t Ivas tl-ie opinion of the adniinistratiw and acadeniic stawin thcol'ogical institutions
in Umuahin. Abia sfate tlial the clisciplirmy strntegics to be ndoptcd to improve the
management ~Ftheological institutions in Umuahia, Abia state illat the disciptinary strateyies
ro be adopted to irnpro\e !he rnana2ernent of theological iristitutioris include the fact that !he
college authorities should be imvlwd in the feeding of llie studenls, prizcs sliould be awarded
10 the best bellavcd studerits in rhe school, rectors should involve their students in students
76
disciplinary council, staff should demonstrate exemplary behaviour both u~illii~r and outside
the school, retreats and workshops aimed at spiritual upliflrnent should be arganised for
students periodically, and rectors should esrablisli counselling services so as ro help the
students adjust properly.
These Findings imply that academic and ~dniinistrativc stafldthmlogical institutions
are ware of tlie measures that can be adopted to enhawe discipline in the institutions These
findings also suggest that the methods adopted by academic and administrative staff to
maintain discipline were not effkctive. I n ofher words the methods employed to maintain
discipline did not acliieve the desired objectives There i s t hcrefore the implication that the
proprietors of these theological institutions including all academic and administrative staff be
made aware of these strategies so as to ensure i f 3 adoplion i n schools.
I t was tire opinion of the administrative and ac~denlic staff it1 tllcological institutions
in U~nuahia, Abia State that the staff personnel management strategies to bc adopted 10
improve the ~ntlriagemcnt of theological institut'mns include the fnct that Iccturcrs and
administrative staff should mect regularly to discuss the affairs of the school, rectors sliould
organise orientation programme and workslmps fur newly recruited teachers, staff of the
colleges should be adequately remunerated. rectors should assign to the staff bearing in nind
their academic qualifications, interest and co~npetencies, recruitment of staff should be based
nn espcrience and acadeinic qualifications. retrors slimrld orzanise orkrliops arid crrninars
for serving teachers in order to iniprove their pcrforninnce, rectors should give priority
attention to the welfare of their staff. staff salaries and other aliowances shcr~~ld bc paid to
77
them regularly and on time and staff quarters should be refirrbishcd periodically in order to
motivate them.
These findings i n ~ p f y that thc academic and admitistrafive stam of the ~thedogicnl
insti!utions under study are aware ofthe staff personnel management strategies that can be
adopted to improve the management of theological institutions There i s rllcrefore the
implication of the need for rectors of these institutions to organise orientation proyraninies
and workshop for the newly recruited academic staff and to assipn duties to stnRhcarity in
mind their acadewic qualifications interests and conipetences The proprietors of these
theological instilutions should ensure that academic and admi~iistrative staff adopt the
identified staff personnel nianagement strategies to iriiprove their efliciency
I t was tlie opinion of the administrative and academic staff in theological institutions
in Unnraliia, Abia state that the srrategies that could be adopted in the nmnapmcnt of phvsical
facilities and equipment include that fact that library facilities should be refirrbisbed as the
need arises, new books, magazines, Journals and rcfercnce materials should be acquil-ccl on
a regular hasis, computers and their accessories should be acquired by the college ai~tliorities,
rectors should enlist the support and co-operation of chu rch organisations. groups and alumni
associations ofvarious schools to constn~ct classrooni blocks and hostels. schools equipment
that arc available should be regularly maintained by tlie heads of the institutions and rectors
should keep a n inventory of equiprnetit i n [lie sclmol.
These findings suggest that there are obviotts lack of physical facil~ties and equipment
ao ilnphnent various instructional prograninies of the ~lieological institutions under study
78
There is therefore !be wed for tlle arrthorities of these institutions to adopt the
strategies identified in t h i s study ro improve: their physical faci.lities an8 equipnlent.
Rectors shouId enlist the support of the various church orgariisatims who own the
institutions groups and the alumni associations to coristntct classroorri blocks and
hostels as well as ensure that available school equipment are regularly maintained by
the heads of the institutions.
The result of the first hypothesis indicated that there was no significant
difference between the opinions of the administrative staff and academic staff with
regards to the financial management strategies [Rat wit! improve the management of
theological institutions in Wtnuahia,, This findings suggests that the fwo categories of
the respondents share the same view with regard to the financial management strategies
that could be adopted in the tl~mlogical institutions. I n o h - words the opinions of
academic and administ rat ive staff do not differ m this issue.
There was also no significant difference between the opinions of acadcniic and
administrative staff of the theological institutions with re~ards to the strategies for
improving staffpersonnel management. This again suggests that the two categories of
the respondents shared the same view wifA regard to the strategies for iniproving staff
personnel nlanagement in their institutions [n ~ W F words the opinions of academic
and administrative stafldid riot differ on this issue.
The following ~.ecomn~endations have been made in the light of t11e findings, the
discussions that followed and tlie various iniplications which have been I~ighlighted.
The manayen~ent of the Melllodist Theological Institute, Trinity (Union) Thedogicd
collcge and Assernblies of God scliool of Divinity Urn~~aliia should ralse h t ~ d tllrough
many sources. This can be tl~raueh c.oritriCn~lions from Alunilii, forciyi miss io~~
organisalions, and public - spirited individuals. This is necessaty since the firnds
provided to the institutions by their proprietors are never enough to cope with their
needs.
The Rectors of tlie three ir~stirutio~is sliuuld try as nlucli as possible to ensure that
funds arc sperit on items of absolute necessity as well as ensure that their fi~ia~icial
books are audited by external auditors i n a regular basis.
The arfllmri~ies of ~ h c three institr~tion should erisurc that discipline is maintained
RecIors sllcruld involve srudcnrs in s!udenrs i:tlisc.ipli~inry councils as this lvill ensure
nliat all the decisions taken by tfw corlricil is adllered to by the s~udents
The Rectors of the Lhree theological institutions should regularly orgnnise retreat and
workshop aimed at spiritual upliftnien! of the studenrs.
The rnanagenien! or the 11iree thedo~ical id tut ions should organise orientation
progrrin~n~es arid v..orkslxlp for rlle r w v l y ~ecnliled ncndemic staft-nr:d should ensure
that all sfaff nre adeq~rntcly reiii~~riera~eri
f3 I
Swpgcstions for- F~rrtlwr~ Research
Based cln the findings of this study the researcher suggests that further research be undertaken
in the following areas
I . Ev~lua t Ion of the rttanagenlent of 1heo1ogic.d institutions in Unluahia.
i i . A conlparative study of the management of two theological institution in Unluahia.
. , . I U . Docu~nentation af~vailablc facisties and equipment in any theological institutions in
Abin, Inlo or E ~ ~ u y u state.
Summary or the Whole Work
The cstabfishn~ent of theological institutions was, rrecessitated by the need to provide
highiy ltraincd ministrial manpower for the church. They are regarded as divine and
sacrosanct by many individuals, orymisations and even Ithe governmerit This attitude
prevents everybody from interfering with their nlanagernent. However recent events in the
administration of s~ich theological insfilutions in hbia state; Seem to suggest that they may
be some weaknesses This study was therefore designed to identify strategies for improving
the manaeement of ll~eological institution in Un~uafiia, Abia s t a k
A comparative review of literature was undertikcn to serve as guide to the research.
Four research questions and two null hypothesis were fortnulated to guide tfle study A 36
item questionnaire was developed and administered ts 164 academic staff and 98
adminisfrative staff of the Mcfhadist fl~eofogical institute Trinity (Union) Tlieological college
and Asxenablies of G d Scliaol of Divini~y Urnz~allirt
82
The data collected were analysed \vith respect to the Four re'search questions using
mean scores. A mean of 2 55 wa3 adopted as cut off poililt or xcepfanee l e d for the items
while 2-test statistic was employed for the study.
The following \+we the findings
1 T L mas rlie opinion of 1I1e ad~ninistrarivc 2nd academic staff in theological institutions
in Umuahia Ahia state that the linnncid manayemetit strarcgies that could be adopted
to iiiiprvve the management of theolosical instit~~tioris include the h c t that rectors
olimld raise funds for their institutions through many sources, institutions needs
should be adjusted to respond to funds available, heads of dcparttiients slioi~ld spend
Ei~lids only on itcnis of nccrssity, reclors should ensure that Li~rKls 8r.e eupended only
OH itenis budgeted and should engage qimlilied acccn~nting pe1sonneT i n their
ir~sritutions. accountiny books or records of the institution should he audited
periodically and HI! money collected should be deposited in rhc bank promptly.
2 The adnli~~istrative and acadcmic staff of ~heologisal institutions i n U~iiunhia Abia
state arc of the opinion that the followins strategies in !lie areas ofdiscipline could be
adopted i n order to iniprove the tilanagenlent of tlieolosical institution; the college
arirhorities shoirld be involvcd in [he feedings of the sti~dents prizes sllould be
awarded to the best behaved students in the scliool, rectors shuuld involve their
students iri s~udenrs diwipl innn- council. staff sliould derncw.rrrn~e euemplnn.
bchaviour both within and outside the school. retreats and ~vorkstlops aimed at
8J
spiritual uplifhent s 1 ~ ~ 1 l d be organised for sttidents periodically. and rectors slioi~ld
establish counselling scnlices m as to help the students adjust properly.
3 Tlie adrni rh l ra l iw and acadcmic s t u f i - d ilicolo~ical institutions in Umuahia Abia
state indicated that the adoption of the fnllowing staff personnel ~nan a 2 ement
stra t e~ ics will help to iri~prove the mnagenlent OF tlieological institutions lecturers
and adminislrative staff should m e t regularly to discuss fhe affairs of the school.
rectors shoulcI orga~isc orier~tatkm ~srogra~i~~tics and workshops for rlre newly recnritcd
~caclici.~, statrof the college sho~rlcl bc adquately renninerated, rectors should assign
duties to the siaT bearing ill mind their academic qualification, interest and
competence, recmitruenr of gaff should be based on espcricrice a d academic
qualifications, rectors should orgai~ise workshops and seminars !'or serving teachers
in nrder to improve their performance, rectors sl~ould give priority attention to the
ivelfare of Iheir, staff salaries aud other allowancc3s shoukl be paid to them rcgrrlarly
and on lime, arld aafiquarteis should he refurbished periodically in ordcr to niotivate
them.
4 . I t was the opinion arthe acl~ninistra~ive and acadernic staff of theological i~lstittition
in Urnuahia, A h a state that the followins strategies could bc adopted i l l the
n~anagcment of physical and equipnicnt i n theological instituhm: library facilities
should be refbrbislicd as the need arises. new books. magazines Jor~rnal and refereme
materials slio~~ld be acquired on a regular basis. conrputers and their accessories
sllot~td be acquir-ed by zhe college authorities. rectors should enlist the support and
84
cooperation of clwcli organisalions, groups and alumni associa.ltic~ns oS varinnq
schools to construct classroom blocks find hostels, scliool equipment !hat are available
should be regularly maintained by the heads of the institutions and rectors sliould keep
an inventory of equipment i l l the school.
5 . There was no significant difference between the opinions of administrative staff and
academic staff of tl~eoloyical institutions in Umuahia, Abia state ~ d h regard to the
financial manayc~nent strntegics that will improve the iiianapement of tl~eological
institutions in Urnuahia, Abia stale.
6 . There was no significant diffcrcnce bctwertn [he opinion of administrative staff and
academic staff of tl~ealogical indturions in Unxmhia, Abia state with regard to the
strategies that could be adopted to i~nprovc statTpersotmel management of tlreological
institutions in Uniuahia. Abia sratc.
The irivestigntion was concluded with the ilisaossio~~ orllle results. implications of rcseareh
findings, recomtne~ldations. linlitetio~ls and s u ~ ~ e s h n s for fiwtl~er research.
Eyre, E.C. (1982), hfcrc,clo,ir~g /Icrsic Mcrrrc~gett~e~rl, Hans Kong. The Macmillan Press Ltd
Ezeocha, P.A. (19301, Educnriomd Atfillii~iswnfio~~ mrd Pkrr~nitrg Nsukka: Optimal Computer Solulions Ltd.
Honglitor~, V., RlcHugIi, R Atid Morgan, C. (19751, The Managetnent of 0rg;llriisatiori and Individual, ond don. Ward Lock md Educntional.
Ibeagi, hl.lJ. (1997), Constraints to Administrative Functions of the Secondary Education Managenlent Board in Abia Slate, Unpublished h?l.Ed. Pro-icct, Department of Education, University of Nigeria, Nsukka.
Ilonobn, R.U. (1998), A case Study of the Adn~inistration of Trinity (Union) 'Tlieolo~ical College, U~mraliin. Unpublished M.Ed. Projcct . Dryarltuent of Education University of Nigcria. Nsukka.
Imt i t r~ t e of Personn~l Rlanngcnleel (C9d3), Statement on Personnel Managenlent arid Personnel Policies I,ondm I I M
Koontz, H.. O'T)onaeIl C., W e i f ~ r i c l ~ , H. {1980), h k v ~ c r ~ p ~ t r r c ~ ~ New York. hIaGraw Hill.
M ~ b o d i l e , T.O. (1986). Educational Admiris~ration and Supervision. Ihadan: IJrriversity Press
Ngoka; G.N. ( [998) , Administrative Suppo~t for Generatiw of Local lncorne in Nigerian IJnivcrsities: An Issue Cn~cia l to Efective h~lanagenierit of Nigcria~i IJniversities, Review of Education Vol XV N o 1 , Institute of Education. University of Nigeria, Nsukka.
National Policy on Etlr~cntion (1981) Reviscd)
Nzenko, C.V. (1996), Strategies for EfTective Administration of Secondary Schools i n Awka Education Zone of Ana~nbra State, Unpublished M Ed Project, Department of Education, University of Nigeria, Nsukka.
Ogbonnnyn, N.1. ( I 937), The Nartire of Educational Administra~lor~. In Ogbonnaya N. 1. and A-jagbaonwu, C.I. (ed) Major Concepts ~ n d lssr~es in liihco/iotml Aifi~ritri.v/r.o/iot~, Onitsha, Cape Publishers Inte.rnational
Ojimaclu, C1.D.S. (1979) A. Comparative study of h e Adlniriistration of Metlicdist Theological Institute and Divinity School of Theology, Un~wtliia. U~lpubli~lied M.Ed Pro-iccl. Department of Education, University OF Nigeria, Nsukka.
OIeIe, C. ( 19 95). The School Administrntor. In Peremmode 1'. F . (Ed]. lr~troilric/i~r~ h~
Edrcnlio~rnl A t i ~ ~ ? i ~ ~ i . r l r ~ ~ / t o ~ ~ Y l m i ~ ~ i ~ g C I I ~ S~I~CJ=I -~ . ( .~OIE . Layos. Joia Educa tional Rcsenrch nntl Publist~crs l,td.
Osunh, E.C. ( 1 9841, bjflcu Miu~rgvn~cr~t { I ! rl~ipericr. Aha; Educational I~ublitatitm Niy Ltd.
APPENDIX I
Uepar-tnient of Education L[nivcrsily of Nigeria Nsukkn
18th March. 1999.
Dear Sir-Madam
Strategies for Improving The Mmageoient of Tl~eological I~ist i t l~t ions in 'Unruahia, Abin S h t e
I am a Postgraduate student of the Department of Educ.ation. Wniversity o f Nigeria, Nsukka. I arrl carrying out a study oli the lopic sta!cd above. The purpose of the study i s lo establish the strategies for improving !he managenlent of Thenlq$cal Insti tutions in Urnuahia. Abia state.
Your co-operarion i s thcrcfbt-c, highly needed in order to nmke th is w o r k n sirccess. I n the Questionnaire, you arc provided with four options. Strongly Agrec. Disagree, Stmngly Disagree. You are requested to mark ( J ) it1 Ilie culunln against the itcm yoit fceI i s applicable. I wish to assure you that aII the information given by you will be treated in strict confidence ~ n d used purely for research purposes
, . I hanks F i r your anticipated co-operation
Yours sincerely
Nsrrdc, N.N. (Rev) Student
APPENDIX 2 Questionnnire For Ad~niuis t~~~t i tre and Academic staff
STRtjTEGJES FOR IRlPROVING THE MANAGEMENT OF TIIEOLOGICAL INSTITUTIONS PK UMUAllM. ADlA STATE
Each item is followed by a t~umlxr of options. Indicate your answer to each option by placing a check mark J ) in any one of the columns marked: stronyIy Agree (S A), Agree (A) Disagrec (0) and Sfrongly Disagrce [SD).
Cluster A: Financial irlanagen~ent of theological Instif~~iiorr, the following financial rnnrragemenf strategies c o ~ d d be etnpIoyetl.
1 Rectordt3eads of tRc college sllould raise h r~ds Tor their ntistitutions through many sotlrces
2 Institirtions needs sl~ould hc constan~ly adjusted to respond to funds available.
3 Heads of Units and bepar lmen(s s l l o ~ ~ l d spend money only on items of absolute necessitv
4 Before purclmes are made Rectors should conduct a , sunley to determine where items can be bought a1
reduced prices
5 Rectors should ensure Illat funds are expanded 0 1 1 only itenis budgeted
6 Rectors should engase qualified account personnel in their ir~stitutions
7 Accounts books o f the institutions should be audited periodic.ally
8 The financial bonks of rllese institutions sllol~ld be examined by pvernrnent auditors periodically
9 All money collected slmuld be deposited in the bank
SA
-
SD r
A U
Rectors sl~ould involve their students in studcnls discipliimy council.
The College authorilies shoirld be invoived irl feeding of the students.
Prizes shotrld be awarded to best behaved students in the
J
Staff sliould tlerno~is~ratc exan~plnry behaviozir h t h within and ou~G lc the school.
Retreats and workshops, aimed at spiritual ~rplifrmerlt should be orgnniscd for sttidents yeriodically.
-
school.
To improvc h e management of Theolayica! Insritdons, the following staff I'ersonnel
1
Rcctors should establish counselling senlices su as to help the students adjust properly. I
-
management strategies c.ould he ernpfoyed.
SA A n Lecturers arid administrative staBsliould meef regularly to discuss the aRairs o l the school.
Rectors should organise orknration prograt~.rmes ~ n b , nlorksllop ibr the ncwly recruited teachers. ,
StaII' o r Ltlc cnllcgcs should bc adequately remuncl-ated.
Rcctors should a s s i y duries to the staff bearing in mind ~ I i e i r acatlct~iic qi~alifica~irms. inreresf nnd con~perence
6
1
Recruitment of staff sliould also be based on experience and academic qualiftcafion.
Rectors sl~ould organise worksT~ops and seminars for serving teachers in order to improve t k i r perfor~nances
Rectors should give priority attenticn to the v.dfare of their staff.
S M f salaries and other allo~vnmes should bc paid to them regularly m d on time.
S t a r Quarters should be and refurbished pe~iodically in order to motivate tllcm.
Cliislcim D: Pbysicd Facilities R I I ~ Eqniprnc~it (strategies] To improve the Rlnnagenlent of Tl~eological Instit~rl ions, the following strategies on physical fncilities and equipment could he employed.
Library facilities should be refbrbished as thc need arises
New books, magazines, .Journals and reference n~aterials shodd be acquired rcfcrence ~rinterials sliodd be acquired on regt~larly basis.
Comp~rters and thcir assessories should bc acqr~ired by the college authorities
Rectors sliould cnlrst the support and co-operation of cln~rch organisations, groups and alumni associatio~is to conslmct classraor~i blocks end bostels.
Scllilol cquipmena that are available should be regularly rriaintairied by the !wads of the institutions
Rectors ~hould keep an i~~ve~itory of equipnient in school
Appendix 3
Cornputnlion of 2-test for Ilypotlresis 1
APPENDIX 4
Computation of 2-test far Hypothesis 2