CHAPTER ONE
INTRODUCTION
Background to the Study
Formal education has been in Nigeria right from the amalgamation of the Northern and Southern protectorates in 1914 by Sir Lord Laggard. It started as a private sector by the work of the missionary movement in the colonial era.
Formal education in Nigeria began formally in 1842 when the first primary school was established in Badagry. As a result of this movement, the formal education spread to other parts of Nigeria which included Abeokuta, Ibadan, Ogbomoso, Oyo, Calabar, and a host of many other towns particularly in the then Southern protectorate of Nigeria. It is importance to again note that the effort of churches like- church Missionary Society (CMS), Roman Catholic Mission and Wesleyan Missionary Society were prominent in the spread of Western education and its management in Nigeria. Ajayi (1992) observed that the missionaries decided to bear the cumbersome task of educational management not because of their interest in the African natives, but in order to accomplish their goal of evangelization.
Between 1842 and 1884, the administration and management of education was left in the hands of the missionaries. The school curriculum was heavily religious. Accordingly, objections are raised by the Government, trader and the Nationalist leader at the reproductive nature of the educational system. For example, the traders criticized the system because the products of the school were not fit to be employed in their government or the commercial enterprises. The nationalist on the other hand raised the issue on denationalizing tendencies of the educational system. (Ajayi and Oni 1992).
The Government as a result of these criticisms had no choice other than to set machinery in motion to salvage educational system. Thus the colonial administration enacted the first education ordinance in 1882 and this gave the Government the opportunity to partly take over the content of education.
The advent of private ownership in educational administration in Nigeria could be traced to the period when Western education was introduced to the country, in the 19th Century. As at the time in question, notably, the missionaries and churches played dominant roles towards the development and administration of education. Even when the colonial and self Government took over the control, the significance of education towards national development made private individual, communities and even the local and international organizations to have interest in the development of education at all levels.
Consequently, because of the Governments shortcomings in providing quality education for the teeming population, it became expedient that private initiative and investment in education be encouraged. Thus this gave rise to the “Memorandum” in 1925.
The Memorandum in Article 1 stated as follows; “While the government reserves the right to direct educational policy and to supervise all educational institutions by inspection, voluntary effort should be encouraged and advisory boards of education should be established”.
The decentralization of educational administration and management is in response to the National Policy on Education (NPE) guideline which contains the institutional responsibilities on the different sectors charged with the functioning of the educational system. In this connection, the Federal Government of Nigeria (1985), stated that; the success of any system of education is hanged on the proper planning, efficient administration and adequate financing.
Administration includes organization and structure, proprietorship and control, inspection and supervision.
Statement of the Problem
Hitherto, Nigeria has recognised that her educational system has declined due to a number of reasons. In order to address this undesirable situation, she has embarked on a number of reforms of the entire educational system in order to provide not only access but to improve on delivery and efficiency of education in the country.
The experience over the years is that both private and public educational institutions in Nigeria with our focus on private secondary school have been poorly managed and administered. Eminent problems such as; unduly increased teachers workload, shortage of resources,(human, capital and material), ready platforms as ‘’Miracle Centers’’ amongst others are indicators to the shortcomings of private secondary schools administration and management.
There are speculations as to whether private schools principals are not professionally committed to their duties in schools or whether they lack requisite professional and managerial skills. We must not fail to ascertain the extent to which intervening variables such as location/site and principals experience influence the school’s administration or whether there are “problems” challenging private secondary schools principals in their bid to administer their schools effectively. It is to this end that the following research questions are raised;
Research Questions
The study is guided by the following research questions;
- What administrative challenges affect private secondary schools administration in Lagos state today?
- Do these challenges affect private secondary schools based on location?
- Do these administrative challenges affects Private secondary schools based on administrators gender?
- To what extent do these administrative challenges affect the administration of private secondary schools?
Hypotheses
In an attempt to provide solution to the problems posed in the study, the following null hypotheses were formulated and tested at 0.05 level of significance;
Ho₁ There is no significant difference between the administrative challenges experienced by urban and rural private secondary schools in Ikotun.
Ho₂ There is no significant difference in the administrative challenges experienced by male and female administrators in private secondary schools in Ikotun.
H₃ There is no significant difference between these administrative challenges and their effect on the administration of private secondary schools in Ikotun.
Purpose of the Study
The main purpose of this study is to identify the various administrative and managerial problems that hamper effectiveness of private secondary schools in Ikotun-Alimosho Local Government area of Lagos State today. And also to find out the extent to which these problem affect Private secondary schools success. The Study also seeks to ascertain whether location, gender and principals experience determine effective private secondary school administration.
Significance of the Study
Knowledge of what comprises the administrative challenges/problems encountered by private secondary schools (PSS) will not only expose these problems to stakeholders but also encourage best practices in the system. This research would be of great benefit to prospective private secondary schools owners, giving them a foresight of eminent challenges of administration in the system. The study will also be of great benefit to individual students who will have an efficient and well-managed learning environment and by extension will cover loopholes in the system as a whole.
Scope of the Study
The study is designed for some selected operational private secondary schools in Ikotun ward, Alimosho Local Government Area of Lagos State. Specifically it attempts to describe what constitute the administrative and managerial problems encountered by these private secondary schools and to ascertain the extent to which these problems hamper administrative effectiveness.
In this case, variables such as location of school, principal experience/gender are examined in relation to the study.
Definition of key Terms
Administration
The phase of management concerned with the engagement and effective utilization of manpower to obtain optimum efficiency of human resources in order to achieve set goals.
Management
Refers to guidelines, leadership and control of a group of people towards some common objective
Challenges
Refers to the problems and constrains that affects effectiveness.
Administrative Condition
The status pertaining to the management of private secondary schools.
Education Delivery
Refers to the outcomes of educational practices/activities.
