Vol. 1(2) SEP 2011 - SAVAP International

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Academic Research International ISSN: 2223-9553 Volume 1, Issue 2, September 2011 Republic of Nigeria (2004:22) where it was stated that “Government welcomes the participation of voluntary agencies, communities and private individuals in the establishment and management of secondary schools as well as regular supervision and inspection of these schools’’. With reference to the status of private schools which involved the existence of some unapproved schools and being expensive, Adiotomre (n.d) in Akpa, Udoh and Fagbamiye (2005:93) stated that “Educational management must ensure effective monitoring of schools to avoid unnecessary increment of tuition fees as envisaged in a deregulated school system. They must manage schools effectively and if need be, sanction any school that fall below standard both in academic, physical structure and moral standard”. With reference to research question 3, most administrators and teachers agree that the problems encountered in course of managing secondary schools are financial constrain, lack of instructional materials, poor study habit of some students, examination malpractice, recruitment of nonprofessional teachers, staff attitude to work, geographical location of a school, poor teaching method, poor performance in external examination and the existence of communication gap. These findings were supported by Barko and Ramadan (n.d) cited in Akpa (2002:138-139) who recounted the challenges of the Principal in the 21 st century as shortage of funds and equipment necessary for effective teaching and learning, unpredictable and volatile staff agitation, inadequate remuneration of teachers/delay in the payment of even the little salary, failure of government and other school proprietors to implement the payment of allowances of teachers and inadequate on-thejob training programmes for school Principals and teachers to update their knowledge. With reference to research question 4, the respondents are of the view that the strategies for improvement in the management of secondary education are availability of finance, availability of instructional materials, regular counseling in school to improve study habit and reduce examination malpractice, recruitment of professional teachers, counseling of staff to improve work attitude, increment of teachers salary/better working condition, situating schools in serene environment, regular workshops/seminars/enlightenment programmes for teachers, strict adherence to WAEC marking scheme and having good communication system and rapport with the management/teachers/students as well as a good PTA in secondary schools. These findings approximates to Barko and Ramadan (n.d) in Akpa (2002:141-142) who opined that the Principal should be innovative and resourceful by coming up with alternative sources of staff motivation and funding in the face of dwindling financial support for the school and the ability to communicate effectively with others. It is also supported by Gloria and Amini (n.d) cited in Pokalas,Lawani,Gambo and Mohammed(2002:27) who posited that the quality of education should be seen in terms of quality of teaching materials, quality of educational environment like classroom and quality of infrastructure. This was further strengthened by Ezewu (1987) in Nnabuo, Okorie, Agabi and Igwe (2004:217) who posited that the academic inspection should include the input variables (teacher), process variable (teaching) and output variable (achievement). IMPLICATIONS OF FINDINGS If the strategies are employed to cater for the problems enumerated in course of managing secondary schools, then secondary education will have a qualitative standard as well as a smooth administration so as to achieve the set pre-determined goals. SUMMARY The status of public and private secondary schools in Port Harcourt were highlighted as well as the problems encountered in course of managing secondary schools like financial constrain, lack of instructional materials, poor study habit of students and the existence of communication gap among Copyright © 2011 SAVAP International www.savap.org.pk www.journals.savap.org.pk 350
Academic Research International ISSN: 2223-9553 Volume 1, Issue 2, September 2011 others were discussed. Strategies for the improvement of secondary education were enumerated like availability of finance and instructional materials, regular counseling in school, recruitment of professional teachers, increment of staff salary and better working conditions among others were not left out. CONCLUSION Deregulation has increased the private sector participation in education delivery in Port Harcourt in line with the status of secondary school where private school numbered 50 and public schools 12. It has also broadened access to education hence parents are guaranteed the freedom of choice to either send their children to public or private schools. However, the exercise has to be guided so that it does not lead to commercialization of education as recorded that some private schools are expensive. Conclusively, this study was not conducted to criticize either public or private secondary schools but to highlight the state of art (status) in both schools and proffer a complementary management to improve the standard of secondary education. RECOMMENDATIONS Based on the results of findings in this study, the followings are advanced: i. The government should improve on its budgetary allocations to education. This is to raise the standard of education in public schools while private proprietors should source additional funds to boost the financial base of the schools. ii. The government and proprietors should endeavour to put in place instructional materials and infrastructural facilities to facilitate teaching-learning process. iii. The services of guidance counselors should be employed for regular counseling of students, teachers and school administrators. iv. Only professional teachers should be allowed to teach v. There should be increment in teachers’ salary and better working condition to motivate and retain staff in public and private schools. vi. Both public and private schools should be situated in serene environment for effective teaching-learning process. vii. There should be regular workshop, seminar and enlightenment programmes for teachers to improve and it should be followed up with quality supervision/inspection. viii. Ministry of education should ensure that both public and private schools adhere to WAEC marking scheme for success in external examinations. ix. There should be good working relationship between staff and management. x. Government should close down private schools operating below standards. xi. Private schools that are not adequately staffed should be sanctioned. xii. To complement government effort, public-private partnership (PPP) is recommended to accommodate the varieties of stakeholders in education. This makes for joint views/resources to be pulled together so as to reduce the burden on the government. Copyright © 2011 SAVAP International www.savap.org.pk www.journals.savap.org.pk 351
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