THE IMPACT OF THE NIGERIAN UNION OF TEACHERS ON THE MANAGEMENT OF EDUCATIONAL CRISIS IN SECONDARY SCHOOLS IN NIGERIA
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THE IMPACT
OF THE NIGERIAN UNION OF TEACHERS ON THE MANAGEMENT OF EDUCATIONAL CRISIS IN
SECONDARY SCHOOLS IN NIGERIA
ABSTRACT
This
research work examined the Nigeria Union of Teacher (NUT) and the Management of
Crisis in Education in Ilorin West Local Government Area. The instruments used
in the data collected were analyzed by the use of percentages and the
statistical chi square test. A questionnaire named “ the impact of the
Nigerian Union of Teacher on the
Management of Crisis in Education in Ilorin West Local Government Area” was
administered on 120 respondents comprising of 10 teachers each in 12 schools
and the questionnaire were well responded to. Hypothesis was tested and it was
discovered that the NUT helps in the resolution of management crises in
secondary schools. It was recommended
that government and its agencies should take Nigerian Union of Teacher into
greater confidence to facilitate her contribution to the decision making and
policy formulation process in education. Moreso, adequate funds by the
government should be disbursed to the Nigeria Union of Teacher (NUT) so as to
ensure effectiveness and efficiency of the association
CHAPETR ONE
1.0 INTRODUCTION
1.1 Background of the study
1.2 Statement of problem
1.3 Objective of the study
1.4 Research Hypotheses
1.5 Significance of the study
1.6 Scope and limitation of the study
1.7 Definition of terms
1.8 Organization of the study
CHAPETR TWO
2.0 LITERATURE REVIEW
CHAPETR
THREE
3.0 Research methodology
3.1 Sources of data collection
3.3 Population of the study
3.4 Sampling and sampling distribution
3.5 Validation of research instrument
3.6 Method of data analysis
CHAPTER FOUR
DATA
PRESENTATION AND ANALYSIS AND INTERPRETATION
4.1
Introductions
4.2 Data
analysis
CHAPTER FIVE
5.1
Introduction
5.2 Summary
5.3
Conclusion
5.4
Recommendation
Appendix
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
The
Management and administration of the Nigeria Educational system is by law
vested concurrently in the hands of the Federal, State and Local Government.
Whereas the Federal and State Governments carry out their responsibility and
duties on education through the respective ministries of Education which
according to Ajayi and Oni (1992) essentially render administrative and
professional services, the Local Government administers elementary education
under its jurisdiction through Local Governments Education Authority. The
contribution of the three tiers of governments is equally complemented by the
efforts of the private entrepreneurs and professional associations such as the
Parents Teachers Association (PTA), Nigerian Union of Teachers (NUT) and
corporate agencies, among others. In addition, there have been commendable
efforts of philanthropists and community members who are committed to reviving
education service delivery in Nigeria. Conscious of the fact that success in
the realization of educational goals depends largely on the teacher, the
National Policy on Education, FRN (2004), recognizes that the quality of
education is guaranteed by teacher effectiveness. The teacher’s task is to
teach, educate, provide educational guidance, promote the quest for scientific
knowledge and conduct regular assessment (FRN, 2004).In view of the important
and diverse nature of the teacher’s job, the necessary resources and conducive
working environment must be provided to facilitate the effective execution of
his/her task. The provision of favourable physical and psychological working
environment is the task of school administrators. The quality of such
administrative service transcends location so that principals and teachers in
all schools are supposed to be offered a fair and equal opportunity to be
effective. This is particularly important because the practice in the state has
been that education zonal offices are located in the local government council
headquarters and they appear to concentrate on schools nearby. As a result,
teachers in the distant areas stand the risk of being deprived of needed
motivation because the officers in the zonal offices do not extend their
services to such areas. The most important factor in teaching is the teacher,
not technique method or curriculum because he translates all these into
meaningful learning experiences for students, (Abiogu and Ugwuja 2007). Next to
the quality of the teacher is the quality of administrative services provided
in schools to enhance effective teaching. By implication, teacher effectiveness
goes along with the quality of administrative services provided, A teacher here
refers to one who guides and tutors another towards the acquisition of desired
knowledge and skills, The concept of teacher effectiveness is elusive given
that teaching is a complex activity (Zeichner, 2006) However for the purpose of
this study, teacher effectiveness refers to the process of the teacher’s
interaction with the students in educating them and students performance in
tests and examinations (Hughes, 2001). In Benue State constraints to teacher
effectiveness are multiple Ada, (2000) identifies some to include: a)lack of
professional training b)physical characteristics of the teacher, c) personality
traits, and d) administrative constraints. In the first instance, teaching is
one of the most difficult jobs because human behaviour is complex and difficult
to modify or change especially if one is not equipped to do so, (Abbott Chapman
, Hughes & Wyld, 1992). This lack of professional training becomes a major
constraint to teacher effectiveness. Physical characteristics such as voice
quality and non-verbal communication skills and such effective qualities as
fairness, patience, humour and concern for 3 students can enhance teacher
effectiveness (Dimmock, 2005). Therefore a teacher who lacks these qualities
will likely fail to foster the social, emotional and psychological development
of the child. Other personal attributes that can affect teacher effectiveness
include: good health, punctuality, regularity and fairness (Okoh, 1990). In
addition, personality traits such as self-concept, aggressiveness, locus of
control and attitude to work in general, are believed to affect effectiveness.
These personal attributes are particularly desirable if the teacher is to view
teaching as a cause beyond oneself (Dimmock, 2005). This implies that love for
the job itself will lead to greater commitment and self sacrifices, without
which teaching becomes a stop over to other jobs or just another boring means of
earning a living. In such a situation teacher effectiveness is sacrificed. Some
of the contributing factors to teacher effectiveness, of course, lie on the
school administration. The decision to dwell on administrative constraints
stems from various factors. In Benue State, 90% of teachers in government
secondary schools are trained,(Benue State Education Summit Digest,2005). The
premise is that they possess adequate professional competencies. Secondly, this
researcher shares the views of Bello, (2000) that it is possible for teachers
lacking desirable physical and effective traits to be given adequate training
and provided conducive working environment. Thirdly, because of fewer job
opportunities in Benue State, due to lack of industrialization, some people
going 4 into teaching are just looking for job and need to be highly motivated
by school administrators to be effective.
1.2 STATEMENT OF THE PROBLEM
School
leadership and management style are also important factors, which can either
motivate or lower teacher morale and commitment. Nwankwo (1984) found that
teachers feel highly motivated when they are consulted about decisions
regarding their work. Unfortunately, too high a proportion of school managers
(principals and headteachers) are high handed and autocratic in their dealings
with teachers (Ayeni 2005). The attitude of inspectors towards teachers in
supervising their work is another important work related motivational factor.
Bamisaye (1998) found that unfair administrative and supervisory practices tend
to undermine teacher morale. it is in view of the above that the researcher
intends to investigate the impact of the Nigerian union of teachers (NUT) on
the management of educational crises in secondary schools in Nigeria.
1.3 OBJECTIVE OF THE STUDY
The main
objective of the study is to ascertain the impact of Nigerian union of teachers
on the management of educational crises in secondary schools in Nigeria; but to
aid the completion of the study, the researcher intends to achieve the following
specific objectives;
i) To ascertain the impact of NUT in the
management of crises in secondary schools in Nigeria
ii) To examine the role of NUT in combating the
menace of mismanagement in secondary schools
iii) To examine the effect of NUT on the
management style of secondary schools in Nigeria
iv) To ascertain if there is any relationship
between NUT and crises management in secondary schools
1.4 RESEARCH HYPOTHESES
To aid the
completion of the study, the following research hypotheses were formulated by
the researcher;
H0: NUT has
no significant impact on the management of crises in secondary schools.
H1: NUT has
a significant impact on the management of crises in secondary schools.
H02: NUT
does not play any role in combating the menace of mismanagement in secondary
schools.
H2: NUT does
not play a role in combating the menace of mismanagement in secondary schools.
1.5 SIGNIFICANCE OF THE STUDY
It is
believed that at the completion of the study, the findings will be of benefit
to the management of secondary schools across the country weather private or
public in combating administrative crises in their schools, the study will also
be of benefit to the executives of the Nigerian union of teachers, as the
findings will guide them on how to used their organization in influencing
management style and decision making in favor of her members. The study will
also be of benefit to researchers who intend to embark on a similar topic as the
study will serve as a pathfinder to further studies, and finally the study will
be of great benefit to the managements of secondary schools, students, pupils
and academia as the findings will also add to the pool of existing literature
1.6 SCOPE AND LIMITATION 0F THE STUDY
The scope of
the study covers the impact of NUT Nigeria union of teacher on the management
of educational crises in secondary schools in Nigeria. But in the cause of the
studies there were some factors which limited the scope of the study;
a)
AVAILABILITY OF RESEARCH MATERIAL: The research material available to the
researcher is insufficient, thereby limiting the study
b) TIME: The
time frame allocated to the study does not enhance wider coverage as the
researcher has to combine other academic activities and examinations with the
study.
c)
Organizational privacy: Limited Access to the selected auditing firm makes it
difficult to get all the necessary and required information concerning the
activities.
1.7
OPERATIONAL DEFINITION OF TERMS
NUT: The National Union of Teachers was a
trade union for school teachers in England, Wales, the Channel Islands and the
Isle of Man. It was a member of the Trades Union Congress
Management
Management
is the administration of an organization, whether it is a business, a
not-for-profit organization, or government body.
Crises
A crisis is
any event that is going to lead to an unstable and dangerous situation
affecting an individual, group, community, or whole society
Management
crises
Crisis
management is the process by which an organization deals with a disruptive and
unexpected event that threatens to harm the organization, its stakeholders, or
the general public
1.8
ORGANIZATION OF THE STUDY
This
research work is organized in five chapters, for easy understanding, as
follows;
Chapter one
is concern with the introduction, which consist of the (overview, of the
study), historical background, statement of problem, objectives of the study, research
hypotheses, significance of the study, scope and limitation of the study,
definition of terms and historical background of the study. Chapter two
highlights the theoretical framework on which the study is based, thus the
review of related literature. Chapter three deals on the research design and
methodology adopted in the study. Chapter four concentrate on the data
collection and analysis and presentation of finding. Chapter five gives
summary, conclusion, and recommendations made of the study
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