HUMAN RESOURCE UTILIZATION IN POST PRIMARY

SCHOOLS IN ABAKALIKI EDUCATION ZONE OF

EBONYI STATE

BY

NWOFIA, BONIFACE NWANKPU

PG/M.ED/09/51055

DEPARTMENT OF EDUCATIONAL FOUNDATIONS,

FACULTY OF EDUCATION, UNIVERSITY OF

NIGERIA, NSUKKA

AUGUST, 2012.

TITLE PAGE

HUMAN RESOURCE UTILIZATION IN POST PRIMARY

SCHOOLS IN ABAKALIKI EDUCATION ZONE OF

EBONYI STATE

BY

NWOFIA, BONIFACE NWANKPU

PG/M.ED/09/51055

A PROJECT WORK PRESENTED TO THE DEPARTMENT OF

EDUCATIONAL FOUNDATIONS, FACULTY OF EDUCATION,

UNIVERSITY OF NIGERIA, NSUKKA

IN FULFILLMENT OF THE REQUIREMENT FOR THE

AWARD OF MASTER OF EDUCATION DEGREE (M.ED) IN

EDUCATIONAL ADMINISTRATION AND PLANNING

AUGUST, 2012.

i

APPROVAL PAGE

THIS PROJECT WORK HAS BEEN APPROVED FOR THE

DEPARTMENT OF EDUCATIONAL FOUNDATIONS, UNIVERSITY OF

NIGERIA, NSUKKA

BY

___________________ __________________

Prof. (MRS.) C. U. Onwurah Dr. D. U. Ngwoke

Supervisor Head of Department

___________________ ___________________

Rev. Dr. L. K Ejionueme Prof. G. C. Unachukwu

Internal Examiner External Examiner

_______________________

Prof. I. C. S. Ifelunni

Dean Faculty of Education

ii

CERTIFICATION PAGE

This is to certify that Nwofia, Boniface Nwankpu, a Postgraduate student in

the Department of Educational Foundation with Registration Number

PG/M.ED/09/51055 has Satisfactorily Completed the Requirements for Course and

Research Work for the Degree of Master of Education in Educational

Administration and Planning.

The Work embodied in this thesis report is original and has not been

submitted in parts or in full for any other Diploma or Degree of this or any other

University.

__________________ __________________

Prof. (MRS.) C. U. Onwurah NWOFIA, BONIFACE NWANKPU

(Supervisor) (Student)

iii

DEDICATION

This work is dedicated to Almighty God for His mercies and guidance

through out the period of this study and also to my beloved wife , Mrs. Chinyere

Justina Nwofia and all my children, Uzoma, Onyinyechi, Ikenna and Chioma

Nwofia for their support and understanding while the programme lasted.

iv

ACKNOWLEDGEMENTS

To God be the glory! I am very grateful to the most high God for His abundant

love and mercies to me and my family especially during the period of this work. I would

want to thank in a special way my project supervisor Prof. (Mrs.) C. U. Onwurah for her

critical correction from the beginning to the end of this work.

I am also profoundly indebted to the Dean Faculty of Education, Prof. I. C. S.

Ifelunni, Head of Department of Educational Foundations, Dr. D. U. Ngwoke for their

effort towards the success of this work. I would want also to thank all my lecturers in the

Department of Educational Foundations, among who include, professor, Nelson

Ogbonnaya, Associate professor Angie Oboegbulem, Dr (Mrs.) Chiaha and the hosts of

others.

I owe special gratitude to Mrs. Patience Chinedum Oko, the Executive Chirman

Ebonyi State Secondary Education Board (SEB) for her encouragement, support and

motherly advice during the period of this work, without whom this feat would not have

been achieved. Finally, I would want to thank my wife, Mrs. Justina Chinyere Nwofia

and all my children, Uzoma, Onyinyechi, Ikenna and Chioma for their prayers, tolerance

and understanding during this period of the work. May the almighty God bless you all!

v

ABSTRACT

The study examined Human Resource Utilization in post primary schools in

Abakiliki Education Zone of Ebonyi State. The purpose of this study was to

investigate the extent of Human Resource Utilization in post primary schools in

Abakiliki Education Zone of Ebonyi State. The study adopted a descriptive survey

design in which five research questions were posed and three null hypotheses

tested. The population of the study consisted of 1,183 respondents, made up of 67

principals and 1,116 teachers in 67 post primary schools in Abakiliki education

zone of Ebonyi state. A proportionate random sampling technique was used in

selecting 290 respondents (67 principals and 223 teachers) for the study. An

instrument titled “Questionnaire on Human Resource Utilization in Post Primary

Schools (QHRUPPS)”; together with questionnaire of four points rating scale was

developed and used for data collection. The instrument contained 40 items that

dealt with Human Resource Utilization in post primary schools was validated by

three experts from Faculty of Education, University of Nigeria, Nsukka. The 40

items were pilot-tested on a sample of 4 principals and 16 teachers. The data

obtained were computed using Crombach Alpha. This gave an overall score of

0.76. The five research questions were analyzed using means and Standard

Deviation, while z-test statistics was used to test the three null hypotheses at 0.05

level of significance. An overview of the overall results of the study showed a

great utilization of human resources in the schools. In other words, human resource

utilization in implementation of the instruction in schools and teachers‟ utilization

in students-personnel administration were all to a great extent. However, the study

also revealed that human resources are utilized in school business management to a

little extent while teachers are involved in decision making process and deployed

on the basis of their areas of specialization to a great extent. Considering the results

of the study, the researcher recommends that; government through the ministry of

education should make provision for more teachers‟ involvement in school-

business management; Teachers should neither be overloaded with works nor

allowed to be idling; Principals of schools should make effective use of their staff

by assigning roles and tasks to teachers with regard to their areas of specialization

rather than areas of interest. Based on the findings of the study, limitations of the

study were identified and suggestions for further studies were made.

vi

TABLE OF CONTENTS

Title Page i

Approval Page ii

Certification Page iii

Dedication iv

Acknowledgements v

Abstract vi

Table of Contents vii

List of Table x

CHAPTER ONE: INTRODUCTION 1

Background to the Study 1

Statement of Problem 7

Purpose of the Study 8

Significance of the Study 9

Scope of Study 14

Research Question 14

Hypotheses 15

CHAPTER TWO: REVIEW OF LITERATURE 16

CONCEPTUAL FRAMEWORK 17

Concept of Resource 17

Concept of Human Resource 18

Concept of Management 18

Concept of Human Resources Management 19

Concept of Utilization 20

Concept of Human Resource Utilization 20

Concept of Education 21

Human Resource Management for Effective Instruction Delivery in Schools 22

Concept of Administration 24

Students‟ Personnel Administration and Role of Teachers in Post Primary

Schools 25

Concept of School Business Management 31

vii

Importance of Fund and their Sources for School Business Management

in Post Primary Schools 32

Types of Decision Making in Post Primary Schools 34

Effects of Training and Orientations on Staff Deployment 38

THEORETICAL FRAMEWORK 43

Motivational Theory by Abraham Maslow (1954) 43

Behavioural Science Theory by Chester Barnard (1938) 46

Review of Empirical Studies 50

Summary of Literature Review 53

CHAPTER THREE: RESEARCH METHOD 55

Design of the Study 55

Area of the Study 55

Population for the Study 56

Sample and Sampling Technique 56

Instrument for Data Collection 57

Validation of the Instrument 58

Reliability of the Instrument 59

Method of Data Collection 59

Method of Data Analysis 59

CHAPTER FOUR: PRESENTATION AND INTERPRETATION OF

DATA 61

Summary of the Findings 77

CHAPTER FIVE: DISCUSSION OF RESULTS 79

Discussion of Results 79

Implications of the Study 85

Recommendations 87

viii

Limitations of the Study 88

Suggestions for Further Studies 89

Conclusion 90

Summary of the Study 91

REFERENCES 94

APPENDICES 100

Appendix I (Distribution of population) 100

Appendix II (Distribution of Sample Size) 101

Appendix III (Correction of Validated Instrument) 102

Appendix IV (Result of Reliability Test) 108

Appendix V (Group Statistics for Analysis) 110

ix

LIST OF TABLE

Table 1: Mean ratings of secondary schools principals and Teachers on the extent

to which teachers‟ are utilized in implementation of the instruction in school 62

Table 2: Mean ratings of secondary school principals and teachers on the extent to

which teachers are utilized in students-personnel administration in schools 65

Table 3: Mean ratings of secondary school principals and teachers on the extent of

Human Resource Utilization in School Business Management 68

Table 4: Mean ratings of secondary school principals and teachers on the extent to

which teachers are involved in decision making process in schools 70

Table 5: Mean ratings of secondary school principals and teachers on the extent to

which teachers are deployed on the basis of their area of specialization 72

Table 6: z-test analysis of the differences in the mean ratings of secondary

principals and teachers on the extent of teachers‟ utilization in implementation of

instruction in schools 74

Table 7: z-test analysis of difference in mean ratings of secondary school

principals and teachers on the extent of teachers‟ utilization in the area of students‟

personnel administration 75

Table 8: z-test analysis of the difference in the mean ratings of school principals

and teachers on the extent of teachers‟ utilization in decision making process 76

CHAPTER ONE

INTRODUCTION

Background of the Study

World over, organizations depend on the use of resources for their

operations. In any production activity, be it in any organization including

educational organization, the primary action is the combination of resources in

right proportion to achieve the pre-determined output which is the goals of the

organization. In the words of Mc Shane Steven and Lathimore, (2000) an

organization is a group of people who work interdependently towards some

purposes. Also Robinson (1996) viewed organization as a consciously co-ordinated

social entity with a relatively identifiable boundary that functions on a relatively

continuous basis to achieve a common goal. Contributing, Oboegbulem and

Onwurah (2011) defined organization as an institution or an entity, government

ministries, clubs, churches, the army and all civil groups. In this context,

organization is a social group, aimed at achieving their set goals, including school

organization.

The school organization is mainly the institution for carrying out educational

schemes, programs and practices for the achievement of desired objectives through

the proper use of resources Sidhur, (2006). School organizations are made of

school principals, teachers and other resources that can exist in attainment of

1

educational goals. In the school organization there exist both the material and the

human resources such as the buildings, finance, tables and their staff which is

made up of tutorial and non tutorial staff respectively (Ezeocha, 1990).

Resource then is defined according to Hatzell (2006) as the source of

support available to an individual or organization in addition to regular earned or

unearned income for the goods of the organization. Resource is also defined

according to Nnadi and Falodun (2003) as those factors such as labour and capital

which can be used for goods and services of an organization. From the above

definitions, one can define resource as any support, either in material or human

form earned including assets that can be drawn on by person or organization in

order to function effectively.

In another development, Ezeani and Nwankwo (2002) defined Human

resource as men and women young and old, who engage in the production of goods

and services of the organization. To them people are the human resource for the

supply of physical labour, technical and professional skills, which are germane for

the effective and efficient planning of policies, programs, projects, daily activities

and their utilization for development of an organization. Human resources are very

essential in the workforce of any organization, business sector or an economy

Human resource is very vital in the utilization of organizational activities.

According to Uwazurike (1991) the ability of any organization to achieve its goals

depends to a large extent on the utilization of that organizational human resource.

Ogunu (2000) defined human resource as the function of all enterprise, which

provides for effective utilization of human resources to achieve both the objectives

of the enterprise and the satisfaction of the employee.

Utilization then is therefore defined by Huchison and Huberman (1993) as a

critical element used in increasing the effective reach of an outcome. This implies

that until a goal is successfully achieved, utilization cannot be said to have taken

place. This invariably means that utilization is to operate, exploit and to make

effective use of any given situation for intended goal or objective. Hence,

peretamode (2001) defined human resource utilization as the effective and efficient

use of the input of man and woman in such a way that people are neither

overloaded nor idling.

One thing is to have a well trained and competent team of human resource;

another thing is to ensure that those teams of competent and well trained human

resources are utilized effectively. According to Adebayo (2008) it is possible for an

organization to spend or invest huge some of money in human resource

development but fails to ensure that the well trained manpower are effectively

utilized so that the organizational goals are achieved in industrial setting. Hence,

lack of effective human resource utilization may inhibit efficient and successful

implementation in industrial setting as well as in educational organizational

programs.

Education according to Kanu (2000) is a process and means by which people

use the human ability to respond to and interact with the environment, pass on

from one generation to another aspects of their culture and value which they

consider to be worthwhile. According to the National Policy on Education (FRN,

2004) Education is divided into four levels; pre-primary, primary, secondary and

tertiary levels. However, for the purpose of this study, secondary education will be

focused on. The National policy on education (2004) further defined secondary or

post primary education as the education children receive after primary education

and before tertiary with the broad aim of preparing the child for useful living

within the society and for the preparation for higher education.

Human resource in the post primary school includes the tutorial and non

tutorial staff. However, this study will focus on the use of principals and teachers

as the main resources, irrespective of other human resources such as the clerks,

messengers, cleaners and security men and women who are also useful in the

achievement of educational goals. The utilization of these staff to achieve the

broad and specific set objectives of secondary education lies on the principals.

In Ebonyi State, and particularly at the secondary Education sub-sector, the

government for the purpose of uniformity in school administration and also to

ensure increased human resource utilization, in 2006 formulated policies and

guidelines on school administration. This policy documents by state ministry of

Education is given to every new school principal and teacher as a guide, to enable

him/her carry out his/her duties effectively. One of the relevant sections in the

document of the Ministry of Education on Guidelines in School Administration

(2006:4) pointed out that:

“Staff should be involved in the running of schools. It is

important for staff control that teachers know what is

happening in the school. The staff should be involved in

the running of the school. They should be able to identify

themselves with the policies and programmes of the

school and with the fate and progress of the school. It is

necessary that major policies and plans are discussed

and understood so that staf feel part of what is

happening. When policies and plans have been discussed

and agreed on, it is easier to carry staff along in

implementing them”.

The Ebonyi State government realizes that principals cannot effectively

manage or administer schools alone. Tutorial and non tutorial staff are involved in

the major areas of school administrations in order to ensure utilization of human

resources in the school organization. The position of Ebonyi Government is in

support of Mgbodile (2003) which saw administration as that which involves

planning, organizing, staffing leadership, directing, controlling and co-ordinating

of the efforts of the people towards the achievement of goals. This is a feat no

individual can carry out without the collective effort of others, hence the need for

the principal and his teachers to be effectively utilized for educational goals to be

achieved in the educational organization.

In the same vein Adebayo (2008), has similar view as he noted that

administration consist of human beings brought together in a hierarchical set up,

making use of tools, equipment, human and material resources, all in the quest to

attain the objective for which the organization is established. Contributing,

Mgbodile (2004), stated that principals of schools are expected to make effective

use of their staff by deploying them to their areas of specialization for proper

utilization and by involving them in such major areas of school administration such

as implementation of the instructions, students personnel administration, school

business management, decision making process and staff deployment.

The success of any secondary school organization depends on the extent of

staff utilization in the training of the young ones for useful living within the society

and for higher education. According to Ikpor, (2010) students‟ performance in their

external examinations is very important because it is a major indices of assessing

the performance of teachers but appears to have declined and wonders what could

be responsible for this ugly trend. Is it as a result of poor implementation of

instructions or non coverage of scheme of work? He further pointed out that

involved in students‟ personnel administration where their needs could be properly

addressed. The commissioner further accused the principals of unilaterally taking

decisions in the various affairs of their schools administration without involving

their teachers as well as the assumed poor management of school funds among

other problems.

Based on the above background, the researcher is interested in investigating

the extent of human resource utilization in post primary schools in Abakaliki

Education zone of Ebonyi state.

Statement of the Problem

The apparent steady decline in the performance of students in external

examination in Ebonyi State calls for question. Could it be attributed to inadequate

implementation of instructions or as a result of poor instructional methods? Student

indiscipline appears to have reared its ugly heads in the secondary school system

leading to loss of Government property and under utilization of staff probably in

student‟s personnel administration. School heads appear autocratic in the discharge

of the duties, as decisions are taken without involving their teachers as well as in

the area of school business management, claiming that school principals are chief

accounting officers of their schools. Political influence also seem to have

constituted a problem in the appointment of school principals which invariable

affects deployment as inexperienced ones are deployed to the detriment of the

qualified ones.

These state of affairs in various school activities therefore aroused the

interest of the researcher to investigate the extent of human resource utilization in

post primary schools in Abakaliki Education Zone of Ebonyi State.

Purpose of the Study

The main purpose of the study is to examine the extent of human resource

utilization in Post Primary Schools in Abakaliki Education Zone, Specifically, the

study intends to:

1. examine the extent of human resource utilization in implementation of

instructions.

2. determine the extent of teachers‟ utilization in students-personnel

administration.

3. determine the extent of human resource utilization in school business

management.

4. determine the extent of human resource utilization in decision making process

5. examine the extent of teachers deployment on the basis of their areas of

specialization for proper utilization.

Significance of the Study

The findings of this study will have both theoretical and practical

significance. The study is based on motivational theory. This is because for human

resources utilization to fully take place in post primary schools there must be

motivation and satisfaction of basic and other needs of the employees including

teachers and principals. These combinations of needs when fully satisfied leads to

the attainment of full utilization and if these needs are constrained, then human

resource utilization will be affected.

Theoretically, the findings of this study would permit a deeper and clearer

understanding of data and empirical findings with respect to the purpose of the

study. The findings would also permit interpretations and deductions that can be

tested empirically. The study would also provide extensive literature resources for

all stakeholders in education, especially post primary education system.

Subsequently researchers would find this research study an invaluable source of

information and a reference point.

It is expected that the findings of this study will be immense benefit to

principals, educational planners, government, teachers, students, parents,

examination bodies and even donor agencies.

The principals will benefit from this study because it will expose them to

various ways and means of promoting instructions in schools. Principals also will

be aware of various steps of taking decisions that will promote harmonious

relationship between them and their teachers. Principals through this study will

understand their roles in students‟ personnel administration in schools. In this

regard it will promote leadership roles among principals in and outside the school

environment for effective utilization in students‟ personnel administration. This

study will also enable principals to manage fund that will accrue to the school and

avoid wastages.

Educational planners will benefit from this study because it will help them in

planning of educational programmes for the state. Through effective planning,

wastages will be reduced and effective human resource utilization enhanced.

This study will be significant to government in organizing

workshops/seminars for secondary school principals and teachers with a view to

exposing them to various trends in school administration which invariably

enhances human resource utilization in the secondary school system. Government

and its agency such as Secondary Education Board (SEB) will find this study very

useful because it will enable them recruit required and desired workforce for the

management of her schools. In this regard, government will recruit more qualified

teachers and appoint qualified principals to administer the secondary school for

improved human resource utilization. This study will be significant to the

Government because Government will be aware of quality of decisions they will

make for the school in order to avoid such decisions that may bring chaos to school

administration.

Teachers are not left out among those who will benefit from this finding. It

will enable them know the need to cover their schemes of work and syllabus for

adequate implementation of instructions. The teachers‟ adequate coverage of their

scheme of work and syllabus will reduce examination malpractices in the school

system because the students would have been well taught to pass their

examinations. Teachers will also benefit from this study because it will enable

them work closely with their students which to a great extent enhances human

resource utilization in students personnel administration.

Students will benefit from this study because it will promote students

personnel administration in the utilization of teachers and principal. Through

students personnel administration, riots, indiscipline among students will be

minimized because there will be harmonious relationship between students,

principals and teachers. Through this study, students will be used as partners in the

administration of school by appointing among them prefects and also involve them

in taking part in other leadership roles which brings about harmony in the school

administration and subsequently leads to effective human resource utilization.

This study will be significant to parents because to it will enable them to

assist in the administration of the school through regular meetings with the school

authority under the aegis of Parent Teachers Association (PTA) of the school.

Parents will also contribute in funding the school which will bring about quality

education as most school equipment such as desk, tables and books are usually

purchased by parents to assist in the administration of the school. This usual

gesture from parents contributes to effective human resource utilization in schools.

Examination bodies such as West African Examination Council (WAEC),

National Examination Council (NECO) and Examination Development Centre

(EDC) will benefit from this study because it will guide them to assess the extent

of teachers‟ utilization through the performance of their students in the external

examinations. This trend will enable the examination bodies to assess the extent of

coverage of scheme of work and examination syllables by teachers. It will also

lead to improvement in the human resource utilization among teachers in the

school system. This study will also be beneficial to various donor agencies such as

Educational Trust Fund (ETF), United Nations Education Scientific and Cultural

Organization (UNESCO) United Nation‟s International Children‟s Emergency

Fund (UNICEF) World Bank, Department for International Development (DFID)

as it will enable them know if the aids they send to educational institutions are used

for the benefits of the students and for the teachers development and capacity

building, which will make for human resource utilization. The study will also

enable the donor agencies to be well abreast of the educational needs of the

benefiting institutions.

The study will further be beneficial to these donor agencies because they

would prefer assisting or funding schools for affective administration which would

also enhance growth and academic performance of the schools. This would also

engender healthy competition among principals of schools as they would increase

their efforts in human resource utilization so as to attract the donor‟s assistance.

Finally, the study will bring about a new awareness to all concerned with the

business of education leading to a re-examination of human resource utilization in

the school system. This study will not only enhance the smooth and uninterrupted

school work in Abakaliki Education zone of Ebonyi state, but also leads to the

realization of the school objectives of the National Policy of Secondary Education.

It will also assist future researchers who would wish to conduct research in a

similar field as well as those who want to have insight into the effective human

resource utilization with particular reference to post primary schools. The study

will expose further researchers on the more and efficient way to carry out the study

to close the gap that may have been created by the current study.

Scope of the study

The study was carried out in post primary schools of Abakaliki Education

Zone of Ebonyi State. This study also focused on the extent of human resource

utilization mainly on teachers‟ utilization in implementation of instruction;

teachers utilization in student personnel administration activities; staff utilization in

school business management; teachers‟ involvement in decision making process

and teachers deployment.

Research Questions

The following research questions were formulated to guide the study.

1. To what extent are human resource utilized in implementation of instruction in

Abakaliki Education Zone of Ebonyi State.

2. To what extent are teachers utilized in student-personnel administration in

Abakaliki Education Zone of Ebonyi State.

3. What is the extent of teachers‟ utilization in school business management in

Abakaliki Education Zone of Ebonyi State.

4. To what extent are human resources utilized in decision making process in

Abakaliki Education Zone of Ebonyi State.

5. To what extent are teachers deployed on the basis of their areas of specialization in

Abakaliki Education Zone of Ebonyi State.

Research Hypotheses

The following null hypotheses were formulated to guide the study and were

tested at 0.05 level of significance.

HO1: There is no significant difference in the mean ratings of Secondary School

Principals and Teachers on the extent of teachers‟ utilization in

implementation of instruction in schools.

HO2: There is no significant difference in the mean ratings of Secondary School

Principals and Teachers on the extent of teachers‟ utilization in the area of

students‟ personnel administration.

Ho3: There is no significant difference in the mean ratings of Secondary School

Principals and Teachers on the extent of teachers‟ utilization in decision

making process in schools.

CHAPTER TWO

REVIEW OF LITERATURE

This chapter reviews the literature related to the study. The review is

organized under the following headings: - conceptual framework, theoretical frame

work, empirical studies and summary of literature review.

Conceptual Framework

Concept of Resource

Concept of Human Resource

Concept of Management

Concept of Human Resources Management

Concept of Utilization

Concept of Human Resource Utilization

Concept of Education

Human Resource Management for Effective Instruction Delivery in Schools.

Students‟ Personnel Administration and Role of Teachers in Post Primary Schools.

Importance of Fund and their Sources for School Business Management in Post

Primary Schools.

Types of Decision Making in Post Primary Schools.

Effects of Training and Orientations on Staff Deployment

Theoretical Framework 16

Motivational Theory by Abraham Maslow (1954)

Behavioural Science Theory by Chester Barnard (1938)

Review of Empirical Studies

Summary of Literature Review

Conceptual Framework

Concept of Resource

Resource is defined according to Hazell (2006) as the source of support

available to an individual or organization in addition to regular earned or unearned

income for the goods of the organization. Nnadi and Falodun (2003) also defined

resource as those factors of production such as labour and capital which can be

used to produce goods and services of an organization. Further, Adesina (1990)

defined resource as the mobilization of efforts such that could lead to the

achievement of organization goals.

From the above definitions, one can therefore define resource as any support

either in human or material form earned including assets which can be drawn on by

person or organization in order to function effectively.

Concept of Human Resources

The concept of human resources has been defined in various ways by

different authors. According to Onah (2003:51) it is defined as “all the experience,

skills, judgment, abilities, risk taking and wisdom of individuals and associates

within an organisation”. In the same vein, Ezeani and Nwankwo (2002:2) stated

that “people are the human resources for the supply of physical labour, technical

and professional skills, which are germane for effective and efficient planning and

implementation of development, policies, programmes and projects of daily

activities”.

Human resources include all the knowledge, skills and expertise in

mechanical, managerial, social and other areas (Ezeani and Nwankwo, 2002:2).

These definitions are in line with what obtains in the education industry as the

education industry requires the resources such as teachers, principals, buildings,

finance, time and space to enable it function and achieve the organisational goals

of such educational institutions.

Concept of Management

Management according to Griffin (1996:5) is defined as a set of activities

(including planning and decision making, organizing, leading and controlling)

directed at organization‟s resources with the aim of achieving organizational goals

in an efficient and effective manner. Management is also defined as the process of

working with and through others to achieve organizational objectives in a charging

environment (Kreitner 1992:8). Peretomade (1991) an authority in educational

management, described management as the social or interactional process

involving a sequence of co-ordinated events such as planning, organizing, co-

ordinating and controlling or leading in order to use available resources to achieve

a desired outcome in the fastest and most efficient way. From the above definitions

one can therefore define management as the process of achieving organizational

goals through the effective use of human and material resources by applying such

elements as planning, directing, co-ordinating and controlling.

Concept of Human Resource Management

In the words of Oboegbulem and Onwurah (2010) in their lecture note on

organisation and management, human resource management “involves recruitment,

training, retraining and instruction; determination of condition of employment,

payment of salaries, evaluation of performance career progression etc”. Human

resource management according to Ogbonnaya (2000) is defined as the

coordination of all the resources, both human and material of an organisation

through the process of planning, organizing, directing and controlling in order to

attain organisational objectives. Also according Micheal Armstrong (2009) human

resources management is a strategic, integrated and coherent approach to the

employment, development and well being of people working in organization.

The above definitions are in line with the view of the researcher because

human resources involve co-ordination, planning and control, indeed all the

elements of management to achieve organisational goals. There is no way one can

separate management from human resource as both concepts depend on one

another to achieve organisational goals. Therefore, human resource in the school

system cannot be utilized without the human efforts.

Concept of Utilization

Utilization according to Huchison and Huberman (1993) is defined as an

important element used in increasing the effective reach of an outcome. This

implies that until a goal is successfully achieved, utilization cannot be said to have

taken place. This then means that utilization can be defined as any situation one

can operate, exploit in order to achieve an intended goal or objective.

Concept of Human Resource Utilization

Many authors have equally defined this concept in different ways. In the

word of Peretamode (2001:251) human resource utilization is the “effective and

efficient use of input of man and woman in such a way that people are neither

overloaded nor idling” Ezeani and Nwankwo (2002:141) also viewed human

resource utilization as decisions and actions taken to effectively use human

resources of an organisation to achieve its goals and objectives.

Equally, the same concept is explained by Adebayo (2008:184) as “all about

the fitting of individuals to task for which they are most suited by training,

experience and temperament”. These views of peretmode (2001), Ezeani and

Nwaknwo (2002) as well as Adebayo (2008) are in conformity with the view of the

researcher in the sense that the manager or the principal of the school must share

the workload of his school in such a way that some teachers are not overloaded

while others are under-utilised. The principal must also take certain actions in

order to ensure proper utilization of the resources of the organization or the school.

The principal should also ensure that the teachers are deployed to areas they are

best fitted in accordance with their areas of specialization and training.

Concept of Education

Education is defined as the planned and formal process of preparing an

individual for useful living in the society. It requires imparting of knowledge for

all round development of the child, physically, mentally, socially and morally

under the auspices of a teacher and in a school environment (Ezeuwa, 2005). Also

Ikoro (2003) defined education as a process by which every society attempts to

preserve and upgrade the accumulated knowledge, skills and attitudes in its

cultural setting and heritage in order to foster continuously the wellbeing of

mankind and guarantee its survival against the unpredictable a times hostile but

destructive elements and forces of man and nature. Therefore from the foregoing,

one can define education as any planned and organized arrangement which

prepares a child for useful living in the society including imparting those skills that

will enable him develop his three domains – mentally, physically and morally.

Human Resources Management for Effective Instructional Delivery

A renowned educationalist, Imogie (1998:1) saw instruction as “the

teaching-learning interactive experience between the teacher and the learners in

which the teacher delivers knowledge, skills, attitudes and values for learners‟

cognition”. He further stressed that, the classroom is the theatrical centre where the

teacher who is at the centre of curriculum implementation, discharges relevant

information, knowledge, values, attitudes and learning experiences for learners‟

development. Igbokwe (2008) noted that teachers‟ capability to manage

instructions and the emotional climate in the classroom influence learning to a

great extent. Human resource management for instructional delivery is a very

important aspect of instructional leadership. In his view, Mgbodile (2003:143) said

“It is an important component of a school administrators‟ responsibility for

effective learning to take place. Human Resource Management focuses on such

human resource functions as stimulating, controlling, disciplining and evaluating

staff and students for purpose of effective instructional delivery”.

Teachers are the greatest assets of the school. Teachers make learning easier

and meaningful for students. The views of the above educational experts: Imogie

(1981), Igbokwe (2008) and Mgbodile (2004) are quite in support of the

researchers view on roles of teachers in promoting effective instructional activities

in schools. Teachers and principals are the main human resource of the school,

while principals are the instructional leaders. Teachers are personnel who execute

the teaching responsibilities and make learning easier and meaningful for students.

They are the ones who translate and reduce the curriculum and educational

objectives to meaningful and observable terms. Therefore, without teachers, school

objectives, school buildings and curriculum activities would make little or no

impact on the students‟ learning outcome.

Therefore for effective utilization of teachers in the implementation of

instructions, every support and attention is expected on the instructional leader (the

principal) to be accorded to the teacher to do his work. The school authority

(principal) must handle the teacher with care, extend love and friendship towards

him. He must understand their feelings and their problems as they affect the school

work, since they are the last implementation stage of the instructional activities in

the school.

Concept of Administration

Ezeocha (1990) defined administration as the process of directing and

controlling life in a social organization. Pretomode (1996) looked at administration

as being concered with the performance of executive duties, the carrying out of

policies and decisions to fulfill a purpose and controlling of the day to day running

of an organization. Similarly, Adebayo (2008:1) defined “administration as the

organization and direction of persons in order to accomplish a specified end”. He

further stressed that administration could be likened to a situation where two men

co-operate to roll a stone that neither could move alone.

These definitions imply that administration is the ability to make people,

activities and things function so that objectives are achieved. In order words,

administration requires the use of men, materials and funds in an organization to

achieve its objectives. According to Ogbonna (2009) administration has different

branches such as business administration, church administration, educational or

school administration and hospital administration. In the context of this study,

educational administration is being focused on which uses principals, teachers and

students as the major human resources.

Students’ Personnel Administration and Role of Teachers in Post Primary

Schools

According to Oboegbulem (2004) Students - personnel administration

involves all the activities and services, apart from the normal classroom

instruction, rendered to students by the principal, the students themselves and even

the community that are geared towards making an individual in the school an all-

round educated, law-abiding citizen of his community. It involves guiding and

supervising students in whatever they do so that the objectives of the school will be

achieved (Oboegbulem, 2004). She further stressed that student‟ personnel

administration should aim at achieving the following basic educational objectives

at the secondary school level; to make students think effectively, communicate

their thoughts effectively develop the skills of making relevant judgments, play

their parts as useful members of their homes and family, make the students

understand basic facts about health and sanitation, understand and appreciate their

roles as citizens of Nigeria, develop good moral principles, understand and

appreciate their and recognize the dignity of labour.

The view of the above is quite in line with the researchers because; without

students‟ involvement in the administration of the school system, the whole

essence of secondary education would not be completely realized as it is stated

enshrined in the National Policy on Education by the Federal Republic of Nigeria

(FRN, 2004:18)

Furthermore, there are number of activities which the principals and teachers

are expected to perform to help in achieving the aims and objectives of students‟

personnel administration in Post Primary Schools. According to Mgbodile (2003)

these activities include registration of new students; orientation of new students;

enrolment in classes; encouraging positive attitude to studies through guidance and

counseling services; health services; social services; evaluation and marking of

examination scripts; promotion to the next class.

In view of Mgbodile, (2003) registration of new students takes place before

the school resumes. It is expected that new students should be registered before the

old students in order to familiarize them with the school environment. This

registration involves those who are newly admitted in the school into their first

years and those who transferred from other schools to the current school. Teacher

or principal is expected to open files for these students which would be kept for

future use. Such file may include documents like transfer certificate, passport,

evidence of having passed prescribed examination upon which the admission and

registration is offered; and other documents that may be vital to the school.

After registration, new students are taken round the school compound to

familiarize them with the school environment. They are shown different aspects of

the school life buildings, library, infrastructural facilities and equipment. The new

students are introduced to the vice principal, subject teachers, form masters, school

busars, and other staff (tutorial and non tutorial). The motto, tradition and

philosophy of the school are read out by the principal. Orientation gives the new

students a sense of belonging and a feeling of acceptance by members of the

school community (Mgbodile, 2004).

There is also another important role a teacher or principal is expected to play

on students‟ personnel administration. The newly registered students are classified

and enrolled into classes where they can perform effectively. Care must be taken to

ensure that they are enrolled into appropriate classes where they can learn best in

the company of their peers. The enrolment into various classes should be made so

as to project the future population of the school, to facilitate actual teaching and

give the students the necessary skills they required (Oboegbulem, 2004).

Guidance and counselling services are very important functions of students‟

personnel administration. In the word of Oraemesi (1998) the principal and

teachers should encourage positive attitude to studies through offering guidance

and counselling services in the school. Students are advised and encouraged to

behave well, both while in school and outside the school environment. Students are

taught the proper study habits and appropriate behavioural patterns in school. In

the area of career guidance, the students are educated on choice of vocation and

courses that will lead them to such vocations. The principal and the school

guidance counsellor should educate the students on the importance of education

and the need to develop adequate interest in their studies.

In the health services, teachers also play prominent role in secondary

schools. According to Mgbodile (2003) it is the responsibility of the school to help

the students develop good health and personal cleanliness. The school provides

health services to take care of each child‟s health condition. There should be a First

Aid Unit manned by well qualified health and physical education teacher to take

care of students‟ health temporarily before the student is taken to the hospital. The

First Aid Unit in the school should be equipped with necessary health facilities.

The school should be responsible for taking such a student to the hospital before

contacting the parents.

Contributing, Chiaha (2004:169) stated that social services play significant

role in the education of the child. She stressed that principals should see that the

school is properly equipped with all facilities and materials for conducive learning

environment. There should be properly equipped sports facilities for outdoor

games for the general development of the body; socially, emotionally, physically,

intellectually and even psychologically. Without outdoor activities, indoor

activities cannot be re-inforced. She warned that students should be introduced to

games, clubs, excursions and other outdoor activities. All these are part of

education which makes for problem solving in one life.

Evaluation is another important role a teacher or principal is expected to

play in the students‟ personnel administration. Evaluation therefore, in the opinion

of (Mgbodile, 2003) means appraising or determining the extent to which one

achieves an objectives in a given task. Whenever a judgment is made about the

effectiveness of given programme or project, an evaluation has been made. A well

thought-out evaluation programme contributes to the improvement and progress of

the students. In schools, evaluation of students takes place in various forms such as

through oral questions, written tests or examination to determine how the students

have learnt.

Good teachers do not wait until the end of teaching before evaluation.

Evaluation is made at intervals through oral questioning of students to ascertain the

extent students have understood a particular concept. Written tests or examination

are given at the end of teaching in order to evaluate the extent to which the

students have learnt. According to Sidhur (2009) evaluation of students, principals

will be able to determine the level of performance and achievement of the students

individually and collectively. Evaluation of students will also enable the school

head and the teachers to know the areas where special attention should be paid in a

particular subject. Results after evaluation should be entered in the progress

register.

After examinations, students‟ scripts are marked. Also Sidhur (2009) stated

that it is based on the marks and achievements in examinations students are

promoted. Marking and promotion are areas of vital interest to students and

parents. Both parents and students consider school marks or grades as evidence of

success or failure of their children. Students are promoted where there are

evidences that they have performed well in examinations. The school principal

should encourage his teachers to give tests, home assignments and projects to

students. These assignments should be marked and the exercise books supervised.

Implications of roles of the teachers on students‟ personnel administration

cannot be over emphasized. These roles stand out as the most significant roles of

the teacher in students‟ administration. Teachers after playing these important roles

would have been properly utilized not only in imparting lessons to the students but

also in moulding of the overall character of the students, both physically, socially,

morally, mentally in all aspects of the students life to be able to develop into a very

important person in the society. Therefore, the views of these experts Mgbodile

(2003); Oboegbulem and Onwurah (2010) are in line with the views of the

researcher, because all these activities of the teacher on the welfare of the students

also improves on the teachers well being and utilization. Through these roles, vices

in the school system are eliminated as most of the students” and teachers will busy

most of the time with relevant school activities.

Concept of School Business Management

Business management according to Ezeocha (1990) refers to the

management of financial and physical resources; which include the following: -

budget making, budget administration, procuring and handling of funds,

purchasing or the expenditure of funds, inventory, accounting, auditing, financial

reporting, cost analysis, maintaining property, insurance, programming, cafeteria

operations and supporting each school services like health care, meal, library,

transportation and recreational services. This therefore implies that school business

management is that aspects of management of funds available to school. It also

involves sources of school funds and its management procedure for the attainment

of educational goals.

Importance of Fund and their Sources for School Business Management in

Post Primary Schools

Educational Institutions refer to those institutions or organizations that take

care of the education of people from pre-primary to tertiary education levels

(Ogbonnaya, 2000). Fund is very important in all these levels of Education so that

without fund no activity can successfully take place in these institutions as funds

are required for one reason or the other to accomplish the educational goals and

objectives of these institutions. Therefore, the following are the reasons why funds

should be used in educational institutions. Ogbonnaya (2000:10) further stressed

that:

Funds are necessary for the employment and payment of staff in Educational

Institutions. Funds are needed to plan and organize interview for staff to be

employed. It is also required for the payment of staff salaries because

without fund, the goals of education may not be achieved.

Funds are needed for seminars, workshop, and conferences in order to

update the knowledge of teachers and staff in educational institutions.

Changes in instructional methods, techniques and strategies are also made

known to teachers and educators through seminars, conferences and

workshops.

Funds are also necessary for setting up of infrastructural facilities such as

classroom blocks, administrative blocks, library and laboratory blocks. It is

obvious that without funds it will be difficult to achieve all these.

Funds are required for provision of school equipments and furniture

including desks, tables, chairs, and typewriters, including photocopies,

electronic equipment, duplicating machines, laboratory equipments and

chemicals as well as stationeries.

Funds are necessary for purchase or provision of appropriate instructional

materials for the implementation of educational programmes. Instructional

materials include all forms of information carriers that can be used to

promote and encourage effective teaching and learning activities. They

include textbooks, supplementary workbooks, reference books, charts,

magazines, maps journals, periodical pamphlets, newspapers, poster and

non-print materials like films, film stops, models, pictures, radio and video

tapes, records, transparencies, globes, boards etc.

Funds are also important for the setting up of educational projects such as

educational technology centres, bookshop complexes.

Funds are also necessary in educational institutions to meet up with

unforeseen situations that may arise in the course of administrations in any

institution. This comes under miscellaneous expenditures.

School business management according to Enyi (2003) is specifically

concerned with that phase of school administration that has to do with procuring,

expending, accounting and maintaining the financial and material resources of an

educational institution efficiently to achieve educational objectives; it covers other

areas as source of school finance, budgeting, school account and school finance

management. In view of another expert, Ezeocha (1990) he explored various

alternative sources school could raise fund to carryout its activities which involves

procuring and other school expenditures, especially this time around government

declared free education in primary and secondary schools in most states of the

Federation. Speaking further, Ezeocha said that such practice would promote

teachers and principals‟ effectiveness in discharging their school functions easily

using financial resource. Some of these alternative sources include: organizing

fund raising programme, launching of educational programmes using alumni

associations of the school, use of consultancy services in case of tertiary

institutions, encouraging students to participate in Agricultural activities.

In his own further contribution, Enyi (2003) in a paper presented during the

1st Ebonyi State Education Summit suggested among other sources of fund to

include re-introduction of education levy, direct-labour inputs, contribution of farm

crops, use of special fund, Non Governmental Organisation (NGO) participation.

For example, Enyi further suggested that the community labour could be used to

erect temporary school buildings, in the same way; the community members erect

their individual buildings. The materials for building could be obtained from the

locality at little or no cost. The emphasis here is to save cost and ensure that fund

does not constitute an impediment towards effective utilization of teachers in

school business management.

Nature and Types of Decision Making in Post Primary Schools

Decision making is one of the major responsibilities of the education

administration. According to Ogbonnaya (2004), it is simply the process of

choosing from among alternatives ways of providing a solution to a problem. The

implication of this definition, Ogbonnaya (2004) expressed that decision involves

making choices. Also, Oboegbulem and Onwurah (2010) in her lecture note stated

that decisions are the means by which organizations turn ideas into action which

can have a positive or a negative impacton poeple. Also contributing, Ukeje,

(1992:77) summed up types of decisions to include: creative, intermediary, and

appellate decisions which stems from bottom to top in the management hierarchy.

Creative decision falls among the first decisions according to Ukeje (1992)

creative decisions are decisions initiated by the administrator/manager (Principal)

in an attempt to bring about a significant change in the system. They require

insight, imagination, initiative and courage on the part of the administrator. Their

execution requires tact and careful planning to ensure less friction and relative

acceptance by those affected by it. This is because many people resist change.

Creative decisions are necessary in the school settings so that principal can have

effective control of his teachers. Decision making plays a major role in the

utilization of human resources using the indices of control and co-ordination.

Control, as defined by Hodgetts and Kuratko (1991:526) is the process in which

management regulates activities and action which are achieved through decision

making in a given organisation. Another view by Bartol and Martin (1991:594)

defined controlling as the process of regulating organisational activities so that

actual performance conforms to the expected organisational standard and grades.

In Educational set up, control enhances human resource utilization. This is

because for the principal to utilize his teachers effectively, he should have good

control of them by making decision that can be obeyed and respected. He can

achieve this through group or participatory decision. It is also in view of the

importance of control and regulation that Ebonyi State Government came up with a

policy contained in a hand book on Guideline for School Administration (2006:13)

that:

“The principal must ensure that each teacher prepares his/her

lesson notes and cover his/her scheme of work. The teacher

must conduct himself/herself according to the code of his office.

The teacher must ensure he/she covers fully his/her lesson

periods each working day”.

The school heads will achieve effective control of his staff through regulations and

decisions arrived at by the management which of course must enjoy relative

support of the majority of the staff.

Intermediary decisions in his own view, Peretmode (1996) are made in

response to a request or command from a superior officer. Intermediary decisions

do not originate from the school administrator (Principal). Superior officers such as

Commissioner for Education, Chairman, and Secondary Education Boards

normally make request or give directives to their subordinates (principals and

teachers) officers for certain tasks to be accomplished. Other examples include the

production of the school time-table by subordinate officers (teachers). Such

decisions may be called routine decisions. Intermediary decisions require tact on

the part of the school administrator to ensure that he/she gets the support of those

affected by the decision.

Expatiating further, Peretomode (1996) argued that decisions are appellate

when they arise from cases subordinates officers (teachers) refer to superior

(principals). Examples are the following: A principal asking for guidance from

School Board for resolving disputes between two or more subordinates (teachers).

In the contribution of Uwazurike (1991) upheld that decision making

process is a cycle of events that includes the identification and diagnosis of a

problem, the reflective development of a plan to alleviate the problem, the

initiation of the plan and the appraisal of its success. He further explained that

decision making process is conceptualized as an action cycle, and sequential steps

to problem solving. Managers would adopt the following process in a calculative

decision making.

Recognize and define the problem or issue , Analyse the difficulties in the

existing situation, Establish criteria for resolving difficulties, Develop a plan for or

strategy for action, including the specifications of possible alternatives, prediction

of probable consequences for each alternative, deliberation and the selection of an

alternative and initiate a plan of action. Principals in the school system can adopt

the above process in taking decision about any school matter.

Decision making in schools are very important in the sense that they expose

ways of solving problems. From the views of experts in decision making which

include Ogbonnaya, (2000); Oboegbulem and Onwurah (2010); Peretmode (1996)

and Uwazurike (1991) teachers and principals are exposed to various types of

decisions that are usually made and which one that concerns them most. From the

views of above experts, the researcher is in support of decision making in school as

it will to a great extent assist teachers and principals to effectively carryout their

duties in the school for the overall achievement of the educational goals (FRN,

2004) in Post Primary Education sub-sector. It will also to a great extent according

to Peretomode (1996) control and regulates the activities and behaviours of both

students and teachers in the school. Decision making brings about growth in the

utility rate of teachers‟ performance in school because there is rule, order in the

school.

Effects of Training and Orientation on Staff Deployment

Another great scholar, Oboegbulem (2004:160) identified training and staff

professional growth as very important aspects of human resource utilization.

According to her she said,

“For newly recruited members of staff to adapt to the system and put

in all that is necessary to achieve the set goals of the school, he/she

should be properly treated by his/her employer so as to enable

him/her improve upon his/her performance in terms of productivity.

Teachers, both experienced and new, require at one time or the

other, on-the-job training to improve their performance”.

She further stressed that principals should encourage their staff to keep

abreast of the knowledge in their fields through exposure to current issues and

ideas which will involve the following: - Provision of professional growth and

development, In-service educational programmes; seminars and workshop;

occasional teachers‟ group discussions, Regular supervision – classroom visitation,

observation and conferencing and Provision of professional library with adequate

facilities and equipment.

The above views of Oboegbulem (2004) is in line with the researcher‟s opinion,

because proper training of teachers through in-service training and workshops can

effectively assist them in human resource utilization and perform better when they

are deployed to teach in their schools.

Still in the area of staff deployment on the basis of their area of

specialization, there is need to consider recruitment and selection as the major

basis for choosing teachers competence for effective human resource utilization.

Recruitment as defined by Croft (1996:93) is “the analysis of a job and the features

the organization will look for in a potential employee and attracting candidates to

apply to the organization and offering various terms and conditions of employment

to a chosen potential employee”. After the recruitment exercises have produced an

applicant‟s pool, a decision must be made to offer employment to some of the

applicants while rejecting or postponing an offer to others.

Selection therefore as stated by Ezeani and Nwankwo (2002:7) is “a human

resource management tool, which seeks to access candidates in order to choose the

most suitable person” therefore, recruitment and selection process must be capable

of locating potential applicant with desire subjects areas from the anticipated

organisational vacancies with the aim of obtaining adequate number of applicants.

It is on this note Kazmier (1998) noted that before optimal utilization of human

resource can arise, recruitment and selection procedure should be adequate. Thus

proper recruitment and selection enhance human resource utilization, especially if

it is done with recourse to competence of the applicants as this would also to a

great extent determine his deployment and utilization (Eze, 2006).

In the same vein, placement and orientation of tutorial staff plays a major

role in the staff utilization because after an employment has been offered and

accepted, the next step is the deployment of the individual staff to his organisation.

These personnel function is very vital in the achievement of organisational goals.

Highlighting on the importance of deployment and orientation, Ezeocha

(1990:175) stated that “proper orientation of teachers can be of immense

importance in helping them settle on the job.” He went further to state that:

“Orientation can also help the new teachers get to understand better his role in

school. Thus, he gets familiar with his job, the school, its history, its traditions, its

rules and policies, its norms and its vast opportunities.”

This view was further collaborated by Mgbodoile (2004) when he stated

thus: “The orientation of new teachers is an important role of the school

administrator”. There is the need to give the new teachers proper orientation on the

job. A new staff may have a lot of experience in the profession, or not at all. He

might be totally new in the community. He also stressed that the new teachers

impression of the principal should create a favourable impression and make him

feel welcomed in the school and community. The new teacher is given some

orientation to understand the major demands of his job, the major purpose of that

school and the expectations of the school heads, other teachers, students and the

community. The teachers are assigned to specific jobs to perform after their

orientation, usually under the supervision of the departmental head. The major

purpose of orientation and subsequent deployment and assignment of roles is to

enable the teachers fit in appropriately where their offer of services will be

maximally utilized.

The above assertion is in order because a school system can recruit and

select personnel but until the newly appointed members of staff become fully

cognizant of and adjusted to the work to be performed, that environment in which

he will function and the colleagues with whom he will be associating; he cannot be

expected to contribute most efficiently to the realization of the school expectations.

Hence, proper placement and orientations enhances human resource utilization.

Deployment of staff to schools for effective human resource utilization also

requires professionalization in terms of qualifications. According to Egereonu

(1992:35)

“Teachers should be classified according to level of

professional competence. In other words, staff should be

assigned task according to their individual abilities

preparation and experience. The non tutorial staff should

assist in routine duties necessary to the instructional

process”.

The above implies that deploying a graduate of mathematics to teach English

language simply because he/she had credit/pass in it in his/her Senior Secondary

School Certificate (SSCE) or National Examination Council (NECO) certificate is

counter productive. How can we expect such fellow to perform well in teaching

this with certainty? According to Eresimadu (1994) specialization requires that

teachers should be engaged to teach those subjects they studied at the university

level so that they can give their best from their wealth of knowledge of the subject

and experience.

Theoretical Framework

Many theories have been propounded by experts on administration,

especially on related areas to human resource utilization.

Motivational Theory

The key proponent of motivational theory is: Abraham Maslow (1954)

Maslow propounded theory of hierarchy of needs which emphasized that every

worker has a hierarchy of needs to be satisfied. He stressed that human beings

posses five basic needs and that those needs can be arranged in a hierarchy of

importance or order in which individuals generally drive to satisfy them. This can

be seen as represented below in a diagram of pyramidal shape.

The most basic needs are physiological needs while the highest needs are

self actualization needs. Consequently, the satisfaction of the basic and other needs

Needs for self

actualization

Esteem Needs

Acceptance or Social Needs

Security or Safety

Needs

Psychological Needs

of the employee should be a major guiding principle in the organisation of

personnel function. For example, a high school principal who seeks to satisfy self

actualization would strive to become the best principal above other principals in

the same employ.

In the educational set up, human resource should be motivated. To achieve

this, the principal applies such motivating factors as respects, appreciation, status

and esteem but if he stresses those aspects of work which concerns the

achievement of goals only, without a combination of other factors, he is likely not

to succeed. He will have within the environment disgruntled workers. Thus, the

principal in order to utilize his staff properly should show recognition and

appreciation to his staff as soon as possible after a job is well done by the teacher.

Teachers‟ morale is increased when they realize that the principal cares for their

conditions. Hence they will fully participate in the administration of the school.

A condition of service of workers supports the motivational theory as

propounded by Abraham Maslow (1954) because workers need to be motivated for

maximum utilization of the worker in his work place. There is no doubt that in

order to achieve increased productivity in an organisation, the workers must be

well motivated through improved condition of service and adequate remuneration.

Condition of service here include how satisfactory or otherwise the salary of the

worker is, his promotion whether the worker earns his promotion as at and when

due and other fringe benefits such as cars, basic allowances, including housing and

medical services. Better conditions of service not only attract best quality teachers

into the service but also reduce to the minimum the exodus of quality teachers and

invariably ensure quality education in secondary schools.

Nevertheless, the question of financial remuneration for services rendered is

a pertinent one. Hence, wages and benefits in a school is a major factor in

attracting, motivating and utilizing human resource in secondary schools.

For instance, promotion is relative to attracting another ladder of human needs as

postulated by Abraham Maslow (1954) as the satisfaction of one need leads to the

desire of another. Promotion is therefore one of the staff needs which when

provided will make teachers settle down and perform effectively on his job so as to

achieve the set goals of the institutions and subsequently attain self esteem in life.

It is not for nothing that the use of theory in education is advocated. This is

because the utility of theory in educational administration makes it imperative for

administrators (principals) to be able to relate every practice to theory. In the

context of this study, motivational theory will expose various ways principal will

encourage his teachers for effective utilization of human resource in educational

institution. He should also show recognition, respect to the integrity of the teachers

so as to encourage teachers do their work as staff are not only encouraged through

monetary incentives such as salary but appreciation and self esteem as postulated

by Maslow.

Motivational theory will encourage the school administrators (principals) to

develop the spirit of competition among their teachers. This could be done through

exposing them to various school activities such as games, debates, attendance to

duties where prizes could be awarded to the best performing teacher at the end of

the term. This will also encourage the teachers in human resource utilization in the

school; as they will strive to attain their highest desire in the process.

Behavioural Science Theory by Chester Barnard (1938)

Chester Barnard, (1938) propounded behavourial science theory. The theory

emphasized that administrative practices should be linked to human behaviours as

much as possible. The theory was on how to use human behaviours as a basis for

achieving good organisational management. Within this context, Barnard

differentiated between two major concepts - effectiveness and efficiency. To him,

effectiveness refers to the extent to which the set organisational goals are achieved

with given resources. Thus, an organisation which is able to accomplish its set

goals without waste of available resources is said to be effective. Efficiency, on the

other hand, refers to how well a worker performs in the achievement of set

objectives.

The ability to perform depends on how the worker is satisfied with his work.

Thus, a worker who is either poorly or irregularly paid is less likely to be satisfied

or efficient in his work. Barnard‟s concern therefore, was on how to relate

effectiveness to efficiency, as a basis for good organisational management. The

way his relationship is manipulated determines the success of any organisational

set-up. It should be noted that other writers on behavioural science, followed

Barnard‟s line of thought.

Behavioural science theory is also viewed as the synthesis of the scientific

management and human relations theories. The behavioural science movement

started from social science in the early 1940s with the assumption that the best

approach to facilitate work and productivity in an organisation is through an

understanding of the worker, his job content and the work environment. It was no

longer desirable to concentrate either on the work alone, as in the classical

management era, or on the worker, as in the human relations movement. An

integration of the two was considered more helpful in the realization of

organisational personal goals.

Within this context, it was expected that administrators should draw their

knowledge and experience from the various subjects in the social sciences,

incorporating such areas as: psychology, philosophy, economics, anthropology,

sociology, etc, for better understanding of job performance of the workers. It was

believed that with such knowledge and experience, administrators would be in a

better position to understand the workers and their work, and how they should

interact to produce good organisational management.

Thus, in the 1950s, the behavioural science theorists developed what they

called the Tri-Dimensional concept of administration, incorporating three main

elements – the man, the job and the social setting.

The man-element comprises the worker‟s physical, intellectual and

emotional capabilities, as well as his patterns of behaviour. In other words, this

element considers the worker‟s personality. The job-element of the Tri-

Dimensional concept, on the other hand, involves the job content and the process

(es) of executing it. It simply involves the task to be performed as well as the

methods for carrying it out. As regards to the social setting component, the

emphasis is on the work environment and the necessary facilities and conditions to

make it conducive. The behavioural science theorists held the view that increased

productivity in any organisation can only be achieved when there is a balance or

Job

Man Social setting

proper integration of the three elements. This views clearly distinguishes it from

those of the classical management and human relations theorists on organisational

management.

The fact that the theories are social science-based, suggests that school

administrators should be knowledgeable about social science subjects, including

Economic, Sociology, Anthropology, Government, etc. This will help them to

know the basis of the theories and how they are expected to operate. In dealing

with administrative problems in education, administrators should be open, by

drawing from the social science fields. In other words, educational problems may

be solved by looking at their economic, political or social dimensions. Again, in

handling administrative matters, the emphasis should be on reconciling the job to

be done with human element. This means that the administrator must ensure that

there is equal attention to human welfare elements as well as the achievement of

set educational objectives, as a basis for effective educational management. This

means that neither the human element nor the achievement of educational

objectives should be sacrificed for another in order to bring about effective human

resource utilization in schools. Principals must be humane enough to his teachers

to attract their support. Financial inducement in most cases does not attract

effective cooperation but respect including the working environment.

Review of Empirical Studies

This section reviews empirical studies related to the topic under study.

Nwogbo (2007) carried out a study on the ways to promote quality

instructions in secondary schools in Anambra State, with the purpose of

determining the extent to which identified ways are utilized. The study had five

research questions and one null hypothesis. Opinion survey research design was

used for the study. The population of the study was 820 respondents comprising

261 principals and 559 teachers that were randomly selected from the 201

secondary schools in Anambra state. Data were collected using the questionnaire

with 27 items. A reliability co-efficient value of 0.74, was obtained through test

retest method and Pearsons‟ product moment correlation co-efficient for the trial

testing of the instrument. Analysis was done using mean scores for answering the

research questions and z – test was used for testing the null hypothesis.

The study revealed that teachers and principals were aware of the ways to

promote quality instructions in secondary schools, but they did not mostly utilize

these ways. It was recommended that teachers, principals, parents and government

should all be alive to their responsibilities to schools especially in the area of

finances among others to ensure that quality instructions and education are

achieved in the secondary schools. The study is related to the present study in the

sense that the study investigated ways to promote quality instructions in secondary

schools.

Akam (1995) carried out a research on staff- personnel services in secondary

schools: The case of Aba Education Zone of Abia state. Opinion survey research

was used. Four research questions and two null hypotheses were used. The

population of the study comprised all the 77 principals and 1,788 teachers in Aba

Education Zone of Abia State. A representative sample of 300 respondents made

up of all the principals and 260 teachers from 40 secondary and technical schools

were used. Analysis was done using mean scores for entering questions and z-test

was used for testing the null hypothesis.

The study revealed that staff personnel administration in Post Primary

Schools need some strategies to eliminate problems and promote prospects for

effective teaching which will promote staff personnel services.

In another study, Onuselogu (2007) carried out an investigation on the extent

of resource adequacy for the implementation of UBE programme in Anambra State

Public Primary Schools. The study was a survey and was based on 2 research

questions and 2 null hypotheses. The population of the study was 1030 primary

school head teachers, 420 were selected randomly (218 from urban and 202 from

rural public primary schools). The study utilized a-20 items structure questionnaire

using a 4 – point scale. Analysis was done using mean score for answering the

research questions.

The major findings of the study were that the non – human resources were

not to a great extent adequate for the implementation of the UBE. However,

teachers were adequately provided, motivated and supervised. Based on the

findings, it was recommended that the government should provide enabling

environment adequate for conducive teaching/learning, provide infrastructural

facilities to enhance the possibility of implementation of the laudable UBE stated

objectives. This study created a gap in the sense that it investigated on extent of

resource adequacy for the implementation of Universal Basic Education in public

schools. The current study will examine the extent of human resource utilization in

school business management. However, both studies are related in the sense that

they studied extent of resources in schools.

Egboka (2007) also carried out a research on appraisal of job design and

assignment by secondary school administrators in Anambra State. Two research

questions and two null hypotheses guided the study. The research design was a

survey. Data were collected from 1,025 teachers from Aguata Education Zone of

Anambra State. Proportionate stratified – random technique was adopted in

selecting 410 respondents for the study. Questionnaire was used for the data

collection. In analyzing the data, mean and standard deviation scores were used for

the research questions while t-test was used in testing the null hypotheses at 0.05

level of significance.

The study revealed that the administrator (principal) often created job design

that makes for school growth, and ensured effective co-ordination of different job

units in the schools, but rarely did the administrators assign teachers to classes

based on competency, design job assignments in a way that teachers are able to

complete them within stipulated time, assigns job to teachers in a way to avoid role

conflict, ensure task variety in job assignments nor devolve responsibilities and

authorities to only competent teachers. This study created a gap from the present

study because the study investigated job designs and assignment by secondary

school administrators whereas the present study focused on the deployment of

teachers in their areas of specialization. However, the study is related because both

studied issue on deployment of staff to schools

Summary of Literature Review

The review of literature related to this study was carried out under four

broad heading, namely: the conceptual frame work, theoretical framework, review

of empirical studies and summary of literature review. The study reviewed on the

concept of resources, the concept of human resource, concept of utilization concept

of human resource utilization, concept of management, concept of human resource

management, concept of education, concept of administration and concept of

human resource management for effective instructional delivery, students‟

personnel administration and role of teachers. Importance of fund, their sources for

school business management in Post Primary Schools, nature and types of decision

making in schools as well as effects of training and orientation on staff

deployment.

The theoretical framework focused on motivational theory as well as

Behavioural Science Theory, while the last review dwelt on related empirical

studies on various aspects of administration in both primary and secondary schools

and their resources. However, none of these studies had looked into the issue of

human resource utilization in Post Primary Schools in Ebonyi State hence, the

researcher‟s interest to carryout a study on human resource utilization in Post

Primary Schools in Abakaliki Education Zone of Ebonyi State to address the gap

created by other similar works reviewed in this study.

CHAPTER THREE

RESEARCH METHOD

This chapter presents the description of the procedure of the study with

respect to design of the study, area of the study, population of the study, sample

and sampling technique, instrument for data collection, validation of the

instrument, reliability of the instrument, method of data collection and method of

data analysis.

Design of the Study

The study was a descriptive survey design. According to Nworgu (1991:53)

“descriptive survey design is one in which a group of people or items is studied by

collecting and analyzing data from only a few people or items considered to be

representative of the entire group” Therefore, the researcher makes use of this

design because; principals and teachers were used to collect and analyse the

information on the state of Human Resource Utilisation in Post Primary Schools in

Abakaliki Education Zone of Ebonyi State.

Area of the Study

The study was carried out in Abakaliki Education Zone of Ebonyi State.

Abakaliki Education Zone is one of the three Education Zones in Ebonyi State.

The zone is located at the northern part of the state with an average population of

over one million people from the total population of 4,339,136 people in the state.

(Source: National Population Census, 2006) The zone has a total number of

four Local Government areas namely; Abakaliki, Ebonyi, Izzi and Ohaukwu Local

Government Areas. The people of the area are mainly farmers due to the fertile

nature of their land. They are educationally minded and hospitable people. As a

result of this, there are many strangers in the area and consequently, many

55

educational institutions such as primary, secondary and tertiary institutions were

established in the area. This is why the study will be carried out in this area.

Population of the Study

The population of this study comprised all the principals and 1116 teachers in

Abakaliki Educational zone of Ebonyi State. Available data shows that there are 67 Post

Primary Schools with 67 Principals and 1116 teachers, totaling 1183 respondents

in the zone. (Source: Planning, Research and Statistics department (PRS) of

Ebonyi State Secondary Education Board, 2011/2012, Academic Session). See

Appendix I

Sample and Sampling Technique

The entire 67 principals and 67 Post Primary Schools in Abakaliki education

zone of Ebonyi state were used for the study. However, 223 teachers were

sampled out of 1116 teachers. This figure represents 20% of the total

population of the teachers in the zone. To draw this sample, proportionate random

sampling technique was used to ensure equal representation from each stratum for

the study. Each of the local government areas served as a stratum for the study. In

Abakaliki local government area, 39 teachers out of the 195 teachers were

sampled. In Ebonyi local government area, 42 teachers out of 210 teachers were

sampled. In Izzi local government area, 95 teachers out of 474 teachers were

sampled while in Ohaukwu local government area, 47 teachers out of 237 teachers

were sampled. Therefore, the total sample percentage for the study was 290

respondents, representing 20% of the population.

The rationale for selecting 20% of the population is in line with Ali

(2006:17) who states that: “If a population is large, it is only feasible to take only a

portion of the population which defined as a sample and which the researcher can

handle from the total population”. Since the population of teachers is large, the

researcher deems it appropriate to use 20% of the total population of the teachers

to enable him handle them effectively. See Appendix II

Instrument for Data Collection

A structured questionnaire on Human Resources Utilization in Post Primary

Schools (QHRUPPS) developed by the researcher was used for data collection.

The questionnaire has two parts; Part I and Part II. Part I consists of background

information of the respondents and II consists of 40 items built on five sections.

Section A comprises 10 items on implementation of instruction; Section B

comprises 10 items on students‟ personnel administration; Section C comprises 7

items on school-business management; Section D comprises 6 items on decision

making process and Section E comprises 7 items on staff deployment. A four point

rating scale is provided with the following response mode: For sections A, B, C; D

and E Very Great Extent (VGE) ------ 4 points; Great Extent (GE) ------3 points;

Little Extent (LE) -------2 points; Very Little Extent (VLE) -----1 point. See

Appendix III

Validation of the Instrument

To establish the validity of the instrument (QHRUPPS), the instrument was

subjected to face validation by three experts in the University of Nigeria, Nsukka.

Two experts from Educational Administration and Planning Unit; one expert from

Measurement and Evaluation, all from Faculty of Education, University of Nigeria,

Nsukka. The experts were given the instruments to examine with respects to

relevance and adequacy, language comprehensiveness of the items,

appropriateness of the contents and representativeness of the various dimensions to

the problem under study. They were requested to correct and advise the researcher

on the suitability of the rating scale. From their suggestions, the initial draft was

amended and increased the questionnaire items from 35 – 40. Also the response

mode was structured to suit the lead statement on section E on staff deployment.

The questionnaires were then sent for trial testing.

Reliability of the Instrument

The validated instrument was trial-tested on 4 principals and 16 teachers

from Post Primary Schools in Onueke Education Zone of Ebonyi State, outside the

area of the study. To ascertain the internal consistency of the instrument, Cronbach

Alpha was used. Reliability co-efficient for the sections of the instruments were as

follows: - Section A: 0. 64; Section B: 0. 80, Section C: 0. 80; Section D: 0.83; and

Section E: 0.73. These gave an average score of 0.76. The result shows that the

instrument is reliable and hence considered appropriate for use. See Appendix IV.

Method of Data Collection

Data for the study was delivered and collected personally with the help of

four research assistants. The research assistants were trained by the researcher on

how to handle the instrument to ensure optimal return of the instrument.

Method of Data Analysis

The data collected was analyzed using mean score and standard deviation.

Mean score was used to answer the five research questions. The z-test statistics

were employed in testing the three null hypotheses at 0.05 level of significance.

The criterion mean will be 2.50.

S/NO Decision Level Mean Score

4 Very Great Extent 3.50 4.00

3 Great Extent 2.50 3.49

2 Little Extent 1.50 2.49

1 Very Little Extent 0.05 1.49

CHAPTER FOUR

PRESENTATION OF RESULTS AND ANALYSIS OF DATA

The results of this study are presented in line with the research questions and

the hypotheses that guided the study in tables 1 to 8 as shown below:

Research Questions 1: To what extent are Human Resources utilized in

implementation of instruction in Abakaliki Education Zone of Ebonyi State?

61

Table 1: Mean ratings of secondary schools principals and Teachers on the extent

to which teachers‟ are utilized in implementation of the instruction in school

SN ITEMS PRINCIPALS TEACHERS OVERALL

MEAN SD DL MEAN SD DL MEAN DL

1. Planning the scheme of

work for your school

3.39 0.78 GE 3.35 0.80 GE 3.36 GE

2 Selecting specific

instructional test

3.13 0.72 GE 3.14 0.73 GE 3.14 GE

3 Preparing the school

timetable

2.90 1.02 GE 2.85 1.02 GE 2.86 GE

4 Selecting instructional

materials for teaching.

3.43 0.84 GE 3.45 0.80 GE 3.45 GE

5 Developing instruction for

teaching

3.40 0.60 GE 3.45 0.59 GE 3.44 GE

6 Teaching the students as at

when due

3.69 0.47 VGE 3.70 0.46 VGE 3.70 VGE

7 Supervision of student‟s

class activities.

3.36 0.90 GE 3.40 0.86 GE 3.39 GE

8 Evaluation on learning

outcomes of students

3.43 0.76 GE 3.45 0.74 GE 3.45 GE

9 Marking of students

scripts

3.49 0.98 GE 3.56 0.92 VGE 3.54 VGE

10 Resolving learning

problems of students.

3.18 0.87 GE 3.20 0.88 GE 3.19 GE

CLUSTER MEAN 3.34 0.79 GE 3.36 0.78 GE 3.20 GE

Key: SD = Standard Deviation, DL = Decision Level, GE = Great Extent, VGE = Very Great

Extent

Table 1 presents the opinions of secondary school principals and teachers on

the extent to which Human Resources are utilized in implementation of instrument

in schools. Items, 1, 2, 3, 4, and 5, planning the scheme of work for your school,

selecting specific instructional test, preparing the school time table, selecting

instructional materials for teaching and development instruction for teaching

human resources are utilized to a great extent in the opinions of principals and

teachers with the mean of 3.39, 3.35; 3.13, 3.14, 2.90, 2.85, 3.43, 3.45, 3.40, 3.45

and Standard Deviation of 0.78, 0.80, 0.72, 0.73, 1.02, 1.02; 0.84, 0.80; 0.60 and

0.59 respectively. Item 6, teaching the students as at when due, human resources

are utilized to a very great extent in the opinion of principals and teachers with a

mean of 3.69, 3.70 and standard deviation of 0.47 and 0.46. In item 7 and 8,

supervision of student‟s class activities and evaluation of learning outcomes of

student human resources are utilized to a great extent in the opinions of principals

and teachers with the means of 3.36, 3.40; 3.43; 3.45. Item 9, marking of student‟s

scripts, human resources are utilized to a great extent in the opinion of principals

and to a very great extent in the opinion of teachers with the means of 3.49; 3.56

and Standard Deviation of 0.98 and 0.92 respectively. Items 10, resolving learning

problems of students, human resources are utilized to a great extent in the opinion

of both principals and teachers with the means of 3.18; 3.20 and standard deviation

of 0.87 and 0.88 respectively. The overall ratings of both respondents show a

cluster mean of 3.20. This indicates a decision level of great extent. Therefore, the

table shows that Human resources are utilized in implementation of instruction to a

great extent.

Research Question 2: To what extent are teachers utilized in students’

personnel administration in Abakiliki Education Zone of Ebonyi state?

Table 2: Mean ratings of secondary school principals and teachers on the extent to

which teachers are utilized in students-personnel administration in schools

SN ITEMS PRINCIPALS TEACHERS OVERALL

MEAN SD DL MEAN SD DL MEAN DL

11 Completing admission and

registration formalities of

students.

2.60 1.03 GE 2.60 1.30 GE 2.60 GE

12 Orientation of new students 2.67 1.02 GE 2.70 1.01 GE 2.69 GE

13 Selection of student

functionaries

3.67 0.47 VGE 3.65 0.48 VGE 3.66 VGE

14 Considering students uniform 3.37 0.60 GE 3.40 0.58 GE 3.40 GE

15 Resolving conflict between

students

3.81 0.40 VGE 3.80 0.40 VGE 3.80 VGE

16 Conducting Morning

assemblies for students.

3.51 0.61 VGE 3.50 0.59 VGE 3.50 VGE

17 Conducting dismissal

assemblies for students

2.81 1.09 GE 2.86 1.06 GE 2.84 GE

18 Organizing and directing extra-

curricular activities for

students (e.g. Games, Quiz,

School Debates)

3.46 0.84 GE 3.51 0.81 VGE 3.50 VGE

19 Checking student‟s attendance

to school.

3.54 0.70 VGE 3.55 0.67 VGE 3.55 VGE

20 Regulating student‟s

movement during lessons.

3.48 084 GE 3.51 0.80 VGE 3.50 VGE

CLUSTER MEAN 3.29 0.76 GE 3.31 0.74 GE 3.30 GE

KEY: SD = Standard Deviation, DL – Decision Level, GE = Great Extent, VGE =

Very Great Extent

Table 2, presents the opinions of secondary school principals and teachers

on the extent to which teachers are utilized in students-personnel administration.

Items 11 and 12, completing admission and registration formalities of students and

orientation of new students were rated to a great extent by both principals and

teachers in their opinion with a mean of 2.60, 2.60; 2.67, 2.70 and standard

deviation of 1.03, 1.03; 1.02 and 1.01 respectively. For Item 13, selection of

students functionaries were rated to a great extent by both principals and teachers

with the mean of 3.67, 3.65 and standard deviation of 0.47 and 0.48 respectively.

Item 14, considering student‟s uniform was rated to a great extent in the opinion of

principals and teachers with the mean of 3.37, 3.40 and standard deviation of 0.60

and 0.58 respectively. Meanwhile, Items 15 and 16, resolving conflict between

students and conducting morning assemblies for students were rated to a very

extent by both principals and teachers in their opinion with the mean of 3.81, 3.80;

3.51, 3.50 and Standard Deviation of 0.40; 0.40, 0.61 and 0.59 respectively. For

Item 17, conducting dismissal assemblies for students was rated to a great extent in

the opinions of principals and teachers‟ with the mean of 2.81, 2.86 and Standard

Deviation of 1.09 and 1.06 respectively. Meanwhile, Item 18, organizing and

directing extra-curricular activities for students (e.g. Games, Quiz, and School

Debates) was rated to a great extent by principals and to a very great extent by

teachers with the mean of 3.46; 3.51 and Standard Deviation of 0.84 and 0.81

respectively. Also, Item 19, checking students‟ attendance to school was rated to a

very great extent in the opinions of both respondents with the mean of 3.54, 3.55

and Standard Deviation of 0.70 and 0.67 respectively. For Item 20, regulating

student‟s movement during lessons was rated to a great extent by principals and to

a very great extent by teachers in their opinion with the mean of 3.48, 3.51 and

Standard Deviation of 0.84 and 0.80 respectively. The overall ratings for both

categories of respondents, shows a cluster mean of 3.30. This indicates a decision

level of great extent. Therefore, the table shows that teachers are utilized in

students-personnel administration to a great extent.

Research Question 3: What is the extent of Human Resource’ Utilization in

School Business Management in Abakaliki Education Zone of Ebonyi State?

Table 3: Mean ratings of secondary school principals and teachers on the extent of

Human Resource Utilization in School Business Management.

SN ITEMS PRINCIPALS TEACHERS OVERALL

MEAN SD DL MEAN SD DL MEAN DL

21 Planning for disbursement of

school finances.

2.15 1.02 LE 2.14 1.02 LE 2.14 LE

22 Purchasing of equipment and

other materials for the school.

2.09 1.04 LE 2.09 1.05 LE 2.09 LE

23 Purchasing of textbooks for the

school.

2.06 0.94 LE 2.10 0.95 LE 2.09 LE

24 Supervising the building of

classroom blocks.

2.00 1.11 LE 2.06 1.12 LE 2.04 LE

25 Supervising the school

cooperative canteen.

1.76 1.02 LE 1.81 1.04 LE 1.80 LE

26 Collection of school revenues. 2.34 1.15 LE 2.29 1.15 LE 2.30 LE

27 Purchasing of food for the

school.

2.64 1.23 GE 2.56 1.24 GE 2.60 LE

CLUSTER MEAN 2.15 1.07 LE 2.15 1.08 LE 2.15 LE

KEY: SD = Standard Deviation, DL = Decision Level, LE = Little Extent, GE = Great Extent.

Table 3 presents the responses of secondary school principals and teachers

on the extent of Human resources Utilization in School Business Management

Items 21, 22, 23, 24, and 26, planning for disbursement of school finances,

purchasing of equipment and other materials for the school, purchasing of

textbooks for the school, supervising the building of classroom blocks, supervising

the school co-operative canteen and collection of school revenues were rated to a

little extent in the opinions of principals and teachers with the mean of 2.15, 2.14;

2.09, 2.09; 2.06, 2.10; 2.00, 2.06; 1.76; 1.81; 2.34, 2.29 and Standard Deviation of

1.02, 1.02; 1.04, 1.05; 0.94, 0.95; 1.11, 1.12; 1.02, 1.04; 1.15 and 1.15 respectively.

Meanwhile, item 27, purchasing of food for the school was rated to a great extent

by both respondents in their responses with the mean of 2.64; 2.56 and Standard

Deviation of 1.23 and 1.24 respectively. The overall ratings of both respondent

shows a cluster mean of 2.15. This indicates a decision level of little extent. Thus,

the table illustrates that Human Resources are utilized in school business

management to a little extent.

Research question 4: To what extent are teachers involved in decision making

process in Abakaliki Education Zone of Ebonyi State?

Table 4: Mean ratings of secondary school principals and teachers on the extent to

which teachers are involved in decision making process in schools

SN ITEMS PRINCIPALS TEACHERS OVERALL

MEAN SD DL MEAN SD DL MEAN DL

28 The principal adopts prior

decisions without some

explanation to the staff.

2.10 1.23 LE 2.10 1.22 LE 2.10 LE

29 The principal adopts prior

consultation with staff before

taking decisions.

3.28 0.87 GE 3.24 0.89 GE 3.25 GE

30 Teachers‟ opinions during staff

meetings influence the principals‟

actions towards school matters.

2.57 1.26 GE 2.53 1.25 GE 2.54 GE

31 The principal defines the problems

in staff meetings and asks for

individual contributions.

3.21 1.09 GE 3.15 1.12 GE 3.16 GE

32 Teachers are rarely involved in

decision making process in your

school.

2.31 1.06 LE 2.35 1.07 LE 2.34 LE

33 Principal dictates decisions for

implementation to their staff

without their prior knowledge.

1.64 0.96 LE 1.65 0.96 LE 1.64 LE

CLUSTER MEAN 2.52 1.08 GE 2.50 1.09 GE 2.51 GE

Key: SD = Standard Deviation, DL = Decision Level, LE = Little Extents GE =

Great Extent.

Table 4 presents the responses of secondary school principals and teachers

on the extent to which teachers are involved in decision making process. Item 28,

the principals adopted prior decisions without some explanation to staff was rated

to a little extent by both the principals and teachers in their opinion with the mean

of 2.10, 2.10 and Standard Deviation of 1.23 and 1.22. Meanwhile, items 29, 30

and 31, the principal adopts prior consultation with staff before taking decisions,

teachers‟ opinions during staff meetings influences the principal‟s actions toward

school matters and the principal defines the problems in staff meetings and asks for

individual contributions were rated to a great extent in the opinions of principals

and teachers with the mean of 3.28, 3.24; 2.57, 2.53, 3.21, 3.15 and standard

deviation of 0.87, 0.89; 1.26; 1.25, 1.09, 1.12 respectively. However, for items 32

and 33, teachers are rarely involved in decision making process in your school and

principals dictates for implementation of their staff without their prior knowledge

were rated to a little extent in the opinions of principals and teachers with the mean

of 2.31, 2.31; 1.64, 1.65 and standard deviation of 1.06, 1.07; 0.96 and 0.96

respectively. The overall mean ratings of the respondents show a cluster mean of

2.51. This indicates a decision level of great extent. Thus, the table shows that

teachers are involved in decision making process to a great extent.

Research question 5: To what extent are teachers deployed on the basis of

their area of specialization in Abakaliki Education Zone of Ebonyi State?

Table 5: Mean ratings of secondary school principals and teachers on the extent to

which teachers are deployed on the basis of their area of specialization

SN ITEMS PRINCIPALS TEACHERS OVERALL

MEAN SD DL MEAN SD DL MEAN SD

34 Greater numbers of teachers in

this school are deployed to teach

subjects they did not specialize

in.

1.57 0.86 LE 1.50 0.86 LE 1.51 LE

35 Teachers in this school usually

teach according to their areas of

specialization.

3.58 0.80 VGE 3.61 0.80 VGE 3.60 VGE

36 Teachers often reject

deployment to teach except in

their areas of specialization.

2.63 1.24 GE 2.66 1.24 GE 2.66 GE

37 Teachers perform more

effectively in their areas of

specialization.

3.91 0.42 VGE 3.90 0.43 VGE 3.90 VGE

38 Teachers are usually deployed

without regard to their areas of

specialization.

1.69 0.82 LE 1.65 0.79 LE 1.66 LE

39 Principals often assign work

loads to teachers on the basis of

their areas of specialization.

3.66 0.66 VGE 3.65 0.65 VGE 3.66 VGE

40 Teachers who are non-subject

specialist have lighter work

loads in the school.

2.54 1.16 GE 2.61 1.16 GE 2.59 GE

CLUSTER MEAN 2.80 0.85 GE 2.80 0.85 GE 2.80 GE

Key: SD = Standard Deviation, DL = Decision Level, LE = Little Extent, GE =

Great Extent, VGE = Very Great Extent.

Table 5 presents the opinions of secondary school principals and teachers on

the extent to which teachers are deployed on the basis of their areas of

specialization. Item 34, greater number of teachers in this school are deployed to

teach subjects they did not specialize in was rated to a little extent in the opinions

of principals and teachers with the man of 1.57, 1.50 and Standard Deviation of

0.86 and 0.86 respectively. For item 35, teachers in this school usually teach

according to their areas of specialization was rated to a very great extent by both

the respondents in their opinions with the mean of 3.58, 3.61 and Standard

Deviation of 0.80 and 0.80 respectively. Meanwhile, item 36, teachers often reject

deployment to teach except in their areas of specialization was rated to great extent

the opinions of principals and teachers with the mean of 2.63, 2.66 and Standard

Deviation of 1.24 and 1.24 respectively. Also, item 37, teachers perform more

effectively in their areas of specialization was rated to a very great extent by both

respondents in their opinions with the mean of 3.91, 3.90 and standard deviation of

0.42 and 0.43 respectively. For item 38, teachers are usually deployed without

regard to their areas of specialization was rated to a little extent in the opinions of

principals and teachers with the means of 1.69, 1.65 and Standard Deviation of

0.82 and 0.79 respectively. However, items 39, principals often assign work loads

to teachers on the basis of their areas of specialization was rated to a very great

extent in the opinions of principals and teachers with the mean of 3.66, 3.65 and

Standard Deviation of 0.66 and 0.65 respectively. For Item 40, teachers who are

non subject specialist have lighter work loads in the schools, was rated to a great

extent in the opinions of both respondent with the mean of 2.45, 2.61 and a

standard deviation of 1.16 and 1.16 respectively. The overall mean ratings of both

respondents show a cluster mean of 2.80. This indicates a decision level of great

extent.

Hypothesis 1

There is no significant difference in the mean ratings of secondary school

principals and teaches on the extent of teachers‟ utilization in implementation of

instruction in schools.

Table 6: z-test analysis of the differences in the mean ratings of secondary

principals and teachers on the extent of teachers‟ utilization in implementation of

instruction in schools

GROUP N Mean SD z-cal df z-crit Decision

Principals 67 3.35 0.77 0.39 288 1.64 NS

Teachers 223 3.36 0.79

Key: S = NS: Not significant at 0.05 probability level.

Table 6 presents the summary of the z-test analysis on the significant

difference in the mean ratings of secondary school principals and teachers on the

extent of teachers‟ utilization in implementation of instruction in schools. The z-

test analysis shows that the calculated z-value 0.39 is below the z-critical value of

1.64. Therefore, the null hypothesis is accepted. This shows that there is no

significant difference in the mean ratings of secondary school principals and

teachers on the extent of teachers‟ utilization in implementation of instruction in

schools with the mean of principals being cower than that of teachers (principals‟

mean = 3.35, teachers‟ mean = 3.36).

Hypothesis 2:

There is no significant difference in the mean rating of secondary school

principals and teachers on the extent of teachers‟ utilization in the area of students‟

personnel administration.

Table 7: z-test analysis of difference in mean ratings of secondary school

principals and teachers on the extent of teachers‟ utilization in the area of students‟

personnel administration

GROUP N Mean SD z-cal df z-crit Decision

Principals 67 3.29 0.76 0.03 288 1.64 NS

Teachers 223 3.31 0.74

Key: S = NS: Not significant at 0.05 probability level.

Table 7: presents the summary of the z-test analysis on the significant

difference in the mean ratings of principals and teachers on the extent of teachers‟

utilization in the area of students-personnel administration. The z-test analysis

shows that the calculated t-value 0.03 is below the z-critical values of 1.64.

Therefore, the null hypothesis is accepted. This shows that there is no significant

difference in the mean ratings of principals and teachers to the extent of teachers‟

utilization in the area of students – personnel administration in schools with the

mean of principals being 3.29, lower than that of teachers being 3.31.

Hypothesis 3:

There is no significant difference in the mean ratings of secondary school

principals and teachers on the extent of teachers‟ utilization in decision making

process.

Table 8: z-test analysis of the difference in the mean ratings of school principals

and teachers on the extent of teachers‟ utilization in decision making process

GROUP N Mean SD z-cal df z-crit Decision

Principals 67 3.15 0.07 0.008 288 1.64 NS

Teachers 223 3.16 0.08

Key: N = Not significant at 0.05 probability level

Table 8 presents the summary of the z-test analysis on the significant

difference in the mean ratings of principals and teachers on the extent of teachers‟

utilization in decision making process. The z-test analysis shows that the calculated

z-value 0.008 is below the z-critical value 1.64. Therefore, the null hypothesis is

accepted. This shows that there is no significant difference on the extent of

teachers‟ utilization in decision making process in schools with the mean of

principals being lower than that of teachers. (Principal mean = 2.15, Teachers‟

mean = 2.16).

Summary of the Findings

Based on the research questions and the null hypotheses which guided the

study, a number of findings were made. The findings are summarized as follows:

1. Human resources are utilized in implementation of instruction to a great

extent

2. Teachers are utilized in students-personnel administration to a great extent.

3. Human resources are utilized in school business management to a little

extent.

4. Teachers are involved in decision making process to a great extent.

5. Teachers are deployed on the basis of their areas of specialization to a great

extent.

6. There is no significant difference in the mean ratings of secondary school

principals and teachers on the extent of teachers‟ utilization in

implementation of instruction in schools.

7. There is no significant difference in the mean ratings of secondary school

principals and teachers on the extent of teachers‟ utilization in the area of

students-personnel administration in schools.

8. Finally, there is no significant difference in the mean ratings of secondary

school principals and teachers on the extent of teachers‟ utilization in

decision making process in schools.

CHAPTER FIVE

DISCUSSIONS, IMPLICATIONS, RECOMMENDATIONS,

LIMITATIONS, SUGGESTIONS, CONCLUSION AND SUMMARY

This chapter presents the findings of the study based on the research

questions and null hypotheses that guided the study. The implications were

examined with relevant recommendations and conclusions.

Discussion of Results and Findings:

An overview of the overall results of the study revealed that the investigated

human resources are actually utilized to a great extent in post primary schools.

Based on the findings of this study, human resources are utilized in planning the

scheme of work for the schools, selecting specific instructional test, preparing the

school timetable, selecting instructional materials for teaching and developing

instruction for teaching, to a great extent. However, teaching the students as at

when due, human resources are utilized to a very great extent. Supervision of

students‟ class activities and evaluation on learning of students‟ outcomes, human

resources are utilized to a great extent. Marking of students „scripts, human

resources are utilized to a very great extent while to a great extent utilized in

resolving learning problems of students. Generally, the findings of this study

revealed that the human resources are utilized in implementation of instruction to a

great extent. By this result, it implies that teaching and learning interactive

79

experience between the teachers and the students are very effective and efficient.

Teachers are neither overloaded with works nor idling. This is in line with the

earlier assertion of peretomode (2001) and that of Ezeani and Nwankwo (2002)

that the human resource utilization is the effective and efficient use of inputs of

man and woman in such a way that people are neither overloaded nor idling.

Human resource utilization involves decision and actions taken to effectively use

human resources of an organization to achieve its goals and objectives.

As observed also in the result of the study, teachers are utilized in students-

personnel administration to a great extent. The study revealed that, to a great

extent, teachers are utilized in completing admission and registration formalities of

students; and orientation of students. Meanwhile, selection of students‟

functionaries, considering students‟ uniform, resolving conflict between students

and conducting morning assemblies for students, teachers are utilized to a very

great extent. It was further observed that to a great extent, teachers are utilized in

conducting dismissal assemblies for students. According to the findings of this

study, organizing and directing extra-curricular activities for students (e.g. games,

Quiz, School Debates), checking student‟s attendance to school and regulating

student‟s movement during lesson, teachers are utilized to a very great extent.

Meanwhile, the opinion of both principals and teachers is so strong on all the items

that address the extent to which teachers are utilized in students-teachers

administration. Going by the result of this study, it is obvious that teachers are

effectively involved in guiding and supervising students in whatever they do so

that the objectives of the school will be achieved. This is in agreement with the

submission of Oboegbulem (2004) that teachers, involving in students-personnel

administration should aim at achieving the basic educational objectives. Teachers

can perform to help in achieving the aims and objectives of students-personnel

administration in schools through registration of new students, orientation of new

students and so on. Most schools provide a wide range of extra-curricular activities

such as football games, athletics and a variety of clubs and societies. These

activities improve the teachers‟ wellbeing and utilization.

The findings also indicated that human resources are utilized in the school

business administration to a little extent. From the result of the study, it was also

observed that planning for disbursement of school finances, purchasing of

equipments and materials for the school and purchasing of textbooks for the

school, human resources are utilized to a little extent. A further observation was

made from the findings of the study that in supervising the building of classroom

blocks and supervising the school co-operative canteen, human resources are

utilized to a little extent. Furthermore, it was indicated in the result of the study

that collection of school revenue and purchasing of food for the school, human

resources are utilized to a little extent. From the above results, it is noticeable that

both principals and teachers have no different opinions when it comes to the extent

of human resource utilization in school business management. This implies that the

principals and teachers respond to the extent of human resource utilization in

school business management as being demonstrated in schools. Going by the

general result of this study, it is clear that teachers are not actively involved in the

management of financial and physical resources in schools contrary to what

Ezeocha (1990) argued that teachers should be allowed to actively participate in

the management of fund available to schools and its management procedure for the

attainment of educational goals.

It was also found by this study that, to a great extent, teachers are involved

in decision making process in schools. This is revealed by the results of the study

which showed that the principal adopts prior decisions without some explanation to

the staff to a little extent. Also, the study findings showed that the principal adopts

prior consultation with staff before taking decision to a great extent. This study

also pointed out that teachers‟ opinion during staff meetings influence the

principals‟ actions towards school matters to a great extent. Also, to a great extent,

the principal defines the problems in staff meeting and asks for individual

contributions. Moreover, teachers are rarely involved in decision making process

in school and principals dictates decisions for implementation to their staff without

their prior knowledge to a little extent. The above results indicated that teachers are

parts and parcel of decision making process in schools. The result of this study is

in agreement with the postulation of Ebonyi State Government, Ministry of

Education (2006) that staff should be involved in the decision making process and

administration of schools. They should be identified with the policies and

programmes of the schools and with the fate and progress of the schools. When

teachers are part and parcel of the decision making process in schools, they will be

encouraged to ensure the successful implementation of those decisions and policies

made thereby, creating avenue for achievement of the school objectives and goals

of education in general.

From the findings of this study, it was revealed that teachers are deployed on

the basis of their areas of specialization to a great extent. The study showed that

greater numbers of teachers in this school are deployed to teach subjects they did

not specialize in to a little extent. Also, teachers in this school usually teach

according to their areas of specialization to a very great extent. To a great extent,

teachers often reject deployment to teach except in their areas of specialization.

From the study, it was also revealed that teachers perform more effectively in their

areas of specialization to a very great extent. It was further revealed that to a little

extent, teachers are usually deployed without regard to their areas of specialization.

Principals often assign work loads to teachers on the basis of their areas of

specialization to a very great extent. The findings also revealed that teachers who

are non-subject specialist have lighter work loads in the school to a great extent.

Going by the general result of this study, it is clear that both the principals and

teachers have no different opinions when it comes to the extent of teachers‟

deployment on the basis of their areas of specialization. The result of this study is

in line with the view of Mgbodile (2004) who maintained that principals of schools

are expected to make effective use of their staff by deploying them to their areas of

specialization for proper utilization and by involving them in such major areas of

school administration such as implementation of instructions, students-personnel

administration and school business management.

It was also found that there is no significant difference in the mean ratings of

secondary school principals and teachers on the extent of teachers‟ utilization in

implementation of instruction in schools. (Table 6). The study also showed that

there is no significant difference in the mean ratings of secondary school principals

and teachers on the extent of teachers‟ utilization in the area of students‟ personnel

administration (Table 7). Finally, it was observed from the study that there is no

significant difference in the mean ratings of secondary school principals and

teachers on the extent of teachers‟ utilization in decision making process in schools

(Table 8).

Implication of the Study

The finding of this study has provided some educational implications for

secondary school administrators, teachers and students. The investigation into

human resource utilization in secondary schools in Abakaliki education zone of

Ebonyi State is very important in understanding the extent of human resource

utilization in secondary schools.

From the findings of this study, it can be deduced that teachers are

effectively utilized in the implementation of instruction in schools. Teaching and

learning interactive experience between the teachers and the students are very

effective and efficient. Teachers are neither overloaded with works nor idling. This

implies that teachers are effectively involved in decision and actions taken to

effectively achieve schools goals and objectives.

Being that the findings of the study revealed that teachers are utilized in

students-personnel administration to a great extent, it implies that teachers are

effectively involved in guiding and supervising students in whatever they do in

schools so that the objectives of the school will be achieved. Teachers perform to

help in achieving the aims and objectives of students-personnel administration in

schools through a wide range of extra-curricular activities such as football games,

athletics and a variety of clubs and societies. These activities improve the teachers‟

wellbeing and utilization in schools.

Being that the findings of the study revealed that human resources are

utilized in the school business administration to a little extent; the findings of the

study imply that teachers are not actively involved in the management of financial

and physical resources in schools. Teachers are supposed to be allowed to actively

participate in the management of fund available to schools and its management

procedure for the attainment of educational goals.

This study also revealed that to a great extent, teachers are involved in

decision making process in schools. By implication, teachers are parts and parcel

of the decision making process in schools. Teachers are identified with the policies

and programmes of the schools and with the fate and progress of the schools. This

means that teachers are being encouraged to ensure the successful implementation

of decisions and policies made for achievement of the school objectives and goals

of education in general.

The findings of this study showed that teachers are deployed on the basis of

their areas of specialization to a great extent. This implies that principals of schools

make effective use of their staff. Roles and tasks are assigned to teachers with

regard to their areas of specialization rather than areas of interest.

Recommendations

From the findings of the study, the following recommendations are made:

1. The ministry of education should organize workshops, seminars and

conferences for principals, where they will be exposed on the various ways and

means of promoting instruction in schools and various steps of taking decisions

that will promote harmonious relationship between them and their teachers.

2. The government through the ministry of education should make provision for

more teachers‟ involvement in school-business management.

3. Teachers should neither be overloaded with works nor allowed to be idling.

Teachers should effectively be involved in decisions and actions taken to

effectively achieve schools goals and objectives

4. Teachers should effectively be involved in guiding and supervising students in

whatever they do in schools. This will enable them to ensure that the objectives

of the schools are being achieved

5. Teachers should be allowed to actively participate in the management of fund

available to schools and its management procedure for the attainment of the

school objectives in particular and educational goals in general.

6. Teachers should be encouraged to ensure the successful implementation of

decisions and policies made for achievement of school objectives and goals of

education in general by identifying them with the policies and programmes of

the schools and with the fate and progress of the schools.

7. Principals of schools should make effective use of their staff by assigning roles

and tasks to teachers with regard to their areas of specialization rather than

areas of interest.

Limitations of the Study

In the course of carrying out this study, the researcher experienced the

following challenges:

1. Some secondary schools selected for the study are located in very difficult

rural areas; this made the research work very tedious, tiring and cost

effective to the researcher.

2. Constraint of time in visiting and trying to obtain permission from school

principals and also the time taken to explain the questionnaire to students

was very challenging.

3. Respondents were adamant in providing the needed information especially,

as it coincided with the time of their exams.

4. Some respondents from the selected schools were difficult, thereby not ready

to receive or welcome the researcher. Some of them take their opinions by

hiding their actual characteristics.

Suggestions for Further Studies

With regard to the findings of the present study, the following is suggested

for further research:

1. The present study was conducted in public secondary schools. Therefore,

other study can be carried out in private secondary schools.

2. A further study can be conducted on the strategies for utilizing human

resource in post primary schools in the same area or another area or state.

3. Since the present study is concerned with human resource utilization in post

primary schools, a further study can be conducted using primary school or a

higher institution of learning.

4. This study can be replicated in another education zone within the state or

another state.

Conclusions

This research study examined human resource utilization in post primary

schools in Abakaliki Education Zone of Ebonyi State. Based on the findings of the

study, the following conclusions were drawn;

An overview of the overall result showed that human resource is utilized in

post primary schools to a great extent. Although, response from respondents

revealed that teachers are utilized in implementation of instruction in schools to a

great extent. It was also observed that teachers are utilized in students-personnel

administration to a great extent. However, it was observed from the findings of the

study that to a little extent human resources are utilized in the school business

management. Meanwhile, response from respondents revealed that teachers are

involved in decision making process to a great extent. It was also found that, to a

great extent, teachers are deployed on the basis of their areas of specialization.

Findings from the study also revealed that there is no significant difference

in the mean ratings of secondary school principals and teachers on the extent of

teachers‟ utilization in implementation of instruction in schools. The study also

showed that there is no significant difference in the mean ratings of secondary

school principals and teachers on the extent of teachers‟ utilization in the area of

students‟ personnel administration. Finally, it was observed from the study that

there is no significant difference in the mean ratings of secondary school principals

and teachers on the extent of teachers‟ utilization in decision making process in

schools.

Summary of the Study

This study focused on human resource utilization in post primary schools in

Abakaliki Education Zone of Ebonyi State. Literature was reviewed on concept of

resources, concept of human resources, concept of management; concept of human

resource management, concept of utilization, concept of human resources

utilization, concept of education, concept of administration and concept of business

management. The review also covered motivational theory and behavioural science

theory as well as review of empirical studies.

Five research questions and three null hypotheses were stated to guide the

study. An instrument titled Questionnaire on Human Resources Utilization in Post

Primary Schools (QHRUPPS) developed by the researcher was used for data

collection. The instrument contained 40 items that dealt with five clusters. The

instrument was validated by three experts from Faculty of Education, University of

Nigeria, Nsukka. The reliability of the instrument was determined, using trial

testing method of determining internal consistency. The 40 items were pilot-tested

on a sample of 4 secondary school principals and 16 teachers. The data obtained

were computed using Crombach Alpha method. This gave an overall score of 0.76.

The population of the study comprised all the four local government areas in the

zone with 67 principals and 1116 teachers in the 67 post primary schools. The

respondents who supplied the data for the study were the principals and teachers.

Principals and teachers are directly involved in human resource utilization in post

primary schools and therefore stand a better position of providing the required data

than any other group.

Simple random sampling and proportionate sampling techniques were used

to draw the sample population from four local government areas in Abakaliki

Education Zone of Ebonyi state. The five research questions were analyzed using

mean scores and Standard Deviation, while z-test statistics was used to test the

three null hypotheses at 0.05 level of significance.

An overview of the overall results of the study showed a great utilization of

human resources in the schools. In other words, human resources utilization in

implementation of the instruction in schools, and teachers utilization in students-

personnel administration were all utilized to a great extent, although, the study

revealed that human resources are utilized in school business management to a

little extent. Equally, teachers are involved in decision making process and

deployed on the basis of their areas of specialization to a great extent.

The study also revealed that there is no significant difference in the mean

ratings of secondary school principals and teachers on the extent of teachers‟

utilization in implementation of instruction in schools. There is no significant

difference in the mean ratings of secondary school principals and teachers on the

extent of teachers‟ utilization in the area of students‟ personnel administration.

There is no significant difference in the mean ratings of secondary school

principals and teachers on the extent of teachers‟ utilization in decision making

process in schools.

The major findings of the study were extensively discussed, their

educational implications highlighted and recommendations made. Limitations of

the study were identified and suggestions for further studies were also made.

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APPENDIX I

Distribution of Post Primary Schools’ Population, Population of Principals

and Teachers in Abakaliki Education Zone, According to Local Government

Area.

S/N Local Government

Area

Number of Post

Primary Schools

Population of

Principals

Population of

Teachers

1. Abakaliki 8 8 195

2. Ebonyi 14 14 210

3. Izzi 17 17 474

4. Ohaukwu 28 38 237

Total 67 67 1116

(Source: Planning, Research and Statistics (PRS) Department of Ebonyi State

Secondary Education Board, 2011/2012 Academic Session).

APPENDIX II

Distribution Sample % of Schools, Principals and Teachers according to

Local Government Area

S/N Local Govt. Area Sample % of schools Sample % of

Principals

Sample % of

Teachers

1. Abakaliki 8 8 39

2. Ebonyi 14 14 42

3. Izzi 17 17 95

4. Ohaukwu 28 38 47

Total 67 67 223

Sample % of Teachers:

Sample % of Teachers in Abakaliki Local Government Area

20% of 195 = 39 teachers

Sample % of Teachers in Ebonyi Local Government Area

20% of 210 = 42 teachers

Sample % Teachers in Izzi Local Government Area

20% of 474 = 95 teachers

Sample of Teachers in Ohaukwu Local Government Area

20% of 237 = 47 teachers

Total sample of teachers in the four Local Government Areas of Abakaliki

Education Zone of Ebonyi State is 39 + 42 + 95 + 47 = 223 teachers.

APPENDIX III

Department of Educational Foundations,

University of Nigeria,

Nsukka.

21st May, 2012

Dear Sir/Madam,

LETTER FOR ADMINISTRATION OF QUESTIONNAIRE

I am a postgraduate student of Educational Administration and Planning at

the University of Nigeria, Nsukka. I am conducting a research study on “Human

Resources Utilization in Post Primary Schools in Abakaliki Education Zone of

Ebonyi State”.

I Kindly request for your permission to fill this questionnaire to enable me

carry out the study creditably. The information obtained from you will be strictly

used for academic research purpose.

Thanks for your cooperation and understanding.

Yours sincerely,

NWOFIA BONIFACE NWANKPU

PG/MED/09/51055

QUESTIONNAIRE ON HUMAN RESOURCE UTILIZATION IN POST

PRIMARY SCHOOLS

Kindly, read through the following items and tick (√) in the column the best

answer that corresponds to your experience. Use the key stated below where

applicable for all the sections: A, B, C; D and E thus, - Very Great Extent (VGE);

Great Extent (GE); Little Extent (LE); Very Little Extent (VLE).

Status: Principal Teacher

SECTION A:

IMPLEMENTATION OF INSTRUCTIONS

INDICATE THE EXTENT TO WHICH TEACHERS ARE UTILIZED IN THE

IMPLEMENTATION OF INSTRUCTIONS IN YOUR SCHOOL.

VGE GE LE VLE

1 Planning the scheme of work for your school

2 Selecting specific instructional test

3 Preparing the school timetable

4 Selecting instructional materials for teaching

5 Developing instruction for teaching

6 Teaching the students as at when due

7 Supervision of students‟ class activities

8 Evaluation of learning outcomes of students

9 Marking of students scripts

10 Resolving learning problems of students

SECTION B: STUDENT PERSONNEL ADMINISTRATION

INDICATE THE EXTENT TO WHICH TEACHERS ARE UTILIZED IN THE

STUDENT PERSONNEL ADMINISTRATION ACTIVITIES IN YOUR

SCHOOL

VGE GE LE VLE

11. Completing admission and registration formalities

of students

12. Orientation of new students

13. Selection of student functionaries

14. Considering students uniform

15. Resolving conflict between students

16. Conducting Morning Assemblies for students

17. Conducting dismissal Assemblies for students

18. Organizing and directing extra-curricular activities

for students (e.g. Games, Quiz , School Debates)

19. Checking student‟s attendance to school

20. Regulating student‟s movement during lessons

SECTION C: SCHOOL BUSINESS MANAGEMENT

INDICATE THE EXTENT TO WHICH STAFF ARE UTILIZED IN THE

SCHOOL-BUSINESS MANAGEMENT ACTIVITIES

VGE GE LE VLE

21. Planning for disbursement of school finances

22. Purchasing of equipment and other materials for

the school

23. Purchasing of textbooks for the school

24. Supervising the building of classroom blocks

25. Supervising the school co-operative canteen

26. Collection of school revenues

27. Purchasing of food for the school

SECTION D: DECISION MAKING PROCESS

INDICATE THE EXTENT TO WHICH TEACHERS ARE INVOLVED IN

THE DECISION MAKING PROCESS IN YOUR SCHOOL

VGE GE LE VLE

28. The principal adopts prior decisions without some

explanation to the staff

29. The principal adopts prior consultation with staff

before taking decisions

30. Teachers‟ opinions during staff meetings influence

the principals‟ actions towards school matters

31. The principal defines the problems in staff meetings

and asks for individual contributions

32. Teachers are rarely involved in decision making

process in your school.

33. Principal dictates decisions for implementation to

their staff without their prior knowledge.

SECTION E: STAFF DEPLOYMENT

TO WHAT EXTENT ARE TEACHERS DEPLOYED ON THE BASIS OF

THEIR AREAS OF SPECIALISATIONS

VGE GE LE VLE

34. Greater numbers of teachers in this school are

deployed to teach subjects they did not specialize in.

35. Teachers in this school usually teach according to

their areas of specialization

36. Teachers often reject deployment to teach except in

their areas of specialization.

37. Teachers perform more effectively in their areas of

specialization.

38. Teachers are usually deployed without regard to their

areas of specialization.

39. Principals often assign work loads to teachers on the

basis of their areas of specialization.

40. Teachers who are non-subject specialist have lighter

work loads in the school.

APPENDIX IV

RELIABILITY FOR OVERALL CLUSTERS

Scale: ALL VARIABLES

Case Processing Summary

N %

Cases Valid 20 100.0

Excludeda 0 .0

Total 20 100.0

a. Listwise deletion based on all variables in the

procedure.

Reliability Statistics

Cronbach's

Alpha N of Items

.756 40

FOR SECTION A

Reliability Statistics

Cronbach's

Alpha N of Items

.635 10

FOR SECTION B

Reliability Statistics

Cronbach's

Alpha N of Items

.797 10

FOR SECTION C

Reliability Statistics

Cronbach's

Alpha N of Items

.797 7

FOR SECTION D

Reliability Statistics

Cronbach's

Alpha N of Items

.828 6

FOR SECTION E

Reliability Statistics

Cronbach's

Alpha N of Items

.729 7

APPENDIX V

Descriptive Statistics for Cluster A

N Minimum Maximum Mean Std. Deviation

Planning the scheme of work

for your school 290 2.00 4.00 3.3552 .79011

Selecting specific

instructional test 290 2.00 4.00 3.1414 .72809

Preparing the school

timetable 290 1.00 4.00 2.8586 1.01750

Selecting instructional

materials for teaching 290 1.00 4.00 3.4483 .81024

Developing instruction for

teaching 290 2.00 4.00 3.4414 .59264

Teaching the students as at

when due 290 3.00 4.00 3.7000 .45905

Supervision of students‟

class activities 290 1.00 4.00 3.3931 .86690

Evaluation of learning

outcomes of students 290 2.00 4.00 3.4483 .74342

Marking of students scripts 290 1.00 4.00 3.5414 .93009

Resolving learning problems

of students 290 1.00 4.00 3.1931 .87879

Valid N (listwise) 290

Descriptive Statistics for Cluster B

N Minimum Maximum Mean Std. Deviation

Completing admission and

registration formalities of students 290 1.00 4.00 2.6000 1.02495

Orientation of new students 290 1.00 4.00 2.6931 1.01150

Selection of student

functionaries 290 3.00 4.00 3.6552 .47613

Considering students

uniform 290 2.00 4.00 3.3966 .58646

Resolving conflict between

students 290 3.00 4.00 3.8034 .39808

Conducting Morning

Assemblies for students 290 2.00 4.00 3.5034 .59553

Conducting dismissal

Assemblies for students 290 1.00 4.00 2.8448 1.06537

Organizing and directing

extra-curricular activities for students

(e.g. Games, Quiz , School Debates)

290 1.00 4.00 3.4966 .81189

Checking student‟s

attendance to school 290 2.00 4.00 3.5483 .67538

Regulating student‟s

movement during lessons 290 1.00 4.00 3.5000 .81189

Valid N (listwise) 290

Descriptive Statistics for Cluster C

N Minimum Maximum Mean Std. Deviation

Planning for disbursement of

school finances 290 1.00 4.00 2.1448 1.01531

Purchasing of equipment and

other materials for the school 290 1.00 4.00 2.0931 1.04316

Purchasing of textbooks for

the school 290 1.00 4.00 2.0931 .94207

Supervising the building of

classroom blocks 290 1.00 4.00 2.0448 1.11984

Supervising the school co-

operative canteen 290 1.00 4.00 1.8000 1.03302

Collection of school

revenues 290 1.00 4.00 2.3034 1.14562

Purchasing of food for the

school 290 1.00 4.00 2.6000 1.23893

Valid N (listwise) 290

Descriptive Statistics for Cluster D

N Minimum Maximum Mean Std. Deviation

The principal adopts prior

decisions without some explanation

to the staff

290 1.00 4.00 2.1034 1.22106

The principal adopts prior

consultation with staff before taking

decisions

290 1.00 4.00 3.2517 .88162

Teachers‟ opinions during

staff meetings influence the

principals‟ actions towards school

matters

290 1.00 4.00 2.5414 1.24784

The principal defines the

problems in staff meetings and asks

for individual contributions

290 1.00 4.00 3.1621 1.10892

Teachers are rarely involved

in decision making process in your

school.

290 1.00 4.00 2.3414 1.06405

Principal dictates decisions

for implementation to their staff

without their prior knowledge.

290 1.00 4.00 1.6448 .96013

Valid N (listwise) 290

Descriptive Statistics for Cluster E

N Minimum Maximum Mean Std. Deviation

Greater numbers of teachers

in this school are deployed to teach

subjects they did not specialize in.

290 1.00 4.00 1.5103 .81608

Teachers in this school

usually teach according to their areas

of specialization

290 1.00 4.00 3.6000 .79705

Teachers often reject

deployment to teach except in their

areas of specialization.

290 1.00 4.00 2.6552 1.23602

Teachers perform more

effectively in their areas of

specialization.

290 2.00 4.00 3.9034 .42944

Teachers are usually

deployed without regard to their areas

of specialization.

290 1.00 4.00 1.6552 .79687

Principals often assign work

loads to teachers on the basis of their

areas of specialization.

290 2.00 4.00 3.6552 .65375

Teachers who are non-

subject specialist have lighter work

loads in the school.

290 1.00 4.00 2.5931 1.15867

Valid N (listwise) 290

Research Question 1

N Mean Std. Deviation

Planning the scheme of work

for your school

Principals 67 3.3881 .77763

Teachers 223 3.3453 .79529

Total 290 3.3552 .79011

Selecting specific instructional

test

Principals 67 3.1343 .71553

Teachers 223 3.1435 .73340

Total 290 3.1414 .72809

Preparing the school timetable Principals 67 2.8955 1.01704

Teachers 223 2.8475 1.01966

Total 290 2.8586 1.01750

Selecting instructional

materials for teaching

Principals 67 3.4328 .83890

Teachers 223 3.4529 .80330

Total 290 3.4483 .81024

Developing instruction for

teaching

Principals 67 3.4030 .60452

Teachers 223 3.4529 .58991

Total 290 3.4414 .59264

Teaching the students as at

when due

Principals 67 3.6866 .46739

Teachers 223 3.7040 .45750

Total 290 3.7000 .45905

Supervision of students‟ class

activities

Principals 67 3.3582 .89952

Teachers 223 3.4036 .85865

Total 290 3.3931 .86690

Evaluation of learning

outcomes of students

Principals 67 3.4328 .76324

Teachers 223 3.4529 .73905

Total 290 3.4483 .74342

Marking of students scripts Principals 67 3.4925 .97504

Teachers 223 3.5561 .91791

Total 290 3.5414 .93009

Resolving learning problems

of students

Principals 67 3.1791 .86909

Teachers 223 3.1973 .88358

Total 290 3.1931 .87879

Research question 2

N Mean Std. Deviation

Completing admission and

registration formalities of students

Principals 67 2.5970 1.03074

Teachers 223 2.6009 1.02553

Total 290 2.6000 1.02495

Orientation of new students Principals 67 2.6716 1.02081

Teachers 223 2.6996 1.01091

Total 290 2.6931 1.01150

Selection of student

functionaries

Principals 67 3.6716 .47316

Teachers 223 3.6502 .47797

Total 290 3.6552 .47613

Considering students uniform Principals 67 3.3731 .59888

Teachers 223 3.4036 .58386

Total 290 3.3966 .58646

Resolving conflict between

students

Principals 67 3.8060 .39844

Teachers 223 3.8027 .39886

Total 290 3.8034 .39808

Conducting Morning

Assemblies for students

Principals 67 3.5075 .61233

Teachers 223 3.5022 .59179

Total 290 3.5034 .59553

Conducting dismissal

Assemblies for students

Principals 67 2.8060 1.09044

Teachers 223 2.8565 1.05993

Total 290 2.8448 1.06537

Organizing and directing extra-

curricular activities for students (e.g.

Games, Quiz , School Debates)

Principals 67 3.4627 .84079

Teachers 223 3.5067 .80466

Total 290 3.4966 .81189

Checking student‟s attendance

to school

Principals 67 3.5373 .70342

Teachers 223 3.5516 .66832

Total 290 3.5483 .67538

Regulating student‟s

movement during lessons

Principals 67 3.4776 .84132

Teachers 223 3.5067 .80466

Total 290 3.5000 .81189

Research Question 3

N Mean Std. Deviation

Planning for disbursement of

school finances

Principals 67 2.1493 1.01882

Teachers 223 2.1435 1.01655

Total 290 2.1448 1.01531

Purchasing of equipment and

other materials for the school

Principals 67 2.0896 1.04056

Teachers 223 2.0942 1.04628

Total 290 2.0931 1.04316

Purchasing of textbooks for the

school

Principals 67 2.0597 .93551

Teachers 223 2.1031 .94590

Total 290 2.0931 .94207

Supervising the building of

classroom blocks

Principals 67 2.0000 1.11464

Teachers 223 2.0583 1.12354

Total 290 2.0448 1.11984

Supervising the school co-

operative canteen

Principals 67 1.7612 1.01637

Teachers 223 1.8117 1.03994

Total 290 1.8000 1.03302

Collection of school revenues Principals 67 2.3433 1.14881

Teachers 223 2.2915 1.14698

Total 290 2.3034 1.14562

Purchasing of food for the

school

Principals 67 2.6418 1.22724

Teachers 223 2.5874 1.24489

Total 290 2.6000 1.23893

Research Question 4

N Mean Std. Deviation

The principal adopts prior

decisions without some explanation to

the staff

Principals 67 2.1045 1.23257

Teachers 223 2.1031 1.22037

Total 290 2.1034 1.22106

The principal adopts prior

consultation with staff before taking

decisions

Principals 67 3.2836 .86700

Teachers 223 3.2422 .88766

Total 290 3.2517 .88162

Teachers‟ opinions during staff

meetings influence the principals‟

actions towards school matters

Principals 67 2.5672 1.25799

Teachers 223 2.5336 1.24752

Total 290 2.5414 1.24784

The principal defines the

problems in staff meetings and asks for

individual contributions

Principals 67 3.2090 1.09458

Teachers 223 3.1480 1.11524

Total 290 3.1621 1.10892

Teachers are rarely involved in

decision making process in your school.

Principals 67 2.3134 1.06186

Teachers 223 2.3498 1.06694

Total 290 2.3414 1.06405

Principal dictates decisions for

implementation to their staff without

their prior knowledge.

Principals 67 1.6418 .96455

Teachers 223 1.6457 .96098

Total 290 1.6448 .96013

Research Question 5

N Mean Std. Deviation

Greater numbers of teachers in

this school are deployed to teach

subjects they did not specialize in.

Principals 67 1.5672 .85677

Teachers 223 1.4933 .80466

Total 290 1.5103 .81608

Teachers in this school usually

teach according to their areas of

specialization

Principals 67 3.5821 .80055

Teachers 223 3.6054 .79773

Total 290 3.6000 .79705

Teachers often reject

deployment to teach except in their

areas of specialization.

Principals 67 2.6269 1.24116

Teachers 223 2.6637 1.23714

Total 290 2.6552 1.23602

Teachers perform more

effectively in their areas of

specialization.

Principals 67 3.9104 .41675

Teachers 223 3.9013 .43408

Total 290 3.9034 .42944

Teachers are usually deployed

without regard to their areas of

specialization.

Principals 67 1.6866 .82036

Teachers 223 1.6457 .79132

Total 290 1.6552 .79687

Principals often assign work

loads to teachers on the basis of their

areas of specialization.

Principals 67 3.6567 .66406

Teachers 223 3.6547 .65214

Total 290 3.6552 .65375

Teachers who are non-subject

specialist have lighter work loads in the

school.

Principals 67 2.5373 1.15900

Teachers 223 2.6099 1.16065

Total 290 2.5931 1.15867

z-test for Cluster A

Group Statistics

Status N Mean Std. Deviation Std. Error Mean

Planning the scheme of work

for your school

Principals 67 3.3881 .77763 .09500

Teachers 223 3.3453 .79529 .05326

Selecting specific

instructional test

Principals 67 3.1343 .71553 .08742

Teachers 223 3.1435 .73340 .04911

Preparing the school

timetable

Principals 67 2.8955 1.01704 .12425

Teachers 223 2.8475 1.01966 .06828

Selecting instructional

materials for teaching

Principals 67 3.4328 .83890 .10249

Teachers 223 3.4529 .80330 .05379

Developing instruction for

teaching

Principals 67 3.4030 .60452 .07385

Teachers 223 3.4529 .58991 .03950

Teaching the students as at

when due

Principals 67 3.6866 .46739 .05710

Teachers 223 3.7040 .45750 .03064

Supervision of students‟

class activities

Principals 67 3.3582 .89952 .10989

Teachers 223 3.4036 .85865 .05750

Evaluation of learning

outcomes of students

Principals 67 3.4328 .76324 .09325

Teachers 223 3.4529 .73905 .04949

Marking of students scripts Principals 67 3.4925 .97504 .11912

Teachers 223 3.5561 .91791 .06147

Resolving learning problems

of students

Principals 67 3.1791 .86909 .10618

Teachers 223 3.1973 .88358 .05917

Independent Samples Test

Levene's Test for

Equality of Variances z-test for Equality of Means

F Sig. z df

Sig. (2-

tailed)

Mean

Difference

Std. Error

Difference

95% Confidence

Interval of the Difference

Lower Upper

Planning the scheme of

work for your school

Equal variances

assumed .218 .641 .388 288 .698 .04277 .11024 -.17421 .25975

Equal variances

not assumed

.393 110.748 .695 .04277 .10891 -.17305 .25859

Selecting specific

instructional test

Equal variances

assumed .271 .603 -.090 288 .928 -.00917 .10161 -.20916 .19083

Equal variances

not assumed

-.091 110.954 .927 -.00917 .10027 -.20786 .18952

Preparing the school

timetable

Equal variances

assumed .015 .903 .338 288 .736 .04799 .14197 -.23145 .32743

Equal variances

not assumed

.338 108.930 .736 .04799 .14178 -.23301 .32899

Selecting instructional

materials for teaching

Equal variances

assumed .092 .762 -.178 288 .859 -.02008 .11307 -.24263 .20247

Equal variances

not assumed

-.173 105.005 .863 -.02008 .11575 -.24958 .20943

Developing instruction

for teaching

Equal variances

assumed .009 .923 -.604 288 .546 -.04993 .08266 -.21262 .11276

Equal variances

not assumed

-.596 106.575 .552 -.04993 .08376 -.21597 .11611

Teaching the students as

at when due

Equal variances

assumed .284 .595 -.273 288 .785 -.01747 .06406 -.14355 .10861

Equal variances

not assumed

-.270 106.836 .788 -.01747 .06480 -.14593 .11099

Supervision of students‟

class activities

Equal variances

assumed .211 .647 -.375 288 .708 -.04538 .12095 -.28345 .19269

Equal variances

not assumed

-.366 104.750 .715 -.04538 .12403 -.29131 .20055

Evaluation of learning

outcomes of students

Equal variances

assumed .177 .674 -.194 288 .847 -.02008 .10375 -.22427 .18412

Equal variances

not assumed

-.190 105.923 .850 -.02008 .10556 -.22937 .18922

Marking of students

scripts

Equal variances

assumed .879 .349 -.490 288 .625 -.06352 .12975 -.31889 .19186

Equal variances

not assumed

-.474 103.643 .637 -.06352 .13404 -.32934 .20231

Resolving learning

problems of students

Equal variances

assumed .056 .812 -.148 288 .882 -.01820 .12264 -.25959 .22318

Equal variances

not assumed

-.150 110.198 .881 -.01820 .12155 -.25908 .22267

z-test for Cluster B

Group Statistics

Status N Mean Std. Deviation Std. Error Mean

Completing admission and

registration formalities of students

Principals 67 2.5970 1.03074 .12592

Teachers 223 2.6009 1.02553 .06867

Orientation of new students Principals 67 2.6716 1.02081 .12471

Teachers 223 2.6996 1.01091 .06770

Selection of student

functionaries

Principals 67 3.6716 .47316 .05781

Teachers 223 3.6502 .47797 .03201

Considering students

uniform

Principals 67 3.3731 .59888 .07317

Teachers 223 3.4036 .58386 .03910

Resolving conflict between

students

Principals 67 3.8060 .39844 .04868

Teachers 223 3.8027 .39886 .02671

Conducting Morning

Assemblies for students

Principals 67 3.5075 .61233 .07481

Teachers 223 3.5022 .59179 .03963

Conducting dismissal

Assemblies for students

Principals 67 2.8060 1.09044 .13322

Teachers 223 2.8565 1.05993 .07098

Organizing and directing

extra-curricular activities for students

(e.g. Games, Quiz , School Debates)

Principals 67 3.4627 .84079 .10272

Teachers 223 3.5067 .80466 .05388

Checking student‟s

attendance to school

Principals 67 3.5373 .70342 .08594

Teachers 223 3.5516 .66832 .04475

Regulating student‟s

movement during lessons

Principals 67 3.4776 .84132 .10278

Teachers 223 3.5067 .80466 .05388

Independent Samples Test

Levene's Test for

Equality of Variances z-test for Equality of Means

F Sig. z df

Sig.

(2-tailed)

Mean

Difference

Std. Error

Difference

95% Confidence

Interval of the Difference

Lower Upper

Completing admission

and registration formalities of

students

Equal variances

assumed .000 .985 -.027 288 .978 -.00388 .14304 -.28542 .27766

Equal variances

not assumed

-.027 108.251 .978 -.00388 .14343 -.28818 .28042

Orientation of new

students

Equal variances

assumed .034 .853 -.198 288 .843 -.02791 .14116 -.30574 .24992

Equal variances

not assumed

-.197 107.840 .844 -.02791 .14190 -.30919 .25337

Selection of student

functionaries

Equal variances

assumed .446 .505 .322 288 .747 .02142 .06644 -.10935 .15218

Equal variances

not assumed

.324 109.611 .746 .02142 .06608 -.10953 .15237

Considering students

uniform

Equal variances

assumed .006 .939 -.372 288 .710 -.03045 .08183 -.19151 .13060

Equal variances

not assumed

-.367 106.494 .714 -.03045 .08296 -.19491 .13401

Resolving conflict

between students

Equal variances

assumed .014 .906 .059 288 .953 .00328 .05556 -.10607 .11263

Equal variances

not assumed

.059 108.795 .953 .00328 .05552 -.10677 .11333

Conducting Morning

Assemblies for students

Equal variances

assumed .095 .758 .063 288 .950 .00522 .08311 -.15836 .16880

Equal variances

not assumed

.062 105.766 .951 .00522 .08466 -.16262 .17306

Conducting dismissal

Assemblies for students

Equal variances

assumed .282 .595 -.340 288 .734 -.05053 .14865 -.34312 .24205

Equal variances

not assumed

-.335 106.245 .738 -.05053 .15095 -.34979 .24873

Organizing and

directing extra-curricular

activities for students (e.g.

Games, Quiz , School Debates)

Equal variances

assumed .171 .680 -.389 288 .698 -.04404 .11328 -.26700 .17892

Equal variances

not assumed

-.380 104.959 .705 -.04404 .11599 -.27403 .18596

Checking student‟s

attendance to school

Equal variances

assumed .286 .593 -.151 288 .880 -.01426 .09425 -.19977 .17126

Equal variances

not assumed

-.147 104.373 .883 -.01426 .09689 -.20639 .17788

Regulating student‟s

movement during lessons

Equal variances

assumed .134 .715 -.257 288 .797 -.02911 .11329 -.25211 .19388

Equal variances

not assumed

-.251 104.907 .802 -.02911 .11605 -.25923 .20100

z-test for Cluster C

Group Statistics

Status N Mean Std. Deviation Std. Error Mean

Planning for disbursement of

school finances

Principals 67 2.1493 1.01882 .12447

Teachers 223 2.1435 1.01655 .06807

Purchasing of equipment and

other materials for the school

Principals 67 2.0896 1.04056 .12712

Teachers 223 2.0942 1.04628 .07006

Purchasing of textbooks for

the school

Principals 67 2.0597 .93551 .11429

Teachers 223 2.1031 .94590 .06334

Supervising the building of

classroom blocks

Principals 67 2.0000 1.11464 .13618

Teachers 223 2.0583 1.12354 .07524

Supervising the school co-

operative canteen

Principals 67 1.7612 1.01637 .12417

Teachers 223 1.8117 1.03994 .06964

Collection of school

revenues

Principals 67 2.3433 1.14881 .14035

Teachers 223 2.2915 1.14698 .07681

Purchasing of food for the

school

Principals 67 2.6418 1.22724 .14993

Teachers 223 2.5874 1.24489 .08336

Independent Samples Test

Levene's Test for

Equality of Variances z-test for Equality of Means

F Sig. z df

Sig. (2-

tailed)

Mean

Difference

Std. Error

Difference

95% Confidence

Interval of the Difference

Lower Upper

Planning for

disbursement of school

finances

Equal variances

assumed .028 .868 .041 288 .968 .00576 .14170 -.27314 .28465

Equal variances

not assumed

.041 108.501 .968 .00576 .14187 -.27544 .28695

Purchasing of

equipment and other

materials for the school

Equal variances

assumed .085 .771 -.032 288 .975 -.00462 .14558 -.29116 .28192

Equal variances

not assumed

-.032 109.191 .975 -.00462 .14515 -.29230 .28307

Purchasing of

textbooks for the school

Equal variances

assumed .229 .633 -.330 288 .741 -.04344 .13145 -.30216 .21529

Equal variances

not assumed

-.332 109.695 .740 -.04344 .13067 -.30240 .21553

Supervising the

building of classroom blocks

Equal variances

assumed .081 .777 -.373 288 .709 -.05830 .15625 -.36583 .24924

Equal variances

not assumed

-.375 109.414 .709 -.05830 .15558 -.36663 .25004

Supervising the

school co-operative canteen

Equal variances

assumed .109 .741 -.350 288 .727 -.05047 .14414 -.33416 .23323

Equal variances

not assumed

-.354 110.791 .724 -.05047 .14237 -.33258 .23165

Collection of school

revenues

Equal variances

assumed .004 .949 .324 288 .746 .05180 .15985 -.26283 .36643

Equal variances

not assumed

.324 108.558 .747 .05180 .15999 -.26531 .36892

Purchasing of food

for the school

Equal variances

assumed .191 .663 .314 288 .753 .05435 .17288 -.28591 .39461

Equal variances

not assumed

.317 109.991 .752 .05435 .17155 -.28562 .39432

z-test for Cluster D

Group Statistics

Status N Mean Std. Deviation Std. Error Mean

The principal adopts prior

decisions without some explanation

to the staff

Principals 67 2.1045 1.23257 .15058

Teachers 223 2.1031 1.22037 .08172

The principal adopts prior

consultation with staff before taking

decisions

Principals 67 3.2836 .86700 .10592

Teachers 223 3.2422 .88766 .05944

Teachers‟ opinions during

staff meetings influence the

principals‟ actions towards school

matters

Principals 67 2.5672 1.25799 .15369

Teachers

223 2.5336 1.24752 .08354

The principal defines the

problems in staff meetings and asks

for individual contributions

Principals 67 3.2090 1.09458 .13372

Teachers 223 3.1480 1.11524 .07468

Teachers are rarely involved

in decision making process in your

school.

Principals 67 2.3134 1.06186 .12973

Teachers 223 2.3498 1.06694 .07145

Principal dictates decisions

for implementation to their staff

without their prior knowledge.

Principals 67 1.6418 .96455 .11784

Teachers 223 1.6457 .96098 .06435

Independent Samples Test

Levene's Test for

Equality of Variances z-test for Equality of Means

F Sig. z df

Sig. (2-

tailed)

Mean

Difference

Std.

Error Difference

95% Confidence

Interval of the Difference

Lower Upper

The principal

adopts prior decisions

without some explanation to

the staff

Equal variances

assumed .007 .935 .008 288 .994 .00134 .17041 -.33407 .33675

Equal variances

not assumed

.008 107.823 .994 .00134 .17133 -.33827 .34095

The principal

adopts prior consultation

with staff before taking

decisions

Equal variances

assumed .097 .756 .337 288 .737 .04143 .12301 -.20069 .28355

Equal variances

not assumed

.341 110.849 .734 .04143 .12146 -.19926 .28212

Teachers‟ opinions

during staff meetings

influence the principals‟

actions towards school

matters

Equal variances

assumed .006 .939 .193 288 .847 .03353 .17414 -.30921 .37628

Equal variances

not assumed

.192 107.961 .848 .03353 .17493 -.31320 .38027

The principal

defines the problems in staff

meetings and asks for

individual contributions

Equal variances

assumed .053 .819 .394 288 .694 .06097 .15472 -.24355 .36550

Equal variances

not assumed

.398 110.399 .691 .06097 .15317 -.24255 .36450

Teachers are rarely

involved in decision making

process in your school.

Equal variances

assumed .088 .767 -.245 288 .807 -.03634 .14848 -.32859 .25591

Equal variances

not assumed

-.245 109.127 .807 -.03634 .14810 -.32987 .25718

Principal dictates

decisions for

implementation to their staff

without their prior

knowledge.

Equal variances

assumed .002 .960 -.029 288 .977 -.00395 .13400 -.26769 .25979

Equal variances

not assumed

-.029 108.371 .977 -.00395 .13426 -.27007 .26218

z-test for Cluster E

Group Statistics

Status N Mean Std. Deviation Std. Error Mean

Greater numbers of teachers

in this school are deployed to teach

subjects they did not specialize in.

Principals 67 1.5672 .85677 .10467

Teachers 223 1.4933 .80466 .05388

Teachers in this school

usually teach according to their areas

of specialization

Principals 67 3.5821 .80055 .09780

Teachers 223 3.6054 .79773 .05342

Teachers often reject

deployment to teach except in their

areas of specialization.

Principals 67 2.6269 1.24116 .15163

Teachers 223 2.6637 1.23714 .08285

Teachers perform more

effectively in their areas of

specialization.

Principals 67 3.9104 .41675 .05091

Teachers 223 3.9013 .43408 .02907

Teachers are usually

deployed without regard to their areas

of specialization.

Principals 67 1.6866 .82036 .10022

Teachers 223 1.6457 .79132 .05299

Principals often assign work

loads to teachers on the basis of their

areas of specialization.

Principals 67 3.6567 .66406 .08113

Teachers 223 3.6547 .65214 .04367

Teachers who are non-

subject specialist have lighter work

loads in the school.

Principals 67 2.5373 1.15900 .14159

Teachers 223 2.6099 1.16065 .07772

Independent Samples Test

Levene's Test

for Equality of

Variances z-test for Equality of Means

F Sig. z df

Sig. (2-

tailed)

Mean

Difference

Std. Error

Difference

95% Confidence

Interval of the Difference

Lower Upper

Greater numbers of

teachers in this school are

deployed to teach subjects

they did not specialize in.

Equal

variances assumed .516 .473 .649 288 .517 .07389 .11381 -.15011 .29789

Equal

variances not

assumed

.628 103.457 .532 .07389 .11773 -.15958 .30736

Teachers in this

school usually teach

according to their areas of

specialization

Equal

variances assumed .052 .820 -.209 288 .834 -.02329 .11123 -.24222 .19563

Equal

variances not

assumed

-.209 108.386 .835 -.02329 .11144 -.24418 .19760

Teachers often

reject deployment to teach

except in their areas of

specialization.

Equal

variances assumed .005 .943 -.213 288 .831 -.03681 .17249 -.37630 .30268

Equal

variances not

assumed

-.213 108.412 .832 -.03681 .17279 -.37929 .30567

Teachers perform

more effectively in their

Equal

variances assumed .093 .761 .152 288 .879 .00910 .05993 -.10885 .12706

areas of specialization. Equal

variances not

assumed

.155 112.485 .877 .00910 .05863 -.10705 .12526

Teachers are usually

deployed without regard to

their areas of specialization.

Equal

variances assumed .013 .911 .367 288 .714 .04083 .11119 -.17801 .25967

Equal

variances not

assumed

.360 105.605 .719 .04083 .11337 -.18395 .26560

Principals often

assign work loads to teachers

on the basis of their areas of

specialization.

Equal

variances assumed .002 .966 .022 288 .982 .00201 .09124 -.17757 .18159

Equal

variances not

assumed

.022 107.115 .983 .00201 .09213 -.18064 .18465

Teachers who are

non-subject specialist have

lighter work loads in the

school.

Equal

variances assumed .080 .777 -.449 288 .654 -.07255 .16165 -.39071 .24561

Equal

variances not

assumed

-.449 108.827 .654 -.07255 .16152 -.39269 .24759

Hypothesis 1

VAR00002

N Mean Std. Deviation

Hypothesis One Principals 67 3.3671 .76763

Teachers 223 3.2453 .78529

Independent Samples Test

Levene's Test for

Equality of Variances z-test for Equality of Means

F Sig. z df

Sig. (2-

tailed)

Mean

Difference

Std. Error

Difference

95% Confidence

Interval of the Difference

Lower Lower

Hypothesis One Equal variances

assumed .218 .641 .388 288 .698 .04277 .11024 -.17421 -.17421

Equal variances

not assumed

.393 110.748 .695 .04277 .10891 -.17305 -.17305

Hypothesis 2

(Group Statistics)

VAR00002

N

Mean Std. Deviation Std. Error Mean

Hypothesis One Principals 67 2.5880 1.03174 .12492

Teachers 223 2.6009 1.02453 .06767

(Independent Samples Test)

Levene's Test for

Equality of Variances z-test for Equality of Means

F Sig. z df

Sig. (2-

tailed)

Mean

Difference

Std.

Error Difference

95% Confidence

Interval of the Difference

Lower Upper

Hypothesis Two Equal

variances assumed .001 .985 -.027 288 .978 -.00388 .14304 -.28642 .27786

Equal

variances not assumed

-.027 108.251 .978 -.00388 .14343 -.28718 .28042

Hypothesis 3

(Group Statistics)

VAR00002 N Mean Std. Deviation Std. Error Mean

Hypothesis Three Principals 67 67 3.2170 1.09448

Teachers 223 223 3.1360 1.11434

Independent Samples Test

Levene's Test for

Equality of Variances z-test for Equality of Means

F Sig. z df

Sig. (2-

tailed)

Mean

Difference

Std.

Error Difference

95% Confidence

Interval of the Difference

Lower Upper

Hypothesis

Three

Equal

variances assumed .007 .935 .008 288 .994 .00146 .17151 -.33418 .33897

Equal

variances not assumed

.008 107.823 .994 .00145 .17146 -.33839 .34185

x