QUALITY OF EDUCATIONAL MANAGEMENT IN TEACHING AND LEARNING IN SECONDARY SCHOOL

THE QUALITY OF EDUCATIONAL MANAGEMENT IN TEACHING AND LEARNING IN SECONDARY SCHOOL

ATTENTION:

BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!

INFORMATION:

YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR

YOU CAN CALL: 08068231953, 08137701720,

WHATSAPP/TELEGRAM US ON: 08137701720

THE QUALITY OF EDUCATIONAL MANAGEMENT IN TEACHING AND LEARNING IN SECONDARY SCHOOL

Abstract:

This research project focuses on assessing and enhancing the quality of educational management in the context of teaching and learning within secondary schools. Recognizing the pivotal role that effective educational management plays in shaping the teaching and learning environment, this study aims to evaluate current practices, identify areas for improvement, and propose strategies to elevate the overall quality of education in secondary schools.

The research begins with an exploration of the existing literature on educational management, examining its multifaceted components and their impact on the teaching and learning process. It delves into various dimensions, including leadership styles, administrative policies, teacher-student dynamics, and the utilization of resources.

Methodologically, the study employs a mixed-methods approach, combining qualitative and quantitative research methods. Surveys, interviews, and observations will be conducted to gather data from educators, administrators, and students within a sample of secondary schools. This comprehensive data collection aims to provide a holistic understanding of the current state of educational management practices and their influence on the teaching and learning experiences.

The research will scrutinize factors such as instructional leadership, curriculum development, teacher professional development, student engagement, and the utilization of educational technology. By identifying strengths and weaknesses in these areas, the study seeks to formulate evidence-based recommendations for enhancing the overall quality of educational management.

Anticipated outcomes include a detailed analysis of the existing educational management practices, a set of best practices drawn from successful models, and a framework for implementing improvements. The findings of this research project are intended to inform educational policymakers, school administrators, and educators, facilitating the development and implementation of strategies that positively impact teaching and learning outcomes in secondary schools.

The significance of this study lies in its potential to contribute to the ongoing discourse on educational quality and management, providing actionable insights that can be leveraged to enhance the educational experiences of both students and educators. As education forms the bedrock of societal development, improvements in educational management have far-reaching implications for the cultivation of well-rounded individuals equipped for future challenges.

TABLE OF CONTENT:

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

1.2 Statement of the Research Problem

1.3 Objectives of the Study

1.4 Significance of the Study

1.5 Research Questions

1.6 Research Hypothesis

1.7 Conceptual and Operational Definition

1.8 Assumptions

1.9 Limitations of the Study

CHAPTER TWO

LITERATURE REVIEW

2.1 Sources of Literature

2.2 The Review

2.3 Summary of Literature Review

CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Research Method

3.2 Research Design

3.3 Research Sample

3.4 Measuring Instrument

3.5 Data Collection

3.6 Data Analysis

3.7 Expected Result

CHAPTER FOUR

DATA ANALYSIS AND RESULTS

4.1 Data Analysis

4.2 Results

4.3 Discussion

CHAPTER FIVE

SUMMARY AND RECOMMENDATIONS

5.1 Summary

5.2 Recommendations for Further Study

References

Chapter One: Introduction

1.1 Background of the Study

Education is widely acknowledged as a cornerstone for societal development and progress. Within the educational landscape, secondary schools play a crucial role in shaping the intellectual, social, and emotional development of students. The quality of educational management within secondary schools significantly influences the effectiveness of teaching and learning processes. Educational management encompasses various aspects, including leadership, administration, curriculum development, teacher-student interactions, and resource utilization.

The need for a comprehensive examination of the quality of educational management in secondary schools arises from the recognition that effective management practices positively impact the overall educational experience. A well-managed educational environment fosters a conducive atmosphere for teaching and learning, promotes student engagement, and ensures the professional growth of educators. Understanding the dynamics of educational management in secondary schools is essential for addressing challenges, implementing improvements, and enhancing the educational outcomes of students.

Education in Nigeria is no more a private enterprise but a huge government venture that has witnessed a progressive evolution of government’s complete and dynamic intervention and active participation (FRN 1981). Based on the above, government has adopted education as an instrument per excellence for national growth and development and subsequently, launched the Universal Basic Education (UBE) in 1999. The introduction of the UBE resulted in an up-surge of students’ population in both primary and secondary school.

The unexpected increase in primary school enrolment which led to subsequent increase in secondary enrolment which created the problem of providing well trained and qualified staff to meet the new demand and answering the crucial questions of how to make suitable facilities available and ensure standards.

Government take over of schools because of it’s realization of the importance of education, couple with the ever increasing number of schools and enrolment explosion as a result of the introduction of the UBE, encouraged the employment of all and sundry into the teaching filed. This effected and is still affecting adversely the desired quality in education. In an attempt to improve the quality in education, school history official called (“inspectors”) (supervisors) were appointed to inspect the work of teachers and to know whether or not teachers are doing what they were supposed to do.

According to Wiles Lovell (1975.3), at that period inspector (supervisor) looked at the teachers as a passive instrument or tool of management that could be manipulated in such a way as to achieve the goals at the organization. The concentration on the teachers to the exclusion of other components in the teaching learning process placed the teacher in an embarrassing position as the focus of attention and the weak points in the educational process and thus made little effort towards improving instruction. The modern-day teachers are better trained and experienced and are professionals in their own fields, thus requiring effective education management and supervision which should be sensitive, democratic, informal co-operative, participating, comprehensive, active and dynamic in the light of the aformentioned, the researcher wish to contribute his own quota in educational development hence he delue into finding the effect of educational management and supervision in secondary schools.

The practice of management is as old as civilization. Breach in hall (1974) defined management as a social process entailing responsibility for the effective and economical planning and regulation of the operations of an enterprise in fulfillment of a given purpose or task, such responsibility involve. Judgement and decision determining plans and using data to control performance and progress against plans, and the guidance, integration, motivation and supervision of operations, principally, management is concerned with the determination of the overall policy of an organization and it takes place at various levels within the organization. Management is not confined only with business enterprise, it cut across all other facets of organization such as military, schools, hospitals, prisons etc.

According to Byrt (1989) management is the process through which an organizations strategy is formulated and is then implemented through the organization of work, people, finance and technology. Management in the modern context comprises the co-coordinated performance of the five specific managerial functions of planning, organizing, staffing, directing and controlling, (Osuola, 1984). Neglect or unskillful handling of any of these five functions will noticeably lower the effectiveness of an organization in it’s classical sense, management is being kin charge or being in control. Educational management is therefore being able to handle carefully and not watchfully what goes on in the process of educating people so that nothing goes out of hand.

Babalola et al (2006) succinctly expressed the whole essence of educational management when they opined that; “Educational management is a concept that goes along with quest to put the formal education system under control, regulation or supervision in its attempts to use carefully available scarce resources through co-operative efforts when establishing institutions of learning, rolling learners, attracting best staff, conducting teaching, learning and research, as well as graduating learners at all levels of education in an effective and efficient manner”. Educational Management according to them is synonymous with strategizing, planning, organizing, running, governance and supervision of the entire process of teaching and learning that takes place at all levels of formal education system supporting this peretomode, (2006) defined educational management as concerned with planning, and formulation of educational policies or programmes with a view to achieving educational goals.

According to Ebang and Agabi (2003) Educational Management is the totality of efforts that are brought to bear in the provision and delivery of education to ensure that both human and material resources allocated to education are used to the best advantage in the pursuit of educational goals and objectives. Educational Management is the activities to be performed. It is therefore concerned with planning and policy implementation.

This involves the ministry of education that is essentially the planner and policy maker formulating general education plan and policies while the school head is concerned more with analysis, interpreting and implementing the general plans and policies. In keeping with the general plans and policies in keeping with the above ascertain, inspectors otherwise known as supervisors were appointed t see the effective and efficient implementation of the policies geared towards uplifting to standard of education hence the introduction of school supervision. Regular supervision monitoring and evaluation will go a long way to help UBE programme goals and objectives to be realized.

A critical component of management and administration is supervision of instruction. It is aimed at directly overseeing teacher’s works regularly with the aim of assisting them to improve their teaching experiences and competencies. Reitig (2007) notes that supervision provides opportunities for teachers to be groomed through discursive critical study of classroom interaction to carryout their teaching tasks him line with professional codes of conduct. Ezegbe (2002) corroborates this point adding that adequate internal supervision of instruction stretches teaching competences to impressive limits. Adamaeche and Romanie (2000) defines supervision as a process of exercising authority, responsibility of planning, controlling work, overseeing subordinates by close contacts, proving guidance and leadership to workers. This can come to mind that the officers of the ministry of education under the schools to ensure that teachers and heads of these schools are performing their duties for which they are paid. How the school funds are being utilized teaching and learning conditions of the schools.

The nature and content of the curricula. The effectiveness of the teachers. They should monitor the progress of the schools and give vital advice that will enhance further progress. Failure to carry regular supervision and monitoring of secondary schools will mar the goals. Schools are established to achieve results through the deliberate, interaction and co-ordination of available resources. Supervision is necessary so that the participants within the schools does not loose focus in the attainment of the already stated objectives. Educational supervision is necessary as it acts as a side to achieving quality delivery of educational services.

1.2 Statement of the Problem

Despite the critical role of educational management in secondary schools, challenges persist that hinder the optimal delivery of quality education. Issues such as leadership styles, resource constraints, curriculum relevance, and teacher professional development may impact the overall quality of teaching and learning experiences. This research seeks to identify and address these challenges, providing insights and recommendations to enhance the quality of educational management in secondary schools.

1.3 Objectives of the Study

The main objectives of this research are as follows:

1.3.1 To assess the current state of educational management practices in selected secondary schools.

1.3.2 To identify strengths and weaknesses in leadership, administration, curriculum development, and resource utilization.

1.3.3 To examine the impact of educational management on teaching and learning experiences in secondary schools.

1.3.4 To propose evidence-based recommendations for improving the quality of educational management in secondary schools.

1.4 Research Questions

To guide this study, the following research questions are posed:

1.4.1 What are the current practices of educational management in selected secondary schools?

1.4.2 What are the perceived strengths and weaknesses in leadership, administration, curriculum development, and resource utilization?

1.4.3 How does the quality of educational management influence teaching and learning experiences in secondary schools?

1.4.4 What evidence-based recommendations can be proposed to enhance the quality of educational management in secondary schools?

1.5 Significance of the Study

This research is significant for several reasons. Firstly, it contributes to the existing body of knowledge on educational management by offering insights into the specific challenges faced by secondary schools. Secondly, it provides practical recommendations that can be utilized by educational policymakers, school administrators, and educators to enhance the overall quality of teaching and learning experiences. Ultimately, the study aims to contribute to the continuous improvement of secondary education, fostering an environment that nurtures the holistic development of students.

1.6 Scope of the Study

This research focuses on selected secondary schools, examining the quality of educational management in the context of teaching and learning. The study will consider factors such as leadership styles, administrative policies, curriculum development, teacher-student dynamics, and resource utilization within the chosen secondary schools.

1.7 Organization of the Thesis

This thesis is organized into distinct chapters, each addressing specific aspects of the research. Chapter Two provides an in-depth review of the existing literature on educational management, offering theoretical foundations and insights from relevant studies. Chapter Three outlines the research methodology, detailing the approach, data collection methods, and analysis techniques employed. Chapter Four presents the findings of the research, and Chapter Five concludes the study with a discussion of the implications, recommendations, and suggestions for future research.

In summary, this chapter has provided an introduction to the research, highlighting the background, problem statement, objectives, research questions, significance, scope, and the organizational structure of the thesis. Subsequent chapters will delve deeper into the various aspects of educational management in secondary schools.

HOW TO RECEIVE PROJECT MATERIAL (S)

After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below

08068231953, 08137701720,

(1) Your project topics

(2) Email Address

(3) Payment Name

OR you drop them on our WhatsApp/Telegram, 08137701720

We will send your material(s) after we receive bank alert

BANK ACCOUNTS

Account Name: AMUTAH DANIEL CHUKWUDI

Account Number: 0046579864

Bank: GTBank.