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LINKING
QUALITY TO SERVICE DELIVERY: A FOCUS ON ADMINISTRATORS OF SENIOR SECONDARY
SCHOOLS
CHAPTER ONE
INTRODUCTION
Background
to the Study
Teacher
education programme is saddled with the responsibility of nation building for
the Nigerian as development society. The quality of the products from teacher
training institutions determines the pace of the nation’s development.
Quality in
the educational sector is considered in terms of exceptionally high standards,
consistency, fitness for purpose, value for money (accountability) and
transformative effects (Atanda 2007). Onuh (2006) claims that quality in
education is a multidimensional concept which should embrace all functions and activities, teaching and academic
programmes, research and scholarship, staffing, students, buildings,
facilities, equipment, services to the community and academic environment
(UNESCO 1998).
This is why
the major concerns of Nigerian educational system is how to ensure quality and
high delivery.
According to
Chambers Twentieth Century Dictionary of current English, among other meanings,
defines quality as “grade of goodness, excellence or degrees (especially high
degrees) of goodness or worth”. The educational service delivery system needs
substantial human and material resources with adequate and sustained quality
assurance measures in order to live up to expectations. The expansion and
upgrading of facilities and equipment to enhance capacity utilization of
information communication technology (ICT) need not to be over emphasized.
There are
five indicators of quality measures in an organization or the school system.
They include
Highly trained staff ; Adequate funding;
Visionary leadership ; Service to the community/academic environment and
Research and academic activities
There are
also some elements or indicators of good service delivery in schools or
organizations. They are adequate staffing, population (enrolment of students),
management of funds, adequate management of infrastructure, accommodation and
equipment, provision of adequate information communication technology (ICT) in
the library, provision of adequate instructional materials, co-curricular
activities, uniform input and output evaluation procedures and provision of
scholarship facilities.
In schools
that are extremely good, we inevitably found an aggressive, professionally
alert, dynamic principles determined to provide the kind of educational
programmes deemed necessary no matter what (Gold Hammer, 1986).
In another
development, (Hechinger 1989) has this to say “I have never seen a good school
with a poor principal or a poor school with a good principal. I have seen
unsuccessful schools turned around into successful ones and, regrettably
outstanding schools slide rapidly into decline. In each case the rise and fall
could readily be traced to the quality of the principal.
The above
statements show that it is the leadership of the school that makes the
difference between mediocrity and excellence.
A capsule
description of the qualities and behaviours that characterize principals in
successful schools; qualities that have surfaced again and again in the
research literature, runs as follows:
(a) Effective principals have a strong vision
of what their schools can be, and they encourage all staff to work towards
realizing that vision (Gunge 1990).
(b) They hold high expectations for both
students achievement and teacher staff performance.
(c) The observe teachers in classrooms and
provide positive constructive feedback aimed at solving problems and
improvising instruction.
(d) They encourage excellent and efficient
instruction time and design procedures to minimize disruptions.
(e) They use material and personal
resources creatively.
(f) They monitor the individual and
collective achievement of students and use the information to guide
instructional planning (Adamson 1989).
Unfortunately,
many less effective principals define their role as managers of the building and budget,
keepers of the records, chief disciplinarians and communicators with everyone
(Davis 1989). According to Willower (1982); many less quality or effective
principals leave teaching to
teachers. Research on the activities and behaviours of principals
indicate that most school principals spend very little time on curriculum and
instructional matters; while few of them have been trained and prepared
for instructional leadership.
As Goodhead
(1983) puts it, most teachers, parents and interested others are not aware of
the pivotal role an instructionally active principal can play in creating an
effective school, a school where everyone is concerned with learning and
achievement, where expectations are high and educational improvement is a daily
concern.
The daily
routine of every school principal, although routine is hardly the correct word
includes activities which are described
as “varied, brief and disjointed”
Lee (1987),
and “varied brief and fragmented” by Martin and Willower (1981); While Greenfield
concluded that the activities of effective school principals involve “an endless series of brief interpersonal
encounters and exchanges with students, teachers, parents, supervisors and others”.
Principals
must deal with competing values and expectations along with shortages in space,
staff, funds, equipment and materials and miss communications are common
(Barnett et al, (1984) The work of the principal is largely verbal.
Principals
dispense information about procedures and politics to veteran teachers,
new teachers, substitute teachers,
special education teachers, reading specialties, counsellors, school
psychologists, maintenance staff, students, parents and others in the
community. Well-trained and experienced school principals answer questions
about the availability of aids, space,
materials and other resources and details about forth coming events in the
schools where they are found (Bloomberg 1987).
According to
Morris et al (1992), the principals’ activities are classified into monitoring school
activities, serving as school spokesperson, disseminating information to school
staff, handling resources.
Statement of
the Problem
The school
principal is the arrow head of the school system. This means that the school
principal determines the pace at which things or events move in the school. In
this regard therefore, the quality of the school principal to a large extent,
determines the services he/she renders to the school.
According to
Goodhead (1983), many less effective principals view the role they play in the
school as managers of the school building and budget keepers of the school
records and communicators with every one. They unfortunately, leave the
teaching of the classroom teachers. Most principals spend little time on
curriculum and instructional matters. Most principals in the school system
today are poor school leaders, inefficient administrators, who lack the
required capacity and academic process to keep the school moving ahead. They lack
experience and qualification with which high and qualitative services are
rendered in the administration of the school. (Ola, 2004)
This study
examined linking quality to service delivery, a focus on administrators of
senior secondary schools in Lagos State.
PURPOSE OF
THE STUDY
The main
purpose of this study is to examine the linkage between quality and service
delivery among school principals in Lagos State, senior secondary schools.
The specific
objectives of this study include:
To examine
the effects of leadership quality on service delivery of principals in Lagos
State secondary school
administration.
To link
efficiency with quality service delivery among principals.
To identify
the factors militating against service delivery in schools administration.
To profer
solutions to the problems of poor service delivery among principals in our
secondary schools.
Differentiate
between the service delivery of trained/experienced principals and the
untrained/ inexperienced ones.
Examine the
service delivery of male and female principals.
RESEARCH
QUESTIONS
The
following research questions were raised in this study.
1. Does experience affect principal’s
services delivery in schools?
2. How can teacher’s number of years in
service be linked to their service delivery?
3. What are the constraints that
militate against service delivery
among school principals?
4. Is there any difference between the
service delivery pattern as exhibited by male and female principals?
5. What are the possible solutions to
the problems of poor service delivery among principals in our secondary
schools?
6. To what extent can service delivery of
trained principals differ from
those rendered by the untrained ones?
Research
Hypotheses
These
research hypotheses were formulated in this study:
1. There will be no significant effect of
experience on service delivery among
school principals in Lagos state.
2. There will be no significant gender
difference in the service delivery
of principals in schools.
3. There will be no significant difference
service delivery patterns of trained principals and their untrained
counterparts.
Significance
of the Study
This study
will be beneficial to the following:
This study
will help school principals have better insight on the importance of service
delivery in the school. With the recommendations and findings of this study,
school principals would be more aware of the importance of quality in service
delivery.
This will
enable them to imbibe the culture of being
exposed to training and retraining in the school in order to achieve
maximum quality for effective service delivery in the day to day management and
administration.
The findings
of this study enables teachers in
the school system, who practice
teaching on daily basis, the opportunity of knowing that the quality of a teacher
to a large extent affect the way at
which he/she delivers service in the teaching profession. With this study, practising teachers
would be able to imbibe the culture of updating their academics periodically as
that will help them to perform their duties creditably well. It also helps
teachers to know that it pays to deliver quality services in one’s profession.
This study
would help the school authority to be able to provide conducive environment
towards the production of personnel who will be able, available, ready and
efficient in service delivery in the school system. With this study, the school
authority will be able to make policies that would enable staff to be trained and groomed for better performance
and higher productivity in the school.
The study would serve as a good and important reference material to the
public and the upcoming researchers and students in general.
Scope and
Limitations of Study
This study
will cover the linking of quality to service delivery among secondary schools
in Lagos State.
Definition
of Terms
The
following terms were defined in this study:
Quality: Quality is defined as grade of goodness,
excellence or degrees (especially high degrees) of goodness of work.
Service
Delivery: The control and effective management and utilization of school population,
funds, infrastructures, accommodations, equipment, information communication technology and
so on for growth and development
of the school system.
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