Review <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> <str<strong>on</strong>g>literature</str<strong>on</strong>g> <strong>on</strong> <strong>basic</strong> educati<strong>on</strong> <strong>in</strong> NigeriaQuality <str<strong>on</strong>g>of</str<strong>on</strong>g> evidence:MediumSize <str<strong>on</strong>g>of</str<strong>on</strong>g> body <str<strong>on</strong>g>of</str<strong>on</strong>g>evidence:MediumEvidence Strength AssessmentC<strong>on</strong>sistency <str<strong>on</strong>g>of</str<strong>on</strong>g> results:C<strong>on</strong>sistentOverall assessment:MediumEDOREN – Educati<strong>on</strong> Data, Research and Evaluati<strong>on</strong> <strong>in</strong> Nigeria 127
Review <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> <str<strong>on</strong>g>literature</str<strong>on</strong>g> <strong>on</strong> <strong>basic</strong> educati<strong>on</strong> <strong>in</strong> NigeriaCHAPTER 11: HEAD TEACHERS AND TEACHER MANAGEMENT11.1 Introducti<strong>on</strong>The role <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> head teacher is vital to school improvement, and <str<strong>on</strong>g>the</str<strong>on</strong>g>ir leadership, management andsupervisory skills are central to provid<strong>in</strong>g an enabl<strong>in</strong>g envir<strong>on</strong>ment <strong>in</strong> which good teach<strong>in</strong>g and learn<strong>in</strong>gcan take place.This chapter <str<strong>on</strong>g>review</str<strong>on</strong>g>s <str<strong>on</strong>g>the</str<strong>on</strong>g> very limited available <str<strong>on</strong>g>literature</str<strong>on</strong>g> <strong>on</strong> head teachers and <str<strong>on</strong>g>the</str<strong>on</strong>g>ir roles with<strong>in</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g>school before c<strong>on</strong>sider<strong>in</strong>g <str<strong>on</strong>g>the</str<strong>on</strong>g> emergent use <str<strong>on</strong>g>of</str<strong>on</strong>g> SDPs. The next secti<strong>on</strong> c<strong>on</strong>siders teacher management,support and supervisi<strong>on</strong>, both with<strong>in</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> school and by <str<strong>on</strong>g>the</str<strong>on</strong>g> LGEA. The focus <str<strong>on</strong>g>the</str<strong>on</strong>g>n moves <strong>on</strong> to teacherdiscipl<strong>in</strong>e, <strong>in</strong>clud<strong>in</strong>g both <str<strong>on</strong>g>the</str<strong>on</strong>g> ma<strong>in</strong> discipl<strong>in</strong>ary issues c<strong>on</strong>cern<strong>in</strong>g teachers and <str<strong>on</strong>g>the</str<strong>on</strong>g> discipl<strong>in</strong>ary measuresthat are taken. F<strong>in</strong>ally, we briefly c<strong>on</strong>sider new <strong>in</strong>itiatives with head teachers.In this chapter we draw heavily <strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> 2004 ESA survey <str<strong>on</strong>g>of</str<strong>on</strong>g> almost 1,000 primary head teachers and over800 sec<strong>on</strong>dary head teachers across <str<strong>on</strong>g>the</str<strong>on</strong>g> country <strong>in</strong> both public and private schools (FME 2005), althoughwe should stress that <strong>in</strong> a few secti<strong>on</strong>s <str<strong>on</strong>g>of</str<strong>on</strong>g> that report it is not always clear whe<str<strong>on</strong>g>the</str<strong>on</strong>g>r figures refer toprimary or sec<strong>on</strong>dary head teachers or both.11.2 Head teachersThere is a dearth <str<strong>on</strong>g>of</str<strong>on</strong>g> available research <strong>on</strong> head teachers <strong>in</strong> school. Head teachers are <strong>in</strong> charge <str<strong>on</strong>g>of</str<strong>on</strong>g> dayto-dayadm<strong>in</strong>istrati<strong>on</strong> and management <str<strong>on</strong>g>of</str<strong>on</strong>g> teachers <strong>in</strong> school, although <str<strong>on</strong>g>the</str<strong>on</strong>g>re is no available nati<strong>on</strong>alpolicy <strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g>ir roles and resp<strong>on</strong>sibilities and widely divergent views am<strong>on</strong>g stakeholders about whatroles <str<strong>on</strong>g>the</str<strong>on</strong>g>y should be play<strong>in</strong>g (Sherry 2008). In this, Nigeria is reportedly lagg<strong>in</strong>g beh<strong>in</strong>d a number <str<strong>on</strong>g>of</str<strong>on</strong>g>o<str<strong>on</strong>g>the</str<strong>on</strong>g>r countries <strong>in</strong> SSA such as Rwanda, Ghana and Kenya, which are beg<strong>in</strong>n<strong>in</strong>g to adopt nati<strong>on</strong>alstrategies for <str<strong>on</strong>g>the</str<strong>on</strong>g> tra<strong>in</strong><strong>in</strong>g <str<strong>on</strong>g>of</str<strong>on</strong>g> head teachers for <str<strong>on</strong>g>the</str<strong>on</strong>g> role <str<strong>on</strong>g>of</str<strong>on</strong>g> headship and management (Mulkeen et al.2007).11.2.1 Head teachers’ appo<strong>in</strong>tment and authorityThe importance <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> head teacher to school management and <str<strong>on</strong>g>the</str<strong>on</strong>g> successful implementati<strong>on</strong> <str<strong>on</strong>g>of</str<strong>on</strong>g>school-level <strong>in</strong>terventi<strong>on</strong>s is widely recognised <strong>in</strong> Nigeria (FME 2005; Arikewuyo 2009; Holfeld et al.2008; Boult<strong>on</strong> et al. 2009; USAID 2009; Adeyemi 2010; Gabrscek and Usman 2013). In <str<strong>on</strong>g>review</str<strong>on</strong>g><strong>in</strong>g <str<strong>on</strong>g>the</str<strong>on</strong>g>five-year COMPASS programme, <str<strong>on</strong>g>the</str<strong>on</strong>g> end-<str<strong>on</strong>g>of</str<strong>on</strong>g>-project report c<strong>on</strong>cluded:The level to which some schools complied with <str<strong>on</strong>g>the</str<strong>on</strong>g> <strong>basic</strong> quality <str<strong>on</strong>g>of</str<strong>on</strong>g> educati<strong>on</strong> <strong>in</strong>terventi<strong>on</strong>s was determ<strong>in</strong>edto a large extent by <str<strong>on</strong>g>the</str<strong>on</strong>g> understand<strong>in</strong>g and oversight <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> head teacher (USAID 2009: 48).Despite this, head teachers generally have very little power to effect change (Boult<strong>on</strong> et al. 2009). Forexample, <str<strong>on</strong>g>the</str<strong>on</strong>g>y have no funds available with which to develop <str<strong>on</strong>g>the</str<strong>on</strong>g> school (o<str<strong>on</strong>g>the</str<strong>on</strong>g>r than funds raised thoughSBMCs and PTAs (see Chapter 13), nor do <str<strong>on</strong>g>the</str<strong>on</strong>g>y have <str<strong>on</strong>g>the</str<strong>on</strong>g> power to appo<strong>in</strong>t or dismiss staff (ibid.).Arguably this is beg<strong>in</strong>n<strong>in</strong>g to change <strong>in</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> few schools that now have access to school developmentgrants (see Secti<strong>on</strong> 11.3 below).Head teachers are generally appo<strong>in</strong>ted by <str<strong>on</strong>g>the</str<strong>on</strong>g> ES at <str<strong>on</strong>g>the</str<strong>on</strong>g> LGEA level (Williams 2009; see Secti<strong>on</strong> 6.6.6);<str<strong>on</strong>g>the</str<strong>on</strong>g> ma<strong>in</strong> criteri<strong>on</strong> for appo<strong>in</strong>tment as a head teacher is years <str<strong>on</strong>g>of</str<strong>on</strong>g> teach<strong>in</strong>g service (FME 2005; Arikewuyo2009), although, like teachers, head teachers can be appo<strong>in</strong>ted for political or o<str<strong>on</strong>g>the</str<strong>on</strong>g>r reas<strong>on</strong>s. The 2004ESA found that <strong>on</strong>ly around half had NCE and around a fifth had a Postgraduate Diploma <strong>in</strong> Educati<strong>on</strong>(PGDE). Moreover, <str<strong>on</strong>g>the</str<strong>on</strong>g> situati<strong>on</strong> was worse at sec<strong>on</strong>dary level, where <str<strong>on</strong>g>the</str<strong>on</strong>g> largest qualificati<strong>on</strong> group <strong>in</strong><str<strong>on</strong>g>the</str<strong>on</strong>g> sample (43%) comprised head teachers with degrees but no teach<strong>in</strong>g qualificati<strong>on</strong>s (FME 2005).EDOREN – Educati<strong>on</strong> Data, Research and Evaluati<strong>on</strong> <strong>in</strong> Nigeria 128
- Page 1 and 2:
REVIEW OF THE LITERATURE ON BASICED
- Page 3 and 4:
Review of
- Page 5 and 6:
Review of
- Page 7 and 8:
Review of
- Page 9 and 10:
Review of
- Page 11 and 12:
Review of
- Page 13 and 14:
Review of
- Page 15 and 16:
Review of
- Page 17 and 18:
Review of
- Page 19 and 20:
Review of
- Page 21 and 22:
Review of
- Page 23 and 24:
Review of
- Page 25 and 26:
Review of
- Page 27 and 28:
Review of
- Page 29 and 30:
Review of
- Page 31 and 32:
Review of
- Page 33 and 34:
Review of
- Page 35 and 36:
Review of
- Page 37 and 38:
Review of
- Page 39 and 40:
Review of
- Page 41 and 42:
Review of
- Page 43 and 44:
Review of
- Page 45 and 46:
Review of
- Page 47 and 48:
Review of
- Page 49 and 50:
Review of
- Page 51 and 52:
Review of
- Page 53 and 54:
Review of
- Page 55 and 56:
Review of
- Page 57 and 58:
Review of
- Page 59 and 60:
Review of
- Page 61 and 62:
Review of
- Page 63 and 64:
Review of
- Page 65 and 66:
Review of
- Page 67 and 68:
Review of
- Page 69 and 70:
Review of
- Page 71 and 72:
Review of
- Page 73 and 74:
Review of
- Page 75 and 76:
Review of
- Page 77 and 78:
Review of
- Page 79 and 80:
Review of
- Page 81 and 82:
Review of
- Page 83 and 84:
Review of
- Page 85 and 86:
Review of
- Page 87 and 88:
Review of
- Page 89 and 90:
Review of
- Page 91 and 92:
Review of
- Page 93 and 94:
Review of
- Page 95 and 96:
Review of
- Page 97 and 98:
Review of
- Page 99 and 100:
Review of
- Page 101 and 102:
Review of
- Page 103 and 104: Review of
- Page 105 and 106: Review of
- Page 107 and 108: Review of
- Page 109 and 110: Review of
- Page 111 and 112: Review of
- Page 113 and 114: Review of
- Page 115 and 116: Review of
- Page 117 and 118: Review of
- Page 119 and 120: Review of
- Page 121 and 122: Review of
- Page 123 and 124: Review of
- Page 125 and 126: Review of
- Page 127 and 128: Review of
- Page 129 and 130: Review of
- Page 131 and 132: Review of
- Page 133 and 134: Review of
- Page 135 and 136: Review of
- Page 137 and 138: Review of
- Page 139 and 140: Review of
- Page 141 and 142: Review of
- Page 143 and 144: Review of
- Page 145 and 146: Review of
- Page 147 and 148: Review of
- Page 149 and 150: Review of
- Page 151 and 152: Review of
- Page 153: Review of
- Page 157 and 158: Review of
- Page 159 and 160: Review of
- Page 161 and 162: Review of
- Page 163 and 164: Review of
- Page 165 and 166: Review of
- Page 167 and 168: Review of
- Page 169 and 170: Review of
- Page 171 and 172: Review of
- Page 173 and 174: Review of
- Page 175 and 176: Review of
- Page 177 and 178: Review of
- Page 179 and 180: Review of
- Page 181 and 182: Review of
- Page 183 and 184: Review of
- Page 185 and 186: Review of
- Page 187 and 188: Review of
- Page 189 and 190: Review of
- Page 191 and 192: Review of
- Page 193 and 194: Review of
- Page 195 and 196: Review of
- Page 197 and 198: Review of
- Page 199 and 200: Review of
- Page 201 and 202: Review of
- Page 203 and 204: Review of
- Page 205 and 206:
Review of
- Page 207 and 208:
Review of
- Page 209 and 210:
Review of