Teachers’ Perception of Management of Primary Schools by the Universal Basic Education Board in Delta State.
ABSTRACT
This study was designed to ascertain teachers’ perception of management of primary schools by the UBEB in Uvwie and Warri South Local Government Areas of Delta state. Four research questions and two null hypotheses were formulated to guild the study.
The study adopted descriptive survey design. The population of the study comprised 1,720 public primary school teachers. The sample of this study comprised of 325 teachers from 48 public primary schools.
Instrument for data collection was a structured questionnaire titled “Teachers’ Perception of Management of Primary Schools by Universal Basic Education Board” (TPMPSQ).
The instrument was validated by three experts, from Educational Foundations and one from Measurement and Evaluation, all from Faculty of Education, University of Nigeria, Nsukka.
The instrument was trial tested and Cronbach Alpha reliability test was used to determine the internal consistency of the instrument and an overall reliability co-efficient 0.81 was obtained.
Data were analysed using mean scores and standard deviation to answer the research questions and t-test statistics was used to test the null hypotheses at 0.05 level of significance.
Among the findings of the study is that to a low extent, urban and rural primary schools teachers’ comply with Minimum Standards for Universal Basic Education.
It was recommended among others that the disparity between urban and rural primary schools on the implementation of Minimum Standards for Universal Basic Education should be checked and addressed.
TABLE OF CONTENTS
TITLE PAGE i
APPROVAL PAGE ii
CERTIFICATION iii
DEDICATION iv
ACKNOWLEDGEMENTS v
TABLE OF CONTENTS viii
ABSTRACT ix
CHAPTER ONE: INTRODUCTION
Background of the Study 1
Statement of problem 10
Purpose of the Study 11
Significance of the Study 12
Scope of the Study 13
Research Questions 14
Hypotheses 14
CHAPTER TWO: REVIEW OF LITERATURE
Conceptual Framework 16
Concept of Universal Basic Education 16
Concept of Teacher 19
Concept of School management 24
Concept of School Facilities 28
Concept of Minimum Standards 32
Concept of Quality Assurance in Education 36
Theoretical Framework
Management Function Theory by Taylor (1947) 41
Bureaucratic Administration Theory by Weber (1947) 42
Review of Empirical Studies
Studies on Schools Facilities 43
Studies on Quality Assurance 46
Summary of Review of Literature 49
CHAPTER THREE: RESEARCH METHOD
RESEARCH METHOD
Design of the Study 51
Area of the Study 51
Population of the Study 52
Sample and Sampling Technique 52
Instrument for Data Collection 53
Validation of the instrument 54
Reliability of the Instrument 55
Method of Data Collection 55
Method of Data Analysis 55
CHAPTER FOUR: RESULTS
CHAPTER FIVE: DISCUSSION OF THE FINDINGS, CONCLUSIONS, RECOMMENDATIONS AND SUMMARY
Discussion of the result 69
Conclusion 73
Recommendations 75
Limitations of study 75
Suggestion for further studies 76
Summary 76
Reference 79
INTRODUCTION
1.1 Background of the Study
The global concern on the place of education and especially, universal basic education on the political, social and technological as well as economic development of a nation seems not to be in doubt.
It has been widely acknowledged that unless the citizens of a nation receive at least basic education, the achievement of rapid economic and social development cannot be guaranteed.
In other words, education is indeed central to the general existence of man. According to Ityav (2009), education is the training of the mind, the body and the brain through the acquisition of appropriate values, relevant skills and sound knowledge that helps reshape man and by extension, his society.
According to the Federal Republic of Nigeria National Policy on Education, NPE (FRN, 2004:4), education in Nigeria is an instrument “per excellence” for effective national development. The expertise for national development is laid at the pre primary and primary education level.
Pre-primary education is the education given in an educational institution to children between the ages of 0 – 5years prior to their entering the primary school (FRN, 2004).
As stated in the policy document, the purpose of Pre-primary education includes providing a smooth transition from the home to the school and providing adequate care and supervision for the children while their parents are at work.
REFERENCES
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