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DATA
MANAGEMENT PRACTICES OF HEAD TEACHERS
Abstract
This study
focused on data management practices of head teachers in Kosofe education zone
of Lagos state. The study tries to investigate how head teachers in Kosofe zone
carries out data management. The Population for this study was 36,278 which
comprises of 277 head teachers and 3,6001 assist, where the sample size used
were 277 head teachers and 277 assistant head teachers making the sample size
of 554. The reliability coefficient of the instrument was 0.96 using Cronbach
Alpha while three experts - two in Educational Administration and Planning and
one from Measurement and evaluation carried out the face and content validation
of the instrument. Four research questions and four null hypotheses tested at
0.05 level of significance guided the study. Mean and standard deviation were
employed to answer the research questions. A twenty four item questionnaire on
data management practices of head teachers in Kosofe education zone of Lagos
state was used to get the mean scores, the following results were obtained.
CHAPTER ONE
INTRODUCTION
Background
of the Study
One of the
most serious setback to educational development in Nigeria is none availability
of data or lack of authenticity where available Nwagwu, 2003). In the blue
print put forward by the implementation committee on the National Policy on
Education (2004) it was noted that:
Difficulties
are encountered in Nigeria in obtaining such basic data like the population of
students, the population of teachers, the number of instructional materials
available in schools, tile number of school building to be renovated and many
others (lgwe, 2004). The state ministries of education lack accurate data which
affects its policies and programmes and this is as a result of fabricated data
supplied to the ministry by the school head teachers (Federal Republic of
Nigeria, 2004). According to Ikpe (2002), statistical data on educational
expenditure are not always available and if available, they do not give a
sufficient breakdown to make the data valuable for most planning purposes in
the ministry of education. Uyanga (1993), opined that educational planners all
over the developed economics of the world, sets future educational target based
on objectives identification, peoples aspiration, problems of the society,
needs and gaps in the field of education.
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